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Mullins, L. J (2016) Management & Organizational Behaviour, 7th edition

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This market leading text guides students to a thorough understanding of organisational behaviour and relates this to effective management practice. It is an
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MANAGEMENT
AND ORGANISATIONAL
BEHAVIOUR
LAURIE J. MULLINS
SEVENTH EDITION
Additional student support at
www.booksites.net/mullins
MANAGEMENT AND
ORGANISATIONAL BEHAVIOUR
Visit the Management and Organisational Behaviour, Seventh
Edition Companion Website at
www.booksites.net/mullins to find valuable student learning
material including:
■
■
■
■
Multiple choice and short answer questions to help test your learning
Technology Solutions – short web articles which explore further the
managerial implications of technology
Weblinks to relevant sites on the web
An online glossary to explain key terms
About the author
Laurie J. Mullins was formerly principal lecturer at The Business School, University
of Portsmouth. Before taking early retirement, Laurie specialised in managerial
and organisational behaviour, and managing people at work, and was subject
leader for the behavioural and human resource management group.
Laurie had previous experience of business, local government and university
administration and human resource management. For a numbr of years he was
also a member of, and an instructor in, the Territorial Army.
He has undertaken a range of consultancy work; served as a visiting selector
for UNAIS and VSO; acted as advisor and tutor for a number of professional and
educational bodies including UNISON Education; and served as an external
examiner for university degree and postgraduate courses, and for professional
organisations.
Laurie has undertaken a year’s academic exchange in the Management
Department, University of Wisconsin, USA, and a visiting fellowship at the School
of Management, Royal Melbourne Institute of Technology (RMIT) University,
Australia, and given invited lectures in The Netherlands and South Africa. Laurie
is also author of Hospitality Mangement and Organisational Behaviour.
About the contributors
Linda Hicks is a Chartered Occupational Psychologist who specialises in
management development and coaching within her consultancy ‘Zest for Change’.
David Preece is Professor of Technology Management and Organisation Studies in
The Business School, University of Teesside.
Seventh Edition
MANAGEMENT AND
ORGANISATIONAL
BEHAVIOUR
Laurie J. Mullins
Formerly, Principal Lecturer
The Business School
University of Portsmouth
To Pamela
And for Kerrie and Tracey,
and Paul
Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England
and Associated Companies throughout the world
Visit us on the World Wide Web at:
www.pearsoned.co.uk
First published in 1985 in Great Britain under the Pitman imprint
Fifth edition published in 1999 by Financial Times Pitman Publishing imprint
Sixth edition 2002
Seventh edition 2005
© Laurie J Mullins 1985, 1989, 1993, 1996, 1999, 2002, 2005
© Chapter 9 Linda Hicks 1993, 1996, 1999, 2002, 2005
© Chapter 10 Linda Hicks 1999, 2002, 2005
© Chapter 17 David Preece 1999, 2002, 2005
The right of Laurie J Mullins to be identified as author of this work has been asserted
by him in accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without either the prior written permission of the
publisher, or a licence permitting restricted copying in the United Kingdom issued by the
Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1T 4LP.
All trademarks used herein are the property of their respective owners. The use of any
trademark in this text does not vest in the author or publisher any trademark ownership
rights in such trademarks, nor does the use of such trademarks imply any affiliation with
or endorsement of this book by such owners.
ISBN 0 273 68876 6
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library.
Library of Congress Cataloging-in-Publication Data
Mullins, Laurie J.
Management and organisational behaviour / Laurie J. Mullins.--7th ed.
p. cm
Includes bibliographical references and index.
ISBN 0–273–68876-6 (pbk.)
1. Organizational behavior. I. Title
HD58.7.M85 2004
658--dc22
2004046919
10 9 8 7 6 5 4 3 2
09 08 07 06 05
Typeset by 30 in Stone Serif
Printed and bound by Mateu-Cromo, Artes Graficas, Spain
The publisher’s policy is to use paper manufactured from sustainable forests.
CONTENTS IN BRIEF
Part 1 MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
1 Introduction
2 The Nature of Organisational Behaviour
3 Approaches to Organisation and Management
Part 2 THE ORGANISATIONAL SETTING
4 The Nature of Organisations
5 Organisational Goals, Strategy and Responsibilities
Part 3 THE ROLE OF THE MANAGER
6 The Nature of Management
7 Managerial Behaviour and Effectiveness
8 The Nature of Leadership
1
3
25
65
111
113
144
187
189
236
280
Part 4 THE INDIVIDUAL
333
9
10
11
12
Individual Differences
The Nature of Learning
The Process of Perception
Work Motivation and Rewards
335
389
434
470
Part 5 GROUPS AND TEAMWORK
515
13 The Nature of Work Groups and Teams
14 Working in Groups and Teams
517
554
Part 6 ORGANISATIONAL STRUCTURES
593
15 Organisation Structure and Design
16 Patterns of Structure and Work Organisation
17 Technology and Organisations
595
633
662
Part 7 MANAGEMENT OF HUMAN RESOURCES
697
18 Job Satisfaction and Work Performance
19 Human Resource Management
20 Resourcing the Organisation
699
746
795
Part 8 IMPROVING ORGANISATIONAL PERFORMANCE
829
21 Organisational Control and Power
22 Organisation Development (Culture, Conflict and Change)
23 Management Development and Organisational Effectiveness
831
887
941
‘OH, GREAT SPIRIT,
GRANT THAT I MAY NOT
CRITICISE MY NEIGHBOURS
UNTIL I HAVE WALKED A MILE
IN THEIR MOCCASINS.’
Traditional Native-American saying
CONTENTS IN DETAIL
Exhibits, Management in Action, Case Studies and
Business Press
In acknowledgement and appreciation
Publisher’s acknowledgements
Guided tour of the book
Guided tour of the Companion Website
xiv
xvii
xviii
xx
xxii
Part 1
MANAGEMENT AND ORGANISATIONAL
BEHAVIOUR
1 Introduction
About this book
The aims of this book
The seventh edition
Your study of the book
The changing nature of work organisation
The study of management and organisational
behaviour
The use of case studies
2 The Nature of Organisational
Behaviour
The meaning of organisational behaviour
Influences on behaviour in organisations
Behavioural science – a multidisciplinary approach
The importance of people and organisational
behaviour
Organisational metaphors
Orientations to work and the work ethic
Management as an integrating activity
The psychological contract
Changing nature of the psychological contract
Organisational practices
The Peter Principle
Parkinson’s Law
The need for a cross-cultural approach
Is organisational behaviour culture-bound?
Models for understanding the impact of culture
Five dimensions of culture: the contribution of
Hofstede
Cultural diversity: the contribution of Trompenaars
Summary: convergence or culture-specific
organisational behaviour
Case study 2.1: Eric and Kipsy: complexities of
management and organisational behaviour
3
4
4
6
16
17
19
20
25
26
27
29
30
32
33
34
37
39
40
40
41
42
43
44
47
49
51
56
3 Approaches to Organisation and
Management
Management theory
Developments in management and organisational
behaviour
The classical approach
Scientific management
Relevance of scientific management
Bureaucracy
Criticisms of bureaucracy
Evaluation of bureaucracy
Structuralism
The human relations approach
Evaluation of the human relations approach
Neo-human relations
The systems approach
The contingency approach
Other approaches to the study of organisations
The decision-making approach
Social action
A number of different approaches
Postmodernism
Relevance to management and organisational
behaviour
Japanese management
Towards a scientific value approach?
Benefits to the manager
Management in Action 3.1: Japanese management
Case study 3.1: Helgaton Ltd: organisational theory
in practice
65
66
66
67
69
71
74
75
76
78
78
80
81
82
84
84
85
85
87
87
89
90
91
93
95
102
Part 2
THE ORGANISATIONAL SETTING
4 The Nature of Organisations
113
The context of the organisation
The formal organisation
Basic components of an organisation
Private and public sector organisations
Production and service organisations
Types of authority and organisations
The classification of organisations
Prime beneficiary of the organisation
Primary activity of the organisation
114
115
117
118
120
121
122
122
123
viii
CONTENTS IN DETAIL
The organisation as an open system
Interactions with the environment
The comparative study of organisations
Organisational sub-systems
The analysis of work organisations
Contingency models of organisation
The influence of technology
Information technology
Managing technical change
The informal organisation
The organisation of the future
Organisational goals
5 Organisational Goals, Strategy and
Responsibilities
The nature of organisational goals
The functions of goals
Integration of goals
Classification of organisational goals
Alteration of goals
Organisational ideologies and principles
Mission statements
Objectives and policy
The profit objective
Fallacy of the single objective
The need for strategy
The concept of synergy
SWOT analysis
The management of opportunities and risks
Social responsibilities of organisations
Codes of conduct
Organisational stakeholders
Values and ethics
Corporate social responsibility
Business ethics
Related legislation
An integrated approach
Management in Action 5.1: IBM Code of Conduct
Case study 5.1: Mergers and acquisitions: the
consequences of expansion at Square Deal plc
Case study 5.2: Welcome to the party: home selling
with Top-to-Toe
124
126
127
128
129
131
132
133
134
134
137
137
144
145
146
147
148
149
150
151
152
154
155
157
158
159
160
161
162
163
166
167
168
170
171
177
182
183
Part 3
THE ROLE OF THE MANAGER
6 The Nature of Management
The meaning of management
Management and administration
The process of management
Principles of management
Management as a social process
The tasks and contribution of a manager
Essential nature of managerial work
The efforts of other people
Management in service industries
Management in private enterprise and public
sector organisations
The work of a manager
Managerial roles
Behaviour pattern of general managers
Determining what real managers do
Patterns of managerial work and behaviour
The attributes and qualities of a manager
Managers of the future?
Management in Action 6.1: The roles of the
manager and the Individual Management Model
Case study 6.1: What is management? Defining
the manager’s role
7 Managerial Behaviour and
Effectiveness
Managerial style and behaviour
Managers’ attitude towards people
Japanese ‘Theory Z’ environment
The Managerial/Leadership Grid®
Framework for patterns of behaviour
Management systems
System 4 management
Management by Objectives (MBO)
Evaluation of MBO
Managing people
Basic managerial philosophies
Choice of managerial style
Managerial effectiveness
Measures of effectiveness
3-D model of managerial behaviour
General criteria of managerial effectiveness
The management of time
Case example: Chemical company
Case study 7.1: Bringing management to book:
how to manage a library
Case study 7.2: As safe as houses: branch
management in a building society
8 The Nature of Leadership
189
190
194
195
The meaning of leadership
The importance of leadership
Leadership and management
Approaches to leadership
The qualities or traits approach
The functional (or group) approach
Leadership as a behavioural category
197
199
199
200
202
203
203
206
207
209
210
210
211
214
217
227
236
237
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246
249
250
251
252
256
259
261
261
264
265
274
275
276
280
281
282
283
285
287
287
289
CONTENTS IN DETAIL
Styles of leadership
Continuum of leadership behaviour
The situational approach
Contingency theories of leadership
Fiedler’s contingency model
Vroom and Yetton contingency model
The Vroom and Jago revised decision model
Path–goal theory
Readiness of the followers or group
Transformational leadership
Inspirational leadership
Power and leadership influence
The leadership relationship
No one best form of leadership
National cultural dimensions of leadership
Effectiveness of leadership styles
Variables affecting leadership effectiveness
Leadership development
Leaders of the future
Management in Action 8.1: Autoglass: Leadership
success factors
Management in Action 8.2: IBM Leadership
Development Centre (LDC)
Case study 8.1: The paradox of Pim Fortuyn: a study
in charismatic leadership
291
292
294
295
295
297
298
299
300
301
304
306
307
309
310
312
313
314
315
317
318
327
PART 4
THE INDIVIDUAL
9 Individual Differences
335
By Linda Hicks
The changing nature and scope of managing
individuals at work
Personality
Nomothetic and idiographic approaches
Theoretical approaches: nomothetic
Theoretical approaches: idiographic
Other theoretical approaches
Cognitive theory: Kelly’s personal construct theory
Applications within the work organisation
Stress and the individual
Ability
Testing
Attitudes
Gender and organisations
Understanding women’s position and status
Economic theories
Psychological sex differences
The socialisation process
Orientations and motivations towards work
Working practices
336
339
342
343
346
347
350
352
354
355
360
362
366
368
369
369
370
370
371
Career development
Leadership, management and women
Positive approaches
372
376
378
10 The Nature of Learning
389
By Linda Hicks
The meaning and nature of learning
Organisations and the management of learning
Knowledge management
The learning organisation
How do people learn?
Behaviourism
The outcomes of learning
Operant conditioning
Social learning
Limitations of the behaviourist school
Cognitive theories
Learning styles
Complex models of learning
Creativity
Facilitating learning
Learning theory applied to study skills
Applications of learning theory to organisations
Case study 10.1: Springboard to success: staff
development in practice
Case study 10.2: Will the mail get through:
managing change at the Royal Mail
390
394
395
399
402
403
405
405
408
408
409
413
414
415
417
420
420
425
427
11 The Process of Perception
434
By Laurie Mullins and Linda Hicks
The perceptual process
Selectivity in attention and perception
Meaning to the individual
Internal factors
External factors
Organisation and arrangement of stimuli
Perceptual illusions
Perceiving other people
Transactional analysis
Selection and attention
Organisation and judgement
The importance of body language
Attribution theory
Perceptual distortions and errors
Stereotyping
The halo effect
Perceptual defence
Projection
Illustrative example: perception of women
435
435
437
437
440
441
442
445
448
450
452
453
455
456
457
458
459
459
459
12 Work Motivation and Rewards
The meaning of motivation
Needs and expectations at work
Motivation and organisational performance
470
471
472
474
ix
x
CONTENTS IN DETAIL
Frustration-induced behaviour
Money as a motivator
Theories of motivation
Content theories of motivation
Maslow’s hierarchy of needs theory
Alderfer’s modified need hierarchy model
Herzberg’s two-factor theory
McClelland’s achievement motivation theory
Process theories of motivation
Vroom’s expectancy theory
The Porter and Lawler expectancy model
Lawler’s revised expectancy model
Implications for managers of expectancy theories
Equity theory of motivation
Goal theory
Attribution theory
Relevance of theories of motivation
Cross-cultural dimensions of motivation
The motivation of knowledge workers
Management in Action 12.1: Developing reward
strategies to motivate and compensate
knowledge workers
Case study 12.1: Staff motivation: not so much a
motivational pyramid, more a slippery slope
475
477
478
480
478
484
485
487
489
490
492
494
495
496
498
499
499
500
500
504
14 Working in Groups and Teams
554
Interactions among members
555
Belbin’s team-roles
556
Patterns of communication
559
Analysis of individual behaviour
562
Sociometry
562
Interaction analysis
563
Frameworks of behavioural analysis
565
An essential feature of work organisations
566
Individual compared with group or team performance 569
The risky-shift phenomenon
569
‘Groupthink’
570
Brainstorming
570
Group dynamics
573
T-groups
574
Effective teamworking
575
Management in Action 14.1: Profiling of managers for
leadership development in a cross-section of South
African organisations
579
Management in Action 14.2: Barriers come down
585
to build up team spirit
510
PART 6
ORGANISATIONAL STRUCTURES
PART 5
GROUPS AND TEAMWORK
15 Organisation Structure and Design 595
13 The Nature of Work Groups
and Teams
The meaning and importance of groups and teams
The difference between groups and teams
Group values and norms
The importance of teamwork
Formal and informal groups
Reasons for formation of groups or teams
Group cohesiveness and performance
Membership
Work environment
Organisational factors
Group development and maturity
Potential disadvantages of strong, cohesive groups
Characteristics of an effective work group
The effects of technology on work groups
Role relationships
Role conflict
Role stress
Management in Action 13.1: Teamwork in a small
company
Management in Action 13.2: Remote control – a
case study
Case study 13.1: Floating on air: the importance
of teamwork at Hovertec
517
518
518
520
521
525
527
528
529
530
531
531
532
533
534
536
538
540
543
545
550
The meaning and nature of organisation structure
The importance of good structure
Levels of organisation
The importance of the hierarchy
The design of organisation structure
Clarification of objectives
Task and element functions
The division of work
Centralisation and decentralisation
Principles of organisation
Span of control
The chain of command
‘Flatter’ organisation structures
Formal organisational relationships
Line and staff organisation
The inverted organisation
Project teams and matrix organisation
Effects of a deficient organisation structure
Organisation charts
Structure and organisational behaviour
Case study 15.1: A small cog in a big wheel:
company restructuring at Zeton
Case study 15.2: Loud and clear: leadership in
telecommunications
596
597
598
600
601
603
604
605
608
609
610
611
612
613
615
617
617
619
621
622
629
630
CONTENTS IN DETAIL
16 Patterns of Structure and Work
Organisation
633
Variables influencing organisation structure
634
The contingency approach
634
Size of organisation
635
Technology
638
The Woodward study
638
Major dimensions of technology: the work of Perrow 640
Environment
641
The Burns and Stalker study
642
‘Mixed’ forms of organisation structure
643
The Lawrence and Lorsch study
644
Evaluation of the contingency approach
646
Contribution of contingency theory
648
Culture as a contingent factor
649
Alternative forms of structure
649
The demand for flexibility
651
Telecommuting
652
The shamrock organisation
652
The nature of delegation and empowerment
654
Case study 16.1: Bureaucracy could seriously damage
your health: staff empowerment at City Hospital
658
Case study 16.2: Could I have an estimate?
Organisational structure at Fabrique Décor
658
17 Technology and Organisations
By David Preece
662
Theorising technology
663
Using a socio-technical ensemble perspective:
the case of Butler Co.
669
Technological change and organisations
672
Adopting and introducing new technology
674
Case studies in technological/organisational
change
679
Case study 17.1: A thirst for technology: new systems
at the bars of Tawny Taverns
679
Case study 17.2: Web page not found: internal
communications at Redstart Computers
682
Organisational contexts, social and political
processes and technological change
685
ICTs, networks, organisations and society
686
PART 7
MANAGEMENT OF HUMAN RESOURCES
18 Job Satisfaction and Work
Performance
The meaning and nature of job satisfaction
Dimensions of job satisfaction
Framework of study
Information communications technology
699
700
700
703
703
Stress at work
Role relationships and conflict
Levels of stress
Coping with stress
Work organisation and job design
Individual job redesign
A comprehensive model of job enrichment
Broader organisational approaches to improved
job design
The work/life balance
Employee involvement
Empowerment and job satisfaction
Self-managed work groups
Flexible working arrangements
Quality circles
Management style and culture
Contextual factors in job design
The happy/productive worker
Management in Action 18.1: Job satisfaction: the
fit between expectations and experiences
Management in Action 18.2: An elusive but
expensive concept: stress
Management in Action 18.3: Work-Life Balance
case studies
Management in Action 18.4: Beyond the
nine-to-five
Case study 18.1: The wide open spaces: linking
job satisfaction and work performance
Case study 18.2: The changing role of supervisors:
demonstrating the effect of communication
and training on morale
Case study 18.3: Flying like the wind: motivation,
job design and culture at Falcon Car Company
19 Human Resource Management
The nature of human resource management (HRM)
HRM policies, activities and functions
Organisation of the HRM function
HRM: a shared responsibility
The importance of HRM
Training and development
The management of training
Investors in People
Performance appraisal
Questions to be addressed
360° feedback and upward appraisal
Establishing the appraisal system
Methods of appraisal
Potential problem areas
Employment relations
Unitary and pluralistic perspectives
Regulating the employment contract
Responsibility for employment relations
International dimensions of HRM
Industrial democracy in European countries
706
708
709
710
713
714
715
717
720
722
723
723
724
727
728
728
729
732
733
735
736
741
742
743
746
747
749
751
752
755
756
758
761
762
764
765
766
767
769
771
773
774
777
778
779
xi
xii
CONTENTS IN DETAIL
The German system
Effectiveness of the HRM function
Management in Action 19.1: The Investors in People
Standard
Management in Action 19.2: Performance
management at Autoglass Limited
Case study 19.1: Beer and sandwiches: personnel
management at London Taverns
Case study 19.2: Nothing succeeds like success:
accelerating performance at Sisson Systems
779
780
20 Resourcing the Organisation
795
796
796
798
800
802
804
804
806
806
808
810
810
812
813
The concern of all managers
Human resource planning
The value of human resource planning
Recruitment and selection of staff
Job analysis
Person specifications
Difficulties and distastes of the job
The importance of job analysis
Attracting suitable applicants
The selection process
Selection tests and questionnaires
Group exercises
The selection interview
Interviewing style
Competency-based approach to recruitment and
selection
The selection decision
Induction and follow-up
Costs of the selection process
Effectiveness of the recruitment and selection
process
Management in Action 20.1: Marks & Spencer
PLC’s graduate selection process
Case study 20.1: Please enter your password:
effective resource management at Wessex
Computers
Case study 20.2: Inky fingers: HRM failure at
Sumprint Ltd
783
786
790
791
814
815
816
817
817
821
825
826
PART 8
IMPROVING ORGANISATIONAL
PERFORMANCE
21 Organisational Control and Power
The meaning of control
Assumptions of organisation and management
Elements of an organisational control system
Forms of control
Classification of control systems
Strategies of control in organisations
831
832
834
835
837
838
840
Characteristics of an effective control system
Power and management control
Perspectives of organisational power
Pluralistic approaches to power
The balance between order and flexibility
Delegation and empowerment
The manager–subordinate relationship
Benefits of delegation
Reasons for lack of delegation
A systematic approach to delegation
The art of delegation
The concept of empowerment
Does empowerment deliver?
Behavioural factors in control systems
Overcoming resistance to management control
Financial and accounting systems of control
Management in Action 21.1: Empowerment
Case study 21.1: The enthusiastic delegator:
the consequences of promoting beyond ability?
Case study 21.2: Alpha to Omega: the effects
of financial management on company
performance
22 Organisation Development
(Culture, Conflict and Change)
The meaning of organisation development
Topics associated with OD
Organisational culture
Types of organisational culture
Influences on the development of culture
The cultural web
The importance of culture
Organisational climate
Employee commitment
Organisational conflict
Contrasting views of conflict
The sources of conflict
Strategies for managing conflict
The nature of organisational change
Planned organisational change
Resistance to change
The management of organisational change
Human and social factors of change
Responsibilities of top management
Management in Action 22.1: Organisational culture,
change and IT in an SME
Management in Action 22.2: Siemens Nixdorf’s
new dynamism
Case study 22.1: It’s tough at the top: managing
conflict in the Wakewood organisation
Case study 22.2: Getting political: management
in local government
Case study 22.3: A matter of life or death: managing
knowledge at an NHS Trust
842
843
845
846
848
849
850
852
853
854
857
859
863
864
865
867
873
880
883
887
888
888
891
892
894
895
896
899
901
903
904
906
908
909
910
913
915
916
920
923
924
933
934
935
CONTENTS IN DETAIL
23 Management Development and
Organisational Effectiveness
The importance of effective management
The meaning and nature of management
development
An integrated model of management development
Management development process
Continuing professional development (CPD)
Management education, training and development
The Management Charter Initiative (MCI)
Leadership and Management Model
The nature of organisational effectiveness
The Peters and Waterman study
Heller’s study of European excellence
The Goldsmith and Clutterbuck study
The learning organisation
Total Quality Management (TQM)
Business process re-engineering (BPR)
Building Tomorrow’s Company
The EFQM excellence model
Assessing organisational performance
Organisation audit
941
942
942
944
949
953
954
955
956
959
960
961
962
962
964
968
971
971
975
976
Benchmarking
Performance indicators in the public sector
Gap analysis
A range of different criteria
The twenty-first century organisation and people
Management in Action 23.1: Extracts from Abbey
Performance Development Programme
Management in Action 23.2: A cure for growing
pains – Costa Coffee
Management in Action23.3: Components of the
Management Standards
Management in Action 23.4: Building organisational
competence
Case study 23.1: Chips with everything: managing
cultural change at Eurasia Electronics
Case study 23.2: Holding the front page: expansion
at Rudmore Press
Conclusion
Business Press
Glossary
Index
Companion Website resources
Visit the Companion Website at www.booksites.net/mullins
For students:
Multiple choice and short answer questions to help test your learning
■ Technology Solutions – short web articles which explore further the managerial
implications of technology
■ Weblinks to relevant sites on the web
■ An online glossary to explain key terms
■
For lecturers:
■ Complete, downloadable Instructor’s Manual which includes:
– Teaching tips
– Extra cases
– Solutions/examples to discussion and other questions
■ Powerpoint slides that can be downloaded and used as OHTs
■ Testbank of question material
Also: This site has a syllabus manager, search functions, and email results functions.
Note: A printed version of the Instructor’s Manual is also available free to adopters
of Management and Organisational Behaviour. Please contact your local sales
representative whose details can be located on our website www.pearsoned.co.uk
976
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977
980
982
985
987
988
997
997
1003
1005
1051
1065
xiii
EXHIBITS, MANAGEMENT IN ACTION, CASE STUDIES
AND BUSINESS PRESS
Exhibits
3.1
3.2
5.1
6.1
7.1
8.1
8.2
9.1
10.1
11.1
11.2
13.1
14.1
18.1
18.2
21.1
23.1
23.2
23.3
NHS pays £30.96 just to sharpen pencils
Tools that do the business: management theories
Business ethics: what’s in it for you?
The infant school headteacher as a manager
It’s a people thing
Developing leadership in the NHS of the 21st century
First class coach
Why use psychological tests?
Learning new skills: the importance of feedback
Hospitals set to play it by ethnic book
Judy Owen wins battle against Professional Golfers’ Association to
wear trousers
Teamwork’s own goal
Management: brainstorm in a rainstorm
If you want people to do a good job, give them a good job to do
Have a life and keep your job
Empowerment and the custody officer
Developing managers: applying the theory in practice
Management succession: developing leadership at 3M
Quality counts: TQM in an NHS trust
76
91
171
191
258
305
312
362
410
454
460
524
573
719
725
861
950
952
968
Management in Action
3.1
5.1
6.1
8.1
8.2
12.1
13.1
13.2
14.1
14.2
18.1
18.2
18.3
18.4
19.1
19.2
20.1
21.1
22.1
22.2
Japanese management
IBM Code of Conduct
The roles of the manager and the Individual Management Model
Autoglass: Leadership success factors
IBM Leadership Development Centre (LDC)
Developing reward strategies to motivate and compensate knowledge
workers
Teamwork in a small company
Remote control – a case study
Profiling of managers for leadership development in a cross-section of
South African organisations
Barriers come down to build up team spirit
Job satisfaction: the fit between expectations and experiences
An elusive but expensive concept: stress
Work-Life Balance case studies
Beyond the nine-to-five
The Investors in People Standard
Performance management at Autoglass Limited
Marks & Spencer PLC’s graduate selection process
Empowerment
Organisational culture, change and IT in an SME
Siemens Nixdorf’s new dynamism
95
177
217
317
318
504
543
545
579
585
732
733
735
736
783
786
821
873
923
924
LIST OF FIGURES
23.1
23.2
23.3
23.4
Extracts from Abbey Performance Development Programme
A cure for growing pains – Costa Coffee
Components of the Management Standards
Building organisational competence
982
985
987
988
Case studies
2.1
3.1
5.1
5.2
6.1
7.1
7.2
8.1
10.1
10.2
12.1
13.1
15.1
15.2
16.1
16.2
17.1
17.2
18.1
18.2
18.3
19.1
19.2
20.1
20.2
21.1
21.2
22.1
22.2
22.3
23.1
23.2
Eric and Kipsy: complexities of management and organisational behaviour
Helgaton Ltd: organisational theory in practice
Mergers and acquisitions: the consequences of expansion at Square Deal plc
Welcome to the party: home selling with Top-to-Toe
What is management? Defining the manager’s role
Chemical company
Bringing management to book: how to manage a library
As safe as houses: branch management in a building society
The paradox of Pim Fortuyn: a study in charismatic leadership
Springboard to success: staff development in practice
Will the mail get through: managing change at the Royal Mail
Staff motivation: not so much a pyramid, more a slippery slope
Floating on air: the importance of teamwork at Hovertec
A small cog in a big wheel: company restructuring at Zeton
Loud and clear: leadership in telecommuncations
Bureaucracy could seriously damage your health: staff empowerment at City Hospital
Could I have an estimate? Organisational structure at Fabrique Décor
A thirst for technology: new systems at the bars of Tawny Taverns
Web page not found: internal communications at Redstart Computers
The wide open spaces: linking job satisfaction and work performance
The changing role of supervisors: demonstrating the effect of communication
and training on morale
Flying like the wind: motivation, job design and culture at Falcon Car Company
Beer and sandwiches: personnel management at London Taverns
Nothing succeeds like success: accelerating performance at Sisson Systems
Please enter your password: effective resource management at Wessex Computers
Inky fingers: HRM failure at Sumprint Ltd
The enthusiastic delegator: the consequences of promoting beyond ability?
Alpha to Omega: the effects of financial management on company performance
It’s tough at the top: managing conflict in the Wakewood organisation
Getting political: management in local government
A matter of life or death: managing knowledge at an NHS trust
Chips with everything: managing cultural change at Eurasia Electronics
Holding the front page: expansion at Rudmore Press
56
102
182
183
227
274
275
276
327
425
427
510
550
629
630
658
658
679
682
741
742
743
790
791
825
826
880
883
933
934
935
997
997
Business Press
1
2
3
4
5
6
7
8
9
A safe way to hold on to staff
Business schools share Enron blame
Recruitment: facing the next brain drain
Companies pressed to adopt higher standards
Forget how the crow flies
Public sector: go home and prepare for e-government
Employees as investors
Leader of the band who likes to run the show
Great leaders: pioneer and a shrewd strategist
1006
1007
1008
1010
1012
1017
1019
1020
1022
xv
xvi
LIST OF FIGURES
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
Endangered species
Mentoring moves into a leading role
Driving your employees up the wall
A focus on workers’ individual needs
Advantages of promoting a boutique mindset
Avoiding the madness of groupthink
End to ‘departmentalism’ a vision of things to come
A long-distance relationship
Network protection is a key stroke
Relentless rise of the pleasure seekers
EU & US: Where are the best workplaces?
Marrying performance with reward
Human capital: is it ‘personnel’ with yet more make-up?
New learning models are under scrutiny
Patterns can show if you are up to the job
Massive US effort to set up control systems
Asda: the listening store
Organisations, too, can be put on the couch
Swiss group at top of learning tree
The rise and rise of the corporate learning officer
1023
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1028
1029
1030
1031
1032
1034
1035
1037
1038
1040
1041
1043
1044
1045
1047
1048
1049
IN ACKNOWLEDGEMENT AND APPRECIATION
A warm and special tribute is paid to my wife Pamela, children and family for their
continuing support and encouragement for this seventh edition.
Particular acknowledgements and thanks are due for the contributions from my
friends and colleagues Linda Hicks, David Preece and Sara Lamond.
Thanks and appreciation also to Derek Adam-Smith, Rajeev Bali, Martin Brunner,
Richard Christy, Ray French, Karen Meudell, Anne Riches, Amanda Stevens, Lynn
Thomson, Cheryl Walmsley.
I gratefully acknowledge the help and support received from:
Managers who kindly provided information from their own organisations and gave
permission to reproduce material in the book
Aileen Cowan, Assistant Director, The Institute of Chartered Secretaries and
Administrators
Liz Harris, Marketing Communications Manager, The Institute of Administrative
Management
Rebecca Hoar, Section Editor, Management Today
Sue Mann, Editor, Professional Manager.
A special debt of appreciation is due to members of the team at Pearson Education
including Matthew Walker, Colin McDougall, Karen McLaren, Janey Webb, Colin Reed,
Jacqueline Senior and Simon Lake for their invaluable professionalism and guidance.
Thank you all for a pleasant and rewarding partnership.
I wish to acknowledge and thank a number of people who may be unaware how
much their friendship, interest and support has in a variety of ways helped in the completion of this seventh edition, including: Stephen Darvill; Philip Voller; Kate
Brackenbury; Valerie and Peter Hallam; Di and Mike Blyth; Julie and John Bradley;
Jenny and Tony Hart; Vilma and Will Hemsley; Lynn and Wayne Miller; Christine and
David Paterson; Ann Ward.
Reviewers
Special thanks are due to the following reviewers, approached by the publishers, for
their valued insightful and constructive comments that have helped shape the contents of this present edition:
Ann Norton, Sheffield Hallam University, UK
Brian Stone, Manchester Metropolitan University, UK
Kim Parker, University of Kent, UK
Bob Smale, Brighton University, UK
Alasdair Maclean, University of Abertay, UK
Peter Falconer, Glasgow Caledonian University, UK
Hugo Misselhorn, Management & Organisation Development Consulting, South Africa
Marijek Dielman, Hotel Management School, Maastricht, The Netherlands
David Wilson, Wethouder Koniglaan, The Netherlands.
Laurie J Mullins
PUBLISHER’S ACKNOWLEDGEMENTS
Chapter 1 – Introductory assignment is reprinted with permission from Von Oech, R., A Whack On The Side Of The
Head, Warner Books Inc. (1998), p. 20. Copyright © 1983,
1990, 1998 by Roger Von Oech.
Chapter 7 – Assignment 1 ‘Principle of Supportive
Relationships Questionnaire’ is reprinted with permission
from Likert, R., The Human Organization – Its Management
and Value, McGraw-Hill, New York (1976), pp. 48–9.
Chapter 2 – Assignment 1 is reprinted with permission
from Rowe, C., The Management Matrix: The Psychology of
Interaction, Alfred Waller Ltd (1992), p. 1, with permission
from Patricia Rowe.
Personal awareness and skills exercise ‘Your Management
Style’ is reprinted with permission from Osland, J. S., Kolb,
D. A. and Rubin, I. M., Organizational Behavior: An
Experimental Approach, seventh edition, Prentice Hall
(2001), pp. 24–5.
Personal awareness and skills exercise ‘So What’s Your
Work Ethic?’ is reprinted with permission from Professional
Manager, published by the Chartered Management
Institute, May 2003, p. 38, and Walmsley, C. J., Your Future
Looks Bright, Preston Beach (2002), p. 98.
Case study 2.1 ‘Eric and Kipsy’ is reprinted with permission
from Porter, L. W., Lawler, E. E. and Hackman, J. R., Behavior
in Organizations, McGraw-Hill, New York (1975), pp. 3–14.
Chapter 3 – Assignment 1 is reprinted with permission
from DuBrin, A. J., Human Relations: A Job-Oriented
Approach, Reston Publishing/Prentice Hall/Pearson
Education Inc. (1978), pp. 296–7.
Case study 3.1 ‘Applications of Organisation Theory in
Helgaton Ltd’, is reprinted with permission from Mullins,
L. and White, I., in Adam-Smith, D. and Peacock, A. (eds),
Cases in Organisational Behaviour, Pearson Education
(1994), pp. 19–29.
Chapter 4 – Assignment ‘Our Organizational Society: Your
Association with Organizations’ is reprinted with permission from Kast, F. E. and Rosenzweig, J. E., Experiential
Exercises and Cases in Management, McGraw-Hill, New York
(1976), pp. 13–15.
Chapter 5 – Personal awareness and skills exercise
‘Assessing your Work Values’ is reprinted with permission
from Misselhorn, A., The Head and Heart of Management,
Management and Organization Development Consultants
(SA) (2003), p. 36.
Case study 7.1 ‘Library Management’ is reprinted with permission from the Institute of Chartered Secretaries and
Administrators, Management Principles Pilot Paper,
Administrator, December 1993. (Administrator is now published under the title Chartered Secretary.)
Chapter 8 – Assignment 1 ‘Least Preferred Co-worker (LPC)
Scale’ is reprinted from A Theory of Leadership Effectiveness,
McGraw-Hill (1976), p. 41, with the permission of the
author, Professor F. E. Fiedler, University of Washington.
Assignment 2 ‘T-P Leadership Questionnaire: An
Assessment of Style’ by Sergiovanni, T., Metzcus R. and
Burden, L. adapted from their article ‘Leadership Behavior
Description Questionnaire’, in the American Educational
Research Journal 6, 1969, is reprinted by permission of the
publisher, the American Educational Research Association.
Assignment 4 ‘Your Leadership Style’ is reprinted with permission from Schermerhorn Jr, J. R., Hunt, J. G. and Osborn,
R. N., Managing Organizational Behavior, fourth edition, used
by permission of John Wiley & Sons Inc. (1991), p. 484.
Case study 8.1 ‘The Paradox of Pim Fortuyn: A Study in
Charismatic Leadership’. I am grateful to my colleague
Karen Meudell for providing this case study.
Chapter 10 – Case study 10.2 ‘Royal Mail: Making your life
easier by helping you do a better job’. Thanks to Yasmin
Ahmed and Royal Mail Group plc.
Case study 5.1 ‘Square Deal plc’ is reprinted with permission from the Institute of Administrative Management,
Diploma in Administrative Management Examination
Paper, Summer 1983.
Chapter 11 – Personal awareness and skills exercise
‘Inference–observation’ exercise is reprinted with permission from Haney, W. V., Communications and Interpersonal
Relations: Text and Cases, sixth edition, Irwin, Illinois
(1992), p. 213.
Case study 5.2 ‘Top to Toe’ is reprinted with permission
from the Chartered Institute of Secretaries and
Administrators, Management Principles Examination
Paper, June 2003.
Chapter 12 – Personal awareness and skills exercise contributed by Sheila Ritchie of Elm Training and derived
from the full 12-factor Motivation to Work Profile. It is
reprinted with permission.
Chapter 6 – Assignment 2 ‘Have YOU Got What it Takes to
be a CEO?’ is reprinted with permission from Gwyther, M.,
Management Today, November 2001, pp. 56–9.
Case study 12.1 ‘Not so Much a Motivational Pyramid,
More a Slippery Slope’. I am grateful to Linda Fleming for
providing this case.
Case study 6.1 ‘What Is Management?’ from Doswell, R.
and Nailon, P., Case Studies in Hotel Management, third
edition, Barrie & Jenkins (1976).
Chapter 13 – The copyright of case study 13.1 ‘Hovertec
plc’ rests with my colleague Tom McEwan, and is reprinted
with permission.
Chapter 14 – Personal awareness and skills exercise is
reprinted with permission from Woodcock, M., 50
Activities for Teambuilding, Gower, Aldershot (1988), with
permission from Ashgate Publishing Limited.
Chapter 21 – ‘The Organisational Politics Questionnaire’ is
reprinted with permission from DuBrin, A. J., Human
Relations: A Job-Oriented Approach, fifth edition, Prentice
Hall/Pearson Education Inc. (1992), pp. 306–7.
Chapter 15 – Assignment 2 is reprinted with permission
from the Institute of Chartered Secretaries and
Administrators, Management Principles Examination Paper,
June 1999.
Case study 21.2 ‘The Omega organisation’ is reprinted with
permission of the Institute of Chartered Secretaries and
Administrators, Management: Principles and Policy
Examination Paper, June 1987.
Case study 15.1 ‘Zeton Ltd’ is reprinted with permission
from Administrator, The Institute of Chartered Secretaries
and Administrators, April 1996, p. 36. (Administrator is
now published under the title Chartered Secretary.)
Chapter 22 – Assignment ‘Rate Your Readiness to Change’
is reprinted with permission from Stewart, T. A., Fortune, 7
February 1994, pp. 63–4, Time Inc. All rights reserved.
Case study 15.2 ‘Direct Telecommunications PLC (DT)’ is
reprinted with permission from the Institute of Chartered
Secretaries and Administrators, Organisation and the
Human Resource Examination Paper, May 2002.
Case study 22.1 ‘The Wakewood organisation’ is reprinted
with permission from the Institute of Chartered Secretaries
and Administrators, Management: Principles and Policy
Examination Paper, December 1986.
Chapter 16 – Case study 16.1 ‘The City Hospital:
Bureaucracy and Empowerment’ is reprinted with permission from the Institute of Chartered Secretaries and
Administrators, Organisation and the Human Resource
Examination Paper, November 2002.
Case study 22.2 ‘Gremby County Council’ is reprinted with
permission from Bowman, C. and Jarrett, M. G., Management
in Practice, third edition, Butterworth-Heinemann (1996),
pp. 209–11, with permission from Elsevier Ltd.
Case study 16.2 ‘Fabrique Décor’ is reprinted with permission from the Institute of Administrative Management,
Advanced Diploma Examination Paper, December 2000.
Chapter 18 – Case study 18.1 ‘The Wide Open Spaces’ from
Chilver, J., People, Communication and Organisation,
Pergamon Press (1984), pp. 118–19.
Case study 18.2 ‘Managing Supervisors’ is reprinted with
permission from the Institute of Chartered Secretaries and
Administrators, Management: Principles and Policy
Examination Paper, June 1985.
Case study 18.3 ‘The Falcon Car Company’ is reprinted
with permission from the Institute of Chartered Secretaries
and Administrators, Organisation and the Human
Resource Examination Paper, June 2003.
Chapter 19 – Case study 19.1 ‘London Taverns Ltd’ has
been prepared jointly with, and from original material supplied by, my colleague Karen Meudell.
Case study 19.2 ‘Accelerating the performance momentum
at Sisson Systems’ is reprinted with permission from the
Institute of Chartered Secretaries and Administrators,
Organisation and the Human Resource Examination Paper,
June 1999.
Chapter 20 – Case study 20.1 ‘Wessex Computers’ is
reprinted with permission from the Institute of
Administrative Management, Certificate in Administrative
Management Examination Paper, Summer 1983.
Case study 20.2 ‘Sumprint Ltd’ is reprinted with permission from the Institute of Administrative Management,
Case Study Examination Paper, June 2002.
Case study 22.3 ‘Managing Knowledge at an NHS Trust’. I
am grateful to Rajeev K. Bali and Ashish N. Dwivedi for
providing this case.
Chapter 23 – Assignment 2 ‘Assessing your Organisation’ is
reprinted with permission from BBC, Building Tomorrow’s
Company – Supporting Notes and the Centre for Tomorrow’s
Company and William Tate, 1999.
Personal awareness and skills exercise is adapted from
material prepared by John Bourn for a UNISON distance
learning course and is used with permission of the
Education Officer.
Case study 23.1 ‘Eurasia Electronics’ is reprinted with permission from the Institute of Chartered Secretaries and
Administrators, Professional Administration Examination
Paper, December 1999.
Case study 23.2 ‘Rudmore Press Limited’. This case was
prepared jointly with, and from original material provided
by, my colleague Karen Meudell.
DOGBERT character drawings copyright © 1991 United
Feature Syndicate, Inc.
Please note: we are all influenced by the thoughts and
ideas of other people that tend to drift into the subconscious and are not always distinguished clearly from
one’s own. I have attempted to give references for sources
of work by other writers but apologise to any concerned if
acknowledgement has inadvertently not been recorded.
Should there by any queries, errors or omissions please
contact the publisher.
xx
PART 1
PART TITLE
GUIDED TOUR OF THE BOOK
410
8
PART 4 THE INDIVIDUAL
■
THE NATURE OF LEADERSHIP
■
■
■
sensori-motor period: birth to 2 years;
pre-operational thought: 2 years to 7 years;
concrete operations: 7 years to 11 years;
formal operations: 11 years to 15 years.
Piaget’s theory offers a tight coherent perspective of the maturation of intellectual
thought and development. His studies introduced the notion of the cyclical nature of
learning and the ways in which children and adults adjust to and accommodate to
their environment.
For many cognitive theorists learning is viewed as a sequence, a sequence which
processes information in three distinct stages:
An essential part of management is co-ordinating
the activities of people and guiding their efforts
towards the goals and objectives of the
organisation. This involves the process of
leadership and the choice of an appropriate form
of action and behaviour. Leadership is a central
feature of organisational performance. The
manager must understand the nature of
leadership influence and factors which determine
relationships with other people, and the
effectiveness of the leadership relationship.
■
■
■
EXHIBIT 10.1
Learning new skills: the importance of feedback
Yoga is one of the six systems of Indian philosophy. There
are a number of different interpretations of yoga and one of
these is taught by Yogacharya B.K.S Iyengar.64
Learning a physical skill such as Iyengar yoga privides a
good illustration of
Photo: Rajesh Jantilal/AFP/Getty Images
■
■
In the twenty-first century, leaders must create
an atmosphere in which people believe in
strategy, believe in management decisions, and
believe in their work. Once people believe in
management decisions, there is an excitement
within an organization. Such an atmosphere
makes an organization prosper. Successful
leaders create this sort of environment both
inside and outside the organization.
LEARNING OUTCOMES
Learning outcomes:
summarise what
students will learn
in the chapter
After completing this chapter you should be able to:
explain the meaning and importance of leadership in
work organisations;
contrast patterns of managerial leadership and main
approaches to and studies of leadership;
detail the nature of managerial leadership and the
exercise of leadership power and influence;
■
■
the continual cycle of learning;
the importance of stages in learning;
the significance of information and feedback;
the importance of support structures – both physical,
social and mental.
The yoga poses are challenging and require the complete
involvement of the senses and total concentration of the
mind. Otherwise a fall to the floor is likely! The teacher provides clear information about the positioning of the body
and the class tries to assimilate this information and imitate
the teacher. Initally it is hard to connect to muscles that
have been lying dormant for some considerable time!
The final pose is reached after a series of ‘sub poses’
have been practised. Each sub pose is gradually developed and becomes more complex. At each stage students
have to remember ‘what it felt like’ in the previous sub
pose to be sure that they are building on and pushing
themselves into a more challenging posture. Learning the
poses therefore requires active perception and attention to
the teacher as well as attention to internal feedback about
the positioning of the body.
Striving for excellence and gaining the benefits from
each posture is the goal of Iyengar yoga for all students.
Therefore no matter the physical limitations of the body or
Subir Chowdhury
Management 21C, Financial Times Prentice Hall (2000)
examine leadership as an aspect of behaviour, and
different styles of leadership;
assess contingency theories of leadership and
situational factors which determine the characteristics of
leadership;
evaluate the nature and main components of
transformational leadership and inspirational leadership;
review the variables which determine effective
managerial leadership and development.
Photo: Jose Luis Pelaez, Inc./Corbis
the inflexibility of the limbs all students are able to achieve
maximum gain from each posture with the help of physical
supports. Perhaps a belt to support the legs, perhaps a
chair to support the back, Each student develops at their
own pace, and with their own props. A teacher will also
provide information about whether a student’s posture
needs modifying; perhaps a brick under the hand will get
the posture closer to perfection. Creativity will be used in
identifying the particular needs of certain students. A learning environment is created in which the group supports
individuals, information at critical times is provided, individuals are totally engaged in their pursuit of perfection and
the teacher encourages, supports and leads by example.
Reprinted with permission from Judith Jones and Carol Batterson, Iyengar
Yoga Teacher, Hampshire
Although it is beyond the scope of this book to consider the relationship between
thinking and learning some researchers have shed insight on the mental constructs that
may form. Glaser65 for instance has described these as ‘scaffolds’. This metaphor suggests
Notable quotes: provide
insight into managerial
thinking, past and present
Exhibits: short vignettes bring
managerial theory and practice
to life
Case studies: integrate a range of
themes to encourage analysis of
more complex situations
Technology solutions: links to web-based
resources which encourage evaluation of technology in solving problems
CHAPTER 6 THE NATURE OF MANAGEMENT
217
■ While the importance and responsibility of management is still widely recognised
there is a need for new managers, and new methods for a changed environment and
nature of work organisations. Europe’s new breed of managers need to focus attention
on key strategies including the importance of values and behaviours. Important issues
for the future include managing change; leadership and motivation of staff; managing
diversity; the development of human resources; and demands for alternative organisational practices.
Square Deal plc is a newly formed subsidiary company
of Square Deal International Inc. The intention is to
use it to unify the efforts and improve the profitability
of the hitherto separate UK subsidiaries of Arnold plc,
Carlton plc and Foodrich plc. At present it has a managing director, an administrative/ financial controller
and a typist all sharing a large temporary office in
central London.
Arnold plc has 69 food stores, all within a radius of
30 miles from London. Most of them contain either a
small restaurant or a snack bar and occupy high street
or suburban shopping centre locations. It owns one
small bakery whose total production supplies ten
stores with bread and cakes. Perishables for both resale and restaurant use are bought locally but all other
products are bought centrally and distributed from
one large warehouse. These products are charged to
the stores at selling price on computer-printed internal
invoices. Store managers are judged solely on revenue.
Accounts for each store are produced on the batch
computer system at head office which is an old building on the edge of a dockland redevelopment site in
East London. The company owns the freehold, as it
does of about half of its food stores.
Carlton plc has joint managing directors, one in
charge of 21 restaurants and one in charge of property development. To date it has built four shopping
centres and has plans for three more, all as part of
schemes to regenerate old city centres in the north
of England, around 150 miles from London. It leases
out the shops with the exception of one per centre
which it operates as a restaurant. Both MDs rigidly
pursue a 15 per cent annual return on investment as
their measure of achievement.
MANAGEMENT IN ACTION 6.1
Personal characteristics
IBM is a large and diverse company. IBM managers do many
different things. It can be difficult to define core-and-common
manager roles relevant to managers throughout such a highly
complex organization. The Individual Management Model
(IMM) was developed as an aid to managers to help them
understand their roles in context.
The manager gets work done through other people.
IBM has used that simple definition for years. There are two
key parts to the definition: getting work done and through
other people.
The Individual Management Model (IMM) was developed
as an aid to managers to visualize how their roles are similar
to other managers and how they may differ.
Managers take actions to achieve those objectives. Every
manager has unique personal characteristics, and these characteristics will influence his or her behavior. Personal
characteristics include:
■
■
■
■
background
skills
knowledge
thinldng style
■ competencies
■ personality
Quick overview of the Individual Management
Model (IMM)
All managers are responsible for producing results. They do
that primarily through other people. The influence that a manager has on direct reports is reflected in the Organizational
Climate that he or she creates. Every manager faces slightly
different factors that help or hinder the achievement of business results. And every manager is different in terms of
personality, thinking style, competencies, etc. It’s this mix of
conditions and personal characteristics that make managers'
behaviors different
COMPONENTS OF THE IMM
Objectives
Objectives are the intended business results and are reflected
in managers’ PBCs (Personal Business Commitments).
Managers are either given objectives or they define their own,
hopefully aligned with the goals and objectives of their larger
organizations.
Conditions
Staffing,
processes,
time,
legal,
ethics,
etc.
• Lead
Business
results
• Manage
Personal
characteristics
Competencies,
thinking styles,
experience,
personality,
etc.
• Do
Climate
Objectives
The Individual Management Model (IMM)
PART 2 THE ORGANISATIONAL SETTING
CASE STUDY 5.1
The roles of the manager and the Individual
Management Model
THE INDIVIDUAL MANAGEMENT MODEL (IMM)
182
Mergers and acquisitions: the consequences of expansion at
Square Deal plc
■ The jobs of individual managers differ widely. Empirical studies have concentrated
on the diversity of management and differences in the nature of managerial work.
These studies have drawn attention to such features as: managerial roles; agendasetting and network-building; what real managers do; and demands, constraints and
choices in a managerial job.
Management in action:
real-world examples
ensure that students
identify and engage
with managerial
challenges
an active perception stage which gives attention to stimuli from the environment;
a second mentally active stage which makes sense of the information;
finally, a restructuring and storage phase.
Foodrich plc was, until last year, a family firm
which canned fruit and vegetables from its one factory situated about 100 miles from London, in the
west of England. It was bought by Square Deal
International Inc with the idea that it would supply
‘own label’ products to Arnold plc and large catering
packs to both Arnold’s and Carlton’s restaurants. To
do this, Foodrich was obliged to deny supplies to
some of its regular customers and re-equip part of its
plant to handle the large catering packs. The MD, son
of the founder, has worked there for nearly 40 years
and runs the company, making all decisions, both
long term and operational, using his experience and
intuition. He is furious to learn that Arnold has not
put all its ‘own label’ business in his direction and
Carlton is still buying most catering packs from
Foodrich’s competitors while its new plant is grossly
YOUR TASKS
(a) Discuss the benefits and drawbacks of judging
performance on a single criterion such as:
(i) revenue, in the case of the store managers;
(ii) return on investment, in the case of Carlton’s
MDs.
(b) Explain to what extent Arnold’s head buyer and
Carlton’s head chef are justified in buying catering
packs from other companies.
(c) Describe how further computerisation might help in
this quest for unification and profit improvement.
Photo: Robert Lawson/Anthony Blake Picture Library
Chapter openers:
provide a brief
introduction to key
themes of the
chapter
(d) After you have finished this task, the MD tells you he
is toying with the idea of regrouping the company
under the name of Square Deal plc and dividing it
into the following divisions, each operating as a
profit centre:
Square Deal plc
Restaurants Property Food retail Canning
division
division division
division
Bakery
division
He is concerned about the effects of such a
change on the morale of the managers and other
employees so he asks you for a further statement.
Discuss ideas that should maintain or improve
morale if this regrouping were to take place.
(e) Highlight any other advantages or difficulties that
you foresee in the regrouping idea.
GUIDED TOUR OF THE BOOK
Review and discussion questions: assess
students’ understanding and progress
Critical reflections:
motivate students to
think critically about
key themes
Assignments: imaginative activities
enable students to learn through
personal application of theory
Business Press: Financial Times articles
demonstrate contemporary relevance of
theory in journalistic style
Personal awareness
and skills exercises:
practise and develop
students’ interpersonal
and work-based skills
xxi
GUIDED TOUR OF THE COMPANION WEBSITE
GUIDED TOUR OF THE COMPANION WEBSITE
xxiv
xxv
GUIDED TOUR OF THE COMPANION WEBSITE
Part 1
MANAGEMENT AND
ORGANISATIONAL
BEHAVIOUR
Part 1
MANAGEMENT AND
ORGANISATIONAL
BEHAVIOUR
Part 7
MANAGEMENT
OF HUMAN
RESOURCES
Part 2
THE
ORGANISATIONAL
SETTING
Part 3
THE ROLE OF
THE MANAGER
Part 8
IMPROVING
ORGANISATIONAL
PERFORMANCE
Part 4
THE
INDIVIDUAL
Part 6
ORGANISATIONAL
STRUCTURES
Part 5
GROUPS AND
TEAMWORK
Dogbert’s Theory of Delegation
1
INTRODUCTION
The concepts and ideas presented in this book
provide a basis for the critical appraisal of
contrasting perspectives on the structure,
operation and management of organisations,
and interactions among people who work in
them. It is hoped that this will encourage a
greater level of awareness of, and sensitivity to,
the organisational factors and management
processes influencing the behaviour and
performance of people at work.
LEARNING OUTCOMES
After completing this chapter you should be able to:
Photo: NASA
explain the main features, aims and scope of this book;
detail the main features of the seventh edition;
outline the main contents of the book and explain your
study of the book;
comment on the changing nature of work organisations;
summarise the study of management and
organisational behaviour;
explain the nature, use and value of case studies.
Unlike technological and financial capital, people
have a soul. We have hopes and aspirations, we
can trust and feel committed, and the trust and
commitment we feel profoundly influence our
propensity to give ‘beyond the call of duty’.
Lynda Gratton
Living Strategy: Putting People at the Heart of Corporate Purpose, Financial
Times Prentice Hall (2000)
Management is efficiency in climbing the ladder
of success; leadership determines whether the
ladder is leaning against the right wall.
Stephen Covey
The 7 Habits of Highly Effective People, Simon and Schuster (1989)
4
PART 1
MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
ABOUT THIS BOOK
However much of a cliché it may sound, it is still an inescapable fact that people are the
main resource of any organisation. Without its members, an organisation is nothing; an
organisation is only as good as the people who work within it. In today’s increasingly global
and competitive environment the effective management of people is even more important
for organisational survival and success. According to Alderman Sir Roger Cork, former Lord
Mayor of London, eighty per cent of business failures are down to bad management.1
It has become acceptable in some areas to regard the academic study of management as at
best esoteric and at worst irrelevant. Mastering Management is based on the belief that an
academic approach to the study of management has much of real relevance for practising
managers.
Financial Times Mastering Management Series2
Human capital
management
(HCM)
As a recent report from the London Business School points out: ‘Human Capital (HC)
is increasingly recognised as a key competitive advantage for companies. As well as a
key indicator of a company’s success.’ 3
However, despite the frequent protestations by organisations that ‘our employees are
our greatest assets’ there is invariably a noticeable failure to measure their value to the
organisation or to include their value in financial statements. In 2003 the Secretary of
State for Trade and Industry established a task force on human capital management
charged with looking at how organisations could measure the quality of their human
capital management and report on its impact on business performance.
The way an organisation manages its people impacts on its performance. Few would deny this
simple statement and numerous company reports and studies have confirmed a link between
possession of effective human resource strategies and organisational performance. Research
over the past few years has clarified the features of good people management practices associated with high performance and how these can be used strategically, in combination.4
This is the moment when HCM takes its place in the Boardroom. Directors need to transform the airy cliché about people being their greatest asset into a guiding principle of
business strategy.
Denise Kingsmill, Chair of Task Force on Human Capital Management5
THE AIMS OF THIS BOOK
The aims of this book are to:
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relate the study of organisational behaviour to that of management;
provide an integrated view embracing both theory and practice;
point out applications of behavioural science within work organisations and
implications for management action;
indicate ways in which organisational performance may be improved through
the better use of human resources and the effective management of people.
CHAPTER 1
INTRODUCTION
The book is written with a minimum of technical terminology and the format is clearly
structured. Each chapter is fully supported with illustrations and contains:
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a short introduction and learning outcomes;
a set of contemporary ‘critical reflections’;
a synopsis of key points;
review and discussion questions;
personal awareness and skills exercises;
assignment(s) and/or case(s);
detailed notes and references.
While a prior knowledge of behavioural science would prove useful to the reader, it is
not assumed. Neither is such knowledge a necessary prerequisite for an understanding
of the concepts and ideas discussed in this book. Broader social science perspectives
form an integral part of the explanation and discussion of management and organisational behaviour.
It is hoped that the comprehensive coverage and progressive presentation of contents
will appeal to students at undergraduate, graduate or post-experience level in business or
management, or on related professional courses. It is also hoped that the book will
appeal not only to those aspiring to managerial positions, but to practising managers and
supervisors who wish to expand their views and knowledge of the subject area.
The study of organisational behaviour
There are a number of alternative approaches to the study of organisational behaviour.
For example, in addition to a managerialist approach, Drummond refers to two other
intellectual standpoints, interpretative and critical.
The interpretative standpoint views ambiguity, paradox and contradictions as part
of the natural experiences of organisations, and with an emphasis upon understanding
the subtleties and dynamics of organisational life.
The critical standpoint believes that reality is very real and people have only a marginal amount of freedom, and regards management science as bogus, a means of
legitimising economic exploitation.6
While acknowledging the existence and potential contributions of both these standpoints, the main thrust of this book is to present a managerial approach to
organisational behaviour. It is concerned with interactions among the structure and
operation of organisations, the process of management and the behaviour of people at
work. The underlying theme of the book is the need for organisational effectiveness and the importance of the role of management as an integrating activity.
The scope of
this book
No single book could hope to cover adequately all aspects of what is a wide and essentially multidisciplinary field of inquiry, and it is not the intention to attempt to cover
all aspects of individual or social behaviour. It is regrettable but inevitable therefore
that some topics are excluded or given only limited coverage and it is not possible to
meet fully the preferences of all readers. In order to attain a reasonable depth, this
book concentrates on selected topics of particular relevance to problems of organisation and the management of people in work situations, and which meet the needs of
the intended audience.
The nature of organisational behaviour and the practice of management should be
considered not in a vacuum but within an organisational context and environment.
The activities of a work organisation and the management of people are directed
towards an end, towards certain goals. Chapters 4 (The Nature of Organisations) and 5
(Organisational Goals, Strategy and Responsibilities) help to provide an integrated, balanced setting for this book and for your studies of the subject area.
5
6
PART 1
MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
There are, of course, related areas of specialisms such as human resource management
(HRM) which also bear upon management action and organisational effectiveness.
However, this book is not about employment law and neither is it the intention to
attempt to compete with specialist HRM books. Rather, Chapters 19 and 20 serve to
recognise the importance of the context in which the process of management and organisational behaviour takes place and to provide an overview and signpost some main HRM
areas of interest. Together with Chapters 4 and 5, these chapters aim at broadening the
scope of the subject matter beyond the concerns of traditional organisational behaviour texts – a distinctive feature of this book.
THE SEVENTH EDITION
The consistently supportive and positive feedback from reviewers and users of previous
editions has been very much appreciated. Accordingly this edition retains the same
underlying theme, aims and approach that have been a hallmark of the success of the
book. Continuing attention has been given to the overall layout, style and appearance.
Readers familiar with the previous edition may wish to note the following features
of this seventh edition.
■
■
■
■
■
■
■
■
■
■
The opportunity has been taken for a comprehensive and detailed review of all contents, including attention to chapter titles and introductions; the organisation, flow
and coherence of all material; and restructuring both within and between chapters.
Significant changes include ‘Organisational Practices’ brought forward to Chapter 2
from Chapter 16; and delegation and empowerment removed from Chapters 6 and
16 and consolidated and expanded in Chapter 21.
Changes have been made to the titles of a number of chapters in order to reflect
more closely the nature of their contents.
There is considerable new material including greater attention to topical issues such as
the changing nature of organisations and management, cultural influences and organisational behaviour, business ethics, diversity, leadership, management development,
flexible working, stress, human resource management and work/life balance.
There are a number of additional and replacement appendices (now called
Management in Action), assignments and case studies.
There are in excess of 450 new or revised references.
Each chapter now includes opening quotations which helps focus attention on an
underlying feature of that chapter.
The section on ‘About the Contents’ on pages 8–15 now includes a note of main
links with other chapters.
In order to accommodate the additional and updated contents, careful attention has
been given to the deletion of older and possibly outdated material and references,
unless believed to be clearly of continuing relevance today. This has demanded
many hard choices but has been influenced by the overriding consensus to maintain
the book at a reasonable and manageable size.
Together these changes hopefully provide not only a sharper and fresher approach
but also a more contemporary and robust focus of attention as well as enhanced
readability.
In addition to the above there are three significant new features in the book:
■
Personal awareness and skills exercises
Each chapter now includes an exercise designed specifically to help further the
development of your personal awareness, and your social and work-based skills. The
underlying basis of management and organisational activity is human behaviour
and the interactions of people. However, we need to remind ourselves that people
CHAPTER 1
INTRODUCTION
bring their own perceptions, feelings and attitudes towards the organisation, systems and styles of management, their duties and responsibilities, and the conditions
under which they are working. An important first step in understanding the behaviour of other people is to know and understand yourself. Enhancing your personal
awareness and skills should make study and learning more fulfilling, improve your
confidence and augment your ability to work well with other people. It should also
help boost your employment opportunities. Increasingly, graduate recruiters are
placing greater emphasis on key personal and social skills, and attitudes. To this end
it is recommended that you maintain a log of the skills attained during your
course of study that you can show in future job interviews.
FT
■
Technology online
Technology impacts on almost all aspects of management and organisational behaviour. Technology solutions are interactive web exercises which encourage students to
explore how technology might be used to solve specific managerial problems.
■
Business Press
A new Business Press section provides contemporary articles relating to business and
management situations featured in the Financial Times, including links with other
most relevant chapters. There are also questions for each article allowing you to critically discuss the issues raised in the articles.
Key integrative features of this book
Underlying key issues of management and organisational behaviour have always been
an important integrative feature of this book, and continue to be addressed in this edition. These include attention to:
■
■
■
■
■
■
■
organisational democracy with, for example, greater attention to employee participation and empowerment, and the personal touch;
structures of people, concerns for the re-evaluation of work/life balance including
demands for flexible working arrangements;
the importance of the context of culture and the impact of external environmental
influences;
ethical and social values, the need for organisations to be more transparent and for
more open relationships;
strategic approaches to human resource management and the effective management
of people;
renewed focus on effective organisational performance including primary objectives
of survival, growth and development, and profitability;
interrelationships among management, organisational behaviour, goals and strategy,
human resource management and organisational effectiveness.
7
8
PART 1
MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
About the contents
The book is divided into eight interrelated Parts, see Figure 1.1, and 23 chapters.
Part 1
MANAGEMENT AND
ORGANISATIONAL
BEHAVIOUR
Part 7
MANAGEMENT
OF HUMAN
RESOURCES
Part 2
THE
ORGANISATIONAL
SETTING
Part 3
THE ROLE OF
THE MANAGER
Part 8
IMPROVING
ORGANISATIONAL
PERFORMANCE
Part 4
THE
INDIVIDUAL
Part 6
ORGANISATIONAL
STRUCTURES
Part 5
GROUPS AND
TEAMWORK
Figure 1.1 Interrelated parts of the book
This chapter explains the nature, aims and main features about this book, and introduces you to the changing nature of the work organisation, and to the study of
management and organisational behaviour.
Part 1
Management
and
Organisational
Behaviour
Chapter 2: The Nature of Organisational Behaviour looks at the nature of organisational behaviour and the importance of the people–organisation relationship. Chapter
2 draws attention to main influences on the behaviour and performance of people in
the work situation, and the central focus of management.
Links with other chapters
debates the idea of a social responsibility of management
discusses Theory X and Theory Y strategies of managerial behaviour
identifies the concept of ‘selective perception’
explains the Johari Window framework of behaviour
includes reference to culture as a contingent factor
discusses applications of quality circles and the nature of the work/life
balance
Chapter 23 explores the nature of organisational effectiveness
Chapter 5
Chapter 7
Chapter 11
Chapter 14
Chapter 16
Chapter 18
CHAPTER 1
INTRODUCTION
Chapter 3: Approaches to Organisation and Management contrasts major trends in
the development of management thinking and provides a basis for consideration
of topics discussed in following chapters. Chapter 3 reviews different approaches
to organisation and management, and the relationship between theory and management practice.
Links with other chapters
Chapter 4
Chapter 6
Chapter 13
Chapter 15
Chapter 16
Chapter 19
Chapter 22
Part 2
The
Organisational
Setting
examines the organisation as an open system
sets out principles of management to help general discussion on
management theory
discusses the importance of group norms and social relationships
details common principles of organisation applicable to all situations
explains contingency models of organisation and management
discusses the unitary and pluralistic perspectives of organisations
reviews the nature of organisational conflict
Chapter 4: The Nature of Organisations recognises the importance of the organisational setting and external environment within which the process of management
takes place. Chapter 4 examines the organisation as a complex social system, and interrelationships among its operations, structure and management.
Links with other chapters
Chapter 1
Chapter 3
Chapter 5
Chapter 6
Chapter 13
Chapter 16
Chapter 17
Chapter 23
draws attention to the changing nature of work organisations
reviews developments in management thinking and organisational behaviour
discusses the significance of organisational goals and objectives
discusses management in private and public sector organisations
explains the importance and nature of groups and teams
refers to contingency models of organisation and management
explores the nature of technology and organisations
includes a discussion of the learning organisation
Chapter 5: Organisational Goals, Strategy and Responsibilities draws attention to
the importance of organisational goals and strategy for the operations and management of the organisation. Chapter 5 considers organisational ideologies and objectives,
the concept of social responsibilities of management and business ethics.
Links with other chapters
discusses the new psychological contract including responsibilities to
employees
Chapter 4
explains the context of the organisational setting including a systems view of
organisations
Chapter 7
examines the approach of Management by Objectives (MBO)
Chapter 15 reviews the nature of organisation structure and design
Chapter 21 looks at the concepts of power, involvement and compliance
Chapter 22 examines the nature and management of organisational change
Chapter 2
9
10
PART 1
MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
Part 3
The Role of the
Manager
Chapter 6: The Nature of Management examines the process of management as the
cornerstone of the people–organisation relationship and fundamental to effective performance. Chapter 6 reviews the essential nature of managerial work, the nature and
main activities of management, and the execution of work.
Links with other chapters
Chapter 4
Chapter 7
Chapter 15
Chapter 21
Chapter 22
Chapter 23
distinguishes between production and service organisations, and explains
the systems approach to organisations
examines managerial behaviour and effectiveness
sets out Urwick’s principles of organisation and also different levels of
organisation
discusses the nature of delegation and empowerment
explores the nature of organisational culture and climate
examines management development including Management Standards, and
the Leadership and Management model
Chapter 7: Managerial Behaviour and Effectiveness recognises the responsibility of
managers to manage and to achieve results through the efforts of other people.
Chapter 7 considers different systems and styles of managerial behaviour, the effective
utilisation of human resources and managerial effectiveness.
Links with other chapters
refers to successful management as the ability to handle people effectively,
and also to the psychological contract
Chapter 6
examines the nature of management
Chapter 8
discusses the nature of managerial leadership
Chapter 12 explains Maslow’s hierarchy of needs model
Chapter 13 refers to role expectations and self-established role prescriptions
Chapter 19 discusses the Investors in People Standard for training and development
Chapter 2
Chapter 8: The Nature of Leadership explores the process of managerial leadership as
a central feature of improved organisational performance. Chapter 8 looks at the exercise of leadership power and influence, leadership as an aspect of behaviour, and the
importance of situational variables.
Links with other chapters
discusses management as getting work done through the fforts of other people
examines managerial behaviour and effectiveness
includes an account of expectancy theory of motivation
examines the nature of work groups and teams
discusses task functions and maintenance functions of leader-member
behaviours
Chapter 23 refers to the Leadership and Management Model as a framework for effective
role model leadership
Chapter 6
Chapter 7
Chapter 12
Chapter 13
Chapter 14
CHAPTER 1
Part 4
The Individual
INTRODUCTION
Chapter 9: Individual Differences draws attention to the importance of the individual’s contribution to the performance of work organisations. Chapter 9 focuses on
individual differences, the significance of personality and attitudes, and the recognition of individual talent and potential.
Links with other chapters
Chapter 3
Chapter 10
Chapter 11
Chapter 12
Chapter 14
Chapter 18
Chapter 20
refers to the sex power differential in the Hawthorne experiments
examines an understanding of the ways in which people learn
discusses the process of perception and the impact of gender differences
explores the nature and causes of frustration-induced behaviour
explains the Johari Window framework of behaviour
examines the nature, causes and consequences of stress at work
details procedures for the recruitment and selection of staff, and the use
of tests
Chapter 10: The Nature of Learning explores the significance of learning to organisational behaviour, and as an important factor in managing change and motivating
employees. Chapter 10 explains the nature of the learning process, knowledge management, the learning organisation and evaluates theories of learning.
Links with other chapters
Chapter 9
Chapter 12
Chapter 13
Chapter 15
Chapter 17
Chapter 22
Chapter 23
examines the nature of individual differences
discusses the motivation of knowledge workers
refers to possible stress from situations of role ambiguity
looks at the impact of organisation structures on behaviour at work
examines the impact of technology on organisations
explains the learning organisation as a feature of organisation development
discusses management development as an essential feature of organisational
effectiveness
Chapter 11: The Process of Perception considers the nature of the perceptual process
and the importance to the manager of the study of perception. Chapter 11 explains
factors influencing perception and draws particular attention to an understanding of
problems regarding the perception of other people.
Links with other chapters
Chapter 2
introduces the concept of the psychological contract
Chapter 7
discusses Theory X and Theory Y strategies of managerial behaviour
Chapter 9
explains the Myers-Briggs Type Indicator
Chapter 10 explores an understanding of the nature of learning and the ways in which
people learn
Chapter 12 examines process theories of motivation
Chapter 14 refers to perception of ‘self’ and how people see and think of themselves
11
12
PART 1
MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
Chapter 12: Work Motivation and Rewards examines those areas that influence the
motivation of staff and which elicit their willing co-operation and improved performance. Chapter 12 reviews different theories and ideas about motivation and rewards,
and evaluates their relevance to particular work situations.
Links with other chapters
introduces the concept of the psychological contract and also refers to culture
and motivating factors
Chapter 3
discusses the ideas of scientific management and the rational-economic
concept of motivation
Chapter 6
refers to management as getting work done through other people
Chapter 7
examines the approach of Management by Objectives (MBO)
Chapter 11 explains Attribution theory as part of process theories of motivation
Chapter 18 discusses work organisation and job design, and job enrichment
Chapter 2
Part 5
Groups and
Teamwork
Chapter 13: The Nature of Work Groups and Teams looks at the nature and significance of work groups and teams as a major feature of organisational life. Chapter 13
considers those factors which influence group formation and cohesiveness and the
importance of groups and role relationships for organisational performance.
Links with other chapters
refers to the power of group membership and the Hawthorne experiments,
and also to the effects of changing technology
Chapter 4
explains social processes and the informal organisation
Chapter 8
examines the process of leadership linked to the activities of groups
Chapter 14 examines working in groups and teams
Chapter 15 looks at formal organisational relationships and the matrix form of
organisation
Chapter 18 discusses role stress as an influence on job satisfaction and performance
Chapter 3
Chapter 14: Working in Groups and Teams reviews the importance of understanding
the nature of working in groups and teams, and interactions among members. Chapter
14 gives attention to the analysis of behaviour of individuals in group or team situations, and the assessment of performance and effectiveness.
Links with other chapters
Chapter 7
Chapter 8
Chapter 12
Chapter 13
Chapter 18
Chapter 19
refers to the Blake and Mouton Managerial Grid seminars for reviewing
patterns of behaviour
discusses leadership development and effectiveness
explains achievement motivation
examines the nature of work groups and teams
discusses a group of people in quality circles, and also self-managed work
groups
draws attention to training in people skills and teamworking
CHAPTER 1
Part 6
Organisational
Structures
INTRODUCTION
Chapter 15: Organisation Structure and Design provides an overview of the nature
and importance of structure for effective management and organisational performance.
Chapter 15 details key factors to be considered in the design of structure, and considers
the relationships between organisation structure and people.
Links with other chapters
discusses the idea of common sets of principles on organisation
looks at the informal organisation and also refers to information technology
as a dimension of structural design
Chapter 5
explains the importance of organisational goals and objectives
Chapter 7
refers to the changing nature of the work organisation and the hierarchy
Chapter 13 discusses role relationships and interactions, and role incongruence
Chapter 16 examines patterns of structure and work organisation
Chapter 3
Chapter 4
Chapter 16: Patterns of Structure and Work Organisation recognises the situational
variables that influence the most appropriate organisation structure and systems of
management. Chapter 16 examines the importance of alternative forms of structure,
the demand for flexibility.
Links with other chapters
Chapter 2
Chapter 4
Chapter 5
Chapter 15
Chapter 18
Chapter 21
Chapter 22
draws attention to national culture and principles of contingency theory
discusses types of organisations and their purpose
refers to the fallacy of the single business objective
examines organisation structure and design
considers the influence of flexibility on job satisfaction of staff
discusses the nature and importance of delegation and empowerment
examines the significance of the culture of the organisation
Chapter 17: Technology and Organisations explains the pervasive nature of technology within contemporary organisations and a variety of perspectives. Chapter 17
considers the importance of organisational and human dimensions of the adoption
and implementation of new technology.
Links with other chapters
explains the nature of organisational behaviour and draws attention to the
importance of people
Chapter 3
discusses the system approach to the analysis of organisations
Chapter 4
draws attention to the influence of technology, information technology and
the management of technical change
Chapter 18 discusses main dimensions of job satisfaction including reference to
alienation at work
Chapter 19 explores the role of personnel/HRM specialists
Chapter 22 draws attention to human and social factors associated with the need for
organisations to adapt to new technological developments
Chapter 2
13
14
PART 1
MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
Part 7
Management
of Human
Resources
Chapter 18: Job Satisfaction and Work Performance considers the meaning and
nature of job satisfaction and the relationship between staff and their jobs. Chapter 18
reviews dimensions of job satisfaction, main approaches to improving job design, and
relationships between job satisfaction and work performance.
Links with other chapters
Chapter 2
Chapter 4
Chapter 5
Chapter 12
Chapter 14
Chapter 16
Chapter 21
referes to a number of interrelated influences on behaviour
draws attention to developments in technical systems and dangers of
information overload
discusses the importance of social responsibilities of organisations
explores the nature and causes of frustration-induced behaviour, and also
discusses job design
discusses the importance of effective teamworking
considers demands for greater flexibility in patterns of work organisation
explains the nature, importance and benefits of empowerment
Chapter 19: Human Resource Management draws attention to the importance of the
promotion of good human relations for improved organisational performance. Chapter
19 provides an overview of the human resource management function, personnel policies and activities, and the nature of employee relations.
Links with other chapters
Chapter 3
Chapter 5
Chapter 7
Chapter 11
Chapter 13
Chapter 18
Chapter 20
Chapter 23
refers to the unitary and pluralistic view of organisations
debates the importance of social responsibilities of management
examines the approach of Management by Objectives (MBO)
draws attention to the possible effects of perceptual distortions
explains role incongruence and role conflicts
discusses a quality of working life (QWL) strategy
examines resourcing the organisation
explores the nature and importance of management development
Chapter 20: Resourcing the Organisation recognises that the effectiveness of an
organisation depends very largely upon the staff it employs. Chapter 20 looks at the
importance of effective systems and procedures for resourcing the organisation, and a
planned and systematic approach to recruitment and selection.
Links with other chapters
Chapter 9
discusses the features and limitations of testing
Chapter 11 draws attention to verbal and non-verbal cues, and also to possible
perceptual distortions and errors
Chapter 14 explains buddy rating or peer rating as the basis of sociometry, and also
scoring measures for leaderless group discussions
Chapter 18 discusses a quality of working life (QWL) strategy
Chapter 19 examines Human Resource Management
CHAPTER 1
Part 8
Improving
Organisational
Performance
INTRODUCTION
Chapter 21: Organisational Control and Power explores the nature of control and
power as an integral part of the process of management and the people–organisation
relationship. Chapter 21 details the characteristics of an effective control system, and
considers broader perspectives of organisational power including delegation and
empowerment.
Links with other chapters
Chapter 2
Chapter 3
Chapter 4
Chapter 7
Chapter 8
Chapter 18
Chapter 22
introduces the concept of the ‘Peter Principle’
discusses ‘Taylorism’ and the ideas of scientific management
consider the organisational setting and the nature of organisations
discusses Theory X and Theory Y strategies of managerial behaviour
explains main sources of power and leadership influence
discusses improving job satisfaction and getting the best out of people
explores the importance of organisational culture and climate
Chapter 22: Organisational Development (Culture, Conflict and Change) reviews
the meaning, nature and main features of organisation health and development (OD).
Chapter 22 draws attention to the importance of understanding culture and climate,
organisation conflict and in particular the successful management of change.
Links with other chapters
Chapter 2
Chapter 3
Chapter 11
Chapter 12
Chapter 15
Chapter 19
Chapter 23
looks at the use of metaphor to see organisation and management, and also
to the meaning of the term ‘organisational behaviour’
refers to the structuralist approach to organisations and management
examines the importance of differences in perception
discusses equity theory of motivation
details Woodward’s study of management organisation of firms
discusses the unitary perspective of the organisation
examines management development and organisational effectiveness
Chapter 23: Management Development and Organisational Effectiveness concludes by reviewing the importance of effective management as central to organisation
development and improved work performance. Chapter 23 looks at the nature of management development, dimensions of organisational effectiveness and reminds us of
the importance of people.
Links with other chapters
explores the nature of organisational behaviour and draws attention to the
importance of organisational effectiveness
Chapter 4
examines the organisational setting and nature of organisations
Chapter 6
refers to the nature of management in the public sector
Chapter 7
discusses managerial behaviour and effectiveness
Chapter 10 draws attention to coaching and mentoring, the concept of the learning
organisation, and knowledge management
Chapter 12 examines different theories of motivation
Chapter 19 discusses Investors in People Standard, and also performance appraisal
Chapter 2
15
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MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
YOUR STUDY OF THE BOOK
This book adopts an applied approach to the search for the most appropriate ways of
improving organisational performance and effectiveness. The objective analysis of
organisations is supported, where appropriate, by a more prescriptive stance. For example, the underlying need to establish a framework of order and system of command by
which the work of the organisation is undertaken demands that attention be given to
certain basic principles and consideration of structure. General principles and prescriptions apply equally to all types of work organisations which achieve their goals and
objectives through the process of management.
It is possible that the more practically minded reader may wish to concentrate
greater attention on the latter parts of certain chapters. However, even a cursory examination of earlier sections of the chapter will help provide an understanding of
underlying studies upon which discussion of practical applications is based.
The notes and references given at the end of each chapter are to encourage you to
pursue further any issues of particular interest. A simple numbering system has deliberately been maintained in order to keep the main text uncluttered and easier to follow,
to provide more detailed and specific referencing, and because feedback indicates this
system appears to be favoured by most readers.
Questions,
assignments
and case
studies
You are invited to test your knowledge and understanding of the contents by attempting the review and discussion questions at the end of each chapter. These questions
provide a basis for revision and review of progress. You are also invited to undertake
the assignment(s) and/or case(s) at the end of each chapter. The questions, assignments
and case studies provide an opportunity to relate ideas, principles and practices to specific work situations, to think and talk about major issues, and to discuss and compare
views with colleagues. In order to help relate the contents of the chapters to real-life
situations, many of the questions and assignments ask you to support your discussion
with, and/or to give, examples from your own organisation. This can of course be
your own college or college department. Alternatively, you may have work experience, even part-time or casual employment, in other organisations that you may
draw upon and share with colleagues.
A modular
approach
Initiatives such as semesterisation and modularisation are now common in higher education. This book provides comprehensive coverage of a wide range of topic areas related to
the effective use of human resources within the work situation. Although there is a logical flow to the sequencing of topic areas, each Part and each chapter of the book is
self-contained. Accordingly, if you come across some repetition of references to underlying central features of organisational behaviour and modern management this should
provide useful reinforcement of your studies. Main sections are identified clearly within
each chapter and there are detailed headings and sub-headings.
An important and distinctive feature of this book is that it is especially suitable across a
range of different but related modules, including both single or double semester units, and
will help to provide an integrated approach to your studies. The selection and ordering of
chapters can be varied to suit the particular demands of your study courses or your interests.
Organisational
environment
and culture
In approaching your studies, you need to bear in mind the importance of the organisational setting, organisational environment and culture. Remember also there are
variations in systems and styles of management, and in the choice of managerial
behaviour. You may wish to consider the following simple, five-stage framework
(Figure 1.2).
CHAPTER 1
INTRODUCTION
Figure 1.2 A basic framework of study
You are encouraged to complement your reading of the book by drawing upon your
own experience of work organisations. Search for and study examples of management
and organisational behaviour. Look for good and bad examples of management activities and practices, and consider reasons for their apparent success or failure. Compare
critically the practical examples given in the text and appendices with the procedures
and practices in your own organisation. Consider the manner in which concepts and
ideas presented in this book can best be applied in particular work situations.
Contemporary examples from your own observations should help further your interest
in the subject area and illustrate practical applications to real-life situations.
THE CHANGING NATURE OF WORK ORGANISATION
The effective management of people takes place in the context of the wider environmental setting, including the changing patterns of organisations and attitudes to work.
It is frequently documented that a global economy, increased business competitiveness, the move towards more customer-driven markets, advances in scientific
knowledge, especially telecommunications and office automation, have led to a period
of constant change and the need for greater organisational flexibility. This is a recurring theme throughout the book.
The power and influence of private and public organisations, the rapid spread of
new technology, and the impact of various socio-economic and political factors have
attracted increasing attention to the concept of corporate social responsibilities and
business ethics. Increasing attention is also being focused on the ethical behaviour
which underlies the decisions and actions of managers and staff; and many responsible
organisations and professional bodies now choose to publish a Code of Ethics.
The changing nature of organisations and individuals at work has placed increasing
pressure on the awareness and importance of new psychological contracts. Forces of
global competition and turbulent change make employment guarantees unfeasible and
demand a new management philosophy based on trust and teamwork. People are seen
as a responsibility and a resource to be added to. Employees need to abandon the stability of lifetime employment and embrace the concept of continuous learning and
personal development.7
According to an ESRC publication, in any analysis of the transformation of Britain’s
employment relations we cannot neglect the changing nature of work. The influence
of technological innovation, work restructuring and job redesign are all helping to
reshape shopfloor attitudes among managers, unions and workers.8
In their discussion of the twenty-first century organisation, Bouchikhi and Kimberly
refer to the customised workplace which represents a radical departure from commonly
17
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MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
Table 1.1 Contrasting the paradigms
19th century
20th century
21st century
Theory of personhood
Interchangeable muscle
and energy
A subordinate with a
hierarchy of needs
Autonomous and
reflexive individual
Information and
knowledge
The province of
of management alone
Management-dominated
and shared on a limited
basis
Widely diffused
The purpose of work
Survival
Accumulation of wealth
and social status
Part of a strategic
life plan
Identification
With the firm and/or with
the working class
Identify with a social
group and/or the firm
The disenfranchised
self
Conflict
Disruptive and to be
avoided
Disruptive but tolerated
and can be settled
through collective
bargaining
A normal part of life
Division of labour
Managers decide,
employees execute
Managers decide,
employees execute
thoughtfully
Employees and
managers decide
and execute
Power
Concentrated at the top
Limited, functional
sharing/empowerment
Diffused and shared
Source: Bouchikhi, H. and Kimberly, J. R., ‘The Customized Workplace’, in Chowdhury, S., Management 21C, Financial Times Prentice Hall
(2000), p. 215.
accepted management principles and techniques. They summarise the main differences
between nineteenth, twentieth and twenty-first century management – see Table 1.1.9
New approaches to management and organisational behaviour
In discussing new approaches to management practices for the next decade, Muzyka
suggests that: ‘Organizational behavior has moved from an emphasis on the structural
aspects of functional and cross-functional organizations to more flexible models,
including enhanced consideration of short-term, high performance teams.’
New ideas of how to motivate and deploy people have developed. A new contract is evolving
that involves the exchange of value. Individuals need to be encouraged and permitted to
achieve: to perform to their highest potential, for their benefit and that of the employer.
Organizations are encouraging staff to craft more flexible, value-laden, and specific rules governing their relationships.10
Cloke and Goldsmith refer to the age of traditional management coming to an end and
the decline of hierarchical, bureaucratic, autocratic management. They contend that
management is an idea whose time is up and organisations that do not recognise the
need to share power and responsibility with all their workers will lose them.11
The nature and importance of e-business
What is an e-business? When you get down to it, an e-business is an organisation that
connects critical business systems directly to their customers, employees, partners and
suppliers, via intranets, extranets and over the Web. As customers, employees, suppliers and distributors are all connected to the business systems and information they
CHAPTER 1
INTRODUCTION
need, e-business actually transforms and integrates key business processes. In short,
the definition of e-business is: ‘the transformation of key business processes using
Internet technologies’.
Why e-business? First, organisations of all sizes are impacted by globalisation and
deregulation, which lowers barriers to entry and dramatically reshapes the competitive
landscape. Second, people now have a broader array of choices and therefore are
becoming more sophisticated and more demanding – both in what they want from a
supplier but also how they choose to acquire goods and services. Thus, the need to
change your organisation to stay ahead of competition is vital. Every process of an
enterprise – from employee training to product development – is going to be subject to
this transformation. E-business strategy organisations must unlock the power of the
information and data that exist – interactions with websites, file cabinets, desk drawers, databases, and the collective experience of employees. This intellectual capital is a
most valuable asset, but only when it is leveraged for competitive advantage.12
Kermally suggests that becoming an e-business is now an imperative for all types of
organisations, large and small. The key success factor lies in not emulating established
habits. Leadership in the new economy needs to:
■
■
■
■
■
■
■
enthuse employees;
empower and respect employees;
create trust throughout the organisation;
understand the importance of knowledge as a source of business energy;
identify and leverage intangible assets;
be a custodian of corporate governance in the age of the Internet;
be willing to engage in ‘constructive destruction’, since e-business requires constant
renewal of its business model.13
It is important, however, to remember the human element to business and that it is
people who have to decide what information is actually needed, to ensure the best use
of technology, and to design systems that work for them and their organisations. ‘It’s
people who manage knowledge – not computers.’14
THE STUDY OF MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
The use of separate topic areas is a recognised academic means of aiding study and
explanation of the subject. In practice, however, the activities of an organisation and
the job of management cannot be isolated neatly into discrete categories. The majority
of actions are likely to involve a number of simultaneous functions that relate to the
total processes of management.15
Consider, for example, a manager briefing departmental staff on an unexpected,
important and urgent task which has to be undertaken quickly. Such a briefing is likely
to include consideration of goals and objectives, organisation structure, management
system, process of delegation and empowerment, systems of communication, leadership
style, motivation and control systems. The behaviour of the staff will be influenced by a
combination of individual, group, organisational and environmental factors.
Topic studies in organisational behaviour should not be regarded, therefore, as
entirely free-standing. Any study of organisation and management inevitably covers
several aspects, and each study can be used to a greater or lesser extent to confirm generalisations made about particular topic areas. The use of the same studies to illustrate
different aspects of management and organisational behaviour serves as useful revision
and reinforcement, and helps to bring about a greater awareness and understanding of
the subject.
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MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
No single right
answer
You will probably be aware that a feature of the study of management and organisational
behaviour is the invariable difficulty in identifying a single solution to a particular problem. The absence of one, right answer can make study of the subject complex and
frustrating; but the area of study can also be interesting and challenging, stimulating creative thought and ideas, and it can be related to your own work experience.
