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Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–1
Introduction to Management Bob Fast
Chapter 1
Week 1a (Sept 13)
IM 471.11
Fall 2011
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–2
To Start (1st half of class)
Introductions
Overview of course
Relationship to other courses
Relationship to our lives
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Introductions!
Who are you, who am I?
- Name, home town, year at Providence
Why are you here?
- what program are you in?
- why have you elected this program?
What is your managerial or leadership experience?
- business, retail, sports, school, church, etc
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–4
Overview of course
• Key questions we’re tackling:
What is an organization? Do I want to work in one?
What is a manager? Do I want to be one?
What is the relevance to faith & ministry?
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–5
Housekeeping
• Start time of class is 6:30; ends @ 9:15 I will begin each class at 6:30 Some classes will begin with test
• We have a break mid-way (approx 7:45 – 8:00)
• Name cards – pls bring your name card each week
• Bring Textbook to class each week
• We will review the syllabus in the 2nd half of the class
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. Copyright © 2004 Pearson Education Canada, Inc. All rights reserved.
PowerPoint Presentation by Clive Cook and Dale DilamarterPowerPoint Presentation by Clive Cook and Dale Dilamarter
Gary Dessler
Frederick A. Starke
Gary Dessler
Frederick A. Starke
Principles and Practices for Tomorrow’s Leaders
Second Canadian Edition
Principles and Practices for Tomorrow’s Leaders
Second Canadian Edition
Management
Managing in the Twenty-First Managing in the Twenty-First CenturyCentury11
C H A P T E RC H A P T E R
Part One: Introduction to Managing
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–7
Chapter ObjectivesAfter studying this chapter and the case exercises at the end, you should be able to:
1. List the specific management tasks facing a manager.
2. Identify the manager.
3. Answer the question, “Do I have what it takes to be a manager?”
4. Understand the skills that a manager must possess.
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–8
Chapter Objectives (continued)
5. Explain the characteristics of the external environment that influence managers.
6. Explain how the characteristics of modern organizations influence managers.
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–9
Organization Defined
• OrganizationA group of people with formally assigned roles who
work together to achieve the stated goals of the group.
Characteristics: Common purpose/goals Organizational structure
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–10
Organization Defined
• OrganizationA group of people with formally assigned roles who
work together to achieve the stated goals of the group.
Characteristics: Common purpose/goals Organizational structure
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–11
Management Defined
• ManagerA person who plans, organizes, leads, and controls
the work of others so that the organization achieves its goals. Is responsible for contribution. Gets things done through the efforts of other people. Is skilled at the management process.
• Management ProcessRefers to the manager’s four basic functions of
planning, organizing, leading, and controlling.
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–12
You Too Are a Manager
• Management skills are also useful for “non-managers”. In the workplaceLeisure activities
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–13
Efficiency and Effectiveness
• Efficiency means achieving the greatest possible output with a given amount of input.
• Effectiveness means to achieve goals that have been set.
• To achieve managerial effectiveness, focus onThe tasks that employees doThe satisfaction of employees as they do the tasks
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–14
What Else Do Managers Do? Mintzberg’s Managerial Roles
Figurehead
Leader
Liaison
Spokesperson
Negotiator
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The Manager as Innovator
• The Entrepreneurial ProcessGetting employees to think of themselves as
entrepreneurs.
• The Competence-Building ProcessWorking hard to create an environment that lets
employees really take charge.
• The Renewal ProcessGuarding against complacency by encouraging
employees to question why they do things as they do—and if they might do them differently.
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–16
Types ofManagers
FIGURE 1–1
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Do You Have the Traits to Be a Manager?
• Personality and InterestsSocial Orientation
Attracted to working with others in a helpful or facilitative way; comfortable dealing with people.
Enterprising Orientation Enjoy working with people in a supervisory or
persuasive way in order to achieve some goal.
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–18
Do You Have the Traits to Be a Manager? (cont’d)
• CompetenciesManagerial Competence
The motivation and skills required to gain a management position, including intellectual (analytical), emotional, and interpersonal skills.
Career Anchor Is an occupational self-concept or value that
directs an individual’s career choices. Managers often have had a strong motivation to earn the position of manager.
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–19
The Managerial Skills
• Technical SkillsThe need to know how to plan, organize, lead, and
control.
• Interpersonal SkillsAn understanding of human behavior and group
processes, and the feelings, attitudes, and motives of others, and ability to communicate clearly and persuasively.
• Conceptual SkillsGood judgment, creativity, and the ability to see the
“big picture” when confronted with information.
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–20
What is a Manager?…. A blend of:• a force for change – lead
entrepreneurial approachcompetence-building process renewal
• a force for stability - manageholding to standardsholding to goalsvaluing
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–21
Today’s Management Environment
• GlobalizationThe tendency of firms to extend their sales,
ownership, and/or manufacturing to new markets abroad.
