Leadership Role in The Organization Research Paper

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After reading the following chapters, answer the questions below. Please, give your answers in your own words, do not copy and paste from the textbook or another source.

Chapter 10: Leadership

1. In what way does a first-level supervisor play an important leadership role in the organization? Give two examples.

2. Which of the influence tactics described in this chapter do you think is the least ethical? Explain your reasoning.

3. Research Report Instructions:

1)Go to www.bloomberg.com. (2) Type "leadership" in the "Search box" at the top. Find three interesting articles to you and summarize (3 pages) their content based on how the subject explained in each article is seen in your current company, or a company of your choice. This research report must be sent in APA style (Cover page, abstract, Main body (question 1, 2 and research report findings), Conclusions, References), and it should be part of the same assignment's document.

Please, check carefully the originality of your submission. If there are similarities with external sources your work will be graded only based on the original portions of your responses, the portions taken from external sources will not be considered for grading.

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Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. LETTER TO INSTRUCTORS Essentials of Management, 9e Dear Colleague, Whether you are a previous adopter, a new adopter, or a professor considering this text for adoption, I wish to thank you for your interest in Essentials of Management 9e. Essentials was the first relatively brief management text that was not simply an abbreviated version of a longer text. We created the path for a more concise, more understandable, and practical approach to the vast body of knowledge referred to as “management.” We assume that the study of management is not exclusively geared toward C-level executives, and that our readers will not be directing large enterprises or divisions of large enterprises in their first job. Instead, the vast majority of our readers will first be engaged in work that will require some managerial skill and knowledge, even though they are not working as executives. Virtually all texts in management and related fields claim to be practical, although many single sentences within them make six sweeping recommendations for CEOs or list ten companies that use a particular technique. We contend that Essentials of Management, unlike much of the competition, is and always has been a text that enables the student to apply much of the information. We support our conclusions with relevant research studies wherever possible, but our intent is not to review most of the research on a given topic. A case in point is our presentation of transformational and charismatic leadership. We present some relevant research findings but also offer the students concrete suggestions for becoming more charismatic, including developing a more effective handshake. My writing has always emphasized application both in textbooks and trade books, and most of this writing has been about management, organizational behavior, human relations, leadership, and career management. Even the articles I have published in professional journals would be understandable to readers who were not specialists in the subject under investigation. For example, I have published articles about influence tactics and self-discipline. My full-time work experience as a management consultant was designed to be a prelude to a career as a college professor and author. Throughout my career I have stayed in contact with organizations and employees through consulting, talks and seminars, media contacts, and career counseling. The time you invested in reading this message is most appreciated. Sincerely, Andrew J. DuBrin Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. ESSENTIALS OF MANAGEMENT Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. ESSENTIALS OF MANAGEMENT NINTH EDITION Andrew J. DuBrin Professor Emeritus of Management College of Business Rochester Institute of Technology Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Essentials of Management, Ninth Edition Andrew J. DuBrin VP/Editorial Director: Jack W. Calhoun Editor-in-Chief: Melissa Acuña Executive Editor: Scott Person Developmental Editor: Jennifer King © 2012, 2009, 2006 South-Western, a part of Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means— graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, information storage and retrieval systems, or in any other manner—except as may be permitted by the license terms herein. Senior Editorial Assistant: Ruth Belanger Marketing Manager: Jonathan Monahan Senior Marketing Communications Manager: Jim Overly Content Project Management: PreMediaGlobal For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, 1-800-354-9706. For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions. Further permissions questions can be emailed to permissionrequest@cengage.com. Media Editor: Danny Bolan Production Technology Analyst: Jeff Weaver Frontlist Buyer: Miranda Klapper Production House/Compositor: PreMediaGlobal Senior Art Director: Tippy McIntosh Permissions Acquisition Manager/Text: Mardell Glinski-Schultz Cover Designer: Stuart Kunkler, triartis communications Cover Image: Vance Vasu/Images.com ExamView® is a registered trademark of eInstruction Corp. Windows is a registered trademark of the Microsoft Corporation used herein under license. Macintosh and Power Macintosh are registered trademarks of Apple Computer, Inc. used herein under license. Library of Congress Control Number: 2010938008 ISBN 13: 978-0-538-47823-6 ISBN 10: 0-538-47823-3 South-Western 5191 Natorp Boulevard Mason, OH 45040 USA Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan. Locate your local office at www.cengage.com/global. Cengage Learning products are represented in Canada by Nelson Education, Ltd. To learn more about South-Western, visit www.cengage.com/ South-Western Purchase any of our products at your local college store or at our preferred online store www.cengagebrain.com. Printed in the United States of America 1 2 3 4 5 6 7 14 13 12 11 10 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Preface Essentials of Management is written for newcomers to the field of management and for experienced managers seeking updated information and a review of the fundamentals. It is also written for the many professionals and technical people who work closely with managers and who take their turn at performing some management work. An example would be the member of a cross-functional team who is expected to have the perspective of a general manager. Based on extensive research about curriculum needs, the design of Essentials of Management addresses itself to the needs of introductory management courses and supervision courses offered in educational and work settings. Previous editions of the text were used in the study of management in colleges and universities, as well as in career schools in such diverse programs as hospitality and tourism management and nursing. The book can also be used as a basic resource for management courses that rely heavily on lecture notes, PowerPoint presentations, and videos rather than an encyclopedia-like text. Comments made by Jack and Suzy Welch support the intent and relevance of this text in both the present and previous editions. (Jack Welch was the long-time chairman and CEO of GE and Suzy Welch is a former Harvard Business Review editor.) Jack and Suzy Welch write, In the past two years, we’ve visited 35 B-schools around the world and have been repeatedly surprised by how little classroom attention is paid to hiring, motivating, team-building, and firing. Instead B-schools seem far more invested in teaching brainiac-concepts—disruptive technologies, complexity modeling, and the like. Those may be useful, particularly if you join a consulting firm, but real managers need to know how to get the most out of people. (Business Week, December 11, 2006, p. 112.) ASSUMPTIONS UNDERLYING THE BOOK The approach to synthesizing knowledge for this book is based on the following five assumptions: 1. A strong demand exists for practical and valid information about solutions to managerial problems. The information found in this text reflects the author’s orientation toward translating research findings, theory, and experience into a form useful to both the student and the practitioner. v Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. vi Preface 2. Managers and professionals need both interpersonal and analytical skills to meet their day-to-day responsibilities. Although this book concentrates on managing people, it also provides ample information about such topics as decision making, job design, organization structure, information technology, cost cutting, and inventory management. 3. The study of management should emphasize a variety of large, medium, and small work settings, as well as profit and not-for-profit organizations. Many students of management, for example, intend to become small business owners. Examples and cases in this book therefore reflect diverse work settings, including retail and service firms. 