Module 4 - SLPStudent Achievement, Accountability, and Community.docxroushhsiu
Module 4 - SLP
Student Achievement, Accountability, and Community Partnerships
The Module 4 readings provide you with a brief background on issues related to student achievement, accountability, and community partnerships. The goal of this assignment is to explore these areas at your current work site. Locate a recent accountability report regarding your school’s student academic achievement. In a 3- to 5-page paper, assess whether or not the accountability measures utilized in the report provide an accurate representation of your school site. Identify and discuss one area where the school is excelling. Identify and discuss one area where the school needs to improve. Next, identify one area that is not addressed in the report, but you feel should have been explored further (either because it demonstrates an area of success or an area that needs improvement). Lastly, evaluate whether or not your school site involves the community or encourages community partnerships. How has this affected student performance?
SLP Assignment Expectations
Your paper will be assessed on the following criteria:
Assignment-driven criteria: Demonstrates mastery covering all key elements of the assignment in a substantive way.
Scholarly writing: Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.
Quality of references and organization: Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, and convey understanding of the topic and shape the work.
Citing sources: Demonstrates mastery using in-text citations or sources and properly uses APA format including a full reference list.
Critical thinking/Application to professional practice: Demonstrates mastery conceptualizing the problem, and viewpoints and assumptions of experts are analyzed, synthesized, and evaluated thoroughly. Conclusions are logically presented and applied to professional practice in an exceptional manner.
Privacy Policy | Contact
bgloss.indd 312 11/26/2015 7:40:39 PM
Managing and Using
Information Systems
A STRATEGIC APPROACH
Sixth Edition
Keri E. Pearlson
KP Partners
Carol S. Saunders
W.A. Franke College of Business
Northern Arizona University
Dr. Theo and Friedl Schoeller Research Center for Business and Society
Dennis F. Galletta
Katz Graduate School of Business
University of Pittsburgh, Pittsburgh, PA
ffirs.indd 1 12/1/2015 12:34:39 PM
VICE PRESIDENT & DIRECTOR George Hoffman
EXECUTIVE EDITOR Lise Johnson
DEVELOPMENT EDITOR Jennifer Manias
ASSOCIATE DEVELOPMENT EDITOR Kyla Buckingham
SENIOR PRODUCT DESIGNER Allison Morris
MARKET SOLUTIONS ASSISTANT Amanda Dallas
SENIOR DIRECTOR Don Fowley
PROJECT MANAGER Gladys Soto
PROJECT SPECIALIST Nichole Urban
PROJECT ASSISTANT Anna Melhorn
EXECUTIVE MARKETING MANAGER Christopher DeJohn
ASSISTANT MARKETING MANAGER Puja Katariwala
ASSOCIATE DIRECTOR Kevin Holm
S ...
The work of HR part two the flow ofinformation and work.docxchristalgrieg
The work of HR part two: the flow of
information and work
Harnessing
the power
of corporate
culture
STRATEGIC COMMENTARY
Laurent Jaquenoud
e-HR
Employee self-service at RDF
HOW TO...
Integrate corporate culture and
employee engagement
PRACTITIONER PROFILE
Julie Bass, Groupama
METRICS
Rating intellectual capital
HR AT WORK
Tailored recognition at Lloyds TSB
Asset Finance
HR AT WORK
Transport for London’s
non-traditional training
REWARDS
Communicating employee
recognition at MDOT
RESEARCH AND RESULTS
Effective recruiting tied to stronger
financial results
September/October 2005
Volume 4, Issue 6
PAGE 20
DEPARTMENTS
Ethics and strategy innovation at Citigroup
How O2 built the business case for
engagement
Creating a business-focused IT function
Developing leaders for a sustainable
global society
Defining the strategic agenda for HR
FEATURES
by Dave Ulrich and Wayne Brockbank
32 Volume 4 Issue 6 September/October 2005
VER THE PAST DECADE, increasing
focus has been placed on the role that
businesses can – and should – play in
contributing to a sustainable global society.
Failure to face up to these challenges has significant costs.
Increasingly, a firm’s long-term competitiveness is
dependent on how creatively and adroitly its leaders
manage at the intersection of financial, social and
environmental objectives.
Responsibility for assuring that leaders at all levels in
the firm are ready to meet these rising expectations is
widely shared throughout the corporation, but HR
professionals, particularly those responsible for leadership
development, can be at the forefront of the effort.
To be in this vanguard, leadership development
experts must reflect on two critical questions: What
kind of leader is called for? And how do we develop
individuals with these capabilities? Since 1999 the
Aspen Institute’s Business and Society Program has
been convening experts in leadership development
from academic institutions, corporations and
professional service firms around the world, inviting
them to share insights on these questions. This article
details what we have learned so far from conversations
with these leading thinkers.
A new model for business leadership
If we are now expecting businesses to operate with a
longer-term view that takes social and environmental
impacts into account, we need a new model of
leadership to achieve that result. Typically, “new
model” leaders:
• are able to span boundaries, listen to diverse
constituencies and be willing to be altered by any of
these inputs;
• have the courage to make tough decisions in a way
that acknowledges the often conflicting
values/expectations of these constituencies;
• are enriched, not overwhelmed, by complexity and
diversity;
• build a team that is stronger than its individual parts;
• see the firm in a larger context, considering social and
environmental issues beyond the corporation’s gates;
• move beyond solving specific problems or addressing
particular needs ...
Unit 1 Module 1 - Virtues and Drawbacks of Organized Activity.docxwillcoxjanay
Unit 1: Module 1 - Virtues and Drawbacks of Organized Activity
Virtues and Drawbacks of Organized Activity
The establishment of large, complex organizations is historically recent. Today, much of society's important work is done in or by organizations. Many organizations really play their roles well, providing good jobs, producing safe and reliable products, developing their workforce, and fulfilling their social responsibility. However, without the right leadership and good decision-making, they may produce poor service, and defective and dangerous products.
We have recently seen corporations tarnishing their reputations by exploiting people and communities, and by damaging the environment. In some cases, people chosen to lead organizations seem to be clueless of what is really going on and how to keep an organization in good shape, or how to turn it into a successful one.
One way to avoid the negative effects of organized activity and, therefore, improve performance, is through reframing or viewing situations from multiple perspectives. Reframing offers cognitive lenses on the world that affects what you see and what it means.
This course introduces a framework consisting of the following four basic lenses or frames for strengthening managerial diagnosis and action:
· Structural Frame: It focuses on the architecture of organization—the design of units and subunits, rules and roles, goals and policies—that shape, and channel decisions and activities.
· Human Resource Frame: It emphasizes that management requires an understanding of people with their strengths and foibles, reasons and emotions, and desires and fears.
· Political Frame: It depicts that organizations are considered competitive arenas characterized by scarce resources, competing interests, and struggles for power and advantage.
· Symbolic Frame: It focuses on issues of meaning and faith.
Key Words for the Four Frames
Frame
Key Words
Structural Frame
Goals, task, technology, rationality, environment, rules, roles, linkages, differentiation, integration
Human Resource Frame
Needs, skills, feelings, motivation, satisfaction, norms, interpersonal interactions, fit (between person and organization)
Political Frame
Power, conflict, coalitions, scarcity, enduring differences, politics, bargaining, negotiation
Symbolic Frame
Symbols, meaning, belief, faith, culture, ceremonies, rituals, myths, stories, play
Unit 1: Module 1 - Managerial Thinking
Managerial Thinking
Before becoming managers and leaders, professionals develop their qualifications by learning from others and developing their own managerial style and interpersonal skills. This formation can be biased by those who play an important role on each individual’s development process.
When each one of those individuals takes charge, they carry all that into their performance and leadership style. Some are overwhelmed by the new responsibilities and “freeze” before the many challenges they face. It is also usual that manager ...
5 Keys to Social Leadership Development - Webinar 04.23.14BizLibrary
What does leadership even look like today? What are the opportunities for learning and development in our more collaborative and social workplaces? And how can we adapt, move forward and develop leaders well-equipped to thrive in this fast changing world?
www.bizlibrary.com/webinars
Module 4 - SLPStudent Achievement, Accountability, and Community.docxroushhsiu
Module 4 - SLP
Student Achievement, Accountability, and Community Partnerships
The Module 4 readings provide you with a brief background on issues related to student achievement, accountability, and community partnerships. The goal of this assignment is to explore these areas at your current work site. Locate a recent accountability report regarding your school’s student academic achievement. In a 3- to 5-page paper, assess whether or not the accountability measures utilized in the report provide an accurate representation of your school site. Identify and discuss one area where the school is excelling. Identify and discuss one area where the school needs to improve. Next, identify one area that is not addressed in the report, but you feel should have been explored further (either because it demonstrates an area of success or an area that needs improvement). Lastly, evaluate whether or not your school site involves the community or encourages community partnerships. How has this affected student performance?
SLP Assignment Expectations
Your paper will be assessed on the following criteria:
Assignment-driven criteria: Demonstrates mastery covering all key elements of the assignment in a substantive way.
Scholarly writing: Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.
Quality of references and organization: Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, and convey understanding of the topic and shape the work.
Citing sources: Demonstrates mastery using in-text citations or sources and properly uses APA format including a full reference list.
Critical thinking/Application to professional practice: Demonstrates mastery conceptualizing the problem, and viewpoints and assumptions of experts are analyzed, synthesized, and evaluated thoroughly. Conclusions are logically presented and applied to professional practice in an exceptional manner.
Privacy Policy | Contact
bgloss.indd 312 11/26/2015 7:40:39 PM
Managing and Using
Information Systems
A STRATEGIC APPROACH
Sixth Edition
Keri E. Pearlson
KP Partners
Carol S. Saunders
W.A. Franke College of Business
Northern Arizona University
Dr. Theo and Friedl Schoeller Research Center for Business and Society
Dennis F. Galletta
Katz Graduate School of Business
University of Pittsburgh, Pittsburgh, PA
ffirs.indd 1 12/1/2015 12:34:39 PM
VICE PRESIDENT & DIRECTOR George Hoffman
EXECUTIVE EDITOR Lise Johnson
DEVELOPMENT EDITOR Jennifer Manias
ASSOCIATE DEVELOPMENT EDITOR Kyla Buckingham
SENIOR PRODUCT DESIGNER Allison Morris
MARKET SOLUTIONS ASSISTANT Amanda Dallas
SENIOR DIRECTOR Don Fowley
PROJECT MANAGER Gladys Soto
PROJECT SPECIALIST Nichole Urban
PROJECT ASSISTANT Anna Melhorn
EXECUTIVE MARKETING MANAGER Christopher DeJohn
ASSISTANT MARKETING MANAGER Puja Katariwala
ASSOCIATE DIRECTOR Kevin Holm
S ...
The work of HR part two the flow ofinformation and work.docxchristalgrieg
The work of HR part two: the flow of
information and work
Harnessing
the power
of corporate
culture
STRATEGIC COMMENTARY
Laurent Jaquenoud
e-HR
Employee self-service at RDF
HOW TO...
Integrate corporate culture and
employee engagement
PRACTITIONER PROFILE
Julie Bass, Groupama
METRICS
Rating intellectual capital
HR AT WORK
Tailored recognition at Lloyds TSB
Asset Finance
HR AT WORK
Transport for London’s
non-traditional training
REWARDS
Communicating employee
recognition at MDOT
RESEARCH AND RESULTS
Effective recruiting tied to stronger
financial results
September/October 2005
Volume 4, Issue 6
PAGE 20
DEPARTMENTS
Ethics and strategy innovation at Citigroup
How O2 built the business case for
engagement
Creating a business-focused IT function
Developing leaders for a sustainable
global society
Defining the strategic agenda for HR
FEATURES
by Dave Ulrich and Wayne Brockbank
32 Volume 4 Issue 6 September/October 2005
VER THE PAST DECADE, increasing
focus has been placed on the role that
businesses can – and should – play in
contributing to a sustainable global society.
Failure to face up to these challenges has significant costs.
Increasingly, a firm’s long-term competitiveness is
dependent on how creatively and adroitly its leaders
manage at the intersection of financial, social and
environmental objectives.
Responsibility for assuring that leaders at all levels in
the firm are ready to meet these rising expectations is
widely shared throughout the corporation, but HR
professionals, particularly those responsible for leadership
development, can be at the forefront of the effort.
To be in this vanguard, leadership development
experts must reflect on two critical questions: What
kind of leader is called for? And how do we develop
individuals with these capabilities? Since 1999 the
Aspen Institute’s Business and Society Program has
been convening experts in leadership development
from academic institutions, corporations and
professional service firms around the world, inviting
them to share insights on these questions. This article
details what we have learned so far from conversations
with these leading thinkers.
A new model for business leadership
If we are now expecting businesses to operate with a
longer-term view that takes social and environmental
impacts into account, we need a new model of
leadership to achieve that result. Typically, “new
model” leaders:
• are able to span boundaries, listen to diverse
constituencies and be willing to be altered by any of
these inputs;
• have the courage to make tough decisions in a way
that acknowledges the often conflicting
values/expectations of these constituencies;
• are enriched, not overwhelmed, by complexity and
diversity;
• build a team that is stronger than its individual parts;
• see the firm in a larger context, considering social and
environmental issues beyond the corporation’s gates;
• move beyond solving specific problems or addressing
particular needs ...
Unit 1 Module 1 - Virtues and Drawbacks of Organized Activity.docxwillcoxjanay
Unit 1: Module 1 - Virtues and Drawbacks of Organized Activity
Virtues and Drawbacks of Organized Activity
The establishment of large, complex organizations is historically recent. Today, much of society's important work is done in or by organizations. Many organizations really play their roles well, providing good jobs, producing safe and reliable products, developing their workforce, and fulfilling their social responsibility. However, without the right leadership and good decision-making, they may produce poor service, and defective and dangerous products.
We have recently seen corporations tarnishing their reputations by exploiting people and communities, and by damaging the environment. In some cases, people chosen to lead organizations seem to be clueless of what is really going on and how to keep an organization in good shape, or how to turn it into a successful one.
One way to avoid the negative effects of organized activity and, therefore, improve performance, is through reframing or viewing situations from multiple perspectives. Reframing offers cognitive lenses on the world that affects what you see and what it means.
This course introduces a framework consisting of the following four basic lenses or frames for strengthening managerial diagnosis and action:
· Structural Frame: It focuses on the architecture of organization—the design of units and subunits, rules and roles, goals and policies—that shape, and channel decisions and activities.
· Human Resource Frame: It emphasizes that management requires an understanding of people with their strengths and foibles, reasons and emotions, and desires and fears.
· Political Frame: It depicts that organizations are considered competitive arenas characterized by scarce resources, competing interests, and struggles for power and advantage.
· Symbolic Frame: It focuses on issues of meaning and faith.
Key Words for the Four Frames
Frame
Key Words
Structural Frame
Goals, task, technology, rationality, environment, rules, roles, linkages, differentiation, integration
Human Resource Frame
Needs, skills, feelings, motivation, satisfaction, norms, interpersonal interactions, fit (between person and organization)
Political Frame
Power, conflict, coalitions, scarcity, enduring differences, politics, bargaining, negotiation
Symbolic Frame
Symbols, meaning, belief, faith, culture, ceremonies, rituals, myths, stories, play
Unit 1: Module 1 - Managerial Thinking
Managerial Thinking
Before becoming managers and leaders, professionals develop their qualifications by learning from others and developing their own managerial style and interpersonal skills. This formation can be biased by those who play an important role on each individual’s development process.
When each one of those individuals takes charge, they carry all that into their performance and leadership style. Some are overwhelmed by the new responsibilities and “freeze” before the many challenges they face. It is also usual that manager ...
5 Keys to Social Leadership Development - Webinar 04.23.14BizLibrary
What does leadership even look like today? What are the opportunities for learning and development in our more collaborative and social workplaces? And how can we adapt, move forward and develop leaders well-equipped to thrive in this fast changing world?
www.bizlibrary.com/webinars
Sample used by another Student.From the scenario this week,.docxtodd331
Sample used by another Student.
"From the scenario this week, the idea of a one-day training program is the most ideal for their training needs. The issue that needs training is effective communication within the department. To follow the experiential learning model, the training would start off with having the trainees describe a time in their lives when communication has made a bad situation worse and a time when effective communication made a bad situation better. This highlights the importance of communication for everyone in the training. I would follow this with a lecturette that discusses the different types of communication that can be effective in different situations, such as confrontational, hostile or passive. Once the material was covered, the trainees would then break into pairs and showcase the different types of communication styles that would work in different situations. This allows the employees to test their grasp of the concept and to showcase the material for the other trainees who may not have fully understood that concept. The next step of the ELM is generalization. Effective communication is essential in any career field and is even vital in personal relationships. The information learned in the training can be used in all facets of life. As a trainer, I would have the trainees mention certain situations they can see themselves using this information outside of the workplace and perhaps which style of communication they look forward to trying. Lastly, the employees would take this information and apply it to a new experience that is focused closely to their workplace. There have been mentions in the weekly scenarios that the employees felt under trained in their systems. This final part of the training would allow them to demonstrate how their newfound understanding of effective communication could have improved the situation before there was any performance loss.
