robbins_imch01

one 1. INTRODUCTION. The concept of management and managers is introduced in this chapter. Five questions are addressed: A. Who are managers? B. What is management? C. What do managers do? D. What is an organization, and how is the concept of an organization changing? E. Why study management? 2. WHO ARE MANAGERS? The changing nature of organizations and work has blurred the clear lines of distinction between managers and non-managerial employees. Many workers’ jobs now include managerial activities. Definitions used in the past no longer work. How do we define a manager? A manager is an organizational member who works with and through other people by coordinating their work activities in order to accomplish organizational goals. However, keep in mind that managers may have other work duties not related to integrating the work of others. Managers can be classified by their level in the organization, particularly for traditionally structured organizations (those shaped like a pyramid). (See Exhibit 1.1) First-line managers are the lowest level of management. They’re often called supervisors. Middle managers include all levels of management between the first-line level and the top level of the organization. Top managers include managers at or near the top of the organization who are responsible for making organization wide decisions and establishing the plans and goals that affect the entire organization. 3. WHAT IS MANAGEMENT? Management refers to the process of coordinating and integrating work activities so that they’re completed efficiently and effectively with and through other people. The process refers to the ongoing functions or primary activities engaged in by managers. Coordinating others’ work activities is what distinguishes a manager’s job from a non-managerial one. Efficiency is getting the most output from the least amount of inputs, the goal of which is to minimize resource costs. (See Exhibit 1.2.) Effectiveness is completing activities so that organizational goals are attained; often described as “doing the right things.” (See Exhibit 1.2.) 4. WHAT DO MANAGERS DO? No two managers’ jobs are alike. But management writers and researchers have developed some specific categorization schemes to describe what managers do. We’re going to look at five categorization schemes: functions and processes, roles, skills, managing systems, and situational analysis. A. Management Functions and Processes. Henri Fayol, a French industrialist from the early part of the 1900s, proposed that managers perform five management functions: POCCC (plan, organize, command, coordinate, control). These functions still provide the basis around which popular management textbooks are organized, but the functions have been condensed to four. (See Exhibit 1.3.) a. Planning involves the process of defining goals, establishing strategies for achieving those goals, and developing plans to integrate and coordinate activities. b. Organizing is the process of determining what tasks are to be done, who is to do them, how the tasks are to be grouped, who reports to whom, and where decisions are to be made. c. Leading includes motivating subordinates, influencing individuals or teams as they work, selecting the most effective communication channel, or dealing in any way with employee behavior issues. d. Controlling is monitoring activities to ensure that they are being accomplished, comparing performance with previously set goals, and correcting any significant deviations. The reality of managing isn’t quite as simplistic as these descriptions imply. It’s more realistic to describe managers’ functions from the perspective of a process.The management process is the set of ongoing decisions and work activities in which managers engage as they plan, B. Management Roles. In the late 1960s, Henry Mintzberg conducted a precise study of managers at work. He concluded that managers perform 10 different, but highly interrelated roles. 1. Management roles refer to specific categories of managerial behavior. (See Exhibit 1.4.) a. Interpersonal roles included figurehead, leadership, and liaison activities. b. Informational roles included monitoring, disseminating, and spokesperson activities. c. Decisional roles included those of entrepreneur, disturbance handler, resource allocator, and negotiator. 2. Follow‑up studies of Mintzberg’s role categories in different types of organizations and at different managerial levels within organizations have generally supported the notion that managers perform similar roles. However, the more traditional functions have not been invalidated. In fact, the functional approach still represents the most useful way of classifying the manager’s job. C. Management Skills. Managers need certain skills to perform the varied duties and activities associated with being a manager. 1. Robert L. Katz found through his research in the early 1970s that managers need three essential skills or competencies. (See Exhibit 1.5.) a. Technical skills are skills that include knowledge of and proficiency in a certain specialized field. b. Human skills include the ability to work well with other people both individually and in a group. c. Conceptual skills include the ability to think and to conceptualize(形成概念) about abstract and complex situations, to see the organization as a whole, and to understand the relationships among the various subunits, and to visualize how the organization fits into its broader environment. 2. There are 21 skill-building modules found at the back of the textbook. These skills reflect a broad cross section of the managerial activities that are important elements of the four management functions. (See Exhibit 1.6.) D.How the Manager’s Job is Changing. Significant changes both within and beyond the organization have had a measurable impact on management. 1. Events of 9/11, corporate ethics scandals, global economic and political uncertainties, and technological advancements need to be discussed. 