A useful model for the study of management and organisational behaviour is to see
the organisation as an open system (see Chapter 4). The open system approach views
the organisation within its broader, external environment and places emphasis on
multiple channels of interaction. It provides a means of viewing the total organisation
and of embracing different dimensions of analysis. The open system model provides a
perspective for a managerial approach to organisational behaviour. It helps in the
search for the most appropriate ways of influencing the behaviour of people within an
organisational setting.
The relevance
of theory
In the study of management and organisational behaviour you will come across many
theories. However, you should not be put off by the use of the word ‘theory’. Most
rational decisions are based on some form of theory. Theory contains a message on
how managers might behave. This will influence attitudes towards management practice and lead to changes in actual patterns of behaviour. Theory helps in building
generalised models applicable to a range of organisations or situations. It further
provides a conceptual framework and gives a perspective for the practical study of
the subject. Thus theory and practice are inseparable. Together they lead to a better
understanding of factors influencing patterns of behaviour in work organisations and
applications of the process of management.16
However, to be of any help to the practising manager, theory has to be appropriate.
For example, Lee refers to:
... the danger of adopting theories because they are teachable, rather than because they are
effective ... (however) without appropriate theory, there would be very little communication of the
insights of scientific theory to practising managers.17
Although it is not always easy to establish their exact origins, ideas do percolate
through to best practice.18
Patching suggests that all managers who think about what they do are practical students of organisational theory.
Theory is not something unique to academics, but something we all work with in arriving at our
attitudes, beliefs and decisions as managers. It seems obvious to most of us that some theories
are better than others. Many managerial discussions which we undertake in meetings focus
upon trying to agree upon which theory will be best for a particular decision.19
THE USE OF CASE STUDIES 20
Case studies are increasingly popular as a part of the study of management and organisational behaviour. According to Mumford, the case method is, with the exception of
lectures, clearly the most widely used method in management education.21 There are a
variety of types of case studies and they may be presented in a number of different
ways. Case studies range from, for example, a brief account of events which may be
actual, contrived or a combination of both; ‘armchair’ cases based on hypothetical but
realistic situations, and developed to draw out and illustrate particular points of principle; to complex, multi-dimensional cases giving a fuller descriptive account of actual
situations in real organisations. The term ‘case study’ may be extended to include critical incident analysis, role-play and the in-tray (or in-basket) exercise, although these
are more methods of training. A case study may require you to work on an individual
basis or it may involve group work. It may also specify that you are to assume a particular role, for example as a senior or departmental manager or consultant.
CHAPTER 1
INTRODUCTION
Objectives of
use of case
studies
Whatever the nature or form of case studies, a major objective of their use is usually
the application of theoretical knowledge to practical situations and/or the integration
of knowledge drawn from a number of related disciplines or areas of study. Case studies
are basically problem analysis and decision-making exercises. They provide a test of the
ability to distinguish real issues from less significant matters. There is unlikely to be a
single, right answer.
Case studies, therefore, provide the participants with an opportunity to demonstrate
analytical ability, logical thinking, judgement and persuasiveness and skills of communication in the presentation of answers. If the case study is undertaken as a group
exercise, it also provides a means of assessing both the performance of the group as a
whole and the ability of individuals to work effectively as members of the group.22
In reviewing the relevance of the case study method, Orpen suggests that although it
may be regarded as out of date by many management teachers and managers, a major
reason why cases must form the important element in any management programme is
that managing has to do with problem-solving rather than just learning to do things.
Although it is often difficult to accomplish, the movement from the lecture method to
the case study method of teaching is one that has to be made. ‘After all, management
is ultimately about doing the right thing in the circumstances – something learnt by
doing cases – not just digesting ideas from teachers.’23
According to Hazard, the case method is least suited to knowledge transmission, and
those institutions that have chosen to teach exclusively by cases do themselves and
their students a disservice. Case learning works best with older, more experienced students and allows participants to develop skills, to listen to other people, and to
understand that there are many ways of approaching a single problem. Case teaching
should be viewed as the first step in an action learning hierarchy.24
Guidelines on
tackling case
studies
The level and depth of analysis, and the type of answer required, will depend upon the
particular case study and the reasons for its use. However, despite variations in the
nature and format of case studies it is possible to suggest general guidelines on how to
tackle them.
1 Read the whole of the case study. Try to get a ‘feel’ for what it is about and note
what the question(s) ask(s) you to do. Check on the time allowed.
2 Read the case study a second time. Look at the material carefully and try to identify
with the situation. Check again on exactly what you are required to do and
instructions on how to present your answer. For example, if a report is called for,
your answer should be presented in proper report form. Check whether you are to
assume a specific role and if your answer is to be directed at a specified audience –
for example, a senior manager, the board of directors or a committee.
3 If there are a number of different parts to the case study you should apportion
available time and ‘weight’ your answers accordingly.
4 Approach your analysis of the case study with an open mind. Be conscious of any
bias or prejudice you may have and avoid any predispositions which may influence your perception of the case material. Do not jump to hasty or unfounded
conclusions. Do not formulate firm opinions or solutions until you have collated
all the available evidence.
5 Adopt a brainstorming approach and take the case apart by exploring all reasonably possible considerations. Remember there may be a number of separate
problems with separate causes and a number of alternative courses of action. There
is not necessarily a single ‘correct’ or ‘model’ answer.
6 You may need to search for hidden meanings and issues which are not at first readily apparent. Do not, however, make things unnecessarily complicated. Do not take
the ‘obvious’ for granted and do not neglect simple responses which help to provide a satisfactory answer to the question as worded.
21
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MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
7 A particular feature of case study work is that you are likely to have only limited
information. You should, therefore, make a point of studying all the details given
in the case material, first, to make certain of the facts; and second, to identify what
deductions or inferences can be drawn from these facts. You may feel it necessary
to make certain assumptions. If so, these assumptions should follow reasonably
from the case material and serve only to help clarify the situation. Even if you are
not specifically requested to do so, it is recommended that you make clear any necessary assumptions as part of your answer.
8 The case study may set out deliberately to present a tangle of information, events
or situations which need to be unravelled in order to clarify links and relationships, and to distinguish causes from effects, and symptoms from problems.
Concentrate on what you see to be the more important matters as opposed to any
irrelevant detail or possible red herrings which may confuse the real issues.
9 In your analysis of the case material you may find it helpful to emphasise key
words or phrases, including emotive language and actions. You may also find it
helpful to:
– list the people involved and draw a pen picture of them from the available information; and
– trace the sequence and timing of events which have led to the present situation.
The use of margin notes, underlining, numbering and/or lettering, colours or highlighting pens may all be useful but you should be careful not to make your analysis
confused or too complicated.
10 Where appropriate, relate your analysis of the case material to your theoretical
studies, general points of principle and the work of leading writers. For example,
you might find the PESTEL analysis discussed in Chapter 4 or the SWOT analysis
discussed in Chapter 5 helpful in tackling case studies. It is always valuable to be
able to draw upon practical experience but make sure it is relevant to the particular
circumstances. You may still be able to make use of knowledge gained from experience not related directly to the case study, but avoid the temptation to distort your
perception of the situation as described to suit your own personal experience.
11 Bearing in mind the question, clearly identify existing or potential difficulties or
problem areas and indicate where you see the need for most urgent action. Where
you have identified a number of possible courses of action indicate your recommended priorities. Bear in mind also practical considerations such as timing,
cost and existing personalities. Where appropriate give reasons in support of your
recommendations.
12 Draw up a plan of key points as the basis of your answer.
13 The use of visual displays such as diagrams, charts or tables may enhance the
presentation of your answer. But make sure such visual displays are accurate and
clear and relate directly to your analysis of the case material, and to the question as
worded. Every visual display should be given a meaningful title, and serve to help
the reading and interpretation of your answer. Do not be tempted to use visual displays for their own sake or to spend too much time on an over-elaborate display at
the expense of more important matters.
14 Allow time to read through and check your work.
REVIEW AND DISCUSSION QUESTION
Discuss critically what you believe are the main factors to bear in mind with, and particular
difficulties presented by, the study of management and organisational behaviour. Where possible, give practical examples based on your own experience.
CHAPTER 1
INTRODUCTION
PERSONAL AWARENESS AND SKILLS EXERCISE
OBJECTIVES
Completing this exercise should help you to enhance the following skills:
Recognise different ways in which people think.
Explain and justify your approach to making decisions.
Participate in a small group discussion.
EXERCISE
Five figures are shown below.
You are required to:
1 Select the one that is different from all the others.
2 Discuss in small groups reasons for the individual selections and be prepared to justify
your own decision.
3 See if you can reach a consensus on a single group answer.
DISCUSSION
■ To what extent did members of the group understand the thought processes of others?
■ If you were persuaded to change your mind on what basis was this decision made?
■ What conclusions do you draw from this exercise?
Visit our website www.booksites.net/mullins for further questions, annotated weblinks,
case material and Internet research material.
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MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
NOTES AND REFERENCES
1. Cited in Robinson, G. ‘Managers Under the Spotlight’,
The British Journal of Administrative Management,
September/October 1997, p. 5.
2. Bickerstaffe, G. ‘Mastering Management’, Financial
Times, 27 October 1995, p. 2.
3. Foong, K. and Yorston, R. ‘Human Capital Measurement
and Reporting A British Perspective’, London Business
School, June 2003, p. 3.
4. ‘Accounting for People’, Report of the Task Force on
Human Capital Management, DTI, October 2003, p. 3.
5. Ibid., p. 2.
6. Drummond, H. Introduction to Organizational Behaviour,
Oxford University Press (2000).
7. Ghoshal, S., Bartlett, C. A. and Moran, P. ‘Value Creation:
The New Millennium Management Manifesto’, in
Chowdhury, S. Management 21C, Financial Times Prentice
Hall (2000), pp. 121–40.
8. Taylor, R. ‘The Future of Employment Relations’,
Economic and Social Research Council, September
2001, pp. 7–8.
9. Bouchikhi, H. and Kimberly, J. R. ‘The Customized
Workplace’, in Chowdhury, S. Management 21C,
Financial Times Prentice Hall (2000), pp. 207–19.
10. Muzyka, D. ‘Thriving on the Chaos of the Future’, in
Pickford, J. (ed.) Financial Times Mastering Management
2.0, Financial Times Prentice Hall (2001), p. 8.
11. Cloke, K. and Goldsmith, J. The End of Management: and
the Rise of Organizational Democracy, Jossey-Bass (2002).
12. For an account of key issues in e-business, see for
example: ‘Accenture’, supplement to Management Today,
January 2001.
13. Kermally, S. ‘E-strategy is Key to Future Success’,
Professional Manager, July 2001, pp. 28–9.
14. Fitzsimmons, G. ‘It’s People Who Manage Knowledge –
Not Computers’, The British Journal of Administrative
Management, March/April 2000, p. 16.
FT
15. A similar view is taken by Watson, T. J. Organising and
Managing Work: organisational, managerial and strategic
behaviour in theory and practice, Financial Times Prentice
Hall (2002).
16. See, for example: Billsberry, J. (ed.) ‘There’s Nothing So
Practical as a Good Theory: How Can Theory Help
Managers Become More Effective?’ in The Effective
Manager: Perspectives and Illustrations, Sage Publications
(1996), pp. 1–27; and Naylor, J. Management, Financial
Times Pitman Publishing (1999), pp. 18–20.
17. Lee, R. A. ‘There is Nothing so Useful as an Appropriate
Theory’, in Wilson, D. C. and Rosenfeld, R. H. Managing
Organizations: Text, Readings and Cases, McGraw-Hill
(1990), p. 31.
18. Crainer, S. ‘The Rise of Guru Scepticism’, Management
Today, March 1996, pp. 48–52.
19. Patching, K. Management and Organisation Development,
Macmillan Business (1999), p. 11.
20. Based on Mullins, L. J. ‘Tackling Case Studies’, Student
Administrator, vol. 1, no. 5, June 1984. See also:
Ainsworth, A. ‘Tackling Case Studies’, Supplement to
Chartered Secretary, January 2000.
21. Mumford, A. ‘When to Use The Case Method’,
ECCHO: The Newsletter of the European Case Clearing
House, Autumn/Fall 1997, pp. 16–17.
22. See, for example: Easton, G. Learning From Case Studies,
Second edition, Prentice-Hall (1992).
23. Orpen, C. ‘Reconsidering the Case-Study Method of
Management Teaching’, Journal of European Business
Education, Buckinghamshire Business School, vol. 9,
no. 2, May 2000, pp. 56–64.
24. Hazard, H. ‘An Action Learning Teacher Reflects on
Case Teaching’, ECCHO: The Newsletter of the European
Case Clearing House, Issue No. 22, Autumn/Fall 1999,
pp. 5–7.
Use the Financial Times to enhance your understanding of the context and practice of management and
organisational behaviour. Refer to article 7 in the BUSINESS PRESS section at the end of the book for
relevant reports on the issues explored in this chapter.
2
THE NATURE OF
ORGANISATIONAL
BEHAVIOUR
The scope for the examination of behaviour in
organisations is very wide. There is a multiplicity
of interrelated factors which influence the
behaviour and performance of people as
members of a work organisation. It is important
to recognise the role of management as an
integrating activity and as the cornerstone of
organisationa effectiveness. People and
organisations need each other. The manager
needs to understand the main influences on
behaviour in work organisations and the nature
of the people–organisation relationship.
LEARNING OUTCOMES
After completing this chapter you should be able to:
explain the meaning and nature of organisational
behaviour and provide an introduction to a behavioural
approach to management;
detail main interrelated influences on behaviour in
work organisations and explain the nature of behavioural
science;
outline contrasting perspectives of organisations and
different orientations to work;
recognise the importance of management as an integrating activity;
assess the nature and importance of the new
psychological contract;
Photo: Mark Renders/Getty Images
Organizations are extremely complex systems. As
one observes them they seem to be composed of
human activities on many different levels of
analysis. Personalities, small groups, intergroups,
norms, values, attitudes all seem to exist in an
extremely complex multidimensional pattern. The
complexity seems at times almost beyond
comprehension.
Chris Argyris
Integrating the Individual and the Organization, John Wiley & Sons (1964)
review the need for a cross-cultural approach and the
importance of culture to the study of organisational
behaviour;
summarise the complex nature of the behaviour of
people in work organisations.
26
PART 1
MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
THE MEANING OF ORGANISATIONAL BEHAVIOUR
We live in an organisational world. Organisations of one form or another are a necessary
part of our society and serve many important needs. The decisions and actions of management in organisations have an increasing impact on individuals, other organisations
and the community. It is important, therefore, to understand how organisations function
and the pervasive influences which they exercise over the behaviour of people.1
Organizational Behaviour is one of the most complex and perhaps least understood academic elements of modern general management, but since it concerns the behaviour of
people within organizations it is also one of the most central … its concern with individual
and group patterns of behaviour makes it an essential element in dealing with the complex
behavioural issues thrown up in the modern business world.
Financial Times Mastering Management Series2
The behaviour of people
Organisational behaviour is concerned with the study of the behaviour of people within
an organisational setting. It involves the understanding, prediction and control of
human behaviour.3 Common definitions of organisational behaviour (OB) are generally along the lines of: the study and understanding of individual and group
behaviour, and patterns of structure in order to help improve organisational performance and effectiveness.4 There is a close relationship between organisational
behaviour and management theory and practice. Some writers seem to suggest that
organisational behaviour and management are synonymous, but this is something of
an over-simplification because there are many broader facets to management.
Organisational behaviour does not encompass the whole of management; it is more
accurately described in the narrower interpretation of providing a behavioural
approach to management.
It is important to emphasise that in most cases the term ‘organisational behaviour’ is,
strictly, a misnomer: rarely do all members of an organisation, except perhaps very small
organisations, behave collectively in such a way as to represent the behaviour of the
organisation as a whole. In practice, we are referring to the behaviour of individuals, or
sections or groups of people, within the organisation. For example, when we talk about a
‘caring organisation’, we are really talking about the philosophy, attitudes and actions of
top managers and/or departmental managers, or possibly an individual manager.
Nevertheless, the wording ‘organisational behaviour’ has become widely accepted and is
found increasingly in textbooks and literature on the subject. The term ‘organisational
behaviour’ is a convenient form of shorthand to refer to the large number of interrelated
influences on, and patterns of, behaviour of people within organisations.5
A framework
of study
The behaviour of people, however, cannot be studied in isolation. It is necessary to
understand interrelationships with other variables which together comprise the total
organisation. To do this involves consideration of interactions among the formal structure, the tasks to be undertaken, the technology employed and methods of carrying
out work, the process of management and the external environment.
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
Figure 2.1 Organisational behaviour: a convenient framework of analysis
The study of organisational behaviour embraces therefore an understanding of:
■
■
■
■
■
the behaviour of people;
the process of management;
the organisational context in which the process of management takes place;
organisational processes and the execution of work; and
interactions with the external environment of which the organisation is part.
This provides us with a basic, but convenient, framework of analysis. (See Figure 2.1.)
Wilson, however suggests that the meaning of the term organisational behaviour is
far from clear. She challenges what constitutes organisational behaviour and questions
whether we should be interested only in behaviour that happens within organisations.
There is a reciprocal relationship in what happens within and outside organisations.
Wilson suggests that we also look outside of what are normally thought of as organisations and how we usually think of work. We can also gain insight into organisational
life and organisational behaviour by looking at what happens in rest and play; by consideration of emotion and feeling; by the context in which work is defined as men’s or
women’s work; and by looking at less organised work, for example work on the fiddle
and the meaning of work for the unemployed.6 These suggestions by Wilson arguably
add an extra dimension to the meaning and understanding of organisational behaviour.
INFLUENCES ON BEHAVIOUR IN ORGANISATIONS
The variables outlined above provide parameters within which a number of interrelated dimensions can be identified – the individual, the group, the organisation and
the environment – which collectively influence behaviour in work organisations.
The individual
Organisations are made up of their individual members. The individual is a central feature of organisational behaviour and a necessary part of any behavioural situation,
whether acting in isolation or as part of a group, in response to expectations of the
organisation, or as a result of the influences of the external environment. Where the
needs of the individual and the demands of the organisation are incompatible, this can
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result in frustration and conflict. It is the task of management to integrate the individual and the organisation, and to provide a working environment which permits the
satisfaction of individual needs as well as the attainment of organisational goals.
The group
Groups exist in all organisations and are essential to their working and performance.
The organisation comprises groups of people and almost everyone in an organisation
will be a member of one or more groups. Informal groups arise from the social needs of
people within the organisation. People in groups influence each other in many ways,
and groups may develop their own hierarchies and leaders. Group pressures can have a
major influence over the behaviour and performance of individual members. An
understanding of group structure and behaviour complements a knowledge of individual behaviour and adds a further dimension to organisational behaviour.
The
organisation
Individuals and groups interact within the structure of the formal organisation. Structure
is created by management to establish relationships between individuals and groups, to
provide order and systems and to direct the efforts of the organisation into goal-seeking
activities. It is through the formal structure that people carry out their organisational
activities in order to achieve aims and objectives. Behaviour is affected by patterns of
organisation structure, technology, styles of leadership and systems of management
through which organisational processes are planned, directed and controlled. The focus
of attention, therefore, is on the impact of organisation structure and design, and patterns of management, on the behaviour of people within the organisation. For example,
McPhee refers to the growth in the nature and importance of organisational structures
and their essence, and for greater emphasis on business-to-business (B2B) depth or
group interviewing as part of an insight into business and organisational behaviour.7
The
environment
The organisation functions as part of the broader external environment of which it is a
part. The environment affects the organisation through, for example, technological and
scientific development, economic activity, social and cultural influences and governmental
actions. The effects of the operation of the organisation within its environment are
reflected in terms of the management of opportunities and risks and the successful
achievement of its aims and objectives. The increasing rate of change in environmental
factors has highlighted the need to study the total organisation and the processes by which
the organisation attempts to adapt to the external demands placed upon it. Increasing
globalisation means that organisations must respond to different market demands and
local requirements. ‘In globalization, strategy and organization are inextricably twined.’8
Globalisation impacts on organisational behaviour, and has placed greater emphasis on
processes within organisations rather than functions of the organisation.
Contrasting but related approaches
These different dimensions provide contrasting but related approaches to the understanding of human behaviour in organisations. They present a number of alternative
pathways for the study of the subject and level of analysis. It is possible, for example,
to adopt a psychological approach with the main emphasis on the individuals of
which the organisation is comprised. Psychological aspects are important but, by
themselves, provide too narrow an approach for the understanding of management
and organisational behaviour. Our main concern is not with the complex detail of
individual differences and attributes per se but with the behaviour and management of
people within an organisational setting.
It is also possible to adopt a sociological approach concerned with a broader
emphasis on human behaviour in society. Sociological aspects can be important. A
number of sociology writers seem set on the purpose of criticising traditional views of
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
organisation and management. Many of the criticisms and limitations to which such
writers refer are justified and help promote healthy academic debate. Unfortunately,
however, much of the argument tends to be presented in the abstract and is lacking in
constructive ideas on how, in practical terms, action can be taken to improve organisational performance.
BEHAVIOURAL SCIENCE – A MULTIDISCIPLINARY APPROACH
Whatever the approach, the study of organisational behaviour cannot be undertaken
entirely in terms of a single discipline. It is necessary to provide a multidisciplinary,
behavioural science approach (see Figure 2.2).
The wording ‘behavioural science’ has no strict scientific definition. It may be used
as a collective term for the grouping of all the social sciences concerned with the study
of people’s behaviour. However, it is now more frequently used to refer to attempts to
apply a selective, multidisciplinary approach to the study of human behaviour. In particular, the term is often taken as applying more narrowly and specifically to problems
of organisation and management in the work environment.
Three main
disciplines
There are areas of overlap among the various social sciences, their sub-divisions and
related disciplines such as economics and political science. However, the study of
behaviour can be viewed in terms of three main disciplines – psychology, sociology and
anthropology. All three disciplines have made an important contribution to the field of
organisational behaviour.
■
Psychologists are concerned, broadly speaking, with the study of human behaviour,
with traits of the individual and membership of small social groups. The main focus
of attention is on the individual as a whole person, or what can be termed the ‘personality system’, including, for example, perception, attitudes and motives.
Figure 2.2 Behavioural science – a multidisciplinary approach
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■
■
Sociologists are more concerned with the study of social behaviour, relationships
among social groups and societies, and the maintenance of order. The main focus of
attention is on the analysis of social structures and positions in those structures – for
example, the relationship between the behaviour of leaders and followers.
Anthropologists are more concerned with the science of mankind and the study of
human behaviour as a whole. As far as organisational behaviour is concerned the
main focus of attention is on the cultural system, the beliefs, customs, ideas and
values within a group or society, and the comparison of behaviour among different
cultures – for example, the importance to Muslim women of wearing trousers to
work. People learn to depend on their culture to give them security and stability,
and they can suffer adverse reactions to unfamiliar environments.
The contribution of relevant aspects of psychology, sociology and anthropology aids our
understanding of the behaviour of people in work organisations, and underpins the field
of organisational behaviour. Behavioural science attempts to structure organisations in
order to secure the optimum working environment. It is concerned with reconciling the
needs of the organisation for the contribution of maximum productivity, with the needs
of individuals and the realisation of their potential. Emphasis is on the application of relevant aspects of psychological and sociological theory and practice, and cultural
influences, to problems of organisation and management in the work situation.
In terms of the applications of behavioural science to the management of people, we
need also to consider the relevance and applications of philosophy, ethics and the law.
THE IMPORTANCE OF PEOPLE AND ORGANISATIONAL BEHAVIOUR
However one looks at the nature or disciplines of organisational behaviour it is important to remember, as Morgan reminds us, that: ‘The reality of organizational life usually
comprises numerous different realities!’ 9
Hellriegel, Slocum and Woodman suggest that:
… one way to recognise why people behave as they do at work is to view an organisation as an
iceberg. What sinks ships isn’t always what sailors can see, but what they can’t see.10
The overt, formal aspects focus only on the tip of the iceberg (organisation). It is just as
important to focus on what you can’t see – the covert, behavioural aspects (see Figure 2.3).
As part of the Financial Times Mastering Management series, Wood, in his discussion of
the nature of organisational behaviour (OB), suggests that in its concern for the way
people behave in an organisational context, organisational behaviour can be regarded
as the key to the whole area of management.
Is the study of behaviour in organisations important? I think it is vital. What the social sciences,
humanities and the arts are to university education, OB is to business school education. The
more technical a manager’s training, the more important organisational behaviour becomes. It is
arguably the one area that can carry the burden of bringing the collective wisdom of human history into the decision-making calculus of developing managers. And this is no trivial task.11
In the Foreword to Cloke and Goldsmith’s thought-provoking book, The End of
Management, Bennis claims that a distinct and dramatic change is taking place in the philosophy underlying organisational behaviour, calling forth a new concept of humanity.
This new concept is based on expanded knowledge of our complex and shifting needs, replacing
an oversimplified, innocent, push-button idea of humanity. This philosophical shift calls for a
new concept of organizational depersonalized, mechanistic value system of bureaucracy. With it
comes a new concept of power, based on collaboration and reason, replacing a model based on
coercion and threat ... The real push for these changes stems from the need not only to humanize
organizations, but to use them as crucibles for personal growth and self-realization.12
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
Figure 2.3 The organisational iceberg
Source: Don Hellriegel, John W. Slocum, Jr and Richard W. Woodman, Organizational Behaviour, Eighth edition, South-Western Publishing
© (1998), p. 6. Reprinted with the permission of South-Western, a division of Thomson Learning: www.thomsonrights.com. Fax 800 730 2215.
People, capital and technology
In her discussion on ‘putting people at the heart of corporate purpose’, Gratton draws
attention to the link between individual behaviour and organisational performance.
People are uniquely different from capital and technology. As the challenge shifts from
managing capital and technology to managing people, so this requires a fundamental
shift in the way we consider resources and has profound implications for the organisations in which we work.
If we place people at the center of sustained competitive advantage then we have to take full
account of the fundamental characteristics of human capital. What are these fundamental characteristics? What separates us from money or machines, and what are the implications of these
differences? My view of this comes essentially from the perspective of an individual psychologist
and from my experiences in organizations. For me the question of time is crucial, both because
we humans operate in time with the past, the present and the future assuming importance; and
because there are phases, sequences of time and rhythms, which are essentially human. Like
many other psychologists, I have been influenced by the notion of meaning and of soul. Both are
deeply philosophical terms, with roots as old as mankind. They are soft, perhaps even flaky,
notions, but I believe to deny them is to create organizations fit for machines, not people. They
may not be the terms with which you are most comfortable, perhaps other words suit you better,
but somewhere within our views of organizations we need to acknowledge the differences
between machines and man.13
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ORGANISATIONAL METAPHORS
Organisations are complex social systems which can be defined and studied in a
number of different ways. A significant approach to this broad perspective on the
nature of organisations and organisational behaviour is provided by Morgan. Through
the use of metaphors, Morgan identifies eight different ways of viewing organisations –
as machines, organisms, brains, cultures, political systems, psychic prisons, flux and
transformation, and instruments of domination.
According to Morgan, these contrasting metaphors aid the understanding of
the complex nature of organisational life and the critical evaluation of organisational
phenomena.14
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■
■
■
■
Machines. This suggests that organisations can be designed as if they are machines
with orderly relations between clearly defined parts. Viewing organisations as
machines can provide the basis for efficient operation in a routine, reliable and predictable way. This form of bureaucratic structure provides form, continuity and
security. However, it may have adverse consequences and limit the development of
human capacities. Organisations viewed as machines function better in a stable and
protected environment.
Organisms. The organisation is seen as behaving like a living system. In the same
way that biological mechanisms adapt to changes in their environment, so organisations, as open systems, adapt to the changing external environment.
Organisations operating within a turbulent and dynamic environment require an
adaptable type of structure.
Brains. Viewing organisations as brains involves thinking about the organisation as
inventive and rational, and in a manner that provides for flexibility and creative
action. The challenge is to create new forms of organisation capable of intelligent
change and that can disperse brainlike capacities.
Cultures. This sees organisations as complex systems made up of their own characteristic sets of ideology, values, rituals, and systems of belief and practice. Attention
to specific aspects of social development helps to account for variations among
organisations.
Political systems. In the sense that ways must be found to create order and direct
people, organisations are intrinsically political. They are about authority, power,
superior–subordinate relationships and conflicting interests. Viewing organisations
as political systems helps in an understanding of day-to-day organisational life, the
wheeling and dealing, and pursuit of special interests.
Psychic prisons. This views organisations as psychic phenomena created and sustained by conscious and unconscious processes. Organisations and their members
are constrained by their shadows or ‘psychic prisons’ and become trapped by constructions of reality. Their inherited or created mythical past places affects the
representation of the organisation to the outside world. Viewing organisations as
psychic prisons provides an understanding of the reality and illusions of organisational behaviour.
Flux and transformation. The universe is in a constant state of flux, embodying
characteristics of both permanence and change. Organisations can be seen as in a
state of flux and transformation. In order to understand the nature and social life of
organisations, it is necessary to understand the sources and logic of transformation
and change.
Instruments of domination. In this view organisations are associated with
processes of social domination, and individuals and groups imposing their will on
others. A feature of organisations is asymmetrical power relations that result in the
pursuit of the goals of the few through the efforts of the many. Organisations are
best understood in terms of variations in the mode of social domination and control
of their members.
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
A broader view of organisational behaviour
Although the main concern of this book is with a managerial approach to organisational
behaviour, these contrasting metaphors provide an interesting perspective on how to
view organisations. They provide a broader view of the dynamics of organisational
behaviour, and how to manage and design organisations. However, Morgan points out
that these metaphors are not fixed categories and are not mutually exclusive. An organisation can be a mix of each, and predominantly a combination of two or three
metaphors. Furthermore, these combinations may change over a period of time.
A number of writers involve the use of metaphors to help describe organisations. For
example, in discussing the role and logic of viewing the organisation in terms of
metaphors, Drummond raises questions such as what an organisation is like, and the
power of metaphors in shaping our thinking; but also points out that all metaphors are
partial and no metaphor can explain fully a particular phenomenon.15
ORIENTATIONS TO WORK AND THE WORK ETHIC
People differ in the manner and extent of their involvement with, and concern for,
work. From information collected about the work situation, organisational participation and involvement with work colleagues, and life outside the organisation,
Goldthorpe et al. identified three main types of orientation to work: instrumental,
bureaucratic and solidaristic.16
■
■
■
Different work
situation
Individuals with an instrumental orientation defined work not as a central life issue but
in terms of a means to an end. There is a calculative or economic involvement with
work, and a clear distinction between work-related and non-work-related activities.
Individuals with a bureaucratic orientation defined work as a central life issue. There is
a sense of obligation to the work of the organisation and a positive involvement in
terms of a career structure. There is a close link between work-related and non-workrelated activities.
Individuals with a solidaristic orientation defined the work situation in terms of group
activities. There is an ego involvement with work groups rather than with the organisation itself. Work is more than just a means to an end. Non-work activities are
linked to work relationships.
Some people may well have a set motivation to work, whatever the nature of the work
environment. However, different work situations may also influence the individual’s
orientation to work. For example, the lack of opportunities for teamwork and the satisfaction of social expectations may result in an instrumental orientation to work, and a
primary concern for economic interests such as pay and security. In other situations
where there are greater opportunities to satisfy social needs, membership of work
groups may be very important, and individuals may have a more solidaristic orientation to work.
According to Herman, the work ethic has been deeply challenged by two trends – the
division of labour and the destruction of continuity in employment. Work has been
fractured in task and sub-divided into specialised subtasks or branches into new kinds
of work all together. The division of labour has now generated tens of thousands of discrete functions in the workplace. A more recent trend is the destruction of continuity
in employment with many employees likely to re-enter the job market multiple times.
This discourages the development of bonds of loyalty or employees investing themselves in their work with the hope of long-term employment.17
Knights and Willmott contend that most management textbooks do not make the connection between managing and everyday life. By drawing on a number of contemporary
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novels they attempt to ‘bring to life’ what they see as the reality of managing and organising, and dimensions of human experience at work and elsewhere. They explore, in an
interesting way, the changing meaning of work and orientations to it, and how different
kinds of work are meaningful to some people and not to others.18
Cultural influences
National culture is also a significant influence on orientations to work. For example,
Reeves comments on the importance of conversation for effective organisational relationships but how this is resisted in the British work culture.
The Protestant version of the work ethic prevails, implying heads-down work, focused agendas,
punctuality, efficiency. In French and Spanish offices, it takes the first hour to kiss everyone, the
second to discuss local gossip and the third to pop out for a coffee and croissant. In Britain,
these activities would count as sexual harassment, time-wasting and absenteeism. Many firms
have built cafés or break out areas and then discovered people are too scared to use them for
fear of looking work-shy.19
As another example, the author experienced for himself how in parts of Australia workrelated activities could often be undertaken comfortably in local coffee houses without
concern about being seen as away from the place of work.
Cartwright comments on the psychological process of culture that has the power and
authority not only to determine lifestyle but also to form individual personality traits,
behaviours and attitudes.
It is the cultural environment that motivates people to do their best and to give of their best, often
irrespective of or even in spite of their working or living environment. In this respect we make a
clear distinction between social conditions and the cultural environment. In the same way that a
first-class system does not guarantee first-class results, good living and working conditions do
not, in themselves, guarantee high morale and motivation. People in the best working and living
conditions can still have low morale and motivation without the benefit of a supportive culture.20
Work/life
balance
Popular newspaper articles often suggest that work is still a large component of what
gives meaning to people’s lives, and give examples of lottery or pools winners staying
in work and often in their same old job. Other surveys and reports continue to suggest
that the workplace is no longer a central feature of social activity. For a majority of
people the main reason for work remains the need for money to fulfil the necessities of
life. However, much still appears to depend on the extent of an individual’s social contacts and activities outside of the work situation.
From a survey conducted among subscribers to Management Today, the majority of
Britain’s managers are engaged in a perpetual juggling act with the work/life balance,
and in meeting both personal and work commitments. For many of those surveyed,
however, work remains a huge source of satisfaction.21 The work/life balance is discussed more fully in Chapter 18.
MANAGEMENT AS AN INTEGRATING ACTIVITY
Whatever the individual’s orientations to work, it is through the process of management
that the efforts of members of the organisation are co-ordinated, directed and guided
towards the achievement of organisational goals. Management is an integral part of,
and fundamental to, the successful operations of the organisation. Management is
therefore the cornerstone of organisational effectiveness, and is concerned with
arrangements for the carrying out of organisational processes and the execution of
work (see Figure 2.4).
There are many aspects to management in work organisations, but the one essential
ingredient of any successful manager is the ability to handle people effectively. The man-
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
Figure 2.4 Management as the cornerstone of organisational effectiveness
ager needs to be conversant with social and human skills, and have the ability to work with
and through other people. Without people there can be no organisation and no meaningful
activity. Behind every action or document in an organisation there are people.
Patterns of
human
behaviour
It is the responsibility of management to manage. But organisations can only achieve
their aims and objectives through the co-ordinated efforts of their members. This
involves the effective management of human resources. However, it is important
always to remember that it is people who are being managed and people should be
considered in human terms. Unlike physical resources, people are not owned by the
organisation. People bring their own perceptions, feelings and attitudes towards the
organisation, systems and styles of management, their duties and responsibilities, and
the conditions under which they are working. At the heart of successful management
is the problem of integrating the individual and the organisation, and this requires an
understanding of both human personality and formal organisations.22
The fact is that management ultimately depends on an understanding of human nature. I
suggest it goes much further than that. In the first place, good management depends on the
acceptance of certain basic values. It cannot be achieved without honesty and integrity, or
without consideration for the interests of others. Secondly, it is the understanding of
human foibles that we all share, such as jealousy, envy, status, prejudice, perception, temperament, motivation and talent, which provides the greatest challenge to managers.
HRH The Duke of Edinburgh, Institute of Management Patron23
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Human behaviour is capricious, and scientific methods or principles of behaviour
cannot be applied with reliability. For example, in his study of job satisfaction, Bassett
comments that:
There seem to be no universal generalizations about worker dissatisfaction that permit easy
management policy solutions to absenteeism and turnover problems … There are almost never
any exact conditions of cause and effect in the realm of human behaviour.24
It is also widely observed that you cannot study the behaviour of people without
changing it. Patterns of behaviour are influenced by a complex combination of individual, social and cultural factors. Tensions, conflicts and politics are almost
inevitable, as are informal structures of organisation and unofficial working methods.
We need to remind ourselves of the human aspects of the organisation and the idiosyncratic behaviour of individuals. For example, Egan refers to the importance of the
shadow side of the organisation: that is, those things not found on organisation charts
or in company manuals – the covert, and often undiscussed, activities of people which
affect both the productivity and quality of working life of an organisation.25
The people–organisation relationship
In the belief of the author, the majority of people come to work with the original attitude of being eager to do a good job, and desirous of performing well and to the best of
their abilities. People generally respond in the manner in which they are treated.
Where actual performance fails to match the ideal this is largely a result of how staff
perceive they are treated by management and the management function.
Many problems in the people–organisation relationship arise not so much from what
management does, but the manner in which it is done. Often, it is not so much the
intent but the manner of implementation that is the root cause of staff unrest and dissatisfaction. For example, staff may agree on the need to introduce new technology to retain the
competitive efficiency of the organisation, but feel resentment about the lack of pre-planning, consultation, retraining programmes, participation in agreeing new working practices
and wage rates, and similar considerations arising from the manner of its introduction.
Therefore, a heavy responsibility is placed on managers and the activity of management – on the processes, systems and styles of management. Accordingly, how
managers exercise the responsibility for, and duties of, management is important.
Attention must be given to the work environment, and appropriate systems of motivation, job satisfaction and rewards. It is important to remember that improvement in
organisational performance will only come about through people.26
Providing the
right balance
Management should, therefore, endeavour to create the right balance between the
interrelated elements which make up the total organisation, and to weld these into
coherent patterns of activity best suited to the external environment in which the
organisation is operating. Consideration must be given to developing an organisational
climate in which people work willingly and effectively.
People and organisations need each other. Attention should be focused, therefore,
on improving the people–organisation relationship. Management is an integral part
of this relationship. It should serve to reconcile the needs of people at work with the
requirements of the organisation. Management is essentially an integrating activity
which permeates every facet of the operations of the organisation. The style of management adopted can be seen as a function of the manager’s attitudes towards people,
and assumptions about human nature and behaviour (discussed in Chapter 7).
The general movement towards flatter organisation structures, flexible working and
greater employee involvement has placed increasing emphasis on an integrating rather
than a hierarchical/controlling style of management.
Management processes in the new millennium will be much more behavioural in nature, focusing on the key human resource-driven issues: learning, team-based visions, driving human
resource processes, incentives to enhance growth, holistic budgeting, and proactive controls.27
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
THE PSYCHOLOGICAL CONTRACT
One significant aspect of organisational behaviour and the relationship between the
individual and the organisation is the concept of the psychological contract. This is not
a written document, but implies a series of mutual expectations and satisfaction of
needs arising from the people–organisation relationship. It involves a process of giving
and receiving by the individual and by the organisation. The psychological contract
covers a range of expectations of rights and privileges, duties and obligations, which
do not form part of a formal agreement but still have an important influence on
people’s behaviour.28
The nature and extent of individuals’ expectations vary widely as do the ability and
willingness of the organisation to meet them. It is difficult to list the range of implicit
expectations that individuals have and they change over time. These expectations are
notwithstanding any statutory requirements placed upon the organisation; instead
they relate more to the idea of a social responsibility of management, discussed in
Chapter 5. The organisation will also have implicit expectations of its members. The
organisational side of the psychological contract places emphasis on expectations,
requirements and constraints that may differ from, and may conflict with, an individual’s expectations. Some possible examples of the individual’s and the organisation’s
expectations are given in Figure 2.5.
Process of
balancing
It is unlikely that all expectations of the individual or of the organisation will be met
fully. There is a continual process of balancing, and explicit and implicit bargaining.
The nature of these expectations is not defined formally, and although the individual
member and the organisation may not be aware consciously of them, they still affect
relationships between them and have an influence on behaviour.
The psychological contract is a useful concept in examining the socialisation of new
members of staff to the organisation. According to Kotter, for example, early experiences
have a major effect on an individual’s subsequent career in an organisation, and influence
job satisfaction, attitude and level of productivity. The extent of the matches between individual and organisational expectations also influences the willingness of people to stay
with the organisation and of the organisation to continue to employ them.29
Stalker suggests that successful companies are those that have the ability to balance the
unwritten needs of their employees with the needs of the company. Such companies use
a simple formula of Caring, Communicating, Listening, Knowing and Rewarding.
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■
Caring – demonstrating genuine concern for individuals working in the organisation.
Communicating – really talking about what the company is hoping to achieve.
Listening – hearing not only the words but also what lies behind the words.
Knowing – the individuals who work for you, their families, personal wishes, desires
and ambitions.
Rewarding – money is not always necessary; a genuine thankyou or public recognition can raise morale.30
The significance of the psychological contract depends on the extent to which it is perceived as fair by both the individual and the organisation, and will be respected by
both sides. Cartwright, for example, refers to mutuality as the basic principle of the psychological contract.
A psychological contract is not only measured in monetary value or in the exchange of goods or
services, it is in essence the exchange or sharing of beliefs and values, expectations and satisfactions. Mutuality is the basic principle of the psychological contract and consensus or mutual
understanding is the basis of mutuality. Ideally therefore self-interest should be balanced with
common interest in a ‘win–win’ arrangement.31
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INDIVIDUALS’ EXPECTATIONS OF THE ORGANISATION
• provide safe and hygienic working conditions;
• make every reasonable effort to provide job security;
• attempt to provide challenging and satisfying jobs, and reduce alienating aspects
of work;
• adopt equitable human resource management policies and procedures;
• respect the role of trade union officials and staff representives;
• consult fully with staff and allow genuine participation in decisions which
affect them;
• implement best practice in equal opportunity policies and procedures;
• reward all staff fairly according to their contribution and performance;
• provide reasonable opportunities for personal development and career
progression;
• treat members of staff with respect;
• demonstrate an understanding and considerate attitude towards personal
problems of staff.
ORGANISATIONAL EXPECTATIONS OF THE INDIVIDUAL
• uphold the ideology of the organisation and the corporate image;
• work diligently in pursuit of organisational objectives;
• adhere to the rules, policies and procedures of the organisation;
• respect the reasonable authority of senior members of staff;
• not take advantage of goodwill shown by management;
• be responsive to leadership influence;
• demonstrate loyalty and not betray positions of trust;
• maintain harmonious relationships with work colleagues;
• not abuse organisational facilities such as email or Internet access;
• observe reasonable and acceptable standards of dress and appearance;
• show respect and consolidation to customers and suppliers.
Figure 2.5 The psychological contract: possible examples of individual and organisational
expectations
The nature of the boss–subordinate relationship is clearly a central feature of the psychological contract. Emmott, for example, points out that good people-management
practices are the basis for a positive psychological contract and this means managers
having to deal with the ‘soft stuff’. Properly managed the psychological contract delivers hard, bottom-line results and improved business performance.
Managers at all levels can have an influence on employees’ perceptions of the psychological contract. It is, however, the relationship between individual employees and their line manager that
is likely to have most influence in framing and managing employees’ expectations.32
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
CHANGING NATURE OF THE PSYCHOLOGICAL CONTRACT
The changing nature of organisations has placed an increasing emphasis on the importance of effective human resource management, including the importance of the
psychological contract within the employment relationship. For example, from a
review of research, McBain maintains that human resource management plays a key
role in ensuring the promotion of business success and managing change. This
involves paying attention to the psychological contract and the establishment of
expectations and obligations with all groups of employees within the organisation.33
The Institute of Administrative Management has introduced a new module on ‘The
Individual and the Organisation in Context’ which has come about because of the
need to keep abreast of changes affecting the individual at work.
There is a need for managers to be aware of the new psychological contracts the individual members of their teams are bringing to work. Managers will have to consider alternative management
styles to meet this new need and to use new skills to motivate and train their staff. People no
longer come to work to be ‘told what to do’, but are aspiring to be part of the whole, with a real
role as stakeholders in the success of ‘their’ organisation. Wise managers will harness this commitment for the benefit of everyone concerned.34
Hiltrop suggests that the increasing pressure for organisations to change has prompted
growing disillusionment with the traditional psychological contract based on lifetime
employment and steady promotion from within. Companies must develop new ways to
increase the loyalty and commitment of employees. This includes attention to reward
strategies based on recognition of contribution rather than status or position; systematic
training and development including the skills for working in cross-functional teams; and
the training of managers in counselling, coaching and leadership skills.35
Performance
management
Stiles et al. also draw attention to how new competitive conditions and dynamic environments have brought performance management to centre stage as a major element in the
changing nature of the psychological contract. From an examination of three large UK
organisations, the authors explore ‘how performance management processes are being
used to support moves from the traditional contract of job security and clear career
paths, while attempting to maintain commitment and morale’. The authors conclude
that there are two main areas of difficulty in changing the psychological contract so that
it focuses on performance management. The presence of mixed messages from employers
is undermining the employment relationship and changes are being driven in a topdown manner with a lack of consultation. There is also disenchantment and concern
about the accuracy and fairness of performance management processes, with employees
expressing scepticism towards managerial attempts to implement change.36
A new moral contract
The changing nature of organisations and individuals at work has placed increasing
pressures on the awareness and importance of new psychological contracts. Ghosal et
al. suggest that in a changing social context the law of masters and servants that
underlies the old psychological contract is no longer acceptable to many people. Forces
of global competition and turbulent change make employment guarantees unfeasible
and also enhance the need for levels of trust and teamwork. The new management philosophy needs to be grounded in a very different moral contract with people. Rather
than seeing people as a corporate asset from which value can be appropriated, people
are seen as a responsibility and a resource to be added to. The new moral contract also
demands much from employees who need to abandon the stability of lifetime employment and embrace the concept of continuous learning and personal development.37
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ORGANISATIONAL PRACTICES
It is convenient, here, to consider two sets of observations on the nature of human
behaviour and what may actually happen, in practice, in organisations: the Peter
Principle, and Parkinson’s Law. Although these observations are presented in a satirical manner, they nevertheless make a serious and significant point about the
management and functioning of organisations, and the actual nature and practice of
organisational behaviour.
THE PETER PRINCIPLE
This is concerned with the study of occupational incompetence and the study of hierarchies. The analysis of hundreds of cases of occupational incompetence led to the
formulation of the ‘Peter Principle’, which is:
In a hierarchy every employee tends to rise to their level of incompetence.38
Employees competent in their position are promoted and competence in each new position qualifies for promotion to the next highest position until a position of incompetence
is reached. The principle is based on perceived incompetence at all levels of every hierarchy – political, legal, educational and industrial – and ways in which employees move
upwards through a hierarchy, and what happens to them after promotion.
Among the many examples quoted by Peter are those from the teaching occupation.
A is a competent and conforming college student who becomes a teacher following the
textbook, curriculum guide and timetable schedule, and who works well except when
there is no rule or precedent available. A never breaks a rule or disobeys an order but
will not gain promotion because, although competent as a student, A has reached a
level of incompetence as a classroom teacher.
B, a competent student and inspiring teacher, although not good with paperwork, is
promoted to head of the science department because of success as a teacher. The head
of science is responsible for ordering all science supplies and keeping extensive records
and B’s incompetence becomes evident.
C, a competent student, teacher and head of department, is promoted to assistant
principal, and being intellectually competent is further promoted to principal. C is
now required to work directly with higher officials. By working so hard at running the
school, however, C misses important meetings with superiors and has no energy to
become involved with community organisations. C thus becomes regarded as an
incompetent principal.
Means of
promotion
Peter suggests two main means by which a person can affect promotion rate, ‘Pull’ and
‘Push’.
■
■
Pull is an employee’s relationship – by blood, marriage or acquaintance – with a
person above the employee in the hierarchy.
Push is sometimes manifested by an abnormal interest in study, vocational training
and self-improvement.
In small hierarchies, Push may have a marginal effect in accelerating promotion; in
larger hierarchies the effect is minimal. Pull is, therefore, likely to be more effective
than Push.
Never stand when you can sit; never walk when you can ride; never Push when you can Pull.39
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
PARKINSON’S LAW
A major feature of Parkinson’s Law is that of the ‘Rising Pyramid’, that is, ‘Work expands
so as to fill the time available for its completion.’40 General recognition of this is illustrated in the proverb, ‘It is the busiest person who has time to spare.’ There is little, if
any, relationship between the quantity of work to be done and the number of the staff
doing it. Underlying this general tendency are two almost axiomatic statements:
■
■
An official wants to multiply subordinates, not rivals.
Officials make work for each other.
Parkinson goes on to give the following example. If a civil servant, A, believes he is overworked there are three possible remedies: (i) resignation; (ii) ask to halve the work by
having it shared with a colleague, B; or (iii) seek the assistance of two subordinates, C and
D. The first two options are unlikely. Resignation would involve loss of pension rights,
and sharing work with a colleague on the same level would only bring in a rival for promotion. So A would prefer the appointment of two junior members of staff, C and D.
This would increase A’s status. There must be at least two subordinates, so that by dividing work between C and D, A will be the only person to understand the work of them
both. Furthermore, each subordinate is kept in order by fear of the other’s promotion.
When, in turn, C complains of overwork, A, with the agreement of C, will advise the
appointment of two assistants, E and F. However, as D’s position is much the same and
to avoid internal friction, two assistants, G and H, will also be recommended to help D.
There are now seven people, A, C, D, E, F, G, H, doing what one person did before, and
the promotion of A is almost certain.
People making
work for each
other
With the seven people now employed, the second stage comes into operation. The
seven people make so much work for each other that they are all fully occupied and A
is actually working harder than ever. For example, an incoming document comes
before each of them in turn. E decides it is F’s concern; F places a draft reply for C, who
makes drastic amendments before consulting with D, who asks G to action it. But then
G goes on leave and hands the file to H, who drafts a minute signed by D and returned
to C, who revises the first draft and puts the new version before A. What does A do? A
could find many excuses for signing C’s draft unread. However, being a conscientious
person, and although beset with problems created by subordinates both for A and for
themselves, A reads through the draft carefully, deletes the fussy paragraphs added by
C and H, and restores it to the format presented in the first instance by F.
Among other features of organisational practice that Parkinson discusses are: principles of personnel selection; the nature of committees; personality screen; high finance
– and the ‘Law of Triviality’, which means in a committee that the time spent on any
agenda item will be in inverse proportion to the sum involved; layout of the organisation’s administration block; and ‘injelitis’ – the disease of induced inferiority.
Relevance of
observations
Despite the light vein of Parkinson’s writing, the relevance of his observations can be
gauged from comments in the Introduction by HRH The Duke of Edinburgh.
The most important point about this book for serious students of management and administration is that it illustrates the gulf that exists between the rational/intellectual approach to human
organization and the frequent irrational facts of human nature … The law should be compulsory
reading at all business schools and for all management consultants. Management structures
solve nothing if they do not take the facts of human nature into proper consideration, and one of
the most important facts is that no one really likes having to make decisions. Consequently structures may generate a lot of activity but little or no useful work.41
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I first read Parkinson’s Law when studying for Economics A-level. Many of the laws are just as
relevant today as they were then. They include: how to ‘manage’ a meeting, and how time
spent in meetings is inversely proportional to the importance of each issue – his example is a
short discussion on a £10 million power plant followed by a lengthy debate over a £350 bicycle shed. Ever been there? … Parkinson’s most famous law is that ‘work expands to fill the
time available – as we all make work for one another’. This is still true today.
Iain Herbertson, Managing Director of Manpower42
THE NEED FOR A CROSS-CULTURAL APPROACH
The international context of management and organisational behaviour
One major challenge facing managers in the early 21st century arises from what many
commentators have identified as an increasingly international or global business environment. The following factors are frequently cited as potential explanatory factors
underlying this trend:
■
■
■
■
Improvements in international communication facilities leading to an increased
consciousness of differences in workplace attitudes and behaviour in other societies.
International competitive pressure – for example, the emergence of newly industrialised and/or free-market nations (the Far East region and ex-communist bloc
countries are often viewed as examples of this phenomenon).
The spread of production methods and other business processes across nations and
regions.
International business activity, for example: overseas franchising or licensing agreements; outsourcing of business units to other countries (call centres provide a topical
example); direct foreign investment and the activities of multinational corporations
which, by definition, operate outside national boundaries.
Photo: European Parliament
42
The European Parliament building in Strasbourg, France
It is not only businesses which
choose to operate in more
than one country or import
foreign business and management
techniques that are affected
by cross-cultural concerns. Tayeb
reported United States Department
of Labor statistics indicating that
in the period from 1985 to 2000,
only 15 per cent of new entrants to
the workforce in the USA were
white males.43 This highlights the
importance of managing diversity
in workforces within national
boundaries.
Lessons from abroad?
One rationale for taking a cross-cultural approach to management lies in the potential
benefits to be gained in performance terms. Schneider and Barsoux, in advocating cultural
awareness of one’s own society, note that:
each country has its unique institutional and cultural characteristics, which can provide sources of
competitive advantage at one point, only to become liabilities when the environment changes.
Managers therefore need to evaluate the extent to which national culture can interfere with their
company’s efforts to respond to strategic requirements, now and in the future’.44
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
In addition to practically based benefits in considering our own ‘home’ culture, there
has been a long tradition of looking to other cultures for examples of ‘successful’ practice which could be transplanted into work organisations in different societies.
Different models may be dominant at different times. Thompson and McHugh note that:
‘In the post-war period the giant US corporations transferred work organisation and
managerial techniques across capitalist countries.’45 However, in subsequent eras
Scandinavian autonomous work group arrangements and Japanese management techniques were examined by and, to some extent, implemented in, organisations across
the world. Such a search for good practice in other countries is, of course, ongoing and
an awareness of how other cultures organise work and manage people is likely to be of
continuing benefit in the future.
Managing people from different cultures
Another advantage of adopting a cross-cultural approach to the study of organisational
behaviour, and to the management of people more generally, lies in the recognition of
variations in workplace attitudes and behaviour between individuals and groups in different cultural contexts. Brooks notes that: ‘Differences in national culture may have a
bearing on how organisations deal with each other and also on behaviour within
organisations which comprise a mix of nationalities.’46 If we accept this fundamental
point then it follows that key topics within the subject area of organisational behaviour may be influenced by national culture and that we should therefore re-evaluate
models and concepts when applying them to other societies.
One leading writer in the field of cross-cultural studies, Trompenaars, commenting
on his own work, suggests that: ‘it helped managers to structure their experiences and
provided new insights for them and their organisations into the real source of problems faced when managing across cultures or dealing with diversity’.47 In examining
the centrally important topic of motivation, Francesco and Gold inform their readers
that: ‘managers must develop organizational systems that are flexible enough to take
into account the meaning of work and the relative value of rewards within the range of
cultures where they operate.’48
A practical example of the impact of cultural diversity in the organisational behaviour area is provided in the recollections of an International Human Resource Manager
cited in Schneider and Barsoux: ‘Indonesians manage their culture by a group process,
and everyone is linked together as a team. Distributing money differently among the
team did not go over all that well; so we’ve come to the conclusion that pay for performance is not suitable for Indonesia.’49 It may be extremely useful therefore to
examine academic frameworks and research findings within the field of organisational
behaviour to indicate the extent to which they are applicable worldwide or, alternatively, subject to meaningful variation in different cultural contexts.
IS ORGANISATIONAL BEHAVIOUR CULTURE-BOUND?
While it can be valuable to apply organisational behaviour concepts to diverse cultural
settings it should also be borne in mind that some universal theories and models may,
in reality, contain important culturally-derived assumptions. When examining classical
frameworks for understanding organisation structure Schneider and Barsoux point out
that: ‘theories about how best to organise – Max Weber’s (German) bureaucracy, Henri
Fayol’s (French) administrative model, and Frederick Taylor’s (American) scientific
management – all reflect societal concerns of the times as well as the cultural background of the individuals.’50 That writers on work organisations may themselves be
influenced by their own cultural backgrounds when compiling their work is unsurprising: however, it should equally not be ignored.
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More significant still is the possibility that whole topics within organisational
behaviour, per se, may be underpinned by a particular culturally-derived frame of reference. Francesco and Gold, addressing the issue of leadership, claim that: ‘one difficulty is
that not all cultures have the term leader’.51 This raises the possibility that meanings
we may assume to be taken for granted could be interpreted differently or not even
perceived at all in different parts of the world.
Culture as understanding
‘For our most basic common link is that we all inhabit this small planet, we all breathe the
same air, we all cherish our children’s future, and we are all mortal’ (John. F. Kennedy, 10
June 1963). There are a number of very good reasons why we could usefully understand
cultural difference (and similarity) at work, based on new awareness contributing to our
own effectiveness and moreover to the accomplishment of organisational goals. It could
also be true to say that an appreciation of culture and its effects may be of intrinsic value.
There could therefore be advantages of cross-cultural awareness which include:
■
■
■
■
increased self-awareness;
sensitivity to difference;
questioning our own assumptions and knowledge;
lessening ignorance, prejudice and hatred.
However, it would be wrong to think that increased cross-cultural awareness or activity
will automatically bring about any of these outcomes.
Adler listed the following inbuilt dangers when multi-cultural teams operate in a
business setting.
■
■
■
Mistrust – including stereotyping.
Miscommunication with potential for reduced accuracy and resultant stress.
Process difficulties, that is failure to agree when agreement is needed or even what
constitutes agreement when arriving at decisions.
Adler goes on to examine research on the success of multi-cultural work teams and
concludes that the evidence suggests that they either perform much better or much worse
than teams composed of one cultural group.52 There are clearly risks as well as benefits
in working across cultures. It is hoped that an appreciation of cross-cultural aspects of
organisational behaviour can help in this regard.
MODELS FOR UNDERSTANDING THE IMPACT OF CULTURE
The study of
culture
Culture is a notoriously difficult concept to pin down. It is all too easy to assume that
differences observed between societies may be attributed to culture per se, with little
explanation of the reasons which may lie behind the differences, real or perceived.
Robbins notes that: ‘Most people are unaware of just how their culture will affect them.
Culture is like fish to water. It is there all the time but the fish are oblivious to it.’ 53 It is
therefore necessary to be aware of one’s own culture in order to appreciate fully differences between different groups. The Johari Window technique – see Chapter 14 – can
be useful in identifying what may be known and not known regarding different cultures. Attempt to use this framework in respect of your own and one other culture to
see its potential value. We should not assume that we are aware of all facets of our own
culture or that others see us in a realistic and accurate way.
Matched pair
comparisons
Some writers who have sought to conduct comparative research into workplace differences have frequently used a matched pair method of comparison. This involves
selecting organisations for study which are similar in size, product or service, technologies employed and ownership pattern. It is claimed that any differences observed can
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
be isolated and subjected to further detailed analysis to ascertain whether they are
culturally-derived. An example of this methodological tradition is the work of Maurice,
Sorge and Warner which is considered in Chapter 16.54
The danger of
stereotyping
In Chapter 11 of this book we identify the concept of ‘selective perception’, that is the possibility of drawing inferences and conclusions from partial information. One example of
this phenomenon is stereotyping which involves making judgements on an individual as
a result of their membership of a group, which, we assume, itself contains shared characteristics. We clearly need to avoid stereotyping when approaching the subject of cultural
differences at work. Writers such as Hofstede and Trompenaars, while identifying clusters of
countries which they suggest may share particular features, nonetheless allow for divergence from the norm by referring to central tendencies. To take one example, Hong Kong
is characterised by Hofstede as a low uncertainty avoidance culture which suggests a
propensity for risk-taking and a tolerance of rapid change. However, it is eminently possible to conceive of an individual from Hong Kong who is ‘risk averse’ and conservative due
to their own personality and upbringing.55 It is, finally, necessary to take a non-judgemental approach when identifying cultural differences and academics in this area and crucially
successful international managers tend to adopt an approach of ‘not better nor worse –
just different’!
Defining and conceptualising culture
Culture is a multifaceted concept. Models purporting to explain this topic typically distinguish between different layers or strata of culture. Trompenaars identifies three
layers of culture; namely an outer, middle and core. Figure 2.6 depicts these layers as
concentric circles. The outer circle identifies artifacts and products, the middle circle
encompasses norms and values and the inner circle comprises basic assumptions held
within the group.56
It may equally be useful to conceive of a three-layer model of culture comprising
outer, middle and core layers. For our purposes an outer layer of culture refers to
surface-level elements of culture which are quickly and easily understood on even a
short visit to another country. Examples could include language, climate, dress and
food and drink. The 1994 film Pulp Fiction provides an example in which a character in
the film has recently returned to the USA after spending three years in Amsterdam. His
description of the Netherlands is restricted to surface level anecdotes regarding fast
Figure 2.6 A model of culture
Source: Reproduced with permission from F. Trompenaars and C. Hampden-Turner, Riding the Waves of Culture, Second edition, Nicholas
Brealey (1999), p. 22.
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food and the comparative legality and availability of soft drugs. The viewer is invited
to mock his failure to understand the greater subtleties of Dutch culture. Aspects of this
outer layer can nonetheless be important to a successful cultural exchange in business.
Giving a work colleague in the Czech Republic red flowers as a gift may be taken as
expression of romantic interest while wearing a green hat in China may signify that
one’s partner is unfaithful!
A middle layer of culture is the one which will be of most relevance for us as it concerns expressed values, attitudes and behaviours. In terms of organisational behaviour,
if we accept the evidence that indicates significant differences between cultures, we
might anticipate that findings in the following topics should be re-examined to see
whether they apply in different societies:
Leadership, Perception, Motivation, Work Groups, Organisation Structure,
Human Resource Management and Management Control and Power.
The contribution of writers such as Hofstede, Trompenaars, and Hall and Hall57 may
also provide useful frameworks for understanding topics within organisational behaviour from a cross-cultural standpoint.
A core layer of culture relates to the deepest assumptions concerning people and
nature held by a particular society. Such assumptions, which may be vestigial, often
relate to the topography of a society or the level of threat posed by natural disasters.
For example, it has been claimed that the Netherlands as a small country bounded by
larger neighbours has developed a pragmatic flexible approach to business as a result of
its location, bolstered by its historic struggle to keep the sea at bay. In the UK the relatively high degree of scepticism towards greater European integration may, in part, be
explained by its island status. So-called group mentalities exhibited by some Asian
countries could be traced back to patterns of agrarian production exhibited in previous
times. Somewhat more arcane and, by definition, difficult to unravel, these core layer
assumptions could conceivably manifest themselves in modern day cross-border business dealings.
In Figure 2.7 Tayeb shows with examples how culture can take effect at a number of
levels; from the global through to the personal. Readers may wish to consider how significant cultural differences may occur at the regional and/or community levels in
their own experience. Nonetheless studies of culture most usually take the country or
nation state as the focus of attention.58
Example: wishing to suceed in life
Global layer
Behaviours
Example: avoiding loss of face in
Japanese culture
National layer
Attitudes
Example: Bengali culture in West
Bengal, India
Regional layer
Beliefs
Example: helping neighbours in a mining
community in Wales, UK
Community layer
Values
Example: caring for wildlife
Personal layer
Taken for granted
assumptions
Figure 2.7 Major cultural layers
Source: Reproduced with permission from M. Tayeb, International Management: Theories and Practice, Financial Times Prentice Hall (2003), p. 14,
with permission from Pearson Education Ltd.
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
Figure 2.8 Factors affecting national culture
Source: Reproduced with permission from Ian Brooks, Organisational Behaviour: Individuals, Groups and Organisation, Second edition,
Financial Times Prentice Hall (2003), p. 266, with permission from Pearson Education Ltd.
Brooks is one of several commentators who draw our attention to the interlinked
nature of culture. Figure 2.8 illustrates the interplay between relevant factors affecting
any one national culture.59 You may wish to consider how these factors have combined to shape your own ‘home’ culture and that of one other country with which you
are familiar.
FIVE DIMENSIONS OF CULTURE: THE CONTRIBUTION OF HOFSTEDE
Geert Hofstede is one of the most significant contributors to the body of knowledge on
culture and workplace difference. His work has largely resulted from a large-scale
research programme involving employees from the IBM corporation, initially in 40
countries. In focusing on one organisation Hofstede felt that the results could be more
clearly linked to national cultural difference. Arguing that culture is, in a memorable
phrase, collective programming or software of the mind, Hofstede initially identified four dimensions of culture; power distance, uncertainty avoidance,
individualism and masculinity.60 (See Table 2.1.)
■
■
■
■
Power distance is essentially used to categorise levels of inequality in organisations,
which Hofstede claims will depend upon management style, willingness of subordinates to disagree with superiors, and the educational level and status accruing to
particular roles. Countries which displayed a high level of power distance included
France, Spain, Hong Kong and Iran. Countries as diverse as Germany, Italy, Australia
and the USA were characterised as low power distance societies. Britain also emerged
as a low power distance society according to Hofstede’s work.
Uncertainty avoidance refers to the extent to which members of a society feel
threatened by unusual situations. High uncertainty avoidance is said to be characteristic in France, Spain, Germany and many of the Latin American societies.
Low-to-medium uncertainty avoidance was displayed in the Netherlands, the
Scandinavian countries and Ireland. In this case Britain is said to be ‘low-tomedium’ together with the USA, Canada and Australia.
Individualism describes the relatively individualistic or collectivist ethic evident in
that particular society. Thus, the USA, France and Spain display high individualism.
This contrasts with Portugal, Hong Kong, India and Greece which are low individualism societies. Britain here is depicted as a high individualism society.
Masculinity is the final category suggested by Hofstede. This refers to a
continuum between ‘masculine’ characteristics, such as assertiveness and competi-
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Table 2.1 Classification of cultures by dimensions
I: More developed Latin
II: Less developed Latin
high power distance
high uncertainty avoidance
high individualism
medium masculinity
high power distance
high uncertainty avoidance
low individualism
whole range on masculinity
Belgium
France
Argentina
Brazil
Spain
Colombia
Mexico
Venezuela
Chile
Peru
Portugal
Yugoslavia
lll: More developed Asian
lV: Less developed Asian
V: Near Eastern
medium power distance
high uncertainty avoidance
medium individualism
high masculinity
high power distance
low uncertainty avoidance
low individualism
medium masculinity
high power distance
high uncertainty avoidance
low individualism
medium masculinity
Japan
Pakistan
Taiwan
Thailand
Hong Kong
India
Philippines
Singapore
Greece
Iran
Turkey
Vl: Germanic
Vll: Anglo
Vlll: Nordic
low power distance
high uncertainty avoidance
medium individualism
high masculinity
low power distance
low-to-medium uncertainty
avoidance
high individualism
low masculinity
low power distance
low-to-medium uncertainty
avoidance
medium individualism
low masculinity
Austria
Israel
Germany
Switzerland
South Africa
Italy
Australia
Canada
Britain
Ireland
New Zealand
USA
Denmark
Finland
The Netherlands
Norway
Sweden
(Reproduced with permission from ‘International Perspectives’, Unit 16, Block V, Wider Perspectives, Managing in Organizations, ©The
Open University (1985) p. 60.)
tiveness, and ‘feminine’ traits, such as caring, a stress upon the quality of life and
concern with the environment. High masculinity societies included the USA, Italy,
Germany and Japan. More feminine (low masculinity) societies included the
Netherlands and the Scandinavian countries. In this case Britain was located within
the high masculinity group.
A fifth dimension of culture, long-term/short-term orientation, was originally labelled
Confucian work dynamism. This dimension developed from the work of Bond in an
attempt to locate Chinese cultural values as they impacted on the workplace.61
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
Countries which scored highly on Confucian work dynamism or long-term orientation
exhibited a strong concern with time along a continuum and were therefore both pastand future-oriented, with a preoccupation with tradition but also a concern with the
effect of actions and policies on future generations. Table 2.2 indicates the score of ten
countries along this fifth dimension. Unsurprisingly China scores highest on the LT
column followed by Japan. Note the significantly lower scores of the USA and Western
European countries surveyed.
Table 2.2 Cultural dimension scores for ten countries
USA
Germany
Japan
France
Netherlands
Hong Kong
Indonesia
West Africa
Russia
China
PD
ID
MA
UA
LT
40L
35L
54M
68H
38L
68H
78H
77H
95*H
80*H
91H
67H
46M
71H
80H
25L
14L
20L
50*M
20*L
62H
66H
95H
43M
14L
57H
46M
46M
40*L
50*M
46L
65M
92H
86H
53M
29L
48L
54M
90*H
60*M
29L
31M
80H
30*L
44M
96H
25*L
16L
10*L
118H
PD=Power Distance; ID=Individualism; MA=Masculinity; UA=Uncertainty Avoidance; LT=Long-Term Orientation. H=top
third, M=medium third, L=bottom third (among 53 countries and regions for the first four dimensions; among 23 countries for the fifth), *estimated
Reprinted with permission from Hofstede, G., ‘Cultural Constraints in Management Theories’, Academy of Management Executive: The
Thinking Manager’s Source, 7, 1993, p. 91.
Evaluation of Hofstede’s work
Extremely influential; the seminal work of Hofstede has been criticised from certain
quarters. In common with other writers in this area there is a focus on the national
rather than regional level. The variations within certain countries, for example Spain,
can be more or less significant. Again in common with other contributors Hofstede’s
classifications include medium categories which may be difficult to operationalise,
accurate though they may be. Some may also find the masculinity/femininity dimension unconvincing and itself stereotypical. Other writers have questioned whether
Hofstede’s findings remain current. Holden summarises this view: ‘How many people
have ever thought that many of Hofstede’s informants of three decades ago are now
dead? Do their children and grandchildren really have the same values?’62 Ultimately,
readers can assess the value of his work in the light of their own experiences and interpretations of the business world. Hofstede in his extensive research has attempted to
locate the essence of work-related differences across the world and to relate these to
preferred management styles.
CULTURAL DIVERSITY: THE CONTRIBUTION OF TROMPENAARS
Another significant contributor to this area of study is provided by Fons Trompenaars
whose later work is co-authored with Charles Hampden-Turner.63 Trompenaars’s original
research spanned 15 years, resulting in a database of 50,000 participants from 50 countries. It was supported by cases and anecdotes from 900 cross-cultural training
programmes. A questionnaire method comprised a significant part of the study which
involved requiring participants to consider their underlying norms, values and
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attitudes.The resultant framework identifies seven areas in which cultural differences
may affect aspects of organisational behaviour.
■
■
■
■
■
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■
Relationships and rules. Here societies may be more or less universal, in which case
there is relative rigidity in respect of rule-based behaviour, or particular, in which
case the importance of relationships may lead to flexibility in the interpretation of
situations.
Societies may be more oriented to the individual or collective. The collective may
take different forms: the corporation in Japan, the family in Italy or the Catholic
Church in the Republic of Ireland. There may be implications here for such matters
as individual responsibility or payment systems.
It may also be true that societies differ to the extent it is thought appropriate for
members to show emotion in public. Neutral societies favour the ‘stiff upper lip’
while overt displays of feeling are more likely in emotional societies. Trompenaars
cites a survey in which 80 employees in each of various societies were asked whether
they would think it wrong to express upset openly at work. The numbers who
thought it wrong were 80 in Japan, 75 in Germany, 71 in the UK, 55 in Hong Kong,
40 in the USA and 29 in Italy.
In diffuse cultures, the whole person would be involved in a business relationship
and it would take time to build such relationships. In a specific culture, such as the
USA, the basic relationship would be limited to the contractual. This distinction
clearly has implications for those seeking to develop new international links.
Achievement-based societies value recent success or an overall record of accomplishment. In contrast, in societies relying more on ascription, status could be
bestowed on you through such factors as age, gender or educational record.
Trompenaars suggests that societies view time in different ways which may in turn
influence business activities. The American dream is the French nightmare.
Americans generally start from zero and what matters is their present performance
and their plan to ‘make it’ in the future. This is ‘nouveau riche’ for the French, who
prefer the ‘ancien pauvre’; they have an enormous sense of the past.
Finally it is suggested that there are differences with regard to attitudes to the environment. In western societies, individuals are typically masters of their fate. In
other parts of the world, however, the world is more powerful than individuals.
Trompenaars’ work is based on lengthy academic and field research. It is potentially
useful in linking the dimensions of culture to aspects of organisational behaviour
which are of direct relevance, particularly to people approaching a new culture for the
first time.
The high- and low-context cultures framework
This framework for understanding cultural difference has been formulated by Ed Hall;
his work is in part co-authored with Mildred Reed Hall.64 Hall conceptualises culture as
comprising a series of ‘languages’, in particular:
■
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Language of time
Language of space
Language of things
Language of friendships
Language of agreements
In this model of culture Hall suggests that these ‘languages’, which resemble shared
attitudes to the issues in question, are communicated in very different ways according
to whether a society is classified as ‘high’ or ‘low’ context.
The features of ‘high’ context societies, which incorporate Asian, African and Latin
American countries, includes:
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
■
■
■
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■
a high proportion of information is ‘uncoded’ and internalised by the individual;
indirect communication styles … words are less important;
shared group understandings;
importance attached to the past and tradition;
‘diffuse’ culture stressing importance of trust and personal relationships in business.
‘Low’ context societies, which include the USA, Australia, Britain and the Scandinavian
countries, exhibit contrasting features including:
■
■
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■
a high proportion of communication is ‘coded’ and expressed;
direct communication styles … words are paramount;
past context less important;
‘specific’ culture stressing importance of rules and contracts.
Other countries, for example France, Spain, Greece and several Middle Eastern societies,
are classified as ‘medium’ context.
To take one example as an illustration: American managers visiting China may find
that a business transaction in that country will take more time than at home. They
may find that it is difficult to interpret the true feelings of their Chinese host and may
need to decode non-verbal communication and other signals. They may seek to negotiate a rules-based contract whereas their Chinese counterpart may lay greater stress
upon building a mutually beneficial reciprocal relationship. There is scope for potential
miscommunication between the two cultures and interesting differences in interpersonal perception. Inasmuch as much of the management literature canon originates
from the Anglo-American context, there is again considerable merit in adopting a
cross-cultural perspective.
SUMMARY: CONVERGENCE OR CULTURE-SPECIFIC ORGANISATIONAL
BEHAVIOUR
There is evidence of a narrowing or even increasing elimination of cultural differences in
business. Grint sees both positive and negative consequences of aspects of globalisation.
While noting that: ‘at last we are approaching an era when what is common between
people transcends that which is different; where we can choose our identity rather than
have it thrust upon us by accident of birth’,65 the same author goes on to suggest that:
‘we are heading for global convergence where national, ethnic and local cultures
and identities are swamped by the McDonaldization ... and/or Microsoftization of
the world’.66
There is an undoubted narrowing of cultural differences in work organisations; and
it may be the case that such narrowing may apply to individual and group behaviour
at work. Thompson and McHugh note for example that: ‘Russia is now experiencing
rampant individualism and uncertainty following the collapse of the old solidaristic
norms’, thus implying convergence of work values.67
For the most part, however, it is argued here that growing similarity and harmonisation relate more often to production, IT and quality systems which are more likely to
converge due to best-practice comparisons and universal computer standards. Human
Resource Management is, contrastingly, less likely to converge due to national institutional frameworks and culturally derived preferences. Recent significantly different
responses to the need for greater workplace ‘flexibility’ in Britain and France illustrate
this point. Above all, those aspects of organisational behaviour which focus on individual differences, groups and managing people are the most clearly affected by culture
and it is argued strongly here that it is and is likely to remain essential to take a crosscultural approach to the subject.
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CRITICAL REFLECTIONS
In your understanding of behaviour and managing people at work – as in life more generally – it
is worth remembering the ‘Bag of Gold’ syndrome. However hard you try or whatever you do
there will always be some people you just cannot seem to please. Give them a bag of gold and
they will complain that the bag is the wrong colour, or it is too heavy to carry, or why could you
not give them a cheque instead!
What are your own views?
What happens within organizations affects what happens outside and vice versa. Organizational
behaviour is seen chiefly as being about the particular ways that individual’s dispositions are
expressed in an organizational setting and about the effects of this expression. While at work
there is rest and play. What happens in rest and play, both inside and outside the organization,
impacts on organizational life. We can also gain insight into organizational behaviour by looking
at less organized work, like work ‘on the fiddle’, and what work means to the unemployed.
Wilson, F. M. Organizational Behaviour: A Critical Introduction, Oxford University Press (1999), pp. 1–2.
How would you explain the meaning and nature of organisational behaviour, and how it
is influenced?
’The study of organisational behaviour is really an art which pretends that it is a science and produces some spurious research findings to try to prove the point.’
Debate.
SYNOPSIS
■ Organisations play a major and continuing role in the lives of us all, especially with
the growth of large-scale business organisations. The decisions and actions of management in organisations have an increasing impact on individuals, other organisations
and the community. It is important, therefore, to understand how organisations function and the pervasive influences they exercise over the behaviour of people. It is also
necessary to understand interrelationships with other variables which together comprise
the total organisation.
■ The behaviour of people in work organisations can be viewed in terms of multirelated dimensions relating to the individual, the group, the organisation and the environment. The study of organisational behaviour cannot be understood fully in terms of
a single discipline. It is necessary to provide a behavioural science approach drawing
on selected aspects of the three main disciplines of psychology, sociology and anthropology together with related disciplines and influences.
■ Organisations are complex social systems which can be defined and studied in a
number of different ways. One approach is to view organisations in terms of contrasting metaphors. Gauging the effectiveness or success of an organisation is not an easy
task, however, although one central element is the importance of achieving productivity through the effective management of people. People differ in the manner and
extent of their involvement with, and concern for, work. Different situations influence
the individual’s orientation to work and work ethic. A major concern for people today
is balancing work and personal commitments.
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
■ It is through the process of management that efforts of members of the organisation
are co-ordinated, directed and guided towards the achievement of organisational objectives. Management is the cornerstone of organisational effectiveness. It is essentially an
integrating activity and concerned with arrangements for the carrying out of organisational processes and the execution of work. How managers exercise the responsibility
for, and duties of, management is important. Attention should be focused on improving
the people–organisation relationship.
■ One particular aspect of the relationship between the individual and the organisation is the concept of the psychological contract. This is not a formal, written
document but implies a series of mutual expectations and satisfaction of needs arising
from the people–organisation relationship. There is a continual process of explicit and
implicit bargaining. The nature of expectations has an important influence on the
employment relationship and behaviour in work organisations. The changing nature
of organisations and individuals at work has placed increasing pressures on the awareness and importance of a different moral contract with people.
■ A major challenge facing managers today arises from an increasingly international
or global business environment. This highlights the need for a cross-cultural approach
to the study of organisational behaviour and the management of people. In an increasingly global context, managers need to recognise and understand the impact of
national culture. However, culture is a multifaceted concept and notoriously difficult
to pin down. But it has important repercussions for the effective management of
people, and the study and understanding of workplace behaviour.
REVIEW AND DISCUSSION QUESTIONS
1 Explain your understanding of (i) the nature of organisational behaviour and (ii) the meaning
of behavioural science.
2 Suggest main headings under which interrelated factors can be identified which influence
behaviour in work organisations. For each of your headings give examples from your own
organisation.
3 Discuss how organisations may be viewed in terms of contrasting metaphors. Explain how
you would apply these metaphors to an understanding of your own organisation.
4 Discuss the role of management as an integrating activity. Give your own views on the
responsibility of management and the manner in which you believe this responsibility
should be exercised.
5 Explain the nature of the people–organisation relationship. Why is it important to
distinguish between the ‘intent’ and the ‘implementation’ of management decisions and
actions?
6 Explain what is meant by the ‘psychological contract’. List (i) the personal expectations
you have of your own organisation and (ii) what you believe to be the expectations of the
organisation. Discuss with supporting examples the changing nature of psychological contracts between the organisation and its members.
7 Why is it increasingly important for managers to adopt an international approach? Discuss
critically the likely longer-term impact of Britain’s membership of the European Union.
8 Debate fully the importance of national culture to the study of management and organisational behaviour. Where possible, give your own actual examples
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ASSIGNMENT 1
A first step in understanding human behaviour and the successful management of other
people is to know and understand yourself. For this simple exercise you are asked to select
any one of the following shapes that you feel is ‘YOU’.
After you have made your selection discuss in small groups the reasons which prompted you
to choose that particular shape. How much agreement is there among members of your
group? You should then consider and discuss the further information provided by your tutor.
ASSIGNMENT 2
Provide for classroom discussion short descriptions (suitably disguised if necessary) to illustrate the practical application of:
1 The Peter Principle, and
2 Parkinson’s Law.
Include in your descriptions what you believe to be the relevance of each of these sets of
observations, and the effects on other members of staff.
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
PERSONAL AWARENESS AND SKILLS EXERCISE
OBJECTIVES
Completing this exercise should help you to enhance the following skills:
Obtain a clearer picture of your own and other people’s work ethic.
Explore the importance of work to you and your fixed attitudes about work.
Recognise the significance of individuals’ orientations to work within an organisation.
EXERCISE
You are required to start by asking yourself this question: is it a good thing to be a worker?
And then to think carefully about your responses to the following questions:
How do you feel ...
■ when you hear the word ‘work’?
■ as you get ready for work?
■ when you know the day is over?
■ about the work you’ve accomplished?
■ about someone who chooses not to work?
■ about taking time off?
■ when you hear the word ‘management’?
■ about taking control of your career?
Compare your responses with those of your colleagues. What conclusions do you draw about
the work ethic?
DISCUSSION
■ What do you see as the character traits of a person with a healthy work ethic?
■ To what extent do you agree with the contention that: ‘we are employed for our skills but
valued for our attitude’?
■ What effect might different orientations to work have within an organisation and how might
they all be accommodated?
Visit our website www.booksites.net/mullins for further questions, annotated weblinks,
case material and Internet research material.
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CASE STUDY 2.1
Eric and Kipsy: complexities of management
and organisational behaviour
CONSIDER THE PLIGHT OF ERIC
Eric is a new manager of product information for a
national firm which wholesales electrical components. He’s proud because he was assigned a ‘tough’
office right out of management training. He’s challenged because he can see as clearly as everyone else
in the office that the work is not getting done on
time – and that mistakes are far above the 2 per cent
target. And he’s scared because he finds himself
utterly incapable of figuring out what he ought to
do to make things better.
Eric’s first day
The office is a new, one-storey building in a wooded
suburban location – complete with carpeting on the
floor and Muzak in the walls. There are 35 female
employees, ranging from recent high school graduates in their first job to experienced middle-aged
housewives. Their job is to provide salesmen in the
field with current information about price, availability and delivery times of an exceptionally large
inventory of electrical equipment and supplies.
Eric spent his first day on the job – some three
months ago now – just watching and listening. While
in management training, he had thought a lot about
how he would handle that first day. He knew that
everyone in the office would be as eager to find out
what he was like as he was to learn about them and
their jobs. And he wanted to make a good impression.
But Eric finally decided not to give a false impression. The fact was that he knew virtually nothing
about the people he would be managing, or the kind
of work they did. So why, he asked himself, act otherwise? Besides, if the people saw that he was genuinely
interested in listening to them and learning from
them, perhaps that would help establish good mutual
rapport between him and his people. So he would just
watch, and listen, and try to learn in his first few days
on the job.
The first day was fun. Soon after arriving and being
introduced to the four first-level supervisors, he asked
to be ‘plugged in’ to one of the complicated-looking
operating consoles at which the women received calls
from the field. A green light would blink on the console, and the information clerk would be connected to
the salesman in the field – all taken care of by an outof-sight computer, which assigned calls sequentially to
the waiting clerks. The salesman would ask for information about the availability of a certain piece of
equipment. The clerk would then look up the stock
number of that item in a large catalogue at her side and
punch the number into a keyboard on the console.
Immediately, the computer would present full information about stocks and delivery times of that item on an
electronic display panel on the console, and the clerk
would relay the appropriate information to the salesman. When the call ended, the green light would
extinguish itself, and the clerk would then wait for the
light to flash again, signalling the arrival of a new call.
Eric was fascinated by both the efficiency of the
operation and the pleasantness of the surroundings.
His biggest worry at that point was that everything
was so efficiently designed that he, as manager,
would not have anything to do with his time.
Beware first impressions
He soon learned how wrong he was. When, on his
second day at the office, he began to attack a pile of
paperwork on his desk, he found messages from
nearly a dozen field salesmen, all wanting him to
return their calls. Each of these salesmen, it turned
out, had a significant complaint about the product
information service – and some were obviously quite
angry. Eric managed to maintain a calm, responsive
stance in relation to the complaining salesmen, but
he also felt his stomach tightening as he heard what
they had to say. By the day’s end, he had made a list
of three general problems which seemed both frequent enough and serious enough to warrant his
immediate attention and action:
1 Salesmen often were unable to get through quickly
to information clerks. Since salesmen’s calls usually were made from customer offices, this meant
that they were left holding the telephone of a
client for up to 10 or 15 minutes waiting for a clerk
– while both the salesman and the customer
became increasingly impatient.
2 Errors were excessive. Salesman after salesman
reported that, on the basis of information provided
by the clerks, they would promise delivery of materials on a specific date at a specific price – only to hear
later from an irate customer that the materials had
not been delivered, that the price was different from
that quoted, or (all too often) both.
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
3 The clerks were often abrupt and unfriendly to
the salesmen when they called. According to
more than one salesman, the clerks acted as if
they were being imposed upon, rather than providing the salesmen with help in carrying out the
company’s business.
room). This informal network was also popular for
creative co-ordination of ‘personals’ (i.e., short
breaks for visits to the toilet) and for making sure
that none of the clerks was violating the generally
accepted norms about how much work should be
carried out on a given day.
The source of the problems
Eric’s challenge
In the following week, as Eric attempted to track
down the reasons for these difficulties, other problems came to light. First, absenteeism and turnover
were extremely high. It appeared that the excessive
delays were partly due to the fact that 15 to 20 per
cent of the clerks were unlikely to show up for work
on any given day – especially Monday and Friday –
and that up to an hour’s tardiness was not uncommon. This created call ‘backups’ on the computer.
The computer, of course, calmly held the calls for as
long as necessary, oblivious as only a machine can
be to the rise in tempers in the customer’s office.
When absenteeism was particularly high on any
given day, part-time employees were called to fill in.
Many of these individuals were not entirely familiar
with the job and often did not remember some of
the procedures to be used in looking up equipment
numbers in the catalogue – resulting in wrong catalogue numbers and erroneous information being
given to the customers. Worse, even experienced
clerks had a high error rate. Eric’s hope that the
error problem was in the computerised information
displayed on the clerks’ consoles rather than a fault
of the clerks themselves was clearly misplaced.
Reports of errors arrived weeks after the information
was provided (when orders failed to arrive on the
customer’s premises, or arrived with unexpected
prices), and so it was usually impossible to determine who had made the mistake or why.
Finally, quite contrary to the impression he had
received on his first day, Eric learned that loafing on
the job not only was common practice among the
clerks, but had indeed been developed into a rather
elegant art form. It turned out that the clerks had
devised ingenious ways to ‘busy out’ their consoles
(i.e., to manipulate the console in order to provide
the computer with a ‘busy’ indication when in fact
the console was free). All a clerk needed to do, when
she wanted a break from work, was to busy out her
console and, if a supervisor happened to be nearby,
act as if she were listening intently to a salesman on
her headset.
Worse, there appeared to be a highly efficient
system of informal communication among the
clerks, which alerted everyone when a supervisor
was about to appear on the scene (or was monitoring calls surreptitiously from the private listening
Given his own observations and impressions, Eric
was not surprised when, a few weeks after he had
taken over management of the office, he was visited
by the regional vice-president of the company. The
vice-president informed him that sales were falling
company-wide, and that at least part of the problem
had to do with the quality of the information with
which salesmen were being provided. Eric’s operation was one of the most critical points of
co-ordination in the entire company, he said, and it
was important to everyone in the company that Eric
reduce both the error rate and the number of delays
salesmen currently were experiencing. The vicepresident said he had enormous confidence in Eric’s
managerial ability, that he was sure the problems
would be remedied quickly, and that he viewed
Eric’s future in the company with great optimism.
Eric panicked.
Eric’s action plan
Within two days he had instituted a crash programme to increase efficiency, reduce call-in delays,
and slash the error rate. He held a half-day meeting
with his four first-level supervisors, impressing upon
them the urgency of the situation and the need for
them to work with their people, individually if necessary, to improve service. He held an evening
meeting with all staff members (with everyone
receiving both refreshments and overtime pay), at
which he announced a set of office-wide performance goals, and encouraged each employee to do her
best to help achieve the new goals. He even had one
of the supervisors construct four large signs reading
‘Increase Efficiency’ (each with a line drawing of a
smiling face under the words), which were placed
on the four walls of the operating area.
Beginning the day after the kick-off meeting, all
supervisory personnel (himself included) were to
spend at least three hours a day on the floor, helping the employees improve their efficiency, making
spot checks for errors, and generally doing anything
possible to smooth the flow of work.