4. Introductory management textbooks tend to be unrealistically comprehensive. Many introductory texts today are more than 800 pages long. Such texts overwhelm students who attempt to assimilate this knowledge in a single quarter or semester. The goal with Essentials of Management was to develop a text that realistically—in terms of time and amount of information—introduces the study of management. This text is not merely a condensation of a larger text, but a concise and comprehensive treatment of management since the first edition. FRAMEWORK OF THE BOOK The first three chapters present an introduction to management. Chapter 1, “The Manager’s Job,” explains the nature of managerial work with a particular emphasis on managerial roles and tasks. Chapter 2, “International Management and Cultural Diversity,” describes how managers and professionals work in a multicultural environment. Chapter 3, “Ethics and Corporate Social Responsibility,” examines the moral aspects of management. The next three chapters address the subject of planning. Chapter 4, “Essentials of Planning,” presents a general framework for planning—the activity underlying almost any purposeful action taken by a manager. Chapter 5, “Problem Solving and Decision Making,” explores the basics of decision making with an emphasis on creativity and other behavioral aspects. Chapter 6, “Quantitative Techniques for Planning and Decision Making,” describes several adjuncts to planning and decision making such as breakeven analysis, PERT, and production-scheduling methods used for both manufacturing and services. Chapters 7–9 focus on organizing, culture, and staffing. Chapter 7, “Job Design and Work Schedules,” explains how jobs are laid out and work schedules arranged to enhance productivity and customer satisfaction. Chapter 8, “Organization Structure, Culture, and Change,” explains how work is organized from the standpoint of the organization, how culture profoundly influences an organization, and how to cope with and capitalize on change. Chapter 9, “Human Resource and Talent Management,” explains the methods by which people are brought into the organization, trained, and evaluated. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Preface vii The next three chapters, on leading, deal directly with the manager’s role in influencing group members. Chapter 10, “Leadership,” focuses on different approaches to leadership available to a manager and on the personal characteristics associated with leadership effectiveness. Chapter 11, “Motivation,” describes what managers can do to increase or sustain employee effort toward achieving work goals. Chapter 12, “Communication,” deals with the complex problems of accurately sending and receiving messages. Chapter 13, “Teams, Groups, and Teamwork,” explains the nature of teams and how managers can foster group members’ working together cooperatively. Chapter 14, “Information Technology and e-Commerce,” describes how information technology, including the Internet and e-commerce, influences the manager’s job, The next two chapters, on controlling, deal with an important part of keeping performance in line with expectations. Chapter 15, “Essentials of Control,” presents an overview of measuring and controlling performance and describes how managers work with a variety of financial measures to monitor performance. Chapter 16, “Managing Ineffective Performers,” describes current approaches to dealing with substandard performers, with an emphasis on elevating performance. The final chapter in the text, Chapter 17, “Enhancing Personal Productivity and Managing Stress,” describes how personal effectiveness can be increased by developing better work habits and time management skills and keeping stress under control. A major theme of the chapter is that good work habits help prevent and manage stress. PEDAGOGICAL FEATURES Essentials of Management is designed to aid both students and instructors in expanding their interest in and knowledge of management. The book contains the following features: • • • • • Learning objectives coordinate the contents of each chapter. They preview the major topics and are integrated into the text by indicating which major topics relate to the objectives. The end-of-chapter Summary of Key Points, based on the chapter learning objectives, pulls together the central ideas in each chapter. An opening case example illustrates a major topic to be covered in the chapter. The Management in Action feature presents a portrait of how specific individuals or organizations practice an aspect of management covered in the chapter. Concrete, real-world examples with which the reader can readily identify are found throughout the text. Some examples are original, while others relate research information from magazines, newspapers, journals, and Internet sources. Exhibits, which include figures, tables, and self-assessment quizzes, aid in the comprehension of information in the text. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. viii Preface • • • • • • Key terms and phrases highlight the management vocabulary introduced in each chapter with definitions that appear in the margin. Questions at the end of each chapter assist learning by encouraging the reader to review and reflect on the chapter objectives. Skill-building exercises, including Internet activities, appear at the end of each chapter. Self-assessment quizzes appear throughout the text, designed to help students think through their standing on important dimensions of behavior that influence managerial and professional work. Case problems, also located at the end of each chapter, can be used to synthesize the chapter concepts and simulate the practice of management. Video selections are cued to places in the text where they have particular applicability. NEW TO THE NINTH EDITION A number of significant changes and additions have been incorporated into this edition. A brief listing of these changes here is followed by a more detailed look. • • • • • • All 17 chapters contain new information where appropriate; many older research findings and several topics of lesser interest today have been deleted. Twenty-three of the 34 end-of-chapter cases are new, and the Chapter 4 case about Dell has been updated. Fifteen of the chapter-opening cases are new. Nearly all of the many Management in Action boxes are new. The previous Management in Action stories about Wal-Mart and Hypertherm have been updated. There is a new end-of-chapter exercise called Management Now: Online Skill-Building Activities. These exercises will encourage students to use the Internet to obtain up-to-the-minute information, ideas, and applications directly related to each chapter’s topic. Three of the skill-building exercises are new. New Topics Added to the Text • Coping with dangerous and defective products as a challenge for the • • manager involved in international trade (Chapter 2) Analysis of sources of unethical decisions in terms of characteristics of the individual, moral issues facing the person, and the organizational environment (Chapter 3) Extracting extraordinary compensation from the organization as a type of ethical temptation (Chapter 3) Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Preface • • • • • • • • • • • • • • • • • • • • • • • • • • • ix The preparation of fraudulent financial documents to deceive investors as a type of unethical behavior, with Bernard L. Madoff as an example (Chapter 3) The three components of corporate social responsibility: cognitive, linguistic, and conative (behavior) (Chapter 3) Expanded coverage of environmental protection as a form of social responsibility (Chapter 3) How decision making is influenced by emotional tagging, or the process by which emotional information attaches itself to our memories (Chapter 5) Engaging in physical exercise to enhance creativity (Chapter 5) Scenario planning for making good use of forecasts (Chapter 6) The Delphi technique for increasing the accuracy of forecasts (Chapter 6) Job design to help decrease back problems (Chapter 7) Social network analysis to understand the informal organization structure (Chapter 8) Resistance to change as a form of feedback (Chapter 8) Emphasis on concept of talent management instead of organizational staffing (Chapter 9) Situational judgment tests as a type of psychological test in employment (Chapter 9) Exhibit 10-2 about the measurement of three organizational influence tactics (Chapter 10) New section on leadership during adversity and crisis (Chapter 10) Four drives or needs hardwired into our brains (Chapter 11) The use of social media as a communication channel within the organization (Chapter 12) Reducing cross-cultural communication barriers by correctly pronouncing the names of people you interact with from other countries (Chapter 12) Ostracism of unwanted group member as a potential disadvantage of a group (Chapter 13) Section on social media and customer relationships (Chapter 14) Section on how cloud computing affects the internal operations of an organization (Chapter 14) Ethical problems associated with maintaining high cash flow by delaying payment of bills (Chapter 15) Section on potential hazards of cost reductions (Chapter 15) Relative standing against competition as a measure of a company’s financial success (Chapter 15) The problem with controls limiting innovation (Chapter 15) Workplace harassment in general as a contributor to ineffective performance (Chapter 16) Avoiding surprises when terminating an employee (Chapter 16) Exhibit on causes of stress among the general population (Chapter 17) Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. x Preface New Skill-Building Exercises Every chapter contains two skill-building exercises, with three new exercises added to the ninth edition, as follows: • • • Conducting an Environmental Audit (Chapter 3) Stretching Your Imagination (Chapter 5) Learning from Failed Leadership (Chapter 10) New Management Now: Online Skill-Building Exercises Every chapter contains an Internet-based skill-building exercise designed to connect students to Web sites that will boost their knowledge of up-to-theminute management topics and issues. Four new skill builders are: • • • • Finding the Best Jobs (Chapter 7) Analyzing a Motivational Program (Chapter 11) Sizing up an Executive on YouTube (Chapter 14) Finding a C-Level Manager Worthy of Being Terminated (Chapter 16) Self-Quizzes Not only will students enjoy taking the self-quizzes, they will also learn about their strengths and areas for improvement in the process. Your students will benefit from taking the following quizzes: • • • • • • • • • • • • • My Managerial Role Analysis (Chapter 1) Cross-Cultural Skills and Attitudes (Chapter 2) The Ethical Reasoning Inventory (Chapter 3) How Involved Are You? (Chapter 7) Understanding Your Bureaucratic Orientation (Chapter 