From the ATD website, I have selected a certification course titled Essentials of Being a Successful Training Coordinator. The training objectives highlight that the course: defines the role of a training coordinator, teaches the steps in the ADDIE training model, teaches management techniques to manage training design and development and how to identify and diffuse difficult situations. Rather than a $745 course taught online, these training objectives could be established with a PowerPoint presentation or even a video on LinkedIn Learning or Lynda. These computer-based trainings would be a more cost-effective way to absorb the same information without requiring a live instructor to teach it each time in a live online lecture."
Thank you!
Sources
1. Association for Talent Development. 2019. Essentials of Being a Successful Training Coordinator. https://www.td.org/education-courses/essentials-of-being-a-successful-training-coordinator
Revised Confirming Pages
A Preface
to Marketing
Management
pet29966_fm_i-xiv.qxd 11/20/09 2:27 PM Page i
Re.
5 Keys to Social Leadership Development - Webinar 7.10.14BizLibrary
What does leadership even look like today? What are the opportunities for learning and development in our more collaborative and social workplaces? And how can we adapt, move forward and develop leaders well-equipped to thrive in this fast changing world?
In this webinar we discuss rethinking leadership development. We'll review 7 keys to social leadership development that include:
Emerging Competencies
Frictionless Learning
Targeting All Levels
Leveraging Technology
Focus on Outputs and Performance
www.bizlibrary.com/webinars
Stop Eating Your Leaders! (ACEC 2019 Session)John Doehring
Developing your next generation of leaders has always been important – but never more so than today. The accelerating pace of business, hyper-competitiveness of markets, and growing uncertainty of the Fast Future ahead emphatically demand that the firm of tomorrow be captained by talented, innovative, and doing-oriented leaders. In this engaging and energetic presentation, we’ll look at common mistakes, and how to move quickly beyond these to a proven, seven step process for defining, implementing, and executing a best-in-class leadership development program in your company. Get going, do what works, and ignite the next generation in your organization. It’s time to win.
Assignment 2 21st Century LeadershipThe 20th and 21st centuries.docxannrodgerson
Assignment 2: 21st Century Leadership
The 20th and 21st centuries have produced many business leaders, such as corporate giants like Jack Welch of GE, Daymond John of FUBU, Steve Jobs of Apple, and Herb Kelleher of Southwest. In addition, many hip-hop moguls have risen to prominence, such as Sean Combs, aka P Diddy, of Bad Boy Records; Russell Simmons, founder of Def Jam; and Sean Carter, aka Jay Z, of Rock Nation.
Regardless of their business models and industries, organizational leaders are expected to create realistic visions for their companies and the people that they guide. However, such visions often result in vastly different leadership styles. Therefore, experts have concluded that there is no one best leadership style geared towards guiding employees and companies to accomplishing organizational goals.
Using the Internet and school databases, research your favorite senior executive (CEO, CFO, COO, Director, President, Founder, etc.) from any organization that has made a strong impact on his or her industry (fashion, music, food, banking, technology, automotive, etc.).
Write a six to eight (6-8) page paper in which you:
Describe the overall leadership style(s) of your chosen senior executive.
Analyze the organizational structure and culture of the company your chosen executive has led, or is currently leading, and determine the company’s approach to human capital management and employee development. Next, explain whether or not you believe your chosen senior executive’s leadership approach has enhanced workplace productivity and the shared vision of the organization. Provide one to two (1-2) examples of your chosen senior executive’s actions to support your response.
Evaluate the effectiveness of your selected leader’s performance, based on his or her ethical conduct and effective communication. Next, determine whether the chosen leader was successful in motivating and empowering his or her employees and gaining customer loyalty.
Determine three (3) best practices that other organizational leaders can use in order to motivate employees and transform their company, based on practices that you believe made your chosen leader successful at his or her company and within his or her industry. Support your rationale with an explanation of the potential benefits that other business leaders may reap from your chosen best practices.
Use at least five (5) quality references.
Note:
Wikipedia and similar Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assign.
Running head CLIENT PROBLEM 1CLIENT PROBLEM.docxsusanschei
Running head: CLIENT PROBLEM 1
CLIENT PROBLEM 4
CLIENT PROBLEM
Nicholas J Ceo
American Military University
6 December 2017
The modern business environment has become very complex, competitive and dynamic. An organization has to keep scanning the environment to see what it can do differently so as to increase its productivity. Management problems have been around from time immemorial, but their impact on the performance of the organization cannot be ignored. These challenges, then, have to be sorted out in the most effective way possible so as to mitigate their effects on the organization. Some of these problems include transparency, human resources challenges and change management. In this research paper, we are going to focus on human resource challenges experienced at MTS Systems, evaluate their effect on the company performance and measures that can be put in place to mitigate the effects of this challenge.
One of the biggest challenge in the workplace today is retention of skilled and talented workers. The way the workforce is constituted today, there is a need for more than a good salary to keep the talented people motivated and satisfied. It has been observed that employees move and job-hop as they seek to move up the ladder at the shortest time possible and also in an attempt to meet their expectations and motivations which are ever-changing and dynamic. The situation has been compounded by the generational difference in the company where there are older generations and the millennial, who are driven, motivated and simulated by different factors. For instance, the older generations are much more loyal to the place of work and are less likely to job-hop. They are also more patient and are much more responsive to financial rewards. On the other hand, the younger generations are less loyal to the company they work for, are less patient and will respond better to recognition as well as feeling valued.
Today, managers have woken up to the realization that their skilled staff has more options on their hands, especially now that there are more advances in technology, given the explosion in startup and entrepreneurs who are revolutionizing the way things are done. Managers have to evaluate the hunger in the workplace and focus on feeding it (Bondarouk & Ruel, 2009). There is need to focus on much more than just providing a potential opportunity for promotion and job security. Managers should focus on working with the other members of top management in order to define roles, come up with career progression paths that are extensive, enhancing creativity in the workplace, enhancing the working environment, encouraging a culture of collaboration and providing a system-wide mission that will be adopted by employees in their daily operations.
Management of human resources extends even to the communication amongst the different generations that are found within the workspace in the organization. A youn ...
InstructionsYou are to create YOUR OWN example of each of t.docxvanesaburnand
Instructions:
You are to create YOUR OWN example of each of the devices. One example per device. Please underline your example in each sentence.
Example:
1. The girl ran
as
fast
as
a cheetah in the relay race. (Simile)
2.
Ouch!
I hurt my hand moving the chair away from the desk. (Onomatopoeia)
.
InstructionsYou are a research group from BSocialMarketing, LLC.docxvanesaburnand
Instructions:
You are a research group from BSocialMarketing, LLC. -a marketing consulting company that evaluates the effectiveness of clients’ social media activities/ websites.
As a group, you will
select a publicly-traded company
and
analyze the social media
aspects of that company.
Overview:
Over the last several years, more companies have begun to use social media as part of their overall communication and marketing strategies, and you have been asked to investigate…
how successful is their social media campaign,
what are the current trends,
how companies have changed the way they do business,
and what the future looks like in the context of social media use.
Objective of research:
Investigate how your selected company is using social media to enhance communications and business interactions within the company (internal communication: Employee) and externally with partners, vendors, customers, and the community. Social media includes but not limit to: Twitter, LinkedIn, Facebook, YouTube, etc.…
Investigate the individual company by asking…
What specific examples and details is the company using social media?
How are they being implemented? Is there a strategy?
What are their objectives?
Are they successful?
What results have they seen that can specifically be tied to social media? Increase in revenue or customer satisfaction?
What improvements could they make?
.
InstructionsYou are attending an international journalist event.docxvanesaburnand
Instructions:
You are attending an international journalist event and have been chosen to give a presentation of the roles of the media in influencing government and its citizens. Identify and describe the possible roles of the media in influencing government and its citizens using specific descriptive examples.
Please create a PowerPoint presentation to assist you in your presentation. As you complete your presentation, be sure to: Use speaker's notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation. Proof your work Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live.
Presentation Requirements:
(APA format) Length: 8-10 substantive slides (excluding cover and references slides)
Font should not be smaller than size 16-point Parenthetical in-text citations included and formatted in APA style
References slide (a minimum of 2 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome)
Title and introduction slide required
.
More Related Content
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Sample used by another Student.From the scenario this week,.docxtodd331
Sample used by another Student.
"From the scenario this week, the idea of a one-day training program is the most ideal for their training needs. The issue that needs training is effective communication within the department. To follow the experiential learning model, the training would start off with having the trainees describe a time in their lives when communication has made a bad situation worse and a time when effective communication made a bad situation better. This highlights the importance of communication for everyone in the training. I would follow this with a lecturette that discusses the different types of communication that can be effective in different situations, such as confrontational, hostile or passive. Once the material was covered, the trainees would then break into pairs and showcase the different types of communication styles that would work in different situations. This allows the employees to test their grasp of the concept and to showcase the material for the other trainees who may not have fully understood that concept. The next step of the ELM is generalization. Effective communication is essential in any career field and is even vital in personal relationships. The information learned in the training can be used in all facets of life. As a trainer, I would have the trainees mention certain situations they can see themselves using this information outside of the workplace and perhaps which style of communication they look forward to trying. Lastly, the employees would take this information and apply it to a new experience that is focused closely to their workplace. There have been mentions in the weekly scenarios that the employees felt under trained in their systems. This final part of the training would allow them to demonstrate how their newfound understanding of effective communication could have improved the situation before there was any performance loss.
From the ATD website, I have selected a certification course titled Essentials of Being a Successful Training Coordinator. The training objectives highlight that the course: defines the role of a training coordinator, teaches the steps in the ADDIE training model, teaches management techniques to manage training design and development and how to identify and diffuse difficult situations. Rather than a $745 course taught online, these training objectives could be established with a PowerPoint presentation or even a video on LinkedIn Learning or Lynda. These computer-based trainings would be a more cost-effective way to absorb the same information without requiring a live instructor to teach it each time in a live online lecture."
Thank you!
Sources
1. Association for Talent Development. 2019. Essentials of Being a Successful Training Coordinator. https://www.td.org/education-courses/essentials-of-being-a-successful-training-coordinator
Revised Confirming Pages
A Preface
to Marketing
Management
pet29966_fm_i-xiv.qxd 11/20/09 2:27 PM Page i
Re.
5 Keys to Social Leadership Development - Webinar 7.10.14BizLibrary
What does leadership even look like today? What are the opportunities for learning and development in our more collaborative and social workplaces? And how can we adapt, move forward and develop leaders well-equipped to thrive in this fast changing world?
In this webinar we discuss rethinking leadership development. We'll review 7 keys to social leadership development that include:
Emerging Competencies
Frictionless Learning
Targeting All Levels
Leveraging Technology
Focus on Outputs and Performance
www.bizlibrary.com/webinars
Stop Eating Your Leaders! (ACEC 2019 Session)John Doehring
Developing your next generation of leaders has always been important – but never more so than today. The accelerating pace of business, hyper-competitiveness of markets, and growing uncertainty of the Fast Future ahead emphatically demand that the firm of tomorrow be captained by talented, innovative, and doing-oriented leaders. In this engaging and energetic presentation, we’ll look at common mistakes, and how to move quickly beyond these to a proven, seven step process for defining, implementing, and executing a best-in-class leadership development program in your company. Get going, do what works, and ignite the next generation in your organization. It’s time to win.
Assignment 2 21st Century LeadershipThe 20th and 21st centuries.docxannrodgerson
Assignment 2: 21st Century Leadership
The 20th and 21st centuries have produced many business leaders, such as corporate giants like Jack Welch of GE, Daymond John of FUBU, Steve Jobs of Apple, and Herb Kelleher of Southwest. In addition, many hip-hop moguls have risen to prominence, such as Sean Combs, aka P Diddy, of Bad Boy Records; Russell Simmons, founder of Def Jam; and Sean Carter, aka Jay Z, of Rock Nation.
Regardless of their business models and industries, organizational leaders are expected to create realistic visions for their companies and the people that they guide. However, such visions often result in vastly different leadership styles. Therefore, experts have concluded that there is no one best leadership style geared towards guiding employees and companies to accomplishing organizational goals.
Using the Internet and school databases, research your favorite senior executive (CEO, CFO, COO, Director, President, Founder, etc.) from any organization that has made a strong impact on his or her industry (fashion, music, food, banking, technology, automotive, etc.).
Write a six to eight (6-8) page paper in which you:
Describe the overall leadership style(s) of your chosen senior executive.
Analyze the organizational structure and culture of the company your chosen executive has led, or is currently leading, and determine the company’s approach to human capital management and employee development. Next, explain whether or not you believe your chosen senior executive’s leadership approach has enhanced workplace productivity and the shared vision of the organization. Provide one to two (1-2) examples of your chosen senior executive’s actions to support your response.
Evaluate the effectiveness of your selected leader’s performance, based on his or her ethical conduct and effective communication. Next, determine whether the chosen leader was successful in motivating and empowering his or her employees and gaining customer loyalty.
Determine three (3) best practices that other organizational leaders can use in order to motivate employees and transform their company, based on practices that you believe made your chosen leader successful at his or her company and within his or her industry. Support your rationale with an explanation of the potential benefits that other business leaders may reap from your chosen best practices.
Use at least five (5) quality references.
Note:
Wikipedia and similar Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assign.
Running head CLIENT PROBLEM 1CLIENT PROBLEM.docxsusanschei
Running head: CLIENT PROBLEM 1
CLIENT PROBLEM 4
CLIENT PROBLEM
Nicholas J Ceo
American Military University
6 December 2017
The modern business environment has become very complex, competitive and dynamic. An organization has to keep scanning the environment to see what it can do differently so as to increase its productivity. Management problems have been around from time immemorial, but their impact on the performance of the organization cannot be ignored. These challenges, then, have to be sorted out in the most effective way possible so as to mitigate their effects on the organization. Some of these problems include transparency, human resources challenges and change management. In this research paper, we are going to focus on human resource challenges experienced at MTS Systems, evaluate their effect on the company performance and measures that can be put in place to mitigate the effects of this challenge.
One of the biggest challenge in the workplace today is retention of skilled and talented workers. The way the workforce is constituted today, there is a need for more than a good salary to keep the talented people motivated and satisfied. It has been observed that employees move and job-hop as they seek to move up the ladder at the shortest time possible and also in an attempt to meet their expectations and motivations which are ever-changing and dynamic. The situation has been compounded by the generational difference in the company where there are older generations and the millennial, who are driven, motivated and simulated by different factors. For instance, the older generations are much more loyal to the place of work and are less likely to job-hop. They are also more patient and are much more responsive to financial rewards. On the other hand, the younger generations are less loyal to the company they work for, are less patient and will respond better to recognition as well as feeling valued.
Today, managers have woken up to the realization that their skilled staff has more options on their hands, especially now that there are more advances in technology, given the explosion in startup and entrepreneurs who are revolutionizing the way things are done. Managers have to evaluate the hunger in the workplace and focus on feeding it (Bondarouk & Ruel, 2009). There is need to focus on much more than just providing a potential opportunity for promotion and job security. Managers should focus on working with the other members of top management in order to define roles, come up with career progression paths that are extensive, enhancing creativity in the workplace, enhancing the working environment, encouraging a culture of collaboration and providing a system-wide mission that will be adopted by employees in their daily operations.
Management of human resources extends even to the communication amongst the different generations that are found within the workspace in the organization. A youn ...
Similar to CPA Chapter 5 #1Last NameFirst Name1. T.docx (19)
InstructionsYou are to create YOUR OWN example of each of t.docxvanesaburnand
Instructions:
You are to create YOUR OWN example of each of the devices. One example per device. Please underline your example in each sentence.
Example:
1. The girl ran
as
fast
as
a cheetah in the relay race. (Simile)
2.
Ouch!
I hurt my hand moving the chair away from the desk. (Onomatopoeia)
.
InstructionsYou are a research group from BSocialMarketing, LLC.docxvanesaburnand
Instructions:
You are a research group from BSocialMarketing, LLC. -a marketing consulting company that evaluates the effectiveness of clients’ social media activities/ websites.
As a group, you will
select a publicly-traded company
and
analyze the social media
aspects of that company.
Overview:
Over the last several years, more companies have begun to use social media as part of their overall communication and marketing strategies, and you have been asked to investigate…
how successful is their social media campaign,
what are the current trends,
how companies have changed the way they do business,
and what the future looks like in the context of social media use.