The first two days under the new programme
seemed to go reasonably well: the average waiting
time for incoming calls dropped slightly, spot
checks of errors showed performance to be close to
an acceptable level, and everyone seemed to be
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Case study 2.1 continued
working hard and intently. No longer, for example,
did the employees take time to look up from their
work and smile or exchange a few words when Eric
entered the room. That bothered him a bit because
he always had enjoyed chatting with the clerks, but
he accepted the loss of the smiles as a small price to
pay for the increases in efficiency he hoped for.
On the third day, disaster struck. Eric did not
notice until mid-morning that someone had carefully written ‘IN’ before ‘Efficiency’ on each of the
four posters – and the smiles on the line drawings’
faces had been extended into full-fledged, if subtly
sarcastic, grins. Worse, everyone seemed to be studiously ignoring both the posters and him. Even the
first-level supervisors said nothing to him about the
posters, although Eric noticed that the supervisors,
like the clerks, collected in pairs and threes for animated conversation when they were not aware of
his presence. When he walked out into the operating area to start his three-hour stint, all eyes looked
away and stayed there. He had never felt so completely alone.
That evening Eric stayed after everyone else had
left; he removed the posters and pondered what to
do next. With possibly one or two exceptions, he
was sure that the people who worked for him were
decent human beings. He knew that he himself was
only trying to do his job, to get performance back
up to standard. As he had told the employees at the
kick-off meeting, this was in the best interest of
everybody: the customers, the salesmen, the clerks,
himself. So why the hostility towards him and his
programme?
The root causes?
Gradually he began to suspect that the problems he
had confronted – high errors and delays, excessive
absenteeism and turnover – were merely outcroppings of some more basic difficulty. Perhaps, he
thought, he had attacked the symptom rather than
the disease.
But what was the disease? He considered each of
the possibilities. He knew that there was a lot of
complaining about the pay and the inflexibility of
the hours. But the pay was actually very good,
higher than for almost any other non-skilled job
available to females in the suburban area – and
every year there was a pay increase for everyone,
which almost always was greater than the increase
in the cost of living.
The hours were a problem, he knew, but even
those employees who complained the most knew
that he had tried mightily to convince the regional
office to let him introduce a flexible scheduling plan
that would allow the employees to better coordinate their personal and work lives. He had been
told that company policy dictated an 8.30 to 5.00
workday and that hours (just like all other personnel policies) were centrally controlled in the interest
of company-wide efficiency and regularity. Eric
didn’t like the decision (he felt he needed to be
given much more personal authority to be able to
run his own operation effectively). He did, however,
understand that there was some need for central coordination of policy, and he thought that the
employees should also be able to see the necessity
for it. The hours, he decided, could not conceivably
be the root of all the difficulties.
He considered briefly the possibility that the
employees were simply not capable of doing the
work at satisfactory levels of speed and accuracy.
However, he knew that could not be the case: all
had passed a company-administered ability test
before they were hired and all had gone through a
rigorous training programme which covered every
contingency a person conceivably could face as an
information clerk. Besides, the job was not all that
difficult; he personally suspected that even the
requirement of a high school diploma was superfluous, that anybody who could read and write could
handle the job without significant difficulty. No,
lack of ability was not the core of the problem.
Indeed, as Eric reflected further, it seemed that the
reverse could be true: that perhaps the job was so
simple and routine that the clerks were bored – and
therefore chose to be absent a lot and to loaf whenever they could on the job. But surely the high pay
and the pleasantness of the work setting should more
than compensate for any such feelings of boredom?
Furthermore, holding errors below 2 per cent could
provide a real challenge, and loafing on the job
would itself probably be more boring than working.
Supervision? It seemed most unlikely that this
was the root of the difficulty. Each of the four supervisors had been information clerks themselves
(although in the old days, when there was no computer and you had to look everything up in a set of
reference manuals), and they knew the job inside
out. Moreover, he knew from talking with the supervisors that they were genuinely committed to
spending as much time as needed to help each clerk
do as good a job as possible. Eric had observed each
of them working on the floor many times, and there
was no question in his mind about how much time
and energy they spent in assisting and developing
individual clerks.
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
Kipsy
CONSIDER THE PLIGHT OF KIPSY
Then what? Maybe, he finally concluded, the key
was Kipsy. Kipsy had been a thorn in his side (the
supervisors agreed) ever since Eric started the job.
Although she herself had been working as a clerk for
less than a year, she already had emerged as one of
the informal leaders of the workforce. Eric found
himself agreeing with one of his supervisors who
had suggested over coffee one morning that Kipsy
alone created as many problems as a dozen other
clerks taken together. He was 99 per cent confident,
for example, that it was she who had mutilated his
signs. He had been recently hearing rumblings that
Kipsy was informally talking up the possibility of
the clerks unionising, probably even affiliating with
some national outfit that had no understanding of
the local situation.
He had tried to talk with her once. She had showed
up unannounced at his office one day, with a long list
of complaints about him and the work. His approach
had been to listen and hear her out, to see what was
troubling her, and then to do something about it – for
her own sake, as well as for her supervisor and the
company. Thinking back now, however, the main
thing he remembered about the conversation (if you
could call it a conversation) was her incredible anger.
He was perplexed that he could not remember specifically what it was that she had been so mad about. Eric
did recall telling her, as the conversation ended, that if
she worked hard and effectively on her job for a year
or two she would become eligible for enrolment in a
company-run training course for a higher paying job.
But again, he could not recall whether or not that had
interested her.
In any case, it was clear that Kipsy was the link
pin in the informal network among the clerks – and
if they were turning against him and the company,
you could be pretty sure that she was right in the
middle of it. The question, though, was what to do
about it. Fire her? In a very important sense, that
would be admitting defeat – and publicly. Talk to her
again? That probably would result in nothing more
than his getting another load of hostility dumped in
his lap, and that he didn’t need.
Eric was in trouble, and he knew it. He realised it
first when he could not think of a good way to repair
the damage that his new motivational programme
apparently had created. But he knew it for sure when
he found that he was no longer thinking about work
except when he was actually at his desk in the office
and had to do so. When he started this job he had
expected to become totally immersed in it; indeed,
he had wanted to be. But now he was psychologically fleeing from his job as much as the clerks
seemed to be fleeing from theirs.
Kipsy has been an information clerk in Eric’s office
for almost a year. In that year she has become
increasingly frustrated and unhappy in her work –
and she doesn’t know quite what to do about it.
Things certainly have not worked out as she had
expected them to.
Early optimism ...
She had applied for the job because a friend told her
that the company was a great place to work, that the
pay was excellent, and that the people she would be
working with were friendly and stimulating.
Moreover, it was well known that the company was
growing and expanding at a fast clip. That, Kipsy
concluded, meant that there was a good chance for
advancement for anyone who showed some initiative
and performed well on the job.
Advancement was important. Throughout her
high school years, Kipsy had always been seen as a
leader by her classmates, and she had enjoyed that
role much more than she had let on at the time. Her
grades had been good – mostly As and Bs – and she
knew if she had pushed a bit harder she could have
obtained almost all As. However, she had decided
that participation in school activities, doing afterschool volunteer work, and (importantly) having
friends and learning from them were just as important as grades; so she had deliberately let the grades
slip a little.
The man who interviewed Kipsy for the job was
extremely nice – and what he said about the job
confirmed her high hopes for it. He even took her
into the room filled with the complicated-looking
consoles and let her watch some of the people at
work. It seemed like it would be great fun – though
perhaps a little scary – working with all that computerised equipment. She didn’t know anything at
all about computers.
When they returned to the hiring area from their
visit to the console room, Kipsy’s employment tests
had been scored. The interviewer told her that she
had scored in the top 10 per cent of all applicants
for the job, that all signs pointed to a great future
for her in the company, and that she could start
training the next day if she wanted. Kipsy accepted
the job on the spot.
Training for the job was just as exciting as she
had expected it to be. The console seemed awfully
complicated, and there was no end to the special
requests and problems she had to learn how to deal
with. The other people working on the job were also
very nice, and Kipsy soon had made many new
friends.
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Case study 2.1 continued
... replaced by frustration and disappointment
After a few weeks, however, the fun wore off. The
kinds of difficult problems she had been trained to
solve on the console seemed never to occur. Instead,
the calls began to fall into what Kipsy experienced as
an endless routine: the green light flashes, the salesman gives the name of a piece of equipment, you look
it up in the book and punch the number on the keyboard, you recite the information displayed by the
computer back to the salesman, and the green light
goes off. Then you wait – maybe only a second, maybe
five minutes – for the light to go on again. You never
know how long you are going to wait, so you can
never think or read or even carry on an uninterrupted
conversation with the girl next to you. It was, Kipsy
decided, pretty awful.
Worse, many of her new friends were quitting.
The rumour was that nearly 80 per cent of the
people on the job quit every year, and Kipsy was
beginning to understand why. Neither she nor any
of her friends knew of anybody who had been promoted to management or to a better job from the
ranks of the console operators, at least not in the
last couple of years. Kipsy was also smart enough to
realise that in time the whole operation would be
automated – with salesmen punching in their
requests for information directly from the field – at
which time, she surmised, she and everyone else
who had stuck out the job in hopes of something
better would be laid off.
The only good thing about the job, she concluded, was that she was becoming the informal
leader of the work group – and that had its
moments. Like the time one of the girls had her
planned vacation postponed at short notice, supposedly because absenteeism was so high that everyone
had to be available for work merely to keep up with
the flow of incoming calls. The girl (and two of her
friends) had come to Kipsy and asked what she could
do about it. Kipsy had marched straightaway into
the manager’s office with the girl, asked for an explanation, and got him to agree to let her take the
vacation as planned. That felt awfully good.
But such moments were too infrequent to keep her
interested and involved – so she found herself
making up interesting things to do, just to keep from
going crazy. She developed a humorous list, Rules for
Handling Salesmen, which she surreptitiously passed
around the office, partly in fun but also partly to help
the new girls (there always were a lot of new girls)
learn the tricks necessary to keep from getting put
down by the always impatient, sometimes crude
salesmen. She also found that girls having difficulties
on the job (again, usually the new workers) often
came to her rather than to the supervisors for help –
which she gladly gave, despite the obvious disapproval of the supervisors. She even found herself
assuming the role of monitor for the group, prodding
girls who were not doing their share of the work, and
showing new girls who were working too hard the
various tricks that could be done to keep the pace of
work at a reasonable level (such as ‘busying out’ the
machine, when you just couldn’t take any more and
needed a break).
That was all fun, but as she reflected on it, it just
didn’t compensate for the basic monotony of the
work or for the picky, almost schoolmarmish attitude of the supervisors. So she was buoyed up when
she heard that a new manager was coming, fresh
out of school. The rumour mill had it that he was
one of the top young managers in the company,
and she decided he surely would shake things up a
bit as soon as he found out how miserable it was for
people who worked in the office.
The new boss
Eric’s first few days on the job confirmed her high
hopes for him: he seemed genuinely interested in
learning about the job and in hearing what changes
people had to suggest. And he talked directly to the
people doing the work, rather than keeping safely
out of sight and listening only to what the schoolmarms said people thought and felt. All to the good.
Her opinion about Eric’s managerial abilities
dropped sharply a few weeks later, however, by what
came to be known around the office as the ‘flexible
hours fiasco’. Kipsy and two other girls had come up
with a proposal for pre-scheduling work hours so
that there would be substantially more flexibility in
the hours each person would work. The plan was
designed so that management would know at least
two days ahead of time who would be coming in
when. The only cost to the company would be some
additional clerical time spent on actually doing the
scheduling, and Kipsy had obtained agreement from
almost everyone in the office to share in the clerical
tasks, in their own time.
Eric had seemed receptive to the plan when Kipsy
first presented it to him, and said only that he
would have to check it out with his superiors before
instituting it. Nothing more was heard about the
plan for about two weeks. Finally Eric called Kipsy
into his office and (after a good deal of talking
around the issue) reported that ‘the people upstairs
won’t let us do it’.
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
Kipsy’s respect for Eric plummeted. Rather than
give a flat no, he had wriggled around for two
weeks, and then lamely blamed the decision on ‘the
people upstairs’. She knew very well that the manager of an office could run his office however he
pleased, so long as the work got done. And here was
Eric, the bright new manager on the way up:
■
■
■
He wouldn’t go along with an employee-initiated
proposal for making their life at work more bearable.
He refused to take personal responsibility for that
decision.
He even had the gall to ask Kipsy to help ‘explain
to the girls’ how hard he had tried to get the plan
approved, and how sad he was that it had been
turned down.
Kipsy’s response was a forced smile, an elaborately
sympathetic ‘Of course I’ll help’, and a quick escape
from his office.
Kipsy’s demands
She took the Monday of the next week off, to think
about whether or not she should quit and try to
find a better job. At the end of the day, she made up
a list of what she wanted from her work, what she
was getting, and whether or not things would
improve if she stuck with the job:
My wants
Am I getting
them?
Hope for
improvement
1 Good pay
OK, not great
Little, till my hair
turns grey
2 Interesting
people
Fine
No change,
except friends
keep leaving
3 Interesting work
Dismal
Zero
4 Chance to show
initiative and
personal
responsibility
None
No hope
5 Chance to
contribute to
an organisation
I believe in
Low
Ha!
The next day, Tuesday, she took her list and went
to see Eric. After listening to a fatherly lecture on
the importance of not missing work, especially on
Mondays when the workload was heaviest, she
began to tell him how upset she was. She told him
that the only thing she got from working hard on
the job was a backache every evening. She told him
she had been misled about the chances for promotion on the job, and she asked him, as politely as
she knew how, what he suggested she should do.
Eric’s response blew her mind. There was a new
programme, he said, in which people who did well
on entry-level jobs for a few years could apply for
advanced training in a technical specialty. This
training would be done at company expense and in
company time, and would qualify her for a promotional-type transfer, whenever openings in her
chosen specialty developed. If she worked hard and
was rated high on the quarterly supervisory assessments, Eric said, he would be prepared to nominate
her for the advanced training. It was important,
however, he emphasised, that she behave herself –
no unnecessary absences, high work productivity,
good ratings by her supervisors. Otherwise, she certainly would not be selected by ‘the people upstairs’
for the new programme.
Something snapped. What kind of a fool did he
think she was? How long did he expect her to wait for
a ‘chance to be nominated’ for some foggy ‘technical
training programme’? She started telling him, no
holds barred now, no false politeness, exactly what she
thought of the job, of the supervisors, even of the way
he was running the office. The more she talked, the
madder she got – until finally she got up, almost in
tears, and ran out leaving behind only the reverberations of a well-slammed door.
Kipsy’s dilemma
She was ashamed later, of course. She knew she
would be, and she was, but she also was too embarrassed to go up to Eric and apologise. Which was too
bad, because she suspected that behind it all Eric
was probably a decent man, and maybe even somebody she could learn to like and respect – if only he
would let himself be human once in a while.
However, she knew there was nothing she could do
to change the way Eric did his job; the first move
clearly had to be his. It could be a long wait, Kipsy
decided. In the meantime she would come to work,
try to minimise her backaches and upsets, and continue to think about finding another job. Of one
thing she was sure: no more ‘bright ideas’ for
improving things at the office would come from
her; they brought nothing but grief. Furthermore,
she was no longer going to worry so much if she
happened to misremember a catalogue number or
accidentally disconnect a salesman. If all they
wanted was a machine, that was all they were going
to get.
Kipsy found herself much less able to be cavalier
about her work than she had thought she could be.
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Case study 2.1 continued
As hard as she tried not to care when she made
errors, the distressing fact was that mistakes still did
bother her. And she still felt like an unreconstituted
sinner when she was a few minutes late for work.
It took the ‘Increase Efficiency’ programme to
finally break her completely. It was not to be
believed: an evening meeting, complete with supposedly inspirational messages from all the bosses
about how we all had to pitch in and help the company make more money; grade school posters on all
the walls imploring people to work harder; and, to
top it all, all the bosses, even Eric, standing around
for hours at a time, looking over everybody’s shoulders, day after day.
Did Eric really believe that treating people like
children would make them work harder? She could
have told him straight out beforehand that the programme would make things worse rather than
better. But of course he didn’t ask.
Kipsy went on the offensive. She knew it was
wrong, but she also knew she had to do something to
preserve her sanity. Her first target was the signs; she
and another girl stayed late in the rest room and,
when everybody else had left, carefully changed the
lettering of the signs to read ‘Increase INEfficiency’,
and turned the smiling face on each sign into an
obviously sarcastic grin. Kipsy also began discussing
with the other girls the possibility of forming a club,
which would be partly social but which could possibly develop into a vehicle for doing some
hard-nosed bargaining with Eric.
It didn’t work. Changing the signs, after the initial
thrill, only made her feel more guilty. And even
though virtually everyone in the office shared her
dismay about the monotony of the work and was as
upset as she about Eric and his ‘Increase Efficiency’
programme, nobody was very excited about forming a
club. Some thought it wouldn’t have any impact and
would be a waste of time; others thought it sounded
like the first step towards unionisation, which they
didn’t want. So the club idea died.
Kipsy was depressed. What should she do? Quit?
Her preliminary explorations had not yet turned up
any jobs which were much better – and most paid
less than this one. Besides, to quit would be to admit
publicly her inability to change anything in the
office. She was supposed to be the leader of the girls
in the office; she shouldn’t become just one more
tally towards the 80 per cent a year who left.
Talk to Eric again? She seriously doubted that he
would listen to one word she said. And she doubted
equally seriously that she could keep herself from
blowing up again at him – which would accomplish
nothing and help no one.
Shut up and stick it out? That was what she had
been trying for the last three months. Without
noticeable success.
What, then?
YOUR TASKS
(a) Analyse the issues of management and organisational behaviour which are raised in this case study.
(b) Suggest solutions to the problems faced by Eric
and Kipsy.
NOTES AND REFERENCES
1. A summary of some merits in understanding organisational behaviour theory and the role of management
is given in Mullins, L. J. ‘The Organisation and the
Individual’, Administrator, vol. 7, no. 4, April 1987,
pp. 11–14.
2. ’Introduction to Module 6, Organizational Behaviour’,
Financial Times Mastering Management, FT Pitman
Publishing (1997), p. 216.
3. See, for example: Luthans, F. Organisational Behaviour,
Seventh edition, McGraw-Hill (1995).
4. See, for example: Robbins, S. P. Organizational Behavior:
Concepts, Controversies, Applications, Eighth edition,
Prentice-Hall (1998).
5. For further details of recurring themes in organisational
behaviour and premises about life in organisations see,
6.
7.
8.
9.
for example: Porter, L. W., Lawler, E. E. and Hackman, J.
R. Behaviour in Organisations, McGraw-Hill (1975).
Wilson, F. M. Organzational Behaviour: A Critical
Introduction, Oxford University Press (1999).
McPhee, N. ‘Gaining Insight on Business and
Organisational Behaviour: the Qualitative Dimension’,
International Journal of Market Research, vol. 44, Winter
2002, pp. 53–72.
Yip, G. S. ‘Global strategy in the Twenty-first Century’,
in Crainer, S. and Dearlove, D. (eds) Financial Times
Handbook of Management, Second edition, Financial
Times Prentice Hall (2001), p. 151.
Morgan, G. Creative Organization Theory, Sage Publications
(1989), p. 26.
CHAPTER 2 THE NATURE OF ORGANISATIONAL BEHAVIOUR
10. Hellriegel, D., Slocum, J. W. and Woodman, R. W.
Organizational Behavior, Eighth edition, South-Western
Publishing (1998), p. 5.
11. Wood, J. ‘Deep Roots and Far From a “Soft” Option’,
Financial Times Mastering Management, FT Pitman
Publishing (1997), p. 217.
12. Bennis, W. ‘Foreword’, in Cloke, K. and Goldsmith, J.
The End of Management and the Rise of Organizational
Democracy, Jossey-Bass (2002), p. ix.
13. Gratton, L. Living Strategy: Putting People at the Heart of
Corporate Purpose, Financial Times Prentice Hall (2000),
pp. 12–13.
14. Morgan, G. Images of Organization, Second edition, Sage
Publications (1997).
15. Drummond, H. Introduction to Organizational Behaviour,
Oxford University Press (2000).
16. Goldthorpe, J. H., Lockwood, D., Bechofer, F. and Platt, J.
The Affluent Worker, Cambridge University Press (1968).
17. Herman, S.W. ‘How Work Gains Meaning in
Contractual Time: a narrative model for reconstructing
the work ethic’, Journal of Business Ethics, vol. 38,
no. 1–2, June 2002, pp. 65–79.
18. Knights, D. and Willmott, H. Management Lives: Power
and Identity in Work Organizations, Sage Publications
(1999).
19. Reeves, R. ‘Reality Bites’, Management Today, March
2003, p. 35.
20. Cartwright, J. Cultural Transformation, Financial Times
Prentice Hall (1999), p. 27.
21. Oliver, J. ‘Losing Control’, Management Today, June
1998, pp. 32–8.
22. See, for example, Argyris, C. Integrating the Individual
and the Organization, John Wiley & Sons (1964).
23. ’In Celebration of the Feel-good Factor’, Professional
Manager, March 1998, p. 6.
24. Bassett, G. ‘The Case against Job Satisfaction’, Business
Horizons, vol. 37, no. 3, May–June 1994, p. 62 and p. 63.
25. Egan, G. ‘The Shadow Side’, Management Today,
September 1993, pp. 33–8.
26. See, for example, Robinson, G. ‘Improving performance
through people’, The British Journal of Administrative
Management, September/October 1999, pp. 4–5.
27. Chowdhury, S. Management 21C, Financial Times
Prentice Hall (2000), p. 119.
28. See, for example: Schein, E. H. Organizational Psychology,
Third edition, Prentice-Hall (1988).
29. Kotter, J. P. ‘The Psychological Contract: Managing
the Joining-Up Process’, California Management Review,
vol. 15, no. 3, 1973, pp. 91–9.
30. Stalker, K. ‘The Individual, the Organisation and the
Psychological Contract’, The Institute of Administrative
Management, July/August 2000, pp. 28, 34.
31. Cartwright, J. Cultural Transformation, Financial Times
Prentice Hall (1999), p. 39.
32. Emmott, M. ‘The Psychological Contract: Managers
Do Make a Difference’, Manager, The British Journal
of Administrative Management, September/October
2001, p. 15.
33. McBain, R. ‘The Role of Human Resource Management
and the Psychological Contract’, Manager Update, vol.
8, no. 4, Summer 1997, pp. 22–31.
34. Stalker, K. ‘The Individual and the Organisation’, Student
Adviser Issue No. 51, The Institute of Administrative
Management, Spring 2003.
35. Hiltrop, J. M. ‘Managing the Changing Psychological
Contract’, Employee Relations, vol. 18, no. 1, 1996,
pp. 36–49.
36. Stiles, P., Gratton, L., Truss, C., Hope-Hailey, V. and
McGovern, P. ‘Performance Management and the
Psychological Contract’, Human Resource Management
Journal, vol. 7, no. 1, 1997, pp. 57–66.
37. Ghoshal, S., Bartlett, C. A. and Moran, P. ‘Value Creation:
The New Millennium Management Manifesto’, in
Chowdhury, S. Management 21C, Financial Times Prentice
Hall (2000), pp. 121–40.
38. Peter, L. J. and Hull, R. The Peter Principle, Pan Books
(1970), p. 22.
39. Ibid., p. 56.
40. Parkinson, C. N. Parkinson’s Law, Penguin Modern
Classics (2002), p. 14
41. HRH The Duke of Edinburgh, ‘Introduction’ to Parkinson,
C. N. Parkinson’s Law, Penguin Modern Classics (2002),
pp. 9–10.
42. Herbertson, I. ‘Books’, Management Today, May 2000, p. 4.
43. Tayeb, M. The Management of a Multicultural Workforce,
John Wiley & Sons (1996).
44. Schneider, S. C. and Barsoux, J. Managing Across
Cultures, Second edition, Financial Times Prentice Hall
(2003), p. 9.
45. Thompson, P. and McHugh, D. Work Organisations: A
Critical Introduction, Third edition, Palgrave (2002), p. 81.
46. Brooks, I. Organisational Behaviour: Individuals Groups
and Organisation, Second edition, Financial Times
Prentice Hall (2003), p. 264.
47. Trompenaars, F. ‘Trans-Cultural Competence’, People
Management, 22 April 1999, p. 31.
48. Francesco, A. M. and Gold, B. A. International
Organizational Behavior: Text, Readings, Cases and Skills,
Prentice Hall (1998), p. 103.
49. Schneider, S. C. and Barsoux, J. Managing Across
Cultures, Second edition, Financial Times Prentice Hall
(2003) p. 167.
50. Ibid., p. 86.
51. Francesco, A. M. and Gold, B A. International
Organizational Behavior: Text, Readings, Cases and Skills,
Prentice Hall (1998), p. 144.
52. Adler, N. J. International Dimensions of Organisational
Behaviour, Third edition, South Western College
Publishing (1997).
53. Robbins, S. Essentials of Organizational Behaviour, Third
edition, Prentice Hall (1992), p. 14.
54. Maurice, M., Sorge, A. and Warner, M. ‘Societal
Differences in Organising Manufacturing Units’,
Organisation Studies (1980), vol. 1, no. 1, pp. 63–91.
55. Hofstede, G. Culture’s Consequences: International
Differences in Work-related Values, Sage Publications (1980).
56. Trompenaars, F. and Hampden-Turner, C. Riding the Waves
of Culture, Second edition, Nicholas Brealey (1999)
57. Hall, E. T. and Hall, M. R. ‘Key Concept: Underlying
Structures of Culture’, in Lane, H. W., Di Stefano, J. J.,
and Masnevski, M. L. International Management Behavior,
Third edition, Cambridge, MA: Blackwell, (1997).
63
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58. Tayeb, M. International Management: Theories and
Practices, Financial Times Prentice Hall (2003).
59. Brooks, I. Organisational Behaviour: Individuals, Groups
and Organisation, Second edition, Financial Times
Prentice Hall (2003).
60. Hofstede, G. Culture’s Consequences: International
Differences in Work-related Values, Sage Publications
(1980).
61. Hofstede, G. and Bond, M. H. ‘The Confucius
Connection: From Cultural Roots to Economic
Growth’ Organisational Dynamics, Spring 1988,
pp. 4–21.
FT
62. Holden, N. J. Cross-Cultural Management: A Knowledge
Management Perspective, Financial Times Prentice Hall
(2002), p. 51.
63. Trompenaars, F. and Hampden-Turner, C. Riding the
Waves of Culture, Second edition, Nicholas Brealey
(1999).
64. Hall, E. T. and Hall, M. R. Understanding Cultural
Differences, Intercultural Press (1990).
65. Grint, K. The Sociology of Work, Second edition, Polity
(1998), p. 298.
66. Ibid., p. 298.
67. Thompson, P. and McHugh, D. Work Organisations: A
Critical Introduction , Third edition, Palgrave (2002), p. 74.
Use the Financial Times to enhance your understanding of the context and practice of management and
organisational behaviour. Refer to articles 1, 10, 12 and 19 in the BUSINESS PRESS section at the end of
the book for relevant reports on the issues explored in this chapter.
3
APPROACHES TO
ORGANISATION AND
MANAGEMENT
Management is a discursive subject and much
has been written about it. The study of
organisations and management theory has,
therefore, to proceed on a broad front. It is the
comparative study of the different approaches
which will yield benefits to the manager. The
study of organisations, their structure and
management is important for the manager.
Identification of major trends in organisational
behaviour, and the work of leading writers,
provide a perspective on concepts and ideas
discussed in more detail in other chapters.1
LEARNING OUTCOMES
After completing this chapter you should be able to:
explain the relationships between management theory
and practice;
identify major trends in the development of organisational behaviour and management thinking;
contrast main features of different approaches to
organisation and management;
evaluate the relevance of these different approaches
to the present-day management of organisations;
assess the value of the study of management theory and
different approaches to organisation and management;
recognise the relationship between the development
of theory, behaviour in organisations and management
practice;
establish a basis for consideration of aspects of management and organisational behaviour discussed in
following chapters.
Photo: Larry Mulvehill/Science Photo Library
Although there might be general agreement from
time to time on what constitutes best management
practice, the theoretical ingredients will tend to
vary. Management theories are therefore
contestable rather than definitive and, although
there is a sense of progressive, evolutionary
refinement, there is no master narrative to reassure
us that the latest theory is necessarily the best.
John Sheldrake
Management Theory: From Taylorism to Japanization, International Thompson
Business Press (1996)
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MANAGEMENT THEORY
Writing on organisation and management, in some form or another, can be traced
back thousands of years.2 However, the systematic development of management thinking is viewed, generally, as dating from the end of the nineteenth century with the
emergence of large industrial organisations, and the ensuing problems associated with
their structure and management.3,4
A central part of the study of organisation and management is the development of
management thinking and what might be termed management theory. The application of theory brings about change in actual behaviour. Managers reading the work of
leading writers on the subject might see in their ideas and conclusions a message about
how they should behave. This will influence their attitudes towards management practice. As McGregor puts it:
Every managerial act rests on assumptions, generalizations, and hypotheses – that is to say, on
theory. Our assumptions are frequently implicit, sometimes quite unconscious, often conflicting;
nevertheless, they determine our predictions that if we do a, b will occur. Theory and practice are
inseparable.5
Importance of
management
theory
The study of management theory is important, therefore, for the following reasons:
■
■
■
■
■
What leading writers say is an important part of the study of management.
It is necessary to view the interrelationships between the development of theory,
behaviour in organisations and management practice.
An understanding of the development of management thinking helps in understanding principles underlying the process of management.
Knowledge of the history helps in understanding the nature of management and
organisational behaviour, and reasons for the attention given to main topic areas.
Many of the earlier ideas are of continuing importance to the manager and later
ideas on management tend to incorporate earlier ideas and conclusions.
There is much truth in the saying that every living practitioner is prisoner to the ideas of a dead
theorist. Immunized by their daily confrontation with the ‘real world’ corporate managers typically exhibit a healthy distrust of theory that has, in general, served them well.6
DEVELOPMENTS IN MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
It is helpful, therefore, to trace major developments in management and organisational
behaviour, and what has led to the concentration of attention on such topics as structure, motivation, groups, leadership and organisation development.
Miner makes the point that the more that is known about organisations and their
methods of operation, the better the chances of dealing effectively with them.
Understanding may be more advanced than prediction, but both provide the opportunity to influence or to manage the future. Theory provides a sound basis for action.7
However, if action is to be effective, the theory must be adequate and appropriate to
the task and to improved organisational performance. It must be a ‘good’ theory.
In order to help identify main trends in the development of organisational behaviour and management theory, it is usual to categorise the work of writers into various
‘approaches’, based on their views of organisations, their structure and management.
Although a rather simplistic process it does provide a framework in which to help
direct study and focus attention on the progression of ideas concerned with improving
organisational performance.
CHAPTER 3
APPROACHES TO ORGANISATION AND MANAGEMENT
Figure 3.1 Main approaches to organisation, structure and management
A framework of
analysis
There are, however, many ways of categorising these various approaches. For example,
Skipton attempts a classification of 11 main schools of management theory.8 Whatever
form of categorisation is adopted, it is possible to identify a number of other
approaches, or at least sub-divisions of approaches, and cross-grouping among the various approaches. The choice of a particular categorisation is therefore largely at the
discretion of the observer.
The following analysis will revolve around a framework based on four main
approaches:
■
■
■
■
classical – including scientific management and bureaucracy
human relations – including neo-human relations
systems
contingency (see Figure 3.1).
However, attention is also drawn to other ‘approaches’ or ideas, including:
■
■
■
decision-making
social action
postmodernism (see Figure 3.3, p. 88).
THE CLASSICAL APPROACH
The classical writers thought of the organisation in terms of its purpose and formal
structure. They placed emphasis on the planning of work, the technical requirements
of the organisation, principles of management, and the assumption of rational and
logical behaviour. The analysis of organisation in this manner is associated with work
carried out initially in the early part of the last century, by such writers as Taylor, Fayol,
Urwick, Mooney and Reiley, and Brech. Such writers were laying the foundation for a
comprehensive theory of management.
A clear understanding of the purpose of an organisation is seen as essential to understanding how the organisation works and how its methods of working can be
improved. Identification of general objectives would lead to the clarification of purposes and responsibilities at all levels of the organisation, and to the most effective
structure. Attention is given to the division of work, the clear definition of duties and
responsibilities, and maintaining specialisation and co-ordination. Emphasis is on a
hierarchy of management and formal organisational relationships.
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Sets of
principles
The classical writers (also variously known as the formal or scientific management writers – although scientific management is really only a part of the classical approach)
were concerned with improving the organisation structure as a means of increasing
efficiency. They emphasised the importance of principles for the design of a logical
structure of organisation. Their writings were in a normative style and they saw these
principles as a set of ‘rules’ offering general solutions to common problems of organisation and management.
Most classical writers had their own set of principles but among the most publicised
are those of Fayol and Urwick. Fayol recognised there was no limit to the principles of
management but in his writing advocated 14.9 Urwick originally specified eight principles, but these were revised to ten in his later writing.10 (See Chapters 6 and 15.)
Mooney and Reiley set out a number of common principles which relate to all types
of organisations. They place particular attention on:
■
■
■
the principle of co-ordination – the need for people to act together with unity of
action, the exercise of authority and the need for discipline;
the scalar principle – the hierarchy of organisation, the grading of duties and the
process of delegation; and
the functional principle – specialisation and the distinction between different
kinds of duties.11
Brech attempts to provide a practical approach to organisation structure based on tried
general principles as opposed to the concentration on specific cases or complex generalisations of little value to the practising manager. He sets out the various functions in
the organisation and the definition of formal organisational relationships.12 Although
clearly a strong supporter of the formal approach in some of his views such as, for
example, on the principle of span of control, Brech is less definite than other classical
writers and recognises a degree of flexibility according to the particular situation.
Brech does place great emphasis, however, on the need for written definition of responsibilities and the value of job descriptions as an aid to effective organisation and
delegation. This work builds on the ideas of earlier writers, such as Urwick, and, therefore,
provides a comprehensive view of the classical approach to organisation and management.
Evaluation of the classical approach
The classical writers have been criticised generally for not taking sufficient account of
personality factors, and for creating an organisation structure in which people can
exercise only a limited control over their work environment. The idea of sets of principles to guide managerial action has also been subject to much criticism. For example,
Simon writes:
Organisational design is not unlike architectural design. It involves creating large, complex systems having multiple goals. It is illusory to suppose that good designs can be created by using
the so-called principles of classical organisation theory.13
Research studies have also expressed doubt about the effectiveness of these principles
when applied in practice.14
However, although the work of the classical writers is sometimes regarded as an out-ofdate approach it does focus attention on important factors in the study of organisation
and management. Technical and structural factors are important considerations in
improving organisational performance. Yet, while attention to formal structure is important, it is also necessary to consider the people who work within the structure.
The classical approach prompted the start of a more scientific view of management
and attempted to provide some common principles applicable to all organisations.
These principles are still of some relevance in that they provide general guidelines to
APPROACHES TO ORGANISATION AND MANAGEMENT
CHAPTER 3
the structuring and efficiency of organisations. They provide a useful starting point in
attempting to analyse the effectiveness of the design of organisation structure.
However, the application of these principles must take full account of:
■
■
Major subgroupings
the particular situational variables of each individual organisation; and
the psychological and social factors relating to members of the organisation.
Two major ‘sub-groupings’ of the classical approach are:
1 scientific management, and
2 bureaucracy.
SCIENTIFIC MANAGEMENT
Many of the classical writers were concerned with the improvement of management as a
means of increasing productivity. At this time emphasis was on the problem of obtaining
increased productivity from individual workers through the technical structuring of the
work organisation and the provision of monetary incentives as the motivator for higher
levels of output. A major contributor to this approach was F. W. Taylor (1856–1917), the
‘father’ of scientific management.15 Taylor believed that in the same way that there is a
best machine for each job, so there is a best working method by which people should
undertake their jobs. He considered that all work processes could be analysed into discrete tasks and that by scientific method it was possible to find the ‘one best way’ to
perform each task. Each job was broken down into component parts, each part timed,
and the parts rearranged into the most efficient method of working.
Principles to guide management
Taylor was a believer in the rational–economic needs concept of motivation. He
believed that if management acted on his ideas, work would become more satisfying
and profitable for all concerned. Workers would be motivated by obtaining the highest
possible wages through working in the most efficient and productive way. Taylor was
concerned with finding more efficient methods and procedures for co-ordination and
control of work. He set out a number of principles to guide management. These principles are usually summarised as:
■
■
■
Photo: Derek Allan/Travel Ink
■
Scientific management on a building site
the development of a true science for each
person’s work;
the scientific selection, training and development of the workers;
co-operation with the workers to ensure
work is carried out in the prescribed way;
the division of work and responsibility
between management and the workers.
In his famous studies at the Bethlehem Steel
Corporation, Taylor, who was appointed as a
management consultant, applied his ideas on
scientific management to the handling of pig
iron. A group of 75 men were loading an aver1
age of l2 2- tons per man per day. Taylor
selected a Dutch labourer, called Schmidt,
whom he reported to be a ‘high-priced’ man
with a reputation for placing a high value on
money, and a man of limited mental ability.
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By following detailed instructions on when to pick up the pig iron and walk, and when to
1
sit and rest, and with no back talk, Schmidt increased his output to 472- tons per day. He
maintained this level of output throughout the three years of the study. In return Schmidt
received a 60 per cent increase in wages compared with that paid to the other men.
1
One by one other men were selected and trained to handle pig iron at the rate of 472tons per day and in return they received 60 per cent more wages. Taylor drew attention
to the need for the scientific selection of the workers. When the other labourers in the
group were trained in the same method only one in eight was physically capable of the
1
effort of loading 472- tons per day, although there was a noticeable increase in their
level of output.
Reactions
against
scientific
management
There were strong criticisms of, and reaction against, scientific management methods
from the workers who found the work boring and requiring little skill. Despite these
criticisms Taylor attempted to expand the implementation of his ideas in the
Bethlehem Steel Corporation. However, fears of mass redundancies persuaded the management to request Taylor to moderate his activities. However, Taylor’s belief in his
methods was so strong that he would not accept management’s interference and eventually his services were dispensed with.
Scientific management was applied for a time in other countries with similar criticisms and hostile reactions. The ideas of scientific management were also adopted in
the American Watertown Arsenal despite the lingering doubts of the controller. He was
not convinced about the benefits of paying bonuses based on methods which reduced
time taken to complete a job; also the workers reacted unfavourably to time and
motion studies, and he was fearful of a strike. The controller eventually gave way, however, and the approach of scientific management was adopted – to be followed almost
immediately by a strike of moulding workers. The strike at Watertown Arsenal led to an
investigation of Taylor’s methods by a House of Representatives Committee which
reported in 1912.
The conclusion of the committee was that scientific management did provide some
useful techniques and offered valuable organisational suggestions, but gave production
managers a dangerously high level of uncontrolled power. The studies at Watertown
Arsenal were resumed but the unions still retained an underlying hostility towards
scientific management. A subsequent attitude survey among the workers revealed a
broad level of resentment and hostility, by both union and non-union members, to
scientific management methods. As a result of this report Taylor’s methods of time
study were banned in defence establishments by the Senate.
Functional
foremen
Taylor also put forward the idea of functional foremanship under which workers would
be responsible simultaneously to eight different, specialist first-line supervisors. The
eight supervisors were divided into two groups:
1 Planning, concerned with (i) order of work, (ii) instruction cards, (iii) time and costing and (iv) discipline; and
2 Performance, concerned with (v) gang boss, (vi) speed boss, (vii) repair boss and
(viii) inspector.
The idea of functional foremen represented a practical application of the idea of
specialisation and the belief that each person’s work should, as far as possible, be confined to a single leading function. However, such an arrangement gives rise to
problems of co-ordination, role conflict and unity of command. The idea of functional
foremanship appears not to have become very popular and to have had little application in practice.
CHAPTER 3
Taylorism as
management
control
APPROACHES TO ORGANISATION AND MANAGEMENT
There has also been considerable interest in ‘Taylorism’ as representing a system of
management control over workers. Taylor placed emphasis on the content of a ‘fair
day’s work’ and on optimising the level of workers’ productivity. A major obstacle to
this objective was ‘systematic soldiering’ and what Taylor saw as the deliberate attempt
by workers to promote their own best interests and to keep employers ignorant of how
fast work, especially piece-rate work, could be carried out.
According to Braverman, scientific management starts from the capitalist point of view
and method of production, and the adaptation of labour to the needs of capital. Taylor’s
work was more concerned with the organisation of labour than with the development of
technology. A distinctive feature of Taylor’s thought was the concept of management control.16 Braverman suggests that Taylor’s conclusion was that workers should be controlled
not only by the giving of orders and maintenance of discipline, but also by removing from
them any decisions about the manner in which their work was to be carried out. By division
of labour, and by dictating precise stages and methods for every aspect of work performance, management could gain control of the actual process of work. The rationalisation of
production processes and division of labour tends to result in the de-skilling of work and
this may be a main strategy of the employer.17
Cloke and Goldsmith also suggest that Taylor was the leading promoter of the idea
that managers should design and control the work process scientifically in order to
guarantee maximum efficiency. He believed in multiple layers of management to
supervise the work process and in rigid, detailed control of the workforce.
Taylor’s theories justified managerial control over the production process and removed decision
making from employees and from owners as well. The increasingly authoritative operational role
of management diminished the direct involvement of owners in day-to-day decision making.
Managers saw this as an opportunity to solidify their power and adopted Taylor’s ideas wholesale. In the process, they affirmed efficiency over collaboration, quantity over quality, and cost
controls over customer service.18
RELEVANCE OF SCIENTIFIC MANAGEMENT
While Taylor’s work is often criticised today it should be remembered that he was
writing at a time of industrial reorganisation and the emergence of large, complex
organisations with new forms of technology. Taylor’s main concern was with the
efficiency of both workers and management. He believed his methods of scientific
management would lead to improved management–labour relations, and contribute to
improved industrial efficiency and prosperity.
Taylor adopted an instrumental view of human behaviour together with the application of standard procedures of work. Workers were regarded as rational, economic
beings motivated directly by monetary incentives linked to the level of work output.
Workers were viewed as isolated individuals and more as units of production to be
handled almost in the same way as machines. Hence, scientific management is often
referred to as a machine theory model.
The work of Taylor continues to evoke much comment and extreme points of view.
For example, Rose suggests that:
It is difficult to discuss the ‘contribution’ of F. W. Taylor to the systematic study of industrial behaviour in an even-tempered way. The sheer silliness from a modern perspective of many of his ideas,
and barbarities they led to when applied in industry, encourage ridicule and denunciation.19
The theme of
inefficiency
Rose argues that Taylor’s diagnosis of the industrial situation was based on the simple
theme of inefficiency. Among his criticisms are that Taylor selected the best workers for
his experiments and assumed that workers who were not good at one particular task
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would be best at some other task. There is, however, no certainty of this in practice.
Taylor regarded workers from an engineering viewpoint and as machines, but the one
best way of performing a task is not always the best method for every worker.
The reduction of physical movement to find the one best way is not always beneficial and some ‘wasteful’ movements are essential to the overall rhythm of work.
Rose also argues that the concept of a fair day’s pay for a fair day’s work is not purely
a technical matter. It is also a notion of social equity and not in keeping with a
scientific approach.
On the other hand, however, Drucker claims that:
Frederick Winslow Taylor may prove a more useful prophet for our times than we yet recognize …
Taylor’s greatest impact may still be ahead … the under-developed and developing countries are
now reaching the stage where they need Taylor and ‘scientific management’ … But the need to
study Taylor anew and apply him may be the greatest in the developed countries.20
According to Drucker, the central theme of Taylor’s work was not inefficiency but
the need to substitute industrial warfare by industrial harmony. Taylor sought to
do this through:
■
■
■
■
higher wages from increased output;
the removal of physical strain from doing work the wrong way;
development of the workers and the opportunity for them to undertake tasks they
were capable of doing; and
elimination of the boss by the duty of management to help the workers.
Drucker also suggests that Taylor’s idea of functional foremen can be related to what is
now known as matrix organisation (matrix organisation is discussed in Chapter 15).
Support for Drucker’s views appears to come from Locke who asserts that much of the
criticism of Taylor is based on a misunderstanding of the precepts and that many of his
ideas are accepted by present-day managers.21
Impetus to
management
thinking
Whatever the opinions on scientific management, Taylor and his disciples have left to
modern management the legacy of such practices as work study, organisation and
methods, payment by results, management by exception and production control. The
development of mass assembly line work, invented by Henry Ford in 1913 (’Fordism’)
and which dominated production methods in western economies can be seen to have
many common links with the ideas of scientific management.22
The principles of Taylor’s scientific approach to management appear still to have relevance today. We can still see examples of Taylorism alive and well, and management
practices based on the philosophy of his ideas. As an example, Figure 3.2 shows a
‘Hanger Insertion Programme’ for a large American department store. Large hotel organisations often make use of standard recipes and performance standard manuals, and it is
common for housekeeping staff to have a prescribed layout for each room with training
based on detailed procedures and the one best way. Staff may be expected to clean a
given number of rooms per shift with financial incentives for additional rooms.
Whatever else Taylor did, at least he gave a major impetus to the development of
management thinking and the later development of organisational behaviour. For example, Crainer and Dearlove suggest that although Taylor’s theories are now largely outdated
they still had a profound impact throughout the world and his mark can be seen on
much of the subsequent management literature.23 And Stern goes a stage further:
The ‘scientific management’ of Frederick Taylor … shaped the first coherent school of thought
with application to the industrialised world. He was our first professional guru and Taylorism –
with its twin goals of productivity and efficiency – still influences management thinking 100
years on.24
CHAPTER 3
APPROACHES TO ORGANISATION AND MANAGEMENT
KEY IDEAS
Hanger Insertion
●
The new programme involving the process of hanging merchandise on hangers efficiently and
effectively.
The purposes of this new programme:
●
To assist the stores in better customer service – by having the merchandise ready to go on the
floor, saving space in the stockroom, and creating customer goodwill.
● To increase the units per hour produced.
● To perform the job duties as efficiently and effectively as possible.
TECHNIQUES
●
Keep the necessary items needed in your range. All supplies should be within arm’s reach. For
example, place the trash bin next to you, have your hanger supply near you. You should not
need to take any steps.
●
For ANY prepack,
●
When removing hangers from the merchandise, have the merchandise in a group on the
unpack table; remove these hangers working from the front to the back.
●
When inserting hangers, as a group, insert working from the back to the front of the group on
the unpack table. Hang pieces as a group.
●
If merchandise is bulky,
●
When possible, it is more efficient to remove all the plastic at once after the merchandise
is hung.
●
When hanging pants, skirts, etc., slip the hanger over both sides of the piece of merchandise
and push metal clips down at the same time. This will alleviate additional steps.
●
When pants are in plastic and hangers have to be removed, hang them first, take pants off
hangers, lay on table, throw away plastic, insert hangers.
●
When having to button pants, skirts, etc., take the top of the button through the hole first. This
makes the process flow easier and more efficient.
●
Put your supply of hangers in the cover of a tote and place on the table next to you.
Unpack merchandise in the prepack or unpack enough of the prepack in
the amount to be placed on the trolley, tearing the plastic off of the entire
group.
Lay the merchandise out on the unpack table, and if applies, unfold each
piece, removing tissue etc.
Insert the hangers and hang the entire group of merchandise at once.
Leave merchandise folded, remove all of the plastic at once,
insert hangers for merchandise unpacked, hang all pieces on the
trolley, then remove at the same time all excess plastic, clips etc.
Figure 3.2 Hanger Insertion Programme – an example of scientific management
It is difficult to argue against the general line of Taylor’s principles but they are subject
to misuse. What is important is the context and manner in which such principles are
put into effect. There is arguably one best way technically to perform a job particularly,
for example, with factory assembly line production. However, account needs to be
taken of human behaviour. People tend to have their preferred way of working and the
need for variety and more interesting or challenging tasks. Provided work is carried out
safely and to a satisfactory standard and completed on time, to what extent should
management insist on the ‘one best way’?
It seems that Taylor did not so much ignore (as is often suggested) but was more
unaware of the complexity of human behaviour in organisations and the importance
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of the individual’s own feelings and sentiments, group working, managerial behaviour
and the work environment. However, we now have greater knowledge about social
effects within the work organisation, and about the value of money, incentives, motivation, and job satisfaction and performance.
BUREAUCRACY
A form of structure to be found in many large-scale organisations is bureaucracy. Its
importance in the development of organisation theory means that it is often regarded
as a sub-division under the classical heading and studied as a separate approach to
management and the organisation of work. The ideas and principles of the classical
writers were derived mainly from practical experience. Writers on bureaucracy, however, tend to take a more theoretical view.
Weber, a German sociologist, showed particular concern for what he called ‘bureaucratic structures’, although his work in this area came almost as a side issue to his main
study on power and authority.25 He suggested that ‘the decisive reason for the advance of
bureaucratic organisation has always been its purely technical superiority over any other
form of organisation’. Weber pointed out that the definition of tasks and responsibilities
within the structure of management gave rise to a permanent administration and standardisation of work procedures notwithstanding changes in the actual holders of office.
The term ‘bureaucracy’ has common connotations with criticism of red tape and
rigidity, though in the study of organisations and management it is important that the
term is seen not necessarily in a deprecative sense but as applying to certain structural
features of formal organisations. Weber analysed bureaucracies not empirically but as
an ‘ideal type’ derived from the most characteristic bureaucratic features of all known
organisations. He saw the development of bureaucracies as a means of introducing
order and rationality into social life.
Main characteristics of bureaucracies
Weber did not actually define bureaucracy but did attempt to identify the main characteristics of this type of organisation. He emphasised the importance of administration based
on expertise (rules of experts) and administration based on discipline (rules of officials).
■
■
■
■
■
■
The tasks of the organisation are allocated as official duties among the various
positions.
There is an implied clear-cut division of labour and a high level of specialisation.
A hierarchical authority applies to the organisation of offices and positions.
Uniformity of decisions and actions is achieved through formally established systems of rules and regulations. Together with a structure of authority, this enables the
co-ordination of various activities within the organisation.
An impersonal orientation is expected from officials in their dealings with clients
and other officials. This is designed to result in rational judgements by officials in
the performance of their duties.
Employment by the organisation is based on technical qualifications and constitutes
a lifelong career for the officials.26
The four main features of bureaucracy are summarised by Stewart as specialisation, hierarchy of authority, system of rules, and impersonality.
■
Specialisation applies more to the job than to the person undertaking the job. This
makes for continuity because the job usually continues if the present jobholder
leaves.
CHAPTER 3
■
■
■
APPROACHES TO ORGANISATION AND MANAGEMENT
Hierarchy of authority makes for a sharp distinction between administrators and
the administered, or between management and workers. Within the management
ranks there are clearly defined levels of authority. This detailed and precise stratification is particularly marked in the armed forces and in the civil service.
System of rules aims to provide for an efficient and impersonal operation. The
system of rules is generally stable, although some rules may be changed or modified
with time. Knowledge of the rules is a requisite of holding a job in a bureaucracy.
Impersonality means that allocation of privileges and the exercise of authority
should not be arbitrary, but in accordance with the laid-down system of rules. In
more highly developed bureaucracies there tend to be carefully defined procedures
for appealing against certain types of decisions. Stewart sees the characteristic of
impersonality as the feature of bureaucracy which most distinguishes it from other
types of organisations. A bureaucracy should not only be impersonal but be seen to
be impersonal.27
CRITICISMS OF BUREAUCRACY
Weber’s concept of bureaucracy has a number of disadvantages and has been subject to
severe criticism.
■
■
■
■
■
Restriction of
psychological
growth
The over-emphasis on rules and procedures, record keeping and paperwork may
become more important in its own right than as a means to an end.
Officials may develop a dependence upon bureaucratic status, symbols and rules.
Initiative may be stifled and when a situation is not covered by a complete set of
rules or procedures there may be a lack of flexibility or adaptation to changing circumstances.
Position and responsibilities in the organisation can lead to officious bureaucratic
behaviour. There may also be a tendency to conceal administrative procedures from
outsiders.
Impersonal relations can lead to stereotyped behaviour and a lack of responsiveness
to individual incidents or problems.
One of the strongest critics of bureaucratic organisation, and the demands it makes on
the worker, is Argyris.28 He claims that bureaucracies restrict the psychological growth
of the individual and cause feelings of failure, frustration and conflict. Argyris suggests
that the organisational environment should provide: a significant degree of individual
responsibility and self-control; commitment to the goals of the organisation; productiveness and work; and an opportunity for individuals to apply their full abilities.
When these ideas are related to the main features of bureaucracy discussed above,
such as specialisation, hierarchy of authority, system of rules and impersonality, it is
perhaps easy to see the basis of Argyris’s criticism.
A similar criticism is made by Caulkin who refers to the impersonal structure of bureaucracy as constructed round the post rather than the person and the ease with which
it can be swung behind unsocial or even pathological ends.
The overemphasis on process rather than purpose, fragmented responsibilities and hierarchical
control means that it’s all too easy for individuals to neglect the larger purposes to which their
small effort is being put.29
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EXHIBIT 3.1
NHS pays £30.96 just to sharpen pencils
by David Bamber and Ed Southorn
A humble pencil sharpener ordered by staff at Portsmouth
Hospitals NHS Trust has cost taxpayers a hefty £30.96.
Just 96p was for the sharpener – the other £30
was the cost of dealing with the invoice.
The high cost of the sharpener is just one example of the estimated £1.1m the trust will spend this financial
year handling the invoices of another 37,000 items it needs
but doesn’t itself stock.
Portsmouth North MP Syd Rapson slammed the
‘ludicrous bureaucracy’ allowing it to happen and has written to health secretary Frank Dobson demanding an end to
the waste of money.
Mr Rapson said: ‘A private company would have
gone bust if it carried on like this.’
Every time an NHS trust is invoiced for items not
held in NHS stores, taxpayers fork out £30.
The Audit Commission estimates it costs £30 in
equivalent staff hours required to process paperwork for
payment of bills for NHS ‘non-stock’ items.
And yet the pencil sharpener could have been
ordered from the NHS stock catalogue at a cost of 27p –
saving taxpayers £30.69.
This year the Portsmouth trust – which runs St
Mary’s and Queen Alexandra Hospitals – faced its worst
financial crisis yet and managers had to find nearly £3m in
savings.
Emergency measures were drawn up to find savings without cutting services. And in April, nearly 300 skin
patients were told they could not be treated until May or
June because the trust had run out of money.
Jeff Watling, of the Portsmouth hospitals’ support and commercial services directorate, revealed the £30
invoice costs in an internal staff newsletter.
He pleaded with staff: ‘Please check the supplies
catalogue for commonly used items and order on a stock
requisition where possible.’ Mr Watling told The News that
the £30.96 pencil sharpener was the ‘worst and most emotive example’ found during a review of items bought that
were not in stock.
NHS trust spokeswoman, Pat Forsyth, said only
senior managers could approve the purchase of items not
held at the NHS Portsmouth stores on Eastern Road.
Anyone wanting to buy non-stock items – which
can include medical equipment and supplies as well as stationery – should have a very good reason.
The pencil sharpener had been approved when
‘someone was not thinking about what they were doing’.
Labour MP Mr Rapson told Mr Dobson: ‘This is a
small but not insignificant example of how waste is created
and if you can eliminate this stupidity then the NHS will be
much more able to look after patients.’
A spokeswoman for Mr Dobson said the health
sec-retary had not yet examined Mr Rapson’s letter or the
issues it raised, but would be replying in the new year.
Mr Rapson said: ‘This is bureaucracy gone mad.
‘Just think how much money must be wasted
every single year by issuing invoices at this price and what
that cash could be used for.’
EVALUATION OF BUREAUCRACY
The growth of bureaucracy has come about through the increasing size and complexity
of organisations and the associated demand for effective administration. The work of
the classical writers has given emphasis to the careful design and planning of organisation structure and the definition of individual duties and responsibilities. Effective
organisation is based on structure and delegation through different layers of the hierarchy. Greater specialisation and the application of expertise and technical knowledge
have highlighted the need for laid-down procedures.
Bureaucracy is founded on a formal, clearly defined and hierarchical structure.
However, with rapid changes in the external environment, de-layering of organisations, empowerment, and greater attention to meeting the needs of customers, there is
an increasing need to organise for flexibility. Peters and Waterman, for example, found
that excellent American companies achieved quick action just because their organisations were fluid, and had intensive networks of informal and open communications.30
By contrast, the crisis experienced by IBM in the 1980s/1990s over the market for personal computers is explained at least in part by its top-heavy corporate structure,
cumbersome organisation and dinosaur-like bureaucracy.31
CHAPTER 3
APPROACHES TO ORGANISATION AND MANAGEMENT
According to Cloke and Goldsmith, management and bureaucracy can be thought of
as flip sides of the same coin. The elements of bureaucracy generate organisational
hierarchy and management, while managers generate a need for bureaucracy.
Bureaucracies provide a safe haven where managers can hide from responsibility and avoid
being held accountable for errors of judgement or problems they created or failed to solve. In
return, managers are able to use bureaucratic rules to stifle self-management and compel
employees to follow their direction … Yet bureaucratic systems can be broken down and transformed into human-scale interactions. We have seen countless managers recreate themselves as
leaders and facilitators, employees reinvent themselves as responsible self-managing team
members, and bureaucracies transform into responsive, human-scale organizations. Alternatives
to organizational hierarchy are both practical and possible.32
Organisational solutions
As organisations face increasing global competitiveness, and complex demands of the
information and technological age, the need arises for alternative forms of corporate
structure and systems. For example Ridderstrale points out that in the past century the
hallmark of a large company was hierarchy, which rests on principles at odds with the
new strategic requirements. ‘Bureaucracies allowed people with knowledge to control
ignorant workers. Now, new structures are needed as knowledge spreads.’ Ridderstrale
suggests four specific ways in which high-performing organisations have responded to
increasingly complex knowledge systems by developing organisational solutions which
depart from the traditional bureaucratic model.
■
■
■
■
Public sector
organisations
More decentralised and flatter structures in order that quick decisions can be taken
near to where the critical knowledge resides. Flatter structures can be achieved by
increasing the span of control and reducing layers from the top or removing layers
of middle management.
The use of more than a single structure in order that knowledge may be assembled
across the boundaries of a traditional organisation chart. If people have less permanent places in the hierarchy they are more readily able to move across functional
and geographical borders.
Converting companies into learning organisations and giving every employee the
same level of familiarity with personnel and capabilities. Successful companies
develop a detailed inventory of core competencies. In order to fully exploit current
knowledge, managers need to know what the company knows.
The broader sharing of expertise and knowledge, which may be located in the
periphery where little formal authority resides. Managers need to share principles to
ensure co-ordination, encourage ‘lowest common denominators’ and the development of ‘tribal’ qualities through shared ownership and rewards, common norms,
culture and values.33
In the case of public sector organisations, in particular, there is a demand for uniformity of treatment, regularity of procedures and accountability for their operations. This
leads to adherence to specified rules and procedures which limit the degree of discretion exercised by management, and to the keeping of detailed records. For example,
Green argues that, although bureaucracies are becoming less and less the first-choice
format for organisational shape, there is still a place for bureaucracy in parts of most
organisations, and especially public sector organisations such as local authorities and
universities. The use and implementation of tried and tested rules and procedures help
to ensure essential values and ethics, and that necessary functions are run on a consistent and fair basis.34
It is interesting to note that, despite the criticisms of bureaucracy, people in their
dealings with public sector organisations often call for what amounts to increased
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bureaucracy, even though they may not use that term. One can frequently see letters to
newspapers, for example, that call for a letter of law and a clearer set of rules in dealings with benefit claims from government departments instead of decisions made on
the opinion of a particular manager in a particular office.
New forms of information technology such as electronic transactions processed
from home or public access terminals are likely to change processes of government
service delivery, administrative workloads and the nature of bureaucracy.35
Relevance
today
By their very nature, bureaucracies are likely to attract criticism. For example, there
appears to be a particular dilemma for management in personal service industries. The
underlying characteristics of bureaucracy would seem to restrict personal service delivery which requires a flexible approach, responsiveness to individual requirements and
the need for initiative and inventiveness.36 Much of this criticism is valid, but much
also appears unfair comment. In any case, whatever the validity of the criticism or
demands for alternative forms of structure, it is difficult to envisage how largescale organisations could function effectively without exhibiting at least some of
the features of a bureaucracy.
Stewart suggests that more organisations today contain mainly or a considerable
number of professionals. Such organisations will still have bureaucratic features
although there is more reliance on professional discretion and self-regulation than on
control through rules and regulations.37 However, despite new forms of organisation
which have emerged, many writers suggest that bureaucracy is still as relevant today as
a major form of organisation structure.38
STRUCTURALISM
Sometimes the work of Weber is associated with the ideas of writers such as Karl Marx
under the sub-heading of the structuralism approach, which is a synthesis of the classical (or formal) school and the human relations (or informal) school.39 A major line of
thought was that the earlier approaches were incomplete and lacked adequate theoretical assumptions and background. The structuralism approach provides a radical
perspective of social and organisational behaviour.40 Greater attention should be given
to the relationship between the formal and informal aspects of the organisation, and
the study of conflict between the needs of the individual and the organisation, and
between workers and management. (See also the discussion on conflict in Chapter 22.)
Structuralism is sometimes associated as part of a broader human relations approach,
which is discussed below.
THE HUMAN RELATIONS APPROACH
The main emphasis of the classical writers was on structure and the formal organisation, but during the 1920s, the years of the Great Depression, greater attention began
to be paid to the social factors at work and to the behaviour of employees within an
organisation – that is, to human relations.
The Hawthorne experiments
The turning point in the development of the human relations movement (’behavioural’ and ‘informal’ are alternative headings sometimes given to this approach) came
with the famous Hawthorne experiments at the Western Electric Company in America
(1924–32), and the subsequent publication of the research findings.41 Among the
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people who wrote about the Hawthorne experiments was Elton Mayo (1880–1949) who
is often quoted as having been a leader of the researchers. However, there appears to be
some doubt as to the extent to which Mayo was actually involved in conducting the
experiments and his exact contribution to the human relations movement.42
There were four main phases to the Hawthorne experiments:
■
■
■
■
the illumination experiments;
the relay assembly test room;
the interviewing programme;
the bank wiring observation room.
The
illumination
experiments
The original investigation was conducted on the lines of the classical approach and
was concerned, in typical scientific management style, with the effects of the intensity
of lighting upon the workers’ productivity. The workers were divided into two groups,
an experimental group and a control group. The results of these tests were inconclusive
as production in the experimental group varied with no apparent relationship to the
level of lighting, but actually increased when conditions were made much worse.
Production also increased in the control group although the lighting remained
unchanged. The level of production was influenced, clearly, by factors other than
changes in physical conditions of work. This prompted a series of other experiments
investigating factors of worker productivity.
The relay
assembly test
room
In the relay assembly test room the work was boring and repetitive. It involved assembling telephone relays by putting together a number of small parts. Six women workers
were transferred from their normal departments to a separate area. The researchers
selected two assemblers who were friends with each other. They then chose three other
assemblers and a layout operator. The experiment was divided into 13 periods during
which the workers were subjected to a series of planned and controlled changes to
their conditions of work, such as hours of work, rest pauses and provision of refreshments. The general environmental conditions of the test room were similar to those of
the normal assembly line.
During the experiment the observer adopted a friendly manner, consulting with the
workers, listening to their complaints and keeping them informed of the experiment.
Following all but one of the changes (when operators complained too many breaks
made them lose their work rhythm) there was a continuous increase in the level of
production. The researchers formed the conclusion that the extra attention given to
the workers, and the apparent interest in them shown by management, was the main
reason for the higher productivity.
The
interviewing
programme
Another significant phase of the experiments was the interviewing programme. The
lighting experiment and the relay assembly test room drew attention to the form of
supervision as a contributory factor to the workers’ level of production. In an attempt
to find out more about the workers’ feelings towards their supervisors and their general
conditions of work, a large interviewing programme was introduced. More than 20 000
interviews were conducted before the work was ended because of the depression.
Initially, the interviewers approached their task with a set of prepared questions,
relating mainly to how the workers felt about their jobs. However, this method produced only limited information. The workers regarded a number of the questions as
irrelevant; also they wanted to talk about other issues than just supervision and immediate working conditions. As a result, the style of interviewing was changed to become
more non-directive and open-ended. There was no set list of questions and the workers
were free to talk about any aspect of their work.
The interviewers set out to be friendly and sympathetic. They adopted an impartial,
non-judgemental approach and concentrated on listening.
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Arising from this approach, the interviewers found out far more about the workers’
true feelings and attitudes. They gained information not just about supervision and
working conditions, but also about the company itself, management, work group relations and matters outside of work such as family life and views on society in general.
Many workers appeared to welcome the opportunity to have someone to talk to about
their feelings and problems, and to be able to ‘let off steam’ in a friendly atmosphere.
The interviewing programme was significant in giving an impetus to present-day personnel management and the use of counselling interviews, and highlighting the need
for management to listen to workers’ feelings and problems.
Being a good listener is arguably even more important for managers in today’s work
organisations, and it is a skill which needs to be encouraged and developed.43
The bank
wiring
observation
room
Another experiment involved the observation of a group of 14 men working in the
bank wiring room. It was noted that the men formed their own informal organisation
with sub-groups or cliques, and with natural leaders emerging with the consent of the
members. The group developed its own pattern of informal social relations and ‘norms’
of what constituted ‘proper’ behaviour. Despite a financial incentive scheme where the
workers could receive more money the more work produced, the group decided on a
level of output well below the level they were capable of producing.
Group pressures on individual workers were stronger than financial incentives
offered by management. The group believed that if they increased their output, management would raise the standard level of piece rates. The importance of group ‘norms’
and informal social relations are discussed in Chapter 13.
EVALUATION OF THE HUMAN RELATIONS APPROACH
The human relations approach has been subjected to severe criticism. The Hawthorne
experiments have been criticised, for example, on methodology and on failure of the
investigators to take sufficient account of environmental factors – although much of
this criticism is with the value of hindsight. The human relations writers have been
criticised generally for the adoption of a management perspective, their ‘unitary frame
of reference’ and their over-simplified theories.44
Other criticisms of the human relations approach are that it is insufficiently scientific, and that it takes too narrow a view. It ignores the role of the organisation itself in
how society operates.
Sex power
differential
There are a number of interpretations of the results of the Hawthorne experiments, including the possible implications of the ‘sex power differential’ between the two groups. In the
relay assembly room where output increased the group was all female, while in the bank
wiring room where output was restricted the group was all male. The workers in the relay
assembly test room were all young unmarried women. All except one were living at home
with traditional families of immigrant background. In the work environment of the factory
the women had been subjected to frequent contact with male supervisors and therefore
‘the sex power hierarchy in the home and in the factory were congruent’. It is suggested,
therefore, that it was only to be expected that the women agreed readily to participate with
management in the relay assembly test room experiment.45
Importance of the Hawthorne experiments
Whatever the interpretation of the results of the Hawthorne experiments, they did
generate new ideas concerning the importance of work groups and leadership, communications, output restrictions, motivation and job design. They placed emphasis on the
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importance of personnel management, and gave impetus to the work of the human
relations writers. The Hawthorne experiments undoubtedly marked a significant step
forward in providing a further insight into human behaviour at work and the development of management thinking. The Hawthorne experiments are regarded as one of the
most important of all social science investigations and are recognised as probably the
single most important foundation of the human relations approach to management
and the development of organisational behaviour.
In a review of humane approaches to management, Crainer asserts that: ‘The
Hawthorne Studies were important because they showed that views of how managers
behaved were a vital aspect of motivation and improved performance. Also, the
research revealed the importance of informal work groups.’46
Humanisation
of the work
organisation
Whereas supporters of the classical approach sought to increase production by rationalisation of the work organisation, the human relations movement has led to ideas
on increasing production by humanising the work organisation. The classical approach
adopted more of a managerial perspective, while the human relations approach strove
for a greater understanding of people’s psychological and social needs at work as well
as improving the process of management. It is usually regarded as the first major
approach to organisation and management to show concern for industrial sociology.
The human relations approach recognised the importance of the informal organisation which will always be present within the formal structure. This informal
organisation will influence the motivation of employees who will view the organisation for which they work through the values and attitudes of their colleagues. Their
view of the organisation determines their approach to work and the extent of their
motivation to work well or otherwise.
Human relations writers demonstrated that people go to work to satisfy a complexity of needs and not simply for monetary reward. They emphasised the importance of
the wider social needs of individuals and gave recognition to the work organisation as
a social organisation and the importance of the group, and group values and norms, in
influencing individual behaviour at work. It has been commented that the classical
school was concerned about ‘organisations without people’, and the human relations
school about ‘people without organisations’.
NEO-HUMAN RELATIONS
Certainly there were shortcomings in the human relations approach, and assumptions
which evolved from such studies as the Hawthorne experiments were not necessarily
supported by empirical evidence.
For example, the contention that a satisfied worker is a productive worker was not
always found to be valid. However, the results of the Hawthorne experiments and the
subsequent attention given to the social organisation and to theories of individual
motivation gave rise to the work of those writers in the 1950s and 1960s who adopted
a more psychological orientation. New ideas on management theory arose and a major
focus of concern was the personal adjustment of the individual within the work organisation, and the effects of group relationships and leadership styles. This group of
writers is often (and more correctly) categorised separately under the heading of ‘neohuman relations’. The works of these writers are examined in more detail in subsequent
chapters but are summarised broadly here.
The work of
Maslow
A major impetus for the neo-human relations approach was the work of Maslow who,
in 1943, put forward a theoretical framework of individual personality development
and motivation based on a hierarchy of human needs.47 The hierarchy ranges through
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five levels from, at the lowest level, physiological needs, through safety needs, love
needs, esteem needs, to the need for self-actualisation at the highest level. Individuals
only advance up the hierarchy as each lower-level need is satisfied. Although Maslow
did not originally intend this need hierarchy to be applied necessarily to the work situation it has, nevertheless, had a significant impact on management approaches to
motivation and the design of work organisation to meet individual needs. The work of
Maslow provides a link with the earlier human relations approach.
Some leading
contributors
Among the best-known contributors to the neo-human relations approach are Herzberg
and McGregor. Herzberg isolated two different sets of factors affecting motivation and
satisfaction at work. One set of factors comprises those which, if absent, cause dissatisfaction. These are ‘hygiene’ or ‘maintenance’ factors which are concerned basically
with job environment. However, to motivate workers to give of their best, proper
attention must be given to a different set of factors, the ‘motivators’ or ‘growth’ factors.
These are concerned with job content.48
McGregor argued that the style of management adopted is a function of the manager’s attitudes towards human nature and behaviour at work. He put forward two
suppositions called Theory X and Theory Y which are based on popular assumptions
about work and people.49
Other major contributors to the neo-human relations approach include Likert,
whose work includes research into different systems of management;50 McClelland,
with ideas on achievement motivation;51 and Argyris, who considered the effects of the
formal organisation on the individual and psychological growth in the process of selfactualisation.52 Argyris’s major contributions include his work on organisational
learning and on effective leadership.53
The neo-human relations approach has generated a prolific amount of writing and
research not only from original propounders, but also from others seeking to establish
the validity, or otherwise, of their ideas. This has led to continuing attention being
given to such matters as organisation structuring, group dynamics, job satisfaction,
communication and participation, leadership styles and motivation. It has also led to
greater attention to the importance of interpersonal interactions, the causes of conflict
and recognition of ‘industrial relations’ problems.
THE SYSTEMS APPROACH
More recently, attention has been focused on the analysis of organisations as ‘systems’
with a number of interrelated sub-systems.
The classical approach emphasised the technical requirements of the organisation
and its needs – ‘organisations without people’; the human relations approaches
emphasised the psychological and social aspects, and the consideration of human
needs – ‘people without organisations’.
The systems approach attempts to reconcile these two earlier approaches and the
work of the formal and the informal writers. Attention is focused on the total work
organisation and the interrelationships of structure and behaviour, and the range of
variables within the organisation. This approach can be contrasted with a view of the
organisation as separate parts. The systems approach encourages managers to view the
organisation both as a whole and as part of a larger environment. The idea is that any
part of an organisation’s activities affects all other parts.
Systems
theory
Systems theory is not new and has been used in the natural and physical sciences for a
number of years. One of the founders of this approach was the biologist Ludwig von
Bertalanffy who used the term ‘systems theory’ in an article published in 1951, and
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who is generally credited with having developed the outline of General Systems
Theory.54 The systems approach to organisation has arisen, at least in part, therefore,
from the work of biologists, and Miller and Rice have likened the commercial and
industrial organisation to the biological organism.55
Using a General Systems Theory (GST) approach, Boulding classified nine levels of
systems of increasing complexity according to the state of development and knowledge
about each level.56 Organisations are complex social systems and are more open to
change than lower-level simple dynamic or cybernetic systems. Boulding felt there
were large gaps in both theoretical and empirical knowledge of the human level and
the social organisations level of systems, although some progress has now been made
with recent theories of organisational behaviour.
The business organisation as an open system
The business organisation is an open system. There is continual interaction with the
broader external environment of which it is part. The systems approach views the
organisation within its total environment and emphasises the importance of multiple
channels of interaction. Criticisms of earlier approaches to organisation are based in
part on the attempt to study the activities and problems of the organisation solely in
terms of the internal environment.
The view of the organisation as an open system is examined in Chapter 4.
The systems approach views the organisation as a whole and involves the study of
the organisation in terms of the relationship between technical and social variables
within the system. Changes in one part, technical or social, will affect other parts and
thus the whole system.
Longwall
coal-mining
study
The idea of socio-technical systems arose from the work of Trist and others, of the
Tavistock Institute of Human Relations, in their study of the effects of changing technology in the coal-mining industry in the 1940s.57 The increasing use of
mechanisation and the introduction of coal-cutters and mechanical conveyors enabled
coal to be extracted on a ‘longwall’ method.
Shift working was introduced with each shift specialising on one stage of the operation – preparation, cutting or loading. However, the new method meant a change in
the previous system of working where a small self-selecting group of miners worked
together, as an independent team, on one part of the coalface – the ‘single place’ or
‘shortwall’ method.
Technological change had brought about changes in the social groupings of the
miners. It disrupted the integration of small groups and the psychological and sociological properties of the old method of working. There was a lack of co-operation
between different shifts and within each shift, an increase in absenteeism, scapegoating and signs of greater social stress. The ‘longwall’ method was socially disruptive and
did not prove as economically efficient as it could have been with the new technology.
The researchers saw the need for a socio-technical approach in which an appropriate
social system could be developed in keeping with the new technical system. The result
was the ‘composite longwall’ method with more responsibility to the team as a whole
and shifts carrying out composite tasks, the reintroduction of multi-skilled roles and a
reduction in specialisation. The composite method was psychologically and socially
more rewarding and economically more efficient than the ‘longwall’ method.
The socio-technical system
The concept of the organisation as a ‘socio-technical’ system directs attention to the
transformation or conversion process itself, to the series of activities through which
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the organisation attempts to achieve its objectives. The socio-technical system is concerned with the interactions between the psychological and social factors and the
needs and demands of the human part of the organisation, and its structural and technological requirements.
Recognition of the socio-technical approach is of particular importance today.
People must be considered as at least an equal priority along with investment in technology. For example, Lane et al. point out that major technological change has brought
about dramatic changes in worker behaviour and requirements. It is people who
unlock the benefits and opportunities of information communication technology.58
Technology
determinism
The concept of socio-technical systems provides a link between the systems approach
and a sub-division, sometimes adopted – the technology approach. Writers under the
technology heading attempt to restrict generalisations about organisations and management, and emphasise the effects of varying technologies on organisation structure,
work groups and individual performance and job satisfaction. This is in contrast with
the socio-technical approach which did not regard technology, per se, as a determinant
of behaviour.
Under the heading of the technology approach could be included the work of such
writers as Walker and Guest (effects of the assembly-line production method on
employee behaviour);59 Sayles (relationship between technology and the nature of
work groups);60 and Blauner (problems of ‘alienation’ in relation to different work technologies).61 Technological determinism is discussed more fully in Chapter 17.
THE CONTINGENCY APPROACH
The classical approach suggested one best form of structure and placed emphasis on
general sets of principles while the human relations approach gave little attention at
all to structure. In contrast the contingency approach showed renewed concern with the
importance of structure as a significant influence on organisational performance. The
contingency approach, which can be seen as an extension of the systems approach,
highlights possible means of differentiating among alternative forms of organisation
structures and systems of management. There is no one optimum state. For example,
the structure of the organisation and its ‘success’ are dependent, that is contingent
upon, the nature of tasks with which it is designed to deal and the nature of environmental influences.
The most appropriate structure and system of management is therefore dependent
upon the contingencies of the situation for each particular organisation. The contingency approach implies that organisation theory should not seek to suggest one best
way to structure or manage organisations but should provide insights into the situational and contextual factors which influence management decisions. Contingency
models of organisation and management are discussed in Chapter 16.
OTHER APPROACHES TO THE STUDY OF ORGANISATIONS
The four-fold framework of classical, human relations, systems and contingency
approaches provides a helpful, although rather simplistic, categorisation. The study of
organisations, their structure and management is a broad field of inquiry. Depending
on the views and preferences of the writer, other possible main approaches include
decision-making and social action.
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THE DECISION-MAKING APPROACH
The systems approach involves the isolation of those functions most directly concerned with the achievement of objectives and the identification of main decision
areas or sub-systems. Viewing the organisation as a system emphasises the need for
good information and channels of communication in order to assist effective decisionmaking in the organisation. Recognition of the need for decision-making and the
attainment of goals draws attention to a sub-division of the systems approach, or a separate category, that of the decision-making (or decision theory) approach. Here the focus of
attention is on managerial decision-making and how organisations process and use
information in making decisions.
Successful management lies in responding to internal and external change. This
involves the clarification of objectives, the specification of problems, and the search for
and implementation of solutions. The organisation is seen as an informationprocessing network with numerous decision points. An understanding of how decisions
are made helps in understanding behaviour in the organisation. Decision-making writers
seek to explain the mechanisms by which conflict is resolved and choices are made.
Some leading
writers
Leading writers of the decision-making approach include Barnard, Simon, and Cyert and
March. The scope of the decision-making approach, however, is wide, and it is possible
to identify contributions from engineers, mathematicians and operational research specialists in addition to the work of economists, psychologists and writers on
management and organisation.
Barnard stressed the need for co-operative action in organisations. He believed that
people’s ability to communicate, and their commitment and contribution to the
achievement of a common purpose, were necessary for the existence of a co-operative
system.62 These ideas were developed further by Simon. He sees management as meaning decision-making and his concern is with how decisions are made and how
decision-making can be improved. Simon is critical of the implication of man as completely rational and proposes a model of ‘administrative man’ who, unlike ‘economic
man’, ‘satisfices’ rather than maximises. Administrative decision-making is the achievement of satisfactory rather than optimal results in solving problems.63
Economic models of decision-making, based on the assumption of rational behaviour in choosing from known alternatives in order to maximise objectives, can be
contrasted with behavioural models based not so much on maximisation of objectives
as on short-term expediency where a choice is made to avoid conflict and to stay
within limiting constraints. Managers are more concerned with avoiding uncertainties
than with the prediction of uncertainties.64
SOCIAL ACTION
Social action represents a contribution from sociologists to the study of organisations.
Social action writers attempt to view the organisation from the standpoint of individual members (actors) who will each have their own goals, and interpretation of their
work situation in terms of the satisfaction sought and the meaning that work has for
them. The goals of the individual, and the means selected and actions taken to achieve
these goals, are affected by the individual’s perception of the situation. Social action
looks to the individual’s own definition of the situation as a basis for explaining behaviour. Conflict of interests is seen as normal behaviour and part of organisational life.
According to Silverman:
The action approach … does not, in itself, provide a theory of organisations. It is instead best
understood as a method of analysing social relations within organisations.65
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Criticisms of
earlier
approaches
A main thrust of social action is the criticism of earlier approaches to organisation and
management, and of what is claimed to be their failure to provide a satisfactory basis
for the explanation or prediction of individual behaviour. For example, criticism is
directed at approaches which focused on the goals and needs of the organisation,
rather than on considerations of the effectiveness of an organisation in meeting the
needs of its individual members.
The human relations approaches have been criticised because of their focus on generalised theories of good management, group psychology, and the suggestion of needs
common to all individuals at work. The technology approach has been criticised for
attributing feelings of alienation to the nature of technology and the status of work
groups, rather than an analysis which focused on concern for the individual’s expectations of, and reactions to, work. The systems approach has been criticised for failure to
examine the orientation of individual members to the organisation, the different
expectations people have of their work or ways in which the environment influences
expectations of work.
Unitary or
pluralistic view
Important contributors to a social action approach include Goldthorpe (industrial attitudes
and behaviour patterns of manual workers)66 and Fox. In a research paper written for the
Royal Commission on Trade Unions and Employers’ Associations (the Donovan Report),
Fox suggests two major ways of perceiving an industrial organisation – a ‘unitary’ approach
and a ‘pluralistic’ approach.67
With the unitary approach the organisation is viewed as a team with a common source
of loyalty, one focus of effort and one accepted leader. The pluralistic approach views the
organisation as made up of competing sub-groups with their own loyalties, goals and
leaders. These competing sub-groups are almost certain to come into conflict.
The unitary and pluralistic perspectives of the organisation are discussed in Chapter 19.
Action theory
A theory of human behaviour from an ‘action approach’ is presented by Bowey.68 She
suggests that action theory, systems theory and contingency theory are not necessarily
incompatible approaches to the understanding of behaviour in organisations. It would
be possible to take the best parts of the different approaches and combine them into a
theory that would model empirical behaviour, and also facilitate the analysis of large
numbers of people in organisations. Bowey goes on to present such a theory as a particular form of an action theory approach. According to Bowey, action theory is not
capable of dealing with the analysis of the behaviour of a large number of people in
organisations. Her theory is based, therefore, on three essential principles of action
theory, augmented by four additional concepts taken from systems theory.
The three essential principles of action theory can be summarised as below:
■
■
■
Additional
concepts
Sociology is concerned not just with behaviour, but with ‘meaningful action’.
Particular meanings persist through reaffirmation in actions.
Actions can also lead to changes in meanings.
Bowey suggests that these three principles apply mainly to explanations of individual,
or small-scale, behaviour. She gives four additional concepts, taken from systems
theory, on which analysis of large-scale behaviour can be based. These concepts are
redefined in accordance with an action approach.
■
Role. This is needed for the analysis of behaviour in organisations. It explains the
similar action of different people in similar situations within the organisation, and
the expectations held by other people.
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■
■
APPROACHES TO ORGANISATION AND MANAGEMENT
Relationships. This is needed to explain the patterns of interaction among people
and the behaviours displayed towards one another.
Structure. The relationships among members of an organisation give rise to patterns
of action which can be identified as a ‘transitory social structure’. The social factors,
and non-social factors such as payment systems, methods of production and physical layout, together form the behavioural structure.
Process. Human behaviour can be analysed in terms of processes, defined as ‘continuous interdependent sequences of actions’. The concept of process is necessary to
account for the manner in which organisations exhibit changes in structure.
The three principles of action theory, together with the four additional concepts from
systems theory, provide an action approach to the analysis of behaviour in organisations. Bowey goes on to illustrate her theory by case studies of five different types of
organisations, all in the restaurant industry.
A NUMBER OF DIFFERENT APPROACHES
We can now see that within the broad four-fold classification of classical, human relations, systems, and contingency approaches it is possible to identify a number of other
approaches or at least sub-divisions of approaches, although there is no consensus on
the categorisation of these different approaches or on the identification of the various
contributors to one particular approach. So far we have identified a possible nine-fold
classification: classical (including scientific management); bureaucracy; human relations; neo-human relations; systems; technology; contingency; decision-making; and
social action – and if structuralism is included, we have a ten-fold classification. This
classification could be extended still further. For example, another more recent categorisation sometimes identified as a separate approach is management science – with
emphasis on quantitative analysis, mathematical models, operational research and
computer technology. (See Figure 3.3.)
POSTMODERNISM
The work of contemporary writers discussed above together with the achievements of
practitioners such as Alfred P. Sloan Jr (1875–1966, Chief Executive and Honorary
Chairman of General Motors) gave rise to the so-called ‘modern organisation’.69 With
the development of the information and technological age a more recent view of
organisations and management is the idea of postmodernism. In the 1990s, writers such
as Clegg described the postmodern organisation in terms of the influence of technological determinism, structural flexibility, premised on niches, multi-skilled jobs marked
by a lack of demarcation, and more complex employment relationships including subcontracting and networking.70 Postmodernism rejects a rational systems approach to
our understanding of organisations and management, and to accepted explanations of
society and behaviour. Highly flexible, free-flowing and fluid structures with the ability
to change quickly to meet present demands form the basis of the new organisation. For
example, Watson suggests that the modernism inherent in the systems-control
approach to understanding work organisations and their management is naïve and
unrealistic. The possibility of any kind of complete and coherent body of management
knowledge has increasingly been bought into question.
To enable us to move toward a more realistic or pragmatically reasonable way of ‘framing’ work
organisation and its management, a shift has first to be made in our deeper assumptions about
the social world. These are the modernist assumptions which inevitably underpin the whole edifice of work organisation and management thinking.71
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CLASSICAL
(including scientific
management). Emphasis
on formal structure,
technical requirements
and sets of principles.
Bureaucracy
The organisation in
terms of specialisation,
hierarchy of authority,
system of rules, and
impersonality.
HUMAN RELATIONS
Structuralism
Attention to the informal
organisation, and to
psychological and social
needs of people at work.
Technology
Neo-human relations
Personal adjustment of
the individual within the
work organisation.
Group relationships and
styles of leadership.
SYSTEMS
Decision-making
Management science
Integration of the formal
and informal
approaches. A sociotechnical approach.
The organisation as an
open system interacting
with environment.
Social action
Organisations as
viewed by the
individual members
and their interpretation
of the work situation.
CONTINGENCY
Form of structure and
management system
dependent upon the
situational variables.
POSTMODERNISM
A SCIENTIFIC VALUE APPROACH?
Figure 3.3 An outline of developments of approaches to organisation and management
By contrast, postmodernism places greater attention on the use of language and
attempts to portray a particular set of assumptions or versions of the ‘truth’. Watson
defines postmodernism as:
A way of looking at the world that rejects attempts to build systematic (or ‘foundationalist’) explanations of history and society and which, instead, concentrates on the ways in which human
beings ‘invent’ their words, especially through the use of language or ‘discourse’.72
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APPROACHES TO ORGANISATION AND MANAGEMENT
The idea of postmodernism is, however, not easy to explain fully in clear and simple
terms. It is arguably more of a generalised sociological concept rather than a specific
approach to organisation and management. There is even some discussion of two connotations, and theories or philosophies of the concept depending on whether the term
is hyphenated or not.73 Perhaps understandably therefore the concept of postmodernism appears to have little interest or appeal to the practical manager.
Indeed Watson, for example, questions the value of labelling more flexible forms of
bureaucratic structure and culture as postmodern or post-bureaucratic and differentiating these from the modernist bureaucratic organisation.
There is no postmodern or post-bureaucratic organisational form available to us that is essentially
different from the modernist bureaucratic organisation. We are indeed seeing different mixes of
direct and indirect management control attempts as the world changes. But the world was
always changing. Probably from the very beginning of industrialisation there has been a mixing
of direct and indirect controls with emphases in one direction and then the other being made at
different times.74
Nevertheless, postmodernist organisation can arguably be seen as a healthy challenge
to more traditional approaches. It puts forward alternative interpretations of rationality, credibility, and ambiguity; a thoughtful critical perspective on disorders in work
organisations; and reminds us of the complexities in our understanding of management and organisational behaviour.
RELEVANCE TO MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
The different possible categorisations are not necessarily a bad thing; they illustrate the
discursive and complex nature of management. The possible sub-divisions and crossgroupings help illustrate the many factors relevant to the study and practice of
management and organisational behaviour. Discussion on the various categorisations
of approaches and the identification of individual writers within a particular approach
can provide a useful insight into the subject.
Positive
advantages
Whatever form of categorisation is adopted the division of writers on organisation and
management into various approaches offers a number of positive advantages.
■
■
■
■
■
■
It is helpful to students in the arrangement and study of their material.
It provides a setting in which to view the field of management, and to consider the
contribution of individual writers.
It traces the major lines of argument developed by writers seeking to advise practising managers on how they might improve performance.
It provides a framework in which the principles enunciated can be set, and against
which comparisons with management practice can be made.
It helps in organisational analysis and in the identification of problem areas. For
example, is the problem one of structure, of human relations, or of the sociotechnical process?
It enables the manager to take from the different approaches those ideas which best
suit the particular requirements of the job. For example, in dealing with a problem
of structure, the ideas of the classical writers or of contingency theory might be
adopted. When there is a problem relating to personnel management, ideas from
the human relations movement might be of most value. If the problem is one of
environmental influence, insights from the systems approach might prove most
helpful. For problems of a more quantitative nature, ideas from the decision-making
approach or from management science might be applicable.