8) Behaviors and Attitudes of a Trustworthy Leader (Chapter 10) What Style of Leader Are You? (Chapter 10) My Approach to Motivating Others (Chapter 11) The Positive Organizational Politics Questionnaire (Chapter 12) Team Skills (Chapter 13) The Self-Sabotage Questionnaire (Chapter 16) Procrastination Tendencies (Chapter 17) The Stress Questionnaire (Chapter 17) Brand-New Action Inserts Students will find one Management in Action insert in every chapter. Fifteen inserts are completely new or an update of an insert from the eighth edition. A complete list follows: • • Brian O’Connor, the Chief Privacy Officer at Eastman Kodak Company (Chapter 1) Canadian Banks Open Doors for Employees with Disabilities (Chapter 2) Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Preface • • • • • • • • • • • • • • • xi Updating and Expansion of Wal-Mart Managers Take the High Road and the Low Road (Chapter 3) Mike’s Carwash Puts People First (Chapter 4) Procter & Gamble and Google Swap Workers to Spur Innovation (Chapter 5) Data-Driven Decision Making at Hewlett-Packard (updated) (Chapter 6) Be Our Guest Hires Part-Time CFO (Chapter 7) Nokia Corp. Reorganizes (Chapter 8) Goodyear Tire Stretches Compensation Dollars (Chapter 9) Safety Coordinator Sherry Black Copes with a Tornado at a Caterpillar Plant (Chapter 10) Workers at Skyline Construction Choose Own Mix of Salary and Bonus (Chapter 11) Victor Gulas Draws a Map of Connections (Chapter 12) Hypertherm Chief Executive Organizes for Teamwork (Chapter 13) Companies Combat Online Insults (Chapter 14) Cash Doesn’t Lie (Chapter 15) A Counseling Letter Sent to an Underperforming Employee (Chapter 16) Leading Banker Uses To-Do Lists to Keep Organized (Chapter 17) New End-of-Chapter Cases Twenty-three of the cases in the ninth edition are new and one is updated as follows: • • • • • • • • • • • • • • • • • • • • • Big Hopes at Olive Garden, the Red Lobster, and LongHorn (Chapter 1) The Management Trainee Blues (Chapter 1) Aquarius Technologies is Caught in a Trade War (Chapter 2) Flippant Jessica (Chapter 2) Should We Launch Lightening Bolt? (Chapter 3) The Blue Ocean Strategy Team (Chapter 4) What Should Dell Do Next? (updated) (Chapter 4) What to Do with All these False Emergency Patients? (Chapter 5) Staple’s Invention Quest (Chapter 5) Retro is Our Future (Chapter 6) Just-In-Time Worries at the University of Utah Hospital (Chapter 6) The Telecommuting Challenge at NewWest.Net (Chapter 7) Redesigning PepsiCo (Chapter 8) Performance Rankings at Portland Events Planners (Chapter 9) Michelle Rhee Makes Waves in D.C. (Chapter 10) Is Julia Too Empowering? (Chapter 10) Justin Tries a Little Recognition (Chapter 11) Networking Megan (Chapter 12) Team Player Jessica (Chapter 13) How Far Can MyGofer Go? (Chapter 14) The Adoring Bloggers (Chapter 14) Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. xii Preface • • • • • Mr. Potato Head Visits Starbucks (Chapter 15) MySpace is Our Place (Chapter 15) “It Takes Me a Long Time to Get Here” (Chapter 16) Sean Struggles to Get Started (Chapter 17) Brittany Faces Reality (Chapter 17) INSTRUCTIONAL RESOURCES Essentials of Management is accompanied by comprehensive instructional support materials. • • • • • • • Instructor’s Manual. Available on the Instructor’s Resource CD and online, the instructor’s manual provides resources to increase the teaching and learning value of Essentials of Management. The Manual contains “Chapter Outline and Lecture Notes,” which is of particular value to instructors whose time budget does not allow for extensive class preparation. For each chapter, the Manual provides a statement of purpose and scope, outline and lecture notes, lecture topics, comments on the end-of-chapter questions and activities, responses to case questions, an experiential activity, and video case notes. Test Bank. Also available on the IRCD or online, the Test Bank contains at least 25 multiple-choice questions, 25 true/false questions, and 3 essay questions. New to this edition are several critical thinking multiple-choice questions for each chapter. Examview. The Test Bank questions are also available on the Instructor’s Resource CD with the test generator program, Examview. This versatile software package allows instructors to create new questions and edit or delete existing questions from the Test Bank. PowerPoint Slides. A set of 425 professionally prepared PowerPoint slides accompanies the text. This slide package is designed for easy classroom use and closely follows the Instructor’s Manual to facilitate classroom presentation. Management CourseMate. Cengage Learning’s Management CourseMate brings course concepts to life with interactive learning, study, and exam preparation tools that support the printed textbook. Through this website, available for an additional fee, students will have access to their own set of Powerpoint® slides, flashcards, and games, as well as the Learning Objectives, Opening Cases, and Glossary for quick reviews. A set of auto-gradable, interactive quizzes will allow students to instantly gauge their comprehension of the material. Product Support Website. The flashcards, Learning Objectives, and Glossary are available for quick reference on our complimentary student product support website. Webtutor on BlackBoard® and Webtutor on WebCT™. Available on two different platforms, Essentials of Management Webtutor enhances students’ understanding of the material by featuring the Opening Cases, Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Preface xiii Learning Objectives, key term flashcards, threaded discussion questions, puzzles and games, and quizzes that delve more deeply into key concepts presented in the book so that students can excel at all types of assessment. A NOTE TO THE STUDENT The information in the general preface is important for students as well as instructors. Here I offer additional comments that will enable you to increase the personal payoffs from studying management. My message can be organized around several key points. • • • • Management is not simply common sense. The number one trap for students studying management is to assume that the material is easy to master because many of the terms and ideas are familiar. For example, just because you have heard the word teamwork many times, it does not automatically follow that you are familiar with specific field-tested ideas for enhancing teamwork. Managerial skills are vital. The information in the course for which you are studying this text and in the text itself are vital in today’s world. People with formal managerial job titles such as supervisor, team leader, department head, or vice president are obviously expected to possess managerial skills. But many other people in jobs without managerial titles also benefit from managerial skills. Among them are people with titles such as administrative assistant, customer-service representative, and inventory-control specialist. The combination of managerial, interpersonal, and technical skills leads to outstanding career success. A recurring myth is that it is better to study “technical” or “hard” subjects than management because the pay is better. In reality, the people in business making the higher salaries and other compensation are those who combine technical skills with managerial and interpersonal skills. Executives and business owners, for example, can earn incomes rivaled only by leading professional athletes and entertainment personalities. Studying management, however, has its biggest payoff in the long run. Entry-level management positions are in short supply. Management is a basic life process. To run a major corporation, manage a restaurant or a hair salon, organize a company picnic, plan a wedding, or run a good household, management skills are an asset. We all have some knowledge of management, but formally studying management can multiply one’s effectiveness. Take advantage of the many study aids in this text. You will enhance your learning of management by concentrating on such learning aids as the chapter objectives, summaries, discussion questions, self-quizzes, skilldevelopment exercises, and the glossary. Carefully studying a glossary is an effective way of building a vocabulary in a new field. Studying the glossary Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. xiv Preface will also serve as a reminder of important topics. Activities such as the cases, discussion questions, and skill-building exercises facilitate learning by creating the opportunity to think through the information. Thinking through information, in turn, leads to better comprehension and long-term retention of information. ACKNOWLEDGMENTS Any project as complex as this text requires a team of dedicated and talented people to see that it gets completed effectively. Many reviewers made valuable comments during the development of this new edition as well as the previous seven editions of the text. I appreciate the helpful suggestions of the following colleagues: Jackie Armstrong Hill College Thelma Anderson Montana State University–Northern Zay Lynn Bailey SUNY—Brockport Kathy Baughman Juniata College Tom Birkenhead Lane Community College Genie Black Arkansas Tech University Thomas M. Bock Baruch College Brenda Britt Fayetteville Technical Community College Murray Brunton Central Ohio Technical College Michel Cardinale Palomar College Gary Clark North Harris College Glenn A. Compton University of Maryland Jose L. Curzet Florida National College Rex Cutshall Vincennes University Robert DeDominic Montana Tech University Robert Desman Kennesaw State College Kenneth Dreifus Pace University Ben Dunn York Technical College Karen A. Evans Herkimer County Community College Debra Farley Ozark College Thomas Fiock Southern Illinois University at Carbondale Renee T. Garcia Luna Community College Dan Geeding Xavier University Shirley Gilmore Iowa State University Philip C. Grant Hussen College Randall Greenwell John Wood Community College David R. Grimmett Austin Peay State University Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Preface Robert