Objective of research:
Investigate how your selected company is using social media to enhance communications and business interactions within the company (internal communication: Employee) and externally with partners, vendors, customers, and the community. Social media includes but not limit to: Twitter, LinkedIn, Facebook, YouTube, etc.…
Investigate the individual company by asking…
What specific examples and details is the company using social media?
How are they being implemented? Is there a strategy?
What are their objectives?
Are they successful?
What results have they seen that can specifically be tied to social media? Increase in revenue or customer satisfaction?
What improvements could they make?
.
InstructionsYou are attending an international journalist event.docxvanesaburnand
Instructions:
You are attending an international journalist event and have been chosen to give a presentation of the roles of the media in influencing government and its citizens. Identify and describe the possible roles of the media in influencing government and its citizens using specific descriptive examples.
Please create a PowerPoint presentation to assist you in your presentation. As you complete your presentation, be sure to: Use speaker's notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation. Proof your work Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
Do not just write a paper and copy chunks of it into each slide. Treat this as if you were going to give this presentation live.
Presentation Requirements:
(APA format) Length: 8-10 substantive slides (excluding cover and references slides)
Font should not be smaller than size 16-point Parenthetical in-text citations included and formatted in APA style
References slide (a minimum of 2 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome)
Title and introduction slide required
.
InstructionsWrite the Organizational section of your project pap.docxvanesaburnand
Instructions
Write the Organizational section of your project paper. This section should be 4 page and include at least 5 APA formatted references one of which may be the company or SBA website depending on your type of project.
This section should include the following:
The organization’s mission and vision (business plan – write a mission statement)
The organization's structure - How does this compare to competitors? Based on the organization's structure - how receptive to change will the organization be?
The management chart showing levels and responsibility. What type of organization is it (matrix, hierarchical or something else?)
A description of employees and/or headcount in the organization:
For the company analysis: How diverse is the company’s workforce? Leadership? Is diversity company-wide or are certain levels or positions more or less diverse than others?
For the business plan: how will you incorporate diversity into your organization?
Discussion of concepts such as leadership, management, and role theories - how they are reflected in the organization?
.
InstructionsWrite a two-page (double spaced, Times New Roman S.docxvanesaburnand
Instructions
Write
a two-page (double spaced, Times New Roman Size 12) response to
one
of the following questions. Cite the week’s readings at least
twice
in your answer from
The Human Condition by
Hannah, Arendt. The University of Chicago Press; 2nd edition
Questions:
Define Labor, Work, and Action from the perspective of Arendt.
Where does politics fall for Arendt; the public or the private?
How are necessity and Action related to one another for Arendt?
.
InstructionsWrite a thesis statement in response to the topi.docxvanesaburnand
Instructions
Write a thesis statement in response to the topic:
Should world leaders use a pandemic crisis brought about by a killer virus to boost their own popularity?
To help you organize your paper, compose a topic sentence for each point in the thesis.
.
InstructionsWhat You will choose a current issue of social.docxvanesaburnand
Instructions:
What:
You will choose a current issue of social justice, research it, and write an analysis of the topic, using support from your research, and including knowledge gained and referenced from your textbook.
How:
should be 4-6 pages in length, double spaced, Times New Roman, 12 point font. Should include a title page and a reference page (these two pages are not included in the required 5-6 pages).
Some questions to consider while researching and writing about your topic:
• Why is this topic controversial?
• What are some of the causes?
• What are some of the effects?
• Who does it affect? (who = social class, race/ethnicity, age range)
• Is it happening all over the U.S., or are there regions where it is more of (or less of) an issue?
• What needs to happen for it to change?
• What is being done about it? What is NOT being done about it?
• Who (person, group or organization) might have the power to improve or fix it?
The Textbook is:
Making a Difference: Using Sociology to Create a Better World, 1st ed.
By: Michael Schwalbe
Please let me know if it is needed and I will try and upload the textbook
.
InstructionsWrite a paper about the International Monetary Syste.docxvanesaburnand
Instructions
Write a paper about the International Monetary System that addresses each of the following issues:
· Define the International Monetary System and outline the history of the system.
· Describe and provide examples of what is meant by “currency regimes,” and define selected types of regimes and form an argument for selecting fixed exchange rate and arguments for selecting flexible exchange rates.
· Describe and define the creation of the Euro and discuss the benefits as well as the problems associated with the creation of this currency.
Support your paper with at least five (5) resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included. Your paper should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.
Length: 5-7 pages (not including title and reference pages).
Eiteman, D., Stonehill, M., & Moffett, M. (2016). Multinational business finance. Boston, MA: Prentice-Hall.
Read Chapters 1, 2
This is a major resource, however, I think the assignment can be accomplished without it. I can’t seem to be able to download the book.
The global company's challenge.
Authors:
Dewhurst, Martin1
Harris, Jonathan2
Heywood, Suzanne
Aquila, Kate
Source:
McKinsey Quarterly. 2012, Issue 3, p76-80. 5p.
Document Type:
Article
Subject Terms:
*International business enterprises
*Emerging markets
*Economies of scale
*Contracting out
*Risk management in business
*Business models
*Executives
*Financial leverage
*Globalization
*Research & development
Developing countries
Company/Entity:
International Monetary Fund DUNS Number: 069275188
Aditya Birla Management Corp. Pvt. Ltd.
International Business Machines Corp. DUNS Number: 001368083 Ticker: IBM
NAICS/Industry Codes:
919110 International and other extra-territorial public administration
928120 International Affairs
541712 Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology)
541711 Research and Development in Biotechnology
Abstract:
The article focuses on the management of risks, costs, and strategies by international businesses in emerging markets. It states that the International Monetary Fund reported that the ten fastest-growing economies after 2012 will all be in developing countries. It mentions that technology company International Business Machines expects by 2015 to earn 30 percent of revenues in emerging markets compared to 17 percent in 2009, while Indian multinational conglomerate Aditya Birla Group earns over half of its revenue outside India and has operations in 40 nations. It talks about the benefit of economies of scale in shared services enjoyed by large global companies and comments that the ability to outsource business services and manufacturing is benefiting local busine.
InstructionsWrite a comprehensive medical report on a disease we.docxvanesaburnand
Instructions
Write a comprehensive medical report on a disease we have studied up to this point ( Gastroesophageal Reflux Disease, Appendicitis, Hepatitis, Cholecystitis and Pancreatitis , Myocardial Infarction, Digitalis or Hypertension)
Be sure to include all relevant medical history, testing/diagnostics, treatment options, and recommended plan of action. Paper should be in APA format and 4–6 pages submitted to the
Submissions Area.
By the end of the week, place your project as a Microsoft Word document in the
Submissions Area.
Submit your document to the
Submissions Area
by
the due date assigned.
.
InstructionsWhether you believe” in evolution or not, why is it.docxvanesaburnand
Instructions
Whether you “believe” in evolution or not, why is it important to be knowledgeable about Darwin's theory? How might genetics and evolution apply to our modern society when we consider the differences between people? Should we stratify people based on intelligence or other specific qualities? Have you observed traits in your parents that you do not like and see them in yourself? (You do not have to be specific about personal issues but can write about issues in a general sense.)Your journal entry must be at least 200 words in length. No references or citations are necessary.
.
InstructionsWe have been looking at different psychological .docxvanesaburnand
Instructions
We have been looking at different psychological theories and the way we can use them to better examine social media. For this assignment use Michelle Obama . Spend some time looking through her social media accounts: Facebook, Twitter, Instagram, Pinterest, etc. Then write your analysis, being sure to cover these points:
A good introduction including who your subject is and a good overview of them and their social media use
Examples and discussion of schema/script theory in your subject
Examples and discussion of cultivation theory in your subject
Examples and discussion of agenda-setting theory in your subject
Examples and discussion of social learning in your subject
Examples and discussion of uses and gratifications theory in your subject
Conclusions
.
InstructionsThis written assignment requires the student to inve.docxvanesaburnand
Instructions
This written assignment requires the student to investigate his/her local, state and federal legislators and explore their assigned committees and legislative commitments. The student is expected to investigate current and actual legislative initiatives that have either passed or pending approval by the house, senate or Governor’s office. The student will draft a letter to a specific legislator and offer support or constructive argument against pending policy or legislation. The letter must be supported with a minimum of 3 evidence based primary citations. (See Rubric)
.
InstructionsThe Art Form Most Meaningful to MePick the form .docxvanesaburnand
Instructions
The Art Form Most Meaningful to Me
Pick the form of cultural expression most important to you. It could be music, theater, dance, visual arts—whatever excites and/or inspires you most. Describe:
Its most significant characteristics (e.g., visual, audio, etc.)
Your favorite artists in this art, and why.
The one example of this art that inspires you most.
500 words
.
InstructionsThink of a specific topic and two specific kin.docxvanesaburnand
Instructions
Think of a specific topic and two specific kinds of audiences.
Then write a short example (150–200 words) of how this topic might be presented to each of the two audiences.
How does the intended audience influence the choice of words and use of language in a document?
.
InstructionsThere are different approaches to gathering risk da.docxvanesaburnand
Instructions:
There are different approaches to gathering risk data which include qualitative and quantitative data collection.
Select three limitations to traditional cost risk analysis. Explain in 250 words how qualitative and quantitative data collection are different. Also, discuss how the risk driver approach can be useful in minimizing the limitation to traditional cost risk analysis.
Please be sure to validate your opinions and ideas with citations and references in APA format.
.
InstructionsThe Public Archaeology Presentation invites you.docxvanesaburnand
Instructions
The Public Archaeology Presentation invites you to evaluate the public archaeology outreach of a site such as an archaeological excavation that is open to the public, an outdoor museum that is hosting or has hosted archaeological excavations, a museum with archaeological collections, etc.* Using the insight you have gained in this course about important topics in archaeology such as archaeological method and theory, subsistence, cultural patterns in prehistory, and environmental interaction, evaluate the ways in which, at the site you have chosen, the knowledge gained from archaeological excavations is being used, or is not being used, to highlight and address issues in the local, regional, or global communities. For example, current issues often addressed in public archaeology include historic preservation, economic growth, environmental degradation, looting, STEM (Science, Technology, Engineering, Math) education, volunteer opportunities, and more. You will present your findings to your classmates in the Week 8 Public Archaeology discussion in the form of a multimedia presentation.
Any of the sites listed above are ideal for this project. If you are considering a site and are unsure whether it would be suitable for the Public Archaeology Presentation, discuss the site with your instructor. If you are having trouble locating archaeological excavations or museums in your area, check with your local Chamber of Commerce or Tourism Bureau or the Anthropology department/professor at the nearest college or university. Some small sites have limited funding and are not able to advertise extensively.
Guidelines
Your assignment will take the form of a multimedia presentation, such as a YouTube video, blog, PowerPoint presentation, etc. Ideally, your presentation will include audio, but if this is not possible, your presentation must include sufficient text to explain your findings and conclusions.
By Wednesday of Week 8, you will submit a short introduction and a link to your presentation in a designated discussion area AND in the Assignments Folder (this allows me to provide you with private feedback and a grade). Your presentation must be shared online, but you may choose how to do so. There are many free tools out there. Check out the following website for some ideas:
http://blog.crazyegg.com/2013/05/28/online-presentation-tools/
.
Speak and/or write professionally using standard English. If speaking, pay attention to correct grammar and enunciation. If writing, check your spelling and grammar carefully. Poor grammar, spelling, and/or enunciation may affect your grade.
Your presentation must include a written References section in proper citation format detailing the sources you used.
Initial Research
Once you have chosen a site and your instructor has approved it, conduct research using the UMUC Library databases, the internet, and other sources (nearby public librarie.
InstructionsThe tools of formal analysis are the starting point .docxvanesaburnand
Instructions
The tools of formal analysis are the starting point for understanding any work of art; these tools help you realize how a work of art was made and develop a deeper appreciation of it.
Step 1: Examine
Choose a work of art (1.3.6 (Caravaggio p. 79);
or
2.2.27 (Baca p. 224);
or
4.1.13 (Rivera p. 576)).
Start your formal analysis by taking a long look at the artwork using Part I of this book, the elements and principles of art as they relate to your chosen work.
Step 2: Write
Work of Art information:
State the title, artist, date, dimensions, and medium (what it is made of).
State the name of the exhibition in which the work was displayed/ where the artwork is located
Draft a thorough, detailed description of the work of art you chose.
Be sure to:
Write your
formal analysis
. Visually analyze and describe the contents of the work of art. Apply a minimum of 5 elements
and
5 principles of art vocabulary words as you discuss the art.
Include an additional
method of analysis
that is discussed in chapter 1.10 (Learning Module 2.5) to guide your research in order to understand why the artwork was made and what its message is.
Investigate the artist’s life when the work was created. Delve into the time and place in which he or she lived.
What symbols did the artist use, and what was his or her state of mind? Recognize that some artworks are meant to convey distinct messages, which were clear to their contemporary audiences.
Step 3:
Organize your findings into a combined analysis paper
using MLA format
. Your analysis should be a minimum of 800 words.
Use reliable sources. Include your research, as well as your own opinions, to form your interpretation of the artwork.
Before you submit... make sure that you have the following:
Formal analysis of the work of art selected
Identify and discuss one additional mode of analysis
The analysis length should be 3 - 5 pages
Use MLA format (Times New Roman 12 point size font, double-spaced, appropriate in-text citations, Works Cited page, etc...)
Cite external sources
Similarity Report must within 0-10%
.
InstructionsThe Homeland Security (DHS) agency is intended t.docxvanesaburnand
Instructions
The Homeland Security (DHS) agency is intended to be the stronger line of defense against terrorism in the U.S. Write a 10-12-page paper answering the following questions:
1. How is the DHS structured, and what are its current anti-terror and counter-terror capabilities? Given those capabilities, what does this indicate about what the DHS considers the most likely type of attack and by whom/what (Individuals? Organizations? Domestic militias? Radicalized residents? Foreign nationals?...)
2. What have you identified as DHS areas in need of improvement? What are its strong points?
3. Are there indications of how the DHS works with national intelligence agencies? Comment on this point, examining what may need improving regarding inter-agency relations and cooperation.
4. Summarize your findings and recommendations as an 'executive brief' (no more than 2 pages long). Your recommendations should be realistic, soundly based in current structures and capabilities (this includes strengthening those capabilities as identified). It should take into account potential restrictions of human rights, too. It should also reflect the current state of knowledge regarding homeland security and counter- / anti- terrorism. Include a statement that reflects your findings on what types of terror-related incidents are considered most likely to occur inside the U.S. (all 50 states, not just the 48 continental ones).
Thesis Statement
Write a thesis statement summarizing the main argument you will be making in your final paper. This may change as you move forward, but it will be your general road map.
THE TOPIC IS ---- Increasingly, Cyberspace
.
InstructionsThe student should describe how learning abou.docxvanesaburnand
Instructions:
The student should describe how learning about entrepreneurship would help them (a) know more about themselves, (b) identify their purpose in life, and (c) identify how they could positively transform the world.
To answer, the student must:
to. Use a maximum of 150 words
b. Choose font size 12 points Times New Roman or Arial
c. Separate lines to space and a half (1.5)
d. Validate your answer using at least two references
and. Include bibliography of references at the end of the forum
.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Digital Tools and AI for Teaching Learning and Research
CPA Chapter 5 #1Last NameFirst Name1. T.docx
1. CPA Chapter 5 #1
Last Name:
First Name:
1. The manager of a new research and development firm wants
to ensure that all business performed follows ethical practices.
Compose a brief company policy statement that explains the
concept of "ethical behavior" in a way that all employees
understand expectations. Be sure to make clear the relationship
between ethics, law, and free choice.
2. Briefly explain the justice approach to ethics and then
explain the three types of justice.
3. List the five approaches that are used to describe values for
guiding ethical decision making. Briefly describe each.
4. What is social responsibility? Why is it considered a difficult
concept to grasp?
5. List and define the criteria of corporate social responsibility.
6. Many companies routinely use Facebook and other social
media outlets as part of their management practice. In a climate
2. where so much information is so readily available to him, why
is it important for a manager to be ethical when using social
media for business purposes? Write a short essay that answers
the above question and argues whether or not social media can
be used ethically to monitor employee behavior and to gather
competitive intelligence.