2. While most managers will not have to manage under such terrible conditions such as 9/11, the fact is that how managers manage is changing. E. Two changes that appear to be having a significant impact on managers’ jobs: 1. Importance of Customers to the Manager’s Job 2. Importance of Innovation to the Manager’s Job. 5. WHAT IS AN ORGANIZATION? Organizations need managers. An organization is a deliberate arrangement of people to accomplish some specific purpose. A. Organizations share three common characteristics: (1) each has a distinct purpose; (2) each is composed of people; and (3) each develops some deliberate structure so members can do their work. (See Exhibit 1.9.) Although these three characteristics are important to defining what an organization is, the concept of an organization is changing. Exhibit 1.10 lists some of the important differences between the traditional organization and the new organization. Some of these differences include: flexible work arrangements, employee work teams, open communication systems and supplier alliances. Organizations are becoming more open, flexible, and responsive to changes. Organizations are changing because the world around them has changed and is continuing to change. These societal, economic, global, and technological changes have created an environment in which successful organizations must embrace new ways of getting their work done. 6. WHY STUDY MANAGEMENT? Management is important in our society today. The importance of studying management can be explained by looking at the universality of management, the reality of work, and the rewards and challenges or being a manager. A. The Universality of Management—the certainty that management is needed in all types and sizes of organizations, at all organizational levels, and in all organizational work areas, regardless of where they’re located. 1.We interact with organizations every day of our lives. Every product we use and every action we take is provided or affected by organizations. These organizations require managers. Organizations that are well managed develop a loyal customer base, grow, and prosper. 2.By studying management, students will be able to recognize good management and encourage it, as well as to recognize poor management and work to get it corrected. B. The Reality of Work—after graduating, you will either manage or be managed. A course in management provides insights into the way your boss behaves and the internal working of organizations. You don’t have to aspire to be a manager to gain something valuable from a course in management. C. Rewards and Challenges of Being a Manager (see Exhibit 1.12). 1. Challenges a. Managers may find it difficult to effectively blend the knowledge, skills, ambitions, and experiences of a diverse group of employees. b. A manager’s success typically is dependent on others’ work performance. 2. Rewards a. Managers get to create a work environment in which organizational members can do their work to the best of their ability and help the organization achieve its goals. b. Receiving recognition and status in the organization in the organization and the community, playing a role in influencing organizational outcomes, and receiving appropriate compensation. c. Satisfaction from knowing that efforts, skills, and abilities are needed by the organization. 1. Is your college instructor a manager? Discuss in terms managerial functions, managerial roles, and skills. A college instructor would generally not fall within the definition of a manager when utilizing managerial functions. This is predominantly due to the relationship between instructors and students. Students are not employees but, more appropriately, clients. In fact, in some cases, an instructor may have little say about the course content or how it is to be taught. In these instances, the instructor clearly makes few decisions. Regardless, college instructors, in their position as teacher (in contrast to a position such as department head) are not managers. In terms of managerial roles, college instructors are perhaps involved in some ways in the interpersonal, informational, and decisional roles. For example, a college instructor could be seen as a liaison (interpersonal role), a monitor and disseminator (both informational roles), and a disturbance handler and negotiator (both decisional roles). Looking at managerial skills, college instructors obviously need a lot of technical skills—in this case, knowledge about the latest research and conceptual developments in a particular discipline. They also need significant human skills as they deal with their students. To a limited extent, the instructor might need to utilize conceptual skills as courses are planned or as departmental curriculums are debated. 2. “The manager’s most basic responsibility is to focus people toward performance of work activities to achieve desired outcomes.” What’s your interpretation of this statement? Do you agree with this statement? Why or why not? The statement means that a manager’s job or responsibility is to coordinate and/or focus subordinates’ energies toward performance outcomes that will result in the achievement of organizational goals. By definition, management is the process of coordinating and integrating work activities so that they’re completed efficiently and effectively with and through other people. Therefore, yes, most managers and management scholars would agree with this statement. Coordinating others’ work activities is what distinguishes a manager’s job from a non-managerial one. 3. Why do you think skills of job candidates have become so important to employers? What are the implications for (a) managers, in general, and (b) you, personally? Skills of job candidates have become important to employers because of today’s demanding and dynamic workplace. Employees need to be willing to constantly upgrade their skills and take on extra work outside their own specific job area. The implication for managers of the increasing importance of employee skills is that the job of integrating and coordinating the work of others becomes more challenging. However, it also means that the people a manager manages may have more skills and can be more involved in designing ways to do their jobs effectively and efficiently. A final implication is that organizations will need to provide continual skills training to their employees so they can keep their skills upgraded. The personal implications that students cite are likely to vary. This would be a good time to introduce the skill-building modules that are found at the end of the textbook. 