• Technological Innovation Information technology advances have revolutionized
the workplace
• Deregulation and PrivatizationLess government involvement in business
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–22
Today’s Management Environment
• Changing Political SystemsCentral planning is being replaced by capitalism
• A Diverse Workforce Increasing numbers of women and minority-groups
participatingBecoming older
• Category KillersLarge chain stores squeeze out weaker retail firms
and negotiate lower cost of goods sold
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–23
Basic Management Features Today
• Smaller, More Entrepreneurial Organizational Units
• Team-Based and Boundaryless Organizations
• Empowered Decision-Making
• Flatter Organizational Structures
• Knowledge-Based Management
• New Bases of Management Power
• An Emphasis on Vision• Strong Leadership• Technology and E-
based Management
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–24
Source: Harvard Business Review, March–April 1998, p. 82. Copyright © 1998 by the President and Fellows of Harvard College. All rights reserved. FIGURE 1–3
The Evolution of a Faster Business Model
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The Foundations of Modern Management
• The Classical Approach to Management Frederick W. Taylor and Scientific Management
1. The “one best way”
2. Scientific selection of personnel
3. Financial incentives
4. Functional foremanship
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The Foundations of Modern Management (cont’d)
• The Classical Approach to Management (cont’d) Frank and Lillian Gilbreth and Motion Study
Analyzed physical motion and work processes to improve worker efficiency.
Henri Fayol and the Principles of Management Defined the functions of management Published “General and Industrial Management” Advocated “chain of command”
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–27
The Foundations of Modern Management (cont’d)
• The Classical Approach to Management (cont’d) Max Weber and the Bureaucracy
A well-defined hierarchy of authority A clear division of work A system of rules covering the rights and duties of
position incumbents A system of procedures for dealing with the work
situation Impersonality of interpersonal relationships Selection for employment, and promotion based on
technical competence
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–28
The Foundations of Modern Management (cont’d)
• The Behavioural School of Management The Hawthorne Studies
Researchers found that it was the social situations of the workers, not just the working conditions, that influenced behavior at work.
The Human Relations Movement Emphasized that workers were not just “givens” in the
system. Workers have needs and desires that organizations have to accommodate.
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–29
The Foundations of Modern Management (cont’d)
• The Behavioural School of Management (cont’d)Douglas McGregor: Theory X
Most people dislike work and responsibility and prefer to be directed.
They are motivated not by the desire to do a good job, but simply by financial incentives.
Most people must be closely supervised, controlled, and coerced into achieving organizational objectives.
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–30
The Foundations of Modern Management (cont’d)
• The Behavioural School of Management (cont’d)Douglas McGregor: Theory Y
People wanted to work hard. People could enjoy work. People could exercise substantial self-control. Managers could trust employees if managers treated
them right.
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–31
The Foundations of Modern Management (cont’d)
• The Behavioural School of Management (cont’d) Rensis Likert and the Employee-Centered
Organization Less effective organizations have a “job-centered”
focus: specialized jobs, emphasis on efficiency, and close supervision of workers.
Effective “employee-centered” organizations build effective work groups with high performance goals.”
Participation is an important approach employed by high-producing managers.
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–32
Bridging the Eras
• Chester Barnard’s “Zone of Indifference”A range of orders that a worker will willingly accept
without consciously questioning their legitimacy. Managers have to provide sufficient inducements (and
not just financial ones) to make each employee’s zone of indifference wider.
• Herbert Simon and Gaining ComplianceUse the classicists’ command and control approach.
Foster employee self-control by providing better training, encouraging participative leadership, and developing commitment and loyalty.
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–33
The Quantitative School
• The Management Science Approach Operations Research/ Management Science
Seeks optimal solutions to management problems through research and the use of scientific analysis and tools.
The Systems Approach The view that an organization exists as a set of
interrelated subsystems that all contribute internally to the organization’s purpose and success while interacting with the organization’s external environment.
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–34
The Contingency Approach
• Contingency View of Management.The organization and how its managers should
manage it are contingent on the company’s environment and on technology.
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–35
To Start
• overview of course• relationship to other courses• relationship to our lives
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–36
Business Program
IB
IM
SM
OB
E1 E2
FAMA
HR
BC
CF
FM
E
CL
EM
EC/CT
SA
P/S
CU
BG
MS
37
What is a Christian Manager?(How does the study of management relate to our
lives)
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What is a Christian Manager?
Do not conform any longer to the pattern of this world....Do not think of yourself more highly than you ought, but rather think of yourself with sober judgment, in accordance with the measure of faith God has given you....We have different gifts, according to the grace given us…if it [the gift] is leadership, let him govern diligently…
•Romans 12
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–39
What is a Christian Manager?
•Do not conform any longer to the pattern of this world....Do not think of yourself more highly than you ought, but rather think of yourself with sober judgment, in accordance with the measure of faith God has given you....We have different gifts, according to the grace given us…if it [the gift] is leadership, let him govern diligently…
•Romans 12
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–40
What’s A Christian Manager?
he that
…leaders, govern diligently…
takes the lead
with diligence
pro-is'-tay-mee
• to set or place before • to set over
• to be over, to superintend, preside over • to be a protector or guardian
• to give aid • to profess honest occupations
proistemi spoude
• haste, with haste • earnestness, diligence
• earnestness in accomplishing, promoting, or striving after anything
• to give all diligence, interest one's self most earnestly
spoo-day‘
[should do it]
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–41
What is a Christian Manager?
You haven’t been made a manager to exercise power. You’re here to protect and guard, to care for, give attention to. How?
Not casually, not plodding along. With an eagerness. With your full attention and abilities.
…leaders, govern diligently…
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–42
Summary
Management Process or Framework
PlanningOrganizingLeadingControlling
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Summary
Core Management Skills
technical interpersonal conceptual
change +
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Summary
Organization:
Group of people Assigned roles Working together collectively Achieve stated goals
With oversight and led by a Manager!
Copyright © 2004 Pearson Education Canada, Inc. All rights reserved. 1–45
Questions???
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Break Time….
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