89
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Caveats to
be noted
There are, however, a number of important caveats which should be noted.
■
■
■
■
The
importance of
cultural
contexts
The various approaches represent a progression of ideas, each building on from the
other and adding to it. Together they provide a pattern of complementary studies
into the development of management thinking. The different approaches are not in
competition with each other and no one approach should be viewed as if it were the
only approach, replacing or superseding earlier contributions. Many ideas of earlier
writers are still of relevance today and of continuing importance in modern management practice.
Any categorisation of individual writers into specific approaches is inevitably somewhat arbitrary and not all writers can be neatly arranged in this manner. This is only
to be expected. Such writers are expounding their current thoughts and ideas in
keeping with the continual development of management theory and changes in
management practice. The comment made about some management writers that
they are saying different things at different times might therefore be taken more as a
compliment than as a criticism.
Even when there is agreement on the nature of the contribution from different
writers, the actual division into varying approaches may take a number of different
forms. In other words, while there might be acceptance of the need for a framework,
there is no agreement on its shape. Different authors have adopted different formats
in which to set out the developments in management thinking.
Some of the literature categorises management thinkers into divisions called
‘schools’. The use of this term suggests a clarity of distinction between each division
and a uniformity of beliefs within each division. This is perhaps an exaggeration.
The distinction between these so-called schools is not clear-cut and there is not
necessarily a consistency of thinking among the various contributors in each division. The term ‘approaches’ to management is more indicative of the obscure lines
between the different categorisations and, paradoxically, it is the suggestion of
vagueness which, arguably, makes it a more appropriate term to use.
A major criticism of the attempt to define generalised models of management theory is
the assumption of national culture. Schneider and Barsoux draw attention to how the different theories on how to organise all reflect societal concerns of the times as well as the
cultural backgrounds of the individuals. Different approaches reflect different cultural
assumptions regarding, for example, human nature and the importance of task and relationships.75 Cheng, Sculli and Chan also question the universality of theories of
management and organisational behaviour on the ground that they have not adequately addressed the factor of culture. ‘Traditionally, the greatest aspiration of
researchers is to discover objective, universalistic principles of behaviour. The tacit
assumption behind this is that these principles may be discovered without reference to
cultural contexts.’ They conclude that while there may be some universality to organisation structures, for example the need for some form of hierarchy whatever its shape may
be, different national cultures frequently give those structures different meanings.76
JAPANESE MANAGEMENT
In a review of management theory and practice, Heller contrasts British and American
thinking with methods employed by the Japanese.77 The 1960s, western managements
showed a total lack of curiosity about competition from Japan. British and European
managers were still obsessed by the American example. The Japanese built hugely on
what they had borrowed from the USA. However, the Japanese also practised and perfected what management scientists often only preached.
CHAPTER 3
APPROACHES TO ORGANISATION AND MANAGEMENT
91
Although British management has failed to live up to Japanese standards, professional standards among managers in Britain have improved greatly over the past 25
years. The potential of a widening Europe and the Japanese penchant for locating more
plants in Britain provide the best reasons for brighter future prospects.
An evaluation of the nature and potential applications of Japanese management is given in Management in Action 3.1 at the end of this chapter.
TOWARDS A SCIENTIFIC VALUE APPROACH?
It might be that the study of organisations, their structure and management is moving
towards a more scientific approach. Management science can assist managers in the
analysis of complex problems that are subject to quantitative constraints and in the
optimisation of decisions to such problems. It may also assist in the establishment of
broad theory. However, many operational problems in organisations relate to the
nature of human behaviour and the people–organisation relationship, and do not lend
themselves to the application of a scientific answer.
There are no definitive or final solutions to the problems of organisations. The
nature of work organisations and the environment in which they operate is becoming
increasingly complex and subject to continual change. However, at least we do understand more about the dynamics of management and organisational behaviour as a
basis for the analysis of human behaviour in organisations.78
Balance
between
philosophy
and science
Miner, however, suggests that although the degree of commitment to the scientific
value system is increasing, as yet there is insufficient research to move the field entirely
into science, completely divorced from philosophy. At present management theory is
clearly in the ‘schools’ phase. As discussed earlier, it is possible to argue over the use of
the term ‘schools’. However, whatever terminology is used, and whatever the state of
our knowledge, the message from Miner is clear:
… schools of management thought are very much a reality, and the management student who
approaches the field without at least a minimal understanding of them does so at some risk.79
According to Crainer, management is active, not theoretical. But management is nothing
without ideas.
Ideas drive management as surely as the immediate problems which land on managers’ desks or
which arrive via their e-mail. Decisions have to be based on ideas, as well as instinct. Without
ideas managers flit desperately from crisis to crisis. They cannot know where they are going, why
they are doing something or what they will achieve, without the fuel of ideas.80
EXHIBIT 3.2
Tools that do the business: management theories
FT
A new survey helps executives sift through the vast array of management theories,
writes Tom Lester.
anagement theories are an easy target for jokes:
the pompous language, the second-rate ideas
and the flimsy research base make even the most popular techniques sound ridiculous. But demand for them
is stronger than ever, with new theories appearing as
fast as others go out of fashion. Management consultants have never been busier.
M
‘Managers worldwide are under increasing pressure
to produce shareholder returns,’ says Darrell Rigby,
who heads techniques research at US consultancy Bain
& Co. Its sixth global annual study* of the use of management techniques is aimed at helping managers sort
through the array of theories, and reject ‘those that are
just fads’.
92
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MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
Exhibit 3.2 continued
Mr Rigby surveyed 475 companies in the US and Europe
during 1999. A third of the companies had sales revenues
of more than Dollars 2bn (Pounds 1.3bn), while 27 per cent
had sales of between Dollars 600m and Dollars 2bn. He
explained 25 management techniques, ranging from the
straightforward, such as strategic planning, to the more
esoteric ‘agile strategies’ and competitive gaming. As well
as examining which techniques are in most common use,
the report looks at how satisfied companies are with them.
Although there are more than 100 recorded management
techniques in use**, Mr Rigby chose the 25 he judged
‘most relevant to senior management, topical and measureable’. Effectiveness, he concedes, depends largely on
how the techniques are used. ‘Anybody can use tools,’
says Mr Rigby. ‘I could wear the same trainers as Michael
Jordan, but I sure as hell won’t get the same results.’
Mr Rigby says Bain is not in the business of selling these
or any other techniques, or helping other firms to sell theirs.
‘I get 50 or 100 calls each year from people wanting me to
add their tools to the survey,’ he says. Nor is the company
hunting for the next ‘big idea’, although his firm probably
would not mind if one came along.
The last great management fad was process reengineering, the unplanned blockbuster technique devised
in 1990 by CSC Index, a US consultancy, which doubled
the firm’s revenue at the height of its popularity in the mid1990s. According to Mr Rigby, the technique promised to
‘redesign business processes to improve productivity’.
The latest survey shows that last year companies used
an average of 11 of the 25 selected techniques, down from
the previous study’s findings of more than 13.
Rightly or wrongly, companies rely on management techniques to help them create value. But it is not the number
of tools used that counts: Mr Rigby advises companies to
use a few tools well, concentrating on the mainstream ones
such as strategic planning and benchmarking. Those that
do, he claims, achieve superior financial results.
Benchmarking (detailed comparison of the performance
of a part of an organisation with similar operations elsewhere), tops the poll in Europe, as it has for the previous
two years.
In North America, strategic planning, used by 89 per
cent of companies, is the favourite technique.
Benchmarking comes only third in North America, while
strategic planning comes third in Europe.
Mission and vision statements take the number two slot
on both sides of the Atlantic. Measuring customer satisfaction comes fourth on both continents.
European companies, perhaps unsurprisingly, generally
use fewer management tools than the North Americans (and
the British rather less than other Europeans). But, as the
chart shows, European behaviour is more consistent: 78 per
cent of the North American companies surveyed used
process re-engineering in 1995, the peak year of popularity
for the technique, compared with only 56 per cent in Europe.
The following four years showed a sharp decline across
the Atlantic in the use of process re-engineering but less so
in Europe, and last year the two groups were virtually level.
The techniques began to lose popularity when companies reported that 70 per cent of re-engineering projects
were not delivering the promised reductions in costs and
life-cycle times.
A buoyant global economy may also be part of the
explanation for the general fall in the popularity of process
re-engineering. Respondents said strong sales and a shortage of staff had led them to focus on ‘tried and true’
techniques, such as benchmarking.
After process re-engineering, total quality management
showed one of the sharpest falls in popularity last year,
continuing a trend first detected in 1996. For the first time,
TQM is now more widely used in Europe than in the US.
Perhaps the priority in the US last year, when TQM was
used by 41 per cent of respondents, compared with 55 per
cent the previous year, was to get the goods out of the
door, but perhaps quality standards have also improved.
Certainly, Japanese companies no longer enjoy as big a
quality advantage as they did in the 1980s.
If the lessons have not sunk in by now, the laborious
paperwork demanded in formal TQM methods is unlikely to
help the technique regain its popularity.
Some of the 25 tools studied held their own against the
overall decline in use. Strategic planning, mission and
vision statements, the balanced score card (working to a
wide range of performance measures, not just financial
ratios), and merger integration teams (to secure the benefits of integration) all did well.
Although the use of merger integration teams might
sound more like common sense than a specific management technique, and will reflect the level of M&A activity of
the moment, it is increasingly popular in the US.
Such teams are more common in the US than elsewhere
– 38 per cent in North America compared with 18 per cent
in Europe, where management audits among the merged
companies are fast growing in popularity.
Viewed objectively, the fact that some management tools
have consistently scored 70–90 per cent among users over
the last five years is remarkable. However informally they
are being used, the fact that some techniques remain
perennial favourites shows how much support insecure
managers still need to tackle business problems.
*Copies of the survey are available from Bain & Co
www.Bain.com London office: 020 7723 0208 ** Guide to
Management Ideas, Tim Hindle, Economist Books/Profile
Books 2000.
(Reproduced with permission from the Financial Times Limited, © Tom Lester)
CHAPTER 3
APPROACHES TO ORGANISATION AND MANAGEMENT
BENEFITS TO THE MANAGER
Whatever the balance between philosophy and science, a knowledge and understanding of management theory will help with the complexities of management in modern
work organisations. No single approach to organisation and management provides all
the answers. It is the comparative study of different approaches which will yield benefits to the manager.81 There is of course no shortage of new ideas on organisational
behaviour and management thinking. To what extent, however, do these ideas lead to
improved organisational performance? There is undoubtedly much scepticism and criticism of management gurus. For example, according to Crainer, the past 30 years have
seen management thinking in a state of perpetual flux with a relentless quest for new
ideas, such as corporate strategy, the nature of management, culture, quality and the
Japanese approach, excellence, the re-emergence of leadership, competitive advantage,
empowerment, and re-engineering. Crainer believes that this is what managers have
been doing all along, but how well they have succeeded is a matter of debate.
Comparing past and present is diverting, but provides more questions than answers. What can
be said is that managers remain open to new lights and that over 30 years the sheer profusion of
ideas has, at times, been overwhelming.82
Crainer also suggests that as one idea after another fails to translate into sustainable
practice, there is a growing disillusionment with the pedlars of managerial wisdom.
Yet, the desire for instant solutions which tackle all managerial problems in one fell swoop
remains strong. … Amid the hard sell, the quick fixes and organisational placebos, it is true to say
that there is little that’s original. But, without gurus, managers would lose a rich source of inspiration, information and controversy.83
Reporting on a 12-year study of the knowledge and use of management concepts in
technical organisations, Flores and Utley suggest that a look back at the theories and
principles that have been taught in the past could give an indication of the success of
any new approach and help prepare today’s and tomorrow’s managers for the future.84
And Stern has this to say: ‘Management thinkers still have a lot to tell us. You don’t
have to believe everything they say, but they may at least offer stimulation; they might
provoke senior managers into abandoning complacency and trying to see problems in
a new light.’85
There are then many aspects to management. There are no simple solutions, no one
best way to manage. However, the study of organisations, their structure and management is still important for the manager and remains an indispensable part of the job.
CRITICAL REFLECTIONS
‘All these different theories and ideas about organisations and management, but what practical
value do they have?’ …
‘Without some framework of study it would be even more difficult to learn about the complexities
of management’ …
‘The study of management may help us to solve some of the old problems, but to what extent
does it help us to solve the new problems we face in our organisational lives?’
What are your own views?
93
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Critical reflections continued
It is obvious from even a cursory glance at the history of management science that science and
technology are considered to be key instruments in solving workplace problems and in controlling workplaces … While Taylorist scientific management may have its academic critics,
management science is thriving. It is itself a large business, providing employment for management consultants whose sole concern is solving workplace problems of other corporations.
Bradley, H., Erickson, M., Stephenson, C. and Williams, S. Myths at Work, Polity Press (2000), pp. 96–7.
How would you attempt to argue BOTH for and against this point of view?
‘The study of different approaches to organisation and management and the development of
organisation theory has no practical relevance for today’s managers. It is really no more than a
luxury for students and the time could be spent better on other topic areas.’
Debate.
SYNOPSIS
■ The study of organisation and management has to proceed on a broad front. A central part of this study is the development of management thinking and what might be
termed management theory. In order to help identify main trends in the development
of management thinking and organisational behaviour, it is usual to categorise the
work of leading writers into various ‘approaches’ based on their views of organisations,
their structure and management. This provides a simplistic framework on which to
direct study and focus attention.
■ The classical writers placed emphasis on purpose and structure, on the technical
requirements of the organisation, and on the assumption of rational and logical behaviour. The human relations writers emphasised the importance of the informal
organisation and the psychological and social needs of people at work. The systems
approach focuses attention on the interactions between technical and social variables.
The organisation is seen in continual interaction with the external environment.
Contingency theory highlights possible means of differentiating between alternative
forms of structures and systems of management.
■ This four-fold categorisation provides a useful starting point for the identification
of main trends in the development of management thinking. Within this framework,
however, it is possible to identify a number of other approaches or sub-divisions of
approaches. The decision-making approach emphasises the need for good information
and channels of communication. Social action writers attempt to view the organisation
from the position of individual members who will each have their own interpretation
of the work situation in terms of the satisfaction sought and the meaning that work
has for them.
■ With the development of the information and technological age the need arises for
alternative forms of corporate structure and systems. A more recent view is the idea of
postmodernism. This rejects a rational systems approach to our understanding of organisations and management, and to accepted explanations of society and behaviour.
Postmodernism is arguably more of a generalised sociological concept rather than a
CHAPTER 3
APPROACHES TO ORGANISATION AND MANAGEMENT
95
specific approach to organisation and management. Nevertheless, postmodernist organisation can arguably be seen as a healthy challenge to more traditional approaches
and reminds us of the complexities in our understanding of management and organisational behaviour.
■ Whatever form of categorisation is adopted, the division of writers on organisation
and management into various approaches offers a number of advantages. For example,
it helps in organisational analysis and the identification of problem areas. It enables
the manager to take from the different approaches those ideas which suit best the particular requirements of the job. There are, however, a number of caveats which should
also be noted including the significance of cultural contexts. In more recent years
attention has been given to potential applications of Japanese management.
■ It might be that the study of organisations is moving towards a more scientific
value approach. However, whatever the balance between philosophy and science, a
knowledge of management theory will help with the complexities of management in
modern work organisations. There is much scepticism and criticism of management
gurus but the study of organisation theory is an indispensable part of the job. Ideas are
as important to management decisions as is instinct. It is necessary to view the interrelationships among the development of theory, behaviour in organisations and
management practice.
MANAGEMENT IN ACTION 3.1
Japanese management
Particularly in the 1970s and 1980s many companies sought
to emulate the characteristics of Japanese management. This
led to ongoing research into all aspects of Japanese management by both industry and academia. Opinions varied as to
whether these techniques could be applied outside of Japan
due to historical and cultural factors. This account looks at
the origins and influences that led to Japanese management
techniques and their potential applications. The question is
then posed as to whether these techniques can apply, in
whole or in part, internationally. Finally, recent developments
in these techniques are assessed against a backcloth of
recession and recovery in Japan.
ORIGINS AND INFLUENCES
In order to understand key concepts of Japanese management it is necessary to examine the influences that have
brought this about. These have produced high levels of teamwork, an atmosphere of innovative ideas, and a willingness to
constantly improve (Kaizen). Add to the legendary quality,
target cost management and infrastructure support and one
can begin to understand the part that human relations has
been playing in the Japanese miracle.
Volumes have been written both on the influences and the
outputs that these have produced. It is sufficient here to summarise them briefly.
■
■
■
■
■
Participative decision-making
Bottom-up management
Lifetime employment
Amae-dependency relationships
Lean production
A common factor to the above is teamwork. Academics attribute this historically to rice growing. Rice symbolises much
more to Japanese people than a commodity crop. It is not only
used as a form of payment but has spiritual significance as
well. In essence rice production needed teamwork to flourish.86
Similarly religious thought has a part to play. Confucianism
in China eventually spread to one of China’s provinces
(Japan) where ‘Soshi’ taught the importance of harmony or
‘Wa’. In reality there are many religious influences today.
However, it may be argued that the Japanese are eclectic, in
that they retain core influences and values while assimilating
‘outside influences’, here meaning religion. Shinto is probably
the oldest of these influences, probably pre-dating ‘Soshi’ or
‘Confucianism’ by 100 years. Within Shinto thought, it is the
spirit that is important. It is the spirit which guides many
enterprises. A related concept is that of ‘animism’. This holds
that everything, even inanimate objects, has a spirit. This may
account for the very low incidence of crime to property in
Japan, for example; or alternatively, why it is possible to risk
expensive items such as television displays in public which
would more than likely be vandalised in the West.
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Management in Action 3.1 continued
Buddhism, in particular Zen Buddhism, teaches intuition
that, for example, Japanese management can utilise its experience base for helping to develop new products or train new
recruits. Important work by I.L.O. Geneva has found that
Japanese managers rely more on intuition than their Western
counterparts. Zen also teaches that one must view problems
within their ‘holistic setting’. Hence this helps to focus on
causes of problems not effects. This has linkages into oriental
medicine, for example, treatment of the whole person.
‘Participative decision-making’ requires consultation and
discussion. The now famous ‘Ringi’ process is but one manifestation of this process. This leads to the ‘nemawashi’ or
‘root binding’ followed seemingly by endless negotiation. It is
as though the spirit guides the organisation, or plays a part,
and decisions evolve from the discussions. ‘Bottom-up’ decision-making means that consensus decision-making really
does include potential contributions from all concerned.
For lifetime employment to exist, it requires commitment
both from the employee and the employer. In the case of the
former ‘selfless devotion’ to the master can be traced to
Confucianism. Regarding the latter, the employer can only
provide employment continuity if there is a constant demand
for the products of the organisation. In recent time, both this
and other concepts have been and are being challenged.
The ‘amae-dependency’ concept is one in which an individual gives loyalty in return for favour or help. It is this
dynamic which accounts for ‘groupism’. Hence groups
develop that favour their own members. Comparisons have
been drawn between the ‘clan’ system87 and groups. Hence
the ‘in’ group is referred to as the ‘Uchi’ group, the ‘other’
group being referred to as the ‘Soto’ group. Some academics
are of the view that this leads to relationships with other ‘preferred’ companies externally. These relationships are held in
place by trust and confidence in the form of Japanese corporate networks.
APPLICATIONS OF JAPANESE MANAGEMENT
In the opening section key cultural and religious factors that
play an important role within Japanese management were
outlined. To this one must add some historical inputs, in particular the contribution of academics Deming and Juran.
Following the American occupation of Japan, US policy
changed from one of disabling Japan’s war machine to postwar reconstruction. 1948 therefore was a significant year. As
part of this programme, US aid included visiting academics.
Deming’s early lectures and recurrent visits were the seeds
for quality management. Deming also introduced ‘value chain
management’, ‘modern marketing’ and marketing research as
well. These influences will be examined later.
Employee selection
As mentioned previously, loyalty is essential/expected. This is
viewed both in terms of loyalty to one’s work group/team and
also to senior management. Hence prospective employees
are screened for their ability to work in teams. Next competence is assessed. This is viewed in terms of what is
contributed to the group. ‘Competence’ is composed of
‘tensai’ or genius, that is the ability to be original/creative.
This alone is insufficient but must be geared to hard work,
‘kinben’ and perseverance, ‘gamanzujoi’.88
Lifetime employment is the reward that an employee
seeks in return. However, while seeking to honour this commitment, modern trends are eroding this time-honoured
tradition (see later). In 1994 Nissan sought to redeploy its
workforce following the closure of a major plant. This avoided
mass redundancy.89
Training and development
An important study compared the logbooks of 50 engineers
in Japan with a matched sample of 50 engineers in the UK..90
Results showed that in Japan learning opportunities were
maximised on the job itself. Managers typically spent
between 25 per cent and 50 per cent of their time developing
and training their staff. This was regarded as the prime role of
the manager. The above takes place via evening seminars,
meetings, courses, secondments, shadowing and mentoring.
There are also parts of personnel development plans which
are individually agreed with employees.
Total Quality Management (TQM)
The origins of TQM may be traced to Deming in the 1950s.
This was a time in which Japanese quality in certain product
fields was poor. As with so many concepts, the Japanese
took them and developed them further. Quality is proactive in
that the Japanese believe in quality monitoring and problem
rectification on the spot. Hence this avoids costly reactive
problem-solving, because, for instance, there are more components on the chassis by then (applying for example to car
production or TV production).
Hence responsibility for quality is devolved down to the
shopfloor teams. This is supplemented by weekly team meetings.91 These also act as a platform for new ideas/processes.
Cost control/lean production
Managers constantly measure productivity and costs. The
dual aim is to constantly improve quality while reducing
costs. The concept of target cost management seeks to set
budgets based on future cost levels rather than on historic
cost levels as in the West. This allows for continuous
improvement or ‘Kaizen’ concept to take place. Hence middle
managers are given ‘tip-toe’ objectives as part of their
appraisal interviews. These are set to stretch the person in
order to attain them. In turn the organisation is stretched.
Employee ideas, creativity and participation
Nonaka encapsulates the strategic importance of company
generated ideas.
In an economy where the only certainty is uncertainty, the
one sure source of competitive advantage is knowledge.
When markets shift, technologies proliferate, competitors
multiply and products become obsolete virtually overnight,
successful companies are those that consistently create
new knowledge, disseminate it widely throughout the
organization, and quickly embody it in new technologies
and products.92
CHAPTER 3
This quote reveals much about employee suggestions, teamwork, and consensual management. Employee suggestion
schemes in the West once thought to have some use are, in
fact, essential. In addition knowledge must be distributed
throughout the organisation.93
CAN JAPANESE MANAGEMENT BE APPLIED
INTERNATIONALLY?
Critics of Japanese management point to difficulties in applying Japanese management techniques internationally due to
cultural and historic factors. Either the absence of team factors
or historical factors are seen as preventing the assimilation of
HRM practices from Japan. However, recent research by the
DTI has found that a synthesis of Japanese and European
practices was present in the best performing UK
organisations.94 Findings are shown in itemised form below:
■
■
■
■
All staff shared in business planning;
People are continuously developed;
Communication is three way: up, down and across;
Employees work in teams, co-operation is between teams
as well as within them.
Readers are left to form their own opinion of the value of
international human relations!
There is a lot of evidence to support the transfer of
Japanese management internationally. Yet within these
organisations Japanese concepts are not all applied wholesale.95 How many companies follow the practice of morning
company exercises or sing the company song? In reality only
certain aspects of Japanese practices have transferred. Chief
amongst them is ‘teamwork’. Many organisations rate this
factor as an essential in job descriptions nowadays. However,
the model used is a derivative of the Japanese model.
Similarly ‘Just In Time’ (JIT) is just one aspect of the ‘Kanban’
or card assembly system in car production. This seeks to
match parts supply rate with production rate with sales rate
or what we refer to now as material requirements planning.
Target cost management within companies is now part of
strategic accounting, yet many organisations in the UK are
not using these techniques. Externally to a company, cost
reduction via management of the supply chain is only recently
gaining in importance.
Training and an educated workforce
An idea of the emphasis Japanese companies place on the
correct mental attitude and skill level may be gauged by their
attention to training, as mentioned above. In addition and
especially in the case of overseas divisions, company programmes are designed ‘to re-educate’ their prospective
workforce. At Matsushita specific efforts are focused to instil
‘team effort’ and an ‘egalitarian ethos’. This tends to have an
adverse reaction on American employees, for example, who
are used to individual responsibility and advancement.96
Another important difference concerns ‘information dissemination’. At NEC in Scotland employees were surprised at
the need to attend daily meetings. This allows everyone to be
informed and to express opinions and to be involved.97 It
appears that for successful introduction of Japanese management techniques, two requirements are training and an
APPROACHES TO ORGANISATION AND MANAGEMENT
97
educated workforce. In Mexico, the absence of education in
some Japanese plant locations led to high turnover of
employees and only partial implementation of Japanese management techniques.98
In the case of quality circles, when a quality leader
emerged other members of the team would not accept that
person as leader. Hence the concept had to be changed to
‘Mariachi circles’. The hidden acceptance was due to the fact
that ‘Mariachi’ musical bands in Mexico do not have a leader.
Research into ‘Maquiladoras’, that is, Japanese overseas
divisions in Mexico, regarding the adoption of Japanese management techniques, found that initially they were low skilled
locations which did not use advanced manufacturing techniques. However, in recent time consumer electronics
companies were found to be using advanced techniques.99
RECENT CHANGES IN JAPANESE MANAGEMENT
Important changes in the Japanese economy have exerted
an influence on Japanese management. The question is
now whether or not the once-heralded practices can themselves adapt.
The labour market in Japan has had to adapt to cost cutting within industry.100 This has affected the conditions
underpinning lifetime employment. Companies have had to
shed labour in addition to early retirement. Women have also
been discriminated against as part of cost-cutting plans.
Companies have decided to outsource some business functions such as accountancy and to take on temporary
employees. Another casualty has been middle management.
Typically this has been large in Japanese companies. As a
result middle managers are joining ‘unions for management’.
In addition, the tradition of promotion for length of service is
giving way to performance remuneration.101 The advent of the
global economy means that shareholders can now exert influences on business and its performance.
Against the arguments concerning the impacts of labour
surplus and company cost cutting, it is often mentioned by
demographers that Japan’s ageing population may soon rectify the imbalance of work availability, volitionally. Culturally it
should be remembered that Japanese people do not like
changing jobs. They view with suspicion anyone who
changes jobs frequently (if at all). They regard it as shameful
to switch one’s loyalty to another company.102
Legally the Employment Security Law of 1947 forbade
employers from advertising for labour and from hiring any
worker whose job change required a change of residence.103
However, the presence of temporary, short-term employment
bureaux is an example of the way in which economic conditions
are forcing companies to rethink their employment policies.
An interesting approach to overstaffing has been to move
employees to suppliers, ‘Shukko’. As mentioned previously,
suppliers owe an obligation to their parent company. Hence
they accepted these surplus workers but at a reduced salary
level. Those in this category included middle managers over
55 years of age, surplus technical managers and workers
from curtailed production lines.104 This in turn has led to tensions between the accepting supplier companies called
‘ukezara’ and the parent companies. The former comment 98
PART 1
MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
Management in Action 3.1 continued
that they have to suffer cuts in orders, prices and receive
excess workers. This is referred to as subcontractor bullying
or ‘shitauke ij ime’.105
The net effect of these trends has been to downsize and
also to ‘flatten’ organisational structures. In response to this,
many middle managers are joining unions or elect to shift
jobs. The payment system based on seniority, ‘senko’, is
being replaced by performance pay as mentioned. Within
organisations managers feel that this will damage morale
and group cohesion. The tradition of older workers helping
younger more inexperienced workers may also be threatened.106 Within the UK, Japanese companies are now having
to focus upon developing local employees, moving to performance-related, locally based payment systems, according
to Arthur Andersen.107 They report that there is still a tendency for head offices to dictate/influence levels of pay
abroad. However, in all only 10 companies have substituted
performance-based pay and promotion for seniority-based
systems (nenko).108
CONCLUSION
By way of conclusion, if anything Japanese management
demonstrates an ability to adapt to harsh economic conditions.
That adaptation is itself a product of Japan’s unique history
and culture. This has produced a series of ongoing and developing techniques that companies worldwide seek to emulate,
transfer and hopefully further improve. This in itself has led to a
new field in HRM, that of International HRM This seeks to study
the problems of transferring Japanese management worldwide.
Implicit in this research is cultural distance theory. By this is
meant whether the indigenous culture in the host country is
near to or far removed from that of Japan. It will be interesting
to see, within this context, the impact of Japanese management techniques within China.109 China is set to become a
major player among the world economies. Perhaps China’s
culture is nearer to that of Japan and will perhaps assimilate
Japanese management techniques more easily as a result.
I am grateful to my colleague, Roger Dace, Department of Business and
Management, University of Portsmouth for providing the above information.
REVIEW AND DISCUSSION QUESTIONS
1 Identify, and outline briefly, major trends in management theory since the beginning of
this century.
2 Assess critically the relevance of scientific management to present-day organisations.
Illustrate your answer with reference to your own organisation.
3 To what extent is there anything positive to be said for bureaucratic structures? Select a
large-scale organisation of your choice and suggest ways in which it displays characteristics of a bureaucracy.
4 What are the main conclusions that can be drawn from the Hawthorne experiments?
Discuss critically the relevance of these experiments for management and organisational
behaviour today.
5 Summarise the main features of the neo-human relations approach to organisation and
management. How does it differ from other approaches?
6 Evaluate the application of the systems approach to the analysis of work organisations.
Suggest an example of a work situation in which the systems approach might be appropriate.
7 Contrast approaches to improving organisational performance based on attention to
technical and structural requirements, with those based on concern for psychological and
social factors.
8 Explain what is meant by a social action approach. Assess critically the practical relevance of ‘action theory’.
9 Give your own views, with supporting reasons, on the relevance and applications of
Japanese management outside of Japan.
10 Debate critically the extent to which the study of organisation theory and the ideas of
management gurus have any practical relevance or benefits for managers.
CHAPTER 3
APPROACHES TO ORGANISATION AND MANAGEMENT
99
ASSIGNMENT 1
a Answer each question mostly agree or mostly disagree. Assume that you are trying to learn
something about yourself. Do not assume that your answer will be shown to a prospective
employer.
Mostly
agree
Mostly
disagree
1 I value stability in my job.
2 I like a predictable organisation.
3 The best job for me would be one in which the future is
uncertain.
4 The Army would be a nice place to work.
5 Rules, policies and procedures tend to frustrate me.
6 I would enjoy working for a company that employed 85 000
people worldwide.
7 Being self-employed would involve more risk than I’m willing
to take.
8 Before accepting a job, I would like to see an exact job
description.
9 I would prefer a job as a freelance house painter to one as a clerk
for the Department of Motor Vehicles.
10 Seniority should be as important as performance in determining
pay increases and promotion.
11 It would give me a feeling of pride to work for the largest and
most successful company in its field.
12 Given a choice, I would prefer to make £30 000 per year as a
vice-president in a small company to £40 000 as a staff
specialist in a large company.
13 I would regard wearing an employee badge with a number on
it as a degrading experience.
14 Parking spaces in a company lot should be assigned on the
basis of job level.
15 If an accountant works for a large organisation, he or she cannot
be a true professional.
16 Before accepting a job (given a choice), I would want to make
sure that the company had a very fine programme of employee
benefits.
17 A company will probably not be successful unless it establishes
a clear set of rules and procedures.
18 Regular working hours and vacations are more important to me
than finding thrills on the job.
100
PART 1
MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
Assignment 1 continued
19 You should respect people according to their rank.
20 Rules are meant to be broken.
b You should then consider and discuss the further information supplied by your tutor.
ASSIGNMENT 2
In self-selecting groups of three or four, visit a work organisation of your choice, preferably
one that is well known to at least one member of your group.
a Investigate those features of the structure, management and operations of the organisation
which are characteristic of:
(i) scientific management; and
(ii) bureaucracy.
Comment critically on what you believe to be the practical effects of your set of characteristics, and give examples in support of your comments.
b For the same, or a different, organisation, comment critically, with supporting examples, on
the extent to which applications of the human relations approach to organisation and management have been applied in practice.
CHAPTER 3
APPROACHES TO ORGANISATION AND MANAGEMENT
PERSONAL AWARENESS AND SKILLS EXERCISE
OBJECTIVES
Completing this exercise should help you to enhance the following skills:
Demonstrate your knowledge and understanding of scientific management techniques.
Write an objective set of instructions for undertaking a simple piece of work.
EXERCISE
Using the example on page 73 as a model, you are required to develop a detailed programme using scientific management techniques for a simple household task such as:
■ Parking a car or booking an airline ticket.
■ Cooking a simple meal (for example spaghetti bolognese).
■ Bathing a small child.
■ Rearranging 100 CDs in alphabetical order, 10 to each shelf.
■ Washing up.
DISCUSSION
■ What are the potential up- and downsides of removing operator discretion in this way?
■ Explain with supporting reasons those tasks or activities that you believe are particularly
suited to a scientific management approach.
■ How do YOU feel about carrying out routine tasks on an ongoing basis over which you are
given little personal discretion?
Visit our website www.booksites.net/mullins for further questions, annotated weblinks,
case material and Internet research material.
101
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MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
CASE STUDY 3.1
Helgaton Ltd: organisational theory in practice
Laurie Mullins and Ian White
This case study presents the result of an empirical
investigation that attempts to assess the extent to
which organisation theory has any practical applications for managers in a modern commercial
organisation.
BACKGROUND
The overall mission of Helgaton Ltd is to deliver quality business products and systems throughout the UK
and Ireland. The company employs more than 4000
people in nearly 50 locations. In order to help in the
drive to fulfil the mission, there are four stated
‘Common Goals’ related to customers, quality, profitability and employees. These Common Goals are
intended to provide central direction and focus for
departments and the individuals within them.
Emphasis on quality
The continuing desire of Helgaton Ltd to become a
Total Quality Company is the embodiment of corporate values. Quality is a basic business principle
and means providing customers with innovative
products and services that fully satisfy their negotiated requirements. This philosophy is reflected for
example in terms of the BS 5750 status awarded to
Helgaton Ltd by the British Standards Institute.
Tasks, goals and objectives
In consideration of the overall mission of Helgaton
Ltd, the corporate plans are embodied within a
series of functional Tasks, Goals and Objectives
(TGO). Each individual employee receives a TGO
which is a translation from the functional level into
the targets and actions which are relevant for the
individual job role.
made in implementing the concept of autonomous
work groups.
THE SITUATION
An investigation was undertaken with the aim of
addressing the practical applicability of organisation
theory at Helgaton Ltd and the extent to which it
meets the needs of the manager. This involved the
analysis of published material already available
within the company (secondary data) and information generated firsthand from personal interviews
with managers (primary data).
Secondary data
Helgaton Ltd produces an enormous amount of literature aimed at informing and aiding the employees.
This literature may be seen to reflect, in part, the
management and structure of the company. Some
examples are as follows.
■
■
■
Restructuring
Helgaton Ltd is also a change-oriented company.
During 1992, a major restructuring process was
undertaken. In order to provide a more customerresponsive structure a whole layer of middle
management was removed from the customer service division. Attention was also focused on
developing closer teamworking among sales and
service operations rather than operating as separate
divisions. A large financial investment had also been
■
Company manuals. Company manuals were found
to be very specific in terms of policy and procedure. For example, departmental manuals
explain policy in infinite detail and an accompanying manual details every step required in
carrying out this policy. Employee manuals are in
similar detail and include an analysis of the
required manual skills.
Autonomous Work Groups (AWG). A comprehensive
set of documents has been prepared by the company which set out: the AWG environment; the
need for change; what is the AWG; the vision;
limits of responsibilities; benefits to the individual;
benefits to the company; and hopes and concerns.
Organisational processes. The recruitment and
selection process is based on scientific principles.
Detailed Job Profiles are built up and for interview purposes comprehensive Candidate Profiles
are constructed. If suitable candidates have the
right technical qualifications and pass the appropriate psychometric testing, they are matched
against the job profiles. Other ‘tools’ include
detailed processes intended to help employees in
problem-solving and to improve quality.
The employee survey. This survey and analysis is
carried out every year and is undertaken by an
independent research company. The survey
CHAPTER 3
involves a wide range of questions related to subjects such as management systems and styles;
working conditions; training; career development; pay; benefits; job security; team spirit; and
overall job satisfaction.
The same research company also provides a comparative analysis related to other companies that they
survey. Results of the survey are confidential within
the company but currently overall job satisfaction
within Helgaton Ltd is around the 55 per cent mark.
Primary data
Although secondary data may provide an important
source of supporting information it does not by
itself provide a sufficiently sound basis on which to
formulate any conclusions. In order to examine further the application of organisation theory, it was
necessary to obtain more specific and detailed data.
For this purpose use was made of the semi-structured interview with managers.
The survey population
The broad categorisation adopted was that of a manager and non-manager dichotomy. Because of their
position and experience, managers were considered
to be the most appropriate population for the
survey and the resulting data more valid and easier
to generalise. The population was quota sampled.
Attempts were made to balance, as far as possible,
the demographics, location, and seniority and experience of the managers. A further consideration was
the availability of the managers’ time. Details of the
interviewee statistics are given below:
Number interviewed
15 (11 male; 4 female)
Function
Customer Service Division
Sales and Operations
Personnel
Finance
9
4
1
1
Length of service
< 5 years
5–10 years
10–15 years
15–20 years
> 20 years
2
1
3
2
7
Length of time in management
< 5 years
4
5–10 years
3
10–15 years
5
15–20 years
2
> 20 years
1
APPROACHES TO ORGANISATION AND MANAGEMENT
Pilot study
In order to test the reliability of the interview, a
pilot study was undertaken involving a representative member of the population. This pilot study
highlighted two major issues.
■
■
Many of the questions were either too open or
too closed and needed to be refined.
Initially the responses were handwritten. This
was both costly in terms of time and, more
importantly, revealed the risk of missing vital
pieces of data. It was decided therefore to taperecord the interviews and to transcribe the results
at a later date.
In order to try to avoid the managers gaining a feel
for any particular sort of responses expected, the
questions were arranged so as not to be sequential.
The revised list of questions used in the interviews is
given below.
1 Do you feel that there are good channels of
communication within Helgaton?
2 Do you have a clearly defined job role? If so,
where is it laid out?
3 What do you feel motivates Helgaton employees?
4 How do you go about achieving your goals at
work?
5 To what extent do you feel a change in technology would affect the way Helgaton operates?
6 How do you plan your work?
7 Why do you believe Helgaton has chosen the
empowered working group as the way forward?
8 How would a subordinate employee describe
your management style?
9 To what extent do you feel teamwork is important to (a) Helgaton and (b) yourself?
10 Do you feel Helgaton’s organisational structure
is hierarchical?
11 To what extent do you see Helgaton Ltd as
belonging to a larger environment?
12 Do you perceive there to be many technical
requirements to your job?
13 What are your personal goals at work?
14 What do you feel is the purpose of training an
employee?
15 What do you believe to be the basis of promotion at Helgaton?
16 How well do you see Helgaton’s management
respond to change?
17 To what extent do you plan the work of others?
18 Can you rate the following five factors in order of
importance to (a) Helgaton (b) yourself? Groups
and Leadership; Communications; Output;
Motivation; Job Design.
103
104
PART 1
MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
Case study 3.1 continued
19 Do you feel that an individual’s behaviour can
be predicted and if so, how?
20 Do you believe there to be a clear division
between Helgaton management and subordinates?
21 What other roles within Helgaton have you
been involved in?
22 Do you feel Helgaton is keen to understand
what satisfies an employee at work?
23 Do you feel committed to a common purpose
at work?
Collecting the data
Interviews lasted on average just over one hour, were
arranged when managers could best spare the time
and took place over a period of about one month.
Managers were informed that the interview would be
taped and no one objected to this. The interview
involved asking the questions, elaborating and probing where necessary, and finding out more about the
manager’s background, in case this might affect any
of the responses. For the same reason the specific purpose of the interview was not explained to the managers.
The tapes were then transcribed and tabulated.
Results of the interview questions
(Note: some of the questions prompted more than a
single response, and so percentages may total more
than 100.)
1 Channels of communication. 33 per cent argued
that channels of communication were good, 53 per
cent that they were poor and 14 per cent argued
they were both good and poor.
2 Clearly defined job role. All managers pointed to
their Tasks, Goals and Objectives (TGO) as evidence
of a clearly defined job role. The TGO relates the
four company goals to the employee. The most
senior managers clearly stated the relationship
between company goals and that of the individual.
Other managers argued that the TGO provided only
an overview of their job role. It was also noted that
the lower down the organisational structure, the
more restrictive the perception of the TGO.
3 Motivation of employees. 73 per cent stated money
as a clear motivator. Sales and operations managers
claimed that motivation was also dependent upon
function: sales staff being motivated more by
money and service staff by job satisfaction. Service
and personnel managers claimed it was pay. Only
the most senior managers directly referred to the
employee survey carried out each year.
4 Achieving goals at work. Responses were of a general nature such as: ‘by attention to and following
my TGO’; ‘by hard work’; ‘whatever I do at work
doesn’t really matter so long as it is seen to be
related to the four common goals’.
5 Effects of technology. The responses made clear that
Helgaton Ltd is a technology-driven company, for
example the increasing use of mobile telephones.
However, two managers indicated that the sole
reason for the introduction of technology is to
increase productivity. The problems of introducing
technology without the necessary full training were
also pointed out.
6 Planning of work. 60 per cent specifically stated that
their work is planned by their diary. Management
meetings at regular times in the month and regular
meetings with customers, for example, largely dictated
their movements at work. One manager estimated that
50 per cent of time was dictated by the diary.
7 Empowered working group. The importance of quality (including the work of Deming) and the
influence of Japanese working methods were cited
as examples. It was widely believed that the benefits
to the customer, employee and business results justified the large expenditure on this concept. Many
managers also highlighted the autonomous work
group concept as an example of the application of
organisation theory.
8 Management style. When managers were asked
how their subordinates would describe their management style all apart from one (93 per cent)
focused on terms such as ‘fair’, ‘democratic’, ‘supportive’, ‘honest’, ‘caring’ and ‘humanistic’.
9 Importance of teamwork. All managers bar one felt
totally committed to the importance of teamworking
and believed it was the only way the business could
move forward. The autonomous work group concept
involved all employees including managers as well.
The increasing attention given to teamworking was
welcomed by the sales and operations managers who
expressed their commitment to the concept as being
the way forward to business success.
10 Hierarchical structure. 67 per cent indicated that
the structure was not hierarchical in terms of specific functions. However, 47 per cent argued that a
hierarchy still existed within Helgaton Ltd or within
particular functions. One manager suggested that
‘the principles of Taylor still exist within Helgaton’.
11 The larger environment. Although managers
appeared to recognise that Helgaton Ltd was part of
a larger environment, responses tended to identify
only broad elements such as the ‘Green’ issue.
There were no responses which referred to particular environmental factors influencing behaviour in
work organisations.
12 Technical requirements of the job. All claimed that
a high level of skill is needed to undertake their job
CHAPTER 3
role. The customer service managers had all come
through the ranks and started as service engineers. At
that level technical requirements are high but at
management level only a broad technical knowledge
is required; business skills are more important than
mechanical skills. Non-service managers also recognised the need for business and management skills.
13 Personal goals at work. 47 per cent claimed that
their only goal at work was to achieve the targets set
by the company or to be the best region in terms of
customer satisfaction. No conflict between business
goals and personal goals was revealed. However, only
senior managers clearly stated the relationship
between the company goals and those of the individual. Some managers had targeted future managerial
positions in accordance with the company succession
planning programme but no details were disclosed.
14 The purpose of training employees. 87 per cent
believed in the principle of training employees so
that they become more efficient. 53 per cent recognised the importance of development of the
individual as a person, but this was a secondary feature. One manager quoted the principle of
‘self-actualising them’.
15 Basis of promotion. In the majority of cases, managers clearly stated ‘merit’ or ‘ability’ as the overt
belief. However, the ‘if your face fits’ syndrome was
also an apparent covert reason. One senior manager
argued that with the removal of a layer of management promotion chances were reduced.
16 Management response to change. 73 per cent claimed
that they responded very well and some claimed to
actually thrive on change. 27 per cent claimed that
management has severe difficulty but the implication
appeared to be that this applied to other managers
rather than to themselves. One manager pointed to
the managing change training course offered by
Helgaton to help with any problem areas.
17 Planning the work of others. Of the eleven managers with line responsibilities 73 per cent (eight)
indicated that they do not specifically plan the work
of their subordinates. Instead they tended to agree
deadlines to work to and left subordinates to
achieve tasks their own way in the given time. The
remaining three managers claimed that they
planned the work of others in great detail.
18 Importance of factors. Managers were asked to rate
five factors in order of importance to both Helgaton
Ltd and to themselves (they were permitted to tie
answers). Results were then tabulated, as set out in
the table opposite.
For each heading, the first column shows the order
of importance, the second column the importance
they saw Helgaton Ltd attaching to each factor, the
third column is their own ranking of the factor, and
the final column looks at responses which ranked the
same for both Helgaton and the manager.
APPROACHES TO ORGANISATION AND MANAGEMENT
Table 3.1 Order of importance attributed to five factors
Output
Imp.
Hel.
You
Same
1
2
3
4
5
9
1
–
4
1
7
2
4
2
–
4
–
–
–
–
Total
15
15
4
Groups and leadership
Imp.
Hel.
You
5
3
4
3
–
5
1
3
3
3
3
1
1
–
–
15
15
5
1
2
3
4
5
Total
Same
Communications
Imp.
1
2
3
4
5
Total
Hel.
You
1
3
9
1
1
4
2
4
4
1
1
1
3
–
–
Same
15
15
5
Hel.
You
–
6
3
4
2
7
3
1
3
1
–
1
–
1
–
15
15
2
Hel.
You
Same
2
–
3
2
8
2
2
1
1
9
–
–
–
–
6
15
15
6
Motivation
Imp.
1
2
3
4
5
Total
Same
Job design
Imp.
1
2
3
4
5
Total
For example, according to nine respondents
output is a factor that Helgaton would rate as
number one importance. Seven managers rated
output as their highest priority and of these seven,
105
106
PART 1
MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
Case study 3.1 continued
four also ranked output as of greatest importance to
Helgaton. Thus 57 per cent of those managers who
believed output was the most important factor to
Helgaton also claimed it was their highest priority.
19 Prediction of behaviour. All the managers believed
that the behaviour of an individual can be predicted
providing the individual is well known to them.
There were, however, no indications of whether any
particular behavioural assumptions, for example
relating to motivation, job satisfaction or work performance, are made in Helgaton Ltd.
20 Division between management and subordinates. 93
per cent perceived there to be a division to some
extent although this may be from a subordinate
only view and/or that these divisions were being
removed. Two managers further suggested that the
division was due, at least in part, to the benefits
received by managers when compared with subordinates – for example bonus schemes and choice of
company car. One manager stated clearly that there
was no division.
21 Other roles within Helgaton Ltd. Within the customer division all nine managers interviewed had
always worked in service. The other six managers
had varied backgrounds but tended to remain in
the same function. All the service managers indicated that possible future moves would still be
within service.
Although the company promotes the belief that
cross-functional moves are possible, this appeared to
be a rare occurrence on a permanent basis. 50 per
cent had moved on a temporary or secondment
basis but only one manager had moved between
functions on a permanent basis.
22 Satisfaction of employees. Managers felt that
Helgaton Ltd was keen to find out what satisfies
employees although some responses suggested this
might be only a ‘lip-service’ exercise. It was only the
most senior managers who directly linked their
responses to the employee survey carried out each
year. 33 per cent highlighted the interest in satisfying the employee in terms of the time and money
spent in undertaking the employee survey.
23 Commitment to a common purpose. There was a
claimed 100 per cent commitment felt to a common
purpose at work. However, the nature of this common
purpose varied. Some managers expressed that they
felt committed to their TGO, some to the stated goals
of Helgaton Ltd, some to their region, some to business results, and some to survival of the business.
YOUR TASKS
(a) Comment critically on the nature and value of the
investigation. What difficulties does such an
investigation present and how might these difficulties be best overcome?
(b) State clearly the conclusions you draw from the
investigation and discuss the extent to which it
reveals practical applications of organisation theory.
(c) Explain and justify the specific recommendations
you would make to the top management of
Helgaton Ltd as a result of the investigation.
NOTES AND REFERENCES
1. This chapter is based in parts on a development of the
author’s articles: Mullins, L. J. ‘Approaches to
Management’, Management Accounting, vol. 57, no. 4,
April 1979, pp. 15–18, and Mullins, L. J. ‘Some Further
Approaches to Management Theory’, Management
Accounting, vol. 58, no. 3, March 1980, pp. 30–3.
2. See, for example: George, C. S. The History of Management
Thought, Second edition, Prentice-Hall (1972).
3. For a review of management thinking see, for example:
Sheldrake, J. Management Theory: From Taylorism to
Japanization, International Thomson Business Press(1996).
4. See also: Flores, G. N. and Utley D. R. ‘Management
concepts in use – a 12-year perspective’, Engineering
Management Journal, vol. 12, no. 3, September 2000,
pp. 11–17.
5. McGregor, D. The Human Side of Enterprise, Penguin
(1987), p. 6.
6. Ghoshal, S., Barlett, C. A. and Moran, P. ‘Value
Creation: The New Millennium Management
Manifesto’, in Chowdhury, S. Management 21C,
Financial Times Prentice Hall (2000), p. 122.
7. Miner, J. B. Theories of Organizational Behaviour,
Dryden Press (1980).
8. Skipton, M. D. ‘Management and the Organisation’,
Management Research News, vol. 5, no. 3, 1983, pp. 9–15.
9. Fayol, H. General and Industrial Management, Pitman
(1949). See also: Gray, I. Henri Fayol’s General and
Industrial Management, Pitman (1988).
10. Urwick, L. Notes on the Theory of Organization,
American Management Association (1952).
CHAPTER 3
11. Mooney, J. D. and Reiley, A. C. The Principles of
Organization, Harper and Bros (1939); revised by
Mooney, J. D., Harper and Row (1947).
12. Brech, E. F. L. Organisation: The Framework of
Management, Second edition, Longman (1965).
13. Simon, H. A. Administrative Behaviour, Third edition,
Free Press (1976), p. xxii.
14. Woodward, J. Industrial Organization: Theory and Practice,
Second edition, Oxford University Press (1980).
15. Taylor, F. W. Scientific Management, Harper and Row
(1947). Comprises Shop Management (1903),
Principles of Scientific Management (1911) and
Taylor’s testimony to the House of Representatives’
Special Committee (1912).
16. Braverman, H. Labor and Monopoly Capital, Monthly
Review Press (1974).
17. For a study of employers’ labour relations policies,
including comments on the work of Braverman, see:
Gospel, H. F. and Littler, C. R. (eds) Managerial
Strategies and Industrial Relations, Heinemann
Educational Books (1983).
18. Cloke, K. and Goldsmith, J. The End of Management
and the Rise of Organizational Democracy, Jossey-Bass
(2002), p. 27.
19. Rose, M. Industrial Behaviour, Penguin (1978), p. 31.
See also: Rose, M. Industrial Behaviour, Second edition,
Penguin (1988), Chapter 2.
20. Drucker, P. F. ‘The Coming Rediscovery of Scientific
Management’, The Conference Board Record, vol. XIII,
June 1976, pp. 23–7. Reprinted in Drucker, P. F.
Towards the Next Economics and Other Essays,
Heinemann (1981).
21. Locke, E. A. ‘The Ideas of Frederick W. Taylor: An
Evaluation’, Academy of Management Review, vol. 7,
no. 1, January 1982, pp. 14–24.
22. For a discussion on ‘Fordism’, see, for example:
Fincham, R. and Rhodes, P. S. The Individual, Work
and Organization, Second edition, Weidenfeld and
Nicolson (1992).
23. Crainer, S. and Dearlove, D. Financial Times Handbook
of Management, Second edition, Financial Times
Prentice Hall (2001).
24. Stern, S. ‘Guru Guide’, Management Today, October
2001, pp. 83–4.
25. Weber, M. The Theory of Social and Economic
Organization, Collier Macmillan (1964).
26. Blau, P. M. and Scott, W. R. Formal Organizations,
Routledge and Kegan Paul (1966).
27. Stewart, R. The Reality of Management, Third edition,
Butterworth-Heinemann (1999).
28. Argyris, C. Integrating the Individual and the
Organization, John Wiley & Sons (1964).
29. Caulkin, S. ‘Faceless Corridors of Power’, Management
Today, January 1988, p. 65.
30. Peters, T. J. and Waterman, R. H. In Search of
Excellence, Harper & Row (1982).
31. Tibballs, G. Business Blunders, Robinson Publishing
(1999).
32. Cloke, K. and Goldsmith. J. The End of Management
and the Rise of Organizational Democracy, Jossey-Bass
(2002), pp. 92–4.
APPROACHES TO ORGANISATION AND MANAGEMENT
33. Ridderstrale, J. ‘Business Moves Beyond Bureaucracy’,
in Pickford, J. (ed.) Financial Times Mastering
Management 2.0, Financial Times Prentice Hall (2001),
pp. 217–20.
34. Green, J. ‘Is Bureaucracy Dead? Don’t Be So Sure’,
Chartered Secretary, January 1997, pp. 18–19.
35. See for example: Waller, P. ‘Bureaucracy takes new
form’, Professional Manager, May 1998, p. 6.
36. See, for example: Mullins, L. J. Hospitality Management
and Organisational Behaviour, Fourth edition, Longman
(2001).
37. Stewart, R. The Reality of Management, Third edition,
Butterworth Heinemann (1999).
38. See, for example: Wilson, F. A. Organizational
Behaviour: A Critical Introduction, Oxford University
Press (1999).
39. For example, see: Etzioni, A. Modern Organizations,
Prentice-Hall (1964), p. 41.
40. See, for example: Aktouf, O. ‘Management and
Theories of Organizations in the 1990s: Towards a
Critical Radical Humanism?’, Academy of Management
Review, vol. 17, no. 3, 1992, pp. 407–31.
41. There are many versions of the Hawthorne experiments. Among the most thorough accounts is
Roethlisberger, F. J. and Dickson, W. J. Management
and the Worker, Harvard University Press (1939). See
also: Landsberger, H. A. Hawthorne Revisited, Cornell
University Press, Ithaca (1958).
42. See, for example: Rose, M. Industrial Behaviour, Second
edition, Penguin (1988).
43. See, for example: Buggy, C. ‘Are you really listening?’,
Professional Manager, July 2000, pp. 20–2.
44. Silverman, D. The Theory of Organisations, Heinemann
(1970).
45. Stead, B. A. Women in Management, Prentice-Hall
(1978), p. 190.
46. Crainer, S. Key Management Ideas: Thinkers that
changed the management world, Third edition,
Financial Times Prentice Hall (1998), p. 111.
47. Maslow. A. H. ‘A Theory of Human Motivation’,
Psychological Review, vol. 50, no. 4, July 1943, pp. 370–96.
48. Herzberg, F. W., Mausner, B. and Snyderman, B. B.
The Motivation to Work, Second edition, Chapman
and Hall (1959).
49. McGregor, D. The Human Side of Enterprise, Penguin
(1987).
50. Likert, R. New Patterns of Management, McGraw-Hill
(1961). See also: Likert, R. The Human Organization,
McGraw-Hill (1967), Likert, R. and Likert, J. G. New
Ways of Managing Conflict, McGraw-Hill (1976).
51. McClelland, D. C. Human Motivation, Cambridge
Unibersity Press (1988).
52. Argyris, C. Understanding Organizational Behavior,
Tavistock Publications (1960) and Integrating the
Individual and the Organization, Wiley (1964).
53. See, for example: Caulkin, S. ‘Chris Argyris’,
Management Today, October 1997, pp. 58–9.
54. Bertalanffy, L. von ‘Problems of General Systems
Theory: A New Approach to the Unity of Science’,
Human Biology, vol. 23, no. 4, December 1951,
pp. 302–12.
107
108
PART 1
MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
55. Miller, E. J. and Rice, A. K. Systems of Organization,
Tavistock Publications (1967).
56. Boulding, K. ‘General Systems Theory – The Skeleton
of Science’, Management Science, vol. 2, no. 3, April
1956, pp. 197–208.
57. Trist, E. L. et al. Organizational Choice, Tavistock
Publications (1963).
58. Lane, T., Snow, D. and Labrow, P. ‘Learning to succeed
with ICT’, The British Journal of Administrative
Management, May/June 2000, pp. 14–15.
59. Walker, C. R. and Guest, R. H. The Man on the Assembly
Line, Harvard University Press (1952). See also: Walker,
C. R., Guest, R. H. and Turner, A. N. The Foreman on the
Assembly Line, Harvard University Press (1956).
60. Sayles, L. R. Behaviour of Industrial Work Groups, Wiley
(1958).
61. Blauner, R. Alienation and Freedom, University of
Chicago Press (1964).
62. Barnard, C. The Functions of the Executive, Oxford
University Press (1938).
63. Simon, H. A. The New Science of Management Decision,
Revised edition, Prentice-Hall (1977).
64. Cyert, R. M. and March, J. G. A Behavioural Theory of
the Firm, Second edition, Blackwell (1992).
65. Silverman, D. The Theory of Organisations, Heinemann
(1970), p. 147.
66. Goldthorpe, J. H. et al. The Affluent Worker, Cambridge
University Press (1968).
67. Fox, A. Industrial Sociology and Industrial Relations,
HMSO (1966).
68. Bowey, A. M. The Sociology of Organisations, Hodder
and Stoughton (1976).
69. For further information see Crainer, S. Key Management
Ideas: Thinkers that changed the management world,
Third edition, Financial Times Prentice Hall (1998).
70. Clegg, S. R. Modern Organizations: Organization Studies
in the Postmodern World, Sage (1990).
71. Watson, T. J. Organising and Managing Work, Financial
Times Prentice Hall (2002), p. 51.
72. Ibid., p. 50.
73. See, for example: Legge, K. Human Resource Management:
Rhetorics and Realities, Macmillan Business (1995).
74. Watson, T. J. Organising and Managing Work, Financial
Times Prentice Hall (2002), p. 254.
75. Schneider, S. C. and Barsoux, J. Managing Across
Cultures, Second edition, Financial Times Prentice
Hall (2003).
76. Cheng, T., Sculli, D. and Chan, F. ‘Relationship
Dominance – Rethinking Management Theories from
the Perspective of Methodological Relationalism’,
Journal of Managerial Psychology, vol. 16, no. 2, 2001,
pp. 97–105.
77. Heller, R. ‘The Change Managers’, Management Today:
25th Anniversary Issue, 1991, pp. 12–16.
78. See, for example: Klein, S. M. and Ritti, R. R.
Understanding Organizational Behavior, Second edition,
Kent Publishing (1984), Chapter 1.
79. Miner, J. B. Management Theory, Macmillan (1971), p.
145. See also: Miner, J. B. Theories of Organizational
Behaviour, Holt, Rinehart and Winston (1980),
Chapter 1.
80. Crainer, S. Key Management Ideas: Thinkers that changed
the management world, Third edition, Financial Times
Prentice Hall (1998), p. xi.
81. For a critical account on competing views about organisation theory and its applications, see: Perrow, C.
Complex Organizations, Second edition, Scott, Foresman
(1979). For a discussion of British and American ideas
on conceiving and selling management theory, see:
Foster, G. ‘Management’s Missing Ideas’, Management
Today, March 1980, pp. 72–5, 152–6.
82. Crainer, S. ‘That Was The Idea That Was’, Management
Today, May 1997, pp. 18–19.
83. Crainer, S. ‘The Rise of Guru Scepticism’, Management
Today, March 1997, pp. 48–52.
84. Flores, G. N. and Utley, D. R. ‘Management Concepts
in Use – a 12-year Perspective’, Engineering Management
Journal, vol. 12, no. 3, September 2000, pp. 11–17.
85. Stern, S. ‘Guru Guide’, Management Today, October
2001, p. 87.
86. Tudor, T. and Trumble, R. ‘Significant Historic Origins
that Influenced the Team Concept in Major Japanese
Companies’, Journal of Applied Business Research, vol.
12, no. 4, Fall 1996, p. 116.
87. Bhappu, A. ‘The Japanese Family: An Institutional
Logic for Japanese Corporate Networks and Japanese
Management’, Academy of Management Review, vol.
25, no. 2, April 2000, p. 412.
88. Khan, R. ‘Japanese Management: A Critical Appraisal’,
Management Decision, vol. 29, 1991, p. 17.
89. Channon, D. ‘Can Eastern H. R. Promise the West a
New Dawn?’ Personnel Management – East Asia, vol. 2,
no. 17, 1996, p. 2.
90. Lorriman, J. ‘Life Long Learning in Japan’, Journal of
European Industrial Training, vol. 19, no. 2, 1995, p. 2.
91. Doeringer, P. and Evans-Klock, C. ‘Hybrids or
Hodgepodges Workplace Practices of Japanese’,
Industrial and Labour Relations Review, vol. 51, no. 2,
January 1998, p. 171.
92. Harari, O. ‘Flood your Organization with Knowledge’,
Management Review, vol. 86, no. 10, November 1997,
p. 35.
93. Harari, O. ‘Turn your Organization into a Hotbed of
Ideas’, Management Review, vol. 84, no. 12, December
1995, p. 39.
94. Pickard, J. ‘Personnel Management Research’, DTI,
People Management, vol. 3, no. 15, 1997 p. 15.
95. Thanopoulos, J. and Leonard, J. ‘Nourishing
American Business with Japanese Recipes’, Review of
Business, vol. 18, no. 1, Fall 1996, p. 7.
96. Inone, Y. ‘Foreign Staff Learn the Matsushita Way’,
The Nikkei Weekly, 15 March 1993, p. 11.
97. Anon. ‘At NEC, Meetings Are a Way of Work’, Japan
Economic Journal, 3 February 1990.
98. Sargent, J. and Mathews, L. ‘Expatriate Reduction and
Mariachi Circles’, Personnel Management, vol. 28, no.
2, 1998, p. 77.
99. Kenney, M. and Goe, W. ‘Learning Factories or
Reproduction Factories’, Work and Occupations, vol. 25,
no. 3, 1998, p. 275.
100. Harney, A. ‘Young Japanese Losing Interest in
Lifelong Relationship with One Employer’, Financial
Times, 9 April 2000, p. 9.
CHAPTER 3
101. Kiso, T. ‘Just What You Always Wanted: Another
Lecture About Japanese Management’, Insight Japan,
vol. 8, no. 2, October 1999, p. 34.
102. Harney, A. and Abrahams, P. ‘Death of a Salaryman’,
Financial Times, 12 November 1998, p. 31.
103. Schmidt, R. ‘Japanese Management, Recession Style’,
Business Horizons, vol. 39, no. 2, March 1996, p. 70.
104. Op. cit., p. 73.
105. Lincoln, J. ‘The Transformation of the Japanese
Employment System’, Work and Occupations, vol. 24,
no. 1, February 1997, p. 39.
FT
APPROACHES TO ORGANISATION AND MANAGEMENT
106. Op. cit., p. 43.
107. Walsh, J. ‘Japanese Forced into HR Strategy Rethink’,
People Management, vol. 3, no. 21, 23 October 1997,
p. 16.
108. Ornatowski, G. ‘The End of Japanese-style Human
Resource Management’, Sloan Management Review,
vol. 39, no. 33, Spring 1998, p. 73.
109. Dongsui, S. and Zhang, Y. ‘A Management Culture
Revolution for the New Century’, Journal of Applied
Management Studies, vol. 7, no. 1, June 1998, p. 135.
Use the Financial Times to enhance your understanding of the context and practice of management and
organisational behaviour. Refer to article 2 in the BUSINESS PRESS section at the end of the book for
relevant reports on the issues explored in this chapter.
109
Part 2
THE
0RGANISATIONAL
SETTING
Part 1
MANAGEMENT AND
ORGANISATIONAL
BEHAVIOUR
Part 7
MANAGEMENT
OF HUMAN
RESOURCES
Part 2
THE
ORGANISATIONAL
SETTING
Part 3
THE ROLE OF
THE MANAGER
Part 8
IMPROVING
ORGANISATIONAL
PERFORMANCE
Part 4
THE
INDIVIDUAL
Part 6
ORGANISATIONAL
STRUCTURES
Part 5
GROUPS AND
TEAMWORK
Dogbert’s Rule of Strategies
4
THE NATURE OF
ORGANISATIONS
The process of management and applications
of organisational behaviour take place not in a
vacuum but within the context of a particular
organisational setting and environment. The
organisation is a complex social system and is
the sum of many interrelated variables. The
operations of the organisation are influenced
by the external environment of which it is part.
The manager needs to understand the nature of
organisations and the social context; and the
main features which affect the structure,
management and functioning of the work
organisation.
Photo: John Heseltine/Science Photo Library
LEARNING OUTCOMES
After completing this chapter you should be able to:
explain the context of the organisation, common
factors and basic components of an organisation;
distinguish alternative types and classifications of
organisations, and relate different organisations to these
classifications;
examine the organisation in terms of an open systems
model;
analyse organisations on the basis of interrelated
sub-systems;
appreciate the influence of technology in work
organisations and the impact of information technology;
explain the nature and importance of the informal
organisation;
recognise the importance of the organisational setting.
All organizations exist in multiple environments.
They exist within the culture and social structure
of the larger society, and they coexist in various
relations to other organizations with similar
purposes, as well as disparate organizations and
groups of people who may be owners, managers,
employees, customers, clients, or simply ‘the
public at large’.
Edgar Schein
Organizational Psychology, Prentice Hall (1988)
114
PART 2 THE ORGANISATIONAL SETTING
THE CONTEXT OF THE ORGANISATION
Organisations in one form or another have always been an integral feature of human
civilisation. Although the origins of modern organisations can be traced back thousands of years they continually evolve and the organisations of today are clearly very
different. The beginning of the 20th century with the emergence of large corporate
entities, and the work of writers such as Frederick Taylor on scientific management and
Max Weber on bureaucracy, drew attention to the importance of the work organisation. In Chapter 1 we drew attention to the changing nature of work organisations
today, and the impact on management and organisational behaviour.1
All organisations have some function to perform. Organisations exist in order to
achieve objectives and to provide satisfaction for their members. Organisations enable
objectives to be achieved that could not be achieved by the efforts of individuals on
their own. It must be remembered that organisations are structures of people. Through
co-operative action, members of an organisation can provide a synergistic effect.
Organisations are an integral part of society involving both public and private sectors.
For example, in their discussion of the new public services, Farnham and Horton define
organisations as:
… social constructs created by groups in society to achieve specific purposes by means of
planned and co-ordinated activities. These activities involve using human resources to act in
association with other inanimate resources in order to achieve the aims of the organisation.2
There are then many different types of organisations which are set up to serve a number
of different purposes and to meet a variety of needs. Organisations come in all forms,
shapes and sizes. Consider the diversification among such organisations as, for example:
Firm of accountants
School
Retail shop
Local authority
Airport
Motor car manufacturer
Hospital
Hotel
Leisure centre
Quarry works
Government department
Pharmaceutical company
Bank
Nationalised industry
The structure, management and functioning of these organisations will all vary
because of differences in the nature and type of the organisation, their respective goals
and objectives, and the behaviour of the people who work in them. Let us now consider just two types of organisations towards the opposite ends of a possible continuum
– say a maximum security prison and a university largely concerned with research – as
a framework on which to focus attention. We can appreciate readily that although
both types of organisation will be concerned with the basic activities of organisation
and management, their goals and objectives, actual procedures and methods of operation, structure, systems and style of management, and orientation and behaviour of
members will differ considerably (see Figure 4.1).
Common factors in organisations
Not only are there many different types of organisations, there is some suggestion that
cultural differences in countries can reflect different conceptions of what actually is an
organisation.3 However, despite the differences, there are at least three common factors
in any organisation:
■
■
■
people,
objectives, and
structure.
CHAPTER 4 THE NATURE OF ORGANISATIONS
Figure 4.1 The nature of organisations
It is the interaction of people in order to achieve objectives which forms the basis of
an organisation. Some form of structure is needed by which people’s interactions and
efforts are channelled and co-ordinated. To which we can add a fourth factor:
■
management.
Some process of management is required by which the activities of the organisation,
and the efforts of its members, are directed and controlled towards the pursuit of objectives. (See Figure 4.2.)
The actual effectiveness of the organisation will be dependent upon the quality of its
people, its objectives and structure, and the resources available to it. There are two
broad categories of resources:
■
■
non-human – physical assets, materials and facilities; and
human – members’ abilities and influence, and their management.
The interrelationship of people, objectives and structure, together with the efficient use
of available non-human and human resources, will determine the success or failure of
the organisation and the extent of its effectiveness.
Among the variety of different approaches to organisation theory, Watson refers to
one which stresses three common aspects of organisational life:
■
■
■
the importance of the creative, critical and situation-defining characteristics of the
individuals who make up the organisation;
the varieties of interest and goal among individuals and groups in the organisation,
and the emphasis on conflict and political behaviour; and
the interactions between the organisation and the general environment, and recognition that organisations make their environment as much as it makes them.4
THE FORMAL ORGANISATION
The formal organisation can be distinguished from the informal organisation (which is
discussed later in this chapter). The difference between the formal and the informal
organisation is a feature of the degree to which they are structured.
115
116
PART 2 THE ORGANISATIONAL SETTING
Local
authority
Retail shop
Airport
Motor car
manufacturer
School
Firm of
accountants
Interactions and
efforts of
PEOPLE
in order to achieve
OBJECTIVES
channelled and co-ordinated
through
STRUCTURE
directed and
controlled via
MANAGEMENT
PRISON
Nationalised
industry
Bank
Hospital
UNIVERSITY
Hotel
Leisure centre
Pharmaceutical
company
Government
department
Quarry works
Figure 4.2 Common factors in organisations
A formal organisation has been defined by Schein as:
the planned co-ordination of the activities of a number of people for the achievement of some
common, explicit purpose or goal, through division of labor and function, and through a hierarchy of authority and responsibility.5
An organisation is a pattern of roles and a blueprint for their co-ordination. The object
of co-ordination is activities, not people. The formal organisation can exist independently of the membership of particular individuals.
The formal organisation is:
■
■
■
■
deliberately planned and created;
concerned with the co-ordination of activities;
hierarchically structured with stated objectives; and
based on certain principles such as the specification of tasks, and defined relationships of authority and responsibility.
An organisation chart, for example, gives a representation of the formal structure.
Other examples of the formal organisation are rules and regulations, policy manuals,
standing orders and job descriptions. (See Figure 4.9 on page 135.)
The
organisation
as a coalition
The formal organisation can be seen as a coalition of individuals with a number of subcoalitions. 6 Membership of the coalition will be dependent upon the type of
organisation but could include, for example, managers, administrators, workers,
elected representatives, appointed officials, volunteers, shareholders, suppliers, trade
CHAPTER 4 THE NATURE OF ORGANISATIONS
union officials, leaders of interest groups, customers, clients, patrons, donors, specialists, consultants, and representatives of external agencies.
It is difficult to define specific, permanent boundaries for an organisational coalition. However, by focusing on participants over a given period, or participants
concerned with particular decision-making processes, it is possible to identify the main
members of a coalition. Strategies adopted by particular sectional interests or subcoalitions will sometimes be part of the formal organisation structure – for instance, in
the pursuit of manifest managerial goals – and will sometimes be related to the informal structure – for example, heads of department vying with each other for limited
resources, or workers indulging in restrictive practices.
BASIC COMPONENTS OF AN ORGANISATION
Any organisation can be described, broadly, in terms of an operating component and
an administrative component.7
■
■
The operating component comprises the people who actually undertake the work
of producing the products, or providing the services.
The administrative component comprises managers and analysts, and is concerned
with supervision and co-ordination.
Developing this description, we can analyse the work organisation in terms of five
basic components: the operational core; operational support; organisational support;
top management; and middle management. (See Figure 4.3.)
■
The operational core is concerned with direct performance of the technical or productive operations and the carrying out of actual task activities of the organisation –
for example, people putting together parts on an assembly line, teaching in a class-
Figure 4.3 Five basic components of an organisation
117
118
PART 2 THE ORGANISATIONAL SETTING
■
■
■
■
room, treating a patient, cooking meals in a hotel, serving in a bank, repairing a
hole in the road.
Operational support is concerned indirectly with the technical or productive
process but closely related to the actual flow of operational work – for example,
people working in quality control, work study, progress planning, storekeeping,
works maintenance, technical services.
Organisational support is concerned with provision of services for the whole
organisation, including the operational core, but which are usually outside the
actual flow of operational work – for example, people working in personnel, medical
services, canteen, management accounting, office services.
Top management is concerned with broad objectives and policy, strategic decisions,
the work of the organisation as a whole and interactions with the external environment – for example, managing director, governors, management team, chief
executive, board of directors, council members.
Middle management is concerned with co-ordination and integration of activities
and providing links with operational support staff and organisational support staff,
and between the operational core and top management.
PRIVATE AND PUBLIC SECTOR ORGANISATIONS
Organisations can, traditionally, be distinguished in terms of two generic groups:
■
■
private enterprise organisations; and
public sector organisations.
The distinction can be made on the basis of ownership and finance, and the profit
motive. Private enterprise organisations are owned and financed by individuals, partners,
or shareholders in a joint stock company and are accountable to their owners or
members. They vary widely in nature and size, and the type and scope of goods and
services provided. The main aim is of a commercial nature such as profit, return on capital employed, market standing or sales level.
Public sector organisations are created by government and include, for example,
municipal undertakings and central government departments, which do not have
profit as their goal. Municipal undertakings such as local authorities are ‘owned’ by the
council tax payers and ratepayers and financed by council taxes, rates, government
grants, loans and charges for certain services. Central government departments are
‘state owned’ and financed by funds granted by parliament. Public sector organisations
have political purposes and do not distribute profits. Any surplus of revenue over
expenditure may be reallocated by improved services or reduced charges. The main aim
is a service to and the well-being of the community.
Privatisation
The extent of the state ownership of public sector operations, or of their ‘privatisation’, and
the balance between commercial and social interests, are determined by the government of
the day. In recent years, there has been a vigorous policy of creating freedom from state
control and the transfer of business undertakings to private hands (privatisation).
There are other public sector organisations whose aims involve both a commercial
interest and a service interest. Nationalised industries such as the postal service at
present run as public corporations with autonomy on day-to-day management, a
degree of commercial freedom but with ultimate government control in the national
interest. These public corporations are required to make efficient use of their resources
by ensuring a given minimum rate of return on their investments and to charge prices
CHAPTER 4 THE NATURE OF ORGANISATIONS
based on the actual cost of supplying goods or services to certain groups of consumers.
However, provision may also be made for certain activities to be undertaken on social
grounds as a service to the community even though these activities might be run at a
financial loss.
There have also been increasing moves to encourage contracting-out of certain local
authority services and putting them to compulsory competitive tender (CCT) and a
greater degree of competition has also been introduced. The exposure to competition
and demands for economical and high quality service have prompted local authorities
to replace administration with business management.8 (Management in private and
public sector organisations is discussed in Chapter 6.)
Not-for-profit organisations
The increasing scale of privatisation and the blurring of commercial interests and social
interests have led to an alternative classification of organisations:
■
■
profit; and those clearly
not-for-profit.
Not-for-profit organisations include on the one hand charities, private societies and
most religious organisations, and on the other hand National Health Service hospitals,
universities, prisons, and most government and local authority departments.
However, even in not-for-profit, public sector organisations there has been increased
government pressure to ensure cost-effectiveness, investment by private sector involvement, and efficiency and economy in their operations.
I think that we in the business community are sometimes too defensive about privatisation
and forget the effect of state corporatism … The secret of success lies in the way privatisation has shaken up the corporate culture, and made public servants who had no incentive
to serve their customers into effective managers willing to take risks in order to run their
operations more efficiently or make a profit … The question now is: how can the public
sector and private sector work together for the benefit of both? People in business know
what needs to be done. Focusing on what customers need, improving service and achieving
greater efficiency are the daily bread of every successful business. Let’s call an end to sterile arguments about where the boundary between public and private sectors should be and
concentrate instead of creating a UK plc which is truly competitive.
J. M. Barry Gibson, Group Retail Director, BAA9
The same blurring of distinctions can also be seen in the case of charities. For example,
Arnott points out that there is very little about the 21st-century charity which is
straightforward and they exist in a highly complex context.
The old distinctions between private, public and not-for-profit sectors have been blurred as charities have taken on an ever-increasing role on the delivery of public services. Tough competition
for funds and growing public scrutiny have led many charities to adopt practices once more commonly associated with the commercial sector. 10
The
private–public
interface
Smith points out that although the private–public sector divide is part of the British
economic and political landscape, the divisions are being broken down and moves
between the two sectors – in both directions – becoming more frequent. Business
people are being introduced to the public sector in an unprecedented way and bringing
their expertise to bear on efficiency across Whitehall.11
Rose and Lawton also suggest that the extent of privatisation, the introduction of socalled business styles of management and the development of an intense competitive
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PART 2 THE ORGANISATIONAL SETTING
performance culture have all served to challenge the traditional concept of a public
sector. ‘Privatisation and quasi-privatisation, in the form of contracting out and agency
provision, have meant an increasing interface with non-public-sector organisations.
Part of the rationale for this development is that these organisations have expertise
and competencies which are not as well developed in the public sector. This has facilitated the transfer of technologies such as business process re-engineering and the
business excellence model.’12
However, in spite of the fashion for applying private-sector techniques in government Sir David Wright refers to the difficult issues which remain about the way
government performs and delivers its services. The challenge of management change
has shifted to the public sector with the call for improved delivery of public services. In
the private sector there is the bottom line of follow the money or achieve the sale or
deal. But in government the link between inputs and outcomes remains hard to establish and the challenge is aggravated by the inability to focus activity on a small
number of immediately realisable targets. As a function of the democratic process, government departments are responsible for a large number of activities and are subject to
political initiatives, both of which can leach valuable resources and affect any assessment of how private-sector techniques can be applied.13
PRODUCTION AND SERVICE ORGANISATIONS
Another major distinction is arguably between production and service organisations.
Compared with ‘production’ industries, services tend to display a number of characteristic features, including the following.
■
■
■
■
■
Different from
other
industries
The consumer is a participant in the service process. This requires particular attention to the surroundings and characteristics of the service operations.
Services cannot be stored, they are time perishable and if they are not used they are
likely to be wasted. For example, the income lost from a hotel room unsold on one
day is lost forever.
Unlike physical products, services are less tangible and more difficult to explain or
communicate. Benefits derived from services tend to be associated with feelings and
emotions.
In service operations work activities are people-oriented and the characteristics of
the workforce are particularly important in determining organisational effectiveness.
Measurement of output is difficult and there is unlikely to be a single, important criterion by which to measure effective performance.14
To what extent then are service industries any different from other industries?
According to Levitt, for example, it is only in a matter of degree.
Purveyors of service, for their part, think that they and their problems are fundamentally different
from other businesses and their problems. They feel that service is people-intensive, while the
rest of the economy is capital-intensive. But these distinctions are largely spurious. There are no
such things as service industries. There are only industries whose service components are
greater or less than those of other industries. Everybody is in service.15
Other writers such as Macdonald, however, maintain that service organisations are different. ‘Product quality and service quality are the same inasmuch as they apply to the
results of different activities. There are, however, some fundamental differences in the
organisation of an operation to provide products and services. There are also intrinsic
differences between products and services.’16 (See Table 4.1.)17
CHAPTER 4 THE NATURE OF ORGANISATIONS
Table 4.1 Differences between products and services
Product
Service
The customer receives a tangible product in the
form of goods which can be seen and touched
The customer receives an intangible service
which may or may not satisfy
The goods remain with the customer
Services are consumed at the moment of
delivery
The production and delivery of goods are usually
separated
Production, delivery and consumption of
services are often at the same time
Few producers deal with customers
Most producers deal with customers
The customer is rarely involved with production
The customer is often closely involved with
production
Goods can be serviced
Services have already been consumed and
cannot be serviced
Goods are subject to liability but the producer has
more opportunity to ameliorate the effect on the
customer and thus the financial penalty
Services which do not meet the requirements
are difficult to replace – the financial impact is
usually total
Goods can be purchased to store in inventory to
satisfy the customer’s needs
Services cannot be stored but must still be
available on customer demand
Goods can be transported to the point of sale
Some services are transportable (e.g. information
through communication lines) but most require
the transportation of the service provider
The quality of goods is relatively easy for customers
to evaluate
The quality of services is more dependent on
subjective perception and expectation
Goods are often technically complex – the customer
therefore feels more reliant on the producer
Services appear less complex – the customer
therefore feels qualified to hassle the producer
(Reproduced with permission from John Macdonald, ‘Service Is Different’, The TQM Magazine, Vol. 6, No. 1, 1994, p. 6.)
TYPES OF AUTHORITY AND ORGANISATIONS
In one of the earliest studies of formal organisations, Weber distinguished three types of
authority: traditional, charismatic and legal–rational.18 These types of authority are based
on the form of control regarded as legitimate by subordinates, and their acceptance of the
power of superiors. The three types of authority relate to different types of organisations.
■
■
In traditional organisations, authority is legitimised by custom and a longstanding belief in the natural right to rule, or is possessed by traditional (‘proper’)
procedure. Examples would be the authority of the Pope, kings or queens or a
paternalistic employer.
In charismatic organisations, authority is legitimised by belief in the personal qualities
of the leader; authority is based on the leader’s strength of personality and inspiration. Winston Churchill might be quoted as an example. The practical need for
some routine, for procedures and systems and for economic support means that if
the movement is to continue it must become organised. On the impending demise
of the charismatic leader the movement might collapse unless a ‘legitimate’ heir is
found. This process tends to transform a charismatic organisation into either a traditional organisation or a bureaucratic organisation.
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■
In bureaucratic organisations, authority is based on the acceptance of the law of
formal rules and procedures, and on impersonal principles. There is a legal–rational
authority which stems from hierarchical position in the organisation and not from
personality. Examples are the armed forces and the authority of government ministers or a college principal.
The concept of legal–rational authority is of most interest to us because most business
organisations, particularly large-scale ones, tend to be of the bureaucratic type of structure, although there are variations in degree. Bureaucracy, as applying to certain
structural features of organisation, is the most dominant type of formal organisation.
THE CLASSIFICATION OF ORGANISATIONS
In order to relate the study of management and organisational behaviour to one particular type of organisation as distinct from another, it is necessary to group similar types
of organisations together. This enables generalisations to be made on the basis of certain characteristic features of organisations within a particular grouping. Organisations
can be distinguished by, for example, their nature and type; goods or services provided;
size; aims and objectives; and the people who are employed by or who work in them.
Organisations can, therefore, be classified in a number of ways and different writers
have emphasised particular features of organisations.
Classification
by major
purpose
A common classification of organisations is by their major purpose. This leads to a distinction between, for example:
■
■
■
■
■
business firms (economic organisations);
armies, trade unions and police forces (protective organisations);
clubs and societies (associative organisations);
local authorities and hospitals (public service organisations); and
churches (religious organisations).
Further distinctions could be made, for example, into political organisations, educational organisations, military organisations and voluntary organisations.
Such a distinction tends to lack refinement and not all organisations fit simply into
one classification. Many universities combine research with teaching. Some hospitals
are concerned as much with training and/or research as with treatment of patients.
One could debate the main purpose of a prison: is it, for example, corrective, protective, penal or educational? The main purpose of a trade union is seen, presumably, as
protection of the interests of its members through their wages and working conditions,
but many trade unions also have strong social, educational and political interests.
Many organisations serve more than one goal; but although they are multi-purpose
organisations it is usually possible to identify one predominant goal (or purpose) by
which the organisation can be classified, however crude this classification may be. It is
of interest, however, to note the comment by Etzioni that:
To the extent that such things can be measured, it appears that many multi-purpose organisations
tend to serve each of their goals separately and all of them together more effectively and efficiently
than single-purpose organisations of the same category.19
PRIME BENEFICIARY OF THE ORGANISATION
Blau and Scott propose a classification on the basis of the prime beneficiary.20 Four
groups of persons involved in a relationship with any organisation are categorised into:
■
■
the members, or rank-and-file participants;
the owner or managers of the organisation;
CHAPTER 4 THE NATURE OF ORGANISATIONS
■
■
the clients or, more generally, the ‘public-in-contact’ who are technically ‘outside’
the organisation yet have regular direct contact with it;
the public at large – that is, the members of the society in which the organisation
operates.
Organisations are then classified on the basis of who benefits – that is, which of the
four categories is the prime beneficiary of its operations. Four types of organisation are
identified on this basis:
■
■
■
■
Problems
associated
with each type
of organisation
It is emphasised that the prime beneficiary is not necessarily the only beneficiary. Each
of the various groups who make a contribution to an organisation do so only in return
for certain benefits received.
Blau and Scott suggest that special problems are associated with each type of organisation.
■
■
■
■
Difficulty in
finding a
comprehensive
classification
Mutual-benefit associations, where the prime beneficiary is the membership, such
as political parties, trade unions and professional associations;
Business concerns, where the owners are the prime beneficiaries, such as industrial
and other firms privately owned and operated for profit;
Service organisations, where the client group is the main beneficiary, such as hospitals, schools and welfare agencies;
Commonweal organisations, where the prime beneficiary is the public-at-large,
such as central government departments, the armed services and the police.
In mutual-benefit organisations the main problem is that of providing for participation and control by the membership, and of maintaining internal democracy.
In business concerns the central problem is that of maximising operational efficiency in a competitive environment.
In service organisations the problem is reconciling conflict between professional
service to clients and administrative procedures.
In commonweal organisations the important problem is ensuring democratic procedures by which they are held accountable to the public for their actions.
It is not easy to find a comprehensive classification into which all organisations can be
simply and satisfactorily categorised; a degree of generalisation, assumption and qualification is required. However, the classification of Blau and Scott provides a useful
typology of organisations. An alternative form of classification is provided by Katz
and Khan.
PRIMARY ACTIVITY OF THE ORGANISATION
The Katz and Khan classification is based on ‘genotypic (first-order) factors’ and on
‘second-order factors’.21 In terms of the genotypic function, which is the primary activity of the organisation as a sub-system within the larger society, there are four broad
types of organisations:
■
■
■
■
Productive or economic – concerned with the creation of wealth, the manufacture
of goods, and the provision of services for the public.
Maintenance – for example, schools and churches, concerned with the socialisation
of people to fulfil roles in other organisations and in society.
Adaptive – for example, research establishments, concerned with the pursuit of
knowledge and the development and testing of theory.
Managerial or political – for example, government departments, trade unions and
pressure groups. These are concerned with adjudication, co-ordination and control
of physical and human resources and other sub-systems.
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Object-moulding Organisations can then be described in terms of second-order factors. Among other
things these factors relate to structure; the system of intrinsic or extrinsic rewards to
or
people-moulding attract and retain members and to achieve satisfactory performance from them; and the
nature of the throughput – the transformation or processing of objects or the moulding
of people as the end product of the organisation. A distinction can be made between
■
■
object-moulding organisations and
people-moulding organisations.
Object-moulding organisations are concerned with physical or material objects as the
nature of work being carried out – for example, a manufacturing plant, a car plant or
an oil company.
People-moulding organisations are concerned with human beings as the basis of
the nature of work being carried out – for example, a school or a leisure centre. In
people-moulding organisations a further distinction can be made between
■
■
people-processing organisations – for example, an employment agency or a social
security benefit office; and
people-changing organisations – for example, a mental hospital or an open prison.
THE ORGANISATION AS AN OPEN SYSTEM
We have seen that organisations differ in many important respects, but they also share
common features. Organisations can be viewed as open systems which take inputs
from the environment (outputs from other systems) and through a series of activities
transform or convert these inputs into outputs (inputs to other systems) to achieve
some objective. (See Figure 4.4.)22
In terms of this open systems model the business organisation, for example, takes in
resources such as people, finance, raw materials and information from its environment;
transforms or converts these; and returns them to the environment in various forms of
outputs such as goods produced, services provided, completed processes or procedures
in order to achieve certain goals such as profit, market standing, level of sales or consumer satisfaction.
A common
point of
reference
There are, of course, differences in the activities and methods of operation of the various forms of business organisations. There will also be differences between business
organisations of the same type – for example, in relation to their size and scale of activ-
ENVIRONMENT
ENVIRONMENT
Outputs from
other systems
Inputs to other
systems
Series of activities
AIMS AND
OBJECTIVES
INPUTS
TRANSFORMATION OR
CONVERSION UNIT
OUTPUTS ORGANISATIONAL
GOALS
Interrelated sub-systems
Feedback
Measure of achievement
Figure 4.4 The open systems model of organisations
Feedback
CHAPTER 4 THE NATURE OF ORGANISATIONS
ities. However, adopting the systems view of organisations, we can identify principles
and prescriptions of organisation and management that apply to business organisations in general. Differences in the application and operation of these principles and
prescriptions as between one business organisation and another is largely a matter only
of degree and of emphasis.