Halliman Austin Peay State University Ed Hamer George Mason University Paul Hegele Elgin Community College Kermelle D. Hensley Columbus Technical College Thomas Heslin Indiana University Peter Hess Western New England College Melanie Hilburn Lone Star College—North Harris Nathan Himelstein Essex County College Kim T. Hinrichs Minnesota State University— Mankato Brad Hollaway Ozarka College Judith A. Horrath Lehigh Corbon Community College Margaret Huron Lone Star College—North Harris Lawrence H. Jaffe Rutgers University Steven Jennings Highland Community College B. R. Kirkland Tarleton State University Alecia N. Lawrence Williamsburg Technical College Donald Lee Pitt Community College Margaret S. Maguire SUNY—Oneonta Patrician Manninen North Shore Community College Noel Matthews Front Range Community College xv Ted Mattingly George Mason University Christopher J. Morris Adirondack Community College Ilona Motsiff Trinity College of Vermont David W. Murphy University of Kentucky Robert D. Nale Coastal Carolina University Christopher P. Neck Virginia Tech Ronald W. Olive New Hampshire Technical College George M. Padilla New Mexico State University— Almogordo J. E. Pearson Dabney S. Lancaster Community College Gregory F. Petranek Eastern Connecticut State University Joseph Platts Miami-Dade Community College Larry S. Potter University of Maine—Presque Isle Thomas Quirk Webster University Jane Rada Western Wisconsin Technical College James Riley Oklahoma Junior College Robert Scully Barry University William Searle Asnuntuck Community Technical College William Shepard New Hampshire Technical College Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. xvi Preface Vladimir Simic Missouri Valley College Howard R. Stanger Canisius College Lynn Suksdorf Salt Lake Community College John J. Sullivan Montreat College Martin J. Suydam George Mason University Gary Tilley Surry Community College Bernard Weinrich St. Louis Community College Blaine Weller Baker College Mara Winick University of Redlands Alex Wittig North Metro Technical College Marybeth Kardatzke Zipperer Montgomery College Thanks also to the members of the Cengage Learning South-Western Team who worked with me on this edition: Editor-in-Chief Melissa Acuña; Executive Editor Scott Person; Developmental Editor Jennifer King; Senior Editorial Assistant Ruth Belanger; Senior Art Director Tippy McIntosh; Marketing Manager Jon Monahan; and Marketing Coordinator Julia Tucker. Writing without loved ones would be a lonely task. My thanks therefore go to my family: Drew, Rosie, Clare, Douglas, Gizella, Camila, Sofia, Eliana, Julian, Melanie, Will, and Carson. My thanks are also expressed to Stefanie, the woman in my life. Andrew J. DuBrin Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. About the Author Andrew J. DuBrin is Professor Emeritus of Management in the College of Business at the Rochester Institute of Technology, where he has taught courses and conducted research in management, organizational behavior, leadership, and career management. He also gives presentations at other colleges, career schools, and universities. He has served as department chairman and team leader in previous years. He received his Ph.D. in Industrial Psychology from Michigan State University. DuBrin has business experience in human resource management and consults with organizations and individuals. His specialties include career management leadership and management development. DuBrin is an established author of both textbooks and trade books, and he contributes to professional journals, magazines, newspapers, and online media. He has written textbooks on management, leadership, organizational behavior, human relations, and impression management. His trade books cover many management issues, including charisma, team play, office politics, overcoming career selfsabotage, and coaching and mentoring. xvii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Brief Contents PART 1 Introduction to Management 1 The Manager’s Job 1 l International Management and Cultural Diversity l Ethics and Corporate Social Responsibility 74 l 2 35 3 PART 2 Planning 4 Essentials of Planning 116 l Problem Solving and Decision Making l Quantitative Techniques for Planning l and Decision Making 191 5 151 6 PART 3 Organizing 7 Job Design and Work Schedules 224 l Organization Structure, Culture, and Change 262 l Human Resource and Talent Management 305 l 8 9 PART 4 Leading 10 Leadership 345 l Motivation 388 l Communication 427 l Teams, Groups, and Teamwork l 11 12 13 469 PART 5 Controlling 14 Information Technology and e-Commerce 506 l Essentials of Control 539 l Managing Ineffective Performers l 15 16 583 xix Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. xx Brief Contents PART 6 l 17 Managing for Personal Effectiveness Enhancing Personal Productivity and Managing Stress 621 Glossary 659 Index 669 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Contents PART 1 l 1 l 2 l 3 The Manager’s Job 4 1 Who Is a Manager? 2 Types of Managers 5 The Process of Management 7 The Four Managerial Functions 9 The Seventeen Managerial Roles 11 Five Key Managerial Skills 17 Development of Managerial Skills 19 The Evolution of Management Thought 20 International Management and Cultural Diversity 35 International Management 36 Challenges Facing the Global Managerial Worker 45 Methods of Entry into World Markets 52 Success Factors in the Global Marketplace 54 The Scope, Competitive Advantage, and Potential Problems of Managing Diversity 59 Organizational Practices to Encourage Diversity 64 Ethics and Corporate Social Responsibility 74 Business Ethics 75 Corporate Social Responsibility 91 Environmental Protection 101 Creating an Ethical and Socially Responsible Workplace PART 2 l Introduction to Management 104 Planning Essentials of Planning 116 A General Framework for Planning 118 The Nature of Business Strategy 123 The Development of Business Strategy 126 xxi Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. xxii Contents Operating Plans, Policies, Procedures, and Rules 140 Management by Objectives: A System of Planning and Review 142 l 5 l 6 Problem Solving and Decision Making 151 Nonprogrammed versus Programmed Decisions 152 Steps in Problem Solving and Decision Making 155 Bounded Rationality and Influences on Decision Making Group Problem Solving and Decision Making 168 Creativity and Innovation in Managerial Work 173 158 Quantitative Techniques for Planning and Decision Making 191 Data-Based Decision Making 193 Forecasting Methods 194 Gantt Charts and Milestone Charts 201 Program Evaluation and Review Technique 202 Break-Even Analysis 208 Decision Trees 210 Inventory Control Techniques 211 Pareto Diagrams for Problem Identification 216 PART 3 l 7 l 8 Organizing Job Design and Work Schedules 224 Four Major Dimensions of Job Design Plus Job Specialization and Job Description 226 Job Enrichment and the Job Characteristics Model 232 Job Involvement, Enlargement, and Rotation 236 Job Crafting and Job Design 239 Ergonomics and Job Design 241 Modified Work Schedules and Job Design 244 Job Design and High-Performance Work Systems 254 Organization Structure, Culture, and Change 262 Bureaucracy as an Organization Structure 263 Departmentalization 268 Modifications of the Bureaucratic Organization 272 Copyright 2010 Cengage Learning. 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Contents xxiii Delegation, Empowerment, and Decentralization Organizational Culture 287 Managing Change 293 l 9 Human Resource and Talent Management 10 l 11 305 Human Resource Management and Business Strategy 306 The Talent Management Model and Strategic Human Resource Planning 307 Recruitment 313 Selection 316 Orientation, Training, and Development 325 Performance Evaluation (or Appraisal) 330 Compensation 333 The Role of Labor Unions in Human Resource Management 337 PART 4 l 284 Leading Leadership 345 The Link between Leadership and Management 347 The Leadership use of Power and Authority 348 Characteristics, Traits, and Behaviors of Effective Leaders Leadership Styles 362 Transformational and Charismatic Leadership 370 The Leader as a Mentor and Coach 374 Leadership during Adversity and Crisis 376 Leadership Skills 379 Motivation 355 388 The Relationship between Motivation, Performance, and Engagement 389 Motivation through Need Satisfaction 391 Motivation through Goal Setting 400 Positive Reinforcement and Recognition Programs 402 Expectancy Theory of Motivation 410 Motivation through Financial Incentives 413 Copyright 2010 Cengage Learning. 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Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. xxiv Contents l 12 l 13 Communication 427 The Communication Process 429 Nonverbal Communication in Organizations 431 Organizational Channels and Directions of Communication 434 Barriers to Communication 443 Overcoming Barriers to Communication 447 How to Conduct an Effective Meeting 454 Organizational Politics and Interpersonal Communication 456 Teams, Groups, and Teamwork Types of Teams and Groups 470 Characteristics of Effective Work Groups 479 Stages of Group Development 483 Managerial Actions for Building Teamwork 485 Being an Effective Team Player 488 Potential Contributions and Problems of Teams and Groups 491 Resolving Conflict within Teams and Groups 494 PART 5 l 14 l 15 469 Controlling Information Technology and e-Commerce 506 Information Technology and the Manager’s Job 508 The Positive and Negative Consequences of Information Technology 510 The Impact of the Internet on Customers and Other External Relationships 520 The Effects of the Internet on Internal Operations 527 Success Factors in E-Commerce 531 Essentials of Control 539 Controlling and the Other Management Functions Types and Strategies of Control 541 Steps in the Control Process 544 Nonbudgetary Control Techniques 548 Budgets and Budgetary Control Techniques 550 Managing Cash Flow and Cost Cutting 557 541 Copyright 2010 Cengage Learning. 