Page 1 of 1
Management
RICHARD L. DAFT
Vanderb i l t Un i ve r s i t y
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Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain
• United Kingdom • United States
Management
RICHARD L. DAFT
4. our preferred
online store www.ichapters.com
Management, Ninth Edition
Richard L. Daft, with the assistance of
Patricia G. Lane
Vice President of Editorial, Business: Jack
W. Calhoun
Editor-in-Chief: Melissa S. Acuña
Executive Editor: Joe Sabatino
Managing Developmental Editor: Emma
Newsom
Developmental Editor: Erin Berger
Editorial Assistant: Ruth Belanger
Executive Marketing Manager: Kimberly
Kanakes
Marketing Manager: Clint Kernen
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With deep appreciation to Dorothy,
the playwright and partner in my life,
and to my parents, who started my life
toward outcomes that I could not understand at the time.
7. This page intentionally left blank
vii
About the Author
Richard L. Daft, PhD, is the Brownlee O. Currey, Jr., Pro-
fessor of Management in the Owen Graduate School
of Management at Vanderbilt University. Professor
Daft specializes in the study of organization theory
and leadership. Dr. Daft is a Fellow of the Academy of
Management and has served on the editorial boards
of Academy of Management Journal, Administrative Sci-
ence Quarterly, and Journal of Management Education.
He was the associate editor-in-chief of Organization
Science and served for three years as associate editor
of Administrative Science Quarterly.
Professor Daft has authored or co-authored 12 books,
including Organization Theory and Design (South-Western,
2007), The Leadership Experience (South-Western, 2008),
and What to Study: Generating and Developing Research
Questions (Sage, 1982). He published Fusion Leadership:
Unlocking the Subtle Forces That Change People and Orga-
8. nizations (Berrett-Koehler, 2000, with Robert Lengel). He has
also authored dozens of
scholarly articles, papers, and chapters. His work has been
published in Administra-
tive Science Quarterly, Academy of Management Journal,
Academy of Management Review,
Strategic Management Journal, Journal of Management,
Accounting Organizations and
Society, Management Science, MIS Quarterly, California
Management Review, and Organi-
zational Behavior Teaching Review. Professor Daft is currently
working on a new book,
The Executive and the Elephant. He also is an active teacher
and consultant. He has
taught management, leadership, organizational change,
organizational theory, and
organizational behavior.
Professor Daft served as associate dean, produced for-profi t
theatrical produc-
tions, and helped manage a start-up enterprise. He has been
involved in management
development and consulting for many companies and
government organizations,
including the American Banking Association, Bridgestone, Bell
9. Canada, the National
Transportation Research Board, Nortel, TVA, Pratt & Whitney,
State Farm Insur-
ance, Tenneco, the United States Air Force, the United States
Army, J. C. Bradford &
Co., Central Parking System, Entergy Sales and Service,
Bristol-Myers Squibb, First
American National Bank, and the Vanderbilt University Medical
Center.
This page intentionally left blank
ix
Preface
Managing for Innovation in a Changing World
In recent years, organizations have been buffeted by massive
and far-reaching social,
technological, and economic changes. Any manager who still
believed in the myth of
10. stability was rocked out of complacency when, one after
another, large fi nancial insti-
tutions in the United States began to fail. Business schools, as
well as managers and
businesses, were scrambling to keep up with the fast-changing
story and evaluate its
impact. This edition of Management addresses themes and
issues that are directly rel-
evant to the current, fast-shifting business environment. I
revised Management with
a goal of helping current and future managers fi nd innovative
solutions to the prob-
lems that plague today’s organizations—whether they are
everyday challenges or
once-in-a-lifetime crises. The world in which most students will
work as managers is
undergoing a tremendous upheaval. Ethical turmoil, the need for
crisis management
skills, e-business, rapidly changing technologies, globalization,
outsourcing, global
virtual teams, knowledge management, global supply chains, the
Wall Street melt-
down, and other changes place demands on managers that go
beyond the techniques
and ideas traditionally taught in management courses. Managing
11. today requires the
full breadth of management skills and capabilities. This text
provides comprehensive
coverage of both traditional management skills and the new
competencies needed in
a turbulent environment characterized by economic turmoil,
political confusion, and
general uncertainty.
In the traditional world of work, management was to control and
limit people,
enforce rules and regulations, seek stability and effi ciency,
design a top-down hier-
archy, and achieve bottom-line results. To spur innovation and
achieve high per-
formance, however, managers need different skills to engage
workers’ hearts and
minds as well as take advantage of their physical labor. The
new workplace asks that
managers focus on leading change, harnessing people’s
creativity and enthusiasm,
fi nding shared visions and values, and sharing information and
power. Teamwork,
collaboration, participation, and learning are guiding principles
that help managers
12. and employees maneuver the diffi cult terrain of today’s
turbulent business environ-
ment. Managers focus on developing, not controlling, people to
adapt to new tech-
nologies and extraordinary environmental shifts, and thus
achieve high performance
and total corporate effectiveness.
My vision for the ninth edition of Management is to present the
newest manage-
ment ideas for turbulent times in a way that is interesting and
valuable to students
while retaining the best of traditional management thinking. To
achieve this vision, I
have included the most recent management concepts and
research and have shown
the contemporary application of management ideas in
organizations. I have added
a questionnaire at the beginning of each chapter that draws
students personally into
the topic and gives them some insight into their own
management skills. A chapter
feature for new managers, called the New Manager Self-Test,
gives students a sense of
what will be expected when they become managers. The
13. combination of established
scholarship, new ideas, and real-life applications gives students
a taste of the energy,
challenge, and adventure inherent in the dynamic fi eld of
management. The South-
Western/Cengage Learning staff and I have worked together to
provide a textbook
better than any other at capturing the excitement of
organizational management.
I revised Management to provide a book of utmost quality that
will create in stu-
dents both respect for the changing fi eld of management and
confi dence that they can
PREFACEx
understand and master it. The textual portion of this book has
been enhanced through
the engaging, easy-to-understand writing style and the many in-
text examples, boxed
items, and short exercises that make the concepts come alive for
students. The graphic
14. component has been enhanced with several new exhibits and a
new set of photo essays
that illustrate specifi c management concepts. The well-chosen
photographs provide
vivid illustrations and intimate glimpses of management scenes,
events, and people.
The photos are combined with brief essays that explain how a
specifi c management
concept looks and feels. Both the textual and graphic portions
of the textbook help
students grasp the often abstract and distant world of
management.
Focus on Innovation: New to the Ninth Edition
The ninth edition of Management is especially focused on the
future of management
education by identifying and describing emerging ideas and
examples of innovative
organizations and by providing enhanced learning opportunities
for students.
Learning Opportunities
The ninth edition has taken a leap forward in pedagogical
features to help students
understand their own management capabilities and learn what it
15. is like to manage in
an organization today. New to this edition is an opening
questionnaire that directly
relates to the topic of the chapter and enables students to see
how they respond to
situations and challenges typically faced by real-life managers.
New Manager Self-
Tests in each chapter provide further opportunity for students to
understand their
management abilities. These short feedback questionnaires give
students insight into
how they would function in the real world of management. End-
of-chapter questions
have been carefully revised to encourage critical thinking and
application of chap-
ter concepts. End-of-chapter cases and ethical dilemmas help
students sharpen their
diagnostic skills for management problem solving.
Chapter Content
Within each chapter, many topics have been added or expanded
to address the cur-
rent issues managers face. At the same time, chapter text has
been tightened and
sharpened to provide greater focus on the key topics that count
16. for management
today. This tightening has resulted in a shortening of the text
from 21 to 19 chapters.
The essential elements about operations and technology have
been combined into one
chapter. An appendix on entrepreneurship and small business
has been provided for
students who want more information on managing in small
businesses start-ups.
Chapter 1 includes a section on making the leap from being an
individual contribu-
tor in the organization to becoming a new manager and getting
work done primarily
through others. The chapter introduces the skills and
competencies needed to manage
organizations effectively, including issues such as managing
diversity, coping with glo-
balization, and managing crises. In addition, the chapter
discusses today’s emphasis
within organizations on innovation as a response to a rapidly
changing environment.
Chapter 2 continues its solid coverage of the historical
development of management
17. and organizations. It also examines new management thinking
for turbulent times.
The chapter includes a new section on systemic thinking and an
expanded discussion
of post-World War II management techniques. The fi nal part of
the chapter looks at
issues of managing the technology-driven workplace, including
supply chain man-
agement, customer relationship management, and outsourcing.
Chapter 3 contains an updated look at current issues related to
the environment and
corporate culture, including a new section on issues related to
the natural environ-
ment and managers’ response to environmental advocates. The
chapter also illus-
trates how managers shape a high–performance culture as an
innovative response to
a shifting environment.
PREFACE xi
Chapter 4 takes a look at the growing power of China and India
18. in today’s global
business environment and what this means for managers around
the world. The
chapter discusses the need for cultural intelligence, and a new
section looks at under-
standing communication differences as an important aspect of
learning to manage
internationally or work with people from different cultures. In
addition, the complex
issues surrounding globalization are discussed, including a
consideration of the cur-
rent globalization backlash. A new section on human resources
points out the need
for evaluating whether people are suitable for foreign
assignments.
Chapter 5 makes the business case for incorporating ethical
values in the organi-
zation. The chapter includes a new discussion of the bottom-of-
the-pyramid business
concept and how managers are successfully applying this new
thinking. The chapter
also has an expanded discussion of ethical challenges managers
face today, includ-
ing responses to recent fi nancial scandals. It considers global
19. ethical issues, as well,
including a discussion of corruption rankings of various
countries.
Chapter 6 provides a more focused discussion of the overall
planning process and
a new discussion of using strategy maps for aligning goals. This
chapter also takes
a close look at crisis planning and how to use scenarios. The
chapter’s fi nal section
on planning for high performance has been enhanced by a new
discussion of intelli-
gence teams and an expanded look at using performance
dashboards to help manag-
ers plan in a fast-changing environment.
Chapter 7 continues its focus on the basics of formulating and
implementing strategy.
It includes a new section on diversifi cation strategy, looking at
how managers use
unrelated diversifi cation, related diversifi cation, or vertical
integration as strategic
approaches in shifting environments. This chapter also looks at
new trends in strat-
egy, including the dynamic capabilities approach and
20. partnership strategies.
Chapter 8 gives an overview of managerial decision making
with an expanded dis-
cussion of how confl icting interests among managers can create
uncertainty regard-
ing decisions. A new section on why managers often make bad
decisions looks at the
biases that can cloud judgment. The chapter also includes a new
section on innova-
tive group decision making and the dangers of groupthink.
Chapter 9 discusses basic principles of organizing and describes
both traditional and
contemporary organizational structures in detail. The chapter
includes a discussion
of organic versus mechanistic structures and when each is more
effective. Chapter 9
also provides a description of the virtual network organization
form.
Chapter 10 includes a more focused discussion of the critical
role of managing change
and innovation today. The chapter includes a new discussion of
the ambidextrous
21. approach for both creating and using innovations and has
expanded material on
exploration and creativity, the importance of internal and
external cooperation, and
the growing trend toward open innovation.
Chapter 11 includes an expanded discussion of the strategic role
of HRM in building
human capital. The chapter has new sections on coaching and
mentoring and the trend
toward part-time and contingent employment. New ways of
doing background checks
on applicants, such as checking their pages on social networks,
are discussed, and the
chapter also looks at the changing social contract between
employers and employees.
Chapter 12 has been revised and updated to refl ect the most
recent thinking on organiza-
tional diversity issues. The chapter looks at how diversity is
changing the domestic and
global workforce and includes a new section on the traditional
versus inclusive models
for managing diversity. This chapter also contains new coverage
of the dividends of
22. diversity; an expanded discussion of prejudice, discrimination,
and stereotypes; and a
new look at the difference between stereotyping and valuing
cultural differences. The
chapter includes a new fi ve-step process for achieving cultural
competence.
Chapter 13 continues its solid coverage of the basics of
organizational behavior, includ-
ing personality, values and attitudes, perception, emotional
intelligence, learning and
PREFACExii
problem-solving styles, and stress management. Many exercises
and questionnaires
throughout this chapter enhance students’ understanding of
organizational behavior
topics and their own personalities and attitudes.
Chapter 14 has been enriched with a discussion of followership.
The chapter empha-
sizes that good leaders and good followers share common
23. characteristics. Good lead-
ership can make a difference, often through subtle, everyday
actions. The discussion
of power and infl uence has been expanded to include the
sources of power that are
available to followers as well as leaders. The discussions of
charismatic, transforma-
tional, and interactive leadership have all been revised and
refocused.
Chapter 15 covers the foundations of motivation and also
incorporates recent think-
ing about motivational tools for today, including an expanded
treatment of employee
engagement. The chapter looks at new motivational ideas such
as the importance of
helping employees achieve work-life balance, incorporating fun
and learning into
the workplace, giving people a chance to fully participate, and
helping people fi nd
meaning in their work.
Chapter 16 begins with a discussion of how managers facilitate
strategic conversa-
tions by using communication to direct everyone’s attention to
24. the vision, values,
and goals of the organization. The chapter explores the
foundations of good com-
munication and includes a new section on gender differences in
communication, an
enriched discussion of dialogue, and a refocused look at the
importance of effective
written communication in today’s technologically connected
workplace, including
the use of new forms of manager communication such as blogs.
Chapter 17 includes a new section on the dilemma of teams,
acknowledging that
teams are sometimes ineffective and looking at the reasons for
this, including such
problems as free riders, lack of trust among team members, and
so forth. The chapter
then looks at how to make teams effective, including a signifi
cantly revised discus-
sion of what makes an effective team leader. The chapter covers
the types of teams
and includes a new look at effectively using technology in
virtual teams. The chapter
also includes a section on managing confl ict, including the use
of negotiation.
25. Chapter 18 provides an overview of fi nancial and quality
control, including Six
Sigma, ISO certifi cation, and a new application of the balanced
scorecard, which
views employee learning and growth as the foundation of high
performance. The dis-
cussion of hierarchical versus decentralized control has been
updated and expanded.
The chapter also addresses current concerns about corporate
governance and fi nding
a proper balance of control and autonomy for employees.
Chapter 19 has been thoroughly revised to discuss recent trends
in operations man-
agement, information technology, and e-business. The chapter
begins by looking at
the organization as a value chain and includes an expanded
discussion of supply chain
management and new technologies such a radio frequency
identifi cation (RFID). The
discussion of information technology has been updated to
include the trend toward
user-generated content through wikis, blogs, and social
networking. The chapter
26. explores how these new technologies are being applied within
organizations along
with traditional information systems. The chapter also discusses
e-commerce strate-
gies, the use of business intelligence software, and knowledge
management.
In addition to the topics listed above, this text integrates
coverage of the Internet
and new technology into the various topics covered in each and
every chapter.
Organization
The chapter sequence in Management is organized around the
management functions
of planning, organizing, leading, and controlling. These four
functions effectively
encompass both management research and characteristics of the
manager’s job.
Part One introduces the world of management, including the
nature of management,
issues related to today’s chaotic environment, the learning
organization, historical
perspectives on management, and the technology-driven
27. workplace.
PREFACE xiii
Part Two examines the environments of management and
organizations. This sec-
tion includes material on the business environment and
corporate culture, the global
environment, ethics and social responsibility, and the natural
environment.
Part Three presents three chapters on planning, including
organizational goal setting
and planning, strategy formulation and implementation, and the
decision-making
process.
Part Four focuses on organizing processes. These chapters
describe dimensions of
structural design, the design alternatives managers can use to
achieve strategic objec-
tives, structural designs for promoting innovation and change,
the design and use of
28. the human resource function, and the ways managing diverse
employees are signifi -
cant to the organizing function.
Part Five is devoted to leadership. The section begins with a
chapter on organiza-
tional behavior, providing grounding in understanding people in
organizations. This
foundation paves the way for subsequent discussion of
leadership, motivation of
employees, communication, and team management.
Part Six describes the controlling function of management,
including basic principles
of total quality management, the design of control systems,
information technology,
and techniques for control of operations management.
Innovative Features
A major goal of this book is to offer better ways of using the
textbook medium to convey
management knowledge to the reader. To this end, the book
includes several innova-
tive features that draw students in and help them contemplate,
absorb, and comprehend
29. management concepts. South-Western has brought together a
team of experts to create
and coordinate color photographs, video cases, beautiful
artwork, and supplemental
materials for the best management textbook and package on the
market.
Chapter Outline and Objectives. Each chapter begins with a
clear statement of its
learning objectives and an outline of its contents. These devices
provide an overview
of what is to come and can also be used by students to guide
their study and test their
understanding and retention of important points.
Opening Questionnaire. The text grabs student attention
immediately by giving the
student a chance to participate in the chapter content actively by
completing a short
questionnaire related to the topic.
Take a Moment. At strategic places through the chapter,
students are invited to Take
a Moment to apply a particular concept or think about how they
would apply it as a
30. practicing manager. This call to action further engages students
in the chapter con-
tent. Some of the Take a Moment features also refer students to
the associated New
Manager Self-Test, or direct students from the chapter content
to relevant end-of-
chapter materials, such as an experiential exercise or an ethical
dilemma.