Using this systems model the same form of analysis can be applied to all types of
organisations. Viewing organisations as systems provides a common point of reference
and enables us to take a general approach to the study of organisations, to analyse
them and to derive general principles and prescriptions.23
An example of the open systems model applied to the environment systems division
of a major heating and ventilation company is given in Figure 4.5.
Figure 4.5 An example of the open systems model
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PART 2 THE ORGANISATIONAL SETTING
INTERACTIONS WITH THE ENVIRONMENT
The structure, management and functioning of an organisation is not only determined
by internal considerations and choices, but is also strongly influenced by a range of
volatile, external, environmental factors.
The business organisation is an open system. That means that it is open to, and in
continual interaction with, the external environment of which it is part. In order to be
effective and maintain survival and growth, the organisation must respond to the
opportunities and challenges, and the risks and limitations, presented by the external
environment. Changes in the environment will affect inputs, and changes in inputs
will affect the transformation or conversion process and hence the outputs. The open
systems approach views the organisation within its total environment and emphasises
the importance of multiple channels of interaction.
The increasing rate of change in major environmental factors (technical, economic,
social and governmental) has highlighted the need to study the total organisation and
to adopt a systems approach. In addition to these major environmental factors, there is
a multiplicity of constantly changing environmental influences which affect the operation of an organisation (see Figure 4.6). In order to understand the operations of
organisations, and to improve organisational performance, it is necessary to consider
how they achieve an internal and external balance and how they are able to adapt to
changes in their environment and the demands placed upon them.24
Consider how the operations of a large comprehensive school, for example, might
be affected by such external influences as: government proposals for reform of education; changing population trends; the general economic climate; advances in
information technology; changing views of the role of education in society; reports
from Her Majesty’s Inspectors; representations from employers’ associations and trade
unions; parent groups; equality campaigners.
PESTEL
analysis
Organisational performance and effectiveness will be dependent upon the successful
management of the opportunities, challenges and risks presented by changes in the
external environment. One popular technique for analysing the general environment
is a PESTEL analysis – that is, Political, Economic, Socio-cultural, Technological,
Technological
innovations
Economic
activity
Social
attitudes
Suppliers
Shareholders
or providers
of finance
Local and national
government policies
Trade unions
THE ORGANISATION
Customers
Private enterprise
or public sector
Climate
Culture
Competitors
International
relations
Other organisations
Employers’
CBI
Pressure associations
Training and
Enterprise Councils groups
Figure 4.6 Environmental influences on the organisation
CHAPTER 4 THE NATURE OF ORGANISATIONS
Figure 4.7 Checklist for a PESTEL analysis
Reproduced with permission from Richard Lynch, Corporate Strategy, Third edition, Financial Times Prentice Hall (2003), p.92, with
permission from Pearson Education Ltd.
Environmental and Legal influences. As an example, Lynch presents the main issues
that might be considered when undertaking a PESTEL analysis (see Figure 4.7).25
THE COMPARATIVE STUDY OF ORGANISATIONS
All organisations need clear aims and objectives which will determine the nature of
inputs, the series of activities to achieve outputs and the realisation of organisational
goals. Feedback about the performance of the system, and the effects of its operation
on the environment, are measured in terms of achieving the aims and objectives.
Basic principles of organisation and management apply in any series of activities in
any organisation. For example:
■
Attention must be given to the design of a suitable structure.
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PART 2 THE ORGANISATIONAL SETTING
■
■
The common elements of management – clarification of objectives, planning,
organising, directing and control – apply to a greater or lesser extent in all cases.
Essential financial, legal, personnel and administrative functions must be carried out
in all types of organisation.
These common features make possible the application of general principles of management and organisational behaviour (including, for example, in both a prison or a
university) and the meaningful study of organisation theory.
Characteristic
features of
particular
organisations
While general principles and prescriptions apply to all organisations, differences in
their aims and objectives, organisational goals and environmental influences will result
in differences in the input–conversion–output process and in the series of activities
involved in this process. The nature of inputs, the throughputs, and the form of the
outputs will emphasise characteristic features of a particular organisation. These features highlight alternative forms of structure, management, methods of operation, and
behaviour of people employed by or working in different types of organisations.
The study of organisations as open systems serves, therefore, to indicate both the
common features of organisations and the main distinguishing features between different types of organisations. It provides a useful framework for the comparative study
of organisations. The systems view of organisations enables managers to view their
own organisation in perspective, and to compare it in meaningful terms with other
types of organisations.26
ORGANISATIONAL SUB-SYSTEMS
Whatever the type or classification of organisations, the transformation or conversion of
inputs into outputs is a common feature of all organisations. Within the organisation
(system) as a whole, each of the different transformation or conversion activities may
themselves be viewed as separate sub-systems with their own input–conversion–output
process interrelated to, and interacting with, the other sub-systems.
The analysis of an organisation could perhaps be based upon the departmental
structure as sub-systems. However, this could lead to an investigation concentrating on
blinkered, sectional interests, rather than on the need to adopt a corporate approach. It
is not just a question of whether individual departments are operating efficiently.
The important point is the interrelationships and co-ordination of sub-systems in
terms of the effectiveness of the organisation as an integrated whole.
The interrelationship and interdependence of the different parts of the system raise
the question of the identification of these sub-systems. What are the boundaries that
distinguish one sub-system from other sub-systems, and from the system as a whole?
In practice the boundaries are drawn at the discretion of the observer and sub-systems
are identified according to the area under study. These sub-systems may be identified,
therefore, in a number of different ways, although there is a degree of similarity among
the alternative models.
Socio-technical system
The work of Trist and others of the Tavistock Institute of Human Relations, in their
study of changing technology in the British coal-mines, gave rise to the idea of the
socio-technical system.27 It was observed that new methods of work and changes in
technology disrupted the social groupings of the miners, and brought about undesirable changes to the psychological and sociological properties of the old method of
working. As a result, the new method of work was less efficient than it could have been
despite the introduction of new technology.
CHAPTER 4 THE NATURE OF ORGANISATIONS
The researchers saw the need for a socio-technical approach in which an appropriate
social system could be developed in keeping with the new technical system. They suggested that there are three sub-systems common to any organisation:
■
■
■
the technological sub-system;
the sub-system of formal role structure;
the sub-system of individual members’ feelings or sentiments.
This form of analysis is taken a stage further by Kast and Rosenzweig who see the organisation as an open, socio-technical system with five major sub-systems.28
■
■
■
■
■
Interrelated
sub-systems
Goals and values – the accomplishment of certain goals determined by the broader
system and conformity with social requirements.
Technical – the knowledge required for the performance of tasks, and the techniques and technology involved.
Psychosocial – the interactions of individuals and groups, and behaviour of people
in the organisation.
Structure – the division and co-ordination of tasks, and formal relationships
between the technical and psychosocial sub-systems.
Managerial – covering the whole organisation and its relationship to the environment, setting goals, planning, structure and control.
An alternative model is suggested by Hersey and Blanchard, who identify four main
interrelated sub-systems.29
■
■
■
■
Human/social – focuses on the needs and motivations of members of the organisation and styles of leadership.
Administrative/structural – focuses on authority and responsibility, and the structure within the organisation.
Informational/decision-making – focuses on key decisions and information needs
necessary to keep the organisation operational.
Economic/technological – focuses on the work to be undertaken and its costeffectiveness related to the goals of the organisation.
Another useful model is that of Leavitt who suggests the organisation consists of four
main elements – task, structure, information and control, and people – which interact
with each other and with the external environment.30
■
■
■
■
Task – involves problem-solving and improving organisational performance.
Structure – refers to patterns of organisation, authority and responsibility, and
communications.
Information and control – involves techniques for controlling and processing
information, such as accounting techniques.
People – involves attitudes and interpersonal relations.
THE ANALYSIS OF WORK ORGANISATIONS
However these sub-systems are identified, it is the task of management to co-ordinate
the sub-systems, and to ensure that the activities of the organisation as a whole are
directed towards the accomplishment of its goals and objectives. We can suggest, therefore, five main interrelated sub-systems as a basis for the analysis of work
organisations. (See Figure 4.8.)
■
Task – the goals and objectives of the organisation. The nature of inputs and outputs, and the work activities to be carried out in the transformation or conversion
process.
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PART 2 THE ORGANISATIONAL SETTING
■
■
■
■
Technology – the manner in which the tasks of the organisation are carried out and
the nature of work performance. The materials, systems and procedures, and equipment used in the transformation or conversion process.
Structure – patterns of organisation, lines of authority, formal relationships
and channels of communication among members. The division of work and coordination of tasks by which the series of activities are carried out.
People – the nature of the members undertaking the series of activities. For example, their attitudes, skills and attributes; needs and expectations; interpersonal
relations and patterns of behaviour; group functioning and behaviour; informal
organisation and styles of leadership.
Management – co-ordination of task, technology, structure and people, and policies
and procedures for the execution of work. Corporate strategy, direction of the activities of the organisation as a whole and its interactions with the external environment.
ENVIRONMENT
ENVIRONMENT
Series of activities
Transformation or conversion process
Interrelated sub-systems
A socio-technical approach
Task
Technology
Management
Structure
People
Task
Technology
Structure
– the nature of the work activities to be carried out
– the manner in which activities are carried out
– patterns of organisation and formal relationships within which activities are
– carried out
People
– the nature of members undertaking the activities
Management – effective co-ordination of the sub-systems and direction of activities of the
organisation as a unified whole
Figure 4.8 Organisational sub-systems
CHAPTER 4 THE NATURE OF ORGANISATIONS
The attention given to organisational sub-systems can be related to developments in
management thinking and organisational behaviour (discussed in Chapter 3). The
classical approach emphasised the structural and the managerial sub-systems and the
development of general principles of organisation. The human relations approach
emphasised the psychological and sociological aspects and gave attention to the
importance of people in the organisation and such factors as the social needs of individuals, motivation and group behaviour. The systems approach focuses attention on
the organisation as a whole, as a socio-technical system, and considers the interrelationships between the different sub-systems and the importance of environmental
influences. The contingency approach concentrates on situational factors as determinants of alternative forms of organisation and management.
A broader view
of the
organisation’s
activities
We have seen that an open systems approach is an attempt to view the organisation as
a purposeful, unified whole in continual interaction with its volatile external environment. The organisation (system) is composed of a number of interrelated parts
(sub-systems). Any one part of the organisation’s activities affects other parts. Managers
cannot afford to take a narrow, blinkered view. They need to adopt a broader view of
the organisation’s activities. Managers should recognise the interrelationships between
various activities and the effects that their actions and decisions have on other activities. The above framework of five main interrelated sub-systems – task, technology,
structure, people, management – provides a useful basis for the analysis of organisational performance and effectiveness.
The manager must realise that in order to improve organisational effectiveness
attention should be focused on the total work organisation and on the interrelationships between the range of variables which affect organisational performance. The
organisation is best viewed as an open system and studied in terms of the interactions
between technical and social considerations, and environmental influences. Changes
in part of the system will affect other parts and thus the whole organisation. The open
systems approach provides a perspective from which to compare and contrast different types of organisations and their methods of operation.
CONTINGENCY MODELS OF ORGANISATION
The analysis of organisational effectiveness requires an understanding of relationships
within the organisation’s structure, the interrelated sub-systems and the nature of its
external environment.
Irrespective of the identification of sub-systems, the nature and scale of the series of
activities involved in converting inputs to outputs will differ from one organisation
to another in terms of the interrelationships between technology, structure, methods
of operation, and the nature of environmental influences. ‘Contingency’ models of
organisation highlight these interrelationships and provide a further possible means
of differentiation between alternative forms of organisation and management.
The contingency approach takes the view that there is no one best, universal form
of organisation. There are a large number of variables, or situational factors, that influence organisational performance. Contingency models can be seen as an ‘if–then’ form
of relationship. If certain situational factors exist, then certain organisational and managerial variables are most appropriate. Managers can utilise these models to compare
the structure and functioning of their own organisation. Contingency models are
examined in Chapter 16.
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THE INFLUENCE OF TECHNOLOGY
The systems and contingency approaches have drawn attention to the importance of
technology in the structure, management and functioning of work organisations.
It is important to note that the meaning of technology is interpreted broadly to
include both:
■
■
the physical aspects of machines, equipment, processes and work layout (machine
technology) involved in the transformation or conversion process; and
the actual methods, systems and procedures involved (knowledge technology) in carrying
out the work of the organisation and transforming or converting inputs into outputs.
There is a close interrelationship between the machine side of technology and the specialist knowledge side of technology.31
The nature of technology can, therefore, be applied to the analysis of all organisations. For example, in a university the machine side of technology would include:
blackboards or whiteboards; overhead projectors; computers; televisions and video
recorders, closed circuit television; scientific and engineering equipment; library facilities. The knowledge side of technology would include: lectures, seminars and tutorials;
case studies; role-playing; practical laboratory work; visiting speakers; project and
assignment work; examinations. The work processes of a university and other educational establishments give rise to the specialist study of educational technology.32 A
university will receive inputs of students and, through the process of educational technology, ‘transform’ them and return them as outputs into the broader society.
Johnson and Scholes draw attention to technology as a means of underpinning innovation in organisations. However, organisations may easily be distracted by technological
development itself rather than with concern for how technology can assist in the creation and sharing of knowledge within an organisation. It is in the exploitation of
technology that an organisation may create competitive advantage.33
Technology and the behaviour of people
The nature of technology can influence the behaviour of people in work organisations
in many ways including, for example, the following.
■
■
■
■
■
It influences the specific design of each member’s pattern of work including the
nature and variety of activities performed, and the extent of autonomy and freedom
of action.
It affects the nature of social interactions – for example, the size and nature of work
groups, the extent of physical mobility and of contacts with other people. A person
working continuously on a single, isolated machine in a mass-production factory
will have very limited social interactions compared with, say, a team of receptionists
in a large conference hotel.
It can affect role position and the nature of rewards. People with higher levels of
specialist technical knowledge and expertise such as engineers or systems analysts
tend to receive higher status and pay than machine operators on an assembly line.
It can impose time dimensions on workers and may require set times for attending
to operations and a set pace of work – for example, the mechanical pacing of work
on a mass-production assembly line.
It can result in distinguishing features of appearance – for example, the requirement
to wear a standard uniform or protective clothing, compared with a personal choice
of smart clothes.34
The nature of technology and organisations is discussed fully in Chapter 17.
Technology is also a potential source of tension and stress and affects motivation and
CHAPTER 4 THE NATURE OF ORGANISATIONS
job satisfaction: this is discussed in Chapter 18. The systems approach should serve to
remind managers that activities managed on the basis of technical efficiency alone
are unlikely to lead to optimum improvements in organisational performance. It
is important to maintain the balance of the socio-technical system. Changes to the
work organisation as a result of new developments in technology must take account of
human and social factors as well as technical and economic factors.
INFORMATION TECHNOLOGY
Photo: James King-Holmes/Science Photo Library
The importance of the effective management of technical change has been highlighted
by recent and continuing developments in information technology. Although the term
‘information technology’ originated in the computer industry, it extends beyond computing to include telecommunications and office equipment. Advances in technical
knowledge, the search for improved economic efficiency and government support for information
technology have all prompted a growing movement
towards more automated procedures of work.
The impact of information technology demands
new patterns of work organisation, especially in relation to administrative procedures. Information
technology affects the nature of individual jobs and
the formation and structure of work groups. There is
a movement away from large-scale, centralised
organisation to smaller working units. Processes of
communication are increasingly linked to computer
systems with the rapid transmission of information
and immediate access to other national or international offices. Improvements in telecommunications
mean, for example, that support staff need no longer
be located within the main ‘production’ unit.
Modern methods of communication may reduce the
need for head office clerical jobs.
Changes wrought by information technology
relate to the nature of the management task itself.
Information technology bears heavily on the decision-making processes of the organisation and
increasingly forms an essential part of management
Fingerprint scanning can be used as a technological
method of identification
information and corporate strategy.35,36
The nature and
conditions of
work
The growth of information technology means that individuals may work more on their
own, from their personal work stations or even from their own homes, or work more
with machines than with other people. One person may be capable of carrying out a
wider range of activities. There are changes in the nature of supervision and in the traditional hierarchical structure of jobs and responsibilities. Computer-based
information and decision support systems provide an additional dimension of structural design. They affect choices such as division of work, individual tasks and
responsibilities. The introduction of information technology undoubtedly transforms,
significantly, the nature of work and employment conditions for staff. Developments
in the technical systems of communications such as international telephone connections and the increasing use of faxes, mobile telephones and email have generated a
working climate in which there is a greater expectation of the immediacy of receipt
and response, and have added to the dangers of information overload.
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PART 2 THE ORGANISATIONAL SETTING
According to Law, the manager of the future, especially in larger organisations, will
be someone who is a ‘personal area network’ wherever they may be, always connected
to the Internet. Managers will be using personal digital assistants (PDAs) – handheld
mobile devices that can access the Internet and act as a basic personal organiser by setting up a diary. However, if too many people are working remotely too often there is a
risk of alienation and there is also the potential problem of pressures on staff who are
permanently contactable.37
MANAGING TECHNICAL CHANGE
It is important to remind ourselves that advances in technical knowledge tend to
develop at a faster rate than, and in isolation from, considerations of human and social
consequences. This means that staff may become resentful, suspicious and defensive.
People’s cognitive limitations, and their uncertainties and fears, may result in a reluctance to accept change.
The psychological and social implications of technical change, such as information
technology and increased automation, must not be underestimated. New ideas and
innovations should not be seen by members of staff as threats. The manager has to balance the need for adaptability in meeting opportunities presented by new technology
with an atmosphere of stability and concern for the interests of staff. The manner in
which technical change is introduced into the organisation will influence people’s attitudes to work, the behaviour of individuals and groups, and their level of performance.
Continued technical change is inevitable and likely to develop at an even greater
rate. Managers must be responsive to such change. Information technology and
automation create a demanding challenge. The systems nature of organisations emphasises the interrelationships among the major variables or sub-systems of the
organisation. The implementation and management of technological change needs to
be related to its effect on the task, the structure and the people.38
The need for
skills training
It will be necessary for managers and supervisors to develop more agile skills in organisation. This calls for the effective management of human resources and a style of
managerial behaviour which helps to minimise the problems of technical change.
As an example, Lane et al. draw attention to the impact of information communications technology (ICT) on organisations and that this major technological change has
brought about dramatic changes in worker behaviour and requirements. Organisations
need to undergo a significant cultural change in order to invest in the training of ICT
skills and to give attention to the concept of the learning organisation.39
(The management of conflict and organisational change is discussed further in
Chapter 22. The learning organisation is discussed in Chapter 23.)
THE INFORMAL ORGANISATION
Whatever the type or nature of an organisation or its formal structure, an informal
organisation will always be present. The informal organisation arises from the interaction of people working in the organisation, their psychological and social needs, and
the development of groups with their own relationships and norms of behaviour, irrespective of those defined within the formal structure.
■
■
■
The informal organisation is flexible and loosely structured.
Relationships may be left undefined.
Membership is spontaneous and with varying degrees of involvement.
CHAPTER 4 THE NATURE OF ORGANISATIONS
Figure 4.9 Formal and informal organisation
(Reproduced with permission from Kenneth Lysons, ‘Organisational Analysis’, Supplement to the British Journal of Administrative
Management, no. 18, March/April 1997.)
Group relationships and norms of behaviour exist outside the official structure and the
informal organisation may, therefore, be in conflict with the aims of the formal organisation. A summary of differences between the formal and the informal organisation is
given in Table 4.2.
Functions of the informal organisation
The informal organisation can serve a number of important functions.
■
■
■
■
■
It provides satisfaction of members’ social needs, and a sense of personal identity
and belonging.
It provides for additional channels of communication – for example, through the
‘grapevine’ information of importance to particular members is communicated
quickly.
It provides a means of motivation – for example, through status, social interaction,
variety in routine or tedious jobs, and informal methods of work.
It provides a feeling of stability and security, and through informal ‘norms’ of
behaviour can exercise a form of control over members.
It provides a means of highlighting deficiencies or weaknesses in the formal organisation – for example, areas of duties or responsibilities not covered in job
descriptions or outdated systems and procedures. The informal organisation may
also be used when formal methods would take too long, or not be appropriate, to
deal with an unusual or unforeseen situation.40
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PART 2 THE ORGANISATIONAL SETTING
Table 4.2 Comparison of formal and informal organisation
Characteristic
Formal organisation
Informal organisation
Structure
A Origin
B Rationale
C Characteristics
Planned
Rational
Stable
Spontaneous
Emotional
Dynamic
2
Position terminology
Job
Role
3
Goals
Profitability or service
to society
Member satisfaction
4
Influence
A Base
B Type
C Flow
Position
Authority
Top-down
Personality
Power
Bottom-up
5
Control mechanisms
Threat of firing, demotion
Physical or social
sanctions (norms)
6
Communication
A Channels
B Networks
C Speed
D Accuracy
Formal channels
Well defined, follow
formal lines
Slow
High
Grapevine
Poorly defined, cut
across regular channels
Fast
Low
7
Charting the organisation
Organisation chart
Sociogram
8
Miscellaneous
A Individuals included
B Interpersonal relations
C Leadership role
All individuals in work group
Prescribed by job description
Assigned by organisation
D Basis for interaction
Functional duties or position
E Basis for attachment
Loyalty
Only those ‘acceptable’
Arise spontaneously
Result of membership
agreement
Personal characteristics,
ethnic background, status
Cohesiveness
1
(Source: Adapted from J. L. Gray and F. A. Starke Organizational Behavior: Concepts and Applications, Fourth edition, Merrill Publishing
Company, an imprint of Macmillan Publishing Company (1988) p. 432. Reproduced with permission from Pearson Education Inc., Upper
Saddle River, NJ.)
The informal organisation, therefore, has an important influence on the morale, motivation, job satisfaction and performance of staff. It can provide members with greater
opportunity to use their initiative and creativity in both personal and organisational
development. Covert and informal activities may also have economic consequences for
the organisation in terms of added values and/or costs that escape ordinary accounting
procedures.41
The importance and nature of groups, and reasons why people form into groups,
both formal and informal, are discussed in Chapter 13. At this stage, however, we are
concerned with consideration of the formal organisation (although in practice it is not
always possible to distinguish clearly between formal and informal organisations). We
are not concerned with what is sometimes referred to as the social organisation. Social
organisations are groups or institutions, such as family or friends, where human behaviour is socially organised and where members share common beliefs or interests. Social
organisations arise from the interaction of individuals. There are no specially defined
hierarchical structures and no explicit organisational goals.
CHAPTER 4 THE NATURE OF ORGANISATIONS
THE ORGANISATION OF THE FUTURE
We have looked at the nature and type of organisations, and their components. It is,
however, important to remember that organisations are living organisms and evolving
constantly. The changing nature of work organisations and the social context discussed
in earlier chapters has led to a climate of constant change and the need for greater
organisational flexibility. Managers need to be aware of new psychological contracts
and to adopt alternative styles of management.
As Chowdhury, for example, points out: ‘The organization of the 21st century will be
characterized by unprecedented complexity and will require a different breed of leader.’42
And Ulrich also suggests that with the changing and dynamic contextual factors:
the essence of organizations has shifted and will continue to shift from focusing on structure to
capability. Capability represents what the organization is able to do and how it does it rather
than the more visible picture of who reports to whom and which rules govern work …
Organizations will operate in the future to identify and nurture a handful of critical capabilities.43
The importance of people in the organisation
Lynda Gratton emphasises the importance of putting people at the heart of corporate
purpose. We are part of organisations stamped by technology that has created the
patents, ideas and innovations that bought success. However, while this past has been
essential to our success it will not bring sustainable competitive advantage for the
future unless we build the potential of people and human capital in our organisations.
This requires a new agenda, a new set of challenges for leaders and a redefined set of
managerial capabilities that includes an understanding of the reality of the organisation. Gratton suggests that you should build a model for your organisation around
what causes high levels of trust and inspiration and to consider the organisation
against these key influences:
■
■
■
Do people understand the context in which they operate and the competitive
threats and challenges the business faces?
Are employees confident about the ability of the organisation to adapt?
Are they involved in decisions about themselves and the organisation?
It is also important to understand the complexity of the organisation and the changes
necessary to move from the present to the future.44
Cloke and Goldsmith refer to the rise of organisational democracy. There is a demand
for alternative organisational practices and a far-reaching transformation has already
begun, based on the idea that management as a system fails to open the heart or free
the spirit. The age of management is coming to an end and the real push for the future
is for more authentic human relationships and the humanisation of organisations as
crucibles for personal growth and development.45
ORGANISATIONAL GOALS
Whatever the form and structure of the transformation or conversion process, the
activities of an organisation are directed towards some end, some organisational goal.
A goal is a future expectation: it is something the organisation is striving to accomplish. The goals of an organisation will determine the nature of its outputs and the
series of activities through which those outputs are achieved. Organisational goals and
objectives are discussed in Chapter 5.
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PART 2 THE ORGANISATIONAL SETTING
CRITICAL REFLECTIONS
‘If the process of management takes place within an organisational setting and no two organisations are the same, then what use are generalised models of organisation theory? I am only
concerned with what happens in my own organisation’ …
‘Yes, but so too is every other student – hence the need for generalised models. And remember
you may move to a different organisation.’
What are your own views?
External influences are almost infinite in number and variety and no study could hope to consider
them all. For students of business and for managers alike, the requirement is to recognise the
complexity of the external environment and to pay greater attention to those influences which
appear the most pertinent and pressing for the organisation in question, rather than to attempt to
consider all possible contingencies.
Worthington, I. and Britton, C. The Business Environment, Fourth edition, Financial Times Prentice Hall (2003), p. 12.
How would you identify the specific, most pertinent and pressing environment
influences for your own organisation or university/college?
‘Management models are a crude representation of our organisational existence which dull our
awareness of the richness of our environment and prevent us from finding new ways of looking
at the world of work.’
Debate.
SYNOPSIS
■ The process of management and applications of organisational behaviour take
place not in a vacuum but within the context of an organisational setting. There are
many different types of organisations set up to serve different purposes. Organisations
come in all forms, shapes and sizes. However, despite the differences among various
organisations there are at least three common factors in any organisation: people,
objectives and structure. To which can be added a fourth factor – management. The
qualities of these factors determine organisational effectiveness.
■ There are many different types of organisations set up to serve a variety of needs.
Organisations can, traditionally, be distinguished in terms of two generic groups: private enterprise and public sector. The increasing rate of privatisation has led, however,
to a blurring of commercial interests and service to the community. Another major distinction is arguably between production and service organisations. In order to relate
the study of management and organisational behaviour to one particular type of
organisation as distinct from another, it is necessary to group similar types of organisations together.
■ The structure, management and functioning of organisations will differ according
to their nature and type, aims and objectives, and the behaviour of people who work
in them. Organisations differ in many important respects but they also share common
features. Business organisations can be viewed as open systems in continual interaction
with the external environment of which they are part. Within the organisation as a
whole there are a number of sub-systems interrelating to and interacting with each
CHAPTER 4 THE NATURE OF ORGANISATIONS
other. Contingency models of organisation draw attention to interrelationships among
technology, structure, methods of operation and environmental influences.
■ The nature of technology can influence the behaviour of people at work in many
ways. The impact of technical change has been highlighted by recent developments in
information technology and automation. It is important to maintain the balance of
the socio-technical system. This calls for effective management of human resources
and a style of managerial behaviour which helps to minimise problems of technical
change. The organisation of the future will be characterised by complexity and the
essence will continue to shift from structure to capability.
■ Whatever the type or nature of an organisation or its formal structure, an informal
organisation will always be present. The informal organisation arises from the interactions of people and their psychological and social needs. It serves a number of
important functions and has an influence on the morale, motivation, job satisfaction
and performance of staff. Organisations of the future will be characterised by technology and complexity. It is important to emphasise the importance of people and the
need for authentic human relationships, and the humanisation of organisations.
REVIEW AND DISCUSSION QUESTIONS
1 What is an organisation and why do organisations exist? What are the common factors in
any organisation?
2 Explain the basic components of a work organisation. Support your answer with examples from your own organisation.
3 Contrast various organisations, including your own, in terms of classifications based on:
(i) prime beneficiary and (ii) primary activity.
4 Discuss critically the extent to which differences among various organisations limit the
value of the study of management and organisational behaviour.
5 Explain the organisation as an open system. What is meant by organisational subsystems and how might they be identified? Illustrate each of these sub-systems by
reference to your own organisation.
6 Assess the practical value to both the student and the manager of adopting an open systems view of organisational analysis.
7 Discuss the importance of technology in the structure, management and functioning of
work organisations. Give practical examples of how the nature of technology can influence
the systems nature of organisations.
8 Distinguish between the formal and the informal organisation, and explain their main characteristics. What functions are served by the informal organisation?
9 Give your own critical views on how you see the organisation of the future and the humanisation of organisations.
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PART 2 THE ORGANISATIONAL SETTING
ASSIGNMENT 1
OVERVIEW
Undoubtedly, you have had recent experiences with numerous organisations. Ten to fifteen minutes of reflective thinking should result in a fairly large list of organisations. Don’t be misled by
thinking that only large organisations, such as your college or General Motors, are relevant for
consideration. How about the clinic with the doctor(s), nurse(s) and secretary/bookkeeper? Or
the corner garage or service station? The local tavern, McDonald’s and the neighbourhood theatre are all organisations. You should not have any difficulty in listing a number of organisations
with which you have had recent contact.
The second part of the exercise, however, gets tougher. You are asked to describe several of the
key characteristics of the organisations that you have listed. One of the major issues in studying
and describing organisations is deciding what characteristics or factors are important. Some of
the more common characteristics considered in the analysis of organisations are:
1
2
3
4
5
6
7
size (small to very large);
degree of formality (informal to highly structured);
degree of complexity (simple to complex);
nature of goals (what the organisation is trying to accomplish);
major activities (what tasks are performed);
types of people involved (age, skills, educational background, etc.);
location of activities (number of units and their geographic location).
You should be able to develop a list of characteristics that you think are relevant for each of
your organisations.
Now, to the third, final, and most difficult task. Think about what is involved in the management of these organisations. For example, what kinds of functions do their managers
perform? How does one learn the skills necessary to be an effective manager? Would you
want to be a manager in any of these organisations?
In effect, in this exercise you are asked to think specifically about organisations you have
been associated with recently, develop your own conceptual model for looking at their characteristics, and think more specifically about the managerial functions in each of these
organisations. You probably already know a great deal more about organisations and their
management than you think. This exercise should be useful in getting your thoughts together.
PROCEDURE
Step 1
Prior to class, list up to ten organisations (e.g., work, living group, club) in which you have
been involved or with which you have had recent contact.
Step 2
Enter five organisations from your list on the form ‘Profile of Organisations’.
a List the organisation.
b Briefly outline the characteristics that you consider most significant.
c Describe the managerial functions in each of these organisations.
CHAPTER 4 THE NATURE OF ORGANISATIONS
Step 3
During the class period, meet in groups of five or six to discuss your list of organisations, the
characteristics you consider important, and your descriptions of their management. Look for
significant similarities and differences across organisations.
Step 4
Basing your selections on this group discussion, develop a list entitled ‘What We Would Like
to Know about Organisations and Their Management’. Be prepared to write this list on the
board and to share your list with other groups in the class.
PROFILE OF ORGANISATIONS
Organisation
Key characteristics
Managerial functions
1
2
3
4
5
ASSIGNMENT 2
Think of any organisation with which you are familiar and be prepared to give a descriptive
account to your colleagues on:
■
■
the unusual, strange, interesting or ‘quirky’ features of, and people in, the organisation; and
how things actually happen and work in practice.
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PART 2 THE ORGANISATIONAL SETTING
PERSONAL AWARENESS AND SKILLS EXERCISE
OBJECTIVES
Completing this exercise should help you to enhance the following skills:
Demonstrate your ability to analyse an organisation in terms of an open systems model.
Identify and analyse the transformation or conversion process in terms of main interrelated sub-systems.
EXERCISE
You are required to:
1 With the aid of a diagram, depict your own or some other organisation well known to you
in terms of its:
– main aims and objectives;
– inputs;
– nature of the transformation or conversion process;
– outputs;
– measurement of effectiveness in achieving organisational goals.
2 Provide specific examples of ways in which the structure, management and functioning of
the organisation are affected by external environmental influences.
DISCUSSION
■ How effective are the interactions and interrelationships among the sub-systems? Give
practical examples to support your view.
■ Comment critically on the effectiveness of management in co-ordinating the sub-systems
and directing the activities of the organisation as a unified whole towards the accomplishment of its goals and objectives.
Visit our website www.booksites.net/mullins for further questions, annotated weblinks,
case material and Internet research material.
CHAPTER 4 THE NATURE OF ORGANISATIONS
NOTES AND REFERENCES
1. For an account of developments in organisations see:
Peters, G. ‘Creating the Modern Organization’, in Crainer,
S. and Dearlove, D. (eds) Financial Times Handbook of
Management, Second edition, Financial Times Prentice
Hall (2001), pp. 24–45.
2. Farnham, D. and Horton, S. (eds) Managing the New
Public Services, Second edition, Macmillan (1996), p. 26.
3. Schneider, S. C. and Barsoux, J. Managing Across Cultures,
Second edition, Financial Times Prentice Hall (2003).
4. Watson, T. J. Management Organisation and Employment
Strategy, Routledge and Kegan Paul (1986).
5. Schein, E. H. Organizational Psychology, Third edition,
Prentice-Hall (1988), p. 15.
6. Cyert, R. M. and March, J. G. A Behavioral Theory of the
Firm, Second edition, Blackwell (1992).
7. Mintzberg, H. The Structuring of Organizations, PrenticeHall (1979).
8. See, for example: Dodds, O. ‘Implications of Change
for Local Government Managers’, Professional Manager,
November 1995, pp. 15–17.
9. Gibson, J. M. B. ‘Changing Views of Privatisation’,
Management Today, May 1997, p. 5.
10. Arnott, J. ‘Cause and Ethics’, Chartered Secretary,
December 2002, pp. 22–4.
11. Smith, D. ‘Crossing the Private–Public Divide’,
Management Today, August 1998, pp. 26–30.
12. Rose, A. and Lawton, A. Public Services Management,
Financial Times Prentice Hall (1999), p. 74.
13. Wright, Sir David ‘In My Opinion’, Management Today,
March 2003, p. 14.
14. Fitzsimmons, J. A. and Sullivan, R. S. Service Operations
Management, McGraw-Hill (1982).
15. Levitt, T. ‘Production-Line Approach to Service’, Harvard
Business Review, September–October 1972, p. 41.
16. Macdonald, J. ‘Service Is Different’, The TQM Magazine,
vol. 6, no. 1, 1994, p. 5.
17. For a discussion on the nature of service industries, see
for example: Mullins, L. J. Hospitality Management and
Organisational Behaviour, Fourth edition, Longman (2001).
18. Weber, M. The Theory of Social and Economic Organization,
Collier Macmillan (1964).
19. Etzioni, A. Modern Organizations, Prentice-Hall (1964),
p. 14.
20. Blau, P. M. and Scott, W. R. Formal Organizations,
Routledge and Kegan Paul (1966).
21. Katz, D. and Khan, R. L. The Social Psychology of
Organizations, Second edition, Wiley (1978).
22. A summary of the systems view of organisations, and its
value in distinguishing between private and public organisations, is given in: Mullins, L. J. ‘The Organisation – A
Systems View’, Professional Administration, vol. 11, no. 2,
February 1981, pp. 20–2.
23. See, for example: Mullins, L. J. ‘The Hotel and the
Open Systems Model of Organisational Analysis’, The
Services Industry Journal, vol. 13, no. 1, January 1993,
pp. 1–16.
FT
24. For a more detailed discussion of environmental influences, see, for example: Worthington, I. and Britton, C.
Business Environment, Fourth edition, Financial Times
Prentice Hall (2003).
25. Lynch, R. Corporate Strategy, Third edition, Financial
Times Prentice Hall (2003).
26. For an interesting collection of readings on the systems
view of organisations, see: Lockett, M. and Spear, R. (eds)
Organizations as Systems, Open University Press (1980).
27. Trist, E. L. et al . Organizational Choice, Tavistock
Publications (1963).
28. Kast, F. E. and Rosenzweig, J. E. Organization and
Management, Fourth edition, McGraw-Hill (1985).
29. Hersey, P. and Blanchard, K. Management of Organizational
Behavior, Sixth edition, Prentice-Hall (1993).
30. Leavitt, H. J. Managerial Psychology, Fourth edition,
University of Chicago Press (1978).
31. For a fuller discussion on the meaning of technology,
see: Kast, F. E. and Rosenzweig, J. E. Organization and
Management, Fourth edition, McGraw-Hill (1985).
32. See, for example: Davies, I. K. The Management of
Learning, McGraw-Hill (1971).
33. Johnson, G. and Scholes, K. Exploring Corporate Strategy,
Sixth edition, Financial Times Prentice Hall (2002).
34. Developed from French, W. L., Kast, F. E. and
Rosenzweig, J. E. Understanding Human Behavior in
Organizations, Harper & Row (1985), pp. 321–2.
35. See, for example: Lynch, R. Corporate Strategy, Third
edition, Financial Times Prentice Hall (2003).
36. See also, Earl, M. ‘IT Strategy in The New Economy’, in
Pickford, J. (ed.) Financial Times Mastering Management
2.0, Financial Times Prentice Hall (2001), pp. 109–13.
37. Law, S. ‘Future Networking’, Professional Manager,
March 2003, p. 21.
38. See, for example: Wilson, B. ‘The Challenge of
Change’, Industrial Management and Data Systems,
November/December 1987, pp. 19–22.
39. Lane, T., Snow, D. and Labrow, P. ‘Learning to Succeed
with ICT’, The British Journal of Administrative
Management, May/June 2000, pp. 14–15.
40. For a detailed account of the nature and function of
the informal organisation, see: Gray, J. L. and Starke, F.
A. Organizational Behavior: Concepts and Applications,
Fourth edition, Charles E. Merrill (1988).
41. Egan, G. ‘The Shadow Side’, Management Today,
September 1993, pp. 33–8.
42. Chowdhury, S. Management 21C, Financial Times
Prentice Hall (2000), p. 205.
43. Ulrich, D. ‘Context, Capability and Response’, in
Chowdhury, S. Management 21C, Financial Times
Prentice Hall (2000), p. 240.
44. Gratton, L. Living Strategy: Putting People at the Heart of
Corporate Purpose, Financial Times Prentice Hall (2000).
45. Cloke, K. and Goldsmith, J. The End of Management and
the Rise of Organizational Democracy, Jossey-Bass (2002).
Use the Financial Times to enhance your understanding of the context and practice of management and
organisational behaviour. Refer to articles 3, 4 and 6 in the BUSINESS PRESS section at the end of the
book for relevant reports on the issues explored in this chapter.
143
5
ORGANISATIONAL
GOALS, STRATEGY AND
RESPONSIBILITIES
The activities of a work organisation and the
management of people are directed towards a
variety of goals which are not mutually
exclusive and which may conflict with each
other. Goals are translated into strategy in
order to provide corporate guidelines for the
structure and operations of the organisation.
The power and influence of a business
organisation must also be tempered by its
social responsibilities. Goals, strategy and
responsibilities are important features in the
study of management and organisational
behaviour.
LEARNING OUTCOMES
After completing this chapter you should be able to:
explain the nature of, and functions served by,
organisational goals;
assess the importance of organisational ideologies
and principles;
examine the need for objectives and policy, and
the importance of the profit objective to business
organisations;
evaluate the need for corporate strategy and explain
the basis for decision-making and problem-solving;
examine the concept of social responsibilities of
management;
explore approaches to the consideration of values and
ethics in organisations;
review the importance of organisational goals,
objectives and policy for the effective management of a
work organisation.
Photo: Flora London Marathon
The impact of management’s decision on society
is not just ‘public’ responsibility but it is
inextricably interwoven with management’s
responsibility to the enterprise. Still, there is a
responsibility of management to the public
interest as such. This is based on the fact that the
enterprise is an organ of society, and that its
actions have a decisive impact on the social
scene.
Peter Drucker
The Practice of Management, Heinemann (1955)
CHAPTER 5
ORGANISATIONAL GOALS, STRATEGY AND RESPONSIBILITIES
THE NATURE OF ORGANISATIONAL GOALS
In Chapter 4 we saw that the context of the organisational setting is central to the
application of organisational behaviour and the process of management. It is the interaction of people in order to achieve objectives that forms the basis of the particular
organisation. If you do not know where you are going, you cannot tell if you have
arrived. Underlying the effective management of people, therefore, is the requirement
for a clear understanding of the nature of the business that the organisation is in and
how best to provide customer or consumer satisfaction.1 In order to study organisational behaviour you need to explore the nature of organisational goals and strategy
for the formal organisation as a whole.
All organisations have some function to perform, some contribution to make to the
environment of which they are part. The function of the business organisation may be
seen, for example, as the creation and/or supply of goods and services. This involves bringing together the factors of production and their successful mix and direction, to provide
products or services in order to create value added. Others might see the function of business organisations as, for example, providing a source of employment and of income.
In addition to performing some function, all organisations also have some incentive
for their existence, and for their operations. The goals of an organisation are the reason
for its existence. The activities of the organisation are directed to the attainment of its
goals. A goal is a future expectation, some desired future state. It is something the
organisation is striving to accomplish. The meaning of a goal is, however, subject to a
number of interpretations. It can be used in a very broad sense to refer to the overall
purpose of an organisation – for example, to produce television sets. A goal may also be
used to refer to more specific desired accomplishments – for example, to produce and
sell a given number of a range of television sets within a given period of time.
The concept of organisational goals is more specific than that of the function of an
organisation. The goals of an organisation will determine the nature of its inputs and outputs, the series of activities through which the outputs are achieved, and interactions with
its external environment. The extent to which an organisation is successful in attaining its
goals is a basis for the evaluation of organisational performance and effectiveness.
Goal model
approach
The goal model approach concentrates on the study of organisational goals and the
measurement of success against the realisation of goals. Etzioni suggests a potential disadvantage of this approach.2 Goals are ideals and more attractive than actual
achievement. Organisations are characterised by low effectiveness. They rarely achieve
their goals with any degree of finality and can, therefore, almost always be reported as
a failure. The goal model approach results in attention being focused on the organisation’s lack of success in attaining goals at the expense of more meaningful forms of
analysis. Instead of comparing organisations in terms of their stated goals, performance
may be assessed relatively against different organisations.
The concept of organisational goals is ambiguous. Goals may be expressed very
simply: in the case of business organisations, for example, to make a profit, or to
increase productivity. Such broadly based goals might be taken for granted and they
tell us little about the emphasis placed on the various activities of the organisation in
meeting its goals. In any case, profit might more correctly be interpreted as a reward to
the shareholders or providers of capital, and a means of ensuring the continued existence of the organisation and maintaining its growth and development.
Alternatives for
decisionmaking
Goals have been defined by Simon as value premises which serve as inputs to decisions.3
Goals at different levels within the organisation contribute to alternatives for decisionmaking. Simon compares goal-setting with the mathematical approach of linear
programming and he sees goals more as sets of constraints which the organisation must
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satisfy – for example: profit for shareholders, or a minimum rate of return on investments; satisfying demands of consumers; complying with government legislation on
safety standards; providing job satisfaction for staff; pacifying environmental groups
such as Friends of the Earth. Goals limit the scope of actions and decision-making at
lower levels of the organisation. Constraints may themselves be regarded as goals in
that they represent objectives which management is trying to meet.
THE FUNCTIONS OF GOALS
Despite the problems associated with the goal model approach, the concept of organisational goals serves a number of important functions.4
■
■
■
■
■
■
■
■
An important
feature of work
organisations
Goals provide a standard of performance. They focus attention on the activities of
the organisation and the direction of the efforts of its members.
Goals provide a basis for planning and management control related to the activities
of the organisation.
Goals provide guidelines for decision-making and justification for actions
taken. They reduce uncertainty in decision-making and give a defence against possible criticism.
Goals influence the structure of the organisation and help determine the nature of
technology employed. The manner in which the organisation is structured will
affect what it will attempt to achieve.
Goals help to develop commitment of individuals and groups to the activities of the
organisation. They focus attention on purposeful behaviour and provide a basis for
motivation and reward systems.
Goals give an indication of what the organisation is really like, its true nature and
character, both for members and for people outside of the organisation.
Goals serve as a basis for the evaluation of change and organisation development.
Goals are the basis for objectives and policies of the organisation.
Goals are therefore an important feature of work organisations. To be effective goals
should be emphasised, stated clearly and communicated to all members of the organisation. The movement towards greater delegation and empowerment down through
the hierarchy means that staff at all levels must be aware of their key tasks and actions,
and exactly what is expected of them and their department/section. There must be
clearly laid down organisational goals, objectives and strategy.5
In today’s environment, old-style command and control structures no longer work. People
want freedom, but it must be freedom within a framework. Organisations, like individuals,
need goals. Ensuring that appropriate goals are set is every manager’s responsibility.
Although currently it is popular to encourage commitment by letting the organisation set its
own goals, this approach frequently yields only modest results. More challenging goals, created top-down, can have far more dramatic effects on business performance ... Setting
ambitious goals forces the organisation to dig deeper for creative solutions and to rethink
how the business should be run.
Sir Brian Pitman, Chairman of Lloyds TSB6
To be effective, organisational goals should encourage the use of empowerment but
still incorporate an element of traditional management measurement and control.
For example, Mills and Friesen suggest that to be effective goals must exhibit several
characteristics:
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■
■
■
ORGANISATIONAL GOALS, STRATEGY AND RESPONSIBILITIES
Understandable – otherwise those who are given them seek further input before
acting. If they cannot act on their own it follows they have not been empowered.
Contain a time element – in order that those being empowered will know when
their progress will be measured. This helps them to accept empowerment and stop
looking for direction.
Carefully drawn – broad enough to support independent action but not so broad
that confounding factors prevent their achievement. For example, asking a team to
keep company stock price above target is too broad as factors influencing share
prices are beyond the control of any one team.
Subject to alignment – with other goals across the organisation in order to facilitate
co-ordination among teams and to ‘roll up’ into collective company goals.7
The goal-setting process is of importance to all types of organisations and facilitates the
attainment of objectives. In the public sector, for example, organisations such as hospitals, local authorities and universities have complex, diverse and competing goals. The
clarification of goals and objectives is the basis for corporate planning, and a planning,
programming, budgeting systems (PPBS) approach to decision-making.
INTEGRATION OF GOALS
Strictly, organisations have no goals; only people do. Organisational goals are established by people, either individually, or, more usually, by a number of individuals
co-operating together. For example, a group of senior managers may collectively agree
on a particular desired course of action which may then come to be referred to as an
organisational goal. However, this is still the goal of those managers who initially
determined it.
Success of the organisation is measured by the progress of people towards goals set
by people. This gives rise to the questions:
■
■
■
Informal goals
Members of the organisation have different, and often conflicting, goals. As a result,
the goals which the organisation actually pursues (informal goals) may be distinguished
from the officially stated goals (formal goals) which are set out in broad terms as the
reasons for the purpose of the organisation. Informal goals may be inferred from the
actual decisions made and actions taken within the organisation. Managers, and other
members of the organisation, will have:
■
■
Compatibility
of personal
goals and
organisational
goals
To what extent has the organisation one common set of goals, or is there diversity
among the various goals of different departments or divisions of the organisation?
How far are the goals of management compatible with the goals of the organisation?
To what extent do individual members obtain satisfaction of their own goals
through the attainment of organisational goals?
their own perception of the goals of the organisation – for example, to produce
high-quality television sets which satisfy requirements of the customers; and
their personal goals – for example to earn high wages, to achieve promotion, to gain
social satisfaction, to achieve status – which they expect to fulfil by participating in
the activities of the organisation. (See Figure 5.1.)
If organisational goals and personal goals are pulling in different directions, conflict
will arise and performance is likely to suffer. An organisation will be more effective
when personal goals are compatible with organisational goals. Organisational performance will depend ultimately on the extent to which individuals are provided with the
opportunity to satisfy their own goals by contributing to the goals of the organisation.8
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PART 2 THE ORGANISATIONAL SETTING
FORMAL GOALS
rs
ge
na
a
fm
ls o
oa
lg
na
rso
Pe
Perceived goals of
INFORMAL
GOALS
the organisation
Pe
rso
na
lg
of oals
the
o
org f othe
an
isa r mem
tio
be
n
rs
Extent of compatibility
148
Officially stated
organisational
goals
The reason and
purpose of the
organisation
Figure 5.1 Compatibility of goals within an organisation
Management has a responsibility to clarify organisational goals and to attempt to integrate personal goals (including their own) with the overall objectives of the organisation.
Only when organisational goals are shared by all members of the organisation will complete integration be achieved. In practice, this is unlikely. As McGregor points out:
Perfect integration of organizational requirements and individual goals and needs is, of course,
not a realistic objective. In adopting this principle, we seek that degree of integration in which
the individual can achieve his goals best by directing his efforts towards the success of
the organization.9
Management should endeavour, therefore, to structure the organisation so that people
may realise their own (personal) goals by helping the organisation to satisfy its goals.
One attempt at integrating organisational goals with the needs of the individual members of the organisation is provided by the approach of Management by Objectives.
This is discussed in Chapter 7.
CLASSIFICATION OF ORGANISATIONAL GOALS
We have seen that goals are an important feature in the management of organisations.
The goals of an organisation may be classified in a number of different ways.
The concept of
compliance
Etzioni provides a classification which distinguishes three types of organisational goals
in terms of their relationship with the concept of power and compliance.10
■
■
■
Order goals are negative and attempt to place some kind of restraint upon members
of the organisation and to prevent certain forms of behaviour.
Economic goals are concerned with the production of goods and/or services for
people outside of the organisation.
Cultural goals are concerned with symbolic objects and with creating or maintaining value systems of society. Social goals, which serve the various needs of members
of the organisation, are classified as a sub-type under cultural goals.
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Most organisations would be expected to display one of three central combinations of
organisational goals and compliance structure. Although there are other possibilities,
the three most usual combinations are:
■
■
■
organisations with order goals and a coercive compliance structure – for example,
closed prisons;
organisations with economic goals and a utilitarian compliance structure – for
example, business firms;
organisations with cultural goals and a normative compliance structure – for example, professional bodies.
Organisations may, of course, serve more than one goal, and these goals may not
necessarily fall into the same category. Usually, however, there is one main goal which
maintains a relationship with compliance structure in keeping with one of the three
central combinations.
The concept of power, involvement and compliance is discussed further in Chapter 21.
A systems view of organisational goals
There are a number of possible alternative classifications. However, by adopting a systems view of organisations we can distinguish four main types of organisational goals:
■
■
■
■
Consumer goals. These relate to the nature of outputs in terms of the market to be
served and consumer satisfaction – that is, the range and nature of goods and/or
services produced or supplied in order to meet the needs of customers or clients.
Examples are consumer products, educational services or health care.
Product goals. These relate to the nature and characteristics of the outputs
themselves – that is, the goods and/or services provided. This is the main area in
which organisations deliberately attempt to distinguish themselves from other organisations – for example, in the range, design, quality and availability of their outputs.
Operational goals. These relate to the series of activities involved in providing outputs, and to the operation and functioning of the organisation. Examples are the
management of opportunities and risks, the choice of structure, the nature of technology and management processes.
Secondary goals. These relate to goals that are not the main aim of the organisation. They arise from the manner in which the organisation uses its power and
influence in pursuit of its outputs, and in undertaking the series of activities to
achieve these outputs. Political aims, aid to the community, the development of
staff and social responsibilities would come under this heading.
ALTERATION OF GOALS
Survival of the organisation will depend upon its ability to adapt to change and to the
demands of its external environment. In practice, however, organisations usually
appear to alter their goals only on a gradual basis. Commitment to the objectives and
policies of the organisation, people’s cognitive limitations and their uncertainties and
fears, may mean a reluctance to accept change. Organisations may also find it difficult
to make short-term, rapid changes in resource allocation. The very complexity of environmental influences may itself hinder rapid change. (See also the discussion on
organisational change in Chapter 22.)
It is important, however, that the organisation does not restrict innovation but is ready
to respond positively to changing circumstances and, increasingly, to anticipate future
change. Management has to balance the need for adaptability in meeting the challenges
and opportunities presented by change with, at the same time, preserving an atmosphere
of stability and continuity in the interests of members of the organisation.
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ORGANISATIONAL IDEOLOGIES AND PRINCIPLES
The goals of the organisation may be pursued in accordance with an underlying ideology, or philosophy, based on beliefs, values and attitudes. This organisational ideology
determines the ‘culture’ of the organisation and provides a set of principles which
govern the overall conduct of the organisation’s operations, codes of behaviour, the
management of people and its dealings with other organisations.11 These sets of principles may be recognised and implemented informally as ‘accepted conventions’ of the
organisation or they may be stated formally in writing.
Certain aspects of an organisation’s philosophy may be so dominant that they
become the ‘hallmark’ of that organisation and place constraints on other areas or
forms of activities. An example is the high quality standard of Marks & Spencer’s merchandise and their explicit policy of buying primarily from United Kingdom sources.
In the case of the Walt Disney Company, quality service is embedded deeply within its
corporate culture. The overriding byword of The Body Shop is honesty and this underlies their policy of: ‘We WILL be the most honest cosmetic company.’ As another
example, the highest-quality hallmark of Rolls-Royce cars would presumably prevent
entry into the cheaper mass-production market.
Organisational values and beliefs
Some 30 years ago, Brech wrote about the ideology of an organisation related to the
idea of both an ethical foundation and an organisational or operational foundation.12
■
■
Ethical foundation embodies the basic principles which govern the external and
internal relations of the organisation. External relations concern standards of fair
trading and relations with, for example, customers, suppliers and the general public.
Internal relations are concerned with fair standards of employment and relations
with members of the organisation, including authorised union representatives.
Organisational or operational foundation is concerned with the structure, operation, and conduct of the activities of the organisation. External aspects relate to, for
example, methods of trading and channels of distribution. Internal aspects include
methods of production, use of equipment and managerial practices relating to
organisational performance, productivity and profitability.
In more recent years organisations have given growing attention to a set of stated corporate values displayed prominently for all to see. Lucas questions whether such grand
statements of corporate principles really mean anything and concludes that they actually have a point and values can be used with success. ‘A set of values is obviously a
nice thing for an organisation to have; something to pin on the noticeboard. But for
those organisations that have learnt to walk the talk, deeply embedded values can
attract the right people, underpin the business in times of crisis and provide direction
for the future.’13
Dainty and Anderson point out that values are the guidelines a person uses to make
choices and within organisations, basic beliefs affect what decisions are made, how
people interact, and the kind of work practices that are pursued and developed. They
form the glue that binds an organisation’s culture. ‘Building an understanding of
values that are shared within an organization will be as important in the 21st century
as it is today. In fact, many feel that organizations and people should be returning to
more fundamental values, rather than moving away from them. Increasingly, organizations are spending time working out and agreeing the values by which they want their
organization to be managed.’14
Cloke and Goldsmith contend that organisations can increase their integrity, coherence, and integration and improve their performance by reaching consensus on shared
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values. They can bolster value-based relationships by recognising and encouraging
behaviours that uphold their values; communicate and publicise their values, and
encourage individual and team responsibility for implementing them; develop methods for monitoring compliance with values, providing feedback and identifying
potential conflicts of interest. Most importantly consensus on shared values means
organisations can accomplish these goals without moralising, preaching, excusing, or
imposing their values on others.15
MISSION STATEMENTS
In recent years it has become increasing popular for organisations to produce a mission
statement and/or its ‘vision’ that sets out the purpose and general direction for the
organisation.16 There is sometimes an apparent uncertainty of the distinction between
the terms ‘mission’ and ‘vision’. It seems to be generally accepted that the vision provides the overall frame of reference within which mission statements are written and
goals selected. ‘If vision is ill formed, mission statements will be vague and goal
achievement hard to measure.’17 Johnson and Scholes suggest that ‘mission’ is a general
expression of the overall purpose of the organisation, which, ideally is in line with the
values and expectations of major stakeholders; while ‘vision’ is the desired future state
of the organisation, and an aspiration around which to focus attention and energies of
members of the organisation.18
Mission statements vary in length, the extent of specific or general content, and
according to the type of the organisation.
The mission statement of the Institute of Chartered Secretaries and Administrators
in Article 4 of its Royal Charter is: ‘The object for which the Institute is established and
incorporated is the promotion and advancement of the efficient administration of
commerce, industry and public affairs by the continued development of the study and
practice of secretaryship and administration of companies and other bodies.’
The mission statement of Hambrook Landscapes Ltd, Southampton is:
As experts in your garden we strive to exceed our customers’ expectations
while the company’s vision statements are:
Business: our vision is to grow our business by 20% gross profit per year, thus affording the
directors the opportunity to expand business ventures.
Staff: our vision is for our staff to grow by training and developing them to meet the business
challenges by innovation, care and competence.
Customers: our vision is to give our customers growing confidence by doing it in the Hambrook
way and exceeding their expectations.
For Aveda, the international beauty and hair product organisation, the mission statement is:
Our mission at Aveda is to care for the world we live in, from the products we make to the ways in
which we give back to society. At Aveda, we strive to set an example for environmental leadership
and responsibility, not just in the world of beauty but around the world.
Value of mission statements
The value of a mission statement is dependent, however, upon the extent to which it is
understood and accepted throughout the organisation, and translated in meaningful
terms to all members of staff including those at the operational level. Perrin and
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Tavakoli, for example, raise doubts over managers who have a naïve notion that the production and dissemination of a well-crafted statement will create a sense of mission:
The picture will remain gloomy whilst managers and consultants believe that creating a mission
statement is synonymous with creating a sense of mission. You only create the latter if your mission statement is understood, believed and acted upon by a majority of organisation members.19
Rigby suggests that mission statements can be dynamic, but they can be trite and businesses should look at whether or not one is really needed;20 Trapp argues that most mission
statements lack substance and only serve to confuse colleagues and customers alike.21
A mission statement is only likely to be of any value if the organisation actually
practices what it preaches. As Riches, for example, questions: is there congruence
between what it says (the values posted on the wall) and what it actually does? Is there
a high level of trust in the organisation? Are the organisation’s culture, systems, structures, processes or policies in sync with the stated core values? In other words, does
management walk the talk?22 A similar point is made by Gratton:
How often do corporate plans and mission statements remain simply that: senior executive rhetoric with little meaning to those people whose job it is to deliver customer satisfaction or bring
complex products rapidly to the marketplace? Employees may hear corporate mission statements
extolling the virtues of customer satisfaction or product innovation, but when the communication
fanfare is over, the customer-focus workshops completed, and the lights dim on the business
video, what is left? A group of employees trying to make sense and create meaning from the
many messages and cues they have received. 23
OBJECTIVES AND POLICY
In accordance with its ideology or philosophy, the goals of the organisation are translated into objectives and policy. Terminology and use of the two terms varies but
objectives are seen here as the ‘what’, and policy as the ‘how’, ‘where’ and ‘when’ – the
means that follow the objectives.
■
■
Objectives set out more specifically the goals of the organisation, the aims to be
achieved and the desired end-results.
Policy is developed within the framework of objectives. It provides the basis for decision-making and the course of action to follow in order to achieve objectives.
The relationship between the organisation, its objectives and management is illustrated by Fayol who stated that one of the managerial duties of an organisation is to:
… see that the human and material organization is consistent with the objective, resources and
requirements of the concern.24
The establishment of objectives and policy is therefore an integral part of the process
of management, and a necessary function in every organisation.
A systems view of goals and objectives
The objectives of an organisation are related to the input–conversion–output cycle. In
order to achieve its objectives and satisfy its goals the organisation takes inputs from
the environment, through a series of activities transforms or converts these inputs into
outputs and returns them to the environment as inputs to other systems. The organisation operates within a dynamic setting and success in achieving its goals will be
influenced by a multiplicity of interactions with the environment. (See Figure 5.2.)
Whatever the type of organisation, there is a need for lines of direction through the
establishment of objectives and determination of policy. Objectives and policy form a
basis for the process of management.
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ORGANISATIONAL GOALS, STRATEGY AND RESPONSIBILITIES
Figure 5.2 A systems view of organisational goals and objectives
Objectives
Clearly defined and agreed objectives are the first stage in the design of organisation
structure and help facilitate systems of communication between different parts of the
organisation. The ability to communicate corporate objectives to those responsible for
seeing that those objectives are achieved is also an essential characteristic of an effective incentive pay scheme.25
The choice of objectives is an essential part of the decision-making process involving
future courses of action. Objectives may be set out either in general terms or in more
specific terms. General objectives are determined by top management. Specific objectives are formulated within the scope of general objectives and usually have more
defined areas of application and time limits.
Objectives may be just implicit but the formal, explicit definition of objectives will
help highlight the activities which the organisation needs to undertake and the comparative importance of its various functions. An explicit statement of objectives may
assist communications and reduce misunderstandings, and provide more meaningful
criteria for evaluating organisational performance. However, objectives should not be
stated in such a way that they detract from the recognition of possible new opportunities, potential danger areas, the initiative of staff or the need for innovation or change.
Policy
A policy is a guideline for organisational action and the implementation of goals and
objectives. Policy is translated into rules, plans and procedures; it relates to all activities
of the organisation, and to all levels of the organisation. Clearly stated policy can help
reinforce the main functions of the organisation, make for consistency and reduce
dependency on the actions of individual managers. Policy clarifies the roles and responsibilities of managers and other members of staff and provides guidelines for managerial
behaviour. Securing agreement to a new or revised policy can help overcome reliance on
outdated practices and aid the introduction of organisational change.26
Policy provides guiding principles for areas of decision-making and delegation. For
example, specific decisions relating to HRM policy could include:
■
■
■
■
giving priority to promotion from within the organisation;
enforcing retirement at government pensionable age;
whenever possible, employing only graduate or professionally qualified accountants;
permitting line managers, in consultation with the HRM manager, to appoint staff
up to a given salary/wage level.
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Some policy decisions are directly influenced by external factors – for example government legislation on equal opportunities.
Corporate
guidelines
Objectives and policy together provide corporate guidelines for the operations and
management of the organisation. The activities of the organisation derive their significance from the contribution they make to achieving objectives in the manner directed.
The formulation of objectives and policy, and the allocation of resources, provide the
basis for strategic planning which is the first stage in the planning and control
processes of business organisations.27
THE PROFIT OBJECTIVE
In order to be successful, the primary objectives of the business organisation may be
seen as:
■
■
■
to continue in existence – that is, to survive;
to maintain growth and development; and
to make a profit.
All three objectives are inextricably linked and it is a matter of debate whether the
organisation survives and develops in order to provide a profit, or makes a profit by
which it can survive and develop.
Summers and Nowicki suggest that using a Maslow-like hierarchy of needs (discussed
in Chapter 12), the first concern for organisations is survival. After organisational survival is ensured, managers then have considerable latitude in what they want the
organisation to be and do. 28
If we accept survival as the ultimate objective of the business organisation, then this
involves the need for a steady and continuous profit. Organisations must be prepared to
accept the possibility of a reduction in short-term profitability in order to provide for
future investments. The profit goal is achieved through the process of management and
the combined efforts of members of the organisation. In times of economic recession the
survival objective takes on particular importance, especially for small businesses.
Managers today have a problem. They know their companies must grow. But growth is hard,
especially given today’s economic environment where investment capital is difficult to come by
and firms are reluctant to take risks. Managers know innovation is the ticket to successful growth.
But they just can’t seem to get innovation right.29
Not a sufficient
criterion for
effective
management
Although the objective of profit maximisation is undoubtedly of great importance, it is
not, by itself, a sufficient criterion for the effective management of a business organisation.
In practice, there are many other considerations and motivations which affect the
desire for the greatest profit or maximum economic efficiency and the accompanying
assumptions which underlie the economic theory of the firm. (See Figure 5.3.)
The meaning of ‘profit maximisation’ is not, by itself, very clear. Consideration has
to be given to the range and quality of an organisation’s products or services, to the
costs of its operations and to environmental influences. Reducing attention to longerterm ‘investments’ such as quality and after-sales service, research and development,
sales promotion, management development, satisfaction of staff and their employment
conditions may increase profitability in the short term, but is likely to jeopardise future
growth and development, and possibly even the ultimate survival of the organisation.
A business organisation has to provide some commodity or service by which it contributes to the economic and/or social needs of the community. It also has broader
social responsibilities to society. (Social responsibilities are discussed later in this
chapter.) Profit can be seen as the incentive for an organisation to carry out its activi-
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ORGANISATIONAL GOALS, STRATEGY AND RESPONSIBILITIES
Figure 5.3 Objectives of a business organisation
ties effectively. Profit does at least provide some broad measure of effectiveness and
highlights the difficulty in evaluating the effectiveness of not-for-profit organisations,
such as National Health Service hospitals, prisons or universities.
Avoiding
uncertainties
Managers are more concerned with avoiding uncertainties than with prediction of
uncertainties. Economic models of decision-making, based on the assumption of
rational behaviour in choosing from known alternatives in order to maximise objectives, can be contrasted with behavioural models based not so much on maximising of
objectives as on short-term expediency where a choice is made to avoid conflict and
within limiting constraints.30
Furthermore, as discussed earlier, members of the organisation will have their own
personal goals and their own perception of the goals of the organisation.
FALLACY OF THE SINGLE OBJECTIVE
Drucker has referred to the fallacy of the single objective of a business. The search for
the one, right objective is not only unlikely to be productive, but is certain to harm
and misdirect the business enterprise.
To emphasize only profit, for instance, misdirects managers to the point where they may endanger the survival of the business. To obtain profit today they tend to undermine the future … To
manage a business is to balance a variety of needs and goals … the very nature of business
enterprise requires multiple objectives which are needed in every area where performance and
results directly and vitally affect the survival and prosperity of the business.31
Drucker goes on to suggest eight key areas in which objectives should be set in terms of
performance and results:
1 Market standing – for example: share of market standing; range of products and
markets; distribution; pricing; customer loyalty and satisfaction.
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2 Innovation – for example: innovations to reach marketing goals; developments arising from technological advancements; new processes and improvements in all
major areas of organisational activity.
3 Productivity – for example: optimum use of resources; use of techniques such as
operational research to help decide alternative courses of action; the ratio of ‘contributed value’ to total revenue.
4 Physical and financial resources – for example: physical facilities such as plant,
machines, offices and replacement of facilities; supply of capital and budgeting;
planning for the money needed; provision of supplies.
5 Profitability – for example: profitability forecasts and anticipated timescales; capital
investment policy; yardsticks for measurement of profitability.
6 Manager performance and development – for example: the direction of managers
and setting up their jobs; the structure of management; the development of future
managers.
7 Worker performance and attitude – for example: union relations; the organisation
of work; employee relations.
8 Public responsibility – for example: demands made upon the organisation, such as
by law or public opinion; responsibilities to society and the public interest.
Allocation of
resources and
decisionmaking
The organisation therefore must give attention to all those areas which are of direct
and vital importance to its survival and prosperity. Etzioni makes the point that:
The systems model, however, leads one to conclude that just as there may be too little allocation
of resources to meet the goals of the organization, so there may also be an over-allocation of
these resources. The systems model explicitly recognizes that the organization solves certain
problems other than those directly involved in the achievement of the goal, and that excessive
concern with the latter may result in insufficient attention to other necessary organizational activities, and to a lack of coordination between the inflated goal activities and the de-emphasized
non-goal activities.32
Individuals in the organisation are not necessarily guided at all times by the primary
goal(s) of the organisation. Simon illustrates this in respect of the profit goal.
Profit may not enter directly into the decision-making of most members of a business organisation. Again, this does not mean that it is improper or meaningless to regard profit as a principal
goal of the business. It simply means that the decision-making mechanism is a loosely coupled
system in which the profit constraint is only one among a number of constraints and enters into
most sub-systems only in indirect ways.33
We have seen, then, that although the profit objective is clearly of importance, by itself
it is not a sufficient criterion for the effective management of a business organisation.
There are many other considerations and motivations which affect the desire for the
greatest profit or maximum economic efficiency.
The balanced
scorecard
The balanced score card is an attempt to combine a range of both qualitative and
quantitative indicators of performance which recognise the expectations of various
stakeholders and relates performance to a choice of strategy as a basis for evaluating
organisational effectiveness. Citing the work of Kaplan and Norton in a year-long study
of a dozen US companies,34 Anita van de Vliet refers to the approach of a ‘balanced
scorecard’ and the belief that:
... relying primarily on financial accounting measures was leading to short-term decisionmaking, over-investment in easily valued assets (through mergers and acquisitions) with
readily measurable returns, and under-investment in intangible assets, such as product and
process innovation, employee skills or customer satisfaction, whose short-term returns are
more difficult to measure.
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Van de Vliet suggests that in the information era, there is a growing consensus that
financial indicators on their own are not an adequate measure of company competitiveness or performance and there is a need to promote a broader view.
The balanced scorecard does still include the hard financial indicators, but it balances these with
other, so-called soft measures, such as customer acquisition, retention, profitability and satisfaction; product development cycle times; employee satisfaction; intellectual assets and
organisational learning.35
The balanced scorecard (BS) can also be used in the public sector where there is an
increasing need for organisations to improve their performance and to be seen as more
businesslike in the delivery of services (including an employee perspective).
Given that the public sector has the difficult task of fulfilling a wide range of very different objectives, the BS could help in formal recognition and measurement of these objectives.36
THE NEED FOR STRATEGY
Objectives and policy are formalised within the framework of a corporate strategy which
serves to describe an organisation’s sense of purpose, and plans and actions for its
implementation. Tilles has suggested that without an explicit statement of strategy it
becomes more difficult for expanding organisations to reconcile co-ordinated action
with entrepreneurial effort.37 An explicit strategy for the business organisation is necessary for the following reasons. First, there is the need for people to co-operate together
in order to achieve the benefits of mutual reinforcement. Second, there are the effects
of changing environmental conditions.
The absence of an explicit concept of strategy may result in members of the organisation working at cross-purposes. The intentions of top management may not be
communicated clearly to those at lower levels in the hierarchy who are expected to
implement these intentions. Obsolete patterns of behaviour become very difficult to
modify. Change comes about from either subjective or intuitive assessment, which
become increasingly unreliable as the rate of change increases. Developing a statement
of strategy demands a creative effort. If strategic planning is to be successful, it requires
different methods of behaviour and often fundamental change in the nature of interactions among managers.38
Allen and Helms suggest that different types of reward practices may more closely
complement different generic strategies and are significantly related to higher levels of
perceived organisational performance. 39
Managers’
skills and
competencies
Increased business competitiveness and the dynamic external environment have
placed important emphasis on corporate strategy and the competencies of managers.
For example, Richardson and Thompson argue that if organisations are to be effective in
strategic terms they must be able to deal with the pressures and demands of change.
Managers should be strategically aware and appreciate the origins and nature of
change. They should possess a comprehensive set of skills and competencies and be
able to deal effectively with the forces which represent opportunities and threats to the
organisation. Effective strategic management creates a productive alliance between the
nature and the demands of the environment, the organisation’s culture and values,
and the resources that the organisation has at its disposal.40
Strategy is about first asking questions, then improving the quality of those questions through
listening to the answers and acting on the new knowledge. Any effective strategy requires the
successful integration of thoughts about tomorrow’s new business opportunities with both past
experience and the pattern of today’s behaviours.41
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Corporate
approach in
the public
sector
Some form of corporate strategy or planning is necessary for all organisations, particularly large organisations and including service organisations and those in the public
sector. In a discussion on strategy developments, Lynch suggests that many of the same
considerations apply to both public and private organisations. The major difference
has been the lack of the objective to deliver a profit in government-owned institutions.
The trend in most parts of the world is now towards privatising large public companies
in the utilities and telecommunications sectors. The principal impact of privatisation
on strategy will depend on the form that privatisation takes. Some companies may
remain monopolies even though in the private sector. Lynch sets out the following key
strategic principles for public and non-profit organisations:
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Public organisations are unlikely to have a profit objective. Strategy is therefore
governed by broader public policy issues such as politics, monopoly supply, bureaucracy and the battle for resources from the government to fund the activities of
the organisation.
Strategy in non-profit organisations needs to reflect the values held by the institutions concerned. Decision-making may be slower and more complex.
Within the constraints outlined above, the basic strategic principles can then be
applied.42
In the public sector, the establishment of objectives and policy requires clarification of
the respective roles of both elected members and permanent officials. This dual nature
of management requires harmonious relationships between the two parties and
emphasises the need for a corporate approach.43
A strategic framework
In order to continue in existence and succeed, Bruce maintains that a business needs a
structured strategic framework which provides the starting point for moving forward
and a means for assessing and responding to change. The strategic framework defines
the boundary in terms of product markets and is reflected in the management of
processes, knowledge and people. Bruce sets out a strategic framework divided into five
separate but interrelated elements:
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the things that are driving strategic decisions;
the direction that the organisation is heading in;
the products and services that will be delivered;
the design of the organisation’s processes, knowledge systems and people development mechanisms;
the specific targets that will identify whether the organisation is deviating from
its plan.
Once strategic targets have been agreed the organisation or team must be aligned. The
review should start with the means to deliver the strategy before reviewing the formal
structure and hierarchies. Then the selection, development and leadership of people
should be reviewed to create a work environment and culture that supports each element of the strategic framework.44
THE CONCEPT OF SYNERGY
An important aspect of corporate strategy and the growth and development of organisations is the concept of synergy which was developed in management applications by
Ansoff.45 Synergy results when the whole is greater than the sum of its component
parts. It can be expressed, simply, in terms of the 2 + 2 = 5 effect.
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Synergy is usually experienced in situations of expansion or where one organisation
merges with another, such as an organisation responsible for the development and production of a product merging with an organisation which markets the product. An
example could be a television manufacturer merging with a television rental organisation. The new organisation could benefit from the combined strengths and
opportunities, skills and expertise, shared fixed overheads and technology, and from
the streamlining and economy of its operations. Another example could be the merger
of a computer firm with expertise in the design and marketing of hardware, with a firm
expert in software manufacture and systems design.
It is possible, however, to experience negative synergy or the 2 + 2 = 3 situation.
Such a situation might arise when a merger occurs between organisations operating in
different fields, with different markets or with different methods, or where the new
organisation becomes unwieldy or loses its cost-effectiveness.
SWOT ANALYSIS
Ansoff has also referred to the analysis of strengths and weaknesses of organisations following the formulation of objectives;46 and to threats and opportunities in the process
of strategic change.47 This can be developed into what is a commonly known acronym,
SWOT analysis (sometimes also known as ‘WOTS up’), which focuses on the Strengths,
Weaknesses, Opportunities and Threats facing organisations.
The SWOT analysis provides convenient headings under which to study an organisation in its environmental setting and may provide a basis for decision-making and
problem-solving. You may therefore find the analysis helpful in tackling case studies.
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■
Strengths are those positive aspects or distinctive attributes or competencies which
provide a significant market advantage or upon which the organisation can build –
for example, through the pursuit of diversification. These are characteristics of the
organisation such as present market position, size, structure, managerial expertise,
physical or financial resources, staffing, image or reputation. By searching out
opportunities which match its strengths the organisation can optimise the effects
of synergy.
Weaknesses are those negative aspects or deficiencies in the present competencies
or resources of the organisation, or its image or reputation, which limit its effectiveness and which need to be corrected or need action taken to minimise their effect.
Examples of weaknesses could be operating within a particular narrow market, limited accommodation or outdated equipment, a high proportion of fixed costs, a
bureaucratic structure, a high level of customer complaints or a shortage of key
managerial staff.
Opportunities are favourable conditions and usually arise from the nature of
changes in the external environment. The organisation needs to be sensitive to the
problems of business strategy and responsive to changes in, for example, new markets, technology advances, improved economic factors, or failure of competitors.
Opportunities provide the potential for the organisation to offer new, or to develop
existing, products, facilities or services.
Threats are the converse of opportunities and refer to unfavourable situations which
arise from external developments likely to endanger the operations and effectiveness
of the organisation. Examples could include changes in legislation, the introduction
of a radically new product by competitors, political or economic unrest, changing
social conditions and the actions of pressure groups. Organisations need to be
responsive to changes that have already occurred and to plan for anticipated significant changes in the environment and to be prepared to meet them.
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Although SWOT can offer a number of potential advantages for helping to evaluate
corporate performance, care must be taken that the process does not lead to an oversimplified and misleading analysis. There are many ways of evaluating organisational
performance and effectiveness, and varying criteria for success. For example, Levine
suggests that the new criteria for assessing the strength of an organisation will be in
the area of quality results achieved through people.48
THE MANAGEMENT OF OPPORTUNITIES AND RISKS
Every business needs to have a strategy and this strategy must be related to changing
environmental conditions. In order to survive and maintain growth and expansion top
management must protect the business from potentially harmful influences, and be
ready to take maximum advantage of the challenges and opportunities presented.
While top management must always accept the need for innovation there is still the
decision as to which opportunities it wishes to develop in relation to its resources, and
those it chooses not to pursue. An effective business strategy depends upon the successful management of opportunities and risks.
Drucker suggests that strategy should be based on the priority of maximising
opportunities, and that risks should be viewed not as grounds of action but as limitations on action.49
Drucker points out that while it is not possible to ensure that the right opportunities
are chosen, it is certain that the right opportunities will not be selected unless:
■
■
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■
the focus is on maximising opportunities rather than on minimising risks;
major opportunities are scrutinised collectively and in respect of their characteristics
rather than singly and in isolation;
opportunities and risks are understood in terms of the appropriateness of their fit to
a particular business; and
a balance is struck between immediate and easy opportunities for improvement, and
more difficult, long-range opportunities for innovation and changing the character
of the business.
If the business is to be successful then its organisation structure must be related to its
objectives and to its strategy. The structure must be designed so as to be appropriate to
environmental influences, the continued development of the business, and the management of opportunities and risks. The nature of organisation structure is discussed in
Chapter 15.
E-business strategies
Advances in information technology and the Internet mean that organisations have to
embrace successful e-commerce and e-business strategies. For example, according to Earl:
Quite simply, IT affects business strategy. It is an input to business strategy as well as an
output. The Internet, mobile communications, and future media present both threats and
opportunities. So business strategy that ignores how technology is changing markets, competition, and processes is a process for the old economy, not the new economy. That is what
‘e-everything’ is about.50
Kermally points out that in order to operate within the new macro-economic environment, organisations have to seriously consider the arrival of the new economy and
strategies. They have to embrace e-business in order to deal with the complexity of the
new business environment. Apart from scenario planning, e-businesses also have to
focus special attention to recruiting and retaining staff. It is important to keep up with
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competitors and not to become complacent about adopting e-business. Kermally maintains that the e-business model is important because it:
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■
makes it possible for information to be shared more quickly and easily;
facilitates human interaction;
enables organisational resources and capabilities to be stretch strategically;
provides global reach in marketing;
allows consumers to shop 24 hours a day from any location; and
promotes economic growth.51
SOCIAL RESPONSIBILITIES OF ORGANISATIONS
Organisations play a major and increasingly important role in the lives of us all,
especially with the growth of large-scale business and the divorce of ownership from
management. The decisions and actions of management in organisations have an
increasing impact on individuals, other organisations and the community. The power
and influence which many business organisations now exercise should be tempered,
therefore, by an attitude of responsibility by management.
In striving to satisfy its goals and achieve its objectives the organisation cannot
operate in isolation from the environment of which it is part. The organisation
requires the use of factors of production and other facilities of society. The economic
efficiency of organisations is affected by governmental, social, technical and cultural
variables. In return, society is in need of the goods and services created and supplied by
organisations, including the creation and distribution of wealth. Organisations make a
contribution to the quality of life and to the well-being of the community.
Organisational survival is dependent upon a series of exchanges between the organisation and its environment. These exchanges and the continual interaction with the
environment give rise to a number of broader responsibilities to society in general.
These broader responsibilities, which are both internal and external to the organisation, are usually referred to as social responsibilities. These social responsibilities arise
from the interdependence of organisations, society and the environment.
The recognition of the importance of social responsibilities can be gauged in part by
the extent of government action and legislation on such matters as, for example,
employment protection, equal opportunities, companies acts, consumer law, product
liability and safeguarding the environment. This has formalised certain areas of social
responsibilities into a legal requirement. It is doubtful, however, if legislation alone is
sufficient to make management, or other members of an organisation, behave in what
might be regarded as a ‘proper’ manner.
Growing
attention to
social
responsibilities
There has been a growing attention to the subject of social responsibilities and an
increasing amount of literature on the subject and on a new work ethic. The importance of social responsibility (or corporate responsibility) can also be gauged by the
amount of coverage in the annual review of most major companies. For example,
under the heading of Corporate Responsibility the annual review of the BG Group
refers to the Statement of Business Principles and to eight key policies which cover:
personal conduct; human resources; governance; human rights; communications;
health, safety and environment; security; and corporate conduct.52 Many businesses
both in the UK and other parts of Europe are attempting to provide a more open and
transparent view of their operations.53 The European Commission is encouraging firms
to assess their performance not on profit margins alone but also on the welfare of their
workforce and care for the environment.54
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Shortland points out that consumer activism has never been more intense and the
media very rapidly exposes unethical practices. Society, consumers, shareholders and
legislators all require companies to be more transparent and accountable.
The concept of social responsiveness means that companies respond to stakeholders and concern from society by considering more than just the company’s own interests. Systematic
evaluation of the needs for stakeholders can position the company to be socially responsible.
However, companies cannot simply take a reactive approach to issues as they arise, the principles must be embedded in the corporate culture and business strategy, right through to the
day-to-day decision-making process. Companies that embrace the principles of social responsibility and ethics in a proactive manner are the companies of the future – the firms that will
survive and prosper.55
Global responsibilities
Today there is also greater concern for business communities to accept their global
responsibilities. This is recognised, for example, in the foreward to a book by Grayson
and Hodges, by HRH The Prince of Wales.
For the business community of the twenty-first century, ‘out of sight’ is no longer ‘out of
mind’. Global communications and media operations can present every aspect of a company’s operations directly to customers in stark, unflattering and immediate terms. Those
customers increasingly believe that the role of large companies in our society must encompass more than the traditional functions of obeying the law, paying taxes and making a
profit. Survey after survey reveals that they also want to see major corporations helping ‘to
make the world a better place’. That may be in some respects a naïve ambition, but it is,
nevertheless, a clear expectation, and one that companies ignore at their peril … It is
immensely encouraging to find that there are business leaders who recognise the challenge
of running their companies in ways that make a positive and sustainable contribution to the
societies in which they operate. It is a huge task, not least in finding ways of reaching out to
the thousands of managers at the ‘sharp end’ of the business who, every day, take the decisions that have real impact on employees, on whole communities and on the environment.
HRH The Prince of Wales56
CODES OF CONDUCT
An increasing number of organisations, of all types, are now publishing a Code of
Conduct (or Code of Ethics). For example, the Chartered Management Institute have a
‘Code of professional management practice’ that sets out the professional standards
required of members of the Institute as a condition of membership as regards:
1
2
3
4
5
6
the individual manager;
others within the organisation;
the organisation;
others external to but in direct relationship with the organisation;
the wider community;
the Chartered Management Institute.57
Extracts from the Code of Conduct of IBM Ltd are given in Management in Action
5.1 at the end of this chapter.
Codes of conduct are very common in American and Canadian organisations and in
many cases members of the organisation are required to sign to indicate formally their
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acceptance of the code. Codes may be updated on a regular basis and in some cases
such as investment companies this may be at least once a year.
In the public sector, the Local Government Act 2000 specifies the following principles to govern the conduct of members of relevant English authorities and Welsh
police authorities: selflessness, honesty and integrity, objectivity, accountability, openness, personal judgement, respect for others, duty to uphold the law, stewardship and
leadership. These principles are intended to underpin the mandatory provisions of the
model codes of conduct for English local authorities.58
A matter of
degree and
balance
Tam poses the basic question, ‘Can we live with an idea of “good” management which
cannot be ultimately reconciled with what is good for society?’ and maintains that:
... the time has come for us to recognise that the only sustainable form of good management is that
which takes into account the full range of responsibilities that underpin organisational success.59
It should, however, be recognised that the distinction is blurred between the exercise of
a genuine social responsibility, on the one hand, and actions taken in pursuit of good
business practice and the search for organisational efficiency on the other. One
approach is that attention to social responsibilities arises out of a moral or ethical motivation and the dictates of conscience – that is, out of genuine philanthropic objectives.
An alternative approach is that the motivation is through no more than enlightened
self-interest and the belief that, in the long term, attention to social responsibilities is
simply good business sense. In practice, it is a matter of degree and balance, of combining sound economic management with an appropriate concern for broader
responsibilities to society.
Altman et al. point to a revolution going on which is changing the way we live and
work, and question whether the leaders of giant companies are in tune with the social
problems that surround them, affecting both employees and customers.
We believe there is more than a hint that many business leaders lack a strong moral underpinning
awareness and concern for the proliferation of social problems, that business is increasing behaving in an amoral fashion. Recent comment has tended to suggest that there is a general lack of
concern for the spread of social problems for which industry must take a share of responsibility.
There is a strong suspicion that business leaders are primarily focused on short-term issues, such
as shareholder value, rather than seeking to balance the shareholder/stakeholder equation.60
Allen, however, questions whether the emphasis on the caring sharing company of the
new millennium and social responsibility is all going a bit far. There is scarcely a company without a loftily worded mission statement and high-minded references to
shareholders. There are now numerous codes and standards and any company wishing
to keep up to date with latest developments in social responsibility needs to look in
many directions at once, and companies are talking of ‘codemania’. While many codes
offer voluntary guidelines, companies that fail to meet these can see themselves receiving a bad press or disinvestments. Nevertheless, the burden of social responsibilities
can be seen as part of the response to ever-changing social conditions.61 And, according to Cook, although it is easy to be cynical following the fall of big companies there
are many organisations who are ‘putting something back’. There is evidence about
reversing the decline in public trusts and that in response to stakeholder and customer
attitudes, corporate values are changing.62
ORGANISATIONAL STAKEHOLDERS
We have seen that social responsibilities are often viewed in terms of organisational
stakeholders – that is, those individuals or groups who have an interest in and/or are
affected by the goals, operations or activities of the organisation or the behaviour of its
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members.63 Managers, for example, are likely to have a particular interest in, and concern for, the size and growth of the organisation and its profitability, job security,
status, power and prestige. Stakeholders, on the other hand, include a wide variety of
interests and may be considered, for example, under six main headings of:
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■
employees;
providers of finance;
consumers;
community and environment;
government; and
other organisations or groups.
Employees
People and organisations need each other. Social responsibilities to employees extend
beyond terms and conditions of the formal contract of employment and give recognition to the worker as a human being. People today have wider expectations of the
quality of working life, including: justice in treatment; democratic functioning of the
organisation and opportunities for consultation and participation; training in new
skills and technologies; effective personnel and employment relations policies and
practices; and provision of social and leisure facilities. Organisations should also, for
example, give due consideration to the design of work organisation and job satisfaction, make every reasonable effort to give security of employment, and provide
employment opportunities for minority groups. Responsibilities to employees involve
considerations of the new psychological contracts discussed in Chapter 2. In the case
of public authorities regard must also be paid to the provisions of the Human Rights
Act 1998.
Providers of
finance
Joint stock companies are in need of the collective investments of shareholders in
order to finance their operations. Shareholders are drawn from a wide range of the
population. The conversion of a number of building societies and insurance companies
from mutual societies to public companies extended significantly the range of share
ownership and stakeholding among private individuals. Many people also subscribe
indirectly as shareholders through pension funds and insurance companies.
Shareholders expect a fair financial return as payment for risk bearing and the use of
their capital. In addition, social responsibilities of management extend to include the
safeguarding of investments, and the opportunity for shareholders to exercise their
responsibility as owners of the company, to participate in policy decisions and to question top management on the affairs of the company. Management has a responsibility
to declare personal interests, and to provide shareholders with full information presented in a readily understood form. In the case of public sector organisations, finance
may be provided by government grants/subsidies – which are funded ‘compulsorily’ by
the public through taxation and rates – as well as loans, and charges for services provided. There is, therefore, a similar range of social responsibilities to the public as
subscribers of capital.
Consumers
To many people, responsibilities to consumers may be seen as no more than a
natural outcome of good business. There are, however, broader social responsibilities
including:
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providing good value for money;
the safety and durability of products/services;
standard of after-sales service;
prompt and courteous attention to queries and complaints;
long-term satisfaction – for example, serviceability, adequate supply of products/
services, and spare and replacement parts;
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ORGANISATIONAL GOALS, STRATEGY AND RESPONSIBILITIES
fair standards of advertising and trading;
full and unambiguous information to potential consumers.
