Lecture_notes_chapter_1.pdf

8/14/2019 Lecture_notes_chapter_1.pdf

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Dr Mark Esposito

Associate Professor of Management

CHAPTER 1

INTRODUCTION & LECTURE NOTES

MANAGING EFFECTIVELY IN TODAYS WORLD: THREE

CRITICAL CHALLENGES (Slide 5)

This section introduces three elements which will have tremendous effects on managersnow and in the future. These three themes will be repeated throughout the text,

interwoven into the discussions of the influences on effective management. Students will

rapidly recognize that these three elements are not independent of each other, but ratherthat they are deeply intertwined. This recognition of the complexity caused by these three

elements can lead to a productive discussion of the four perspectives on managementwhich will be discussed later in this chapter and then revisited throughout the book: the

organizational context of management, the human factor, managing paradoxes, and themanagerial entrepreneurial mindset.

1. Change:This persistent, pervasive, and powerful area of challenge is considered so

important that this text contains two chapters dealing with it: Chapter 2 deals

with the process of change and its omnipresence in todays business world, and

Chapter 17 deals with large scale organizational change. It might be interesting to

ask students what changes they see going on around them now. Their perceptionsof change often vary greatly from our own and can provide an interesting

discussion catalyst. What important changes have occurred in their lives? How

did they deal with them? Can they see any similarity between the changes in theirpersonal lives and the types of changes they might encounter in their professional

lives?

2. Technology:

You can link this to a discussion of history by pointing out how technological

change always results in vast social and economic change. Ask students what new(or expanded) technologies they expect/hope to see. Ask them to speculate on


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what effects these new technologies will have on the world in general, business,

and themselves personally. This can be a particularly productive approach if youhave students from many different majors (engineering, fine arts, biology etc.)

3. Globalism:Globalism is defined as the increasing international and cross-national

nature of everything from politics to business. Students may only think this

affects those in multinational firms. Throughout the course you will have

opportunities to encourage your students to recognize that what happens in other

countries can have effects on your organization even if you are not doing businesswith those countries. For now, you could ask students for examples of things

happening in other countries which could have an effect on their lives and on howbusinesses are managed in their country. One way to get the discussion going

would be to examine the effect of Japanese Management principles on Americanorganizations. These are not a new technology. They are not an imported product

or service. They do not require an exchange of managerial personnel. How then,

did they have such a pervasive effect on American management?

WHAT IS MANAGEMENT?

This text answers this question in two different ways. First, it offers a traditional

definition of management and deconstructs that definition to examine its constituentparts; then it examines management from a variety of different perspectives. This is done

through a unique question and answer format which can be used to set a tone of inquiry

for the course.

1. Managementis the process of assembling and using sets of resources in a goal-

directed manner to accomplish tasks in an organizational setting. (Slide #7)

Management is aprocess: as a verb, it is an activity; something you do. It is notpassive. We can also look at it as a noun, as in top management or the

management of the company. Of assembling and using resources: one of the main functions of management

is to figure out what resources are needed and then figure out the most effectiveand efficient ways to get them.

In a goal-directed manner: If you do not know what your objective is, youdont know what or how many resources to assemble. You would waste time and


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money and most likely be completely ineffective. You would only achieve

anything through happenstance.

To accomplish tasks in an organizational setting: sure, you use managerialskills such as time management and effective planning and communication tocomplete tasks at home, but that is not Management and does not make you a

Manager. I like to emphasize the Capital M in the Management that we are

studying in this course. I would like to point out that, just because I like to sing

and play piano, this does not mean I am a professional Singer or Pianist.

There needs to be a professional setting in order to be a professional singer,pianist, or manager.

2. Management can be looked at from many different perspectives.

A. The organizational context: Management occurs in organizations. (Slide 8)

Management does not occur in isolation. There are many different types of organizations. Each organization differs in culture and has its own strengths, weaknesses,

threats and opportunities.

The principles of effective management hold true across all organizationsbut must be applied differently depending on the specific characteristics of

any given organization.

A manager who is effective in one organization will not necessarily beeffective in another even if s/he behaves the same way in both.

Effective managers must understand organizations.B. The human factor: Management requires getting things done through people.

(Slide 9)

Effective managers must be able to evaluate the capabilities of employees. Effective managers are able to match employees capabilities to the

appropriate responsibilities.

Effective managers recognize that people are possibly the most importantand the most finite resource in the organization.