New Manager Self-Test. A New Manager Self-Test in each
chapter of the text provides
opportunities for self-assessment as a way for students to
experience management
issues in a personal way. The change from individual performer
to new manager is
dramatic, and these self-tests provide insight into what to
expect and how students
might perform in the world of the new manager.
Concept Connection Photo Essays. A key feature of the book is
the use of photo-
graphs accompanied by detailed photo essay captions that
enhance learning. Each
caption highlights and illustrates one or more specifi c concepts
from the text to rein-
31. force student understanding of the concepts. Although the
photos are beautiful to
look at, they also convey the vividness, immediacy, and
concreteness of management
events in today’s business world.
Contemporary Examples. Every chapter of the text contains
several written examples
of management incidents. They are placed at strategic points in
the chapter and are
PREFACExiv
designed to illustrate the application of concepts to specifi c
companies. These in-text
examples—indicated by an icon in the margin—include well-
known U.S. and inter-
national companies such as Toyota, Facebook, UPS, LG
Electronics, Google, Unilever,
Siemens, and eBay, as well as less-well-known companies and
not-for-profi t organi-
zations such as Red 5 Studios, Strida, Genmab AS, ValueDance,
and the U.S. Federal
32. Bureau of Investigation (FBI). These examples put students in
touch with the real world
of organizations so that they can appreciate the value of
management concepts.
Manager’s Shoptalk Boxes. A Manager’s Shoptalk box in each
chapter addresses a
specifi c topic straight from the fi eld of management that is of
special interest to stu-
dents. These boxes may describe a contemporary topic or
problem that is relevant to
chapter content, or they may contain a diagnostic questionnaire
or a special example
of how managers handle a problem. The boxes heighten student
interest in the sub-
ject matter and provide an auxiliary view of management issues
not typically avail-
able in textbooks.
Video Cases. The six parts of the text conclude with video
cases, one per chapter, that
illustrate the concepts presented in that part. The 19 videos
enhance class discussion,
because students can see the direct application of the
management theories they have
33. learned. Companies discussed in the video package include
Recycline, Flight 001,
and Numi Organic Teas. Each video case explores the issues
covered in the video,
allowing students to synthesize the material they’ve just
viewed. The video cases
culminate with several questions that can be used to launch
classroom discussion or
as homework. Suggested answers are provided in the Media
Case Library.
Exhibits. Several exhibits have been added or revised in the
ninth edition to enhance
student understanding. Many aspects of management are
research based, and some
concepts tend to be abstract and theoretical. The many exhibits
throughout this book
enhance students’ awareness and understanding of these
concepts. These exhibits con-
solidate key points, indicate relationships among concepts, and
visually illustrate con-
cepts. They also make effective use of color to enhance their
imagery and appeal.
Glossaries. Learning the management vocabulary is essential to
34. understanding con-
temporary management. This process is facilitated in three
ways. First, key concepts
are boldfaced and completely defi ned where they fi rst appear
in the text. Second,
brief defi nitions are set out in the margin for easy review and
follow-up. Third, a
glossary summarizing all key terms and defi nitions appears at
the end of the book
for handy reference.
A Manager’s Essentials and Discussion Questions. Each chapter
closes with a sum-
mary of the essential points that students should retain. The
discussion questions are
a complementary learning tool that will enable students to check
their understand-
ing of key issues, to think beyond basic concepts, and to
determine areas that require
further study. The summary and discussion questions help
students discriminate
between main and supporting points and provide mechanisms
for self-teaching.
Management in Practice Exercises. End-of-chapter exercises
35. called “Management
in Practice: Experiential Exercise” and “Management in
Practice: Ethical Dilemma”
provide a self-test for students and an opportunity to experience
management issues
in a personal way. These exercises take the form of
questionnaires, scenarios, and
activities, and many also provide an opportunity for students to
work in teams. The
exercises are tied into the chapter through the Take a Moment
feature that refers stu-
dents to the end-of-chapter exercises at the appropriate point in
the chapter content.
Case for Critical Analysis. Also appearing at the end of each
chapter is a brief but
substantive case that provides an opportunity for student
analysis and class discus-
sion. Some of these cases are about companies whose names
students will recog-
nize; others are based on real management events but the
identities of companies and
managers have been disguised. These cases allow students to
sharpen their diagnos-
tic skills for management problem solving.
36. PREFACE xv
Continuing Case. Located at the end of each part, the
Continuing Case is a run-
ning discussion of management topics appropriate to that part as
experienced by
General Motors Company. Focusing on one company allows
students to follow the
managers’ and the organization’s long-term problems and
solutions in a sustained
manner.
Supplementary Materials
Instructor’s Manual. Designed to provide support for instructors
new to the course,
as well as innovative materials for experienced professors, the
Instructor’s Man-
ual includes Chapter Outlines, annotated learning objectives,
Lecture Notes, and
sample Lecture Outlines. Additionally, the Instructor’s Manual
includes answers
and teaching notes to end-of-chapter materials, including the
37. video cases and the
continuing case.
Instructor’s CD-ROM. Key instructor ancillaries (Instructor’s
Manual, Test Bank,
ExamView, and PowerPoint slides) are provided on CD-ROM,
giving instructors the
ultimate tool for customizing lectures and presentations.
Test Bank. Scrutinized for accuracy, the Test Bank includes
more than 2,000 true/
false, multiple-choice, short-answer, and essay questions. Page
references are indi-
cated for every question, as are designations of either factual or
application so that
instructors can provide a balanced set of questions for student
exams. Each question
is also tagged based on AACSB guidelines.
ExamView. Available on the Instructor’s Resource CD-ROM,
ExamView contains all
of the questions in the printed Test Bank. This program is an
easy-to-use test cre-
ation software compatible with Microsoft Windows. Instructors
can add or edit ques-
38. tions, instructions, and answers, and select questions (randomly
or numerically) by
previewing them on the screen. Instructors can also create and
administer quizzes
online, whether over the Internet, a local area network (LAN),
or a wide area network
(WAN).
PowerPoint Lecture Presentation. Available on the Instructor’s
Resource CD-ROM
and the Web site, the PowerPoint Lecture Presentation enables
instructors to custom-
ize their own multimedia classroom presentation. Containing an
average of 27 slides
per chapter, the package includes fi gures and tables from the
text, as well as outside
materials to supplement chapter concepts. Material is organized
by chapter and can
be modifi ed or expanded for individual classroom use.
PowerPoint slides are also
easily printed to create customized Transparency Masters.
Study Guide. Packed with real-world examples and additional
applications for help-
ing students master management concepts, this learning
39. supplement is an excellent
resource. For each chapter of the text, the Study Guide includes
a summary and com-
pletion exercise; a review with multiple-choice, true/false, and
short-answer ques-
tions; a mini case with multiple-choice questions; management
applications; and an
experiential exercise that can be assigned as homework or used
in class.
Video Package. The video package for Management, ninth
edition, contains two
options: On the Job videos created specifi cally for the ninth
edition of Daft’s Man-
agement and BizFlix videos. On the Job videos use real-world
companies to illustrate
management concepts as outlined in the text. Focusing on both
small and large busi-
ness, the videos give students an inside perspective on the
situations and issues that
corporations face. BizFlix are fi lm clips taken from popular
Hollywood movies such
as Failure to Launch, Rendition, and Friday Night Lights, and
integrated into the ninth
edition of Daft. Clips are supported by short cases and
40. discussion questions at the
end of each chapter.
Web Site (www.cengage.com/management/daft). Discover a rich
array of online
teaching and learning management resources that you won’t fi
nd anywhere else.
www.cengage.com/management/daft
PREFACExvi
Resources include interactive learning tools, links to critical
management Web sites,
and password-protected teaching resources available for
download.
Premium Student Web Site (www.cengage.com/login). Give
your students access to
additional study aides for your management course. With this
optional package, stu-
dents gain access to the Daft premium Web site. There your
students will fi nd inter-
active quizzes, fl ashcards, PowerPoint slides, learning games,
41. and more to reinforce
chapter concepts. Add the ninth edition of Management to your
bookshelf at www
.cengage.com/login and access the Daft Premium Web site to
learn more.
Acknowledgments
A gratifying experience for me was working with the team of
dedicated professionals
at South-Western who were committed to the vision of
producing the best manage-
ment text ever. I am grateful to Joe Sabatino, executive editor,
whose enthusiasm,
creative ideas, assistance, and vision kept this book’s spirit
alive. Emma Newsom,
managing developmental editor, provided superb project
coordination and offered
excellent ideas and suggestions to help the team meet a
demanding and sometimes
arduous schedule. Kimberly Kanakes, executive marketing
manager, and Clint
Kernen, marketing manager, provided keen market knowledge
and innovative ideas
for instructional support. Martha Conway, senior content project
manager, cheerfully
42. and expertly guided me through the production process. Tippy
McIntosh contributed
her graphic arts skills to create a visually dynamic design. Ruth
Belanger, editorial
assistant, and Sarah Rose, marketing coordinator, skillfully
pitched in to help keep
the project on track. Joe Devine deserves a special thank you
for his layout expertise
and commitment to producing an attractive, high-quality
textbook. Additionally, BJ
Parker, Copyshop, USA, contributed the Continuing Case.
Here at Vanderbilt I want to extend special appreciation to my
assistant, Barbara
Haselton. Barbara provided excellent support and assistance on
a variety of proj-
ects that gave me time to write. I also want to acknowledge an
intellectual debt to
my colleagues, Bruce Barry, Ray Friedman, Neta Moye, Rich
Oliver, David Owens,
Ranga Ramanujam, Bart Victor, and Tim Vogus. Thanks also to
Deans Jim Bradford
and Bill Christie who have supported my writing projects and
maintained a positive
scholarly atmosphere in the school. Another group of people
43. who made a major con-
tribution to this textbook are the management experts who
provided advice, reviews,
answers to questions, and suggestions for changes, insertions,
and clarifi cations. I
want to thank each of these colleagues for their valuable
feedback and suggestions
on the ninth edition:
David Alexander
Christian Brothers
University
Reginald L Audibert
California State
University—Long Beach
Burrell A. Brown
California University of
Pennsylvania
Paula Buchanan
Jacksonville State
University
44. Diane Caggiano
Fitchburg State College
Bruce Charnov
Hofstra University
Gloria Cockerell
Collin College
Jack Cox
Amberton University
Paul Ewell
Bridgewater College
Mary M. Fanning
College of Notre Dame of
Maryland
Merideth Ferguson
Baylor University
Karen Fritz
Bridgewater College
45. Yezdi H. Godiwalla
University of Wisconsin—
Whitewater
James Halloran
Wesleyan College
Stephen R. Hiatt
Catawba College
Betty Hoge
Bridgewater College
Jody Jones
Oklahoma Christian
University
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PREFACE xvii
Jerry Kinard
46. Western Carolina
University
Sal Kukalis
California State
University—Long Beach
Joyce LeMay
Bethel University
Wade McCutcheon
East Texas Baptist College
Tom Miller
Concordia University
W J Mitchell
Bladen Community College
John Okpara
Bloomsburg University
Lori A. Peterson
Augsburg College
47. Michael Provitera
Barry University
Abe Qastin
Lakeland College
Holly Caldwell Ratwani
Bridgewater College
Terry L. Riddle
Central Virginia Commu-
nity College
Thomas Sy
California State
University—Long Beach
Kevin A. Van Dewark
Humphreys College
Noemy Watchel
Kean University
Peter Wachtel
Kean University
48. David C. Adams
Manhattanville College
Erin M. Alexander
University of Houston–
Clear Lake
Hal Babson
Columbus State Community
College
Reuel Barksdale
Columbus State Community
College
Gloria Bemben
Finger Lakes Community
College
Pat Bernson
County College of Morris
Art Bethke
Northeast Louisiana
49. University
Thomas Butte
Humboldt State University
Peter Bycio
Xavier University, Ohio
Diane Caggiano
Fitchburg State College
Douglas E. Cathon
St. Augustine’s College
Jim Ciminskie
Bay de Noc Community
College
Dan Connaughton
University of Florida
Bruce Conwers
Kaskaskia College
Byron L. David
50. The City College of New
York
Richard De Luca
William Paterson
University
Robert DeDominic
Montana Tech
Linn Van Dyne
Michigan State University
John C. Edwards
East Carolina University
Mary Ann Edwards
College of Mount St. Joseph
Janice M. Feldbauer
Austin Community College
Daryl Fortin
Upper Iowa University
51. Michael P. Gagnon
New Hampshire Community
Technical College
Richard H. Gayor
Antelope Valley College
Dan Geeding
Xavier University, Ohio
James Genseal
Joliet Junior College
Peter Gibson
Becker College
Carol R. Graham
Western Kentucky
University
Gary Greene
Manatee Community
College
Ken Harris
52. Indiana University
Southeast
Paul Hayes
Coastal Carolina Commu-
nity College
Dennis Heaton
Maharishi University of
Management, Iowa
Jeffrey D. Hines
Davenport College
Bob Hoerber
Westminster College
James N. Holly
University of Wisconsin–
Green Bay
Genelle Jacobson
Ridgewater College
C. Joy Jones
53. Ohio Valley College
Kathleen Jones
University of North Dakota
Sheryl Kae
Lynchburg College
Jordan J. Kaplan
Long Island University
I would also like to continue to acknowledge those reviewers
who have contrib-
uted comments, suggestions and feedback on previous editions:
PREFACExviii
J. Michael Keenan
Western Michigan
University
Gloria Komer
Stark State College
54. Paula C. Kougl
Western Oregon University
Cynthia Krom
Mount St. Mary College
Mukta Kulkarni
University of Texas–San
Antonio
William B. Lamb
Millsaps College
Robert E. Ledman
Morehouse College
George Lehma
Bluffton College
Cynthia Lengnick-Hall
University of Texas–San
Antonio
Janet C. Luke
55. Georgia Baptist College of
Nursing
Jenna Lundburg
Ithaca College
Walter J. MacMillan
Oral Roberts University
Myrna P. Mandell
California State University,
Northridge
Daniel B. Marin
Louisiana State University
Michael Market
Jacksonville State
University
James C. McElroy
Iowa State University
Dennis W. Meyers
Texas State Technical
56. College
Alan N. Miller
University of Nevada–Las
Vegas
Irene A. Miller
Southern Illinois University
James L. Moseley
Wayne State University
Micah Mukabi
Essex County College
David W. Murphy
Madisonville Community
College
Nora Nurre
Upper Iowa University
Tomas J. Ogazon
St. Thomas University
57. Allen Oghenejbo
Mills College
Linda Overstreet
Hillsborough Community
College
Ken Peterson
Metropolitan State
University
Clifton D. Petty
Drury College
James I. Phillips
Northeastern State
University
Linda Putchinski
University of Central
Florida
Kenneth Radig
Medaille College
58. Gerald D. Ramsey
Indiana University
Southeast
Barbara Redmond
Briar Cliff College
William Reisel
St. John’s University–New
York
Terry Riddle
Central Virginia Commu-
nity College
Walter F. Rohrs
Wagner College
Meir Russ
University of Wisconsin–
Green Bay
Marcy Satterwhite
Lake Land College
59. Don Schreiber
Baylor University
Kilmon Shin
Ferris State University
Daniel G. Spencer
University of Kansas
Gary Spokes
Pace University
M. Sprencz
David N. Meyers College
Shanths Srinivas
California State Polytechnic
University, Pomona
Jeffrey Stauffer
Ventura College
William A. Stower
Seton Hall University
60. Mary Studer
Southwestern Michigan
College
Bruce C. Walker
Northeast Louisiana
University
Mark Weber
University of Minnesota
Emilia S. Westney
Texas Tech University
Stan Williamson
Northeast Louisiana
University
Alla L. Wilson
University of Wisconsin–
Green Bay
Ignatius Yacomb
Loma Linda University
61. Imad Jim Zbib
Ramapo College of New
Jersey
Vic Zimmerman
Pima Community College
James Swenson
Moorhead State University,
Minnesota
Irwin Talbot
St. Peter’s College
PREFACE xix
Andrew Timothy
Lourdes College
Frank G. Titlow
St. Petersburg Junior
College
62. John Todd
University of Arkansas
Philip Varca
University of Wyoming
Dennis L. Varin
Southern Oregon
University
Gina Vega
Merrimack College
George S. Vozikis
University of Tulsa
Bruce C. Walker
Northeast Louisiana
University
Mark Weber
University of Minnesota
Emilia S. Westney
Texas Tech University
63. Stan Williamson
Northeast Louisiana
University
Alla L. Wilson
University of Wisconsin–
Green Bay
Ignatius Yacomb
Loma Linda University
Imad Jim Zbib
Ramapo College of New Jersey
Vic Zimmerman
Pima Community College
I’d like to pay special tribute to my long-time editorial
associate, Pat Lane. I can’t
imagine how I would ever complete such a comprehensive
revision on my own.