Increasing concern for social responsibilities to consumers can be seen by the activities
of such bodies as the Consumers’ Association, and the number of television and radio
programmes devoted to this subject. In the case of public corporations there are Users’
National Councils or consumers’ regulatory bodies which are independent and look
after the interests of customers. In the case of local government there is a system of
Commissioners for Local Administration (popularly referred to as ‘Ombudsmen’)
designed to provide an independent investigation of citizens’ complaints over alleged
maladministration.
Community
and
environment
It is in the area of concern for the community at large that social responsibilities can be
seen most clearly. Organisations have a responsibility not to misuse the scarce factors
of production upon which the wealth of the country depends. Organisations have a
responsibility to society, to respect environmental considerations and take care of
amenities. Some examples under this heading include:
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■
the effects and potential dangers of pollution, noise, disposal of waste;
the siting and appearance of new buildings;
transportation policies, such as the routing of heavy vehicles through narrow village
roads; and
avoidance of excessive packaging and more use of biodegradable materials.
Government
Another important area of social responsibility could arguably be to the government.
Organisations should, of course, respect and obey the law even where they regard it as
not in their best interests. What is debatable, however, is the extent to which organisations should co-operate voluntarily with actions requested by the government. Some
examples are: restraint from trading with certain overseas countries, and the acceptance of controls over imports or exports; actions designed to combat inflation, such as
limits on the level of wage settlements; assisting in the control of potential social problems – for example, the sale of tobacco and the display of health warnings.
Other
organisations
or groups
The potential range of social responsibilities is substantial. Other organisations or groups
to whom organisations might be regarded as having a social responsibility, or obligation,
are suppliers, trade unions, business associates and even competitors. Examples of
social responsibilities might include: fair standards of trading; honouring terms and conditions of purchase or sale, and settlement dates (for example, payment of accounts);
assistance to smaller organisations; engagement only in fair competition; respect for
copyright and patents. Some organisations extend the range of social responsibilities
even further – for example, by giving recognition to the needs of developing countries;
limiting the extent of political involvement or campaigning; donations to, or sponsorship of, the arts, educational or research institutions, sporting organisations or charities.
Profit and effective performance
Whatever the view of corporate social responsibility, management has as its priority
the need to ensure the survival and effective performance of the organisation. As
Drucker puts it:
The first responsibility to society is to operate at a profit, and only slightly less important is the
necessity for growth. The business is the wealth-creating and wealth-producing organ of our
society. Management must maintain its wealth-producing resources intact by making adequate
profits to offset the risk of economic activity. And it must besides increase the wealth-creating
and wealth-producing capacity of these resources and with them the wealth of society.64
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The attention given to social responsibilities must involve weighing the costs of meeting these responsibilities against the benefits derived. Provided the cost/benefit
analysis is not detrimental to economic and/or competitive performance, management
must then determine the extent to which, and the manner in which, the organisation
will attempt to satisfy its social responsibilities. The recognition of social responsibilities should form an integral part of strategy and the establishment of objectives and
policies of the organisation.
VALUES AND ETHICS
The first years of the new millennium brought some very sharp reverses in business
fortunes, with enormous sums of money wiped off market values, company collapses
and, of course, a great deal of consequent distress for employees, families and others.
For a while, these events were daily front-page news, along with a dawning realisation
that the financial turbulence would worsen an already difficult position for millions
who were saving towards pensions. Much of the problem was the bursting of an oldfashioned (but very high-tech) investment bubble. Both the demise of the meteoric but
insubstantial ‘dot-com’ businesses and the hefty over-valuation by many telecoms
companies of the ‘3G’ licences for the next mobile communications technology were
examples of an investment frenzy that came to an abrupt and unhappy end. By the
end of 2001, however, worse news was unfolding. As Kay puts it:
Two companies came to symbolize the triumph and failure of the American 1990s – Enron, the
Houston-based energy business, and WorldCom, a telecoms operator with headquarters in
Clinton, Mississippi. Both companies had grown rapidly through acquisition and for a time
enjoyed iconic status with investment bankers and many investors. The collapse of these businesses in late 2001 and summer 2002 provoked widespread allegations of fraud and corruption
and was an important factor in the final deflation of the bubble. 65
These events were themselves brought on by the general crisis – a number of commentators have reminded readers of a remark attributed to investment ‘guru’ Warren
Buffet: ‘It’s only when the tide goes out that you see who’s been swimming without
their trunks on.’ These major corporate disasters seemed to many to go beyond the
misguided euphoria of the dot-com boom and to raise questions of the ethics of the
behaviour of these companies and their advisors.
Ethics and business
Ethics is concerned with the study of morality: practices and activities that are considered to be importantly right or wrong, together with the rules that govern those
activities and the values to which those activities relate.66 Business ethics can be seen
as an example of applied ethics – just as medical ethics is about the application of general ethics to the human activity called medicine, business ethics seeks to explore the
implications of general ethics for the conduct of business. This apparently obvious
point is important: by taking this stance, one rejects the view that moral principles
have no bearing on business, or that ‘the business of business is business’, as the
common saying has it.
This is not to say that it is easy, or uncontroversial, to apply ethics to business: on
the contrary, this fast-growing subject is characterised by a range of sharply contrasting
views. Some of this controversy is inherent in ethics itself – as will be discussed below,
there is no single clear view of how to judge good and bad, and this must impact on
any application such as business ethics. This particular application of ethics, however,
is also complicated by the fact that ethics mainly deals with good or bad conduct on
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the part of individuals, resulting in possible difficulties in applying these ideas to
impersonal corporate entities like companies. Is it appropriate to regard companies as if
they were individual people and if not, what allowances should be made? Or, can the
subject be satisfactorily seen as relating to the conduct of individuals as employees of
businesses? Clearly, for very small businesses, the two views merge into one, but for
larger, corporate entities, the position is more complex.
CORPORATE SOCIAL RESPONSIBILITY
One illustration of this is the diversity of opinion on the issue of corporate social responsibility. On one side of the debate are those who would share Milton Friedman’s view
that the social responsibility of business is to make as much money as possible for the
shareholders, within the rules of the game (fair competition, no deception or fraud,
and so on).67 This is an example of agency theory, in which the directors of a company
are seen as agents of the owners and who are duty bound to act so as to maximise the
interests of those owners, this being taken as the reason for owners having made the
investment in the first place.
A more recent development of this general approach is that of Sternberg who proposes a teleological view of business ethics, based upon the pursuit of the business
purpose – that of maximising long-term owner wealth by selling products and
services.68 Actions by a firm that are consistent with this aim and which satisfy the
additional tests of common decency (e.g. refraining from stealing, cheating, coercion
and so on) and distributive justice (i.e. ensuring that rewards are proportional to contributions made) are ethical. Actions that fail any one of these three tests are, in this
model, unethical.
At the other end of the spectrum are some forms of stakeholder theory, which
emphasise a much broader set of social responsibilities for business. Cannon, for example, suggests that:
There exists an implicit or explicit contract between business and the community in which it operates. Business is expected to create wealth; supply markets; generate employment; innovate and
produce a sufficient surplus to sustain its activities and improve its competitiveness while contributing to the maintenance of the community in which it operates. Society is expected to
provide an environment in which business can develop and prosper, allowing investors to earn
returns while ensuring that the stakeholders and their dependants can enjoy the benefits of their
involvement without fear of arbitrary or unjust action. The interdependence between society and
business cannot be understated. 69
Differing
assumptions
about a
business
The two perspectives provide very different views of how a business should act,
because of their differing assumptions concerning what a business is for. In agency
theory, a business is principally for the shareholders and its actions should mainly be
judged on the criterion of maximising their interests. In the stakeholder view quoted
above, a business is for its stakeholders (who are potentially a very large and diverse
group) and its actions should be designed to balance stakeholder interests. From the
point of view of business ethics – the study of good and bad conduct in business – this
distinction is very important. The use of company resources to support a local community project, for example, might be seen as admirable by the stakeholder theorist but
unethical by the agency theorist, in that it would be a misapplication of funds that
belong to the owners (unless, of course, such an investment could be shown to be consistent with the shareholders’ best interests).
Each of the two approaches adopts a different yardstick for judging the ‘goodness’ of
a proposed action by a company. In the agency view, the action has to be shown to be
167
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PART 2 THE ORGANISATIONAL SETTING
consistent with the duty of maximising owner wealth, which is conceptually relatively
simple, but which necessarily involves assumptions concerning the likely effect of the
proposed action. In the stakeholder view (or, at least in those versions of the stakeholder view that emphasise an accountability to stakeholders), the task of management
is to balance stakeholder interests. However, managers seeking to do this – often in the
face of loud opposing claims from the various interests – will very quickly encounter
the practical problem of how that ‘balance’ should be defined and recognised.
Although difficult to reconcile in practice, the two approaches are not completely
incompatible: to a stakeholder theorist, shareholders count as one type of stakeholder,
but not the only type to which duties are owed by the firm. Likewise, Sternberg
acknowledges the importance of understanding and remaining aware of the various
stakeholder groups and of actively managing relationships between the company and
these groups, because doing so is likely to be consistent with maximising owner
wealth. As she points out, however, ‘taking account’ of something is importantly different from ‘being accountable’ to it.70
Intelligent
self-interest
It is also worth emphasising that a company seeking to maximise its owners’ long-term
wealth may well do very good things for its ‘stakeholders’, not necessarily through any
direct intent, but in pursuit of its main duty. Providing customers with excellent products and services is the central example, of course, but this form of intelligent
self-interest may also – for example – drive a firm to build strong, trusting relationships
with its suppliers and distributors (because it will be better off as a result), or an attractive working environment for its employees (because it wishes to recruit and keep the
best, in order to be able to compete more effectively).
Even beyond its immediate commercial relationships, an intelligently self-interested
company may deliberately set out to build strong relationships with other stakeholders, or to take a principled stance on an issue such as the use of child labour, because to
do so is to maximise owner value. The ‘value’ in question is not just next year’s dividends, but refers to the value of the investment as a whole and thus obliges the
management to think long term as well as short term and to consider the impact of
company actions as broadly as possible.
In the UK, the report of the RSA inquiry ‘Tomorrow’s Company’ referred to the concept of an imaginary ‘operating licence’ granted to a company by the public, which
can be effectively suspended or withdrawn if a company appears to be behaving
badly.71 Doing business effectively and well relies upon hundreds, sometimes thousands of transactions every day of the year. If some of these transactions become more
difficult because trust has been squandered and co-operation has been withdrawn,
then the firm will start to lose out to its better-behaved competitors and its owners’
BUSINESS ETHICS
wealth will start to suffer.
The large-scale issues of corporate social responsibility are to do with how a company
should conduct itself within society: these questions certainly have an ethical aspect,
as has been discussed, but they are not the whole of business ethics. Day-to-day decisions made by individual managers are not usually made on the basis of some detailed
calculation of the consequences for shareholder value (however theoretically desirable
that might be) and more general ethical considerations must play a part in resolving
the dilemmas that sometimes arise in practice.
The scope of business ethics is very broad, because anything done by a company or its
employees can be done ethically or unethically. The following list is not intended to be
exhaustive, but rather to illustrate the all-pervasive nature of ethical questions in business:
CHAPTER 5
■
■
■
■
■
No single view
of right or
wrong
ORGANISATIONAL GOALS, STRATEGY AND RESPONSIBILITIES
behaviour towards customers, suppliers, distributors and competitors: for example,
marketing and selling, fair competition, intelligence gathering, inducements and
incentives;
treatment of employees: for example, recruitment, rewards, training, promotion, dismissal, employee and employer rights and duties;
treatment of other stakeholder groups: for example, local communities, governments, interest groups;
effect on the natural environment: for example, pollution, recycling, sustainability;
conduct in international operations: for example, use of power, respect for human
rights, ‘delocalisation’ of operations to lower-cost environments.
These questions can be complex, since there is no single view in general ethics of what
makes something right or wrong. One school of thought emphasises duties, things
that must be done (or refrained from) irrespective of the consequences. This deontological point of view holds that goodness or badness is only evident in the action itself:
that, for example, lying is bad because it is bad in itself. By contrast, a consequentialist view of ethics holds that the goodness or badness of a proposed action is only
evident in the consequences of that action: whether a lie is good or bad depends upon
the consequences of that particular lie at the time. Utilitarianism, for example, is a
consequentialist theory, in that it seeks to maximise the net happiness for everyone
affected by a particular action (‘the greatest good for the greatest number’, as it is
sometimes expressed). The perspectives on corporate social responsibility discussed
above are also to some extent consequentialist, in that they are mainly concerned with
an assessment of the effects of a firm’s actions.
Both duties and consequences (or ‘means’ and ‘ends’ in the familiar saying about
the latter justifying the former) are plainly important in the way we deal with ethical
issues in everyday life. Unfortunately, however, they are very different ways of reasoning, which can lead to contradictory outcomes in some cases. An exclusively
duty-based view of ethics, for example, must sooner or later run into problems such as
absolutism, or the difficulty of deciding which duty should take precedence over others
in a particular situation. If, for example, both lying and killing are held to be inherently wrong, is it acceptable to lie in order to avoid a killing? And whatever answer is
given, how do we know? An exclusively consequentialist view of ethics also entails
methodological problems of forecasting reliably what the consequences of an action
may be and of deciding how to measure those consequences. Some forms of utilitarianism can be very unjust to small minorities, by allowing their unhappiness (i.e. as a
result of some proposed action) to be offset by the increased happiness of a much
larger number.
Nor is the choice restricted to means and ends in ethics: several further approaches
can be distinguished in western thought, including:
■
■
■
Virtue ethics, based upon an analysis of desirable human qualities that lie between
undesirable extremes (the virtue of ‘courage’, for example, lies between the undesirable extremes of ‘cowardice’, at one end and ‘foolhardiness’ at the other).
Ethical relativism, which holds that goodness and badness are largely or entirely
determined by the prevailing values of the time in question and may thus change
from one period to another, or one culture to another.
Emotivism, which suggests that statements about ethics are essentially statements
about the speaker’s attitudes, and that it is therefore futile to search for any ethical
‘truths’. The statement ‘Lying is bad’ is, from this point of view, saying little more
than ‘I don’t like lying’.
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PART 2 THE ORGANISATIONAL SETTING
Ethical decision-making at work
How, then, are ethical choices to be made by people working for organisations? No
simple and universal answer is available – ethical awareness is something that can be
cultivated and the different perspectives will often help to shed light on a particular
dilemma. Some perspectives may appear to be better suited to particular situations:
whereas, for example, it is difficult to avoid some sort of consequentialist component
in thinking about how a company should act, it is also clear that duty-based arguments
must also weigh heavily in thinking about the ethical treatment of people such as
employees. The German philosopher Kant’s view that we should always treat other
people as ends in themselves and never simply as means is surely an important principle for decent human resource management and one that would often be seen as more
important than the prospect of short-term gain.72
Personal integrity and individual values are important elements in ethical decisionmaking at work, but the increasingly common company, professional or industry codes
of conduct may also provide support and guidance. This is not to say that these ethical
‘resources’ will always provide clear and comfortable guidance – sometimes, people in
organisations will experience tension between the conflicting demands of, say, their own
personal values and the demands placed on them by their organisation. If these conflicts
become intolerable and cannot be resolved through normal means, then an individual
may decide to become a ‘whistleblower’ in the public interest, by taking the high-risk
approach of placing the problem in the public domain for resolution. Codes of conduct
can help to reduce the risk of painful situations like this by providing a published set of
values to which the individual can appeal, rather than taking the risk wholly personally.
(I am grateful to my colleague, Richard Christy, Department of Business and Management,
University of Portsmouth for providing the above information on values and ethics.)
RELATED LEGISLATION
As part of the growing attention to the concept of corporate social responsibilities
there are a number of pieces of recent legislation which arguably relate to the concept
of business ethics and organisational accountability. Although it is not in the scope of
this book to provide detailed aspects of legal provisions, we should recognise the existence of such legislation, including the Human Rights Act 1998, the Public Interest
Disclosure Act 1998 and the Local Government Act 2000.
The Human Rights Act 1998 came into force on 2 October 2000 and incorporates
into English law rights and liberties enshrined in the European Convention on Human
Rights. The provisions apply to the acts of ‘public authorities’ and make it unlawful for
them to act in a way incompatible with a right under the Convention. The Act is
designed to provide greater protection for individuals, and to protect them from
unlawful and unnecessary interference. Everyone has the right to respect for their private and family life, their home and their correspondence. The Act is likely to have a
significant effect on people both as citizens and at work.
The Public Interest Disclosure Act 1998, which has become known widely as the
‘Whistleblower’s Act’ is designed to protect people who expose wrongdoing at their
workplace, to provide reassurance that there is a safe alternative to silence and to provide a safeguard against retaliation. Employers need to establish clear internal
procedures by which members of staff can raise any matters of personal concern.
The Local Government Act 2000, the so-called ‘New Ethical Framework’, requires
all local authorities to provide codes of conduct to promote high standards of behaviour. The government has distinguished between general principles of conduct in
public service and the code of conduct containing specific actions and prohibitions
that demonstrate the principles are being observed.
CHAPTER 5
ORGANISATIONAL GOALS, STRATEGY AND RESPONSIBILITIES
171
AN INTEGRATED APPROACH
McEwan summarises the separate histories of corporate social responsibility, business
ethics and corporate governance, and suggests a method of enquiry which attempts to
integrate these different perspectives on business through three broad levels of enquiry:
■
■
■
A descriptive approach that draws attention to the values and beliefs of people from
different cultures and societies which influence their attitudes towards the various
activities of business in their home countries and abroad.
A normative approach which identifies sets of values and beliefs as a basis for
making ethical decisions at the individual, group, or senior management level in an
organisation.
An analytical approach which attempts to explore the relationship between these
normative values and beliefs and other value-systems or ideologies such as political
or religious beliefs and culture or other social customs.73
EXHIBIT 5.1
Business ethics: what’s in it for you?
A friend of mine once said he thought business people go
through an ethics lock on their way into work and I expect
it would not be hard to find many people to agree with him.
But how true of business as a whole is the negative picture people can derive from unfortunate personal
experiences or from regular media reports of the latest
business scandal? For the fact is that interest in ethical
business behaviour has grown in popularity among businesses in the UK and elsewhere in the past 10 years, just
as the provision of teaching business ethics has also
increased in business schools.
Why the interest? Is it a matter of saying that the sicker
people are, the more they develop an interest in medicine?
What makes companies ethical?
For some people or firms, developing an interest in
business ethics may just be a case of following fashion, of
climbing on to the ethics bandwagon while retaining the
option of discreetly abandoning it should the fashion pass
or recession deepen.
Probably, keeping up with Jones plc is one reason for the
growing popularity among businesses of developing a code
of conduct or for beginning to include a politically correct
sentence on ‘social responsibility’ in company reports.
Another reason or motive for a business taking an interest in ethics can be in response to pressure.
For example, Royal Dutch/Shell’s recent decision to
give more attention to human rights on the international
scene was obviously influenced by the public hostility
aroused by its record in Nigeria, which blew up at the company’s annual general meeting in May 1997. Similarly,
public exasperation over the mis-selling of private pensions
in the UK in the late 1980s is spurring some insurance
companies on to faster efforts to provide justice for those
victims who are still suffering.
In other words, keeping various awkward customers
and irritating pressure groups off their back can lead many
people in business to conclude that it makes for a simpler
life if they keep to the straight and narrow.
A third possible reason for pursuing ethics in business, of
course, is the prospect of profits. Part of the folk-wisdom of
business ethics is that it pays to be ethical: good ethics is
good business. But this justification of ethics in business is
just sufficiently true to be misleading.
For one thing, as the Irish 19th century philosopher
Richard Whately once put it, honesty is the best policy but
he who is governed by that maxim is not an honest man.
T S Eliot put it less paradoxically but more poetically when
he observed that the greatest treason is to do the right
thing for the wrong reason.
Quite apart from the question of motive, however, acting
ethically in business can in fact be quite expensive and
seeking an ethical response to many of the modern challenges facing business can be a costly exercise.
Highly respected companies such as Levi Strauss,
Marks & Spencer, Johnson & Johnson and others have a
long-standing ethical reputation and they clearly profit from
it. But they have to keep working at it.
Levi Strauss needed to take time out to formulate and
justify its policy on human rights; Johnson & Johnson
whipped Tylenol off the shelves at the first whiff of product
defect; and Marks & Spencer is currently engaged in litigation with Granada TV in the UK to defend its integrity in
dealing with overseas suppliers.
If there is an ethics dividend, it has to be earned –
through set-up or recurring costs in time and resources
and possibly also in terms of opportunity costs. If my personal or corporate survival in business depends on using
unethical means to secure a contract or to meet a deadline
and I refuse to take such steps, then in the short term I
may wake up honest and unemployed or my business may
soon find itself ethical but on the way out.
If ethical business does pay off, it will only do so over time
as an investment and if one is still around to reap the benefit.
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PART 2 THE ORGANISATIONAL SETTING
Exhibit 5.1 continued
There is one more reason why a company may decide
to conduct its business on ethical lines and that is because
the people involved consider it is simply the right thing to
do – not because it’s fashionable or profitable or makes for
a quiet life.
Treating people with honesty, fairness and respect is
then a matter of moral principle, not of expediency.
Of course, it does not follow that in order for business
conduct to be ethical it has to be unprofitable or uncomfortable. Some people hold, at least implicitly, the strange
moral belief that an action will only be ethical or the right
thing to do if it hurts. It is a view that sounds suspiciously
like medicine having to taste awful for it to do good.
Another Irishman, George Bernard Shaw, once wrote caustically that the English think they are being moral when in
point of fact they are only being uncomfortable.
In this connection it has become mandatory to quote
Gordon Gekko, the financial lizard in the film Wall Street and
described by another character as having had an ethics bypass at birth. ‘Let’s face it, ladies and gentlemen, greed is
good,’ is probably the best-known quote from the film.
But self-interest is not greed, except when it gets out of
hand. Yet another Irishman, the philosopher William
Berkeley, took the sensible line that at heart ethics consists
in striking the right balance between two basic human feelings: concern for one’s self and concern for others.
In other words, there is no reason why ethical behaviour
should not also be advantageous or popular or be
rewarded; and when that turns out to be the case in business it can be counted as a bonus.
Mixed motives, or having several legitimate reasons for
doing something, is a common human experience in ethics
as in any other area of life. The time to worry would be
when the various motives we may have for running a business on ethical lines leave no room for the explicitly ethical
one. Or when the ethics motive is considered disposable or
made conditional on continuing business success.
What counts as business ethics?
The very idea of business ethics makes some people uneasy.
Partly this may be because they wonder at all the busybody
fuss these days about trumpeting ethics and would much
prefer just quietly getting on with running a decent business
without having to get embarrassingly mawkish.
Others feel the term ethics sounds judgemental and moralising, like being preached at. This may have been one reason
for the modern movement in business ethics initially favouring
the idea of ‘social responsibility’ as more user-friendly and less
threatening when applied to business behaviour.
However, quite apart from the fact that ethical reflection is
not necessarily doctrinaire and that it has been around for
some 4000 years as a human concern in all walks of life –
including that involving the exchange of goods and services –
the idea of ‘social responsibility’ is itself ambiguous and can
lead to confusion when it is applied to business activities.
The social responsibility movement in business was a
popular phenomenon in the 1970s in the US as society’s
expectations of business were becoming more vocal and
its demand more socially oriented.
It was against that background that the Nobel laureate
economist Milton Friedman drew the ire of many business
ethicists when he defiantly declared in the title of his
famous 1970 New York Times Magazine article that ‘the
social responsibility of business is to increase its profits’.
The article has become a classic. It was, and still is,
read by many people as attacking the very idea of business
ethics and as immorally advocating profitability as the sole
criterion of business behaviour.
But Friedman’s ethical opponents got it wrong in making
him a whipping boy for their indignation. For one thing, they
ignored the small matter that tucked away in his article is
the explicit statement that business should be conducted in
conformity with the basic rules of society – both those
embodied in law and those embodied in ethical custom.
More fundamentally, Friedman’s critics failed to appreciate that in attacking the then fashionable American ‘social
responsibility’ movement he was not rubbishing the application of ethical standards to business conduct. What he
was taking issue with was the modish trend of diverting
business from its proper role in society and applying its
resources to tackle society’s various ills.
Interestingly, it was around that time that some politicians in the UK were exhorting businesses to exercise
‘good citizenship’ by espousing various community projects and in the process overloading business with social
expectations as well as seeming to make corporate philanthropy a surrogate for government public spending and
concern for social justice.
The idea of social responsibility applied to business
received welcome precision from the US scholar Archie
Carroll, who showed that it could be broken down into four
quite different components:
■ A business can be socially responsible through its eco-
nomic profitability, in being a going concern providing
goods and employment and paying taxes and creditors.
■ It can discharge its social duties through legal compliance, in respecting the laws of the land.
■ Corporate social responsibility can cover community
involvement in contributing to the solving of social
problems.
■ Finally, a company can show how socially responsible it
is through the ethical respect it accords its stakeholders
in treating all its constituents fairly.
Carroll’s analysis usefully brought several things to light.
For one thing it confirmed that Friedman was not hostile to
the business ethics component of social responsibility but
to another one, corporate involvement in the community
through, as he charged, management spending shareholders’, employees’ and customers’ money on what it
(management) arbitrarily and undemocratically describes
as ‘good causes’.
Carroll’s scheme also makes it clear that business
ethics is distinct from the mere legal compliance and is fre-
CHAPTER 5
quently more demanding. It also shows that no amount of
social involvement or extramural activity on the part of a
company or its members can substitute for the social
responsibility involved in running an ethical business and
giving a fair deal to the various parties who are now
increasingly identified as stakeholders.
Stakeholders? What stakeholders?
Perhaps we need another Milton Friedman today to blow
the whistle on much of the rhetoric surrounding the
increasingly fashionable idea of stakeholders.
The term started life in 1963 and was a neat play on
words to express the useful social and ethical idea that in
addition to shareholders, or those holding ‘stock’ in a company, lots of other people were also affected by the
company and had a ‘stake’ in how it behaved. The moral
corollary was that the company ought to take their various
interests into account alongside those of the shareholders
in all its activities.
The defining work of stakeholder theory was produced
by the US academic Edward Freeman in the 1980s.
Initially the stakeholders in a business were identified as
its workforce, its customers, its suppliers and its surrounding community. Next, as the stakeholder theory developed,
the term became used umbrella-like to cover all those individuals and groups, including shareholders, whose
interests are seriously affected by a firm’s behaviour.
Equally, they can all be regarded as investing in it each in
their own way, whether through their capital, their working
lives, their purchasing loyalty, their supplier commitment, or
their local support and infrastructure.
The ethical challenge of stakeholder theory was identified as finding ways for a business to satisfy all these
parties. In the UK this stage of stakeholder thinking was
reached rather late in the day, in the Royal Society of Arts’
1995 study Tomorrow’s Company, which identified the
future competitive success of UK business as dependent
on what it termed the ‘inclusive company’, that is, one
which takes care to build fruitful relations with all its major
stakeholders.
A more recent development, again in the UK, has been
the hijacking of the term ‘stakeholder’ by social planners
and politicians for mainly ideological purposes. First journalist and author Will Hutton’s ‘stakeholder capitalism’
aimed to counter City short-termism by ‘republicanising’
the financial system.
Then came UK Prime Minister Tony Blair’s advocacy of
a ‘stakeholder economy’ (when he was leader of the
Opposition) echoed by the TUC, the trade union umbrella
group, apparently involving equal participation by all but
looking to some more like restoring power to the unions
under another name. Another Labour politician, Frank Field,
now a junior minister at the department of social security,
came up with ‘stakeholder welfare’, which emphasised that
all the recipients of welfare should have a say in its disposition. Other politicians contented themselves with invoking
the vague feel-good vision of a ‘stakeholder society’.
ORGANISATIONAL GOALS, STRATEGY AND RESPONSIBILITIES
173
From the viewpoint of business ethics the reality of the
stakeholder idea is that it brings a valuable wide-angle
approach to the conduct of a business by alerting it to all the
parties in society who can be helped or hurt by its actions.
But as a theory for business strategy it suffers from several major weaknesses. For one thing, the more
participants we locate in the ethical landscape of business,
the more scope there inevitably is for their various interests
to compete and conflict – and stakeholder theory offers no
way to arbitrate between rival stakeholder claims. Pushed
far enough, in fact, it can be shown that at some remove
everyone has a stake in just about everything in today’s
global economy.
These lead to attempts to distinguish and prioritise
between different classes of stakeholders – internal and
external, primary and secondary, major and minor, financial
and others, all to little practical effect.
Sometimes stress is laid on one class of stakeholder,
either to advocate compensation by a version of positive
discrimination or as part of a political rather than a business
agenda. And at the other extreme, not many people, in
business at least, would go so far as to espouse the view of
Freeman and Gilbert that the very purpose of a company is
to serve as a vehicle for co-ordinating stakeholder interests.
But in any case, apart from seeking a moratorium on
use of the term stakeholders to prevent its becoming more
and more vacuous, perhaps we should not get hung up on
its theory and simply value the idea as an ethical corrective
to any view that would concentrate attention on the interests of a firm’s financial investors to the exclusion of every
other consideration.
The cost of ownership
One of the most pressing ethical issues in business today
is to find ways of narrowing the too-wide gap between
management and ownership by increasing management
accountability to owners and also by encouraging owners
to pay the ethical dues of ownership, which extend beyond
financial risk.
The idea of ownership responsibility on the part of the
shareholders has been rejected by the UK Institute of
Directors as ‘simplistic’ on the strange logic that there are
frequently too many shareholders for them to act responsibly. Yet, responsibility spread thin or even spread unevenly
does not for that reason cease to be responsibility, both in
the aggregate and for individuals.
The challenge is to find imaginative ways for a multitude
of owners first to acknowledge and then to discharge their
moral responsibilities for the broad lines of the conduct
engaged in by the company they partly own.
It is encouraging, in fact, from an ethics point of view to
note the ways in which ‘shareholder activism’, already quite
buoyant in the US, has begun to appear in the UK and
elsewhere as large institutional investors increasingly begin
to take note of their responsibilities and to exercise them.
Such activism is not simply triggered by poor financial
performances but is also beginning to arise over various
174
PART 2 THE ORGANISATIONAL SETTING
Exhibit 5.1 continued
issues that arouse shareholder or public disquiet, including
seeking ways to control ‘ratcheting’ executive remuneration
and introducing the reality check of results – adverse no
less than favourable – to assess the true corporate value of
senior executives.
Setting an ethical agenda for business
The mounting interest in the subject of ethical business is
reflected in the increased resources devoted to it in business schools and management departments, often with the
encouragement of business.
Certainly such teaching institutions have a major
responsibility to provide tomorrow’s business men and
women with the competence and confidence to tackle the
expanding portfolio of ethical challenges with which managers are being increasingly confronted.
How business schools set about equipping their students
for such a responsible role will vary, understandably and
desirably, but the overall aim must be to inform and stimulate
thinking on ethical issues and to help prepare students to
recognise and manage ethical issues as these arise.
A useful model in this context is that described as ‘ethical business circles’ (see Figure 5.4), which views the
company’s various activities as occurring within a series of
expanding circles moving out from the centre.
The innermost circle considers the internal workings of
the business and the way in which individuals and colleagues are treated. Here topics that can usefully be
examined include discrimination, confidentiality, teleworking and issues of loyalty as having implications not just for
workers but also for management and even shareholders.
Moving out to a second circle provides the opportunity
to concentrate on the ethics of customer relations and
marketing, including the pricing and advertising of goods
and services.
The third expanding ethical business circle focuses
attention on relations with other companies, including
timely payment of suppliers, working with suppliers who
may mistreat their workforce, and ethical aspects of mergers and acquisitions and insider trading.
Finally, the fourth, outer, circle considers how the company relates to the locality in which it is situated and covers
such topics as self-regulation, cultural diversity, bribery, the
physical environment and working with the community.
Taking such a systematic approach to the discipline of
business ethics ensures that all the major business relationships are covered in principle but allows flexibility to
choose examples of ethical issues in each circle as indicated by recent events or current trends.
This helps to reinforce the realisation that there are no
ethical ‘no-go’ areas in business. It also ensures a sense of
proportion so that students do not think business ethics is
solely about finance because that is where mega-scandals
and media interest are most to be found.
Moreover, putting emphasis on the firm as the main
moral agent also tries to ensure that ethical issues are not
viewed as simply individual problems in a business setting.
Exploring ethical business through the medium of the
company can also usefully throw light on the individual,
corporate or systemic features that contribute to various
wrongdoings.
Some ethical lapses in business can be entirely personal, arising from need or greed or entrepreneurial
brazenness on the part of individuals, whether on the trading floor or in time-share selling. Other wrongdoings may
be influenced by a corporate culture of excessive pressure
for results or of inadequate supervision – whether in banks
or on building sites – through ignorance or laziness. And
yet other occasions for unethical behaviour can be more a
feature of industry, including the free-floating bonus system
in financial trading or the payment by commission in the
insurance industry.
Thinking ethical issues through, as courses in business
ethics ought to be encouraging, also displays the poverty
and occasional triviality of approaching dilemmas simply by
applying as a piece of moral litmus paper the questions,
what would you tell your children or how would like to see
your decision reported in tomorrow’s paper?
These homespun resources prompt two further questions, which at least may show up their inadequacy. One is,
how old are the children – and, anyway, since when have
youngsters been such moral experts? And the other is,
what newspaper did you have in mind?
Many of the most intractable ethical issues in adult life,
including business, are not a simple unqualified choice
between good and bad but a forced choice between good
and good.
Devoting careful thought and analysis to major issues,
such as what to do about the working practices of suppliers in developing countries or how to handle demands for
extortion as contrasted with offering bribes or the pros and
cons of dealing with regimes with appalling human rights
records, can lead one to conclude that ethical answers are
not always as clear cut and sharp-edged as children or
tabloid headlines might prefer them to be.
Looking back now on the controversy surrounding trade
with South Africa can be salutary in this respect. Who was
right: the companies that pulled out and supported boycott
and international disapproval of apartheid or the companies that stayed on and used the Sullivan Principles and
other strategies to erode apartheid from the inside, while
also ensuring there would be a viable economy after the
social revolution?
There is, of course, no answer to the question. But it
remains a good question. It suggests in this case that
maybe both ethical approaches actually had right on their
side and that each was effective in its own way.
The case of South Africa may also illustrate the more
general consideration that ethical problems, whether in
business or elsewhere in life, do not always have to have
one, and only one, right answer. Why should they? People
often seem to prefer the security of certainty, including
moral certainty, to the discomfort of living with the provisional or the partial truth.
CHAPTER 5
ORGANISATIONAL GOALS, STRATEGY AND RESPONSIBILITIES
Figure 5.4 Ethical business circles
Business ethics is ultimately the ethics of power, of how to
handle the power of business and of how that power is
acquired, increased and exercised. The need for ethics in
business has never been greater, precisely because the
power of business was never so manifold and so extensive
as it is today.
And the growing interest in the subject may lead us to
surmise that business itself as a whole is becoming
increasingly aware of its growing power and the possibilities for good or ill this brings. At its best, business is a
constructive and creative activity in society. And the subject of business ethics is best deployed when it affirms
business people while exploring with them how their power
may be used positively to best effect to add ethical value.
That is why it is a mistake to draw one’s overall image of
business from the disasters, the shambles and the scandals that unfortunately occur from time to time or to adopt
an attitude of moral defeatism towards business behaviour.
Yet it would be utopian not to realise that the power of
business can be, and too often is, misused and that some
of its activities and practices could usefully carry a moral
health warning.
What business ethics as a discipline, and ethical business
as an activity, should both be trying to do is to find a way
between moral defeatism and moral utopianism, a path of
imaginative moral realism that will be continuously seeking
constructive ways for business to pursue while keeping a
wary eye open for the ethical dead ends that also lie before it.
(Reproduced with permission from Pearson Education Limited from Jack
Mahoney, Mastering Management, Financial Times Pitman Publishing, 1997.)
175
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PART 2 THE ORGANISATIONAL SETTING
CRITICAL REFLECTIONS
A National Health Service trust chairperson was heavily criticised for maintaining that the primary loyalty of doctors was owed to their employers, and that their duty to patients came a third
after themselves. But when demands upon the health service are limitless and resources finite,
why is the idea of owing first loyalty to the organisation for which you work such a bad thing?
What are your own views?
Part of our problem of dealing with ethical issues in organisations lies in the approaches we have
attempted to take. As with other areas of management, the mainstream approach has been objective and instrumental. Practitioners and researchers assume that we can define objectively the right
way of doing business – the morality of behaviour in business organisations embedded in economic systems. And, from this definition, rules of behaviour can be laid down. This may not be a
valid approach. It is certainly not the only way of understanding the morality of business behaviour.
McKenna, R. New Management, Irwin/McGraw Hill (1999), p 138.
How would you, as a senior manager, explain the morality of business behaviour to an
ardent member of ‘Friends of the Earth’?
’Profit maximisation is the only realistic criterion by which business organisational effectiveness
can be reasonably judged.’
Debate.
SYNOPSIS
■ All organisations have some function to perform, and some incentive for their existence and for their operations. The goals of an organisation determine the nature of its
outputs and the series of activities through which the outputs are achieved. The goal
model approach concentrates on the study of organisational goals and the measurement of success against the realisation of these goals. There are potential disadvantages
and limitations with this approach, but the concept of organisational goals serves a
number of important functions.
■ Strictly, organisations have no goals, only people do. Members of an organisation
have different and often conflicting goals. Management has a responsibility to clarify
organisational goals and to attempt to integrate personal goals with the overall objectives of the organisation. Organisational goals can be classified in a number of different
ways. However, adopting a systems view of organisations, we can distinguish four main
types of goals: consumer, product, operational and secondary.
■ The goals of the organisation may be pursued in accordance with an underlying
ideology or philosophy which determines the culture of the organisation and governs
the overall conduct of its operations. In recent years growing attention has been given
to stated corporate values and mission statements. Goals are translated into objectives
and policy. The choice of objectives is an essential part of the decision-making process
involving future courses of action. Policy is developed within the framework of objectives. It provides the basis for decision-making and the course of action to follow in
order to achieve objectives.
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ORGANISATIONAL GOALS, STRATEGY AND RESPONSIBILITIES
177
■ Objectives and policy, together, provide corporate guidelines for the operation and
management of the organisation. Although the objective of profit maximisation is
undoubtedly important, it is not by itself a sufficient criterion for the effective management of a business organisation. In practice, there are many other considerations and
motivations which affect the desire for the greatest profit or maximum economic efficiency. Attention must be given to all those areas which are of direct and vital
importance to the survival and prosperity of the organisation.
■ Objectives and policy are formalised within the framework of a corporate strategy.
An explicit strategy is necessary in order that people may co-operate and because of
the effects of changing environmental conditions. A SWOT analysis may help the
process of strategic change although care must be taken that the analysis is not oversimplified. An effective business strategy depends upon the successful management of
opportunities and risks. Organisations need to embrace successful e-commerce and ebusiness strategies.
■ In striving to satisfy its goals and achieve its objectives, the organisation cannot
operate in isolation from the environment of which it is part. Organisational survival
is dependent upon a series of exchanges between the organisation and its environment. These exchanges and the continual interaction with the environment give rise
to a number of broader responsibilities to society in general – the social responsibilities
of management and to organisational stakeholders. Full attention should also be given
to values in organisations and business ethics.
MANAGEMENT IN ACTION 5.1
IBM Code of Conduct
CODE OF CONDUCT: OVERVIEW
■ How do I create a code of conduct with my team or
department?
At first glance, a code of conduct may seem like a new concept. But you and your employees are more familiar with it
than you know. All groups develop rules or standards of
behavior. Behaviors are what people say and do. Most often,
group norms are informal and unwritten, but some groups
have clearly recorded rules.
The Salvation Army has a code of conduct. So does the
Catholic Church and the French Foreign Legion. The community choir, the sales staff at your local department store, and
aboriginal tribes all have a code of conduct. Without codes,
they could lapse into chaos.
Likewise, when you and your work group agree upon a
code of conduct unique to your group, some remarkable things
happen. Negative behaviors slowly extinguish themselves.
Positive behaviors replace them. That’s because group norms
are powerful influences on behavior. A code of conduct is
simply a way of consciously defining those group norms.
This QuickView answers these questions:
■ Why would I want to use a code of conduct with my
work group?
Researched, created, and reviewed by IBM Management Development Global
Cluster Team (Contact: Dick Richardson/Charlotte/IBM@IBMUS)
@Copyright IBM Corp., 2000, All Rights Reserved.
CODE OF CONDUCT: STEPS
Why would I want to use a code of conduct with my work group?
How do I create a code of conduct with my team or department?
Why would I want to use a code of conduct with my
work group?
Almost any group will create group norms. Norms are rules
and standards that describe appropriate group behavior.
Group norms are powerful influences on behavior.
Usually norms are developed informally over time through
the interaction of members. People may deviate from the
behavior the rest of the group expects, but at some point the
group will react with sanctions. The sanctions have the objec- 178
PART 2 THE ORGANISATIONAL SETTING
Management in Action 5.1 continued
tive of bringing the member back ‘into line.’ This peer pressure is a strong force for many people.
A code of conduct is simply a way of consciously
defining some group norms. It is a structured forum for the
group to determine what behaviors are appropriate.
For you as a leader it offers the opportunity to align group
norms with organizational objectives. Using a code of conduct will help individuals ‘manage’ their bahaviors and make
the group more productive and your job easier.
How do I create a code of conduct with my team or
department?
The seven steps for creating a code of conduct with your
work group:
1 Solicit suggested behaviors for the code from individual
team members.
2 Compile a long list of the suggested behaviors.
3 Identify overlap or redundancy in the suggestions.
4 Narrow the list.
5 Write the code of conduct.
6 Establish group commitment.
7 Live it.
Specific instructions for the seven steps:
1 Solicit suggested behaviors for the code from individual team members. Ask each group member to privately
write one or two behaviors important for the group to work
together successfully. (Examples: ‘Be on time for all meetings’ or ‘Activity listen to others.’)
2 Compile a long list of suggested behaviors. Have
employees share their behaviors with the work group. You
or a scribe should list all ideas. At this stage, avoid discussion about the merits of any idea.
3 Identify overlap or redundancy in the suggestions. Review
all the behaviors on the list. With the group, eliminate duplicate behaviors. Combine similar behaviors. The behaviors
should be as clear, concise, and distinct as possible.
4 Narrow the list. The objective is to reduce the list to
between 6–10 of the most important behaviors for your
work group. You can do this by voting on each item,
having all members choose their favorite, or any other
decision-making process you want.
Tool: A good tool to use to narrow the list is multi-voting,
also called ‘Dotmocracy.’ You post a list of the behaviors.
Group members are all given the same number of votes
(perhaps 3, 4, or 5) and mark their votes on the posted
behaviors. Members can use their votes in any manner
they wish, for example, placing all votes on one behavior,
or distributing votes among several behaviors. Finally, the
process rank-orders the behaviors according to total
number of votes received.
5 Write the code of conduct. The code of conduct should
begin with the words ‘We will…’ and be followed by the
behaviors the team has chosen.
6 Establish group commitment. The code of conduct is an
agreement. It’s an informal contract between each team
member and the group. Take time to discuss how violations of the code will be handled, and how the code can
and will be used by the group.
7 Live it. You have laid the foundation for future interactions
within your work group. Your code will make your team
more productive – provided you adhere to it and keep it
‘alive.’ Some teams go to great lengths to have their
codes framed and professionally presented. Another way
is to memorize it and refer to it in your dealings with one
another. Virtual teams that work in a shared workspace
may post their code in their space to keep it ‘alive.’ Having
it posted enables new members to quickly understand the
team’s values and to learn how to work together.
Tool: ‘Finger shoot’ is a quick method to assess whether
your code of conduct is working. To conduct a finger
shoot, select the first item on your code. Ask everyone to
consider the question: ‘How well are we as a group living
up to our promise to each other?’ Then ask them to score
their response on a scale from 1 finger to 5 fingers. All
indicate their scores at the same time by showing a certain number of fingers. Debrief the scoring and why people
scored as they did. Then do the same with the rest of the
items on the code of conduct.
In time, you may want to reassess your code of conduct.
Have the team ask itself, ‘Are all items still relevant?’ ‘Have
new issues arisen that should be addressed by the codes?’
You may find the code changing over time. Or, like the
Salvation Army, you may be comfortable that your code is a
timeless standard for your group.
Reprinted with permission. I am grateful to Lynn Thomson, First Line Manager,
IBM (UK) Ltd.
CHAPTER 5
ORGANISATIONAL GOALS, STRATEGY AND RESPONSIBILITIES
REVIEW AND DISCUSSION QUESTIONS
1 What are goals and what functions are served by organisational goals? Suggest a classification of organisational goals and relate this to your own organisation.
2 Illustrate the systems view of organisational goals and objectives. Give examples of how
the goals of an organisation may change over time. Why is it that in practice organisational
goals usually tend to be altered only on a gradual basis?
3 What do you see as the importance of organisational ideology or philosophy? Explain the
extent to which there is a clear ideology and/or set of principles which govern the overall
conduct of your own organisation.
4 Distinguish between objectives and policy. Identify examples of objectives and policy in
your own organisation, and comment on how effectively you believe they have been implemented.
5 Discuss critically the extent to which profit maximisation is a sufficient criterion for the
effective management of a business organisation. What other indicators might be applied
in terms of organisational performance and results?
6 Explain the need for a corporate strategy and attempt to examine the corporate plan for
your own or some other organisation. Suggest criteria for the evaluation of an appropriate
mix of activities.
7 Assess the practical relevance of (i) the concept of synergy and (ii) a SWOT analysis.
8 Discuss critically the extent to which you accept the concept of corporate social responsibilities.
9 How would you attempt to explain the meaning and significance of organisational values
and business ethics?
ASSIGNMENT
a Detail fully what you believe are the social responsibilities or obligations of your own, or
some other work organisation of your choice and identify the major stakeholders.
b Give specific examples of the ways in which the organisation has attempted to satisfy,
and/or has failed to satisfy, responsibilities or obligations to these stakeholders.
c Specify the extent to which attention has been given to values in the organisation, and to the
principles, standards and expected practices or judgements of ‘good’ (ethical) behaviour.
d Compare your observations with those of your colleagues and summarise what conclusions you draw.
179
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PART 2 THE ORGANISATIONAL SETTING
PERSONAL AWARENESS AND SKILLS EXERCISE
OBJECTIVES
Completing this exercise should help you to enhance the following skills:
Clarify the work values and beliefs that are important to you.
Examine your sensitivity to, and dealings with, other people.
Debate and justify with colleagues the nature of your values and beliefs.
EXERCISE
You are required to:
1 Rate the following items: 5 (extremely important for me); 4 (very important for me); 3 (average importance for me); 2 (not important for me); 1 (I would oppose this). What is required
are your genuine beliefs and feelings about each item, not what others think or believe, but
what you personally and honestly believe and feel about each item.
1 There should be clear allocation of objectives and accountability for them
—
2 We should be open and honest in all our dealings with each other
—
3 People’s talents should be recognised, developed and correctly utilised
—
4 One should give acknowledgement and praise to those in authority
—
5 There are clear rules about what we should and should not do in getting the
job done
—
6 Conflicts should be surfaced and resolved rather than allowed to simmer
—
7 The causes of problems should be directed away from oneself
—
8 Encouragement and support should be placed above criticism
—
9 Problems should be tackled and resolved in co-operation with others
—
10 What is right should be placed above who is right
—
11 Clear standard procedures should be in place for all important jobs
—
12 One should become visible and build up one’s personal image
—
13 Equity and fairness should be applied to all regardless of status or standing
—
14 Excellence should be our aim in all that we do professionally and administratively
—
15 We give close attention to codes of conduct since this is what builds character
—
16 We should keep each other informed and practise open and friendly
communication
—
17 We know who should be making the decisions and refer decisions to the
right person
—
18 Everyone and their contribution should be treated with respect and dignity
—
19 We should meet all our commitments to one another – we do what we say we
will do
—
20 One should form networks of support among those with influence
—
21 There are clear reporting relationships – who reports to who – and we stick
to them
—
CHAPTER 5
ORGANISATIONAL GOALS, STRATEGY AND RESPONSIBILITIES
22 People should take responsibility for their own decisions and actions
—
23 Everyone should be commited to personal growth and life-long learning
—
24 Situations or events should be created so as to justify the advancement of
one’s goals
—
25 Performance should be assessed against objectives and standards declared
up-front
—
26 Policies should be clear and not changed until there is proof that they need
changing
—
27 Everyone’s needs should be given equal standing regardless of their position
or status
—
28 We should be committed to the service of others rather than ourselves
—
29 Positive relationships should be established with those who have influence
—
30 Warmth and affection should be demonstrated in our work relationships
—
31 Individual productivity and performance should be encouraged and actively
promoted
—
32 We all know what our jobs are and stick to our defined responsibilities
—
33 Those from disadvantaged backgrounds should be helped to catch up with others
—
34 One should expect to get support from those to whom we have given past support —
35 Goals should be challenging and stretch people to higher levels of achievement
—
2 In small groups, compare and discuss, frankly and openly, your ratings with those of your
colleagues. Be prepared to justify your ratings but also listen with an open mind to the
views of your colleagues.
Further information will be provided by your tutor.
DISCUSSION
■ How difficult was it for you to complete your ratings?
■ How much agreement was there among members of your group? Did this surprise you?
■ To what extent were you influenced to rethink your values or beliefs?
Visit our website www.booksites.net/mullins for further questions, annotated weblinks,
case material and Internet research material.
181
PART 2 THE ORGANISATIONAL SETTING
CASE STUDY 5.1
Mergers and acquisitions: the consequences of expansion at
Square Deal plc
Square Deal plc is a newly formed subsidiary company
of Square Deal International Inc. The intention is to
use it to unify the efforts and improve the profitability
of the hitherto separate UK subsidiaries of Arnold plc,
Carlton plc and Foodrich plc. At present it has a managing director, an administrative/ financial controller
and a typist all sharing a large temporary office in
central London.
Arnold plc has 69 food stores, all within a radius of
30 miles from London. Most of them contain either a
small restaurant or a snack bar and occupy high street
or suburban shopping centre locations. It owns one
small bakery whose total production supplies ten
stores with bread and cakes. Perishables for both resale and restaurant use are bought locally but all other
products are bought centrally and distributed from
one large warehouse. These products are charged to
the stores at selling price on computer-printed internal
invoices. Store managers are judged solely on revenue.
Accounts for each store are produced on the batch
computer system at head office which is an old building on the edge of a dockland redevelopment site in
East London. The company owns the freehold, as it
does of about half of its food stores.
Carlton plc has joint managing directors, one in
charge of 21 restaurants and one in charge of property development. To date it has built four shopping
centres and has plans for three more, all as part of
schemes to regenerate old city centres in the north
of England, around 150 miles from London. It leases
out the shops with the exception of one per centre
which it operates as a restaurant. Both MDs rigidly
pursue a 15 per cent annual return on investment as
their measure of achievement.
Foodrich plc was, until last year, a family firm
which canned fruit and vegetables from its one factory situated about 100 miles from London, in the
west of England. It was bought by Square Deal
International Inc with the idea that it would supply
‘own label’ products to Arnold plc and large catering
packs to both Arnold’s and Carlton’s restaurants. To
do this, Foodrich was obliged to deny supplies to
some of its regular customers and re-equip part of its
plant to handle the large catering packs. The MD, son
of the founder, has worked there for nearly 40 years
and runs the company, making all decisions, both
long term and operational, using his experience and
intuition. He is furious to learn that Arnold has not
put all its ‘own label’ business in his direction and
Carlton is still buying most catering packs from
Foodrich’s competitors while its new plant is grossly
YOUR TASKS
(a) Discuss the benefits and drawbacks of judging
performance on a single criterion such as:
(i) revenue, in the case of the store managers;
(ii) return on investment, in the case of Carlton’s
MDs.
(b) Explain to what extent Arnold’s head buyer and
Carlton’s head chef are justified in buying catering
packs from other companies.
(c) Describe how further computerisation might help in
this quest for unification and profit improvement.
Photo: Robert Lawson/Anthony Blake Picture Library
182
(d) After you have finished this task, the MD tells you he
is toying with the idea of regrouping the company
under the name of Square Deal plc and dividing it
into the following divisions, each operating as a
profit centre:
Square Deal plc
Restaurants Property Food retail Canning
division
division division
division
Bakery
division
He is concerned about the effects of such a
change on the morale of the managers and other
employees so he asks you for a further statement.
Discuss ideas that should maintain or improve
morale if this regrouping were to take place.
(e) Highlight any other advantages or difficulties that
you foresee in the regrouping idea.
CHAPTER 5
under-used. Both Arnold’s head buyer and the head
chef at Carlton’s claim they get the same quality
cheaper from other companies. These recent changes
at Foodrich have overwhelmed the MD and one
result is that the financial year end accounts up until
April will not be ready until some time in August.
The accounts are the only defined measure of performance and are usually drawn up by the MD.
ORGANISATIONAL GOALS, STRATEGY AND RESPONSIBILITIES
The MD of Square Deal plc has just spent a week
touring parts of these three subsidiaries and has
returned to the office with a variety of ideas and
concerns about ways to unify efforts and improve
profitability. To help crystallise some of these ideas
he asks the administrator/controller to prepare written statements on various points. Assume you are
this administrator/controller.
CASE STUDY 5.2
Welcome to the party: home selling with Top-to-Toe
The following article appeared in the press earlier this year:
Late in 2001, the founder and Chief Executive Officer
(CEO) of Top-to-Toe, Joanne Dunne, announced the
decision to open up distribution by using the device
of house parties.
The house party involves salespeople making presentations of products in a person’s home to which
the host invites a number of friends and acquaintances who make orders at the end of the party.
A successful niche retailer of environmentally
friendly toiletries and cosmetics, Top-to-Toe has
expanded its market geographically using franchising to ensure local management knowledge and
commitment. It has now come up against the stategic weakness of a niche strategy: how to grow once
the niche is saturated. 2001 saw pre-tax profits fall
by 26% to £5.1m.
Joanne Dunne now believes that home selling
could provide Top-to-Toe with a significant new
source of growth, thanks to its advantages of convenience, demonstration, product sampling and the
networking of party-givers through their friends. This
involves, in effect, a ‘re-invention’ of the company.
Dunne also hit out at the financial institutions for
their ‘short-termism’, demanding the highest profits
in the shortest possible time and failing to recognise
that companies need time for reflection and reinvention. Top-to-Toe has come under pressure from
city analysts in recent months for its failure to
address the issue of falling profits. She says that the
financial community ignores the human spirit and
the fact that working should be about building positive and fulfilling relationships. There should be joy
in the workplace and concern for the communities
where raw materials are sourced and products manufactured – not just obsession with profits.
Joanne Dunne may be more outspoken than
others but she is not alone in recognising that
people are the greatest asset of the business. The
quality of customer care is increasingly the basis for
competitive advantage and effective customer care
depends on skilled, empowered and motivated staff.
Perhaps joy in the workplace is not at odds with
maximising profits after all.
Sunday Bugle, 22 January 2002
YOUR TASKS
Top-to-Toe’s strategy of expansion into home selling
will involve managing and motivating a large team of
part-time sales staff on a commissionn-only salary.
The company is also keen to address the pressure
from investors and analysts. You are asked to:
(a) Prepare a report for Joanne Dunne indicating the
mangement issues that might arise from this expansion strategy and how these could be addressed.
(b) Using Top-to-Toe as one example, write a newspaper article outlining the importance of social
responsibility in business, bearing in mind the
pressures for short-term profits.
183
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PART 2 THE ORGANISATIONAL SETTING
NOTES AND REFERENCES
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In?’, Professional Manager, March 1997, pp. 12–13.
2. Etzioni, A. Modern Organizations, Prentice-Hall (1964).
3. Simon, H. A. ‘On the Concept of Organizational
Goal’, Administrative Science Quarterly, vol. 10, June
1964, pp. 1–22.
4. See, for example: Kast, F. E. and Rosenzweig, J. E.
Organization and Management: A Systems and Contingency
Approach, Fourth edition, McGraw-Hill (1985).
5. See, for example: Heller, R. ‘The Manager’s Dilemma’,
Management Today, January 1994, pp. 42–7.
6. Pitman, Sir Brian ‘In my Opinion’, Management Today,
June 2000, p.14.
7. Mills, D. Q. and Friesen, G. B. ‘Empowerment’ in
Crainer, S. and Dearlove, D. Financial Times Handbook of
Management, Second edition, Financial Times Prentice
Hall (2001), p. 335.
8. A view expressed by a number of writers including, for
example: Argyris, C. Integrating the Individual and the
Organization, John Wiley and Sons (1964).
9. McGregor, D. The Human Side of Enterprise, Penguin
(1987), p. 55.
10. Etzioni, A. A Comparative Analysis of Complex
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Crainer, S. and Dearlove, D. Financial Times Handbook
of Management, Second edition, Financial Times
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Organisational Change & Leadership Development,
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p. 55.
24. Fayol, H. General and Industrial Management, Pitman
(1949), p. 53.
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February 1997, pp. 18–19.
26. See, for example: Torrington, D., Weightman, J. and
Johns, K. Effective Management: People and Organisation, Second edition, Prentice-Hall (1994).
27. For a fuller discussion of strategic management and planning see, for example: Asch, D. and Bowman, C. (eds)
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Firm, Second edition, Blackwell (1992).
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p. 17.
33. Simon, H. A. ‘On the Concept of Organizational
Goal’, Administrative Science Quarterly, vol. 10, June
1964, p. 21.
34. Kaplan, R. S. and Norton, D. P. The Balanced Scorecard:
Translating Strategy into Action, Harvard Business
School Press (1996).
35. Van de Vliet, A. ‘The New Balancing Act’, Management
Today, July 1997, pp. 78–80.
36. Tonge, R. and Callaghan, C. ‘Using the Balanced
Scorecard in the Public Sector’, Chartered Secretary,
October 1997, pp. 18–19.
37. Tilles, S. ‘Making Strategy Explicit’, in Ansoff, H. I.
(ed.) Business Strategy, Penguin (1969).
38. For fuller details of strategic planning, see, for example: Johnson, G. and Scholes, K. Exploring Corporate
Strategy, Sixth edition, Prentice-Hall (2002).
39. Allen, R. S. and Helms, M. M. ‘Employee Perceptions
of the Relationship Between Strategy, Rewards and
Organizational Performance’, Journal of Business
Strategies, vol. 19, no. 2, Fall 2002, pp. 115–39.
40. Richardson, B. and Thompson, J. ‘Strategic Competency
in the 1990s’, Administrator, July 1994, pp. 2–6.
41. Lloyd, B. ‘In my Opinion’, Management Today, August
2001, p. 8.
42. Lynch, R. Corporate Strategy, Third edition, Financial
Times Prentice Hall (2003), p. 26.
43. For an example, see: Rea, D. M. ‘Strategy in Public
Sector Organisations’, in Jones, P. (ed.) Management in
Service Industries, Pitman Publishing (1989).
44. Bruce, A. ‘Setting Boundaries for Strategic Management’,
Professional Manager, January 1999, pp. 8–10.
45. Ansoff, H. I. (ed.) Business Strategy, Penguin (1969).
46. Ansoff, H. I. Corporate Strategy, Revised edition,
Penguin (1987).
CHAPTER 5
47. Ansoff, H. I. (ed.) Business Strategy, Penguin (1969).
48. Levine, S. R. ‘The Value-Based Edu-Leader’, in
Chowdhury, S. Management 21C, Financial Times
Prentice Hall (2000), p. 90.
49. Drucker, P. F. Managing for Results, Heinemann
Professional (1989). See also: Drucker, P. F. Managing in
Turbulent Times, Heinemann (1980).
50. Earl, M. ‘IT Strategy in The New Economy’, in
Pickford, J. (ed), Financial Times Mastering Management
2.0, Financial Times Prentice Hall (2001), p. 109.
51. Kermally, S. ‘E-strategy is Key to Future Success’,
Professional Manager, July 2001, pp. 28–9.
52. BG Group plc, Annual Review 2002.
53. See, for example: Piggott, G. ‘Open Relationships’,
Holland Herald, January 2003, pp. 54–64
54. Harris, J. ‘EU Acts to Promote More Socially
Responsible Companies’, Social Agenda, October 2002,
pp. 3–4.
55. Shortland, F. ‘Putting Human Rights on the Business
Agenda’, Professional Manager, July 1998, p. 18.
56. HRH The Prince of Wales, Foreword to Grayson, D.
and Hodges, A. Everybody’s Business: Managing Global
Risks and Opportunities in Today’s Global Society,
Financial Times (2001), pp. 8–9.
57. Code of Professional Management Practice, Chartered
Management Institute, July 2002.
58. Dobson, N. ‘Prejudicial Interests?’, Chartered Secretary,
May 2003, pp. 22–4.
59. Tam, H. ‘Recognise Your Responsibilities’, Professional
Manager, March 1995, p. 16.
FT
ORGANISATIONAL GOALS, STRATEGY AND RESPONSIBILITIES
60. Altman, W., Cooper, C. and Garner, A. ‘In Search of a
New Work Ethic’, Professional Manager, November
1999, p. 15.
61. Allen, A. ‘Up the Moral Mountain’, Chartered Secretary,
May 2001, pp. 21–2.
62. Cook, S. ‘Who Cares Wins’, Management Today,
January 2003, pp. 40–7.
63. See, for example: Worthington, I. and Britton, C. The
Business Environment, Fourth edition, Financial Times
Prentice Hall (2003).
64. Drucker, P. F. The Practice of Management, Heinemann
Professional (1989), p. 380.
65. Kay, J. The Truth About Markets, Allen Lane Penguin
Press (2003) p. 343.
66. De George, R. T. Business Ethics, Fifth edition, Prentice
Hall (1999).
67. Friedman, M. ‘The Social Responsibility of Business is
to Increase Its Profits’, New York Times Magazine, 13
September 1970, pp. 32, 122–6.
68. Sternberg, E. Just Business, Little Brown (1994).
69. Cannon, T. Corporate Responsibility, Pitman (1994),
pp. 32–3.
70. Sternberg, E. Just Business, Little Brown (1994).
71. RSA, Tomorrow’s Company – The Role of Business in a
Changing World, Royal Society for Arts, Manufactures
and Commerce (1995).
72. For a discussion, see: De George, R. T. Business Ethics,
Fifth edition, Prentice Hall (1999).
73. McEwan, T. Managing Values and Beliefs in
Organisations, Financial Times Prentice Hall (2001).
Use the Financial Times to enhance your understanding of the context and practice of management and
organisational behaviour. Refer to articles 2, 4, 5, 17 and 20 in the BUSINESS PRESS section at the end of
the book for relevant reports on the issues explored in this chapter.
185
Part 3
THE ROLE OF THE
MANAGER
Part 1
MANAGEMENT AND
ORGANISATIONAL
BEHAVIOUR
Part 7
MANAGEMENT
OF HUMAN
RESOURCES
Part 2
THE
ORGANISATIONAL
SETTING
Part 3
THE ROLE OF
THE MANAGER
Part 8
IMPROVING
ORGANISATIONAL
PERFORMANCE
Part 4
THE
INDIVIDUAL
Part 6
ORGANISATIONAL
STRUCTURES
Part 5
GROUPS AND
TEAMWORK
What motivates managers
6
THE NATURE OF
MANAGEMENT
Organisations can only achieve their goals and
objectives by the co-ordinated efforts of their
members and it is the task of management to get
work done through other people. Management is
fundamental to the effective operation of work
organisations. It is by the process of management
and execution of work that the activities of the
organisation are carried out. Management is an
integral part of the people–organisation
relationship. It is essentially an integrating
activity which permeates every facet of the
operations of an organisation.
LEARNING OUTCOMES
Photo: Anthony Blake
After completing this chapter you should be able to:
explain the meaning of management and main
activities, or functions, of management;
analyse the essential nature of managerial work;
contrast management in service and production
industries, and in private and public sector organisations;
outline empirical studies on the nature of managerial
work and behaviour;
detail the attributes and qualities of a successful
manager;
debate the nature of management and managers of
the future;
evaluate the importance of management to the
effective performance of work organisations.
Managerial work is enormously complex, far more
so than a reading of traditional literature would
suggest. There is a need to study it systematically
and to avoid the temptation to seek simple
prescriptions for its difficulties.
Henry Mintzberg
The Nature of Managerial Work, Harper & Row (1973)
While the nature of managerial work changes
constantly, the fundamental truth remains
unchanged: management continues to represent a
huge challenge to those who put it into practice
every day throughout the world.
Stuart Crainer
Key Management Ideas, Financial Times Prentice Hall (1998)
190
PART 3 THE ROLE OF THE MANAGER
THE MEANING OF MANAGEMENT
Management is a generic term and subject to many interpretations. A number of different
ideas are attributed to the meaning of management and to the work of a manager.1 Schneider
and Barsoux also contend that trying to define the meaning of management shows up differences in beliefs and values.2 Cultural influences are a significant feature of management.
In certain respects everyone could be regarded as a manager to some extent. We all
manage our own time and everyone has some choice whether or not to do something, and
some control, however slight, over the planning and organisation of their work. However,
we are concerned with management as involving people looking beyond themselves and
exercising formal authority over the activities and performance of other people.
At its most basic, management may be viewed as ‘making things happen’.
Management is active, not theoretical. It is about changing behaviour and making things
happen. It is about developing people, working with them, reaching objectives and achieving
results. Indeed, all the research into how managers spend their time reveals that they are creatures of the moment, perpetually immersed in the nitty-gritty of making things happen.3
An added dimension to the study and understanding of management is provided by
Knights and Willmott. They refer to managing as an everyday activity that involves
interactions between people that are not unrelated or entirely dissimilar to other
spheres of life, except perhaps in the rhetoric and hype that surround management.
Knights and Willmott contend that most established textbooks about management
and organisation provide little that enables practising managers to make sense of their
particular problem or dilemma, and in order to appreciate the living of management
draw on a number of contemporary novels.
Since most management textbooks do not make the connection between managing and everyday
life, and indeed envelop the activity of management within an academic and professional mystique, we have drawn to alternative sources (e.g. novels) that might enable students to relate
accounts of management to their own experience ... [This book] is concerned to illuminate the
lives of people who, in different ways, are involved or affected by management.4
While there is undoubted value in this approach, every textbook must have a clear focus
and is obviously limited in potential content. For our purposes, therefore, we can regard
management as:
■
■
■
■
taking place within a structured organisational setting and with prescribed roles;
directed towards the attainment of aims and objectives;
achieved through the efforts of other people; and
using systems and procedures.
The emergence Peter Drucker, who is widely regarded as the guru of management gurus, has written
of management about the significance in social history of the emergence of management:
The emergence of management as an essential, a distinct and a leading institution is a pivotal
event in social history. Rarely, if ever, has a new basic institution, a new leading group, emerged
as fast as has management since the turn of this [twentieth] century. Rarely in human history has
a new institution proven indispensable so quickly; and even less often has a new institution
arrived with so little opposition, so little disturbance, so little controversy.5
Drucker sees management as denoting a function as well as the people who discharge
it, a social position and authority, and also a discipline and field of study.
Management is tasks. Management is a discipline. But management is also people. Every achievement of management is the achievement of a manager. Every failure is a failure of a manager.6
CHAPTER 6 THE NATURE OF MANAGEMENT
191
Other writers, however, take the view that management is not a separate discipline. The
problem is identifying a single discipline which encompasses the work of a manager, or
agreeing the disciplines that a manager needs in order effectively to carry out this work.
Note, however, the discussion on ‘Managers of the Future?’ at the end of this chapter.
Manager as a
job title
Even within a work organisation you cannot identify a manager necessarily by what a
person is called or by his or her job title. In some organisations there is a liberal use of
the title ‘manager’ in an apparent attempt to enhance the status and morale of staff. As
a result there are a number of people whose job title includes the term manager but
who, in reality, are not performing the full activities of a manager.
EXHIBIT 6.1
When considering the tasks involved in the role of the infant
headteacher, two words automatically spring to mind – many
and varied. I now might add ‘vast’ and ‘ever-changing’ to
this statement. The traditional role of the headteacher as
‘master teacher’ is now being superseded by that of ‘school
improvement manager’. Within this come the roles of finance
and personnel manager, both under the umbrella of school
improvement. And, at the centre of everything are the children and parents whom the headteacher strives to serve.
The headteacher will work to effectively manage the
best interests of the children not only through pastoral care
and support, but also through the effective management of
school resources. Some tasks will be delegated to the
deputy headteacher and members of staff who are responsible for areas of the curriculum. However, a staffing
structure needs to be in place which can sustain this level
of delegation. This is often a major issue in smaller infant
schools where each member of the teaching staff must
teach a class of children and manage a subject or several
subjects alongside their teaching commitments. Individual
tasks are delegated to subject managers and are monitored by the headteacher through action plans, which in
turn are linked to the School Improvement Plan.
The School Improvement Plan is the major management
tool within the school. The headteacher will manage both the
improvement and maintenance sections of this plan by regular review and evaluation. Clear, quantifiable improvement
targets will head this plan. These should reflect the whole
school’s perceived view of those things that the school
should do to bring it closer to its overall vision. Target setting, and the headteacher’s management of this process, will
play a large part in moving a school forward, for a school
that stands still is one that is moving backwards.
When thinking about school improvement, we must also
consider the roles played by both central government and
the Local Education Authority. The central government
monitoring body takes the form of OFSTED. Teams of
inspectors working within schools on a regular cycle are
required to produce inspection reports on individual
schools intended to highlight achievements and to identify
areas for future developments. There are many issues for a
headteacher to consider arising from OFSTED and perhaps
none greater than the maintenance of staff morale at what
Photo: John Warmsley
The infant school headteacher as a manager
is often a stressful time. The collection and use of data is
becoming of prime importance. Headteachers must be
able to interpret statistics and use the wide range of data
available at both county and national level.
The headteacher is also finance manager. A large proportion of any school’s budget is for staffing costs with the next
major cost being educational supplies and resources. Part of
the formula for the allocation of budgets to schools is based
on the number of children on a school’s roll. Every school has
a standard number of children which it cannot exceed. Some
schools’ number of children on roll may fall below this standard number, while other schools may be oversubscribed.
The headteacher will strive to maintain an optimum number of
children on roll. This is often achieved through promotion of a
school’s reputation and the quality of education it provides. If
this is successful, the school’s number on roll will remain
healthy and the budget relatively stable. It is part of the headteacher role to manage this, often through an informative
school brochure and prospectus, open days for prospective
parents and other events. Test results alone will not give the
whole picture.
The headteacher is also personnel manager, using the
management tools of clear target-related job descriptions
and appraisal to monitor staff performance. The headteacher
must create a climate in which all staff feel motivated to succeed, and an atmosphere in which they are able to work as a
team towards shared goals which will ultimately improve the
quality of education that children receive. Headteachers will
192
PART 3 THE ROLE OF THE MANAGER
Exhibit 6.1 continued
strive to use Performance Management as a process by
which teachers can best demonstrate their strengths and
feel happy to address future areas of development.
The headteacher is a manager in the fullest sense,
but is also a visionary and essentially a leader. Strong leadership and direction is vital for all headteachers at this time
of great change. We are urged to take control and lead our
schools and staff into the brave new world of the new millennium. None would doubt the importance of this but
against a background of some stability – please!
(I am grateful to Alison Pratt, Headteacher, Orchard Lea Infant School, Fareham
for providing the above information.)
Unlikely managers
Mother General
Unlikely managers
Senior vet
Tyburn Convent, Bayswater, London
Tilehurst Veterinary Centre, Reading
Name Mother Mary Xavier
Name Sharmila Nikapota
When did you become a manager? In 1973, when the
community elected me Mother General.
When did you become a manager? I suppose the
moment I started practising as a vet in 1994, as right
from the start you have to manage nurses. Managing the
practice started in 1996, when I became senior vet.
What does management mean to you? I think of my
position as a service to the group. That service is to animate and give advice to the various communities and
individual members. We have six communities in different countries so it’s a kind of service for the unity of the
whole group, keeping us on course in our tradition in the
service of the church and the whole human family.
There is a quite a lot of visiting different monasteries in
various countries and sharing the daily life of each community as animator and encourager.
I also oversee the admission and training of new members during their five-year attainment period and I am
responsible for the appointment of posts such as prioresses and their councils in other communities.
Then there are community affairs and the financial
administration of the whole Tyburn order that must be
monitored and approved.
What do you love/hate about it? I love knowing and
encouraging the nuns.
What does management mean to you? It means running an efficient practice, keeping the staff content and
working together as a team to provide an efficient service
to our clients and manage their pets’needs. For example,
you might have a client with limited finances so you have
to try to work out a plan balancing their emotional stress
with whatever treatment the pet needs.
Time management is very important: I consult in the
morning and do operations in the afternoon (we have to
do a certain number of operations each day). I have to
allocate tasks (such as premed) in order to waste as little
time as possible. It can be a bit like a production line.
What do you love/hate about it? My personal interests
are surgery and diagnostic imaging, so I love operating.
I don’t like putting a price on treatment; people don’t
always insure their pets and I dislike it when you can’t
take a case the way of your clinical judgment because
of cost constraints.
I don’t find anything disagreeable, though sometimes
there can be a bit of pressure when everything happens
at once.
(Reproduced with permission from Management Today, July 1999, p. 22 and February 2000, p. 22.)
Managers born
or made?
Management an
art or science?
On the other hand, there are many people whose job title does not include the term
manager (for example, group accountant, head chef, chief inspector, captain, headteacher, production controller, district nursing officer, company secretary), but who, in
terms of the activities they undertake and the authority and responsibility they exercise, may be very much a manager.
There is frequent debate about whether managers are born or made; or whether management is an art or a science. Briefly, the important point is that neither of these is a
mutually exclusive alternative. The answer to either question is surely a combination
of both. Even if there are certain innate qualities which make for a potentially good
CHAPTER 6 THE NATURE OF MANAGEMENT
manager, these natural talents must be encouraged and developed through proper
guidance, education and training, and planned experience.
Clearly, management must always be something of an art, especially in so far as it
involves practice, personal judgement and dealing with people. However, it still
requires knowledge of the fundamentals of management, and competence in the application of specific skills and techniques – as illustrated, for example, with developments
in information technology.
The trouble is that, for all the techniques at their disposal, managers generally act at a very intuitive level. Managers may have absorbed the latest thinking on core competencies, but are more
likely to base a decision on prejudice or personal opinion rather than a neat theory.7
The discussion of management as an art or a science is developed by Watson who suggests that in order to make sense of the complex and highly ambiguous situations in
which managers find themselves, management can be viewed as both art and science
but also magic and politics.8 (See Figure 6.1.)
Management as art
Successful managers
are those bor n with
appropriate intuition,
intelligence and
personality which
they develop thr ough
the practice of
leadership.
Management as magic
Successful managers
are those who
recognise that
nobody really knows
what is going on and
who persuade others
of their own powers
by calling up the
appropriate gods and
by engaging in the
expected rituals.
Management as science
Successful managers
are those who have
learned the
appropriate body of
knowledge and have
developed an ability
to apply acquired
skills and techniques.
Management as politics
Successful managers
are those who can
work out the
unwritten laws of life
in the organisational
jungle and are able
to play the game so
that they win.
Figure 6.1 Management as art, science, magic and politics
(Reproduced with permission from Watson, T. J. Management, Organisation and Employment Strategy Routledge & Kegan Paul (1986), p. 29,
with permission from Routledge/ITBP.)
193
194
PART 3 THE ROLE OF THE MANAGER
MANAGEMENT AND ADMINISTRATION
There is often confusion over different interpretations of the two terms ‘management’
and ‘administration’. One of the main reasons for this confusion would seem to result
from the translation of Fayol’s book Administration industrielle et générale from the French
into English. In the original (1929) English edition there was a direct translation of
‘administration’, but in the wider re-publication of the book in 1949 the term ‘management’ replaced ‘administration’ in the title. In the introduction to the revised edition
Urwick indicates regret at this change.9 He refers to Fayol’s use of the word administration as indicating a specific function which enters all tasks involving supervision of the
work of others. It is not concerned with the status of those who exercise this function.
Urwick also expresses concern at the possible division between management being
seen to apply only to business organisations, and (public) administration as applying
to the same functions in public service organisations.
Dictionary definitions tend to see the two words as synonymous. Management is
sometimes referred to as ‘administration of business concerns’ and administration as
‘management of public affairs’. There is clearly an overlap between the two terms and
they tend to be used, therefore, in accordance with the convenience of individual
writers. This confirms the feeling that although most people perceive a difference
between the two terms, this difference is not easy to describe.
A traditional perception is that private sector organisations are managed and the use
of the term ‘administration’ is associated with public sector organisations. However,
the term ‘management’ is now used far more widely within the public sector. There is
also an increasing number of books which examine management in the public sector.10
(A comparison of management in private enterprise and public sector organisations is
to be found later in this chapter.)
Administration part of management
There appears, therefore, to be growing acceptance of the term management as the
general descriptive label and administration as relating to the more specific function of
the implementation of systems and procedures instigated by management.
Administration can be seen as taking place in accordance with some form of rules or
procedures, whereas management implies a greater degree of discretion.
For our purposes, management is viewed as applying to both private and public
sector organisations; and administration is interpreted as part of the management
process, and concerned with the design and implementation of systems and procedures to help meet stated objectives. Systems of communication and procedures
relating to information technology are particularly important today.
The role and
importance of
administration
On behalf of the Institute of Chartered Secretaries and Administrators, Bailey-Scudamore
undertook the most comprehensive survey ever in the United Kingdom on the changing role of administration within organisations. The research found that administration
is seen as an important activity, but not such an important function. There remains
much scope for improvement to administrative activity and it should be on the highlevel agenda in all organisations. Certain areas of the administrator’s work will demand
high degrees of detail, planning and analysis, and demand exacting timescales and
highly regulated treatment, but, as a result of organisational and environmental change,
administration is becoming much less rigid and rule-oriented. Many more people are
taking on aspects of administrative work as an essential component of their own function or specialism and organisations are turning to administration as an indirect means
of improving business performance.11
CHAPTER 6 THE NATURE OF MANAGEMENT
Managers and administrators now need to perform – quickly, effectively and efficiently.
Failure to do so will leave them, their bosses and their organisations exposed to criticism
and, more seriously to competition. So what are the biggest challenges of 21st century
administrative management? They are the:
■
■
effective management of information and communications;
effective management of people.
Both of these areas of professional challenge will be characterised by a permanent state of
change. So effective managers will need to be able to manage change; to be able to
manage information; and to manage information through people.
Professor Graham Robinson, Chief Executive Officer,
The Institute of Administrative Management12
THE PROCESS OF MANAGEMENT
The nature of management is variable. Management relates to all activities of the organisation and is undertaken at all levels of the organisation. Management is not a separate,
discrete function. It cannot be departmentalised or centralised. An organisation cannot
have a department of management in the same way as it can have a department for
other functions, such as production, marketing, accounting, or personnel. Management
is seen best, therefore, as a process common to all other functions carried out within the
organisation. Management is essentially an integrating activity. (See Figure 6.2 and
recall also Figure 2.4, Chapter 2.)
It is difficult to think of any aspect of the functioning of the organisation, or behaviour of
people, which does not concern, or relate back to, management in some way. For example,
even personality clashes between two individual members of staff could possibly be traced
back to management procedures for recruitment and selection, induction, socialisation
and training, delegation or the level and style of supervision. And clearly the personality
clashes are likely to affect the attitudes and work performance of the members concerned,
and also affect the morale of other staff.
The overall responsibility of management can be seen as the attainment of the given
objectives of the organisation. Naylor, for example, provides the following definition:
‘Management is the process of achieving organisational objectives, within a changing
environment, by balancing efficiency, effectiveness and equity, obtaining the most
from limited resources, and working with and through other people.’13
Objectives are the desired end-results the organisation is striving to achieve. Within
the framework of objectives, policy provides the guidelines for the operations and
activities of the organisation. Clarification of objectives and policy is a prerequisite if
the process of management is to be effective. However, as Drummond, for example,
points out: ‘The fundamental problem of management is that organisational and individual objectives differ. Whereas the organisation may be interested in maximising
output and minimising cost, the individual employee may have other priorities. The
problem for the organisation is how to eliminate opportunism.’14
But what does the process of management actually involve, and what activities does
it encompass? Management is a complex and discursive subject. Despite the widespread
use of the term and the large amount written about the subject, it is not easy to find
agreement on a simple yet comprehensive definition of management or of a manager.
195
196
PART 3 THE ROLE OF THE MANAGER
Organisational processes and the execution of work
Welding a coherent
pattern of work
activities
Systems of motivation,
job satisfaction
and rewards
Harnessing the
efforts of staff
Improving the people–organisation relationship
The focus of management
Creating an organisational climate in which
people work willingly and effectively
Achieving the goals
and objectives of
the organisation
Satisfying the needs
and expectations of
people at work
Organisational performance and effectiveness
Figure 6.2 The central focus of management
Moreover, ‘management’ is not homogeneous. It takes place in different ways and
at different levels of the organisation. One approach, especially favoured by classical
writers, is to analyse the nature of management and to search for common activities (or
functions, or elements) applicable to managers in all organisations.
Common
activities of
management
One of the first, and most widely quoted, analyses is that given by Henri Fayol, who
analysed the activities of industrial undertakings into six groups:
■
■
■
■
■
■
technical (production, manufacture and adaptation);
commercial (buying, selling, exchange and market information);
financial (obtaining capital and making optimum use of available funds);
security (safeguarding property and persons);
accounting (information on the economic position, stocktaking, balance sheet,
costs, statistics); and
managerial. (The term ‘management’ is a translation of the French term
‘administration’.)15
The managerial activity is divided into five elements of management, which are
defined as: ‘to forecast and plan, to organise, to command, to co-ordinate and to control’. Fayol describes these elements as:
CHAPTER 6 THE NATURE OF MANAGEMENT
■
■
■
■
■
Planning (translated from the French prevoyer = to foresee, and taken to include
forecasting) – examining the future, deciding what needs to be achieved and developing a plan of action.
Organising – providing the material and human resources and building the structure to carry out the activities of the organisation.
Command – maintaining activity among personnel, getting the optimum return
from all employees in the interests of the whole organisation.
Co-ordination – unifying and harmonising all activities and effort of the organisation to facilitate its working and success.
Control – verifying that everything occurs in accordance with plans, instructions,
established principles and expressed command.
PRINCIPLES OF MANAGEMENT
Fayol also suggests that a set of well-established principles would help concentrate general discussion on management theory. He emphasises, however, that these principles
must be flexible and adaptable to changing circumstances. Fayol recognised that there
was no limit to the principles of management but in his writing advocated 14.
1 Division of work. The object is to produce more and better work from the same
effort, and the advantages of specialisation. However, there are limits to division of
work which experience and a sense of proportion tell us should not be exceeded.
2 Authority and responsibility. Responsibility is the corollary of authority.
Wherever authority is exercised responsibility arises. The application of sanctions is
essential to good management, and is needed to encourage useful actions and to
discourage their opposite. The best safeguard against abuse of authority is the personal integrity of the manager.
3 Discipline is essential for the efficient operation of the organisation. Discipline is
in essence the outward mark of respect for agreements between the organisation
and its members. The manager must decide on the most appropriate form of sanction in cases of offences against discipline.
4 Unity of command. In any action an employee should receive orders from one
superior only; if not, authority is undermined and discipline, order and stability
threatened. Dual command is a perpetual source of conflicts.
5 Unity of direction. In order to provide for unity of action, co-ordination and
focusing of effort, there should be one head and one plan for any group of activities with the same objective.
6 Subordination of individual interest to general interest. The interest of the
organisation should dominate individual or group interests.
7 Remuneration of personnel. Remuneration should as far as possible satisfy both
employee and employer. Methods of payment can influence organisational performance and the method should be fair and should encourage keenness by
rewarding well-directed effort, but not lead to overpayment.
8 Centralisation is always present to some extent in any organisation. The degree of
centralisation is a question of proportion and will vary in particular organisations.
9 Scalar chain. The chain of superiors from the ultimate authority to the lowest
ranks. Respect for line authority must be reconciled with activities which require
urgent action, and with the need to provide for some measure of initiative at all
levels of authority.
10 Order. This includes material order and social order. The object of material order is
avoidance of loss. There should be an appointed place for each thing, and each
thing in its appointed place. Social order involves an appointed place for each
197
198
PART 3 THE ROLE OF THE MANAGER
11
12
13
14
employee, and each employee in his or her appointed place. Social order requires
good organisation and good selection.
Equity. The desire for equity and for equality of treatment are aspirations to be
taken into account in dealing with employees throughout all levels of the scalar
chain.
Stability of tenure of personnel. Generally, prosperous organisations have a stable
managerial personnel, but changes of personnel are inevitable and stability of
tenure is a question of proportion.
Initiative. This represents a source of strength for the organisation and should be
encouraged and developed. Tact and integrity are required to promote initiative
and to retain respect for authority and discipline.
Esprit de corps should be fostered, as harmony and unity among members of the
organisation is a great strength in the organisation. The principle of unity of command should be observed. It is necessary to avoid the dangers of divide and rule of
one’s own team, and the abuse of written communication. Wherever possible
verbal contacts should be used.
A number of these principles relate directly to, or are influenced by, the organisation
structure in which the process of management takes place. Fayol’s set of principles can
be compared therefore with those given by Urwick and discussed in Chapter 15.
Relevance for the twenty-first century
In an article bringing together the thinking of senior members of the Institute of
Administrative Management, Moorcroft suggests that Fayol’s five elements of management are still recognised as relevant and appropriate for the managers of today and
tomorrow. However, although some of the principles of management remain fresh and
relevant, at the start of a new millennium a new set of principles is needed to guide a
manager’s everyday actions. These ‘principles’ are not offered as an exclusive or authoritative list but are proposed as a thought-provoking starting point to address the
management problems awaiting us in the new millennium.16 (See Figure 6.3.)
1 Manage information through people.
2 Change is a constant, and must be managed.
3 Technology is the future.
4 Relationships matter.
5 Investment in training and development is important.
6 Measure only against the best.
7 The market is global.
8 Unity of direction is important.
9 Equity is expected.
10 Initiative is important.
Figure 6.3 Ten new principles for effective administrative management
(Reproduced with permission from Moorcroft, R. ‘Managing in the 21st Century’, Manager, The British Journal of Administrative
Management, January/February 2000, p. 10.)
CHAPTER 6 THE NATURE OF MANAGEMENT
MANAGEMENT AS A SOCIAL PROCESS
Another well-known analysis is given by Brech who defines management as:
A social process entailing responsibility for the effective and economical planning and regulation
of the operations of an enterprise, in fulfilment of given purposes or tasks, such responsibility
involving:
(a) judgement and decision in determining plans and in using data to control performance and
progress against plans;
(b) the guidance, integration, motivation and supervision of the personnel composing the enterprise and carrying out its operations.17
Brech identifies four main elements of management:
■
■
■
■
Planning – determining the broad lines for carrying out operations, preparing
methods by which they are carried out and setting standards of performance.
Control – checking actual performance against standards to ensure satisfactory
progress and performance, and recording as a guide to possible future operations.
Co-ordination – balancing and maintaining the team by ensuring a suitable division of work and seeing that tasks are performed in harmony.
Motivation – or inspiring morale. Getting members of the team to work effectively,
to give loyalty to the group and to the task, to carry out their tasks properly, and to
play an effective part in the activities of the organisation. This general inspiration is
accompanied by a process of supervision or leadership to ensure the teams are carrying out their activities properly.
Other analyses
Many other writers have provided an analysis of the elements of management. At first
sight these analyses may appear to differ in certain aspects, but on closer study they
show a basic similarity. Debate on the inclusion or exclusion of a particular element of
management tends to revolve round the use and interpretation of different terms, and
the emphasis which is placed upon them.
For example, what Fayol calls command – maintaining activity among personnel
and getting optimum return from employees – might be taken to mean what Brech
refers to as motivation – getting members of the team to work effectively and to carry
out properly the activities allocated to them. Brech does not use the term organising
but this appears to be covered under the headings of planning and co-ordination.
Particular
approaches to
management
There are numerous other definitions of management. Many of these definitions reflect
the influence of a particular approach to management thinking. Simon, for example, sees
management as synonymous with decision-making.18 Other examples include such definitions as ‘management is delegation’, or ‘the task of management is to create teams out
of individuals’. There are other definitions such as ‘the responsibility of management is
to achieve results’, or ‘management is the ordering and co-ordination of functions to
achieve a given purpose’, which tell us little about the actual process of management.
These definitions may all be correct as far as they go, but on their own are too narrow or
too vague to provide an adequate description of management.
THE TASKS AND CONTRIBUTION OF A MANAGER
Yet another approach to describing management is given by Drucker who identifies
three tasks, equally important, but essentially different, that have to be performed:
1 fulfilling the specific purpose and mission of the institution, whether business enterprise, hospital, or university;
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2 making work productive and the worker achieving;
3 managing social impacts and social responsibilities.19
Drucker then goes on to identify five basic operations in the work of the manager:
■
■
■
■
■
Sets objectives – determines objectives and the goals for each area of objectives, and
describes what needs to be done to achieve these objectives.