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Contents Nontraditional Measures of Financial Performance Information Systems and Control 570 Characteristics of Effective Controls 574 l 16 Managing Ineffective Performers l 17 564 583 Factors Contributing to Ineffective Performance 584 The Control Model for Managing Ineffective Performers Coaching and Constructive Criticism 600 Employee Discipline 603 Dealing with Difficult People, Including Cynics 608 Termination 613 PART 6 xxv 593 Managing for Personal Effectiveness Enhancing Personal Productivity and Managing Stress 621 Improving Your Work Habits and Time Management Understanding and Reducing Procrastination 636 The Nature of Stress and Burnout 639 Stress-Management Techniques 648 622 Glossary 659 Index 669 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. ESSENTIALS OF MANAGEMENT Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. CHAPTER 1 The Manager’s Job OBJECTIVES After studying this chapter and doing the exercises, you should be able to: l l l l l 1 Explain the term manager, and identify different types of managers. 2 Describe the process of management, including the functions of management. 3 Describe the various managerial roles. 4 Identify the basic managerial skills and understand how they can be developed. 5 Identify the major develop- ments in the evolution of management thought. I n November a few years ago, Nancy Jackson was able to hire a new full-time salesperson for the company she co-owns, Architectural Systems Inc. in New York, but found herself facing an angry 19-person staff. “I couldn’t believe their reaction,” she says. Just a few months earlier, some had seen their workweeks reduced or salaries scaled back; two colleagues had been laid off. To mitigate the situation, Jackson quickly called a meeting to explain that beefing up the firm’s sales force was a necessary first step for making a companywide recovery. Meanwhile, she has since gone about hiring differently, she says, bringing on a new marketing associate as a temporary part-time employee, rather than a full-time staff member, so as not to rile her team. “There’s been a lot of emotional hand-holding here that we’ve never had to do before.”1 The story about the manager and owner of the architectural firm illustrates, among other ideas, that a manager makes things happen, such as enabling the growth of the firm. Also illustrated is that managers often must deal with upset employees and resolve conflict. As will be described Sarah E. Needleman, “Business Owners Try to Motivate Employees,” The Wall Street Journal, January 14, 2010, p. B5. 1 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 2 CHAPTER 1 The Manager’s Job in this chapter, and throughout the book, the manager carries out a large number of demanding activities. LEARNING OBJECTIVE 1 l Explain the term manager, and identify different types of managers. manager A person responsible for the work performance of group members. management The process of using organizational resources to achieve organizational objectives through planning, organizing and staffing, leading, and controlling. PLAY VIDEO Go to www.cengage. com/management/ dubrin and view the video for Chapter 1. As you watch, think about the various types of managers shown in the video. What are some of the skills exhibited by the company founder? What are some of the skills exhibited by the other managers? top-level managers Managers at the top one or two levels in an organization. WHO IS A MANAGER? A manager is a person responsible for the work performance of group members. Approximately 10 percent of the U.S. workforce holds a managerial position of one type or another. A manager holds the formal authority to commit organizational resources, even if the approval of others is required. For example, the manager of a Jackson-Hewitt income tax and financial service outlet has the authority to order the repainting of the reception area. The income tax and financial services specialists reporting to that manager, however, do not have that authority. The concepts of manager and managing are intertwined. The term management in this book refers to the process of using organizational resources to achieve organizational objectives through the functions of planning, organizing and staffing, leading, and controlling. These functions represent the broad framework for this book and will be described later. In addition to being a process, the term management is also used as a label for a specific discipline, for the people who manage, and for a career choice. Levels of Management Another way of understanding the nature of a manager’s job is to examine the three levels of management shown in Exhibit 1-1. The pyramid in this figure illustrates progressively fewer employees at each higher managerial level. The largest number of people is at the bottom organizational level. (Note that the term organizational level is sometimes more precise than the term managerial level, particularly at the bottom organizational level, which has no managers.) Top-Level Managers Most people who enter the field of management aspire to become top-level managers—managers at the top one or two levels in an organization. C-level manager is a recent term used to describe a top-level manager; these managers usually have the word chief in their title, such as chief operating officer. Top-level managers are empowered to make major decisions affecting the present and future of the firm. Only a top-level manager, for example, would have the authority to purchase another company, initiate a new product line, or hire hundreds of employees. Top-level managers are the people who give the organization its general direction; they decide where it is going and how it will get there. The terms executive, top-level manager, and c-level manager can be used interchangeably. Because management is an evolving field, new job titles for c-level managers continue to surface. Often these titles reflect a new emphasis on what Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Who Is a Manager? EXHIBIT 1-1 3 Managerial Levels and Sample Job Titles Many job titles can be found at each level of management. TopLevel Managers Chairman of the board, CEO, president, vice president, COO (chief operating officer), CFO (chief financial officer), CIO (chief information officer) Middle-Level Managers Director, branch manager, department chairperson, chief of surgery, team leader First-Level Managers Supervisor, office manager, crew chief Individual Contributors (Operatives and Specialists) Tool-and-die maker, cook, word-processing technician, assembler Note: Some individual contributors, such as financial analysts and administrative assistants, report directly to top-level managers or middle managers. C-level manager A recent term to describe top-level managers because they usually have chief in their title. must be accomplished for an organization to run successfully. Here are a few of the recent c-level positions often found in large organizations: • • Chief of staff. High-level executives in politics and the military have long relied on the services of a chief of staff; this role has recently become a part of the executive suite in business. The chief of staff is a top level advisor who serves as a confidant, gatekeeper, and all-around strategic consultant. Three financial services firms with a chief of staff in the executive suite are Goldman Sachs, Aflac, and the global insurance business ING.2 Chief commercial officer. A growing number of large business firms are designating a chief commercial officer who oversees growth and commercial success. The person in this position has major responsibility for customer relationships and for managing the company interface with the customer. The chief commercial officer position has been created because the many different sales channels, especially digital sales, has forced companies to think differently about their customers and how they interact with them. In some instances the CCO supplements the work of the head of marketing, and at other times replaces him or her. The biotech firm Cellular Dynamics International is one firm that employs a chief commercial officer.3 “Latest CEO Accessory: A Chief of Staff,” Fortune, January 18, 2010, p. 18. Ed Frauenheim, “‘CCO’ Becomes Hot Exec Title Amid Recession,” Workforce Management, September 14, 2009, p. 4. 2 3 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 4 CHAPTER 1 The Manager’s Job MANAGEMENT IN ACTION As Rochester, New York-based Eastman Kodak struggles to transform from a film dinosaur to a digital powerhouse, it falls to Chief Privacy Officer Brian O’Connor to keep identity thieves away from EasyShare, Kodak’s photo-sharing Web site. It’s also his job to ensure that HR (human resources) and line managers don’t put the company at risk by overzealously investigating job applicants. Welcome to the world of chief privacy officer (CPO), a young profession with a complicated mandate: protecting the privacy of consumer and employment data. At Kodak, where O’Connor has served as CPO since 2005, safeguarding customer information—including the millions of digital photos shutterbugs add to EasyShare each day—is key to survival. But it is also at the heart of a complex tangle of federal, state, and • international rules governing how organizations handle personal information. Questions 1. After studying the section about managerial roles later in this chapter, identify which roles O’Connor is carrying out. 2. Explain whether you think a company really needs a “chief privacy officer.” 