Effective managers are skilled at motivating people.C. Managing paradoxes: Management requires simultaneously mastering multiple

and potentially conflicting situations. (Slide 10)


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Integration/Fragmentation: Managers must be able to integrate all of thedisparate elements of their jobs even though their days seldom follow a

plan without interruptions and distractions. Also, managers deal with lotsof fragments of information which the effective manager must be able to

integrate into a whole. At its heart, this paradox deals with the trade off

between simplicity and complexity.

Consistency/Flexibility: Workers need consistency in their environment.They need to know what to expect from their manager. They want

everyone to be treated the same except when they have a problem. They

want their manager to be flexible enough to bend rules when necessary.

Reflection/Action: Managers want to make the best possible decisionsbased on full and accurate information. Yet the speed required for

decisions often limits the completeness of the available information. Thisforces managers to balance the desire for more information with the need

for speedy responses.

Global perspective/local understanding: While international managersmust develop a common brand around the world, they must also payattention to local markets needs and desires.

D. Entrepreneurial mindset:Managers must continuously search for and exploit new

opportunities. (Slide 11)

Managers must constantly scan for new opportunities for the organizationand exploit them. This is true in large or small, new or established firms.

In order to develop and maintain an entrepreneurial mindset, managersmust be committed to constantly learning new skills and gaining new

knowledge.

The entrepreneurial mindset requires a commitment to adding value to theorganization, to its employees, to the community, and to society as a

whole.

WHAT DO MANAGERS DO?This question is answered in three ways, through examinations of managers functions,roles, and job dimensions. (Slide 12)

1. Managerial Functions: (Slide 13) This typology dates back at least 80 years.

A. Planning: (Slides 14) Estimating future conditions and circumstances, and

based on these estimations, making decisions about what work is to be done.B. Organizing: (Slide 15) Systematically compiling the resources needed to

carry out the plans.


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C. Directing (leading): (Slide 16) Attempting to influence others in order to

achieve the goals of the organization.D. Controlling: (Slide 17) Regulating the work of those for whom one is

responsible, including setting standards and monitoring both ongoing and

completed performance.

2. Managerial Roles: (Slide 18) This typology was proposed By Henry Mintzberg and is

based on the analysis of detailed accounts of the work done by real managers.

A. Interpersonal Roles

Figurehead: involves taking part in ceremonial activities as arepresentative of the company.

Leader: influencing and directing others. Liaison: maintaining contacts outside the formal chain of command and

even outside of the company.

B. Informational Roles

Monitor: information seeking and gathering. Disseminator: seeing that information gets to those who need access to it. Spokesperson: representing the work product of ones unit. Students

frequently have difficulty differentiating this role from that of thefigurehead. It may help to remind students that the figurehead is an

interpersonal role and spokesperson is an informational role. Also, thefigurehead usually represents the entire company in a ceremonial manner,

whereas the spokesperson reports information from his/her workgroup.

C. Decisional Roles

Entrepreneur: engaging in activities dealing with new projects, decidingwhich projects to adopt and which to close down. Students usually are

confused by this role as they associate entrepreneur with a person whostarts his/her own company. This might be a good time to discuss the

Entrepreneurial Mindset, one of the key managerial perspectives that

will be repeated at the end of each chapter.

Disturbance Handler: settling conflicts among employees.

Resource Allocator: deciding how resources under ones control will bedistributed.

Negotiator: representing the unit or organization in mediating agreements.Sometimes this role can be less formal and more individual. For example,a manager might be negotiating with a new hire for the terms of

employment.


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3. Managerial Job Dimensions: Rosemary Stewart proposed this typology as a way of

directly comparing different jobs even when they seem totally dissimilar.

A. Demands: (Slide 19) What a manager MUST do

B. Constraints: (Slide 20) Factors that limit a potential response by the manager

to various demands (i.e.; time, budgets, technology, attitudes & regulations).C. Choices: (Slide 21) The range and amount of discretion allowed to a manager

in responding to demands.

WHAT SKILLS DO MANAGERS NEED? (Slide 25)

Skillsare highly developed abilities and competencies built from aptitudes, education,

training, and experience.

1. Technical Skills:

Specialized knowledge of procedures, processes, and equipment along with therelated understanding of how and when to use this knowledge.

Most important at lower managerial levels Competence increases the respect of those being led. Necessary but not sufficient for effective management

2. Interpersonal Skills: Include sensitivity, persuasiveness, empathy Particularly important in low and mid-level managerial positions Lack of interpersonal skills may limit advancement. Necessary but not sufficient for effective management

3. Conceptual Skills (cognitive ability, cognitive complexity):

Include logical reasoning, judgment, analytical abilities Strong predictor of managerial effectiveness Major factor in advancement to top management

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Lecture_notes_chapter_1.pdf