Organises – analyses the activities, decisions and relations required, classifies and
divides work, creates organisation structure, and selects staff.
Motivates and communicates – creates a team out of people responsible for various
jobs.
Measures – establishes targets and measurements of performance which focus on
both the individual and the organisation as a whole.
Develops people – directs, encourages and trains. How well subordinates develop
themselves depends on the way a manager manages.
These categories require a combination of analytical ability, synthesising ability,
integrity, human perception and insight, and social skill.
Responsibility
for the work of
other people
Drucker argues that the traditional definition of management based on the responsibility for the work of other people is unsatisfactory and too narrow, and emphasises a
secondary rather than a primary characteristic. There are people, often in responsible
positions, who are clearly ‘management’ but who do not have responsibility for the
work of other people.
A person’s function and contribution may be unaffected by the number of subordinate staff. A ‘manager’ is someone who performs the tasks of management whether or
not he or she has power over others.
Who is a manager can be defined only by that person’s function and by the contribution he or
she is expected to make. And the function that distinguishes the manager above all others is the
function no one but the manager can perform. The one contribution a manager is uniquely
expected to make is to give others vision and ability to perform. It is vision and moral responsibility that, in the last analysis, define the manager.20
ESSENTIAL NATURE OF MANAGERIAL WORK
The essential nature of managerial work is not easy to describe, therefore, as aspects
which are common in many applications escape us in others.21
However, if we look at how people at work actually spend their time we should be
able to distinguish between those whose main occupation is the carrying out of discrete tasks and the actual doing of work themselves; and those who spend
proportionally more of their time in determining the nature of work to be undertaken
by other people, the planning and organising of their work, issuing them with instructions and giving advice, and checking on their performance.
‘Managing’ and ‘doing’
By distinguishing ‘managing’ from ‘doing’ in this way we can see management as clarifying objectives and the planning of work, organising the distribution of activities and
tasks to other people, direction of subordinate staff and controlling the performance of
other people’s work. This provides us with a convenient description and summary
of managerial work as: clarification of objectives, planning, organising, directing
and controlling. (See Figure 6.4.)
CHAPTER 6 THE NATURE OF MANAGEMENT
Figure 6.4 Summary of essential nature of managerial work
The degree of emphasis given to these different activities may vary widely, however,
from one manager to another. Some managers are likely to spend more time on certain
activities than other managers. The application of these activities reflects a wide range
of management practice and managerial style.
Clarification of
objectives
The setting of objectives and formulation of policy takes place at different levels in the
organisation, but as part of the same process. The board of directors, or similar body,
establishes objectives and formulates policy (direction) for the organisation as a whole.
Management is responsible for the implementation of policy decisions and the execution of work designed to meet these objectives. However, it is not always easy to
distinguish clearly between policy and its execution (see the discussion on levels of
organisation in Chapter 15).
In the same way that the board of directors is concerned with planning, organisation and control as part of the responsibility for the operations of the organisation as a
whole, so the execution of policy will involve the manager in decision-making and the
clarification of objectives for subordinate staff. This will entail answers to such questions as: Exactly what is required? What activities are involved? What are the available
resources? What are the time scales? What standards are required and how is performance to be measured? What restrictions or limitations apply? Clarification of objectives
provides the basis for the planning and organisation of work, and the activities of staff.
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Direction and
motivation
Having already identified direction (of the organisation as a whole) as a responsibility
of the board of directors it is tempting to use the term ‘motivating’ instead of ‘directing’ in our definition of the activities of management. This would avoid possible
confusion over terminology: and motivation is perhaps a less emotive word. But is
motivating an adequate description? It is certainly part of the manager’s job to motivate staff but it involves more than this. Subordinate staff also need development and
guidance. They need to be motivated to perform well in the right areas. The manager
has a responsibility to see that subordinate staff are effective as well as efficient. Their
efforts must be directed towards the achievement of given objectives in accordance
with stated policy.
Co-ordination
As we have seen, ‘co-ordination’ is often included as one of the activities of management. However, the harmonising of effort to meet objectives (co-ordination) is not so
much a separate activity; it is of a more general nature and involves all the activities of
management. Co-ordination, like communication and decision-making, is inherent in
the process of management. It permeates all the activities of management and is
descriptive more of how the work of the manager is carried out.
According to Kanter, good managers realise there are no simple answers to management problems:
Managers means managing an entire context. If you strip out one element and apply one
methodology, it won’t work.22
THE EFFORTS OF OTHER PEOPLE
Despite the view expressed by Drucker on the tasks and contribution of a manager, one
of the most popular ways of defining management is that it involves getting work
done second-hand, that is through the efforts of other people. Managers are judged
not just on their own performance but on the results achieved by subordinate
staff. There are, then, many ways of looking at the meaning of management. The basic
criteria must be a compromise between the ideas of some of the more lucid writers on
the subject.
Stewart attempts to integrate the various definitions of management and summarises
the manager’s job, broadly defined as:
deciding what should be done and then getting other people to do it. A longer definition would
be concerned with how these tasks are to be accomplished. The first task comprises setting
objectives, planning (including decision-making), and setting up formal organization. The
second consists of motivation, communication, control (including measurement), and the development of people. The two tasks are separated for convenient analysis, but in practice they may
often overlap.23
The definition of management as ‘getting work done through the efforts of other
people’ may not perhaps meet all criteria, or satisfy everyone’s perception of the nature
of managerial work. It does, however, have the advantage of simplicity and focuses on
what in reality is at the heart of effective management.
Managing means leading, making things happen through people: for me that is relevant to
all levels of management, not just the top management.
Sir Peter Parker24
The ‘Roles and Individual Management Model’ of IBM are given in Management
in Action 6.1 at the end of this chapter.
CHAPTER 6 THE NATURE OF MANAGEMENT
MANAGEMENT IN SERVICE INDUSTRIES
In Chapter 4 we discussed the distinction between production and service organisations.
In addressing the question ‘what is the nature of management in service industries?’,
Jones suggests that implicit in the question is the fundamental assumption that managers
of services face different problems and act differently from other managers. However,
Jones acknowledges that this assumption is contentious. Even where there is agreement
that services are in some way different, there is no agreement on the cause or importance
of this difference.25 On a similar theme, the managerial task of running (for example) a
hospitality unit can be seen as a set of systems and processes common to managing any
organisation.26 There is, however, a continuing debate about whether hospitality management, for example, is the same as or different from other management.27
In order to operate effectively, service industries need management in the same way
as any other industry. Both require attention to the same general problems of management. (See also the discussion on management in public and private sector organisations
in the following section.) The open systems model applies in exactly the same way to
service organisations as to any other business organisation. Increasing attention is being
given to the applications of general management theory within the service industry and
to the links between management in service and other industries.28
The systems approach and contingency theory, discussed in earlier chapters,
also serve to illustrate both differences and common features in the nature of
management in work organisations.
MANAGEMENT IN PRIVATE ENTERPRISE AND PUBLIC SECTOR
ORGANISATIONS
The increasing scale of privatisation (discussed in Chapter 4) and the general movement of major organisations away from local authority jurisdiction and towards greater
responsibility for managing their own affairs have led to blurring of the traditional distinction between private and public sector management. Divisions between the two
sectors are increasingly being broken down. There is, for example, a growing recognition that the duties and responsibilities of local government staff may satisfy the
definition of a manager. The changing structure of local government and the creation
of larger, all-purpose bodies will further enhance the corporate importance of managers. It is understandable, therefore, why there is a popular debate about the extent of
the ‘generic’ nature of management, and the manner in which organisations in the private and public sectors are structured and managed.29
Perceived
differences
There are perceived differences between management in the private and public sectors.
These differences arise from particular features of public sector organisations. For
example:
■
■
■
■
■
■
■
aims concerned with providing a service for, and for the well-being of, the community rather than just of a commercial nature;
the scale, variety and complexity of their operations;
the tendency for them to be subject more to press reports on their activities;
the political environment in which they operate, and in the case of local government,
for example, the relationship between elected members and permanent officers;
high levels of statutory controls, legislation and ministerial guidance;
the generally high level of trade union involvement;
the difficulties in measuring standards of performance of services provided compared with profitability;
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PART 3 THE ROLE OF THE MANAGER
■
■
the demand for uniformity of treatment and public accountability for their operations; and
the tendency towards more rigid personnel policies, for example specific limitations
on levels of authority and responsibility, fixed salary gradings based on general pay
scales, long-term career structures and set promotion procedures.
A number of these features frequently combine to result in increased bureaucracy
within public sector organisations.
The same general problems of management
Both private enterprise and public sector organisations, however, face the same general
problems of management. Both are concerned with, for example:
■
■
■
■
the efficiency and effectiveness of their operations;
the clarification of aims and objectives;
the design of a suitable structure; and
carrying out essential administrative functions.
Basic principles of management apply in any series of activities in any organisation.
The common activities and concerns of management apply to a greater or lesser extent
in both private enterprise and public sector organisations. For example, as Robinson
points out:
Innovation in industry and commerce is a given. In local government organisations some may
find it a more curious concept. But this simplistic, stereotypical view of management is wrong.
Managers must manage professionally in whatever sector they function – or leave themselves
vulnerable to the threats in an increasingly global and competitive environment. This applies to
managers of public sector organisations as well as to private sector managers – and survival for
many will be dependent upon the effective management of change and innovation.30
Set of
interrelated
activities
Based on an analysis of management development in central and local government,
Bourn suggests management as a set of interrelated activities:
1
2
3
4
5
6
7
8
forecasting, setting objectives and planning;
the definition of problems that need to be solved to achieve these objectives;
the search for various solutions that might be offered to these problems;
the determination of the best or most acceptable solutions;
the securing of agreement that such solutions should be implemented;
the preparation and issue of instructions for carrying out the agreed solutions;
the execution of the solutions;
the devising of an auditing process for checking whether such solutions are properly carried out and, if they are, that they do in fact solve the problems for which
they were devised;
9 the design, introduction and maintenance of the organisational structures which
are most appropriate for these activities;
10 the selection, training, development and management of the appropriate staff.31
Clearly, this set of activities is of equal relevance to management in business organisations, and can be seen as an extension of the generalised definition of clarification of
objectives, planning, organising, directing and controlling suggested above. Although
greater emphasis might be placed on certain activities this analysis helps demonstrate
the degree of commonality between the basic process of management in both private
and public sector organisations.
CHAPTER 6 THE NATURE OF MANAGEMENT
Common challenges for all management
Hannington refers to the need to continuously improve productivity faster than the
competition as the challenge for all management in both the private and public sectors. Management theories apply to all managers and both sectors face a central factor
of the management of change.
In the public sector the challenge may be measured in different ways to those in the private
sector. Profit may not play a part, but measurement of activity against costs may replace monitoring of the return on capital invested. Income is now often linked to output and outcomes, while
expenditure is firmly controlled and audited. Public sector managers are increasingly being
asked to manage their organisations in a more commercial and effective way, exposed to competition without any guarantee of survival. In many areas, public sector management is little
different from that in the private sector, with the same urgencies and pressures. This is exemplified by the increasing frequency of movement between the two sectors.32
And as Drucker points out although there are, of course, differences in management
between different organisations, the differences are mainly in application rather than
in principles.
There are not even tremendous differences in tasks and challenges. The executives of all these
organizations spend, for instance, about the same amount of their time on people problems –
and the people problems are almost always the same. Ninety per cent or so of what each
organization is concerned with is generic. And the differences in respect of the last 10 per cent
are no greater between businesses and nonbusinesses than they are between businesses in
different industries.33
Fenlon also suggests that ‘public and private leadership are fundamentally alike and
different in important respects’. Although public sector executives also confront
unique challenges in every aspect of their leadership, the essentials of leadership and
management in the public sector are the same as those in the private sector. In both
sectors classical managerial activities are required such as designing organisational
structures and processes that support strategies, building systems for staffing, budgeting and planning, and measuring results. While public sector executives must also
develop strategies that create benefits, as opposed to profits, at an acceptable rate of
return on political capital employed, the skills of leading and managing are fundamentally alike.34
The importance However, according to Stewart, the belief that one should manage the public sector in
of task and
the same way as the private sector is an illusion of our times. Within all categories of
context
work there are critical differences in the nature of management depending on the tasks
to be undertaken and their context. The good manager will be one who recognises the
need to relate their management style and approach to context and task, and this is as
important in the public sector as in the private sector. The management of difference
can be seen at work in local government, where the sheer diversity of services means
that different services are managed in different ways. Stewart maintains that many of
the dominant management approaches advocated for local government assume a uniformity of approach which promises to ignore difference. The belief in a generic type
of management for all situations can be misleading in that it conceals the need for the
hard analysis of the nature of task and context.35
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THE WORK OF A MANAGER
Despite similarities in the general activities of management, the jobs of individual
managers will differ widely. The work of the manager is varied and fragmented. In
practice, it will be influenced by such factors as:
■
■
■
■
■
■
the nature of the organisation, its philosophy, objectives and size;
the type of structure;
activities and tasks involved;
technology and methods of performing work;
the nature of people employed; and
the level in the organisation at which the manager is working.
These differences do not just exist between organisations in the private and public sectors; they are often more a matter of degree. For example, many large business
organisations may have more in common in their management and operations with
public sector organisations than with small private firms.
The
environmental
setting
A major determinant of the work of the manager is the nature of the environment,
both internal and external, in which the manager is working. Managers have to perform their jobs in the situation in which they find themselves. (See Figure 6.5.)
The internal environment relates to the culture and climate of the organisation – ‘how
things are done around here’ – and to the prevailing atmosphere surrounding the
organisation. Organisational culture and climate are discussed in Chapter 22.
The external environment relates to the organisation as an open system, as discussed
in Chapter 4. Managers must be responsive to the changing opportunities and challenges, and risks and limitations facing the organisation. External environmental
factors are largely outside the control of management.
EXTERNAL ENVIRONMENT
INTERNAL ENVIRONMENT
Nature of the
organisation
Activities
and tasks
Structure
THE
MANAGER
Technology
and methods
Level in the
organisation
People
INTERNAL ENVIRONMENT
EXTERNAL ENVIRONMENT
Figure 6.5 The work of a manager – the environmental setting
CHAPTER 6 THE NATURE OF MANAGEMENT
The diversity of
management
More recent studies on the nature of management have been based on wider observation and research, and have concentrated on the diversity of management and
differences in the jobs of managers. Among the best-known empirical studies on the
nature of managers’ jobs, and how managers actually spend their time, are those by
Mintzberg, Kotter, Luthans and Stewart.36
MANAGERIAL ROLES
Based on the study of the work of five chief executives of medium-sized to large organisations, Mintzberg classifies the activities which constitute the essential functions of a
top manager’s job.37 What managers do cannot be related to the classical view of the
activities of management. The manager’s job can be described more meaningfully in
terms of various ‘roles’ or organised sets of behaviour associated with a position.38
Mintzberg recognises that people who ‘manage’ have formal authority over the unit
they command, and this leads to a special position of status in the organisation.
As a result of this formal authority and status, managerial activities can be seen as a
set of ten managerial roles which may be divided into three groups: (i) interpersonal
roles; (ii) informational roles; and (iii) decisional roles (see Figure 6.6).
Interpersonal
roles
The interpersonal roles are relations with other people arising from the manager’s
status and authority.
1 Figurehead role is the most basic and simple of managerial roles. The manager is a
symbol and represents the organisation in matters of formality. The manager is
involved in matters of a ceremonial nature, such as the signing of documents, participation as a social necessity, and being available for people who insist on access to
the ‘top’.
2 Leader role is among the most significant of roles and it permeates all activities of a
manager. By virtue of the authority vested in the manager there is a responsibility
for staffing, and for the motivation and guidance of subordinates.
3 Liaison role involves the manager in horizontal relationships with individuals and
groups outside their own unit, or outside the organisation. An important part of the
manager’s job is the linking between the organisation and the environment.
Figure 6.6 The manager’s roles
(Reprinted by permission of the Harvard Business Review from ‘The Manager’s Job: Folklore and Fact’, by Henry Mintzberg, HBR Classic,
March–April 1990, p. 168. Copyright © 1990 by Harvard Business School Publishing Corporation; all rights reserved.)
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PART 3 THE ROLE OF THE MANAGER
Informational
roles
The informational roles relate to the sources and communication of information arising from the manager’s interpersonal roles.
4 Monitor role identifies the manager in seeking and receiving information. This
information enables the manager to develop an understanding of the working of the
organisation and its environment. Information may be received from internal or
external sources, and may be formal or informal.
5 Disseminator role involves the manager in transmitting external information
through the liaison role into the organisation, and internal information through
leader role between the subordinates. The information may be largely factual or may
contain value judgements. The manager is the nerve centre of information. If the
manager feels unable, or chooses not, to pass on information this can present difficulties for delegation.
6 Spokesperson role involves the manager as formal authority in transmitting information to people outside the unit, such as the board of directors or other superiors,
and the general public such as suppliers, customers, government departments and
the press.
Decisional
roles
The decisional roles involve the making of strategic organisational decisions on the
basis of the manager’s status and authority, and access to information.
7 Entrepreneurial role is the manager’s function to initiate and plan controlled (that
is, voluntary) change through exploiting opportunities or solving problems, and
taking action to improve the existing situation. The manager may play a major
part, personally, in seeking improvement, or may delegate responsibility to subordinates.
8 Disturbance handler role involves the manager in reacting to involuntary situations and unpredictable events. When an unexpected disturbance occurs the
manager must take action to correct the situation.
9 Resource allocator role involves the manager in using formal authority to decide
where effort will be expended, and making choices on the allocation of resources such
as money, time, materials and staff. The manager decides the programming of work
and maintains control by authorising important decisions before implementation.
10 Negotiator role is participation in negotiation activity with other individuals or
organisations, for example a new agreement with a trade union. Because of the
manager’s authority, credibility, access to information, and responsibility for
resource allocation, negotiation is an important part of the job.
Arbitrary division of activities
Mintzberg emphasises that this set of ten roles is a somewhat arbitrary division of the manager’s activities. It presents one of many possible ways of categorising the view of managerial
roles. The ten roles are not easily isolated in practice but form an integrated whole. If any
role is removed this affects the effectiveness of the manager’s overall performance.
The ten roles suggest that the manager is in fact a specialist required to perform a
particular set of specialised roles. Mintzberg argues that empirical evidence supports
the contention that this set of roles is common to the work of all managers. An example of this is provided by Wolf who analysed the work of the audit manager and
assigned critical task requirements to the ten managerial roles identified by
Mintzberg.39 Another example is the study by Shortt who undertook a Mintzbergian
analysis of 62 general managers of inns in Northern Ireland.40
Mintzberg’s model of managerial roles is a positive attempt to provide a realistic
approach to classifying the actual activities of management. There are, however, criti-
CHAPTER 6 THE NATURE OF MANAGEMENT
cisms that the roles lack specificity and that a number of items under each role are
related not to a single factor but to several factors. For example, McCall and Segrist
found that activities involved in figurehead, disseminator, disturbance handler and
negotiator were not separate roles but overlapped too much with activities under the
six other roles.41
Why
organisations
need managers
As a result of describing the nature of managerial work in terms of a set of ten roles,
Mintzberg suggests six basic purposes of the manager, or reasons why organisations
need managers:
■
■
■
■
■
■
to ensure the organisation serves its basic purpose – the efficient production of
goods or services;
to design and maintain the stability of the operations of the organisation;
to take charge of strategy-making and adapt the organisation in a controlled way to
changes in its environment;
to ensure the organisation serves the ends of those people who control it;
to serve as the key informational link between the organisation and the environment; and
as formal authority to operate the organisation’s status system.
BEHAVIOUR PATTERN OF GENERAL MANAGERS
From a detailed study of 15 successful American general managers involved in a broad
range of industries, Kotter found that although their jobs differed and the managers
undertook their jobs in a different manner they all had two significant activities in
common: agenda-setting and network-building.42
■
■
Agenda-setting is a constant activity of managers. This is a set of items, or series of
agendas involving aims and objectives, plans, strategies, ideas, decisions to be made
and priorities of action in order to bring about desired end-results. For example, the
University of Portsmouth strategic plan sets ‘the target of moving into the top third
of universities in Britain over the next ten years’. This requires individual managers
responsible for achieving this target to have a continual and changing series of
agendas to help bring this intention into reality.
Network-building involves the managers interacting with other people and establishing a network of co-operative relations. These networks are outside of the formal
structure. They have often included a very large number of people, many of whom
were in addition to their boss or direct subordinates, and also included individuals
and groups outside the organisation. Meetings provided exchanges of information
over a wide range of topics in a short period of time. A major feature of networkbuilding was to establish and maintain contacts that could assist in the successful
achievement of agenda items.
On the basis of interviews, observations, questionnaires and relevant documents,
Kotter found the following features of a typical pattern of daily behaviour for a general
manager (GM).43
1 They spent most of their time with others.
2 The people they spent time with included many in addition to their superior and
direct subordinates.
3 The breadth of topics covered in discussions was very wide.
4 In these conversations GMs typically asked a lot of questions.
5 During these conversations GMs rarely seemed to make ‘big’ decisions.
6 Discussions usually contained a considerable amount of joking, kidding, and nonwork-related issues.
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PART 3 THE ROLE OF THE MANAGER
7 In not a small number of these encounters, the substantive issue discussed was relatively unimportant to the business or organisation.
8 In such encounters, the GMs rarely gave ‘orders’ in a traditional sense.
9 Nevertheless, GMs frequently attempted to influence others.
10 In allocation of time with other people, GMs often reacted to the initiatives of others.
11 Most of their time with others was spent in short, disjointed conversations.
12 They worked long hours. (The average GM studied worked just under 60 hours per
week. Although some work was done at home, and while commuting or travelling,
they spent most of their time at work.)
DETERMINING WHAT REAL MANAGERS DO
Developing the work of Mintzberg and Kotter, Luthans and associates undertook a
major investigation into the true nature of managerial work through the observation
of 44 ‘real’ managers.44 A detailed record was maintained of the behaviours and actions
of managers from all levels and many types of organisations, mostly in the service
sector and a few manufacturing companies. The data collected was reduced into 12
descriptive behavioural categories under four managerial activities of real managers.
■
■
■
■
Frequency of
activities
Communication – exchanging information, paperwork.
Traditional management – planning, decision-making, controlling.
Networking – interacting with outsiders, socialising/politicking.
Human resource management – motivating/reinforcing, disciplining/punishing,
managing conflict, staffing, training/developing.
Following determination of the nature of managerial activity, Luthans then went on to
study a further, different set of 248 real managers in order to document the relative frequency of the four main activities. Trained observers completed a checklist at random
times once every hour over a two-week period. The time and effort spent on the four
activities varied among different managers. The ‘average’ manager, however, spent
32 per cent of time and effort on traditional management activities; 29 per cent on
communication activities; 20 per cent on human resource management activities; and
19 per cent on networking activities.
PATTERNS OF MANAGERIAL WORK AND BEHAVIOUR
Based on earlier studies of managerial jobs,45 Stewart has developed a model for understanding managerial work and behaviour.46 The model directs attention to the
generalisations that can be made about managerial work, and differences which exist
among managerial jobs. It acknowledges the wide variety, found from previous studies,
among different managers in similar jobs in terms of how they view their jobs and the
work they do.
Demands, constraints and choices
The three main categories of the model are demands, constraints and choices. These
identify the flexibility in a managerial job.
■
Demands are what anyone in the job has to do. They are not what the manager
ought to do, but only what must be done: for example, meeting minimum criteria
of performance, work which requires personal involvement, complying with bureaucratic procedures which cannot be avoided, meetings that must be attended.
CHAPTER 6 THE NATURE OF MANAGEMENT
■
■
Constraints are internal or external factors which limit what the manager can do:
for example, resource limitations, legal or trade union constraints, the nature of
technology, physical location, organisational constraints, attitudes of other people.
Choices are the activities that the manager is free to do, but does not have to do.
They are opportunities for one job-holder to undertake different work from another,
or to do the work in a different way: for example, what work is done within a
defined area, to change the area of work, the sharing of work, participation in organisational or public activities.
The flexibility
of managerial
jobs
Stewart suggests that the model provides a framework for thinking about the nature of
managerial jobs, and about the manner in which managers undertake them. To understand what managerial jobs are really like it is necessary to understand the nature of
their flexibility. Account should be taken of variations in behaviour and differences in
jobs before attempting to generalise about managerial work. Study of managers in similar jobs indicates that their focus of attention differs. Opportunities for individual
managers to do what they believe to be most important exist to a greater or lesser
extent in all managerial jobs. Stewart also concludes that the model has implications
for organisational design, job design, management effectiveness, selection, education
and training, and career decisions.47
How managers
really behave
From a review of research into managerial behaviour, Stewart concludes that the picture built up gives a very different impression from the traditional description of a
manager as one who plans, organises, co-ordinates, motivates, and controls in a logical, ordered process. Management is very much a human activity.
The picture that emerges from studies of what managers do is of someone who lives in a whirl of
activity, in which attention must be switched every few minutes from one subject, problem, and
person to another; of an uncertain world where relevant information includes gossip and speculation about how other people are thinking and what they are likely to do; and where it is
necessary, particularly in senior posts, to develop a network of people who can fill one in on what
is going on and what is likely to happen. It is a picture, too, not of a manager who sits quietly
controlling but who is dependent upon many people, other than subordinates, with whom reciprocating relationships should be created; who needs to learn how to trade, bargain, and
compromise; and a picture of managers who, increasingly as they ascend the management
ladder, live in a political world where they must learn how to influence people other than subordinates, how to manoeuvre, and how to enlist support for what they want to do. In short, it is a
much more human activity than that commonly suggested in management textbooks.48
THE ATTRIBUTES AND QUALITIES OF A MANAGER
Whatever the role of the manager or whether in the private or public sector, in order to
carry out the process of management and the execution of work, the manager requires a
combination of technical competence, social and human skills, and conceptual ability.49
As the manager advances up the organisational hierarchy, greater emphasis is likely
to be placed on conceptual ability, and proportionately less on technical competence.
This can be illustrated by reference to the levels of organisation discussed in Chapter
15. (See Figure 6.7.)
■
Technical competence relates to the application of specific knowledge, methods and
skills to discrete tasks. Technical competence is likely to be required more at the
supervisory level and for the training of subordinate staff, and with day-to-day operations concerned in the actual production of goods or services.
211
lit
y
PART 3 THE ROLE OF THE MANAGER
sk
i
ce
pt
lls
ua
la
bi
Community
ic
hn
Te
c
Technical
al
So
c
ia
co
la
m
nd
pe
te
hu
Managerial
nc
m
e
an
C
on
Organisational level
212
Attributes of a manager
Figure 6.7 The combination of attributes of a manager
■
■
Social and human skills refer to interpersonal relationships in working with and through
other people, and the exercise of judgement. A distinctive feature of management is
the ability to secure the effective use of the human resources of the organisation. This
involves effective teamwork and the direction and leadership of staff to achieve coordinated effort. Under this heading can be included sensitivity to particular situations,
and flexibility in adopting the most appropriate style of management.
Conceptual ability is required in order to view the complexities of the operations of
the organisation as a whole, including environmental influences. It also involves
decision-making skills. The manager’s personal contribution should be related to the
overall objectives of the organisation and to its strategic planning.
Although a simplistic approach, this framework provides a useful basis from which to
examine the combination and balance of the attributes of an effective manager. For
example the extent of technical competence or conceptual ability will vary according to
the level of the organisation at which the manager is working. However, major technological change means that managers at all levels of the organisation increasingly require
technical competence in the skills of information communications technology (ICT).50
Balance of ‘hard’ and ‘soft’ skills
Management has become more about managing people than managing operations, however, and social and human skills which reflect the ability to get along with other people
are increasingly important attributes at all levels of management. Green, for example, suggests that most managers will spend most time operating between the spectrum of ‘hard’
skills such as conducting disciplinary matters or fighting one’s corner in a debate about
allocation of budgets; and ‘soft’ skills such as counselling, or giving support and advice to
a member of staff. The most successful managers are those able to adjust their approach
and response to an appropriate part of the spectrum.51
And as Douglas, for example, also reminds us, although there is a clear need for mastery
of technical expertise, ‘soft skills’ are also an essential part of the world of business.
Living as we do in a society that is technologically and scientifically extremely advanced, most
kinds of professional advancement are close to impossible without the mastery of one or more
specialised branches of systematic technical knowledge … What is the downside? Organisations
in most sectors – and especially in ones that are particularly demanding from a scientific or technical point of view – are operating in environments where collaboration, teamwork, and an
awareness of the commercial implications of technical research are as important as scientific and
CHAPTER 6 THE NATURE OF MANAGEMENT
technical skills themselves. Personnel with scientific and technical skills significantly disproportionate to their ‘people’ skills – by which I primarily mean people management capabilities and
knowledge of how to work with maximum effectiveness as part of a team – are increasingly
unlikely to be as much of an asset to their organisation as they ought to be.52
Situational management
According to Misslehorn the challenge for managers is to sharpen their ability to perceive
more accurately, process the information more wisely, respond more appropriately and
examine the feedback from the actions taken in order to learn and keep things on track.
Managers need to think through situations, bringing their rational and creative brainpower to bear on them. They also need to involve others through appropriate interaction
and communication. The way managers think about the situation and interact with others
have a direct bearing on their perceptions of the situation – helping to curb some of the
distortions from their past experience, values, bias, fears, feelings and prejudices. And the
way managers think about a situation and interact with others also have a direct bearing
on their responses, and the results produced and outcomes of their actions. This interplay
between thinking and interacting takes place in complex strategic organisational situations. This process of situational management is illustrated in Figure 6.8.53
Figure 6.8 Situational management
Reproduced with permission from Hugo Misselhorn, The Head and Heart of Management, Management and Organization Development
Consultants (2003), p. 13.
213
214
PART 3 THE ROLE OF THE MANAGER
Delegation and empowerment
We referred earlier to management as getting work done through the efforts of other
people. This entails the process of delegation and empowerment, and entrusting
authority and responsibilities to others. Delegation is not just the arbitrary shedding of
work or the issuing and following of orders. It is an essential social skill and the creation of a special manager–subordinate relationship within the formal structure of the
organisation. The nature of delegation and empowerment is discussed in Chapter 21.
The importance and reponsibility of management
Whatever the essential nature of managerial work is said to be, the importance and
responsibility of management are widely, and rightly, recognised. For example, according to Drucker:
The responsibility of management in our society is decisive not only for the enterprise itself but
for management’s public standing, its success and status, for the very future of our economic
and social system and the survival of the enterprise as an autonomous institution.54
More recently, Drucker, in discussing management challenges for the twenty-first century, also suggests a new management paradigm:
Management’s concern and management’s responsibility are everything that affects the performance of the institution, and its results – whether inside or outside, whether under the
institution’s control or totally beyond it.55
The ‘Quality of Management’ is one of nine ingredients of success by which Management
Today rate performance in their annual survey of Britain’s Most Admired Companies. In
2003 The Investors in People introduced a ‘Leadership and Management Model’ that
focuses on the development of organisational leadership and management capability.
The model is discussed in Chapter 23.
MANAGERS OF THE FUTURE?
Billsberry points out that the number of people who are managers has been growing
rapidly and also that the scope and variety of what managers are required to do has
been continually expanding.56 By contrast, however, Belbin contends that many of the
quintessential managerial activities that fell within the everyday domain of the manager, such as communicating, motivating and organising, have now become shared
with an assortment of well-educated executives such as technical experts, advisers and
specialists, including human resource professionals, industrial relations officers and
consulting firms. Responsibility for direction of effort and setting objectives is taken
over by directors. Managers in the traditional sense of ‘a person who assigns tasks and
responsibilities to others’ have become a dwindling minority. This has had cultural
consequences.
The flattening of hierarchy in opening up opportunities to non-managerial executives has helped
to create resistance to the authority and status of the manager–boss.57
Ten key
strategies
Whatever the debate, we should note the comments of Heller who from his study of
Europe’s top companies refers to the need for new managers and new methods to obey
the imperatives of a dramatically changed environment.
Today, managements whose minds and deeds are stuck in the status quo are obsolescent, weak
and failing. In the next few years, they will be obsolete – and failed. Renewal and nimbleness
have become paramount necessities for the large and established. For the younger business,
staying new and agile is equally imperative.58
CHAPTER 6 THE NATURE OF MANAGEMENT
Heller goes on to identify ten key strategies for Europe’s new breed of managers:
1
2
3
4
5
6
7
8
9
10
Six critical
elements
Developing leadership – without losing control or direction.
Driving radical change – in the entire corporate system, not just in its parts.
Reshaping culture – to achieve long-term success.
Dividing to rule – winning the rewards of smallness while staying or growing large.
Exploiting the ‘organisation’ – by new approaches to central direction.
Keeping the competitive edge – in a world where the old ways of winning no
longer work.
Achieving constant renewal – stopping success from sowing the seeds of decay.
Managing the motivators – so that people can motivate themselves.
Making team-working work – the new, indispensable skill.
Achieving total management quality – by managing everything much better.
We have referred previously to the changing nature of work organisations and
Prahalad, for example, suggests that the change in the work of managing is obvious.
Issues of formal structure and hierarchy, authority and power, industry experience and
seniority, and control and co-ordination are all open to challenge. The changing role
of managing requires that special attention should be given to the role of senior managers. Prahalad suggests the need to concentrate on six critical elements:
1
2
3
4
5
6
The importance of a shared competitive agenda.
Creating a clear charter of values and behaviours.
Focusing on influence without ownership.
Competing for talent and building the skill mix of the organisation.
Speed of reaction in the organization.
Leveraging corporate resources to address emerging opportunities.
Prahalad concludes that: ‘The emerging dimensions of managerial work are clear. The
soft issues such as values and behaviors, often dismissed as unimportant, are critical.’59
According to a recent report from the Chartered Management Institute, British managers are now placing concern for consumers, themselves as managers and other
employee groups above their traditional concern for owners and shareholders of their
organisation. Looking to the future, managers believe the most important issues facing
their organisation over the next decade will be: managing change; customer satisfaction; use of the Internet; motivation of core staff; managing diversity; and the
development of human resources.60
The end of
management?
Note, however, that according to Cloke and Goldsmith: ‘Managers are the dinosaurs of
our modern organizational ecology. The Age of Management is finally coming to a
close.’ Cloke and Goldsmith suggest that the ever-extending reach of globalisation,
continuously rising productivity, growing complexity of information, expanded sensitivity of the environment, and swelling pace of technological innovation are all
increasing the demand for alternative organisational practices. They contend that
management is an idea whose time is up. Organisations that do not recognise the need
to share power and responsibility with all their workers will lose them. The most significant trends in the theory and history of management are the decline of hierarchical,
bureaucratic, autocratic management and the expansion of collaborative self-management and organisational democracy.61
215
216
PART 3 THE ROLE OF THE MANAGER
CRITICAL REFLECTIONS
According to Peter Drucker, management is a practice rather than a science or a profession so
there are no precise solutions, and the ultimate test of management is achievement and business performance. This would appear to suggest that in the effective management of business
organisations the ends justify the means.
What are your own views?
Textbooks present massive amounts of information about management and organisation. But
they provide little that may enable practising managers to make sense of their particular problem
or dilemma.
Knights, D. and Willmott, H. Management Lives: Power and Identity in Work Organizations, Sage Publications (1999), p. 12.
How would you attempt to relate theories of organisational behaviour with effective
management practice?
‘Someone with poor social skills can never become a good manager … you can’t make a silk
purse out of a sow’s ear. And, in any case, management training makes very little difference.’
Debate.
SYNOPSIS
■ ‘Management’ is a generic term and subject to many interpretations. Our concern
is with management within a structured organisational setting and involving the exercise of formal authority over the work of other people. The nature of management is
variable. It relates to all activities of the organisation and is undertaken at all levels.
Management is essentially an integrating activity which permeates all other aspects of
the organisation.
■ It is not easy to find agreement on the definition of management, or of a manager.
Management is not homogeneous but takes place in different ways. One approach is to
analyse the nature of management and to identify common activities and principles. By
distinguishing ‘managing’ from ‘doing’ we can summarise the nature of managerial work
as clarification of objectives, planning, organising, directing and controlling. The degree of
emphasis given to these different activities may vary widely, however, from one manager
to another. There are, however, many other approaches to the analysis of management.
■ There are important differences between service and production industries, and
management in the private enterprise and public sectors. However, all organisations
face the same general problems of management. Increasing attention is being given to
applications of general management theory within service industries, and to privatisation and the adoption of business practices in the public sector. Management theories
apply to all managers and the skills of managing are fundamentally alike.
■ In order to carry out the process of management and execution of work, the manager requires a combination of technical competence, social and human skills, and
conceptual ability. Growing attention is attached to managerial competencies including skills in information communication technology. Despite the growing attention to
technical expertise it is important that managers have a balance of both ‘hard’ and
‘soft’ skills including people skills.
CHAPTER 6 THE NATURE OF MANAGEMENT
217
■ While the importance and responsibility of management is still widely recognised
there is a need for new managers, and new methods for a changed environment and
nature of work organisations. Europe’s new breed of managers need to focus attention
on key strategies including the importance of values and behaviours. Important issues
for the future include managing change; leadership and motivation of staff; managing
diversity; the development of human resources; and demands for alternative organisational practices.
■ The jobs of individual managers differ widely. Empirical studies have concentrated
on the diversity of management and differences in the nature of managerial work.
These studies have drawn attention to such features as: managerial roles; agendasetting and network-building; what real managers do; and demands, constraints and
choices in a managerial job.
MANAGEMENT IN ACTION 6.1
The roles of the manager and the Individual
Management Model
THE INDIVIDUAL MANAGEMENT MODEL (IMM)
Personal characteristics
IBM is a large and diverse company. IBM managers do many
different things. It can be difficult to define core-and-common
manager roles relevant to managers throughout such a highly
complex organization. The Individual Management Model
(IMM) was developed as an aid to managers to help them
understand their roles in context.
The manager gets work done through other people.
IBM has used that simple definition for years. There are two
key parts to the definition: getting work done and through
other people.
The Individual Management Model (IMM) was developed
as an aid to managers to visualize how their roles are similar
to other managers and how they may differ.
Managers take actions to achieve those objectives. Every
manager has unique personal characteristics, and these characteristics will influence his or her behavior. Personal
characteristics include:
■
■
■
■
■
■
background
skills
knowledge
thinldng style
competencies
personality
Quick overview of the Individual Management
Model (IMM)
All managers are responsible for producing results. They do
that primarily through other people. The influence that a manager has on direct reports is reflected in the Organizational
Climate that he or she creates. Every manager faces slightly
different factors that help or hinder the achievement of business results. And every manager is different in terms of
personality, thinking style, competencies, etc. It’s this mix of
conditions and personal characteristics that make managers'
behaviors different
COMPONENTS OF THE IMM
Objectives
Objectives are the intended business results and are reflected
in managers’ PBCs (Personal Business Commitments).
Managers are either given objectives or they define their own,
hopefully aligned with the goals and objectives of their larger
organizations.
The Individual Management Model (IMM)
218
PART 3 THE ROLE OF THE MANAGER
Management in Action 6.1 continued
Conditions
Example
Conditions are factors that help or hinder progress toward
accomplishing objectives. Conditions affect the manager and
employees as they work to accomplish their objectives. They
are factors such as:
The IMM gives us a way to look at a manager's roles in getting work done through others.
For example, consider a marketing manager in Singapore
who is not getting the business results she needs. Using the
model, she examines the parts and recognizes that her conditions have changed from when her objectives were
established. More turnover of staff has occurred than
expected and as a result the new conditions yield a less
experienced workforce.
She has to adjust her role to adapt to the changed conditions. She may have to do more marketing herself. She may
decide to be more of a teacher or role model to her less
experienced staff. If she does not have those skills, she might
direct others to fill those roles. Whatever she decides, it is the
interplay of these factors that she has to deal with to define
her role.
As in this example, the IMM gives you a simple way to
visualize your job. You can see how your job is similar to
other managers' situations, and how it may differ.
■ time
■ budget
■ staff
■ company policies
■ business processes, such as Customer Relationship
■
■
■
■
Management (CRM) or Integrated Product Development
(IPD)
organization
measurement & management systems
products and services offered by the company
and even such things as organizational culture and the
environment, both intemal and extemal.
Lead – Manage – Do
In working to achieve business objectives, managers’ roles
can be described as:
■ Leading
■ Managing
■ Doing
That is, managers may:
■ lead others by setting direction, giving encouragement or
modeling some behavior,
■ manage business and people processes by planning,
organizing, directing, and controlling work activities,
■ and in many cases do some of the technical or vocational
work themselves.
Organizational climate
Climate is the employees’ perception of how it feels to work
in the unit, and includes specific aspects of the environment
that directly affect people's ability to get the job done. A manager’s efforts will have an effect on employees, ideally the
creation of a productive organizational climate.
Business results
Results are the consequences of the work done by managers
and their employees:
■ customer satisfaction
IBM MANAGER ROLES
Lead, Manage, Do
These graphs suggest that, in general, the higher one moves
in the organizational hierarchy, the more emphasis one places
on the leadership role and the less emphasis on actually
‘doing.’ However, as the IMM reminds us, the particular conditions and objectives of the job will have a large impact on
the distribution of these three important roles of the manager.
The job of any professional, manager, or executive is a
combination of varying degrees of leading, managing, and
doing. The degree to which each of our jobs reflects these
three roles varies by the level and scope of our jobs, as is
shown in the sample mixes in the three graphs below.
ROLES
• Lead
• Manage
• Do
Professional
• Lead
Manager
Executive
• Lead
• Lead
• Manage
■ products sold
• Manage
■ services rendered
■ profit made
The IMM gIves you a simple way to visualize your job as
a manager.
• Do
• Do
• Manage
• Do
CHAPTER 6 THE NATURE OF MANAGEMENT
The Lead and Manage roles are sub-divided by focus into
parts, as shown in the Roles graph, below.
219
THE 5 IBM PEOPLE PROCESSES
MANAGE People Processes:
■
■
■
■
■
Balance resources
Engage employees
Develop talent
Evaluate performance
Recognize contribution
The 5 People Processes merit explanation:
Balance resources
■ Incorporating planning for the right level of people
resources directly into the business processes;
■ Making sure we use the appropriate staffing solution/
process, based on the work that needs to be performed;
■ Understanding when to staff internally and when to use
■
1 Lead individuals – displaying interpersonal leadership in
hundreds of daily ‘moments of truth’ with individuals and
teams. The more senior the leader, the greater the ‘fishbowl effect’ – every action of a CEO is interpreted by the
organization as having meaning and intent, whether or not
it was intended. The same can be said for managers, but,
of course, the circle of influence is much smaller. Actlvities
in this role would include any one-on-one activities, such
as coaching, and many formal and informal encounters.
2 Lead groups/organizations – conceiving and inspiring a
shared vision of the group’s/organization’s future, communicating with an open two-way flow of information, gaining
commitment to changes required, networking within and
outside the group/organization, and aligning the culture
with the desired direction and strategies to attain business
results for the group/organization. This role is about setting the direction for change and making it happen in the
group/organization, which could be a team or a department within larger units.
3 Manage people processes – ensuring thal the 5 People
Processes, described later, are effectively executed.
4 Manage business processes – managing commitment to
the defined ways of doing things. challenging business
processes that do not support the delivery of profitable
solutions to satisfied customers, managing financials, and
initiating required improvements to achieve business
results. There is an acknowledged paradox that reengineering processes requires leading, but once major new
processes are operational they need to be managed,
which includes implementing continuous improvements
and managing the financial aspects of the business.
5 Do specific business tasks – perform specific tasks,
alone or in teams, to help achieve business results. Many
of these are vocational or technical in nature, leveraging
the leader’s professional competencies.
The focus of this QuickView so far has been on a manager's role
in leadership. The following is on managing people processes.
■
■
■
■
external resources, and following the appropriate policies
and processes when doing so;
Recruiting and hiring people using competency-based criteria and behavioral-based structured interviewing, and
Reflecting the diversity in our marketplace;
Ensuring the optimum balance of employment options,
both full and part time, and respecting diverse needs;
Using job posting and employee development processes
the way they are intended;
Responding to business needs to add to staffing levels
and to release people from the business, and doing both
with sensitivity and good judgment.
Engage employees
■ Aligning the vision/mission/values/objectives of employees
with the objectives of the department, clarifying the objectives and standards, and ensuring PBCs collectively will
accomplish the unit’s business results;
■ Quickly orienting new employees to their new work environment;
■ Creating an environment that accommodates each individual’s diverse needs and desires, so that they are engaged
and energized;
■ Taking the right steps to resolve any engagement or
involvement issues with employees.
Develop talent
■ Assessing what skills are required for the unit as a whole;
ensuring the unit has the necessary complement of skills
to serve its customers;
■ Supporting and fostering the individual development plans
(IDP) of unit members;
■ Assigning developmental activities to employees that align
with these skill plans;
■ Modeling the way by visibly using the Skills process and
enhancing personal skills.
Evaluate performance
■ Assessing performance against the PBC commitments,
with the help of 360-degree feedback from others;
■ Ensuring performance ls rated equitably and fairly within
unit, and among related units;
■ Holding the evaluation session;
■ Addressing any commitment issues or opportunities.
220
PART 3 THE ROLE OF THE MANAGER
Management in Action 6.1 continued
Recognize contribution
■ Compensating employees fairly and equitably, by estab-
■
■
■
■
■
lishing their correct occupation codes and job band levels
and following compensation guidelines;
Communicating and explaining the total set of compensation programs, in an open and responsive manner;
Selecting appropriate rewards and tailoring recognition to
the stated preferences of employees;
Soliciting input from the unit colleagues on who should be
recognized, and how;
Taking advantage of the full range of formal and informal
awards;
Paying special attention to the simplest, most valued,
and most under-estimated of all recognition – a sincere
‘thank you.’
In summary, the key people management sub-processes are:
People processes
Specific sub-processes
■ Balanced resources
Recruiting, Interviewing, Hiring,
Job posting, Contracting,
Transferring, Releasing
■ Engage employees
PBC, Buddying, Orienting,
Valuing diversity, Work/life
balance programs
■ Develop talent
IDP, Mentoring
■ Evaluate performance
PBC, 360-degree feedback,
Ranking, Performance
Improvement Program (PIP)
■ Recognize contribution
Compensating, Rewarding,
Recognizing
Reproduced with permission. I am grateful to Lynn Thomson, First Line Manager
IBM (UK) Ltd for providing this information.
REVIEW AND DISCUSSION QUESTIONS
1 How would you summarise the essential nature of managerial work? In what ways does
the job of a manager differ from any other job in a work organisation?
2 Give your own examples of the work of people who might be perceived as ‘unlikely
managers’.
3 From your own experience, identify with examples the main activities of management.
What do you see as the main attribute(s) or qualities required of a manager in undertaking
each of these activities?
4 To what extent is it possible to establish rules or principles of good management? Assess
critically the practical applications of these rules or principles.
5 Contrast the nature of management in (i) service and production industries; and (ii) private
enterprise and public sector organisations.
6 Why do organisations need managers? Suggest how the flexibility in managerial jobs might
be identified, and compare and contrast any two different managerial jobs.
7 Discuss critically the suggestion that management is a much more human activity than is
commonly suggested in management textbooks. Support your discussion with practical
examples.
8 Explain fully how you see the likely role of the manager and the nature of managerial activities in ten years’ time.
CHAPTER 6 THE NATURE OF MANAGEMENT
221
ASSIGNMENT 1
Select a particular managerial job and observe the manager in action, preferably over an
extended period of time.
a Make notes, with supporting examples, of the proportion of the manager’s work and time
which is spent on:
1 the carrying out of discrete tasks and the actual ‘doing’ of work personally; and
2 deciding what work is to be done and planning, organising, directing or controlling the
work of other people.
b Analyse particular ways in which features of the internal and external environment influence the work of the manager.
c Suggest, with supporting reasons, the particular attributes or qualities which appear to be
necessary for successful performance of the manager’s job.
d Analyse the job in terms of the activities of: (i) agenda-setting; and (ii) network-building.
e Identify clearly those factors which determine the demands, constraints and choices of the
job. Comment critically on how these factors determine the flexibility in the manager’s job.
f State clearly the conclusions you draw from your observations and compare with those of
your colleagues.
ALTERNATIVE ASSIGNMENT
Examine the nature of managerial activity within your own university/college.
a Explain clearly those factors which distinguish the general nature of management from that
in other (private sector) business organisations, and identify clearly the main internal and
environmental influences.
b Using a framework of your choice examine the specific functions of one particular management position (such as, for example, a head of department).
c Contrast the specific attributes and abilities required of that manager with those required
by managers at different levels of the university/college.
d Explain fully whether you believe your lecturer can reasonably be regarded as a manager.
e State clearly the conclusions you draw and compare with those of your colleagues.
ASSIGNMENT 2
Have YOU got what it takes to be a CEO?
Ever flirted with the idea you’re CEO material? Matthew Gwyther suggests some key requirements for the post, and what to expect when you get to the lonely eyrie at the top.
Work through our challenging quiz questions and check to find out what sort of dash you’ll cut
as boss.
Do you want to make it all the way to the top in your career? Are you one of those highperforming foot-soldiers with your eye on a steady progression through the company ranks
until you become field marshall? If so, why do you went to do that? What is it about the role 222
PART 3 THE ROLE OF THE MANAGER
Assignment 2 continued
of chief executive that attracts you? Is it the power, the recognition, the responsibility, the ‘big
office’, or is it really the dosh on offer?
Still keen to make the grade? Trying to establish exectly what set of skills is needed to be a
CEO is difficult. Every business school or management guru will come up with the vital characteristics of the dream boss. Organisations vary in culture and size. Some need (and expect)
a rabble-rousing Napoleon. Others want someone quieter, more along the lines of Lao-Tzu,
the 6th-century BC Chinese guru who said: ‘To lead the people, walk behind them.’ The truth
is that the role of CEO is probably the least understood within a firm. Key requirements,
though, might include the following…
A focus on what matters. Good CEOs take a bird’s-eye view, set priorities and then get down
and dirty with the one or two things that will really make a difference. If you can cut through
the noise to the heart of issues facing the company, people will listen.
The ability to sell. CEOs have to sell the whole time – to clients, to investors, and in the case
of ideas and change, to the whole company. If you’re not from a sales background, you may
need coaching in the art of persuasion.
Financial acumen. The CFO will handle the technical stuff but as CEO you'll need to be able
to ‘read the numbers’ and make the links between what’s on the page and what’s going on in
your company. This isn’t just about budgets; it also requires thinking about the profit drivers.
You'll need to pay more attention to the balance sheet than you might have wanted to before.
A strategic mindset. Strategy is all about choosing the playing field on which your company
will compete and then building advantages relative to the competition on that field. It’s seeing
how you fit into the big picture.
The ability to manage change. Driving change throughout a company is just like managing a
department but much harder. Your actions need to be bigger and bolder to have an effect –
like acting on a stage rather than in a film. But you’ll need to set an example and pick the
right senior team, and to identify those most likely to champion, influence and resist what you
want to achieve.
Leadership. This takes energy and passion. You need to feel inspiration yourself and to be
able to inspire others. But it’s not all fire in the belly and no foundation. A solid vision is vital to
make it more then empty rabble-rousing.
Nous and strength of personality. The great CEOs know when to use logic and when to trust
instinct. They know when to do something and when to let things be. They know when to lead
and when to manage.
So, assuming you have all these qualities and you achieve your ambition, what is it like at the
summit? An interesting report compiled recently by Ogilvy Europe, which interviewed 30
CEOs, described a concerned and sometimes bewildered group of individuais who were
wrestling with near-impossible tasks. As Mike Walsh, chairman of Ogilvy Europe said: ‘The
things keeping them awake at night would be to do with their own personal performance as
leader, not their business performance.’
Few CEOs receive much, if any, preparation for the role – only two of the 30 interviewed said they
had been groomed for the position. First impressions were generally those of fear and surprise at
the sheer scale and complexity of the role they had taken on. ‘In this respect,’ wrote the authors,
‘becoming a CEO for the first time is a bit like parenthood – no amount of ante-natal instruction or
babysitting can prepare you for the drama and the responsibility of having your own child.’
CHAPTER 6 THE NATURE OF MANAGEMENT
223
One negative aspect of reaching the top is loneliness. CEOs have more in common with other
CEOs than they have with the people they lead. CEOs are set apart because the buck stops with
them: a level of responsibility that does not suit everyone. Effective leaders earn respect – but they
don’t need to be liked. You may have to sacrifice that after-work drink with your former cohorts.
Still interested in beginning your climb to the top? Nobody ever said it wasn't tough there,
especially in these anxious times.
HOW WOULD YOU MEET THESE CHALLENGES?
Six scenarios to test your potential as a boss. Select the response that you consider most apt
for each question. Make a note of your choices (i, ii, iii, iv or v), then work out your score by
using the conversion table on page 225.
1 You run a software company. Business is brisk and there is
activity across the company: developing/testing new products, building relationships with major clients, establishing
new direct sales systems and delivering products and services to existing clients. How do you focus your efforts?
(i)
(ii)
(iii)
(iv)
(v)
You are delighted to see everything going so well. This
gives you time to think about and plan your next move.
Never one to neglect the fundamentals, you hold your
managers strictly to account on a regular basis.
You keep an eye on all aspects of the business, but
focus on coaching the product development team,
because the future of the business depends on constant innovation.
Rather then getting into the detail yourself, you con- This gives you time to think
centrate on making sure your team has the right about and plan your next move
processes in place.
‘If it ain’t broke, don’t fix it’. You keep a close eye on the numbers, but use the time to
build goodwill with the press and the financial community.
Your job is to inspire the team, giving them a vision to help get them out of bed in the
morning. But you’re never as happy as when you’re out with the salesforce talking to
customers. After all, that’s where the money comes from.
2 You own and run a high-end cheese shop with a thriving
web site. A fast-food chain approaches you to supply quality cheese as a way of improving their cheeseburgers. The
business is worth three times your current turnover. How do
you respond?
(i)
This would be too big a stretch for your business, but
you evaluate other options, including subcontracting
the deal and spinning out a new company to supply
burger cheese.
(ii) Before accepting the deal, you approach City contacts
to explore buying the restaurant chain for yourself and
creating a quality burger franchise.
(iii) You are concerned to protect your product’s quality You also do the burger deal
image, so although you’re keen to win the business,
you seek assurances about the storage and use of your cheese, and consult your
team to assess the impact on your production process.
224
PART 3 THE ROLE OF THE MANAGER
Assignment 2 continued
(iv) You meet a senior executive from the fast-food chain and persuade them to take on
national franchises for your traditional cheese company, allowing you to scale the
business through locally managed outlets. You also do the burger deal.
(v) You know that the way to impress your investors in by proving the scalability of your
business, so you try to formalise the opportunity so that they will release the funds you
require to meet the new customer need.
3 You receive confidential advance warning that you have personally won a national award
for entrepreneurship as a result of the success of your current business venture. How do
you respond?
(i)
(ii)
(iii)
(iv)
(v)
You we honoured to be recognised in this way,
and regard the event as a good opportunity to
reward your friends and family for supporting you.
It’s great to win something, but awards ceremonies aren’t really your style. You’re more
concerned with building the products, and the
company.
You are taking two days away to go cave diving
off the coast of Borneo at the time of the
awards ceremony. You arrange a video link-up
to the ceremony to accept the honour.
You invite your management team to join you
at the awards ceremony, and offer a few well
chosen words of thanks.
Any excuse for a get-together is a good one,
so long as the organisers will agree you can
take the entire company along with you. After
all, everyone deserves a good night out after
all their hard work.
You arrange a video link-up to the
ceremony to accept the honour
4 You are at your most persuasive when…
(i)
(ii)
(iii)
(iv)
(v)
You’re presenting a logical case to investors,
colleagues or partners – especially when you’ve
spoken to them individually beforehand to ask
for their support.
You’re talking about the products or services
you have created – about why and how
you believe what you are doing could change
the world.
You have the opportunity to talk about your own
objectives – about the kind of person you want
to be, as well as the specifics of the business
you run.
You have the chance to enthuse and energise a You have the chance to enthuse and
group of people, be they a team of employees energise a group of people
or a group of potential investors (though you
may prefer it if they don’t try and dig too hard into the detail at this stage).
You are in conference with your closest team of colleagues dealing with a specific
issue or question.
CHAPTER 6 THE NATURE OF MANAGEMENT
5 You are presented with a business proposal. You read through the executive summary and
30 pages of supporting argument, and finally you’re faced with picking through the complex, detail financial analysis. How do you respond?
(i)
(ii)
(iii)
(iv)
(v)
You could work through the detail, but it’s easier to
work the numbers out yourself from first principles. So
you put the report to one side and start the process
from scratch.
You check a few calculations just to make sure, then
focus on the assumptions behind the model, and use
your judgment to back up what the numbers tell you.
You work through the analysis in detail to check that
the figures stack up against the key assumptions. Only
then can you decide whether to go ahead.
You look the authors in the eye and ask them if they’re
sure. Then you rely on your own ability to make the
project work – and to motivate your team.
The most important evidence for you is the feeling in
your guts – though you prefer backup from the guys in
suits. Having said that, even if they told you the numbers didn’t add up, it wouldn’t necessarily stop you
pushing ahead.
You work through the analysis
in detail
6 Which of the following best describes your preferred leisure activities?
(i)
(ii)
(iii)
(iv)
(v)
Any large social gathering, preferably well
lubricated.
Skydiving, parachuting, white-water rafting.
Spending time with your family and close
friends.
Inventing fantastic machines, tinkering with
computers, collecting DVDs.
Country sports, Radio 4, gardening.
Your preferred leisure activities include
white-water rafting
Conversion table
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
i
ii
iii
iv
v
A
E
B
B
C
D
C
C
A
C
B
A
B
A
C
A
E
E
E
B
D
D
D
C
D
D
E
E
A
B
After you have completed the conversion table compare your responses with those of your
colleagues. Further details on your ‘CEO profile’ will be provided by your tutor.
225
226
PART 3 THE ROLE OF THE MANAGER
PERSONAL AWARENESS AND SKILLS EXERCISE
OBJECTIVES
Completing this exercise should help you to enhance the following skills:
Act in the role of the manager to handle a number of real-life situations.
Conduct management–staff interviews and discussions.
Review critically your ability to deal with emotionally difficult situations.
EXERCISE
Given below are a number of real life situations. You are required to:
1 Think through each one and explain how you as the manager might best handle the discussion with your member of staff.
2 Record how you would approach each discussion/interview and the type of questions you
might be likely to ask.
Example 1
One of your employees continually arrives late for work. This is the sixth time this has happened. Their excuse is that they have to take their child to nursery because they are getting
divorced and their spouse refuses to do this task.
Example 2
You receive a complaint from one of your employees that another one of your employees has
pornographic data on his PC that she finds offensive.
Example 3
One of your permanent employees has been accused of assaulting another member of staff
who works for the same organisation but is an independent contractor.
Example 4
You overhear a member of your own department comment of you that ..... ‘He/she has no
idea of the technical complexity of my work ... I don’t know how he/she can manage a
department like this!’
Example 5
A key client calls you to complain about sarcastic and impatient comments made by one of
your more experienced technicians. Comments like ‘Your people must be really thick if they
think that’s how it works ...!’ have proved less than helpful. You know this person has been
working long hours, achieving excellent results and is clearly committed to his job and the
department. In fact, you have just promoted him for these very reasons.
Example 6
In a recent management meeting, a relatively new colleague repeatedly contradicted you and
appeared to be ‘scoring points’ at your expense. Although he had made some valid, even
CHAPTER 6 THE NATURE OF MANAGEMENT
perceptive comments, he isn’t exactly helping your relationship get off to an encouraging
start. Furthermore, this has happened on a previous occasion.
DISCUSSION
■ How would you summarise the essential nature of the manager–subordinate relationship?
■ Using your own examples, explain the importance of using appropriate approaches when
dealing with potentially difficult situations.
■ What do you learn about the nature of the manager–subordinate relationship?
Visit our website www.booksites.net/mullins for further questions, annotated weblinks,
case material and Internet research material.
CASE STUDY 6.1
What is management? Defining the manager’s role
working principle the slogan, ‘if it works it’s obsolescent’. In other words the mere fact that a system is
working satisfactorily should in itself be sufficient
reason for its re-examination.62
Adam Smith sat at his desk and reflected that it was
now exactly twelve months since he had been
appointed general assistant to Charles Gaynor,
Managing Director of Gaynor Hotels. During this
time he had been used as advisor, counsellor, internal consultant and therapist. He had investigated
problems, developed concepts, established principles and generally contributed to the decisiontaking process which took place in the mind of his
employer, Gaynor.
His attention had been attracted by an article he
had been reading, which said:
Adam ruminated on this and considered that with
Carson, his assistant, they really had created a twoman management services activity since they had
In order to maintain its internal dynamic which is
essential to progress, a company needs the existence of
a rebel group which is primarily concerned with challenging company policy; a group which regards as its
main function the generation of sceptical attitudes
towards the company’s methods of operation, organisation and policies. Such a group should adopt as a
Photo: Rob Brimson/Getty Images
A thing may look specious in theory, and yet be
ruinous in practice; a thing may look evil in theory,
and yet be in practice excellent.
Edmund Burke
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228
PART 3 THE ROLE OF THE MANAGER
Case study 6.1 continued
concentrated on looking at, and solving, old problems in new ways. A pocket of rational thought in a
wilderness of emotionalism – if only that were really
true, thought Adam!
He felt depressed; although he realised that some
progress had been made, it seemed infinitesimal
when one looked at the company as a whole. Where
is the real answer to the achievement of progress,
thought Adam, if only one could put one’s finger on
it. Particular aspects, methods, solutions and so on
were looked at which all seemed part of the answer,
but where was the whole answer? Charles Gaynor,
although a man inculcated at an early age with the
attitudes and ways of traditional hotelkeeping, was
most receptive to new ideas; indeed, he could generate them himself and boasted of his preparedness to
accept necessary change. However, nothing much
seemed to have changed in these twelve months;
Gaynor Hotels was still making a profit, its managers were still ‘managing’ but problems continued
to abound and there seemed just as many unanswered questions.
Adam leaned forward on his desk with his head
in his hands. He wondered if the company was
really progressing, if things were any better, and
whether he was just deceiving himself. Perhaps the
problem was that the company was just ‘managing’,
that it was just getting by, just keeping its head
above water. Is it really geared to grow and develop
and prosper, is it really looking ahead and ready to
exploit the changing circumstances of a changing
world? That’s the central question, thought Adam,
and I wish I could answer it confidently.
Management! It is all in the management, a
handful of men cannot carry a company – it is in
the strength and depth of all the people who form
the firm. His thoughts were interrupted by the door
opening and Gaynor appearing with a benevolent
smile, and a friendly ‘Good morning, Adam.’
Gaynor: I thought I would let you know it looks as
though I will have to fire a manager, or to put it
euphemistically, to ask him to resign.
Adam: Who is it, sir?
Gaynor: Hedges, at the Zephyr. Nasty business and
the sort of scandal I deplore. I had a letter from a Mr
Coloniki; his wife is secretary to Hedges who, he
asserted, has been sleeping with her. I thought there
couldn’t be anything in it and I referred it to our Mr
Hedges never expecting anything other than a
denial. Well the damn fool confirmed it as being
true, he has been sleeping with his secretary. Doesn’t
leave me much alternative, does it? I can’t compromise my principles and I will not have my hotel
executives entering into this sort of relationship
with their staff. My goodness! What sort of an
example is it? Oh, the stupid man, and he was
doing quite a good job for us.
Adam: Well, sir, there’s an old Hungarian proverb
which says that when a man’s fancy is titillated his
brain goes to water.
Gaynor: How very true! But a little control, a little
sense of responsibility, a little maturity, that’s all I
ask. It isn’t even as if he was serious about her; as he
told me, it was just his ‘little indiscretion’ and he
hoped that I wouldn’t find out. By the way, you
didn’t already know about it, did you?
Adam: No, certainly not, sir. I haven’t heard the
slightest suggestion.
Gaynor: Well, back to the old problem of finding a
new manager; as if good managers grew on trees!
They are such rare animals, they take such a great
deal of finding, such a great deal of raising.
Adam: How about his assistant, Gripple, do you
think that he might be ready to take over?
Gaynor: He might … I don’t know, even if we knew
what job we were really picking him for; I mean,
what is management, what is it really? What are we
looking for?
Adam: Well, quite honestly, sir, I do not think that
he’s ready. I think he could develop into a manager,
but he needs more time.
Gaynor: All right, we will have to find somebody. I’ll
tell you what we can do: you take over as manager
of the Zephyr for the next month or so. During that
time I will find a new manager. This has caught us
unawares, I can’t think of anybody suitable in the
company at present.
Adam: But I’ve never actually managed a hotel!
Gaynor: Well, it will be an excellent experience for
you. Anyway, I have no doubt about your management abilities. But you still didn’t answer my
question just now. What actually is management –
do you know what it is?
Adam: Strange you should ask me that this afternoon, I think that I was just about to ask myself the
same question as you walked in.
Gaynor: Fine, but can you answer it?
CHAPTER 6 THE NATURE OF MANAGEMENT
Adam: Well, it’s obviously to do with concern for profits and it’s equally to do with concern for people and
creating a climate where they can grow and develop.
Gaynor: That’s rather vague.
Adam: Well, let me go on, sir. If it’s to do with concern for profits then it is also to do with knowledge
of modern management methods and techniques
and how to use them. If it’s to do with concern for
people, then it’s also to do with knowledge of
human behaviour and its applications.
Gaynor: You’re struggling, Adam. I remember we
talked about the purpose of business and it must lead
on from there. We agreed that this was the satisfaction of the needs, wants and desires of those who
control the business and generally, but not always,
this involved a certain level of profitability. Now purpose must define or set the aims and objectives.
Subsequently the policy indicates the means as to
how to accomplish these. Policy acts then as the firm
guide in all decision-making at an operational level.
Management, therefore, is the implementation of
policy to achieve company aims and objectives. Yes, I
rather like that – I must remember to use it again.
Adam: I know you won’t mind Mr Gaynor, but I
can’t agree with you.
Gaynor: Go on then, I am not very busy at the
moment.
Adam: I don’t disagree with what you say, but really
I am concerned with the assumptions which are
being made. Indeed, the business purpose sets aims
or objectives but this implies that the business purpose has been established, is commonly perceived
and is accepted. You next assume that policy is
rationally formulated and promulgated, that managers are aware of it, and take their decisions within
its limitations.
Gaynor: Perhaps that describes the ideal situation,
but I would still maintain that what I said – what
was it – management is the implementation of
policy to achieve company aims and objectives, is a
good description.
Adam: May I ask what policy Mr Hedges offended?
Gaynor: Ah well now, there are several. First it is
unethical; second, if it became known it would
damage our image and create havoc in staff relationships, and there are more besides.
Adam: But Mr Hedges took a decision, presumably
with a knowledge of the policies you mention, the
effects of which could militate against our aims and
objectives as well as damage his career.
Gaynor: And a damn fool he was, too!
Adam: Were it a less serious affair, and something
which was only a minor departure from company
policy, I can’t help wondering how he or we would
know that a departure had occurred. For example, if
a manager gave 11 per cent commission to travel
agents during the winter to obtain some preference
from them, would this be stopped if you became
aware of it?
Gaynor: I hope that he would have discussed this
with me first, but I can appreciate the point. After
all we must be flexible enough to deal with special
situations.
Adam: Doesn’t this, then, highlight the problem of
what we mean by policy? Earlier you said that
policy acts as a firm guide, but payment of commission is pretty well fixed at 10 per cent although you
would be prepared to consider exceptions. I hope I
am not splitting hairs if I suggest that our policy is
to pay commissions; a procedure has been established which fixes this at 10 per cent.
Gaynor: I think, in this case, you are tending to split
hairs but I see what you are getting at; a confusion
exists between policy and procedures. I must admit
that I have confused these at times, yes I see the
point – policy should act as a guide. But formulating
policy in this way must make it so general that it
cannot provide much of a guide, a paradox in fact.
Another thought that occurs to me is that if the
policy is to be an effective guide it should be written
out and available for the manager to consult. I must
say that this would be an unenviable task!
Adam: Reading textbooks about management I have
found the exhortation to have a written policy a
common theme. I have never actually seen one so
far for a hotel and one can appreciate why this is so.
At the same time I would think it comparatively
easy to spell out some policies; in the financial
areas, for example, this would seem a fairly straightforward exercise.
Gaynor: Yes, and I think it could be done in the
operating area too. I must admit, though, that I am
not sure that I would like to have an exhaustive
written policy document. I feel it would be a restriction on me.
Adam: I believe this is a fairly common feeling among
senior executives; Glacier Metal Company introduced
a written policy and their experience was that flexibility increased since when a change had to be made,
everybody could be informed and a written amendment incorporated. This makes sense to me, but I
229
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PART 3 THE ROLE OF THE MANAGER
Case study 6.1 continued
have always had a sneaking feeling that they wrote a
procedure manual rather than a policy handbook.
Gaynor: So you are back to your distinction between
policy and procedures! Am I to take it, then, that
you are advocating that we should try to produce a
policy document for the company?
Adam: No, sir, I may tend to overstate the case, but I
would think that the existence of such a
document represents a failure of management. At a
unit level, and indeed at company level, it is essential
to have procedure manuals since these provide a
means of establishing and maintaining standards as
well as a basis for training. I would also say that it is
essential for a company to spend a lot of time clarifying its objectives and aims at the top level. The real
problem is that many so-called policy documents are
little more than a public relations handout. If a company is clear about what it wants to be, surely it
should make every effort for everybody to understand
and accept these aims and behave in a supportive
way towards them.
Gaynor: I would have thought that having a written
policy would help to do this, since people could see
just what the aims are and act accordingly.
Adam: I am sure that this is partly true, but what I
am trying to say is that if, starting at the top, members of an organisation demonstrate by their
behaviour what the policy is, this will be reflected
downwards. If the senior executives behave as
though they believed the customer was important,
then other employees will adopt similar behaviour.
Gaynor: In other words, people will learn by example; I am rather intrigued that you should have
such a charming old-fashioned idea!
Adam: By example, yes. But it is a little more than
this. Put into the jargon, I would say that it is minimising corporate discrepancy. That is, reducing the
difference between what a company as a collection
of people say, and what in fact they do.
Gaynor: Very well, I agree with what you say but I
must say there are some grave dangers of misinterpretation. If the conclusion without the supporting
argument is adopted it can become an excuse for
avoiding the necessary analytical thinking at the top
level. We seem to have strayed a long way from my
attempt to define management; taking into account
all you have said we still have a good description.
Adam: I agree, but the whole problem of vocabulary
in management continues to be a stumbling-block. I
always remember a lecturer at college who said at his
first lecture to us that he had to devise a vocabulary
to talk to us which we would automatically adopt,
but never to attempt to use it outside. Since there is
no generally accepted or defined vocabulary he had
to fashion his own to communicate with us. We all
forgot, of course, and it took some time to stop using
our private language when we went into industry.
Gaynor: You still forget sometimes!
Adam: Sorry! If we do understand that policy and
company aims and objectives are in some way
related to individual interpretation, depending on
the perceptions of the people involved, then I think
it is a good description. But shouldn’t a definition of
this sort be a prescription? By saying what it is, it
gives some indication of how to do it?
Gaynor: Description, prescription, you’re chopping
words again. I will accept, although I think you are
trying to find a philosopher’s stone if a definition
can tell a manager how to do his job!
Adam: To come back to the definition, sir, suppose
the policy is wrong or the aims and objectives are
wrong. Is it true to say that an individual is managing if he keeps things going to achieve these and
doesn’t have the wit or the insight to besiege his
superiors for a change of direction?
Gaynor: Ah! Now you are introducing value
judgements about ‘good’ management and ‘bad’
management!
Adam: No, Mr Gaynor. You will accuse me of
sophistry again, but I would say that a person who
is a manager is managing effectively. If he is ineffective, then he is not a manager.
Gaynor: Save me from quibblers! But do go on.
Adam: When I was in America I was given an assignment to collect together as many definitions of
management as I could find. It really was a fascinating exercise but eventually I found myself in such a
muddle that I could hardly think straight. The
things that people have to say about this process,
which hundreds of thousands of people go about for
five days a week, year in and year out is amazing.
The one that I remember, and considered the most
banal of a very sad bunch, was ‘Management is getting things done through people’.
Gaynor: Oh! I always considered that a truism.
Adam: Well, yes. But it doesn’t advance our understanding. Bus conductors, waitresses and supervisors
CHAPTER 6 THE NATURE OF MANAGEMENT
get things done through people – but they are
not managers.
Gaynor: Very interesting; so you don’t think supervisors are managers?
Adam: No. Managers are tacticians; that is they are
the people who are once-removed from the actual
operators who serve the food or make the beds.
Managers are concerned with the deployment of
resources. A manager says what has to be done, a
supervisor frequently shows people what has to be
done. The supervisor is a technician, the manager is
a tactician. In this sense he is always ‘getting things
done through other people’ and the other people
are his supervisors.
with the customer in the small business, but the real
boss is then the bank manager and there is a very
real dependence on suppliers. I think that one can
over-emphasise the differences between the entrepreneur and the manager. Probably the owner of a
small hotel spends about 5 per cent of his time on
entrepreneurial decisions and the rest of the time
he is a manager. So Kimble and the proprietor have
95 per cent of common activity if they are running
similar establishments.
Gaynor: Well then why does this ‘getting things
done through other people’ grate on you so much?
Gaynor: I suppose I am the professional entrepreneur of
this company, but I have never been able to find any
courses which deal with this topic! But we are still
groping about. You have the advantage of your
research on definitions of management, what are your
conclusions? After all, people like me that just manage,
what time do we have for all this introspection?
Adam: Chiefly because of its lack of prescription.
Would you say that a person is an effective manager
who spends all his time with his supervisors, guiding, instructing, directing and giving decisions?
Adam: Now I am in difficulties! On the one hand I am
asked to offer my conclusions against your experience,
and on the other hand I am asked to sit in judgement
on the multitude of writers on management!
Gaynor: No, certainly not. I would expect him to set
the guidelines – policy, if you like – and by his selection and development of the supervisors, reach a
stage where they got on with the work and left him
time to think.
Gaynor: I thought this is what you did anyway, but
please! You know that I want to know about your
ideas and that I shall use my experience to challenge
you where I think you are wrong. I know that you
will produce research findings, that I have never
heard of, like rabbits from a hat. But I am still interested in your ideas.
Adam: Exactly. I think it has been sufficiently
demonstrated from studies of managers’ and supervisors’ behaviour that these are very different roles.
We must be careful, however, about actual titles that
go with a job.
Gaynor: Yes indeed. It was always a source of amusement to me, when I had the title of General Manager,
to sit next to people, with the same designation, at
conferences who ran a hotel with twenty bedrooms. I
would be the first to insist that we belonged to the
same industry, but our needs and problems were
vastly different! Do we have any common ground, I
wonder? The other thing that concerns me is the
entrepreneurial aspect. The owner of a twentybedroom hotel is an entrepreneur, whereas Kimble at
the Diana is a manager employed by the company.
Yet he is responsible for about twenty times the
turnover of this entrepreneur!
Adam: I have often pondered about this. In many
ways it is a very personal thing. Occasionally I meet
people who ask me why I work for Gaynor Hotels
when I could be my own boss running a small hotel
in the Cotswolds and probably able to take each
afternoon off for golf. But it really depends on what
you mean by being one’s own boss. I am sure there
is great satisfaction in being personally involved
Adam: Sorry, Mr Gaynor, but I just realised the enormity of what you asked me to do. It is one thing to
make comments about a definition that somebody
proposes; it is quite another thing to be asked, from
limited experience, to fly in the face of the savants!
Gaynor: I quite understand, but go ahead.
Adam: Well, the early writers about management
became heavily involved in trying to define management but I think because they were engineers or
technologists, they wanted it cut and dried. They
saw the world in mechanical terms and placed all
the emphasis on what should be done to create
orderliness and an organisation which works like a
smoothly oiled machine.
Gaynor: Then the social scientists came along and
started to demonstrate that most of the problems
were centred round people who did not behave like
machines. In fact they were unpredictable.
Adam: Yes, but I think that the success of techniques
in advertising show that there are quite a lot of predictable elements in people’s behaviour. But the effect
of the behavioural scientists’ findings tended to tip
the balance with a lot of managers from concern for
231
232
PART 3 THE ROLE OF THE MANAGER
Case study 6.1 continued
production to concern for people. In fact I sometimes
think this still persists today to a large extent; from
the way some people talk, one would think that the
Hawthorne experiments were the only studies which
have been conducted in this field.
Adam: Yes indeed, we cannot ignore that decisions
have to be taken in business organisations and it
needs some careful thinking to distinguish between
normal human decision-taking and the special characteristics of those in business.
Gaynor: You mean that a manager should be
involved in maintaining a balance between his concern for people and for production?
Gaynor: That should not be too difficult. I am sometimes very conscious of spending time collecting
information in order to make a decision. In a similar
way, you or the chief accountant sometimes spend
time preparing briefs about the possible alternatives
available and the likely results. A lot of this involves
figures and projections and so on. With no disrespect to you, most of this could be done better on a
computer, but I will still have to make the decision
about which line to follow. I would also think that
the unit managers will have to continue making
similar decisions; perhaps these are less important in
that a wrong one will be unlikely to damage the
company, whereas mine might! In these decisions,
at both levels, we have to use experience and our
personal judgement.
Adam: Yes. This means that management is a
process which involves achieving business goals
while at the same time providing a means of satisfaction for the individual needs or goals of
employees. Now I think that the real danger to
maintaining this balance might be described as the
return on invested time. A comparatively short time
spent in replanning a layout of a kitchen, or the
desirability of installing a room state indicator, can
quickly produce economies. We can see that more
meals can be produced or customers allocated rooms
speedily. But to increase people’s effectiveness
requires a much greater investment in time to establish what goals they are seeking to achieve.
Gaynor: I think most managers would agree with you
and that they appreciate the need for developing
people, but there is always the pressure of other things
to be done and the consequent shortage of time. And
what about decision-taking, I would think that this is a
basic and fundamental part of managing?
Adam: The problem of time is something I would
like to come back to. I must admit that I feel slightly
nervous when decision-taking is regarded as some
prerogative of managers. After all, everybody is
involved in taking decisions every day. A housewife
faces a major problem in a supermarket when she
has to decide between paying xp for a family-sized
pack of detergent or a few pence more for a special
large size accompanied by a free plastic flower!
Gaynor: I see what you mean, but surely we cannot
divorce this business of making decisions from a
process of management? I keep reading that use of
computers is likely to remove a lot of decisiontaking from middle management in the future. But I
don’t think this will come for a long time and I certainly think that in running hotels there will
continue to be a lot of decisions which would defy
any computer. We will still need the reception manager who can fit an unexpected regular customer
into the hotel which the computer says is full.
Adam: If most of the operating decisions at
unit level are to be made by computers in the
future, the manager’s role becomes one of a human
relations mechanic.
Gaynor: I don’t see it that way. I hope that they will
use information from the computer in reaching
operating decisions; I suppose I am agreeing with
your balance between people and production. My
concern, however, is that this is the only method I
can see for developing executives. As you know, we
are a fairly decentralised company and I want my
managers to feel that they are more than what you
call ‘human relations mechanics’. This really goes
back to what I was thinking earlier when I used the
word ‘policy’. One would like to feel, as a company,
that decisions are made in accordance with the
policy and this is the paradox you saw. I am reluctant to start writing everything down, but I do want
decisions made which support what we are trying to
be as a company. Perhaps it would be a better way of
describing this to say that I would like to create an
ethos or spirit that ensures this.
Adam: I would say that creating this environment or
ethos is a very important part of the management
process. It can probably be compared to the training
we have as children; having confidence in social situations because we have a good idea of what is the
‘right thing to do’ like not putting our elbows on
the table.
CHAPTER 6 THE NATURE OF MANAGEMENT
Gaynor: I thought only great-aunts worried about
that nowadays! But I think you have something. Tell
me, where does problem-solving come into all this?
I certainly seem to spend a significant part of my
time dealing with problems and I am sure it is the
same with all managers.
Adam: Just before you came in I was thinking about
this; after a year I am still involved in solving problems and I find this rather disappointing.
Gaynor: This is what I mean. Surely you can’t expect
problems to stop requiring solving, I would think
that this is almost the core of what management
is about.
Adam: This makes me feel uncomfortable.
Identifying problems and solving them certainly is a
significant part of managing. But I can’t help feeling
that this is catching hold of the wrong end of the
stick. Surely if we concentrated on identifying the
causes of problems and removing those we could be
much more effective?
Gaynor: I am not sure I understand you.
Adam: Perhaps I can illustrate it with the problem we
had at the Apollo. Rather, I should say, problems; no
potential managers were being produced, there was a
high labour turnover and so on. We could have
attempted to solve these by introducing different
methods of selection, higher pay and various other
means. These might have had some effect but in the
long run we hadn’t identified and remedied the
cause. That was Whitstone, whose autocratic behaviour as a manager was the cause of the problems.
Gaynor: Yes, I see what you mean. It is like worrying
about the problem of high labour costs at Head
Office when the cause is people wanting to have
things in writing as a protection.
Adam: Exactly. But having said that, I am not sure
just how this fits in with the management process.
Undoubtedly managers are involved in solving
problems and now it sounds as though I am saying
they shouldn’t be.
Gaynor: From what you say, and it is certainly a new
slant for me, I would see this as part of the ethos. It
involves analysing the cause of problems rather
than saying ‘we have a problem’. This reminds me
of one of the British Institute of Management’s
luncheons when Peter Drucker spoke. It was very
impressive to me when he said something like ‘We
are concerned with effective management rather
than efficient management, because a manager can
be very efficient at doing something that does not
need to be done’. I remember that I was disturbed
for several days afterwards!
Adam: This really typifies how one can see a whole
new dimension to the task of managing by taking a
step sideways and looking at the words we use. I
sometimes think that words and clichés are like old
slippers, they are comfortable until you notice the
holes in them.
Gaynor: Comfortable, but not presentable! What about
communication? I recall that we have said something
about this before. It must come in somewhere.
Adam: I think on that occasion you quoted Thoreau
and said, ‘How can I hear what you say, when what
you are keeps drumming in my ears’.
Gaynor: Ah yes! A favourite quote of mine.
Adam: Well, the way I see it is that if your ethos
exists, then communication will occur. Most people
in talking about communication generally emphasise the skills of writing, speaking and reading.
Sometimes they also include the skill of listening.
These are, of course, important, but I would think
that the emotional and social context are important.
Which is just what Thoreau was saying.
Gaynor: So you don’t consider communication is a
part of managing.
Adam: Oh, I think it is, but if we mix Drucker with
Thoreau and add a dash of your observation on the
ethos of the enterprise, we can see that communication is a function of the internal environment. If
trust exists and people appreciate the objectives,
then communication will occur. If not, then no
communication.
Gaynor: In some ways I would describe it as ‘good’
and ‘poor’ communication, but I am a little worried
that you might take me to task on these words!
Look, I have a lunch appointment and must go in a
few minutes. This has been a very interesting discussion. What shall I do, sum up what we have been
saying or leave it to you to prepare a memo?
Adam: I would rather you summarised, Mr Gaynor.
After all, I don’t want to land myself with solving a
problem of overloaded Head Office typists!
Gaynor: Your motives are suspect, but let me see. The
Management Process seems to be concerned with
creating an environment in which a balance
between concern for production and concern for
people is maintained as well as providing a guide to
decision-taking. It is directed towards an analysis of
the causes from which problems arise and seeks to
233
234
PART 3 THE ROLE OF THE MANAGER
Case study 6.1 continued
provide for achievement of organisational objectives
whilst satisfying individual needs. Is that adequate?
Adam: It really is a concise statement of what we
have been talking about.
Gaynor: Does it satisfy your demands for prescription?
Adam: I think it does because it stresses the things that
a manager must do. Creating the environment, for
example. But I wonder how long this takes to achieve.
Gaynor: You have a chance to find out, Adam. Tell
me about it when you come back from the Zephyr!
Goodbye for now, and enjoy yourself.
NOTES AND REFERENCES
1. See, for example: Margretta, J. What Management Is:
How it Works and Why it’s Everyone’s Business,
HarperCollins (2002).
2. Schneider, S. C. and Barsoux, J. Managing Across
Cultures, Second edition. Financial Times Prentice Hall
(2003).
3. Crainer, S. Key Management Ideas: Thinkers that Changed
the Management World, Third edition, Financial Times
Prentice Hall (1998), p. xi.
4. Knights, D. and Willmott, H. Management Lives: Power
and Identity in Work Organizations, Sage Publications
(1999), p. iix.
5. Drucker, P. F. The Practice of Management, Heinemann
Professional (1989), p. 3.
6. Drucker, P. F. Management, Pan Books (1979), p. 14.
7. Crainer, S. ‘The Rise of Guru Scepticism’, Management
Today, March 1996, p. 51.
8. Watson, T. J. Management, Organisation and Employment
Strategy, Routledge & Kegan Paul (1986).
9. Fayol, H. General and Industrial Management, Pitman
(1949). See also: Gray, I. Henri Fayol’s General and
Industrial Management, Pitman Publishing (1988).
10. See, for example: Rose, A. and Lawton, A. Public Services
Management, Financial Times Prentice Hall (1999) and
Flynn, N. Public Sector Management, Fourth edition,
Financial Times Prentice Hall (2002).
11. Bailey-Scudamore, I. ‘The Changing Role of
Administration within Organisations’, Administrator,
January 1995, pp. 16–18.
12. Robinson, G. ‘No, we can’t do that – have a nice day!’,
The British Journal of Administrative Management,
March/April 2000, p. 22.
13. Naylor, J. Management, Second edition, Financial Times
Pitman Publishing (2004), p. 7.
14. Drummond, H. Introduction to Organizational Behaviour,
Oxford University Press (2000), p. 40.
15. Fayol, H. General and Industrial Management, Pitman
(1949).
16. Moorcroft, R. ‘Managing in the 21st Century’, The
British Journal of Administrative Management, January/
February 2000, pp. 8–10.
17. Brech, E. F. L. Principles and Practice of Management,
Third edition, Longman (1975), p. 19.
18. Simon, H. A. The New Science of Management Decision,
Revised edition, Prentice-Hall (1977).
19. Drucker, P. F. People and Performance, Heinemann
(1977), p. 28.
20. Ibid., p. 59.
21. For a summary, see: Mullins, L. J. ‘The Essential Nature
of Managerial Work’, Industrial Management & Data
Systems, May/June 1987, pp. 15–17.
22. Merriden, T. ‘Rosabeth Moss Kanter’, Management
Today, February 1997, p. 56.
23. Stewart, R. The Reality of Management, Third edition,
Butterworth Heinemann (1999) p. 6.
24. Parker, Sir Peter ‘The Shape of Leaders to Come’,
Management Today, July 1994, p. 5.
25. Jones, P. (ed.) Management in Service Industries, Pitman
Publishing (1989).
26. Riley, M. Human Resource Management in the Hospitality
& Tourism Industry, Second edition, ButterworthHeinemann (1996).
27. See, for example, Wilson, F. M. Organizational
Behaviour: A Critical Introduction, Oxford University
Press (1999), pp. 73–4.
28. See, for example: Mullins, L. J. Hospitality Management
and Organisational Behaviour Fourth edition, Longman
(2001).
29. See, for example: Rose, A. and Lawton, A. (eds) Public
Services Management, Financial Times Prentice Hall
(1999) and Flynn, N. Public Sector Management, Fourth
edition, Financial Times Prentice Hall (2002).
30. Robinson, G. ‘Improving Performance through People’,
The British Journal of Administrative Management,
September/October 1999, p. 4.
31. Bourn, J. Management in Central and Local Government,
Pitman Publishing (1979), pp. 17–18.
32. Hannagan, T. Management: Concepts and Practices, Third
edition, Financial Times Prentice Hall (2002), pp. 31–2.
33. Drucker, P. F. Management Challenges for the 21st
Century, Butterworth Heinemann (1999), p. 8.
34. Fenlon, M. ‘The Public Spirit’, Mastering Leadership,
Financial Times, 22 November 2002, pp. 4–5.
35. Stewart, J. ‘Managing Difference’, Chartered Secretary,
October 2003, p. 31.
36. For a useful summary of the work of the manager, see
for example: Birchall, D. W. ‘What Managers Do’, in
CHAPTER 6 THE NATURE OF MANAGEMENT
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
Crainer, S. and Dearlove, D. (eds) Financial Times
Handbook of Management Second edition, Financial
Times Prentice Hall (2001), pp. 110–31.
Mintzberg, H. The Nature of Managerial Work, Harper
and Row (1973).
Mintzberg, H. ‘The Manager’s Job: Folklore and Fact’,
Harvard Business Review Classic, March–April 1990,
pp. 163–76.