3. Assuming you had the necessary knowledge and skills, to what extent would the position of chief privacy officer appeal to you? 4. Do you worry about identity theft when you post photos on the Internet? Source: Rita Zeidner, “New Face in the C-Suite,” HR Magazine, January 2010, p. 39. Chief privacy officer. As illustrated in the accompanying Management in Action, the chief privacy officer works on such problems as safeguarding customer information in the digital world. Middle-Level Managers middle-level managers Managers who are neither executives nor first-level supervisors, but who serve as a link between the two groups. Middle-level managers are managers who are neither executives nor first-level supervisors, but who serve as a link between the two groups. Middle-level managers conduct most of the coordination activities within the firm, and they are responsible for implementing programs and policies formulated by top-level management. The jobs of middle-level managers vary substantially in terms of responsibility and income. A branch manager in a large firm might be responsible for more than 100 workers. In contrast, a general supervisor in a small manufacturing firm might have 20 people reporting to him or her. Other important tasks for many middle-level managers include helping the company undertake profitable new ventures and finding creative ways to reach goals. A major part of a middle manager’s job is working with teams to accomplish work. Middle-level managers play a major role in operating an organization, and therefore continue to be in demand. Although advances in information technology have reduced the communication requirement of the middle manager positions, the need for middle managers is still strong. Paul Osterman, a management scholar at the MIT Sloan School of Management, conducted an interview and survey study of a Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Types of Managers 5 group of middle managers. One of the conclusions he reached was as follows: “They are responsible for making many of the judgment calls and trade-offs that shape the firm’s success. They are also the key communication channel from senior management down through the ranks.”4 First-Level Managers first-level managers Managers who supervise operatives (also known as firstline managers or supervisors). Managers who supervise operatives are referred to as first-level managers, first-line managers, or supervisors. Historically, first-level managers were promoted from production or clerical (now called staff support) positions into supervisory positions. Rarely did they have formal education beyond high school. A dramatic shift has taken place in recent years, however. Many of today’s first-level managers are career school graduates and fouryear college graduates who are familiar with modern management techniques. The current emphasis on productivity and cost control has elevated the status of many supervisors. To understand the work performed by first-level managers, reflect back on your first job. Like most employees in entry-level positions, you probably reported to a first-level manager. Such a manager might be supervisor of newspaper carriers, dining room manager, service station manager, maintenance supervisor, or department manager in a retail store. Supervisors help shape the attitudes of new employees toward the firm. Newcomers who like and respect their first-level manager tend to stay with the firm longer. Conversely, new workers who dislike and disrespect their first supervisor tend to leave the firm early. TYPES OF MANAGERS The functions performed by managers can also be understood by describing different types of management jobs. The management jobs discussed here are functional and general managers, administrators, entrepreneurs and smallbusiness owners, and team leaders. (The distinction between line and staff managers will be described in Chapter 8 about organization structure.) Functional and General Managers Another way of classifying managers is to distinguish between those who manage people who do one type of specialized work and those who manage people who engage in different specialties. Functional managers supervise the work of employees engaged in specialized activities such as accounting, engineering, information systems, food preparation, marketing, and sales. A functional manager is a manager of specialists and of their support team, such as office assistants. 4 Paul Osterman, The Truth About Middle Managers: Who They Are, How They Work, Why They Matter (Boston: Harvard Business School Press, 2009). Quoted in Dean Foust, “Speaking Up for the Organization Man,” Business Week, March 9, 2009, p. 78. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 6 CHAPTER 1 The Manager’s Job General managers are responsible for the work of several different groups that perform a variety of functions. The job title “plant general manager” offers insight into the meaning of general management. Reporting to the plant general manager are various departments engaged in both specialized and generalized work such as manufacturing, engineering, labor relations, quality control, safety, and information systems. Company presidents are general managers. Branch managers also are general managers if employees from different disciplines report to them. The responsibilities and tasks of a general manager highlight many of the topics contained in the study of management. These tasks will be introduced at various places in this book. Administrators An administrator is typically a manager who works in a public (government) or nonprofit organization, including educational institutions, rather than in a business firm. Among these managerial positions are hospital administrator and housing administrator. Managers in all types of educational institutions are referred to as administrators. The fact that individual contributors in nonprofit organizations are sometimes referred to as administrators often causes confusion. An employee is not an administrator in the managerial sense unless he or she supervises others. Entrepreneurs and Small-Business Owners entrepreneur A person who founds and operates an innovative business. small-business owner An individual who owns and operates a small business. Millions of students and employees dream of turning an exciting idea into a successful business. Many people think, “If Michael Dell started Dell computers from his dormitory room and he is the wealthiest man in Texas today, why can’t I do something similar?” Success stories such as Dell’s kindle the entrepreneurial spirit. By a strict definition, an entrepreneur is a person who founds and operates an innovative business. After the entrepreneur develops the business into something bigger than he or she can handle alone or with the help of only a few people, that person becomes a general manager. Similar to an entrepreneur, the owner and operator of a small business becomes a manager when the firm grows to include several employees. Small-business owners typically invest considerable emotional and physical energy into their firms. Note that entrepreneurs are (or start as) smallbusiness owners, but that the reverse is not necessarily true. You need an innovative idea to fit the strict definition of an entrepreneur. Simply running a franchise that sells sub sandwiches does not make a person an entrepreneur, according to the definition presented here. Also, an entrepreneur may found a business that becomes so big it is no longer a small business. A major characteristic of both entrepreneurs and small-business owners is their passion for the work. These types of managers will usually have a single-minded drive to solve a problem. Recent research has identified three roles, or activities, within entrepreneurial work that arouse passion. The first is opportunity recognition, the inventor role. Second is venture creation, the Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. The Process of Management 7 founder role. Third is venture growth, the developer role.5 A person might invent a small turbine the size of a garbage can to replace the large turbines (or wind mills) used to generate renewable energy. The person becomes exited about creating a business to manufacture and market these small turbines. Passion would then be invested in growing the business. If being an inventor fits the person’s self-image best, he or she is likely to be the most passionate about the first role and then lose some passion in the second and third roles. Team Leaders team leader A manager who coordinates the work of a small group of people, while acting as a facilitator and catalyst. LEARNING OBJECTIVE 2 l Describe the process of management including the functions of management. A major development in types of managerial positions during the last 25 years is the emergence of the team leader. A manager in such a position coordinates the work of a small group of people while acting as a facilitator or catalyst. Team leaders are found at several organizational levels and are sometimes referred to as project managers, program managers, process managers, and task force leaders. Note that the term team could also refer to an executive team, yet a top executive almost never carries the title team leader. You will be reading about team leaders throughout this text. All of the managerial jobs described above vary considerably as to the demands placed on the job holder. All workers carrying the job title chief executive officer may perform similar work, yet the position may be much more demanding and stressful in a particular organization.6 Imagine being the CEO of an American auto parts manufacturer that is facing extinction because of overseas competition. His or her job is more demanding than that of the CEO of a company like Binney & Smith, the subsidiary of Hallmark Cards, which produces Crayola crayons among other popular products. With more than three billion crayons produced each year, and a fan base in the millions, Binney & Smith is not threatened with extinction. The CEO can enjoy his or her golf outings while the auto parts CEO worries about losing customers and laying off employees. THE PROCESS OF MANAGEMENT A helpful approach to understanding what managers do is to regard their work as a process. A process is a series of actions that achieves something— making a profit or providing a service, for example. To achieve an objective, the manager uses resources and carries out four major managerial functions. These functions are planning, organizing and staffing, leading, and controlling. Exhibit 1-2 illustrates the process of management. Melissa S. Cardon, Joakim Wincent, Jagdip Singh, and Mateja Drnovsek, “The Nature and Experience of Entrepreneurial Passion,” Academy of Management Review, July 2009, pp. 511–532. 