4. Is there one best “style” of management? Why or why not? No, there’s probably not one single “best” style of management. Organizational situations vary and what works best in one organization may not necessarily work best in another. Point out to students that they’re going to see a variety of managerial “styles” illustrated throughout the textbook in different boxes, examples, and cases. Each individual tends to develop his or her own preferred “style” of managing. 5. What characteristics of new organizations appeal to you? Why? Which do not? Why? Exhibit 1.10 lists some of the important differences between the traditional organization and the new organization. Some of these differences include: flexible work arrangements, employee work teams, open communication systems and supplier alliances. Organizations are becoming more open, flexible, and responsive to changes. Students should reflect on these new elements and defend their selections. 6. In today’s environment, which is more important to organizations— efficiency or effectiveness? Explain your choice. Both are integral to effective management. Management refers to the process of coordinating and integrating work activities so that they’re completed efficiently and effectively with and through other people. Efficiency is getting the most output from the least amount of inputs, the goal of which is to minimize resource costs. (See Exhibit 1.2.). Effectiveness is completing activities so that organizational goals are attained; often described as “doing the right things.” (See Exhibit 1.2.) 7. Can you think of situations where management doesn’t matter to organizations? Explain. No. The principle of the universality of management—the certainty that management is needed in all types and sizes of organizations, at all organizational levels, and in all organizational work areas, regardless of where they’re located—applies here. This exercise asks students, in small groups, to develop a list of characteristics that make individuals good managers. Then for each characteristic, the students are to identify which management function it falls under. Before the in-class group activity, have each student identify three managers they have worked with (this could be a current or previous boss, a family member they have watched closely, or even themselves in managerial roles). Then for each of the three managers, have the student identify a minimum of three characteristics that made the individual a good manager and at least one characteristic that needed changing. Then have the students identify the management function each good characteristic and each “bad” characteristic falls under. Have the students bring these lists to class to work with in a group. In the group setting, have the students compile a comprehensive list of “good” manager characteristics and a list of “bad” manager characteristics. Also, have them identify the management function of each characteristic. When all of the group-compiled lists are completed, have the students make a prediction on what management function will be identified the most often and which function will be identified the least. Finally, going around the room, share group results, and see if management function predictions were correct. 1. Keeping professionals excited about work that can be routine and standardized is a major challenge for Siegel. How could he use technical, human, and conceptual skills to maintain an environment that encourages innovation and professionalism in his CPA firm? Technical skills are skills that include knowledge of and proficiency in a certain specialized field. Accountants have this skill set and Siegel would expect competence in his staff. Human skills that he employs demonstrate his commitment to open communication, innovation and creativity. The structure of the organization demonstrates the application of conceptual skills by designing an office that encourages communication and team skills while focusing on the mission of the firm to delight the customer. The office is arranged in a nomadic fashion without proprietary desks or other office equipment. This arrangement encourages staff to work together and to develop a team approach to attaining the firm’s goals as expressed in the mission. 2. What management roles would Steven be playing as he (a) made a presentation to potential clients, (b) assessed the feasibility of adding a new consulting service, (c) kept employees focused on the company’s commitments to customers? The basic managerial roles are broadly classified as interpersonal, informational, and decisional. Making a presentation to a client would exemplify the informational managerial role that includes the role of spokesperson and disseminator of information. In terms of assessing the feasibility of adding a new consulting service, Steven would be engaged in decisional roles that revolve around making choices. Here he would be acting as perhaps entrepreneur and resource allocator. Keeping employees focused on the company’s commitments to customers would involve interpersonal roles where Steven would be acting as figurehead, leader and liaison. 3. What can you tell about LLG’s emphasis on customer service and innovation? In what ways does the organization support its employees in servicing customers and in being innovative? It is clear that LLG is focused primarily on the customer. The mission of the firm, and the symbols used in the office (e.g. the giant wall-mounted abacus and the “Welcome Wall”) exemplify the firm’s commitment. There pledge to “delight” the customer, and to respond to customer’s within 24 hours demonstrates this commitment. Within the office, there are no telltale signs of what most people consider boring, dull CPA work. Everywhere you look in the company’s office you see versatility, comfort, and eccentricity. The open office design promotes opportunities for professionals to gather. 4. Would LLG’s approach work for all CPA firms? Why or why not? What could other managers learn from Steven Siegel? Each manager develops his or her own style. Not all CPA firms would necessarily benefit from LLG’s approach. This may depend on the type of customers, management, organizational design, and other factors. Other managers could learn the value and benefit of innovation and a strong emphasis on people as a key to organizational success. 7