Pat provided truly outstanding help throughout every step of
writing the ninth
edition of Management. She skillfully drafted materials for a
64. wide range of chapter
topics, boxes, and cases; researched topics when new sources
were lacking; and
did an absolutely superb job with the copyedited manuscript and
page proofs. Her
commitment to this text enabled us to achieve our dream for its
excellence. I also
want to pay tribute to Mary Draper, who stepped in to help with
the research and
revision of this edition. Mary also did a superb job with the
copyedited manu-
script and page proofs. We could not have completed this
revision without Mary’s
excellent assistance.
Finally, I want to acknowledge the love and contributions of my
wife, Dorothy
Marcic. Dorothy has been very supportive during this revision
as we share our lives
together. I also want to acknowledge the love and support from
my fi ve daughters—
Danielle, Amy, Roxanne, Solange, and Elizabeth—who make
my life special during
our precious time together. Thanks also to B. J. and Kaitlyn and
Kaci and Matthew for
65. their warmth and smiles that brighten my life, especially during
our days together
skiing and on the beach.
Richard L. Daft
Nashville, Tennessee
December 2008
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xxi
Part 1
INTRODUCTION TO MANAGEMENT
1 Innovative Management for Turbulent Times 2
2 The Evolution of Management Thinking 32
Part 2
THE ENVIRONMENT OF MANAGEMENT
66. 3 The Environment and Corporate Culture 62
4 Managing in a Global Environment 94
5 Managing Ethics and Social Responsibility 128
Part 3
PLANNING
6 Managerial Planning and Goal Setting 158
7 Strategy Formulation and Implementation 184
8 Managerial Decision Making 212
Part 4
ORGANIZING
9 Designing Adaptive Organizations 242
10 Managing Change and Innovation 276
11 Managing Human Resources 306
12 Managing Diversity 340
Part 5
LEADING
13 Dynamics of Behavior in Organizations 376
14 Leadership 408
15 Motivating Employees 440
67. 16 Managing Communication 470
17 Leading Teams 502
Part 6
CONTROLLING
18 Managing Quality and Performance 536
19 Managing the Value Chain, Information Technology,
and E-Business 568
APPENDIX A: MANAGING SMALL BUSINESS START-UPS
601
Glossary 625
Indexes 639
Brief Contents
This page intentionally left blank
68. xxiii
Part 1
INTRODUCTION TO MANAGEMENT
1 Innovative Management for Turbulent
Times 2
Are You Ready to Be a Manager? 3
Why Innovation Mat ters 4
The Defi nition of Management 4
The Four Management Functions 5
Planning 5 | Organizing 6 | Leading 6
Controlling 7
Organizational Performance 7
Management Skills 8
Conceptual Skills 8 | Human Skills 9 |
Technical Skills 9 | When Skills Fail 10
Management Types 10
Vertical Differences 11 | Horizontal
Differences 12
69. What Is It Like to Be a Manager? 13
Making the Leap: Becoming a New Manager 13
New Manager Self-Test: Manager Achievement 14
Manager’s Shoptalk: Do You Really Want To Be A
Manager? 16
Manager Activities 17 | Manager Roles 18
Managing in Small Businesses and Nonprofi t
Organizations 20
Management and the New Workplace 21
New Workplace Characteristics 21 | New
Management Competencies 23
A Manager’s Essentials: What Have We Learned? 23
Discussion Questions 24
Management in Practice: Experiential
Exercise 25
Management in Practice: Ethical Dilemma 26
Case for Critical Analysis 26
ON THE JOB VIDEO CASE 27
BIZ FLIX VIDEO CASE 28
Endnotes 29
70. 2 The Evolution of Management Thinking 32
Are You a New-Style or an Old-Style Manager? 33
Management and Organization 34
Manager’s Shoptalk: Contemporary Management
Tools 35
Classical Perspective 36
Scientifi c Management 37 | Bureaucratic
Organizations 38 | Administrative Principles 40
Humanistic Perspective 41
Human Relations Movement 42 | Human
Resources Perspective 43
New Manager Self-Test: Evolution of Style 44
Behavioral Sciences Approach 45
Management Science Perspective 46
Recent Historical Trends 47
Systems Theory 47 | Contingency
View 48 | Total Quality Management 49
Innovative Management Thinking For Turbulent
71. Times 50
The Learning Organization 50
Managing the Technology-Driven Workplace 50
A Manager’s Essentials: What Have We Learned? 52
Discussion Questions 52
Management in Practice: Experiential Exercise 53
Management in Practice: Ethical Dilemma 53
Case for Critical Analysis 54
ON THE JOB VIDEO CASE 55
BIZ FLIX VIDEO CASE 56
Endnotes 57
Continuing Case 60
3 The Environment and Corporate
Culture 62
Are You Fit for Managerial Uncertainty? 63
The External Environment 64
General Environment 65
Manager’s Shoptalk: Creating Guanxi in China 67
Task Environment 69
72. The Organization–Environment Relationship 72
Environmental Uncertainty 72 | Adapting to the
Environment 73
Part 2
THE ENVIRONTMENT OF MANAGEMENT
Contents
xxiv
The Internal Environment: Corporate Culture 75
Symbols 77 | Stories 77 | Heroes 77
Slogans 78 | Ceremonies 78
Environment and Culture 78
Adaptive Cultures 79 | Types of Cultures 79
New Manager Self-Test: Culture Preference 82
Shaping Corporate Culture for Innovative Response 82
Managing the High-Performance
Culture 83 | Cultural Leadership 85
73. A Manager’s Essentials: What Have We Learned? 85
Discussion Questions 86
Management in Practice: Experiential Exercise 87
Management in Practice: Ethical Dilemma 87
Case for Critical Analysis 88
ON THE JOB VIDEO CASE 89
BIZ FLIX VIDEO CASE 90
Endnotes 91
4 Managing in a Global Environment 94
Are You Ready To Work Internationally? 95
A Borderless World 96
Getting Started Internationally 98
Exporting 98 | Outsourcing 99 | Licensing 99
Direct Investing 100 | China Inc. 101
The International Business Environment 102
The Economic Environment 103
Economic Development 103 | Resource and
Product Markets 103 | Exchange Rates 104
The Legal-Political Environment 104
74. The Sociocultural Environment 105
Social Values 105
Manager’s Shoptalk: How Well Do You Play The
Culture Game? 108
Communication Differences 109 | Other Cultural
Characteristics 110
International Trade Alliances 111
GAT T and the World Trade
Organization 112 | European
Union 112 | North American Free Trade
Agreement (NAF TA) 113
The Globalization Backlash 113
Multinational Corporations 114
Managing in a Global Environment 115
Developing Cultural Intelligence 115 | Managing
Cross-Culturally 116
New Manager Self-Test: Are You Culturally
Intelligent? 117
A Manager’s Essentials: What Have We Learned? 119
75. Discussion Questions 120
Management in Practice: Experiential Exercise 120
Management in Practice: Ethical Dilemma 121
Case for Critical Analysis 122
ON THE JOB VIDEO CASE 123
BIZ FLIX VIDEO CASE 124
Endnotes 124
5 Managing Ethics and Social
Responsibility 128
Will You Be a Courageous Manager? 129
What Is Managerial Ethics? 130
Ethical Dilemmas: What Would You Do? 131
Criteria for Ethical Decision Making 132
Utilitarian Approach 132
Individualism Approach 132 | Moral-Rights
Approach 133 | Justice Approach 133
Manager Ethical Choices 134
Manager’s Shoptalk: How to Challenge the Boss on
Ethical Issues 136
New Manager Self-Test: Self and Others 137
What Is Corporate Social Responsibility? 138
76. Organizational Stakeholders 138 | The Bottom of
the Pyramid 140
The Ethic of Sustainability 141
Evaluating Corporate Social Responsibilit y 142
Managing Company Ethics and Social
Responsibilit y 144
Code of Ethics 144 | Ethical
Structures 145 | Whistle-Blowing 146 | The
Business Case for Ethics and Social
Responsibility 147
A Manager’s Essentials: What Have We Learned? 148
Discussion Questions 148
Management in Practice: Experiential Exercise 149
Management in Practice: Ethical Dilemma 150
Case for Critical Analysis 150
ON THE JOB VIDEO CASE 151
BIZ FLIX VIDEO CASE 152
Endnotes 153
Continuing Case 156
6 Managerial Planning and Goal Setting 158
Does Goal Set ting Fit Your Management Style? 159
77. Overview of Goals and Plans 160
Levels of Goals and Plans 160 | Purposes of
Goals and Plans 160 | The Organizational
Planning Process 162
Goals in Organizations 162
New Manager Self-Test: Your Approach to
Studying 163
Organizational Mission 163
Goals and Plans 164 | Aligning Goals with
Strategy Maps 166
Part 3
PLANNING
CONTENTS
xxv
Operational Planning 167
Criteria for Effective Goals 168 | Management
78. by Objectives 168 | Single-Use and Standing
Plans 171
Manager’s Shoptalk: Regulating E-Mail in the
Workplace 171
Planning for a Turbulent Environment 172
Contingency Planning 172 | Building
Scenarios 173 | Crisis Planning 173
Planning for High Performance 175
Traditional Approaches to Planning 175 | High-
Performance Approaches to Planning 175
A Manager’s Essentials: What Have We Learned? 178
Discussion Questions 178
Management in Practice: Experiential Exercise 179
Management in Practice: Ethical Dilemma 179
Case for Critical Analysis 180
ON THE JOB VIDEO CASE 181
BIZ FLIX VIDEO CASE 182
Endnotes 182
7 Strategy Formulation and
Implementation 184
79. What Is Your Strategy Strength? 185
Thinking Strategically 186
New Manager Self-Test: Your Approach to Studying,
Part 2 187
What Is Strategic Management? 188
Purpose of Strategy 188 | Levels of Strategy 190
The Strategic Management Process 191
Strategy Formulation Versus
Execution 191 | SWOT Analysis 192
Formulating Corporate-Level Strategy 194
Portfolio Strategy 194 | The BCG
Matrix 194 | Diversifi cation Strategy 195
Formulating Business-Level Strategy 196
Porter’s Five Competitive
Forces 196 | Competitive Strategies 198
New Trends in Strategy 199
Innovation from Within 200 | Strategic
Partnerships 200
Global Strategy 200
80. Globalization 201 | Multidomestic
Strategy 202 | Transnational Strategy 202
Strategy Execution 203
Manager’s Shoptalk: Tips for Effective Strategy
Execution 204
A Manager’s Essentials: What Have We Learned? 205
Discussion Questions 206
Management in Practice: Experiential Exercise 206
Management in Practice: Ethical Dilemma 207
Case for Critical Analysis 207
ON THE JOB VIDEO CASE 208
BIZ FLIX VIDEO CASE 209
Endnotes 210
8 Managerial Decision Making 212
How Do You Make Decisions? 213
Types of Decisions and Problems 214
Programmed and Nonprogrammed
Decisions 214 | Facing Certainty and
Uncertainty 215
Decision-Making Models 217
81. The Ideal, Rational Model 217 | How Managers
Actually Make Decisions 218
New Manager Self-Test: Making Important
Decisions 220
Political Model 221
Decision-Making Steps 222
Recognition of Decision
Requirement 222 | Diagnosis and
Analysis of Causes 222 | Development of
Alternatives 223 | Selection of Desired
Alternative 224 | Implementation of Chosen
Alternative 224 | Evaluation and Feedback 225
Personal Decision Framework 226
Why Do Managers Make Bad Decisions? 227
Innovative Group Decision Making 228
Manager’s Shoptalk: Evidence-Based
Management 229
Start with Brainstorming 229
Engage in Rigorous Debate 230 | Avoid
Groupthink 230 | Know When to Bail 231
82. A Manager’s Essentials: What Have We Learned? 231
Discussion Questions 232
Management in Practice: Experiential Exercise 232
Management in Practice: Ethical Dilemma 233
Case for Critical Analysis 234
ON THE JOB VIDEO CASE 235
BIZ FLIX VIDEO CASE 236
Endnotes 237
Continuing Case 240
9 Designing Adaptive Organizations 242
What Are Your Leadership Beliefs? 243
Organizing the Vertical Structure 244
Work Specialization 244 | Chain of
Command 245 | Span of Management 247
Manager’s Shoptalk: How to Delegate 248
Centralization and Decentralization 250
Departmentalization 250
Vertical Functional Approach 252 | Divisional
Approach 252 | Matrix Approach 254 | Team
83. Part 4
ORGANIZING
CONTENTS
xxvi
Approach 255 | The Virtual Network
Approach 256 | Advantages and Disadvantages of
Each Structure 258
Organizing for Horizontal Coordination 260
The Need for Coordination 260 | Task Forces,
Teams, and Project Management 262
Reengineering 263
Struc ture Follows Strategy 264
New Manager Self-Test: Authority Role Models 266
A Manager’s Essentials: What Have We Learned? 268
Discussion Questions 268
Management in Practice: Experiential Exercise 269
Management in Practice: Ethical Dilemma 270
Case for Critical Analysis 270
84. ON THE JOB VIDEO CASE 272
BIZ FLIX VIDEO CASE 272
Endnotes 273
10 Managing Change and Innovation 276
Are You Innovative? 277
Innovation and the Changing Workplace 278
Changing Things: New Products and Technologies 279
Exploration 279 | Cooperation 281
Entrepreneurship 284
New Manager Self-Test: Taking Charge of
Change 286
Changing People and Culture 287
Training and Development 287 | Organization
Development 287
Implementing Change 291
Need for Change 291 | Resistance to
Change 291
Manager’s Shoptalk: Making Change Stick 292
Force-Field Analysis 293 | Implementation
85. Tactics 294
A Manager’s Essentials: What Have We Learned? 296
Discussion Questions 296
Management in Practice: Experiential Exercise 297
Management in Practice: Ethical Dilemma 298
Case for Critical Analysis 299
ON THE JOB VIDEO CASE 300
BIZ FLIX VIDEO CASE 301
Endnotes 301
11 Managing Human Resources 306
Getting the Right People on the Bus 307
The Strategic Role of HRM Is to Drive Organizational
Performance 308
The Strategic Approach 308 | Building
Human Capital to Drive Performance 309 |
Globalization 311
The Impac t of Federal Legislation on HRM 311
New Manager Self-Test: What Is Your HR Work
Orientation? 313
The Changing Nature of Careers 314
86. The Changing Social Contract 314 | Innovations
in HRM 315
Finding the Right People 316
Human Resource Planning 317 | Recruiting 318
Selecting 321
Manager’s Shoptalk: What Makes a Good Interview
Go Bad? 323
Managing Talent 324
Training and Development 324 | Performance
Appraisal 326
Maintaining an Effective Workforce 329
Compensation 329 | Benefi ts 330
Termination 330
A Manager’s Essentials: What Have We Learned? 331
Discussion Questions 332
Management in Practice: Experiential Exercise 332
Management in Practice: Ethical Dilemma 333
Case for Critical Analysis 334
ON THE JOB VIDEO CASE 335
BIZ FLIX VIDEO CASE 336
87. Endnotes 336
12 Managing Diversity 340
Do You Know Your Biases? 341
The Changing Workplace 342
Diversity in the United States 343 | Diversity on a
Global Scale 345
Manager’s Shoptalk: A Guide for Expatriate Managers
in America 346
Managing Diversity 346
What Is Diversity? 346 | Dividends of Workplace
Diversity 348
Factors Shaping Personal Bias 350
Prejudice, Discrimination, and
Stereotypes 350 | Ethnocentrism 352
Factors Affecting Women’s Careers 353
Glass Ceiling 353 | Opt-Out Trend 354
New Manager’s Self-Test: Are You Tuned Into Gender
Differences? 355
88. The Female Advantage 356
Cultural Competence 356
Diversity Initiatives and Programs 358
Changing Structures and Policies 358 | Expanding
Recruitment Efforts 358 | Establishing
Mentor Relationships 358 | Accommodating
Special Needs 360 | Providing Diversity Skills
Training 360 | Increasing Awareness of Sexual
Harassment 361
New Diversity Initiatives 362
Multicultural Teams 362 | Employee Network
Groups 362
A Manager’s Essentials: What Have We Learned? 363
Discussion Questions 364
Management in Practice: Experiential Exercise 365
Management in Practice: Ethical Dilemma 366
Case for Critical Analysis 367
ON THE JOB VIDEO CASE 368
BIZ FLIX VIDEO CASE 369
Endnotes 370
Continuing Case 374
89. CONTENTS
xxvii
13 Dynamics of Behavior in
Organizations 376
Are You Self-Confi dent? 377
Organizational Behavior 378
Attitudes 378
Components of Attitudes 379 | High-Performance
Work Attitudes 380 | Confl icts Among
Attitudes 382
Perception 382
Perceptual Selectivity 383 | Perceptual
Distortions 384 | Attributions 384
Personality and Behavior 385
Personality Traits 386 | Emotional
Intelligence 388 | Attitudes and Behaviors
Infl uenced by Personality 388
90. New Manager Self-Test: What’s Your EQ? 389
Manager’s Shoptalk: Bridging the Personality
Gap 390
Person–Job Fit 393
Learning 394
The Learning Process 394 | Learning Styles 395
Stress and Stress Management 396
Type A and Type B Behavior 397 | Causes of
Work Stress 397 | Innovative Responses to Stress
Management 398
A Manager’s Essentials: What Have We Learned? 399
Discussion Questions 400
Management in Practice: Experiential Exercise 400
Management in Practice: Ethical Dilemma 403
Case for Critical Analysis 403
ON THE JOB VIDEO CASE 405
BIZ FLIX VIDEO CASE 405
Endnotes 406
14 Leadership 408
91. What’s Your Personal Style? 409
The Nature of Leadership 410
Contemporary Leadership 410
Level 5 Leadership 411 | Interactive
Leadership 412
New Manager Self-Test: Interpersonal Patterns 413