6 Donald C. Hambrick, Sydney Finkelstein, and Ann C. Mooney, “Executive Job Demands: New Insights for Explaining Strategic Decisions and Leader Behavior,” Academy of Management Review, July 2005, pp. 472–491. 5 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 8 CHAPTER 1 EXHIBIT 1-2 The Manager’s Job The Process of Management The manager uses resources and carries out functions to achieve goals. Planning Organizing and Staffing Leading Controlling Human Resources Financial Resources Goals Manager Physical Resources Information Resources Managerial Functions Source: Ricky W. Griffin, Management, 4e, Copyright © 1993 South-Western, p. 6. Reproduced by permission. www.cengage.com/permissions. Resources Used by Managers Managers use resources to accomplish their purposes, just as a carpenter uses resources to build a terrace. A manager’s resources can be divided into four types: human, financial, physical, and informational. Human resources are the people needed to get the job done. Managers’ goals influence which employees they choose. A manager might set the goal of delivering automotive supplies and tools to auto and truck manufacturers. Among the human resources he or she chooses are manufacturing technicians, sales representatives, information technology specialists, and a network of dealers. Financial resources are the money the manager and the organization use to reach organizational goals. The financial resources of a business organization are profits and investments from stockholders. A business must occasionally borrow cash to meet payroll or to pay for supplies. The financial resources of community agencies come from tax revenues, charitable contributions, and government grants. Physical resources are a firm’s tangible goods and real estate, including raw materials, office space, production facilities, office equipment, and vehicles. Vendors supply many of the physical resources needed to achieve organizational goals. Information resources are the data that the manager and the organization use to get the job done. For example, to supply leads to the firm’s sales representatives, the sales manager of an office-supply company reads local business newspapers and Internet postings to learn about new firms in town. These newspapers and Web sites are information resources. Jeffrey R. Immelt, the chairman and CEO of General Electric Corp., surfs Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. The Four Managerial Functions 9 the Internet regularly to learn about developments in the industry, thus using the Internet as an information resource. As originally designated by the famous management thinker Peter Drucker, managers are knowledge workers. As knowledge workers, managers rely heavily on information resources. Drucker also observed that managers are quite skilled at obtaining data, but less skilled at converting these data into useful information. According to Drucker, few executives will ask, “What new tasks can I tackle, now that I have all these data? Which old tasks should I abandon?”7 Imagine that a middle manager is wondering about how to best motivate workers. She inserts into Ask.com the question, “How do you motivate workers?” She receives close to two million entries. She must then understand how to sort out the most useful of these entries. (Or, she could study the motivational chapter of a management textbook.) THE FOUR MANAGERIAL FUNCTIONS Exhibit 1-2 shows the four major resources in the context of the management process. To accomplish goals, the manager performs four managerial functions. These functions are planning, organizing and staffing, leading, and controlling. Planning Planning involves setting goals and figuring out ways of reaching them. Planning, considered the central function of management, pervades everything a manager does. In planning, a manager looks to the future, saying, “Here is what we want to achieve, and here is how we are going to do it.” Decision making is usually a component of planning, because choices must be made in the process of finalizing plans. The importance of planning expands as it contributes heavily to performing the other management functions. For example, managers must make plans to do an effective job of staffing the organization. Planning is also part of marketing. For example, cereal maker Kellogg Corp. established plans to diversify further into the snack-food business to reach its goal of expanding market share. Organizing and Staffing Organizing is the process of making sure the necessary human and physical resources are available to carry out a plan and achieve organizational goals. Organizing also involves assigning activities, dividing work into specific jobs and tasks, and specifying who has the authority to accomplish certain tasks. Another major aspect of organizing is grouping activities into departments or some other logical subdivision. The staffing function ensures the availability of necessary human resources to achieve organizational goals. Hiring people for jobs is a typical staffing activity. Staffing is such a major activity that it is sometimes classified as a function separate from organizing. 7 “An American Sage,” The Wall Street Journal, November 14, 2005, p. A22. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 10 CHAPTER 1 The Manager’s Job Leading Leading means influencing others to achieve organizational objectives. As a consequence, it involves energizing, directing, persuading others, and creating a vision. Leadership involves dozens of interpersonal processes: motivating, communicating, coaching, and showing group members how they can reach their goals. Leadership is such a key component of managerial work that management is sometimes seen as accomplishing results through people. The leadership aspect of management focuses on inspiring people and bringing about change, whereas the other three functions focus more on maintaining a stable system. According to management guru Henry Mintzberg, effective leaders develop the sense of community or shared purpose that is essential for cooperative effort in all organizations.8 Although leadership deals heavily with persuasion and inspiration, the leader also executes the visions and other ideas for change he or she formulates. As explained by business executive Larry Bossidy and consultant Ram Charan, visionaries often fail because they do not translate their strategies (master plans) into results.9 It has been said that execution has become an important new buzzword in business because leaders in the past placed too much emphasis on spinning grand visions without really taking care of business. Controlling Controlling generally involves comparing actual performance to a predetermined standard. Any significant difference between actual and desired performance would prompt a manager to take corrective action. He or she might, for example, increase advertising to boost lower-than-anticipated sales. A secondary aspect of controlling is determining whether the original plan needs revision, given the realities of the day. The controlling function sometimes causes a manager to return to the planning function temporarily to fine-tune the original plan. For example, many retailers in recent years have found that the sales volume in stores was not enough to earn the company a profit. They closed the stores, shifted sales to online, and sold their product in other retailers. One important way in which the jobs of managers differ is in the relative amounts of time spent on planning, organizing and staffing, leading, and controlling. Executives ordinarily spend much more time on strategic (highlevel and long-range) planning than do middle- or first-level managers. Lower-level managers are more involved with day-by-day and other shortrange planning. Also, lower-level managers spend the most time in faceto-face leadership such as coaching and disciplining workers. This is true because entry-level workers are likely to need more assistance than those workers who have advanced higher in the organization. 8 Henry Mintzberg, Managing (San Francisco: Berrett-Koehler, 2009), p. 9. Larry Bossidy and Ram Charan, The Discipline of Getting Things Done (New York: Crown, 2002). 9 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. The Seventeen Managerial Roles LEARNING OBJECTIVE 3 l Describe the various managerial roles. role An expected set of activities or behaviors stemming from a job. 11 THE SEVENTEEN MANAGERIAL ROLES To further understand the manager’s job, it is worthwhile to examine the various roles managers play. A role, in the business context, is an expected set of activities or behaviors stemming from a job. Mintzberg conducted several landmark studies of managerial roles. Other researchers extended his findings.10 In the sections that follow, the roles delineated by these researchers are associated with the major managerial functions to which they most closely pertain. (Roles and functions are closely related. They are both activities carried out by people.) The description of the 17 roles should help you appreciate the richness and complexity of managerial work, and also serve as a generic job description for a manager’s position. These roles are described next and listed in Exhibit 1-3.11 Planning Two managerial roles—strategic planner and operational planner—relate to the planning function. 1. Strategic Planner. Top-level managers engage in strategic planning, usu- ally assisted by input from others throughout the organization. Specific activities in this role include (a) setting a direction for the organization, EXHIBIT 1-3 The Seventeen Managerial Roles Planning 1. Strategic planner 2. Operational planner Organizing and Staffing 3. Organizer 4. Liaison 5. Staffing coordinator 6. Resource allocator 7. Task delegator 10. 11. 12. 13. 14. 