From Management to Leadership 414
Leadership Traits 415
Behavioral Approaches 415
Ohio State Studies 416 | Michigan Studies 416
The Leadership Grid 417
Contingency Approaches 418
Hersey and Blanchard’s Situational
Theory 418 | Fiedler’s Contingency
Theory 419 | Matching Leader Style to the
Situation 420 | Substitutes for Leadership 421
Charismatic and Transformational Leadership 422
Charismatic and Visionary Leadership 422
Manager’s Shoptalk: Are You a Charismatic
92. Leader? 423
Transformational Versus Transactional Leadership 424
Followership 424
Power and Infl uence 426
Position Power 426 | Personal
Power 427 | Other Sources of
Power 427 | Interpersonal Infl uence Tactics 428
Leadership as Service 429
Servant Leadership 429 | Moral Leadership 430
A Manager’s Essentials: What Have We Learned? 431
Discussion Questions 432
Management in Practice: Experiential Exercise 432
Management in Practice: Ethical Dilemma 433
Case for Critical Analysis 434
ON THE JOB VIDEO CASE 435
BIZ FLIX VIDEO CASE 436
Endnotes 437
15 Motivating Employees 440
Are You Engaged or Disengaged? 441
The Concept of Motivation 442
93. Content Perspectives on Motivation 443
The Hierarchy of Needs 443 | ERG
Theory 445 | A Two-Factor Approach to
Motivation 446 | Acquired Needs 447
Process Perspectives on Motivation 448
Goal-Setting 448 | Equity
Theory 449 | Expectancy Theory 450
New Manager Self-Test: Your Approach
to Motivating Others 452
Reinforcement Perspective on Motivation 452
Job Design for Motivation 454
Job Simplifi cation 454 | Job Rotation 455
Manager’s Shoptalk: The Carrot-and-Stick
Controversy 455
Job Enlargement 456 | Job
Enrichment 456 | Job Characteristics Model 457
Innovative Ideas for Motivating 458
Empowering People to Meet Higher Needs 459
Giving Meaning to Work Through Engagement 460
94. A Manager’s Essentials: What Have We Learned? 462
Discussion Questions 463
Management in Practice: Experiential Exercise 463
Management in Practice: Ethical Dilemma 464
Case for Critical Analysis 465
ON THE JOB VIDEO CASE 466
BIZ FLIX VIDEO CASE 467
Endnotes 468
Part 5
LEADING
CONTENTS
xxviii
16 Managing Communication 470
Are You Building a Personal Network? 471
Communication Is the Manager’s Job 472
What Is Communication? 473 | The
Communication Process 474
95. Communicating Among People 475
Manager’s Shoptalk: Breaking Down Language
Barriers 475
Communication Channels 476 | Communicating
to Persuade and Infl uence Others 478 | Gender
Differences in Communication 479 | Nonverbal
Communication 480 | Listening 480
New Manager Self-Test: What Is Your Social
Disposition? 482
Organizational Communication 483
Formal Communication Channels 483 | Team
Communication Channels 486 | Personal
Communication Channels 487
Innovations in Organizational Communication 489
Dialogue 489 | Crisis
Communication 490 | Feedback and
Learning 491 | Climate of Trust and
Openness 492
A Manager’s Essentials: What Have We Learned? 492
96. Discussion Questions 493
Management in Practice: Experiential Exercise 494
Management in Practice: Ethical Dilemma 495
Case for Critical Analysis 496
ON THE JOB VIDEO CASE 497
BIZ FLIX VIDEO CASE 498
Endnotes 499
17 Leading Teams 502
How Do You Like to Work? 503
Why Teams at Work? 504
What Is a Team? 504 | The Dilemma of
Teams 505
How to Make Teams Effective 506
Model of Team Effectiveness 506 | Effective Team
Leadership 507
Types of Teams 507
Formal Teams 507 | Self-Directed Teams 508
Innovative Uses of Teams 509
Virtual Teams 509 | Global Teams 511
97. Team Characteristics 512
Size 512 | Diversity 512 | Member
Roles 513
Team Processes 513
Stages of Team Development 514 | Team
Cohesiveness 516 | Team Norms 517
Managing Team Confl ict 517
Balancing Confl ict and Cooperation 518 | Causes
of Confl ict 519 | Styles to Handle Confl ict 519
Negotiation 520
New Manager Self-Test: Managing Confl ict 522
Work Team Effectiveness 522
Productive Output 523 | Satisfaction of
Members 523 | Capacity to Adapt and
Learn 523
Manager’s Shoptalk: How to Run a Great
Meeting 524
A Manager’s Essentials: What Have We Learned? 525
Discussion Questions 525
Management in Practice: Experiential Exercise 526
98. Management in Practice: Ethical Dilemma 526
Case for Critical Analysis 527
ON THE JOB VIDEO CASE 529
BIZ FLIX VIDEO CASE 530
Endnotes 531
Continuing Case 534
18 Managing Quality and Performance 536
What Is Your Attitude Toward Organizational
Regulation and Control? 537
The Meaning of Control 538
Manager’s Shoptalk: Cyberslackers Beware: The Boss
Is Watching 539
Choosing Standards and Measures 539
The Balanced Scorecard 540
Feedback Control Model 541
Steps of Feedback Control 541 | Application to
Budgeting 544
Financial Control 546
Financial Statements 546 | Financial Analysis:
Interpreting the Numbers 547
99. The Changing Philosophy of Control 548
Hierarchical versus Decentralized
Approaches 548 | Open-Book
Management 550
New Manager Self-Test: What Is Your Control
Approach? 551
Total Quality Management 552
TQM Techniques 553 | TQM Success
Factors 556
Trends in Quality and Financial Control 557
International Quality Standards 557 | New
Financial Control Systems 557
A Manager’s Essentials: What Have We Learned? 559
Discussion Questions 560
Part 6
CONTROLLING
CONTENTS
100. xxix
Management in Practice: Experiential Exercise 561
Management in Practice: Ethical Dilemma 561
Case for Critical Analysis 562
ON THE JOB VIDEO CASE 564
BIZ FLIX VIDEO CASE 565
Endnotes 565
19 Managing the Value Chain, Information
Technology, and E-Business 568
Which Side of Your Brain Do You Use? 569
The Organization As a Value Chain 570
Manufacturing and Service
Operations 571 | Supply Chain
Management 572
Facilities Layout 573
Process Layout 573
New Manager Self-Test: Political Skills 574
Product Layout 574 | Cellular
Layout 576 | Fixed-Position Layout 576
101. Technology Automation 576
Radio-Frequency Identifi cation
(RFID) 577 | Flexible Manufacturing
Systems 577 | Lean Manufacturing 578
Inventory Management 578
The Importance of Inventory 579 | Just-in-Time
Inventory 579
Information Technology Has Transformed
Management 580
Boundaries Dissolve; Collaboration
Reigns 580 | Knowledge
Management 580 | Management Information
Systems 581 | Enterprise Resource Planning
Systems 582
Manager’s Shoptalk: Putting Performance Dashboards
to Work 583
A New Generation of Information Technology 585
The Internet and E-Business 586
E-Business Strategy: Market
102. Expansion 588 | E-Business Strategy: Increasing
Effi ciency 589
A Manager’s Essentials: What Have We Learned? 589
Discussion Questions 590
Management in Practice: Experiential Exercise 591
Management in Practice: Ethical Dilemma 591
Case for Critical Analysis 592
ON THE JOB VIDEO CASE 593
BIZ FLIX VIDEO CASE 594
Endnotes 595
Continuing Case 598
Appendix A: Managing Small Business Start-Ups 601
Glossary 625
Name Index 639
Company Index 653
Subject Index 657
CONTENTS
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105. es
C
ha
pt
er
O
ut
lin
e After studying this chapter, you should be able to:
1. Describe the four management functions and the type of
management
activity associated with each.
2. Explain the difference between effi ciency and effectiveness
and their
importance for organizational performance.
3. Describe conceptual, human, and technical skills and their
relevance for
managers.
106. 4. Describe management types and the horizontal and vertical
differences
between them.
5. Defi ne ten roles that managers perform in organizations.
6. Appreciate the manager’s role in small businesses and
nonprofi t
organizations.
7. Understand the personal challenges involved in becoming a
new
manager.
8. Discuss characteristics of the new workplace and the new
management
competencies needed to deal with today’s turbulent
environment.
Are You Ready to Be a Manager?
Why Innovation Matters
The Defi nition of Management
The Four Management Functions
108. Manager Roles
Managing in Small Businesses and
Nonprofi t Organizations
Management and the New Workplace
New Workplace Characteristics
New Management Competencies
PART 1 INTRODUCTION TO MANAGEMENT4
In the past, many managers did exercise tight control over
employees. But the fi eld
of management is undergoing a revolution that asks managers to
do more with less, to
engage whole employees, to see change rather than stability as
natural, and to inspire
vision and cultural values that allow people to create a truly
collaborative and produc-
tive workplace. In today’s work environment, managers rely
less on command and con-
trol and more on coordination and communication. This
approach differs signifi cantly
109. from a traditional mind-set that emphasizes tight top-down
control, employee separa-
tion and specialization, and management by impersonal
measurement and analysis.
This textbook introduces and explains the process of
management and the chang-
ing ways of thinking about the world that are critical for
managers. By reviewing
the actions of some successful and not-so-successful managers,
you will learn the
fundamentals of management. By the end of this chapter, you
will already recognize
some of the skills managers use to keep organizations on track,
and you will begin
to understand how managers can achieve astonishing results
through people. By the
end of this book, you will understand fundamental management
skills for planning,
organizing, leading, and controlling a department or entire
organization.
WHY INNOVATION MAT TERS
The theme of this text is innovation. To gain or keep a
competitive edge, managers
110. have renewed their emphasis on innovation, shifting away from
a relentless focus on
controlling costs toward investing in the future. In a survey of
nearly 1,000 executives
in North America, Europe, South America, and Asia, 86 percent
agreed that “innova-
tion is more important than cost reduction for long-term
success.”3
Why does innovation matter? Innovations in products, services,
management sys-
tems, production processes, corporate values, and other aspects
of the organization
are what keeps companies growing, changing, and thriving.
Without innovation, no
company can survive over the long run. The growing clout and
expertise of compa-
nies in developing countries, particularly China and India, have
many Western man-
agers worried. In a hypercompetitive global environment,
companies must innovate
more—and more quickly—than ever. Throughout this text, we
will spotlight various
companies that refl ect this new innovation imperative. In
addition, Chapter 10 dis-
111. cusses innovation and change in detail. First, let’s begin our
adventure into the world
of management by learning some basics about what it means to
be a manager.
THE DEFINITION OF MANAGEMENT
Every day, managers solve diffi cult problems, turn
organizations around, and
achieve astonishing performances. To be successful, every
organization needs good
managers.
What characteristic do all good managers have in common?
They get things done
through their organizations. Managers are the executive
function of the organization,
responsible for building and coordinating an entire system
rather than performing
specifi c tasks. That is, rather than doing all the work
themselves, good managers cre-
ate the systems and conditions that enable others to perform
those tasks. As a boy,
Wal-Mart founder Sam Walton made $4,000 a year at his paper
route. How? Walton
had a natural talent for management, and he created a system
112. whereby he hired
and coordinated others to help deliver papers rather than simply
delivering what he
could on his own.4
By creating the right systems and environment, managers ensure
that the depart-
ment or organization will survive and thrive beyond the tenure
of any specifi c super-
visor or manager. Consider that Jack Welch was CEO of
General Electric through 20
amazingly successful years, but the leadership transition to Jeff
Immelt in 2001 was
as smooth as silk, and GE has stayed at or near the top of lists
such as Fortune mag-
azine’s “Most Admired Companies,” the Financial Times “most
respected” survey,
CHAPTER 1 INNOVATIVE MANAGEMENT FOR
TURBULENT TIMES 5
Introduction
1
113. and Barron’s most admired companies. People who have
studied GE aren’t surprised. The company has thrived for
more than a century because managers created the right
environment and systems. In the late 1800s, CEO Charles
Coffi n emphasized that GE’s most important product
was not lightbulbs or transformers, but managerial talent.
Managers at GE spend a huge amount of time on human
resources issues—recruiting, training, appraising, men-
toring, and developing leadership talent for the future.5
Recognizing the role and importance of other people is
a key aspect of good management. Early twentieth-century
management scholar Mary Parker Follett defi ned manage-
ment as “the art of getting things done through people.”6
More recently, noted management theorist Peter Drucker
stated that the job of managers is to give direction to their
organizations, provide leadership, and decide how to use
organizational resources to accomplish goals.7 Getting
things done through people and other resources and pro-
viding leadership and direction are what managers do.
These activities apply not only to top executives such as Eric
Schmidt of Google or Indra Nooyi of PepsiCo, but also to
the manager of a restaurant in your home town, the leader
of an airport security team, a supervisor of an accounting
department, or a director of sales and marketing. Thus, our
114. defi nition of management is as follows:
Management is the attainment of organizational goals in an
effective and effi -
cient manner through planning, organizing, leading, and
controlling organizational
resources.
This defi nition holds two important ideas: (1) the four
functions of planning, orga-
nizing, leading, and controlling, and (2) the attainment of
organizational goals in an
effective and effi cient manner. Let’s fi rst take a look at the
four primary management
functions. Later in the chapter, we’ll discuss organizational
effectiveness and effi ciency,
as well as the multitude of skills managers use to successfully
perform their jobs.
As a new manager, remember that management means getting
things done through
other people. You can’t do it all yourself. As a manager, your
job is to create the
environment and conditions that engage other people in goal
accomplishment.
115. THE FOUR MANAGEMENT FUNCTIONS
Exhibit 1.1 illustrates the process of how managers use
resources to attain organiza-
tional goals through the functions of planning, organizing,
leading, and controlling.
Although some management theorists identify additional
management functions,
such as staffi ng, communicating, or decision making, those
additional functions
will be discussed as subsets of the four primary functions in
Exhibit 1.1. Chapters
of this book are devoted to the multiple activities and skills
associated with each
function, as well as to the environment, global competitiveness,
and ethics, which
infl uence how managers perform these functions.
Planning
Planning means identifying goals for future organizational
performance and decid-
ing on the tasks and use of resources needed to attain them. In
other words, mana-
gerial planning defi nes where the organization wants to be in
the future and how
117. E
M
IA
M
I H
ER
A
LD
A business may develop from a
founder’s talent, but good management and vision can take it to
the next level. Tattoo artists Ami James (left) and Chris Núñez
(right)
started the business Miami Ink, which is the namesake of the
TLC/
Discovery reality television program in its fourth season in
2008.
The partners pitched the concept for the show with a friend and
turned their business into the most well-known tattoo design
studio
in the United States. Planning for life after reality TV, James
118. and
Núñez are creating another Miami tattoo studio, Love Hate
Tattoo,
because TLC/Discovery will own the rights to the name Miami
Ink
when the series ends.
mmmmmmanagement The attainmentntntt t
ooooof organizational goals in an
eeeeefffe ective and effi cient manner
tttthhrough planning, organizing,
lllleeeading, and controlling
ooooorganizational resources.
ppppplanning The management
fffufuunction concerned with defi n--
iiinnng goals for future organiza-
tttiioiionalnal pe perforformarmancence an and dd deciecidd-
iiininnng on the tasks and resources
nnnnnneeded to attain them.
PART 1 INTRODUCTION TO MANAGEMENT6
119. to get there. An example of good planning comes from Time
Warner, Inc., where
the marketing chiefs of the various divisions—HBO, Time Inc.,
Turner Broadcasting,
Warner Bros., AOL, New Line Cinema, and Time Warner
Cable—get together every
three weeks to talk about future projects and how the divisions
can work together to
make them more successful. Thanks to careful planning, for
example, almost every
division is involved in promoting major fi lms such as The
Golden Compass, Hairspray,
and The Lord of the Rings trilogy.8
Organizing
Organizing typically follows planning and refl ects how the
organization tries to
accomplish the plan. Organizing involves assigning tasks,
grouping tasks into depart-
ments, delegating authority, and allocating resources across the
organization. In recent
years, companies as diverse as IBM, the Catholic Church,
Motorola, and the Federal Bureau of Investigation have
undergone structural reorganizations to accommodate
122. ES
S
As Chairman and CEO of Google,
Eric Schmidt works with co-founders Sergey Brin and Larry
Page to
strike the right balance between innovation and discipline.
These
managers place a high priority on leading through shared values
and goals to keep Google’s employees motivated and energized.
Yet
from his experience of engineering a turnaround at struggling
Novell,
Schmidt knows the other management functions of planning,
organizing, and controlling are just as important for success. In
discussing his management role at Google, Schmidt says, “I
keep
things focused.”
oooooorganizing The managemennttt tt
fffufuunff ction concerned with assign--
iiinnng tasks, grouping tasks into
ddddddepdd artments, and allocating
rrrrereesr ources t to d departtme tnts.
123. llllleading TheThe ma managnagemeementnt
ffffuuunction that involves the
uuuuuuse of infl uence to motivate
eeeeemmployees to achieve the
oooorororgrgo anization’s goals.
CHAPTER 1 INNOVATIVE MANAGEMENT FOR
TURBULENT TIMES 7
Introduction
1
One doesn’t have to be a well-known top manager to be an
exceptional leader.
Many managers working quietly in both large and small
organizations around the
world also provide strong leadership within departments, teams,
nonprofi t organiza-
tions, and small businesses. For example, Cara Kakuda is an
area general manager
in Hawaii for Nextel Partners, the rural-market division of
Nextel Communications.
124. Kakuda earned the job because of her ability to motivate and
inspire employees. “Peo-
ple give her 150 percent,” said a Nextel executive.10
Controlling
Controlling is the fourth function in the management process.
Controlling means
monitoring employees’ activities, determining whether the
organization is on tar-
get toward its goals, and making corrections as necessary.
Managers must ensure
that the organization is moving toward its goals. Trends toward
empowerment
and trust of employees have led many companies to place less
emphasis on top-
down control and more emphasis on training employees to
monitor and correct
themselves.
Information technology is helping managers provide needed
organizational
control without strict top-down constraints. Companies such as
Cisco Systems and
Oracle use the Internet and other information technology to
coordinate and monitor
125. virtually every aspect of operations, which enables managers to
keep tabs on perfor-
mance without maintaining daily authoritarian control over
employees.11
ORGANIZATIONAL PERFORMANCE
The other part of our defi nition of management is the
attainment of organizational
goals in an effi cient and effective manner. Management is so
important because
organizations are so important. In an industrialized society
where complex tech-
nologies dominate, organizations bring together knowledge,
people, and raw mate-
rials to perform tasks no individual could do alone. Without
organizations, how
could technology be provided that enables us to share
information around the world
in an instant; electricity be produced from huge dams and
nuclear power plants;
and thousands of videogames, compact discs, and DVDs be
made available for our
entertainment? Organizations pervade our society, and managers
are responsible for
seeing that resources are used wisely to attain organizational
126. goals.
Our formal defi nition of an organization is a social entity that
is goal directed and
deliberately structured. Social entity means being made up of
two or more people. Goal
directed means designed to achieve some outcome, such as
make a profi t (Wal-Mart),
win pay increases for members (AFL-CIO), meet spiritual needs
(United Methodist
Church), or provide social satisfaction (college sorority).
Deliberately structured means
that tasks are divided and responsibility for their performance is
assigned to orga-
nization members. This defi nition applies to all organizations,
including both profi t
and nonprofi t. Small, offbeat, and nonprofi t organizations are
more numerous than
large, visible corporations—and just as important to society.
Based on our defi nition of management, the manager’s
responsibility is to coor-
dinate resources in an effective and effi cient manner to
accomplish the organization’s
goals. Organizational effectiveness is the degree to which the
127. organization achieves
a stated goal, or succeeds in accomplishing what it tries to do.
Organizational effec-
tiveness means providing a product or service that customers
value. Organizational
effi ciency refers to the amount of resources used to achieve an
organizational goal. It
is based on how much raw materials, money, and people are
necessary for producing
a given volume of output. Effi ciency can be calculated as the
amount of resources
used to produce a product or service. Effi ciency and
effectiveness can both be high in
the same organization. Managers at retailer Target, for instance,
continually look for
ways to increase effi ciency while also meeting the company’s
quality and customer
satisfaction goals.
ccccccontrolling The managementntt t
fffufuuunction concerned with moni--
tttooort ing employees’ activities, keep---
iiininnng the organization on track
ttttoowt ard its goals, and making
ccccoorrections as needed.
128. oooorganization A social entity
ttthhat is goal directed and delib-
eeeerrately structured.
eeeeeffectiveness The degree to
wwwwwhiw ch the organization achievesss
aaaa stated goal.
eeeeeffi ciency The use of minimall
rrrrreesources—raw materials, monn---
eeeeyeyy, andd peoplle—to prodduce a
ddddddesd ired volume of output.
PART 1 INTRODUCTION TO MANAGEMENT8
Expect more, pay less. An astonishing 97 percent of Americans
recognize Target’s red-and-
white bull’s-eye brand, and almost as many are familiar with the
slogan. “Sometimes we
focus a little bit more on the ‘pay less,’ sometimes on the
‘expect more,’ but the guardrails
are there,” says Gregg Steinhafel, who took over as CEO of the
129. trendy retailer in May 2008.
Target’s slogan not only offers a promise to customers, it also
refl ects the company’s
emphasis on both effectiveness and effi ciency. Target has an
elite, secret team, called the
“creative cabinet” that is made up of outsiders of various ages,
interests, and nationalities
who provide ideas and insights that keep the company on the
cutting edge of consumer
trends and give their input regarding managers’ strategic
initiatives. Innovation, design, and
quality are key goals, and managers focus on providing a fun
store experience and a unique,
exciting product line. At the same time, they keep a close eye
on costs and operating effi cien-
cies to keep prices low. “I talk a lot about gross margin rate and
the key drivers to improve
our metrics and performance,” Steinhafel says. In its
SuperTarget centers, the retailer is able
to consistently underprice supermarkets on groceries by about
10 percent to 15 percent and
comes very close to Wal-Mart’s rock-bottom prices.
As the economy slows, Target, like other retailers, has found
130. the need to adjust worker
hours and look for other effi ciencies, which has drawn
unfavorable attention from worker
advocacy groups. Managers have to walk a fi ne line to continue
to meet their goals for both
effi ciency and effectiveness.12
All managers have to pay attention to costs, but severe cost
cutting to improve
effi ciency can sometimes hurt organizational effectiveness. The
ultimate responsibil-
ity of managers is to achieve high performance, which is the
attainment of organiza-
tional goals by using resources in an effi cient and effective
manner.
MANAGEMENT SKILLS
A manager’s job is complex and multidimensional and, as we
shall see throughout
this book, requires a range of skills. Although some
management theorists propose a
long list of skills, the necessary skills for managing a
department or an organization
can be summarized in three categories: conceptual, human, and
technical.13 As illus-
131. trated in Exhibit 1.2, the application of these skills changes as
managers move up in
the organization. Although the degree of each skill necessary at
different levels of an
organization may vary, all managers must possess skills in each
of these important
areas to perform effectively.
Conceptual Skills
Conceptual skill is the cognitive ability to see the organization
as a whole system
and the relationships among its parts. Conceptual skill involves
the manager’s think-
ing, information processing, and planning abilities. It involves
knowing where one’s
department fi ts into the total organization and how the
organization fi ts into the
industry, the community, and the broader business and social
environment. It means
the ability to think strategically—to take the broad, long-term
view—and to identify,
evaluate, and solve complex problems.14
Target
132. In
no
va
tiv
e
W
ay
pppppperformance The organiza-
tttiion’s ability to attain its goals
bbbbbyy bb using resources in an ef-
fififififificfi fifi ient and effective manner.
cccconceptual skill The cogni-
tttiiive ability to see the orga-
nnnnnnization as a whole and the
rrrrerereelelr ationshipps among ig ts parp ts.
E X H I B I T 1 . 2 Relationship of Conceptual, Human, and
Technical Skills to Management
133. CHAPTER 1 INNOVATIVE MANAGEMENT FOR
TURBULENT TIMES 9
Introduction
1
Conceptual skills are needed by all managers but are especially
important for
managers at the top. Many of the responsibilities of top
managers, such as decision
making, resource allocation, and innovation, require a broad
view. Consider how
recent strategic changes at General Electric refl ect the
conceptual skills of CEO Jeff
Immelt. Immelt is remaking GE by thinking on a broad, long-
term scale about the
types of products and services people around the world are
going to need in the
future. He’s pushing for growth by investing heavily in basic
scientifi c and tech-
nological research, looking toward the needs of developing
countries, and making
structural and cultural changes that focus GE toward creating
innovative products
134. and services to meet shifting customer needs.15
Human Skills
Human skill is the manager’s ability to work with and through
other people and to
work effectively as a group member. Human skill is
demonstrated in the way a man-
ager relates to other people, including the ability to motivate,
facilitate, coordinate,
lead, communicate, and resolve confl icts. A manager with
human skills allows sub-
ordinates to express themselves without fear of ridicule,
encourages participation,
and shows appreciation for employees’ efforts. Heather Coin,
manager of the Sher-
man Oaks, California, branch of The Cheesecake Factory,
demonstrates exceptional
human skills. She considers motivating and praising her staff a
top priority. “I really
try to seek out moments because it’s so hard to,” she says. “You
could defi nitely
go for days without doing it. You have to consciously make that
decision [to show
appreciation].”16
135. Human skills are essential for managers who work with
employees directly
on a daily basis. Organizations frequently lose good people
because of front-line
bosses who fail to show respect and concern for employees.17
However, human
skills are becoming increasingly important for managers at all
levels. In the past,
many CEOs could get by without good people skills, but no
longer. Today’s
employees, boards, customers, and communities are demanding
that top execu-
tives demonstrate an ability to inspire respect, loyalty, and even
affection rather
than fear. “People are expecting more from the companies
they’re working for,
more from the companies they’re doing business with, and more
from the com-
panies they’re buying from,” says Raj Sisodia, a professor of
marketing at Bentley
College and co-author of a recent book called Firms of
Endearment.18
Technical Skills
Technical skill is the understanding of and profi ciency in the
136. performance of specifi c
tasks. Technical skill includes mastery of the methods,
techniques, and equipment
involved in specifi c functions such as engineering,
manufacturing, or fi nance. Tech-
nical skill also includes specialized knowledge, analytical
ability, and the competent
use of tools and techniques to solve problems in that specifi c
discipline. Technical
skills are particularly important at lower organizational levels.
Many managers get
promoted to their fi rst management jobs by having excellent
technical skills. How-
ever, technical skills become less important than human and
conceptual skills as
managers move up the hierarchy. For example, in his seven
years as a manufactur-
ing engineer at Boeing, Bruce Moravec developed superb
technical skills in his area
of operation. But when he was asked to lead the team designing
a new fuselage for
the Boeing 757, Moravec found that he needed to rely heavily
on human skills in
order to gain the respect and confi dence of people who worked
in areas he knew
137. little about.19
Complete the experiential exercise on page 25 that pertains to
management
skills. Refl ect on the strength of your preferences among the
three skills and the
implications for you as a manager.
TakeaMoment
hhhhhhhuman skill The ability to
wwwwwwwork with and through other
pppppeop ple and to work effectively
aaaass a group member.
tttttechnical skill TheThe un underder-
ssssttas nding of and profi ciency
iiinnnnn thethe pe perforformarmancence of of sp speciecificfi c
ttttataasastt ks.
PART 1 INTRODUCTION TO MANAGEMENT10
When Skills Fail
138. Everyone has fl aws and weaknesses, and these shortcomings
become most appar-
ent under conditions of rapid change and uncertainty.20
Therefore, during turbulent
times, managers really have to stay on their toes and apply all
their skills and com-
petencies in a way that benefi ts the organization and its
stakeholders—employees,
customers, investors, the community, and so forth. In recent
years, numerous highly
publicized examples showed us what happens when managers
fail to effectively and
ethically apply their skills to meet the demands of an uncertain,
rapidly changing
world. Companies such as Enron, Tyco, and WorldCom were fl
ying high in the 1990s
but came crashing down under the weight of fi nancial scandals.
Others, such as Rub-
bermaid and Kmart, are struggling because of years of
management missteps.
Although corporate greed and deceit grab the headlines, many
more companies
falter or fail less spectacularly. Managers fail to listen to
customers, misinterpret sig-
139. nals from the marketplace, or can’t build a cohesive team and
execute a strategic plan.
Over the past several years, many CEOs, including Bob Nardelli
at Home Depot,
Carly Fiorina at Hewlett-Packard, and Michael Eisner at Disney
have been ousted
due to their failure to implement their strategic plans or keep
stakeholders happy.
Recent examinations of struggling organizations and executives
offer a glimpse
into the mistakes managers often make in a turbulent
environment.21 One of the big-
gest blunders is managers’ failure to comprehend and adapt to
the rapid pace of
change in the world around them. A related problem is top
managers who create
a climate of fear in the organization so that people are afraid to
tell the truth and
strive primarily to avoid the boss’s wrath. Thus, bad news gets
hidden and impor-
tant signals from the marketplace are missed. People stop
thinking creatively, avoid
responsibility, and may even slide into unethical behavior if it
keeps them on the
140. boss’s good side.22
Other critical management missteps include poor
communication skills and fail-
ure to listen; poor interpersonal skills; treating employees as
instruments to be used;
a failure to clarify direction and performance expectations;
suppressing dissenting
viewpoints; and the inability to build a management team
characterized by mutual
trust and respect.23 Bob Nardelli was forced out at Home Depot
largely because he
was unable to build trust and cohesiveness among his board and
management team,
and his brusque and unfeeling style alienated executives and
rank and fi le workers
alike. Using expletives for emphasis at one meeting soon after
his arrival as CEO,
Nardelli reportedly said, “You guys don’t know how to run a . .
. business.” At the
annual meeting where shareholder advocates were protesting
Nardelli’s extravagant
pay package, the CEO limited shareholder questions to one
minute, sealing his image
as a callous executive unwilling to listen and compromise. He
141. tried to redeem himself
by going on a “listening tour,” but the damage had been done.24
Contrast Nardelli’s
approach with that of Jim McNerney, who spent his fi rst six
months as CEO of Boeing
talking with employees around the company to understand
Boeing’s strengths and
challenges and emphasizing the need for cooperation and
teamwork.25
MANAGEMENT TYPES
Managers use conceptual, human, and technical skills to
perform the four manage-
ment functions of planning, organizing, leading, and controlling
in all organiza-
tions—large and small, manufacturing and service, profi t and
nonprofi t, traditional
and Internet-based. But not all managers’ jobs are the same.
Managers are responsi-
ble for different departments, work at different levels in the
hierarchy, and meet dif-
ferent requirements for achieving high performance. Twenty-fi
ve-year-old Daniel
Wheeler is a fi rst-line supervisor in his fi rst management job
at Del Monte Foods,
142. where he is directly involved in promoting products, approving
packaging sleeves,
and organizing people to host sampling events.26 Kevin Kurtz
is a middle manager
at Lucasfi lm, where he works with employees to develop
marketing campaigns
CHAPTER 1 INNOVATIVE MANAGEMENT FOR
TURBULENT TIMES 11
Introduction
1
for some of the entertainment company’s hottest fi lms.27 And
Domenic Antonellis
is CEO of the New England Confectionary Co. (Necco), the
company that makes
those tiny pastel candy hearts stamped with phrases such as “Be
Mine” and “Kiss
Me.”28 All three are managers and must contribute to planning,
organizing, leading,
and controlling their organizations—but in different amounts
and ways.