15. Negotiator Motivator and coach Team builder Team player Technical problem solver Entrepreneur Controlling 16. Monitor 17. Disturbance handler Leading 8. Figurehead 9. Spokesperson 10 This research is reported in Henry Mintzberg, The Nature of Managerial Work (New York: Harper & Row, 1973); Mintzberg, Managing, pp. 44–45. 11 Kenneth Graham Jr. and William L. Mihal, The CMI Managerial Job Analysis Inventory (Rochester, NY: Rochester Institute of Technology, 1987); Jeffrey S. Shippman, Erich Prien, and Gary L. Hughes, “The Content of Management Work: Formation of Task and Job Skill Composite Classifications,” Journal of Business and Psychology, Spring 1991, pp. 325–354. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 12 CHAPTER 1 The Manager’s Job (b) helping the firm deal with the external environment, and (c) developing corporate policies. 2. Operational Planner. Operational plans relate to the day-to-day operation of a company or unit. Two such activities are (a) formulating operating budgets and (b) developing work schedules for the unit supervised. Middle-level managers are heavily involved in operational planning; first-level managers are involved to a lesser extent. Organizing and Staffing Five roles that relate to the organizing and staffing function are organizer, liaison, staffing coordinator, resource allocator, and task delegator. 3. Organizer. As a pure organizer, the manager engages in activities such as 4. 5. 6. 7. (a) designing the jobs of group members; (b) clarifying group members’ assignments; (c) explaining organizational policies, rules, and procedures; and (d) establishing policies, rules, and procedures to coordinate the flow of work and information within the unit. Liaison. The purpose of the liaison role is to develop and maintain a network of work-related contacts with people. To achieve this end, the manager (a) cultivates relationships with clients or customers; (b) maintains relationships with suppliers, customers, and other persons or groups important to the unit or organization; (c) joins boards, organizations, or public service clubs that might provide useful, work-related contacts; and (d) cultivates and maintains a personal network of in-house contacts through visits, telephone calls, e-mail, text messages, and participation in company-sponsored events. Staffing Coordinator. In the staffing role, the manager tries to make sure that competent people fill positions. Specific activities include (a) recruiting and hiring staff; (b) explaining to group members how their work performance will be evaluated; (c) formally evaluating group members’ overall job performance; (d) compensating group members within the limits of organizational policy; (e) ensuring that group members are properly trained; (f) promoting group members or recommending them for promotion; and (g) terminating or demoting group members. Resource Allocator. An important part of a manager’s job is to divide resources in the manner that best helps the organization. Specific activities to this end include (a) authorizing the use of physical resources (facilities, furnishings, and equipment); (b) authorizing the expenditure of financial resources; and (c) discontinuing the use of unnecessary, inappropriate, or ineffective equipment or services. Task Delegator. A standard part of any manager’s job is assigning tasks to group members. Among these task-delegation activities are (a) assigning projects or tasks to group members; (b) clarifying priorities and performance standards for task completion; and (c) ensuring that group members are properly committed to effective task performance. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. The Seventeen Managerial Roles 13 Leading Eight identified managerial roles relate to the leadership function. These roles are motivator and coach, figurehead, spokesperson, negotiator, team builder, team player, technical problem solver, and entrepreneur. 8. Motivator and Coach. An effective manager takes time to motivate and 9. 10. 11. 12. 13. 14. coach group members. Specific behaviors in this role include (a) informally recognizing employee achievements; (b) offering encouragement and reassurance, thereby showing active concern about the professional growth of group members; (c) providing feedback about both effective and ineffective performance; and (d) giving group members advice on steps to improve their performance. Figurehead. Figurehead managers, particularly high-ranking ones, spend some of their time engaging in ceremonial activities or acting as a figurehead. Such activities include (a) entertaining clients or customers as an official representative of the organization, (b) serving as an official representative of the organization at gatherings outside the organization, and (c) escorting official visitors. Spokesperson. When a manager acts as a spokesperson, the emphasis is on answering inquiries and formally reporting to individuals and groups outside the manager’s organizational unit. As a spokesperson, the manager keeps five groups of people informed about the unit’s activities, plans, and capabilities. These groups are (a) upper-level management, (b) clients and customers, (c) other important outsiders (such as labor unions), (d) professional colleagues, and (e) the general public. Usually, top-level managers take responsibility for keeping outside groups informed. Negotiator. Part of almost any manager’s job is trying to make deals with others for needed resources. Three specific negotiating activities are (a) bargaining with supervisors for funds, facilities, equipment, or other forms of support; (b) bargaining with other units in the organization for the use of staff, facilities, and other forms of support; and (c) bargaining with suppliers and vendors about services, schedules, and delivery times. Team Builder. A key aspect of a manager’s role is to build an effective team. Activities contributing to this role include (a) ensuring that group members are recognized for their accomplishments (by issuing letters of appreciation, for example); (b) initiating activities that contribute to group morale, such as giving parties and sponsoring sports teams; and (c) holding periodic staff meetings to encourage group members to talk about their accomplishments, problems, and concerns. Team Player. Three behaviors of the team player are (a) displaying appropriate personal conduct, (b) cooperating with other units in the organization, and (c) displaying loyalty to superiors by fully supporting their plans and decisions. Technical Problem Solver. It is particularly important for first- and middle-level managers to help group members solve technical problems. Two such specific activities related to problem solving are (a) serving as Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 14 CHAPTER 1 The Manager’s Job a technical expert or advisor and (b) performing individual contributor tasks such as making sales calls or fixing software problems on a regular basis. The managers most in demand today are those who combine leadership skill with a technical or business specialty. 15. Entrepreneur. Managers who work in large organizations have some responsibility for suggesting innovative ideas or furthering the business aspects of the firm. Three entrepreneurial role activities are (a) reading trade publications and professional journals and searching the Internet to remain up-to-date; (b) talking with customers or others in the organization to remain abreast of changing needs and requirements; and (c) becoming involved in activities outside the unit that could result in performance improvements within the manager’s unit. These activities might include visiting other firms, attending professional meetings or trade shows, and participating in educational programs. Controlling The monitor role mentioned next fits the controlling function precisely, because the term monitoring is often used as a synonym for controlling. The role of disturbance handler is categorized under controlling because it involves changing an unacceptable condition to an acceptable stable condition. 16. Monitor. The activities of a monitor are (a) developing systems that mea- sure or monitor the unit’s overall performance, (b) using information systems to measure productivity and cost, (c) talking with group members about progress on assigned tasks, and (d) overseeing the use of equipment and facilities (for example, vehicles and office space) to ensure that they are properly used and maintained. 17. Disturbance Handler. Four typical activities of a disturbance handler are (a) participating in grievance resolution within the unit (working out a problem with a labor union, for example); (b) resolving complaints from customers, other units, and superiors; (c) resolving conflicts among group members; and (d) resolving problems about work flow and information exchange with other units. Disturbance ha...
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Running Head: Leadership

1

Leadership
Institutional Name
Student Name
Course
Date

LEADERSHIP

2

Leadership
Introduction
The research paper goes into detail on the importance of first-level supervisors in the
organization and various instances they are required to ensure increase work performance by the
employees. The essay will also go through the unethical use of pressure as an influence tactic
and how it can harm the organization, especially its employees when performing their duties in
the organization. Lastly, the research paper will go through content from three articles and how
they relate to Google Company in terms of their leadership styles and how they operate in the
organization.
Question one
The first level supervisors play a vital role in an organization by ensuring that the work
assigned to employees is completed by time and of high quality to be used by the organization in
expanding their business (Sauer & May, 2017). For instance, first-level supervisors are required
to manage and access the organization's inventory, where their main aim is to streamline the
process and ensure there are no problems that will affect the delivery process of the goods and
services. Also, first le...


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