Wolf, F. M. ‘The Nature of Managerial Work: An
Investigation of the Work of the Audit Manager’,
Accounting Review, vol. LVI, no. 4, October 1981,
pp. 861–81.
Shortt, G. ‘Work Activities of Hotel Managers in Northern
Ireland: A Mintzbergian Analysis’, International Journal of
Hospitality Management, vol. 8. no. 2, 1989, pp. 121–30.
McCall, M. W. and Segrist, C. A. In Pursuit of the
Manager’s Job: Building on Mintzberg, Center for Creative
Learning, Greenboro, NC (1980).
Kotter, J. P. The General Managers, The Free Press (1982).
Kotter, J. P. ‘What Effective General Managers Really
Do’, Harvard Business Review, vol. 60, no. 6,
November–December 1982, pp. 156–67.
Luthans, F. ‘Successful vs. Effective Real Managers’, The
Academy of Management Executive, vol. 11, no. 2, May
1988, pp. 127–32.
Stewart, R. Contrasts in Management, McGraw-Hill (1976).
Stewart, R. Choices for the Manager, McGraw-Hill (1982).
See also: Stewart, R. Managing Today and Tomorrow,
Macmillan (1991).
Stewart, R. ‘Managerial Behaviour: How Research has
Changed the Traditional Picture’, in Earl, M. J. (ed.)
Perspectives on Management: A Multidisciplinary Analysis,
Oxford University Press (1983), pp. 96–7.
Katz, R. L. ‘Skills of an Effective Administrator’, Harvard
Business Review, September–October 1974, pp. 90–102.
FT
50. See, for example: Lane, T., Snow, D. and Labrow, P.
‘Learning to succeed with ICT’, The British Journal of
Administrative Management, May/June 2000, pp. 14–15.
51. Green, J. ‘When Was Your Management Style Last
Applauded?’, Chartered Secretary, December 1998,
pp. 28–9.
52. Douglas, M. ‘Why “Soft Skills” Are an Essential Part of
the Hard World of Business’, Manager, The British
Journal of Administrative Management, No. 34, Christmas
2002/New Year 2003, p. 34.
53. Misselhorn, H. The Head and Heart of Management,
Management
and
Organization
Development
Consultants, South Africa (2003), pp. 12–13.
54. Drucker, P. F. The Practice of Management, Heinemann
Professional (1989), p. 377.
55. Drucker, P. F. Management Challenges for the 21st
Century, Butterworth Heinemann (1999), p. 40.
56. Billsberry, J. (ed.) The Effective Manager: Perspectives and
Illustrations, Sage Publications (1996).
57. Belbin, R. M. Changing the Way we Work, ButterworthHeinemann (1997), p. 95.
58. Heller, R. In Search of European Excellence, HarperCollins
Business (1997), p. xvi.
59. Prahalad, C. K. ‘Emerging Work of Managers’ in
Chowdhury, S. Management 21C, Financial Times
Prentice Hall (2000) pp. 141–50.
60. Poole, M. and Mansfield, R. Two Decades of Management,
Chartered Management Institute, June 2001.
61. Cloke, K. and Goldsmith, J. The End of Management;
and the Rise of Organizational Democracy, Jossey-Bass
(2002).
62. Ward, T. R. Management Services – The Way Ahead,
National O & M Conference, 1964; published as an
Anbar Monograph, Anbar Publications (1965).
Use the Financial Times to enhance your understanding of the context and practice of management and
organisational behaviour. Refer to articles 2, 6, 8, 9 and 16 in the BUSINESS PRESS section at the end of
the book for relevant reports on the issues explored in this chapter.
235
7
MANAGERIAL BEHAVIOUR
AND EFFECTIVENESS
It is the responsibility of managers to manage,
and to achieve results through the utilisation of
human resources and the efforts of other
people. The way in which managers exercise
their responsibilities and duties is important.
Consideration must be given to the effective
management of people. Managers are only likely
to be successful if they adopt certain basic
managerial philosophies and an appropriate
style of behaviour. Attention must be given to
managerial performance and effectiveness.
LEARNING OUTCOMES
Photo: Press Association
After completing this chapter you should be able to:
contrast different attitudes and assumptions of
managers about human nature and behaviour at work;
examine managerial styles in terms of concern for
production and concern for people;
A good manager’s success depends on the
ability to develop and motivate others.
Mary Kay Ash
Mary Kay On People Management, Macdonald & Co. (1984)
assess different systems of management and relate
these systems to organisational characteristics;
appreciate the importance of adopting an appropriate
style of managerial behaviour and approach to the
management of people;
review basic, underlying philosophies for the
successful management of people;
analyse managerial effectiveness and suggest criteria
for evaluating the effectiveness of managers;
recognise the importance of the management of time
and distinguish activitiy from effectiveness.
Good management is not just a bright tool-kit of
techniques and specifications, although the
professional skills are essential. It involves the
art of entrepreneurship and leadership, it means
managing change, including change itself.
(Sir) Peter Parker
Sunday Times (6 October 1985)
Managerial skills cannot be painted on the outside of executives – it has to go deeper than that.
Mary Parker Follet
Freedom & Co-ordination (1949)
CHAPTER 7
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
MANAGERIAL STYLE AND BEHAVIOUR
An essential ingredient of any successful manager is the ability to handle people effectively. People respond according to the manner in which they are treated. The
behaviour of managers and their style of management will influence the effort
expended and level of performance achieved by subordinate staff.
To repeat the point made in Chapter 2 – in the belief of the author, the majority of
people come to work with the original attitude of being eager to do a good job, and
desirous of performing well and to the best of their abilities. Where actual performance
fails to match the ideal this is largely a result of how staff perceive they are treated by
management. There is, therefore, a heavy responsibility on managers and on the styles
and systems of management adopted.
Management has become more about managing people than managing operations; unless
we have harnessed the full potential of our people even the best plans are likely to be less
than successful. Furthermore, it has also become evident that releasing the potential of our
people involves more than simply providing them with the best training and a clear company strategy. We have to gain their support and commitment by providing an environment
in which they will thrive as individuals.
Glyn Macken, Deputy Director General, The Institute of Management1
The changing nature of the work environment is reflected in changes in the traditional
boss–subordinate relationship. No longer can managers rely solely on their perceived
formal authority as a result of a hierarchical position in the structure of the organisation. As Stewart, for example, points out, managing is more a matter of enlisting the
co-operation of other people, including those who because of increasing subcontracting may not even be employees of the organisation. ‘Authority is, and is likely to
continue to be, less acceptable than in the past. This reflects a major change in society:
what has been termed the end of the grateful society. Better educated and more independent people expect to be consulted rather than to be told what to do.’2
As Greenhalgh points out, it is clear that managers today face a new era for business
and need to face up to the new opportunities and constraints. Successful management
involves adapting to the new order.
Gone is the notion of the corporate leader as the person who supplied the vision, decided on the
appropriate strategy and tactics to achieve that vision, then assigned tasks of implementation to
a hierarchy of subordinates. Also gone is the notion of worker-as-robot, someone who didn’t
think but merely performed as instructed. Such notions have been replaced by decentralisation
rather than top-down decision making, empowered rather than mindless subordinates, teamwork rather than individualistic performance, and customers or clients – rather than top
management – as the drivers of decisions … The new generation of knowledge workers don’t
think of themselves as ‘subordinates’: they consider themselves independent professionals who
can be given a general goal and be left to accomplish it without ‘micromanagement’. They look to
managers to facilitate their achievement rather than to direct and control their work.3
It is clear, then, that with the general movement towards flatter organisation structures,
flexible working and greater employee empowerment, there is greater emphasis on an integrating rather than a traditional controlling style of management. Management style and
behaviour can be as important as management competence.
237
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PART 3 THE ROLE OF THE MANAGER
MANAGERS’ ATTITUDES TOWARDS PEOPLE
The way in which managers approach the performance of their jobs and the behaviour
they display towards subordinate staff is likely to be conditioned by predispositions
about people, and human nature and work.
Drawing on Maslow’s hierarchy of needs model (which is discussed in Chapter 12),
McGregor put forward two suppositions about human nature and behaviour at work. He
argues that the style of management adopted is a function of the manager’s attitudes
towards people and assumptions about human nature and behaviour. The two suppositions are called Theory X and Theory Y, and are based on polar assumptions about
people and work.4
Theory X
assumptions
about human
nature
Theory X represents the carrot-and-stick assumptions on which traditional organisations
are based, and was widely accepted and practised before the development of the
human relations approach. Its assumptions are that:
■
■
■
■
the average person is lazy and has an inherent dislike of work;
most people must be coerced, controlled, directed and threatened with punishment
if the organisation is to achieve its objectives;
the average person avoids responsibility, prefers to be directed, lacks ambition and
values security most of all; and
motivation occurs only at the physiological and security levels.
The central principle of Theory X is direction and control through a centralised
system of organisation and the exercise of authority. McGregor questions whether
the Theory X approach to human nature is correct, and the relevance today of management practices which are based upon it. Assumptions based on a Theory X
approach, and the traditional use of rewards and sanctions exercised by the nature of
the manager’s position and authority, are likely to result in an exploitative or authoritarian style of management.
Theory Y
assumptions
about human
nature
At the other extreme to Theory X is Theory Y which represents the assumptions consistent with current research knowledge. The central principle of Theory Y is the
integration of individual and organisational goals. Its assumptions are:
■
■
■
■
■
■
■
for most people work is as natural as play or rest;
people will exercise self-direction and self-control in the service of objectives to
which they are committed;
commitment to objectives is a function of rewards associated with their achievement;
given the right conditions, the average worker can learn to accept and to seek
responsibility;
the capacity for creativity in solving organisational problems is distributed widely in
the population;
the intellectual potential of the average person is only partially utilised; and
motivation occurs at the affiliation, esteem and self-actualisation levels as well as the
physiological and security levels.
McGregor implies that a Theory Y approach is the best way to elicit co-operation from
members of an organisation. It is the task of management to create the conditions in
which individuals may satisfy their motivational needs, and in which they achieve
their own goals through meeting the goals of the organisation. McGregor develops an
analysis of the implications of accepting Theory Y in regard to performance appraisal,
administration of salaries and promotions, participation, staff–line relationships, leadership, management development and the managerial team.
CHAPTER 7
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
Managerial strategies
Although Theory X and Theory Y are based on polar extremes and are an oversimplification, they do represent identifiable philosophies which influence managerial
behaviour and strategies. For example, as Lord Sieff comments:
Now and again it is necessary to criticize people, but rather than tick them off, provided you can
leave them in no doubt as to what the issue is, I am sure it pays to avoid being censorious but try
instead to appeal to the innate capacity for self-criticism. Whatever you do, avoid making a
mountain out of a molehill.5
Most people have the potential to be self-motivating. They can best achieve their personal goals through self-direction of their efforts towards meeting the goals of the
organisation. Broadening educational standards and changing social values mean that
people today have wider expectations of the quality of working life, including opportunities for consultation and participation in decisions which affect them. Managers
should develop practices based more on an accurate understanding of human behaviour and motivation.
The Theory Y approach, however, is not a ‘soft’ option. In practice it is often difficult to achieve successfully. It can be frustrating and time-consuming, and mistakes
will occur.
Since 1952 I’ve been stumbling around buildings and running primitive Theory Y departments, divisions, and finally one whole Theory Y company: Avis.
In 1962, after thirteen years, Avis had never made a profit (except one year when
they jiggled their depreciation rates). Three years later the company had grown internationally (not by acquisitions) from $30 million in sales to $75 million in sales, and had made
successive annual profits of $1 million, $3 million, and $5 million. If I had anything to do
with this, I ascribe it all to my application of Theory Y. And a faltering, stumbling, groping,
mistake-ridden application it was.
Robert Townsend6
Demands of
the situation
The two views of Theory X and Theory Y tend to represent extremes of the natural
inclination of managers towards a particular style of behaviour. In practice, however,
the actual style of management behaviour adopted will be influenced by the demands
of the situation.7 Where the job offers a high degree of intrinsic satisfaction or involves
a variety of tasks, an element of problem-solving and the exercise of initiative, or
where output is difficult to measure in quantitative terms, an informal, participative
approach would seem to be more effective. It is more likely to lead to a higher level of
staff morale. In many cases this would apply to work of a scientific, technical or professional nature. Where commitment to the goals of the organisation is almost a
prerequisite of membership, such as in certain voluntary or charity organisations, for
example, then a Theory Y approach would clearly seem to be most appropriate.
Use of a Theory
X approach
However, even if a manager has a basic belief in Theory Y assumptions there may be
occasions when it is necessary, or more appropriate, to adopt a Theory X approach.
When the nature of the job itself offers little intrinsic reward or limited opportunities
to satisfy higher-level needs, a more dictatorial style of management might work best.
Some jobs are designed narrowly, with highly predictable tasks, and output measured
precisely. This is the case, for example, with many complex production processes in
manufacturing firms. With these types of jobs a Theory X approach may be needed if
an adequate level of performance is to be maintained.
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PART 3 THE ROLE OF THE MANAGER
A Theory X approach is also indicated in emergency situations, or where shortage of
time or other overriding factors demand the use of authority in directing actions to the
tasks in hand. For example, in the hustle, heat and noise of a busy hotel kitchen
preparing fresh meals for a large banquet, with many tasks to be co-ordinated over very
short time scales, it seems to be recognised that a Theory X style of management is
most appropriate. In such circumstances this style of management appears to be
accepted by the kitchen staff.
If subordinates match the Theory Y assumptions of the manager, then this style of
management may well be effective. However, there are many staff who, whatever the
nature of their job, do not wish to accept responsibility at work. They seem to prefer,
and respond better to, a more directed and controlled style of management. There are
times, therefore, when the manager may be justified in adopting Theory X assumptions about staff.
JAPANESE ‘THEORY Z’ ENVIRONMENT
Developing the work of McGregor, a comparison of management style and practice in
different cultural settings is provided by Ouchi. In contrast to the traditional, more
bureaucratic American organisational environment, Ouchi recommends a Japanese
style ‘Theory Z’ environment.
The problem of productivity in the United States will not be solved with monetary policy nor
through more investment in research and development. It will only be remedied when we learn
how to manage people in such a way that they can work together more effectively. Theory Z offers
several such ways.8
The characteristics of a Theory Z organisation are described by Ouchi as:
■
■
■
■
■
■
■
long-term employment, often for a lifetime;
relatively slow process of evaluation and promotion;
development of company-specific skills, and moderately specialised career path;
implicit, informal control mechanisms supported by explicit, formal measures;
participative decision-making by consensus;
collective decision-making but individual ultimate responsibility;
broad concern for the welfare of subordinates and co-workers as a natural part of a
working relationship, and informal relationships among people.
In Britain, the operations of the successful Marks & Spencer organisation have been
likened to a manner that approaches the typical Japanese company, and with close
similarities to the characteristics of a Theory Z organisation.9
Japanese
industry and
management
According to Ouchi, type Z organisations would be more effective as a result of an
emphasis on trust, which goes hand in hand with productivity; a less hierarchical and
bureaucratic structure; and higher levels of worker involvement; all of which would
create a distinctive company style and culture. His ideas generated considerable debate
about the nature of Japanese industry and Japanese managers which still, to some
extent, continues today.10
Note also that while many British and US organisations once attempted to emulate
Japanese methods and styles of management, with mixed results, there is now evidence of a reversal of this trend with Japanese corporations moving away from a
Theory Z environment and restructuring along the lines of Western organisations.11
CHAPTER 7
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
The cynic might describe efforts to turn Theory Y into practice as doing with difficulty what
comes naturally to the Japanese. There, excellent managers apply principles of behaviour
which translate perfectly into western language – and which have long been echoed in the
progressive areas of the west. Yet you still encounter the old ostrich attitudes that caused
western companies so much damage in the past: for instance, the argument that to emulate
Japan is impossible because of its peculiar culture. But the famous national enthusiasm for
good business and effective management isn’t simply a product of Japan’s culture. After all,
sloppy western habits, like investing too little in productive capacity, new products, training, quality and marketing are hardly cultural – not unless bad business economics are
built into the western mentality.
Robert Heller 12
THE MANAGERIAL/LEADERSHIP GRID®
One means of describing and evaluating different styles of management is the Blake and
Mouton Managerial Grid® (see Figure 7.1). First published as the Managerial Grid in 1964,
restated in 1978 and 198513 and republished in 1991 as the Leadership Grid,14 the Grid provides a basis for comparison of managerial styles in terms of two principal dimensions:
■
■
concern for production; and
concern for people.
Concern for production is the amount of emphasis which the manager places on
accomplishing the tasks in hand, achieving a high level of production and getting
results or profits. This is represented along the horizontal axis of the Grid.
Concern for people is the amount of emphasis which the manager gives to subordinates and colleagues as individuals and to their needs and expectations. This is
represented along the vertical axis of the Grid.
Five basic combinations
‘Concern for’ is not how much concern, but indicates the character and strength of
assumptions which underlie the manager’s own basic attitudes and style of management. The significant point is ‘how’ the manager expresses concern about production
or about people. The four corners and the centre of the Grid provide five basic combinations of degree of concern for production coupled with degree of concern for people
(see Figure 7.1(a)).
■
■
■
■
■
the impoverished manager (1,1 rating), low concern for production and low concern for people;
the authority–compliance manager (9,1 rating), high concern for production and
low concern for people;
the country club manager (1,9 rating), low concern for production and high concern for people;
the middle-of-the-road manager (5,5 rating), moderate concern for production and
moderate concern for people; and
the team manager (9,9 rating), high concern for production and high concern
for people.
Managers with a 1,1 rating tend to be remote from their subordinates and believe in
the minimum movement from their present position. They do as little as they can with
production or with people. Too much attention to production will cause difficulties with
staff and too much attention to the needs of staff will cause problems with production.
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PART 3 THE ROLE OF THE MANAGER
(a)
High
9
1,9
8
7
Concern for people
242
9,9
Country club management
Team management
Thoughtful attention to the
needs of people for satisfying
relationships leads to a
comfortable, friendly organisation
atmosphere and
work tempo.
Work accomplishment is
from committed people;
interdependence through a
‘common stake’ in organisation
purpose leads to relationships
of trust and respect.
6
Middle-of-the-road management
5,5
5
Adequate organisation performance is
possible through balancing the necessity
to get work out while maintaining morale
of people at a satisfactory level.
4
3
Impoverished management
2
1
Authority–compliance
management
Exertion of minimum effort
to get required work done
is appropriate to sustain
organisation membership.
Efficiency in operations results
from arranging conditions of
work in such a way that
human elements interfere
to a minimum degree.
1,1
9,1
Low
1
2
3
Low
4
5
6
7
8
9
High
Concern for results
(b)
(c)
Opportunism
1,9
9,9
1,9
1,9
9+9
9,1
9+9
5,5
1,1
9,1
In Opportunistic management, people adapt
and shift to any Grid style needed to gain the maximum
advantage. Performance occurs according to a
system of selfish gain. Effort is given only for an
advantage or personal gain.
9,1
9+9: Paternalism/maternalism
Reward and approval are bestowed
to people in return for loyalty and
obedience; failure to comply leads
to punishment
Figure 7.1 The Leadership Grid®
(Source: Blake, R. R. and McCanse, A. A. (1991) Leadership Dilemmas – Grid Solutions, Gulf Publishing Co., Houston (1991),
Grid Figure, p. 29, Paternalism Figure, p. 30, Opportunism Figure, p. 31. Reproduced by permission of Grid International, Inc.)
CHAPTER 7
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
Managers with a 9,1 rating are autocratic. They tend to rely on a centralised system
and the use of authority. Staff are regarded as a means of production and motivation is
based on competition between people in order to get work done. If staff challenge an
instruction or standard procedure they are likely to be viewed as unco-operative.
The 1,9 rating managers believe that a contented staff will undertake what is
required of them and achieve a reasonable level of output. Production is secondary
to the avoidance of conflict and maintenance of harmony among the staff. Managers
will seek to find compromises between staff and solutions acceptable to everyone.
Although innovation may be encouraged, they tend to reject good ideas if likely to
cause difficulties among the staff.
The 5,5 rating is the middle-of-the-road management with the approach of ‘live
and let live’ and a tendency to avoid the real issues. This style of management is the
‘dampened pendulum’ with managers swinging between concern for production and
concern for people. Under pressure, this style of management tends to become task
management (9,1). Where this strains relations and causes resentment from staff, however, pressure is eased and managers adopt a compromise approach. If there is a swing
too much the other way (towards 1,9) managers are likely to take a tighter and more
hardened approach.
Managers with a 9,9 rating believe in the integrating of the task needs and concern for people. They believe in creating a situation whereby people can satisfy their
own needs by commitment to the objectives of the organisation. Managers will discuss
problems with the staff, seek their ideas and give them freedom of action. Difficulties
in working relationships will be handled by confronting staff directly and attempting
to work out solutions with them.
These five styles of management represent the extremes of the Grid. With a nine-point
scale on each axis there is a total of 81 different ‘mixtures’ of concern for production
and concern for people. Most people would come up with a score somewhere in an
intermediary position on the Grid.
Two additional
grid styles
1991 edition of the Grid also covers two additional styles: opportunism and 9+9 paternalism/maternalism, which take account of the reaction of subordinates.
■
■
In opportunistic management, organisational performance occurs according to a
system of exchanges, whereby effort is given only for an equivalent measure of the
same. People adapt to the situation to gain maximum advantage of it. (See Figure
7.1(b).)
In 9+9 paternalistic/maternalistic management, reward and approval are granted
to people in return for loyalty and obedience; and punishment is threatened for failure to comply (see Figure 7.1(c)).
A summary of the seven basic combinations of the Grid is given in Table 7.1.
FRAMEWORK FOR PATTERNS OF BEHAVIOUR
The Managerial Grid provides a framework in which managers can identify, study and
review their patterns of behaviour. Instead of viewing management styles as a
dichotomy of ‘either/or’, Blake and Mouton claim that the Managerial Grid illustrates
that the manager can gain the benefits of maximising, simultaneously, methods which
are both production-oriented and people-oriented. The 9,9 position, although an ideal,
is worth working for.
Based on their experience of using the original Grid, Blake and Mouton give three
reasons why it is important to consider which style of management is used to achieve
production through people.
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244
PART 3 THE ROLE OF THE MANAGER
Table 7.1 Leadership Grid® style definitions
9,1
Authority–
compliance
management
Managers in this position have great concern for production and little concern
for people. People are seen as ‘tools’ for production. They demand tight, unilateral control in order to complete tasks efficiently. They consider creativity
and human relations to be unnecessary.
1,9
Country club
management
Managers in this position have great concern for people and little concern for
production. They try to avoid conflicts and concentrate on being liked, even at
the expense of production. To them the task is less important than good interpersonal relations. Their goal is to keep people happy. (This is a soft Theory X
and not a sound human relations approach.)
1,1
Impoverished
management
This style is often referred to as laissez-faire. Leaders in this position have little
concern for people or productivity. They avoid taking sides and stay out of
conflicts. They do just enough to maintain group membership.
5,5
Middle-ofthe-road
management
Leaders in this position have medium concern for both people and production. They rely on tried and true techniques and avoid taking untested risks.
They attempt to balance their concern for both people and production, but are
not committed strongly to either. Conflict is dealt with by avoiding extremes
and seeking compromise rather than sound resolution.
9+9
Paternalistic
‘father knows
best’
management
This leader takes the high 9 level of concern from 9,1 and 1,9 to create a combined style of controlling paternalism. The paternalist strives for high results
(high 9 from 9,1) and uses reward and punishment to gain compliance (high 9
from 1,9). The paternalist uses a high level of concern for people to reward for
compliance or punish for rejection.
Opportunistic
‘what’s in it
for me’
management
The opportunist uses whatever Grid style is needed to obtain selfish interest
and self promotion. They adapt to situations to gain the maximum advantage.
They may use 9,1 to push their own goals with one person, and 1,9 to gain
trust and confidence with another. Performance occurs according to a system
of exchanges. Effort is given only for an equivalent measure of the same.
9,9
Team
management
These managers demonstrate high concern for both people and production.
They work to motivate employees to reach their highest levels of accomplishment. They explore alternatives openly and aggressively. They are flexible and
responsive to change. This style is considered ideal.
(Source: Blake, R. R. and McCanse, A. A. (1991) Leadership Dilemmas – Grid Solutions, Gulf Publishing Co., Houston (1991), p.29.
Reproduced by permission of Grid International, Inc.)
■
■
■
The 9,9 style of management correlates positively with bottom line productivity.
9,9 oriented managers enjoy maximum career success.
There is now greater knowledge about the correlation between extreme grid styles of
management, and mental and physical health.
Dominant style From their research, Blake and Mouton emphasise that managers may switch from one
of management style to another or combine elements of different styles. However, they also found that
managers tend to have one dominant style of management which they use more often
than any other. They found also that many managers have a ‘back-up’ style which they
adopt if their dominant style does not work in a particular situation.
The dominant style of management is influenced in any particular situation by any
of four conditions.
CHAPTER 7
■
■
■
■
Relevance
today
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
Organisation – the nature of the organisation in which the manager is employed,
and the extent to which there are rigid rules and regulations.
Values – the personal values, beliefs or ideals which the manager holds concerning
how to treat people or to manage results.
Personal history – the deep-rooted personal history of the manager may be an
important factor, and lead to a preference for a particular approach because that
style may have been experienced frequently in the past.
Chance – the manager may not have been confronted with, or had personal experience of, alternative sets of assumptions about how to manage. ‘Chance’ has not
provided the manager with an opportunity to learn.
From a review of the Managerial Grid programme, Lester believes it undoubtedly lends
itself supremely well to training programmes. Although its relevance to real-life issues
is less sure, in presenting a sophisticated learning package the Grid provides many
potential applications for those who wish to study organisation development.15
According to Newborough, ‘an organisation’s structure, plan and concept are crucial
to its effectiveness. Yet beyond these, the most significant single factor is the behaviour
of the management team. Its members must act as leaders. They must accomplish their
objectives through their ability to guide, motivate and integrate the efforts of others.’
The ultimate purpose of studies of managerial style is to aid in the training and development of those who wish to become better leaders. Grid organization development
identifies and applies relevant aspects of behavioural science, and Newborough maintains that the Managerial/Leadership Grid is as relevant today as when it was first
launched.16 And according to Crainer and Dearlove: ‘Crude at it is, the Grid helps people
who are not conversant with psychology to see themselves and those they work with
more clearly, to understand their interactions, and identify the sources of resistance
and conflicts.’17
MANAGEMENT SYSTEMS
Work by McGregor, and by Blake and Mouton, suggests that an organisation is more
likely to harness its staffing resources effectively if there is a participative style of management. This view is supported by the work of Likert. On the basis of a questionnaire
to managers in over 200 organisations and research into the performance characteristics of different types of organisations, Likert identifies a four-fold model of
management systems.18 These systems are designated by number:
System 1
System 2
System 3
System 4
■
■
■
Exploitive authoritative
Benevolent authoritative
Consultative
Participative
System 1 – Exploitive authoritative. Decisions are imposed on subordinates, motivation is based on threats, there is very little teamwork or communication;
responsibility is centred at the top of the organisational hierarchy.
System 2 – Benevolent authoritative. There is a condescending form of leadership,
motivation is based on a system of rewards, there is only limited teamwork or communication; there is responsibility at managerial levels but not at lower levels of the
organisational hierarchy.
System 3 – Consultative. Leadership involves some trust in subordinates, motivation is based on rewards but also some involvement, there is a fair degree of
teamwork, and communication takes place vertically and horizontally; responsibility
245
246
PART 3 THE ROLE OF THE MANAGER
■
for achieving the goals of the organisation is spread more widely throughout the
hierarchy.
System 4 – Participative group. Leadership involves trust and confidence in subordinates, motivation is based on rewards for achievement of agreed goals, there is
participation and a high degree of teamwork and communication; responsibility
for achieving the goals of the organisation is widespread throughout all levels of
the hierarchy.
Profile of organisational characteristics
Likert has also established a ‘profile of organisational characteristics’ describing the
nature of the four different management systems. The profile compares the four systems in terms of a table of organisational variables under the headings of:
1
2
3
4
5
6
7
leadership processes;
motivational forces;
communication process;
interaction–influence process;
decision-making process;
goal-setting or ordering; and
control processes.
Using this table, Likert undertook a survey of several hundred managers comprising
different groups from a wide range of experience, and in both line and staff positions.
His studies confirmed that least productive departments or units tended to employ
management practices within Systems 1 and 2, and the most productive departments
or units employed management practices within Systems 3 and 4.
A shorter and simpler form of the profile of organisational characteristics is provided
by Likert and Likert (Figure 7.2).19
SYSTEM 4 MANAGEMENT
The nearer the behavioural characteristics of an organisation approach System 4 the
more likely this will lead to long-term improvement in staff turnover and high productivity, low scrap, low costs and high earnings.
Likert sets out three fundamental concepts of System 4 management. These are the
use of:
■
■
■
Supportive
relationships
the principle of supportive relationships among members of the organisation and in
particular between superior and subordinate;
group decision-making and group methods of organisation and supervision; and
high performance aspirations for all members of the organisation.
Supportive relationships are intended to enhance self-esteem and ego building, contribute to subordinates’ sense of personal worth and importance, and maintain their
sense of significance and dignity. The superior’s behaviour is regarded as supportive
when this entails:
■
■
■
■
■
■
mutual confidence and trust;
help to maintain a good income;
understanding of work problems and help in doing the job;
genuine interest in personal problems;
help with training to assist promotion;
sharing of information;
CHAPTER 7
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
Figure 7.2 Short form profile of organisational characteristics
(Source: Adapted from Likert, R. and Likert, J. G., New Ways of Managing Conflict, McGraw-Hill (1976) p. 75. Reproduced with permission from the McGraw-Hill Companies Inc.)
■
■
■
seeking opinions about work problems;
being friendly and approachable; and
giving credit and recognition where due.
Group decision-making and supervision use an overlapping form of structure. Individuals
Group
decision-making known as ‘linking-pins’ are members not only of their own group but also of the next
superior group and, where appropriate, of peer groups. This enables each work group to
be linked to the rest of the organisation. In System 4 management interaction and decision-making rely heavily on group processes, and discussions focus on the decisions to be
made. Likert emphasises that group methods of decision-making should not be confused
with the use of committees. With the group method of decision-making the superior is
held responsible for the quality and implementation of decisions. The superior is responsible for developing subordinates into an effective group.
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PART 3 THE ROLE OF THE MANAGER
In considering high performance aspirations, Likert refers to studies which suggest
that employees generally want stable employment and job security, opportunities for
promotion, and satisfactory compensation. They want, also, to feel proud of their
organisation, and its performance and accomplishments. In System 4 management,
superiors should therefore have high performance aspirations, but so also should every
member of the organisation. To be effective, these high performance goals should not
be imposed but set by a participative mechanism involving group decision-making and
a multiple overlapping group structure. The mechanism should enable employees to be
involved in setting high performance goals which help to satisfy their own needs.
Causal, intervening and end-result variables
Likert also refers to three broad classes of variables relating to the firm’s human organisation and its operations: (i) causal, (ii) intervening and (iii) end-result.
■
■
■
Causal variables are independent variables which can be amended by the organisation and its management, for example management policies, the structure of an
organisation, and leadership strategies. Causal variables determine development of
an organisation and the results it achieves.
Intervening variables indicate the internal health of the organisation, for example
the loyalties, attitudes, motivations and performance of members and their collective capacity for interaction, communication and decision-making.
End-result variables indicate the final outcome and reflect the influences of intervening variables. The end-result variables reflect the achievement of the organisation,
for example productivity, costs, scrap, earnings.
Attempts to improve the intervening variables are likely to be more successful through
changing the causal variables, rather than changing directly the intervening variables.
End-result variables are most likely to be improved by changing the causal variables,
rather than the intervening variables.
In Figure 7.3 Likert gives a simplified example of the interrelationships between causal,
intervening and end-result variables in the System 1 or 2, and System 4 management. The
arrows indicate the pattern of relationships between the three classes of variables.
The presence of these variables yields these variables which, in turn, lead to these variables
Causal
variables
End-result
variables
Intervening
variables
6
System 4
Principle of supportive
relationships
Favourable attitudes towards superior
High confidence in trust
High reciprocal influence
Excellent communication: up, down,
lateral
High peer group loyalty
1
Group decision-making in
a multiple, overlapping
group structure
Low absence and turnover
10
High productivity
Low scrap
Low costs
High earnings
2
7
3
High peer performance goals at all
levels re:
productivity, quality, scrap
High performance goals
System 1 or 2
248
High productivity
over short run
Low productivity
and earnings over
long run
5
Compliance based on fear
High pressure via: tight
work standards,
personnel limitations,
tight budgets imposed
4
Unfavourable attitudes, e.g., little
confidence and trust
Poor communication
Low levels of influence
Low levels of co-operative motivation
Low peer performance goals
Restriction of output
8
11
High absence and turnover
9
Figure 7.3 Simplified diagram of relationships among variables for System 1 or 2 and System 4 operation
(Source: Likert, R., The Human Organization, McGraw-Hill (1967) p. 137. Reproduced with permission from the McGraw-Hill Companies Inc.)
CHAPTER 7
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
MANAGEMENT BY OBJECTIVES (MBO)
One particular participative approach to the activities involved in planning, organisation, direction and control, and to the execution of work, is Management by Objectives
(MBO). MBO is a phrase used to describe a style or system of management which attempts
to relate organisational goals to individual performance and development through the
involvement of all levels of management. The underlying basis of a system of MBO is:
■
■
■
the setting of objectives and targets;
participation by individual managers in agreeing unit objectives and criteria of performance; and
the continual review and appraisal of results.
The phrase Management by Objectives appears to have been introduced by Drucker in
1954.20 The approach was taken up by McGregor who advocated its use as a preferred means
of goal-setting, appraisal of managerial performance and self-assessment. The system of MBO
has been adopted in a wide range of organisational settings, in the public as well as the private sector.
The cycle of
MBO activities
MBO involves a continuous cycle of interrelated activities. (See Figure 7.4.)
■
The clarification of organisational goals and objectives. These should be communicated clearly to, and understood fully by, all members of staff.
Figure 7.4 The cycle of MBO activities
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250
PART 3 THE ROLE OF THE MANAGER
■
■
■
■
■
■
Review of organisational structure. The need is for a flexible structure and systems of
management which make for effective communications, quick decision-making and
timely feedback information.
Participation with subordinates in order to gain their willing acceptance of objectives and targets, key result areas, and standards and measurements of performance.
Agreement on performance improvement plans which will enable subordinates to
make the optimum contribution to: (i) meeting their own objectives and targets;
and (ii) improved organisational performance.
Establishment of an effective monitoring and review system for appraisal of progress
and performance, including self-checking and evaluation.
Undertaking any necessary revisions to, or restatement of, subordinates’ objectives
and targets.
Review of organisational performance against stated goals and objectives.
To be fully effective, MBO also needs to be linked with a meaningful system of rewards
and career progression which recognises the subordinate’s level of contribution
and performance.
EVALUATION OF MBO
MBO is potentially an attractive system. It provides an opportunity for staff to accept
greater responsibility and to make a higher level of personal contribution. There is
much to recommend it to both the organisation and individual managers.
MBO, however, is not a panacea and it is subject to a number of criticisms and
potential limitations. MBO has been likened to a modern form of scientific management. It is also subject to the same possible criticisms of too great an emphasis on
individual job definitions together with a management authority structure, and the
assumption of no conflict between individual and organisational goals. For example,
according to Crainer:
In practice, MBO demanded too much data. It became overly complex and also relied too heavily
on the past to predict the future. The entire system was ineffective at handling, encouraging or
adapting to change. MBO simplified management to a question of reaching A from B using as
direct route as possible. Under MBO, the ends justified the means.21
It is not always easy to set specific targets or figures for certain more senior jobs, or
where the work involves a high degree of self-established role prescriptions (discussed
in Chapter 13). The same might apply to jobs which require a high level of interpersonal relationships, especially where this involves confidential matters, such as
counselling. There is a potential danger that where objectives and targets are more difficult to specify and measure in precise terms these are neglected, and greater emphasis
is placed on objectives which are more easily monitored.
Relevance today
MBO appears to have suffered a decline in popularity. However, there are still differences in opinion. Rodgers and Hunter point out that MBO was originally designed as a
synthesis of three interventions found to increase productivity: participative management, goal-setting and objective feedback. They suggest that recent survey studies
indicate that MBO is a widely used management system in both private and public
sector although the form and impact of MBO programmes vary considerably. From a
meta-analysis of 70 evaluation studies, Rodgers and Hunter found productivity gains in
68 studies. However, studies of MBO implementation suggest some programmes have
CHAPTER 7
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
been abandoned and others show modest effects. Furthermore, MBO is only fully effective if introduced with the full support and participation of top management.22
By contrast, however, Heller paints a far less optimistic picture. He suggests that:
MBO had only one defect: it didn’t work. No matter how much care had been taken in formulating
the objectives, drawing up the plans and involving all the managers, the corporate targets were
invariably missed. So the technique passed away as one of the more fashionable management
theories, defeated by the refusal of reality to conform to the plan.23
Arguably, a major reason for the apparent demise of MBO is that the basic idea and
fundamental features are now incorporated into modern systems of staff appraisal and
performance management systems. Greater attention to the setting of clear objectives
and levels of expected performance, flexible organisation structures and self-managed
teams, and empowerment and self-regulating feedback can be related to the essential
elements of MBO.
Naylor points out that affected by overtones of bureaucratic rigidity the name of
MBO has been changed to titles such as ‘staff appraisal’:
The difference between current appraisal methods and MBO is that they now avoid rigid commitment to detailed objectives and action plans. Moreover, organisations themselves have become
less rigid with fewer layers. Managers and staff tend to be better qualified and often better trained.
These trends mean that the paperwork of grand systems is replaced by more informal processes.24
And as, for example, Hannagan suggests: ‘Although it (MBO) has fallen out of fashion as a
system, many present day methods are very similar to MBO in their approach and
results.’25
MANAGING PEOPLE
We have stated previously that, although there are many aspects to management, the
one essential ingredient of any successful manager is the ability to handle people effectively. Recall the discussion in Chapter 2 on people and organisational behaviour.
Popular books on management and the nature of organisational effectiveness appear
to take a positive view of human nature and support an approach which gives encouragement for people to work willingly and to perform to the best of their ability.26
Furthermore, an increasing number of organisations take apparent delight in expounding (in their mission statements, corporate objectives, annual reports and the such)
that their employees are their greatest assets. However, as many of us will have witnessed for ourselves, an understanding, people-centred approach to management
seems often to be lacking in practice. Too many managers still appear to attempt to
manage through the use of rules, systems, procedures and paperwork, rather than with
and through people. And as Gratton, for example, points out on the basis of six years
of study in conjunction with the London Business School, there has been no uniform
progress in people management, and ‘Yet for many people the reality of life in an
organisation is that they do not feel they are treated as the most important asset, or
that their knowledge is understood or used.’27
It is important that managers have a highly developed sense of people perception,
and understand the feelings of staff, and their needs and expectations. It is people who
are being managed and people should be considered in human terms. A genuine concern
for people and for their welfare goes a long way in encouraging them to perform well.
The culture of
management
The culture of management is important. For example, Freemantle suggests that a festering deficiency in management culture is that managers are not really concerned
about people until they become a problem. As a result:
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PART 3 THE ROLE OF THE MANAGER
management thinking has become corrupted by two major obsessions: (1) an obsession with
developing sophisticated systems for managing people more successfully (paper panaceas); (2)
an obsession with trade union power (union paranoia).28
According to Freemantle, the perception of ‘people as costs’ leads to relatively little
weight being given to people management and leadership skills when appointing managers. Many companies tend to appoint technical specialists to managerial positions,
neglecting the vital task of managing people. Chief executives and personnel managers
have allowed middle managers to opt out of the key task of leading their people in
favour of filling in even more forms (the paper panacea). However, Freemantle does
point out exceptions such as Mars, IBM, and Marks & Spencer, who in pursuit of excellence devote a high priority to people management and considerable time, energy and
effort to the vital process of managing people.
In order to eliminate the corruption of management thinking, it is important to remove
the paper panaceas and divert attention from paranoia about trade unions. Freemantle
believes that managers must get back to the basics and concentrate their minds on five
essential principles (which are very much in line with the views of the author):
■
■
■
■
■
the successful management of people based on honesty, trust, openness, mutual
respect, co-operation and support;
developing a perception of employees as an essential asset to be invested in, rather
than a variable cost to be minimised;
ensuring managers have a clearly established set of principles (such as the above)
which they can apply on a minute-by-minute basis in their daily management task;
fundamentals of leadership (as opposed to leadership systems) relating to vision,
charisma and ability to gain team commitment and co-operation;
the establishment of basic but essential practices, such as: clarity about their
accountabilities; knowing how to care for people; knowing how to command
respect; knowing the difference between a leader and a manager; knowing how to
set high standards and achieve them; knowing how to manage people successfully
and to achieve individual managerial excellence.
BASIC MANAGERIAL PHILOSOPHIES
A positive policy of investment in people and an interpersonal relationship approach
to management is, in the longer term, worth the effort. For example, the governmentsponsored initiative ‘Investors in People’ is based on a commitment to the benefits
organisations can gain from a rigorous approach to the development of human
resources. (Investors in People is discussed in Chapter 19.)
It is the belief of the author that there are a number of basic, underlying
philosophies which are likely to make for the successful management of people
and lead to improved work performance. (See Figure 7.5.)
Consideration,
respect and
trust
People generally respond according to the way they are treated. If you give a little, you will
invariably get a lot back. Make people feel important and give them a sense of personal
worth. The majority of staff will respond constructively if treated with consideration and
respect, and as responsible individuals who wish to serve the organisation well.
For example, in discussing productivity through people, Peters and Waterman make
the following comment:
Treat people as adults. Treat them as partners; treat them with dignity; treat them with respect.
Treat them – not capital spending and automation – as the primary source of productivity gains.
These are fundamental lessons from the excellent companies’ research. In other words, if you
want productivity and the financial reward that goes with it, you must treat your workers as your
most important asset.29
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MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
Figure 7.5 The effective management of people
And a similar point is made by Gratton:
Treat people with politeness, respect and dignity and in doing so create a strong role model for
others to follow. Building a reputation of fairness gives you a buffer against the times when the
policy is wrong, or you behave badly. 30
However, how can members of staff show that they can be trusted unless trust is first
placed in them? The initiative must come from management. ‘Lack of trust is probably one of the greatest time and resource wasters in the workplace. Managers who do
not trust their employees are probably wasting hours every week checking up on them
at every turn and failing to utilise the resources at their disposal.’31
Recognition
and credit
People can be praised to success. Give full recognition and credit when it is due and let
people know you appreciate them. Too often managers are unresponsive to good performance, which may occur the vast majority of the time, and appear to take this for granted;
but are quick to criticise on the few occasions when performance falls below expectations.
However, it should not be assumed that staff would necessarily take a lack of response
as a sign of positive recognition, rather than just the absence of criticism. So often you
hear the comment: ‘Well nobody has complained so I suppose everything is all right.’
What a poor indictment of management style! Positive feedback on good performance is a
strong motivator, and staff are then more likely to accept and respond to constructive criticism. If staff are to take a pride in their work they need to know when they are performing
well and to receive appropriate recognition for their efforts.
A sincere word of thanks from the right person at the right time can mean more to an employee
than a formal award … What is important is that someone takes the time to notice an achievement, seeks out the employee responsible and personally gives praise in a timely way.
Federico Castellanos, Vice President, Human Resources, IBM (EMEA)32
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PART 3 THE ROLE OF THE MANAGER
Involvement
and
availability
Involve yourself with the work of the staff, and make sure you fully understand the difficulties and distastes of their duties and responsibilities. Ensure an open flow of
communications, and encourage participation and feedback. Take an active interest in
the work of staff but without excessive supervision or inhibiting their freedom of
action. Wherever possible be available to staff as a priority, rather than to administration. Remember the importance of giving time to listen genuinely to the feelings and
problems of staff. This means giving staff your full attention including adopting appropriate body language. Even if you disagree with their point of view it is important to
show that you understand, and are sensitive to, what they are saying. It is, however,
also important to note that being a good listener is a skill which needs to be developed
and as Fletcher, for example, reminds us: ‘Hearing is not listening. Listening is not a
passive activity. It is hard work. It demands attention and concentration.’33
The approach of Management By Walking About (MBWA) together with informal
communication processes is often heralded as a positive management practice – and
indeed it may well be so. However, there is the danger of arousing mistrust among
staff, the suspicion of management snooping and doubts about ‘what are you doing
here?’ MBWA is unlikely to be effective unless perceived by staff as part of a broader,
genuine belief by management in the continuing importance of giving time to listen
to, and understand, the feelings and problems of staff.
Fair and
equitable
treatment
Treat people fairly but according to merit. Ensure justice in treatment, equitable systems of motivation and rewards, clear personnel policies and procedures, avoidance of
discrimination, and full observance of all laws and codes of conduct relating to
employment. People expect certain outcomes in exchange for certain contributions or
inputs. A feeling of inequality causes tension and motivates the person to indulge in
certain forms of behaviour in order to remove or to reduce the perceived inequity.34
Recall also the discussion on the psychological contract in Chapter 2.
Positive action
on an
individual
basis
Treat members of staff as individuals. Deal with individual situations on an individual
basis and avoid the ‘blanket’ approach. For example, it has come to the manager’s
attention that a couple of members of staff have failed to provide some urgently
requested information on time. The manager’s reaction is to send a circular to all members of the department reminding them of the need for, and importance of, meeting
deadlines. This may appear to be an easy way out to the manager. But what is likely to
be the reactions of staff?
The two members concerned might shield behind the generality of the circular and
persuade themselves that it doesn’t apply particularly to them. They might even
choose to believe that the manager must be referring to other members of staff, perhaps in a different section, and take little notice of the circular. In contrast, the
majority of staff in the department who do have a good record of providing requested
information on time may well be annoyed or upset by the circular.
There could be some staff who despite pressing personal difficulties have taken great
pride in their work and made a special effort to maintain an excellent record of
co-operation – quite possibly without any previous positive recognition from management. It would be understandable if the reaction of these staff was one of
resentment and disillusionment, and with a possible adverse effect on their future
attitude to work. The manager has more to lose than to gain from adopting a ‘blanket’
approach to a particular problem and by the failure to take selective, positive action on
an individual basis.
Emphasis on
end-results
Place emphasis on end-results and levels of actual performance and achievement,
rather than on compliance with detailed instructions, rules or regulations. For example, where set attendance times are clearly seen as a necessary requirement of the
CHAPTER 7
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
job, it is right that managers should ensure that time-keeping is adhered to and
enforced as appropriate. But in many cases rigid times of attendance are not an essential requirement for effective performance.
Who makes the greatest contribution to the work of the organisation? Person A
who is always on time, keeps to the exact lunch break and never leaves early (or
late), but spends much of the day in idle conversation and gossip, shuffling papers
and looking at the work, and achieves only adequate performance? Or Person B
who may ‘not be seen about the place so much’, but always gives maximum
effort, makes full use of time and is never idle, is flexible, delivers whatever is
expected on time, and achieves a consistently high level of performance?
Good time-keeping can be an important part of the job. However, if ‘always being there’
is not a requirement, per se, for effective performance, what is to be gained by insisting on
rigid times of attendance? Such a requirement is likely to be perceived by Person-B-type staff
as an unwarranted bureaucratic style of management. Furthermore, it could turn a Person B
into a Person A – with an adverse effect on the level of effective performance. The increasing
movement to flexible working patterns and teleworking coupled with demands to boost productivity are placing growing emphasis on what staff actually achieve rather than the time
spent at work. The important criteria are the level and quality of performance.
The starting point for customer, or consumer, satisfaction is good manager–subordinate
relationships. Supportive and harmonious working relationships are more likely to
create a working environment which results in high levels of both staff and consumer
satisfaction. Managers need to adopt a positive attitude towards staff and to develop a
spirit of mutual co-operation. Staff should feel that they are working with the manager
rather than for the manager.
Make all staff part of the management team
Photo: Virgin Atlantic Airways
Staff and
customer
satisfaction
■
■
■
Virgin pays some of the lowest salaries in the industry yet its staff are very talented and
loyal –paradox?
The company’s success in this field is down to Sir Richard’s (Branson) management philosophy where all staff feel valued and Branson is just as interested in a flight
stewardess’s opinion as he is in his Marketing Director’s.
Successful people management is about inclusion and Branson works on making all his
staff like a team where each is valued not only for fulfilling their job remit but for contributing to the development of the business as a whole.
The Virgin Factor 35
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PART 3 THE ROLE OF THE MANAGER
From a further examination of several well-performing firms in America, Waterman
draws attention to organisational arrangements as the key, achieved from a humanist
rather than a ‘business process re-engineering’ viewpoint. Successful firms are organised to meet the needs of their people so that they attract better people, who are more
motivated to do a superior job and better organised to satisfy the needs of their customers. Firms need to manage the intricate interplay between people, strategy,
organisational arrangements and customers. The conclusion is ‘people first’. Treat your
own people and your customers well and good results will follow.36
CHOICE OF MANAGERIAL STYLE
Some might argue that these philosophies are too idealistic and that given the harsh
realities of the working environment managers need to adopt a more dominant stance.
However, it is not suggested that managers should in any way give up the right to
manage: it is a question of how they manage and how they use their authority –
for example, a ‘Theory X’ style with emphasis on direction and control, and the use of
rewards and sanctions exercised by nature of the manager’s position and authority; or a
‘Theory Y’ style in which individuals may satisfy their motivational needs through
integration with meeting the goals of the organisation.
Management may also be based on ‘organisational power’ derived from status or
position within the hierarchical structure, and the use of formal authority; or ‘personal
power’ derived from competence and expertise, identification with subordinates, commanding respect, and urging and encouraging people in the performance of their
tasks.37 Green contends that most successful managers are able to adjust their approach
and response between a continuum of hard skills and soft skills, and react appropriately to different situations.38
The nature of people at work
Galunic and Weeks refer to the changing nature of the employment relationship and
that developing people, not just managing them, has become a necessary yet tricky
task. Fortunately, however, some things have not changed.
Human nature remains remarkably stable. People want to feel competent and secure, they are
consistent in reciprocating good or bad deeds; and they are influenced by, and often imitate,
behaviours that surround them. Nothing changes from the sandpit to the boardroom, so managers should revisit these truths as they think about investing in people.39
Echoing the views of the author, Walmsley sets out a number of features about trying
to get along with people you work with.40 (See Figure 7.6.)
Golden rule
management
One example of an interesting and enlightened people approach is put forward by
Mary Kay Ash, founder of the huge, multi-million-dollar company Mary Kay Cosmetics
in the USA.41
Ash writes about the intentional development of a management concept that allows
fairness to flourish in business, the belief that people will shine if given a chance, and
methods that are applicable to any organisation. Her concept of the management of
people is based on the Golden Rule ‘Do unto others as you would have them do unto
you’, with emphasis on being a ‘people company’. (Again, this is a philosophy very
much in line with the views of the author.)
People come first at Mary Kay Cosmetics – our beauty consultants, sales directors and employees, our customers, and our suppliers. We pride ourselves as a ‘company known for the people it
keeps’. Our belief in caring for people, however, does not conflict with our need as a corporation
to generate a profit.42
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MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
Figure 7.6 How to get along with people you work with
Reprinted with permission from Cheryl Walmsley, Your Future Looks Bright, Preston Beach (2002), pp. 38–40.
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PART 3 THE ROLE OF THE MANAGER
The philosophy of ‘Golden Rule Management’ is applied in such ways as, for example:
■
■
■
■
■
■
■
■
Treat people fairly but according to merit. In order to balance responsibilities to
the company, the employee, and all other employees, every manager must be able
to say ‘no’. But employees should be encouraged to turn a ‘no’ into the motivation
to accomplish more.
However busy you are, make the other person feel important, and let people know
you appreciate them.
Motivate people through giving praise. A good manager must understand the
value of praising people to success.
Encourage feedback and don’t undervalue the ability to listen.
Sandwich every bit of criticism between two layers of heavy praise.
An open-door philosophy.
Help other people get what they want – and you will get what you want. Good
managers’ success is reflected in the success of their people.
Never hide behind policy or pomposity.
Beauty consultants who follow the guiding rules of Mary Kay Cosmetics are rewarded
by the incentive of expensive gifts.
EXHIBIT 7.1
FT
It’s a people thing
Calls for humane management are not new, but some companies have been slow to
respond writes Victoria Griffith.
he most striking feature about Rosabeth Moss
Kanter’s book, On the Frontiers of Management, is
that much of the material sounds so familiar: valuing
and empowering employees; moving to flatter, less hierarchical organisations; and encouraging creativity.
T
The familiarity of the material is, in part, testament to the
author’s prominence in the field of management theory. It is
also an indication of the age of some of the writings: the
book is actually a collection of essays written over the past
15 years. All the essays have been published in the Harvard
Business Review, which Kanter edited from 1989 to 1992.
Yet Kanter, a Harvard Business School Professor, makes
no apologies. ‘I didn’t want to have to come up with something new – some clever metaphor or whatever – because,
in the end, I’m still really preaching what I was a decade
ago,’ she explains. ‘The reason it needs to be said again is
that most corporations still haven’t listened,’ says Kanter.
‘Managers may say they’re empowering employees, for
instance, but how many are really doing it?’ Back in 1983,
much of what she wrote was considered radical, she says.
‘Now it’s almost mainstream. I was really at the cutting
edge of new management theory, but it wasn’t just a fad.
My writings offer enduring lessons.’
Kanter’s gospel of a more humane management style
has gained many prominent adherents, including Raymond
Smith, chief executive of Bell Atlantic, the telecommunications group. She exerts wide influence as a consultant,
having just, for example, advised British Airways on its
globalisation strategy.
Yet events have got in the way of her teaching, Kanter
complains. The global recession of the early 1990s dis-
tracted much of the corporate world: it turned from focusing on employee empowerment to restructuring.
‘The recession side-tracked managers,’ says Kanter.
‘When unemployment was so high, corporations started to
think “Why should I care about my employees? There are
plenty more available if they want to walk out the door”.’
An important lesson of the recession, says Kanter, is that
even when labour is abundant, companies cannot afford to
ignore their workers. She cites the example of Wal-Mart, the
US discount retailer, which, even at the height of the recession, cultivated employee loyalty by offering superior pay
and benefits. ‘That was one secret of the company’s success. Even unskilled employees are not interchangeable.’
Kanter is hopeful that companies will at last heed the call
for more sensitive management. Change in the US is being
driven by the move away from manufacturing to a servicebased economy, she says. And service industries, she
points out, depend on their employees to give them a competitive edge.
Only corporations that pay attention to their workforce
will move ahead.
This is true, says Kanter, even for the most basic service
industries, ‘Even McDonald’s, which was so heavily criticised for creating ‘McJobs’ that failed to value the
individual, has had to change its ways.’
‘The company was pushed to do so because of falling
market share and profitability. There is knowledge in the
hands and minds of experienced workers, even those of
burger flippers, which boosts productivity.’ Kanter also
believes many corporations have failed to embrace her
ideas for another reason – human nature. ‘At some point in
CHAPTER 7
our lives most of us have had a tendency to be shortsighted, territorial and averse to change,’ she says. ‘It takes
years to make a difference. People need to see successful
models before they want to follow the same path.’
Kanter has few regrets about her early writing but does
complain that her arguments on core competencies have
been widely misunderstood. Kanter argued early on that
corporations should stick to what they are best at, rather
than moving into entirely new areas. Some observers have
interpreted that as an argument against change.
‘Of course I’m not change-averse – being amenable to
change is a large part of what I advocate,’ says Kanter. ‘I just
meant that companies shouldn’t take great leaps into new territory if it means short-changing their core activity.’ Kanter
points, for example, to the conglomerate Samsung’s desire to
move into car manufacture and computer chips simultaneously. ‘They are such different things; it’s hard to believe they
will have the resources and expertise to do everything well.’
Ideally, Kanter believes that change should become so
much a part of management routine that large changes
become almost imperceptible. ‘Many small changes add
up to a big change. But if it’s done over time, the transition
will be much smoother.’
While Kanter defends the continued relevance of her
early writings, she concedes that the corporate world is
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
very different, in some respects, than it was 15 years ago.
The Internet, for example, is changing the nature of the private sector. Many view the Internet as an impersonal forum
that reduces human contact. It would follow that corporations might stop focusing on their employees in favour of
databases and technology.
Yet Kanter prefers to see cyberspace in a different light.
‘It is, more than anything, another means of communication,’ she explains. ‘By e-mailing people, we strengthen
existing relationships. So the Internet may make a more
humanistic management style more possible then ever
before.’ As an example, a corporate Intranet can be used
to disperse power from headquarters to the company’s
periphery – the distributor in Hong Kong, or the branch
office in St Louis. ‘By linking everyone up by computer,’
says Kanter, ‘you encourage the flow of ideas from the
margin. In opening up the lines of communication, the
centre is saying “Hey, we want to hear from you”.’
While times have changed, the heart of Kanter’s message does not need updating. ‘I think we already know a
lot about what should be done’, she says. ‘Now managers
just have to go do it.’
(Reproduced with permission from the Financial Times Limited, © Financial
Times)
MANAGERIAL EFFECTIVENESS
The importance of managerial performance and effectiveness has long been recognised
by major writers such as, for example, Drucker who, originally in 1955, propounded that:
The manager is the dynamic, life-giving element in every business. Without their leadership ‘the
resources of production’ remain resources and never become production. In a competitive economy, above all, the quality and performance of the managers determine the success of a
business; indeed they determine its survival. For the quality and performance of its managers is
the only effective advantage an enterprise in a competitive economy can have.43
The importance of management performance has also been recently emphasised by Foppen:
Management is of pivotal importance for modern society. It is for this reason that, no matter what,
thinking about management, certainly at university level, is of great relevance to management practice. So apart from the question of whether management’s claim that it is indispensable is really
valid or not, the fact that practically everyone believes it is, is what counts.44
A major international study undertaken by Proudfoot Consulting reports that poor planning and
inadequate management are still the key reasons for the majority of time wasted globally in the
workplace. The study comprised more than 1300 detailed analyses of companies in seven
countries complemented by an independent opinion poll of 2700 chief executive officers. The
findings show that poor management in terms of inadequate planning and control, and insufficient day-to-day supervision of work is still the largest single reason for lost productivity. In the
UK 27% of all lost time was due to inadequate management and supervision, either because
managers were unavailable or ineffective.
Proudfoot Consulting45
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PART 3 THE ROLE OF THE MANAGER
The overall responsibility of management can be seen as the attainment of the given
objectives of the organisation. Upon the attainment of its aims and objectives will rest
the success and ultimate survival of the organisation. There is therefore a clear and
important need for effective management. And this need is just as strong in public sector
organisations as in private enterprise organisations. Indeed, it could be argued that in
local government, for example, the accountability of public servants to elected members
for their actions means that professional standards of management of the highest order
are even more essential.46 Whether in private or public sector organisations, however,
managerial effectiveness is a difficult concept both to define and to measure.
Efficiency and
effectiveness
Managerial efficiency can be distinguished from managerial effectiveness.
Efficiency is concerned with ‘doing things right’, and relates to inputs and what the
manager does.
Effectiveness is concerned with ‘doing the right things’, and relates to outputs of
the job and what the manager actually achieves.
To be efficient the manager must attend therefore to the input requirements of the
job – to clarification of objectives, planning, organisation, direction and control. But in
order to be effective, the manager must give attention to outputs of the job – to performance in terms of such factors as obtaining best possible results in the important
areas of the organisation, optimising use of resources, increasing profitability, and
attainment of the aims and objectives of the organisation.
Effectiveness must be related to the achievement of some purpose, objective or task
– to the performance of the process of management and the execution of work. Criteria
for assessing the effectiveness of a manager should be considered in terms of measuring
the results that the manager is intended to achieve. But what is also important is the
manner in which the manager achieves results and the effects on other people.
This may well influence effectiveness in the longer term. Managerial effectiveness
results from a combination of personal attributes and dimensions of the manager’s job
in meeting the demands of the situation, and satisfying the requirements of the organisation.
Stewart suggests that effectiveness is more important than efficiency.
Managers who want to improve should review both their effectiveness and their efficiency.
Effectiveness is doing the right things. Efficiency is making the most economic use of the
resources. Effectiveness is more important than efficiency because one must be doing the right
kind of work. Only then does it matter whether the work is done efficiently.47
Effective and
successful
managers
From a study of what real managers do (discussed in Chapter 6), Luthans attempted to
distinguish between effective and successful managers.
■
■
Effective managers are defined in terms of the quantity and quality of standards of
performance, and the satisfaction and commitment of subordinates.
Successful managers are defined operationally in terms of the speed of their promotion within an organisation.
Effective managers had a different emphasis from successful managers and do almost
the opposite activities, and Luthans found few real managers who were both effective
and successful. The biggest contribution to effectiveness came from first, communicating and second, human resource management; with the least relative contribution
from the networking activity. By contrast, for a significant number of managers by far
the strongest key to success came from the networking activity, with the weakest contribution from the human resource management activity.48
CHAPTER 7
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
MEASURES OF EFFECTIVENESS
Management involves getting work done through the co-ordinated efforts of other
people. Managers are most likely to be judged, not just on their own performance,
but also on the results achieved by other staff. The manager’s effectiveness may be
assessed in part, therefore, by such factors as:
■
■
■
the strength of motivation and morale of staff;
the success of their training and development; and
the creation of an organisational environment in which staff work willingly
and effectively.
The difficulty is determining objective measurement of such factors. Some possible
indication might be given by, for example:
■
■
■
■
■
the level of staff turnover;
the incidence of sickness;
absenteeism;
poor time-keeping; and
accidents at work.
However, such figures are likely to be influenced also by broader organisational or
environmental considerations, for example poor job security due to the economic climate, which are outside the direct control of the individual manager. In any case, there
is the general question of the extent to which such figures bear a direct relationship to
the actual performance of subordinate staff.
Other criteria
of
effectiveness
Other criteria which may give some indication of managerial effectiveness include the
efficiency of systems and procedures, and the standard of services afforded to other
departments. Again, however, there is the question of how to determine objective
measurement of such criteria.
For some management jobs it might be possible to identify more quantitative factors
which may give an indication of managerial effectiveness, including:
■
■
■
■
■
■
meeting important deadlines;
accuracy of work carried out by the department, perhaps measured by the number
of recorded errors;
level of complaints received from superiors, other departments, customers or clients,
suppliers, the public;
adherence to quality standards, for example, the amount of scrap or waste material;
keeping within agreed cost or budgetary control limits; and
productivity. (See Figure 7.7.)
Another broad, qualitative criterion of increasing significance today is in terms of perceived social accountability, and the ethical behaviour of individual managers and the
organisation as a whole.
3-D MODEL OF MANAGERIAL BEHAVIOUR
However effectiveness is measured, managers are only likely to be effective if they
adopt the most appropriate style of behaviour.
A development of the Blake and Mouton Managerial Grid, discussed earlier, is the
three-dimensional (3-D) model of managerial behaviour suggested by Reddin.49
By adding a third dimension of managerial effectiveness to task orientation and
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262
PART 3 THE ROLE OF THE MANAGER
MANAGERIAL EFFECTIVENESS
Doing the right things
What the manager intended to achieve
MANAGER’S OWN PERFORMANCE AND
RESULTS ACHIEVED BY SUBORDINATE STAFF
• Motivation and morale
• Training and development
• Organisational environment
• Efficiency of systems and procedures
• Standard of services afforded
POSSIBLE INDICATORS OF EFFECTIVENESS
Staff turnover
Incidence of sickness
Absenteeism
Time-keeping
Accidents at work
The management
of time
Activity distinguished
from effectiveness
Meeting deadlines
Accuracy
Level of complaints
Quality standards
Budgetary control
Productivity levels
RESULTS MANAGER ACTUALLY ACHIEVES
OUTPUTS OF THE JOB AND EFFECTS ON OTHER PEOPLE
Figure 7.7 Possible indicators of managerial effectiveness
relationship orientation, the 3-D model identifies eight possible styles of managerial behaviour.
■
■
Task orientation (TO) is the extent to which the manager directs both personal and
subordinates’ efforts through planning, organisation and control.
Relationship orientation (RO) is dependent upon the manager’s personal job relationships. This is characterised by consideration for subordinates’ feelings, mutual
trust and encouragement.
The combination of TO and RO determines the manager’s basic style of behaviour. The
four possible basic styles (see Figure 7.8) are similar to those identified by Blake and
Mouton in the Managerial Grid.
Related
(High RO)
Integrated
(High TO and RO)
Separated
(Low TO and RO)
Dedicated
(High TO)
Relationship
orientation (RO)
Task orientation (TO)
Figure 7.8 The four basic styles of managerial behaviour
CHAPTER 7
Apparent
effectiveness
and personal
effectiveness
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
Each of these four basic styles of management can be effective or ineffective depending
on the situation in which they are applied. Effectiveness is defined by Reddin as:
the extent to which a manager achieves the output requirements of his position ... Managerial
effectiveness has to be defined in terms of output rather than input, by what a manager achieves
rather than by what he does.
Reddin distinguishes managerial effectiveness from (i) apparent effectiveness, and (ii)
personal effectiveness.
■
■
Apparent effectiveness is the extent to which the behaviour of the manager – for
example punctuality, giving prompt answers, tidiness, making quick decisions and
good public relations – gives the appearance of effectiveness. Such qualities may or
may not be relevant to effectiveness.
Personal effectiveness is the extent to which the manager achieves personal objectives – for example power and prestige – rather than the objectives of the organisation.
Eight styles of managerial behaviour
Applying the third dimension of managerial effectiveness provides eight styles of managerial behaviour – four effective styles, which achieve output requirements, and four
ineffective styles (see Figure 7.9). For each of the basic styles – separated, dedicated,
related or integrated – there is a more effective or less effective version. Effectiveness
results from the appropriateness of a particular style of management to the demands
of the situation in which it is applied. When one of the basic styles (for example
Figure 7.9 The 3-D model of managerial effectiveness
(Source: Reddin, W. J. Managerial Effectiveness, McGraw-Hill (1970) p. 206.)
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PART 3 THE ROLE OF THE MANAGER
‘separated’) is adopted in an appropriate situation, a more effective style (‘bureaucrat’)
results. When the basic style is adopted in an inappropriate situation, the result is a less
effective style (‘deserter’).
The eight styles of management may be described briefly as follows.
More effective
styles
1 Bureaucrat – a low concern for both task and relationships. The manager adopting
this style is seen as being interested mainly in rules and procedures to control the
situation, and as conscientious.
2 Benevolent autocrat – a high concern for task and a low concern for relationships.
Managers adopting this style know what they want and how to achieve it without
causing resentment.
3 Developer – a high concern for relationships and a low concern for task. The manager adopting this style is seen as having implicit trust in people and concerned
mainly with developing them as individuals.
4 Executive – a high concern for both task and relationships. The manager adopting
this style is seen as a good motivator, sets high standards, treats people as individuals, and favours team management.
Less effective
styles
5 Deserter – low concern for both task and relationships in a situation where such
behaviour is inappropriate. The manager lacks involvement and is passive or negative.
6 Autocrat – a high concern for task and a low concern for relationships in a situation
where such behaviour is not appropriate. The manager is seen as lacking confidence
in others, unpleasant, and interested only in the task in hand.
7 Missionary – a high concern for relationships and a low concern for task where
such behaviour is inappropriate. The manager is seen as interested mainly in preserving harmony.
8 Compromiser – a high concern for both task and relationships in a situation requiring
high concern for neither, or for only one orientation. The manager is seen as a poor
decision-maker, too easily influenced by the pressures of the situation, and as avoiding
immediate pressures and problems at the expense of maximising long-term output.
Appropriate style of behaviour
According to Reddin’s 3-D theory, managerial effectiveness cannot be measured simply in
terms of achieving production or relationships with other people. The manager must also
be adaptable in adopting the appropriate style of behaviour which will
determine effectiveness in achieving the output requirements of the job. Reddin has
developed a ‘management-style-diagnosis’ test to identify styles of management and of
organisations. The test comprises 64 paired statements which compare one style of management with another. From each pair of statements is selected the one statement which
describes best the manager’s behaviour in his or her present job. Analysis of the answers
can help the manager to evaluate his or her own perceived style of management.
GENERAL CRITERIA OF MANAGERIAL EFFECTIVENESS
From a review of the work of a number of writers, Langford identifies four broad groups
of criteria of managerial effectiveness, and a single overall criterion of effectiveness.50
■
■
The manager’s work – decision-making, problem-solving, innovation, management
of time and handling information.
The manager himself/herself – motivation, role perception, coping with
stress/ambiguity, seniority, and average salary grade for age.
CHAPTER 7
■
■
■
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
The manager’s relationships with other people – subordinates, superiors, peers
and clients; handling conflict and leadership/power.
The manager as part of the organisation – maintenance of the organisation, and
technical and financial control.
Criterion of general effectiveness – allocation of resources, achieving purpose, goal
attainment, planning, organising, co-ordinating, controlling.
Langford found that the most frequently mentioned criterion was overall effectiveness,
followed by relationships with subordinates. Next in order of importance were the criteria of decision-making, problem-solving, self-development of the manager and
maintenance of the organisation. Coping with ambiguity and the handling of conflict
were seen as relatively unimportant criteria, although Langford suggests this might be
related to the circumstances at the time when the various works were written.
THE MANAGEMENT OF TIME
Whatever the attributes or qualities of a successful manager, or the quality of subordinate staff, one essential underlying criterion is the effective use of time. With many
managers who complain that they do not have sufficient time it may be more a case
that they have failed to organise themselves or their work properly. The most important members of staff to be managed are themselves.
Although it is currently a popular topic of attention, the importance of time management has long been recognised as an inherent feature of management. Drucker
refers to time as the limiting factor for effective executives. Time is a unique resource –
you cannot rent, hire, buy or otherwise obtain more time. The supply of time is totally
inelastic; time is totally irreplaceable and everything requires time.51
Effectiveness and activity
For many managers appearing always to be busy, a cluttered desk and a continual
flurry of activity are outward signs of their effectiveness. The trouble is that such managers may be too busy ‘doing’ rather than thinking about what they, and their staff,
should be doing and how they should be doing it. Activity may be a substitute for
actual achievement. It is important therefore to distinguish effectiveness from activity.
Rees and Porter, for example, suggest that:
Activity-centred behaviour is in any case much more likely to spring from incompetence and/or
insecurity rather than adroit political behaviour. Activity-centred behaviour is likely to aggravate
the position of the manager in the long run rather than ameliorate it.52
There are a number of suggested procedures and techniques for managing time53 but
the essential requirements of good time management include:
■
■
■
■
clear objectives;
careful forward planning;
the definition of priorities and action; and
the ability to delegate successfully.
A ‘summary outline’ of the management of time is presented in Figure 7.10.54
The Chartered Management Institute have published a checklist which explains that:
Good time management has always been an important skill, but it is arguably now more essential than ever. Factors such as widespread corporate restructuring, accelerating change,
information overload and the need to balance private and working lives have put the squeeze on
managers. Time management is about the effectiveness and efficiency of what you do and how
you do it.55
265
WHY MUST MANAGERS MANAGE
THEIR OWN TIME?
THEIR STAFF’S TIME
– Give time allowances for
– an end-of-day activity to
– prepare for tomorrow
MANAGING TIME USAGE
Work sampling and time study
techniques may be applicable
Set time standards for jobs
with realistic (+/–) allowances
Use standard data catalogues for
estimating job durations
•
•
•
•
•
•
(Reproduced with permission of Training Learning Consultancy Ltd, Bristol, England.)
•
•
•
•
•
•
•
•
•
CONSERVING TIME
Learn to communicate effectively
Train subordinates to listen by
Question & Answer techniques
Organise meetings effectively –
don’t just hold them
Reduce paperwork (form filling is
slow, is it all necessary?)
Control interruptions
Set time objectives for tasks
•
•
•
•
•
FOR EFFECTIVE TIME MANAGEMENT YOU SHOULD:–
Establish the KEY TASKS (the six most important
tasks you do)
• Set your OBJECTIVES (the achievements you are
trying to attain in the key post)
• Identify PERFORMANCE STANDARDS (the quantifiable
measure of the objectives)
• Identify CONSTRAINTS (things standing in the way
of your objectives)
• Decide on ACTION PLANS (ways of removing the constraints)
•
WHERE DOES THE REMAINDER GO?
Wasted and lost time due to:–
Lack of focus on task
(Poor directions/lack of understanding)
Failure to delegate
(Assumes there is someone to delegate to)
Interruptions
(Should you have an ‘open door’?)
Fatigue – losing concentration
(Take the breaks especially lunch)
Failure to communicate
– instructions not clear
– failure to listen
Failure to anticipate
(‘I never thought’)
• Advance planning can
• – avoid problems later
• – anticipate trouble in
• – different situations
• – allow an overview
• – of the task
•
•
•
•
•
•
•
•
•
•
•
•
•
?
PARKINSON’S LAW
– Work expands in such a way as
– to fill the time available
WHERE DOES PRODUCTIVE TIME GO?
• Routine jobs (minor jobs but important)
• Regular duties
• Maintenance role as part of the organisation
• e.g. – meetings
• – selection/recruitment
• – seeing visitors
• Special assignments (unpredictable)
• Creative work (requires time)
COSTING TIME
What is your total cost?
How much productive time do you achieve?
What utilisation do you obtain?
How much would a consultant/teleworker
/subcontractor charge?
PARETO PRINCIPLE
In any series of events which you do
e.g. your job: 80% of the ouput arises from 20% of your input
(the %s may vary but the principle remains)
e.g. 20% of the customer base leads to 80% of the income
WHY IS IT IMPORTANT?
• Managers usually face more jobs than
• there is time to do them
• Jobs have different priorities
• Some jobs have to be done
• and some delegated – which?
COMPONENTS OF TOTAL JOB TIME
• Inherent time – sum of labour time, machine time and handling time
• Set-up time – time to prepare or tear-down after work; % time
• wastage reduced by scheduling longer runs
• Lost time – personal time for breaks, toilet, sickness, holidays etc.
• Technical time – machinery failure or component shortage
• Learning time – familiarisation with the job. Can only be estimated and
• is often inaccurate
TIME MANAGEMENT
A systematic step approach to using time
effectively
1 – Analysis of time usage in the past
2 – The time budget in the future
3 – Allocate time to specific tasks
• Plan and adhere to a weekly time schedule
• Record activities
4 – Classify activities
Careful network planning will
assist the manager to
reorganise and reduce time
pressures, eliminate wasted
time and maximise time usage
IMPROVING DEADLINE TIMES
PRODUCTION COMPLETION
DELIVERY DEADLINES
– Changing working practices
– Using better equipment
– Training staff
– Collecting more/better information
MANAGING YOUR TIME
• Importance of time management
• Where does time go?
• Conserving time
• Time management tools
Figure 7.10 Summary outline of the management of time
– Fill-in jobs for waiting time
– between longer or larger jobs
METHODS/TECHNIQUES FOR
TIME PLANNING
• Network planning for long
• jobs (and Critical Path Analysis)
• – explore benefits of project
• – management computer software
• GANTT charts
• Plan priority sequences
• Ordered sequences
• Short-term scheduling
• – consider value/costs of setting
• – up specific ‘jobbing’ capacity for
• – quick repeat order, or
•
RECORDING TIME
for future reference –
• record and keep times for
• specific jobs
• for estimating and quoting
• for buying in replacement
• labour – sub-contracting/
• out-sourcing
•
•
•
•
•
MANAGING DEPARTMENTAL TIME
Requires:
Responding to external time pressures
Maximising the time capacity available
Analysing the components of total job time
Using time planning techniques
Recording time spent
•
•
•
THE MANAGEMENT OF TIME
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CHAPTER 7
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
Manager’s checklist
Stewart suggests that it is often salutary for managers to compare what they think they
do against what happens in practice. Answers to the following questions will help
managers decide what, if anything, they should check, and to review their effective
management of time.56
1 Am I giving adequate attention to current activities, to reviewing the past and to
planning for the future? In particular, am I giving enough thought to the future?
2 Am I dividing my time correctly between different aspects of my job? Is there, perhaps, one part of my job on which I spend too much of my time?
3 Have I changed what I am trying to do, and how I work to allow for the effects of
changes in my work?
4 Am I certain that I am not doing any work that I ought to have delegated?
5 Who are the people that I ought to be seeing? Am I spending too much or too little
time with any of them?
6 Do I organise my working day and week, as far as possible, according to priorities, or
do I tend to deal with each problem as it turns up, or even as I think of it, without
stopping to think whether there is something more important that I should be
working on?
7 Am I able to complete a task, or am I constantly interrupted? If the latter, are all
these interruptions an essential part of my work?
There are three questions that managers should ask of each of their activities.
■
■
■
Should it be done at all?
If so, when should it be done?
Should it be delegated?
The need for balance
Despite growing interest in time management it should not be viewed in isolation
from related activities of management such as leadership and delegation. For example,
a key aspect of managerial leadership (discussed in Chapter 8) is visibility. Time management needs to be balanced against potential benefits from maintaining an
open-door policy or the ‘MBWA’ approach – Management By Walking About.57 When
making a conscious effort to find more time for themselves, managers need to take
account of their availability for consultation with subordinates, superiors or colleagues;
and ensuring effective processes of communication.
Clegg suggests that too much time management is focused on time rather than on
the essential foundation of priorities and personal significance. You cannot build a
time management regime until you understand what you really want to do with your
life including work projects: ‘Until we’ve mastered time machines, time is not subject
to management. The question is, rather, how you are going to manage what you do in
the time available?’58
Beware the
busy manager
A recent study by Bruch and Ghoshal suggesting that we should beware of the busy
manager raises the question: ‘Are the least effective executives the ones who look like
they are doing the most?’ They refer to unproductive busyness and what they call
‘active non-action’. After ten years of studying the behaviour of busy managers in
nearly a dozen large companies, Bruch and Ghoshal claim that fully 90 per cent of
managers squander their time in all sorts of ineffective activities.
No doubt, executives are under incredible pressure to perform, and have far too much to do, even
when they work 12-hour days. But the fact is, very few managers use their time as effectively as
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PART 3 THE ROLE OF THE MANAGER
they could. They think they’re attending to pressing matters, but they’re really just spinning their
wheels … A mere 10 per cent of managers are purposeful – that is, both highly energetic and
highly focused. They use their time effectively by carefully choosing goals and then taking deliberate actions to reach them. Managers that fall into the other groups, by contrast, are usually just
spinning their wheels; some procrastinate, others feel no emotional connection to their work,
and still others are easily distracted from the task at hand. Although they look busy, they lack
either the focus or the energy required for making any sort of meaningful change.59
An example of time management
An example of time management and encouragement for managers to improve their
self-management is given in the case example of the chemical company at the end of
the chapter.60
CRITICAL REFLECTIONS
A first step in the effective management of other people is confidence in your own ability, and
awareness of your own strengths and weaknesses. Why is it then that so many managers find it
difficult to admit their mistakes, to say sorry or to laugh at themselves? Surely, mea culpa should
be part of the philosophy and language of every successful manager.
What are your own views?
Even if employed full-time by the organization, fewer and fewer people are ‘subordinates’ – even
in fairly low-level jobs. Increasingly they are ‘knowledge workers’. And knowledge workers are
not subordinates; they are ‘associates’. For, once beyond the apprentice stage, knowledge workers must know more about their job than their boss does – or else they are no good at all. In fact,
that they know more about their job than anybody else in the organization is part of the definition
of knowledge workers.
Drucker, P.F. Management Challenges for the 21st Century, Butterworth-Heinemann (1999), p. 18.
How would you, as a senior manager, attempt to manage your staff effectively as
knowledge workers rather than subordinates?
‘The only essential ingredient of a successful manager is the ability to handle people, and to
understand and relate in a caring and meaningful way to the individuals they are managing.’
Debate.
SYNOPSIS
■ It is the responsibility of managers to manage and to achieve results through the
efforts of other people. This involves the effective management of human resources.
The way in which managers exercise their authority and carry out their responsibilities
is important. The changing nature of the work environment is reflected in changes in
the traditional boss–subordinate relationship. The style of management adopted, and
the behaviour displayed towards subordinate staff, is likely to be conditioned by predispositions about people, human nature and work.
CHAPTER 7
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
■ One means of describing different styles of management is the Managerial Grid,
now republished as the Leadership Grid®, and the combination of concern for production and concern for people. There are five basic combinations with a total of 81
different ‘mixtures’ of concern for production and concern for people. Managers tend
to have one dominant style of management but may switch from one style to another.
The Grid provides a framework in which managers can identify, study and review their
patterns of behaviour, and aid training and development.
■ An organisation is more likely to harness its staffing resources effectively if there is
a participative style of management. Likert identifies a four-fold model of management
systems that can be related to a profile of organisational characteristics. System 4 is
based on the principle of supportive relationships and group processes. Leadership
involves trust and confidence in subordinates. One particular style or system of management is Management by Objectives (MBO). There are however a number of
limitations and criticisms and, arguably, MBO has now been incorporated into modern
systems of staff appraisal and performance management.
■ There are many aspects to management but one essential ingredient of any successful manager is the ability to handle people effectively. It is important that managers
have a highly developed sense of ‘people perception’ and understand the feelings of
staff, and their needs and expectations. It is people who are being managed, and
people should be considered in human terms. There are a number of basic, underlying
philosophies which are likely to make for the successful management of people and
lead to improved work performance.
■ There is a clear and important need for managerial effectiveness, which can be distinguished from managerial efficiency and from activity. Effectiveness is concerned with
doing the right things and relates to outputs of the job and to what the manager actually achieves. Managers are likely to be judged not just on their own performance but
also on results achieved by other staff. The combination of task orientation and relationship orientation results in four basic styles of managerial behaviour. Each of these
styles can be effective or ineffective depending on the situation in which it is applied.
■ The concept of managerial effectiveness is, however, difficult both to define and to
measure. Broad groups of criteria are: the manager’s work; the manager himself/herself;
relationships with other people; the manager as part of the organisation; together with
an overall criterion of general effectiveness. One essential underlying criterion is the
management of time. With the changing nature of the work organisation, good time
management is arguably more essential than ever. However, studies suggest that activity may be a substitute for actual achievement and that busy managers are not
necessarily effective managers.
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REVIEW AND DISCUSSION QUESTIONS
1 Distinguish between different sets of attitudes and assumptions about people at work that
might be held by managers. Give examples, preferably from your own experience, of how
these different attitudes and assumptions might influence actual managerial behaviour.
2 Using the Blake and Mouton Managerial Grid (now the Leadership Grid), identify your likely
dominant style of behaviour in dealing with subordinate staff. In what situations might you
need to adopt a back-up style of behaviour and what style is that likely to be?
3 Critically assess the value and relevance today of Management by Objectives (MBO) as a
means of improving organisational performance.
4 From your own experience, explain fully a situation which you believe demonstrates an
effective way of dealing with subordinate staff. To what extent can you relate this situation
to the application of theories or principles of management?
5 Discuss what you see as the most important considerations in adopting a people-centred
approach to management. What do you understand by the culture of management?
6 How would you attempt to distinguish between an effective and an ineffective manager?
Give specific examples of the criteria you would apply to assess the effectiveness of a particular managerial job of your choice.
7 Explain Reddin’s 3-D model of managerial behaviour. Give a practical example of situations which demonstrate (i) a more effective style, and (ii) a less effective style.
8 Debate critically what you believe are the essential features relating to the effective management of time.
ASSIGNMENT 1
Principle of Supportive Relationships Questionnaire
To test whether a superior’s (and the organisation’s) behaviour is supportive, consider the
following questions.
a How much confidence and trust do you feel your superior has in you? How much do you
have in your superior?
b To what extent does your boss convey to you a feeling of confidence that you can do your
job successfully? Does your boss expect the ‘impossible’ and fully believe you can and will
do it?
c To what extent is your superior interested in helping you to achieve and maintain a good
income?
d To what extent does your superior try to understand your problems and do something
about them?
e How much is your superior really interested in helping you with your personal and family
problems?
CHAPTER 7
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
f How much help do you get from your superior in doing your work?
(i) How much interest in training you and helping you learn better ways of doing your work?
(ii) How much help for you to solve your problems constructively – not telling you the
answer but helping you think through your problems?
(iii) To what extent does your superior see that you get the supplies, budget, equipment,
etc., you need to do your job well?
g To what extent is your superior interested in helping you get the training which will assist
you in being promoted?
h To what extent does your superior try to keep you informed about matters related to your job?
i
How fully does your superior share information with you about the company, its financial
condition, earnings, etc., or keep such information to himself/herself?
j Does your superior ask your opinion when a problem comes up which involves your work?
Does your superior value your ideas and seek them and endeavour to use them?
k Is your superior friendly and easily approached?
l
To what extent is your superior generous in the credit and recognition given to others for the
accomplishments and contributions rather than seeking to claim all the credit personally?
ASSIGNMENT 2
In self-selecting groups of three or four, visit a work organisation of your choice, preferably
one that is well known to at least one member of your group.
a Using Likert’s short form of profile of organisational characteristics, investigate the
organisational variables and circle what you believe to be the most accurate answer for
each of the 18 questions.
b Make clear any necessary assumptions, and where possible give brief supporting reasons
for your choice of answers.
c Summarise the extent to which your answers suggest a clear inclination towards one particular model of management system.
d Explain the conclusions you draw from your investigation and the pattern of your answers.
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PERSONAL AWARENESS AND SKILLS EXERCISE
OBJECTIVES
Completing this exercise should help you to enhance the following skills:
Evaluate your own preferred style of management.
Examine and review those factors that influence decisions about management style.
Gain a deeper appreciation of how situational factors might influence managerial style.
EXERCISE
You are required to complete the ‘Your Management Style’ questionnaire. Move quickly and
do not think too deeply about each question but give your first immediate response.
Your Management Style Questionnaire
There are 10 pairs of statements. Assign a weight from 0 to 10 to each statements to show
the relative strength of your belief in the statements in each pair. The points assigned for each
pair must total 10 in each case. Be as honest with yourself as you can and resist the natural
tendency to respond as you would ‘like to think things are’. This instrument is not a test.
There are no right or wrong answers. It is designed to be a stimulus for personal reflection
and discussion.
1 It’s only human nature for people to do as little work as they
can get away with.
When people avoid work, it’s usually because their work has been
deprived of its meaning.
2 If employees have access to any information they want, they tend to
have better attitudes and behave more responsibly.
If employees have access to more information than they need to
do their immediate tasks, they will usually misuse it.
3 One problem in asking for the ideas of employees is that their
perspective is too limited for their suggestions to be of much value.
Asking employees for their ideas broadens their perspective
and results in the development of useful suggestions.
4 If people don’t use much imagination and ingenuity on the job,
it’s probably because relatively few people have much of either.
Most people are imaginative and creative but may not show it
because of limitations imposed by supervision and the job.
5 People tend to raise their stakes if they are accountable for their own
behaviour and for correcting their own mistakes.
People tend to lower their stakes if they are not punished for their
misbehaviour and mistakes.
––––––––––– (A)
––––––––––– (B)
10
––––––––––– (C)
––––––––––– (D)
10
––––––––––– (E)
––––––––––– (F)
10
––––––––––– (G)
––––––––––– (H)
10
–––––––––––
(I)
––––––––––– (J)
10
CHAPTER 7
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
6 It’s better to give people both good and bad news because most
employees want the whole story, no matter how painful.
It’s better to withhold unfavourable news about business because
most employees really want to hear only the good news.
7 Because a supervisor is entitled to more respect than those below him
or her in the organisation, it weakens the supervisor’s prestige to admit
that a subordinate was right and he or she was wrong.
Because people at all levels are entitled to equal respect, a
supervisor’s prestige is increased when he or she supports this
principle by admitting that a subordinate was right and he or she
was wrong.
8 If you give people enough money, they are less likely to be
concerned with such intangibles as responsibility and recognition.
If you give people interesting and challenging work, they are less
likely to complain about such things as pay and supplemental benefits.
9 If people are to set their own goals and standards of performance, they
tend to set them higher than the boss would.
If people are allowed to set their own goals and standards of
performance, they tend to set them lower that the boss would.
10 The more knowledge and freedom people have regarding their jobs,
the more controls are needed to keep them in line.
The more knowledge and freedom people have regarding their jobs,
the fewer controls are needed to ensure satisfactory job performance.
––––––––––– (K)
––––––––––– (L)
10
––––––––––– (M)
––––––––––– (N)
10
––––––––––– (O)
––––––––––– (P)
10
––––––––––– (Q)
––––––––––– (R)
10
––––––––––– (S)
––––––––––– (T)
10
Source: Adapted from M. Scott Myers, Every Employee a Manager (New York: McGraw-Hill Book Company, 1970).
DISCUSSION
■ Did the responses from some of your colleagues surprise you and if so why?
■ Explain with supporting examples how situational factors might influence a person’s pre-
ferred style of management.
■ What conclusions do you draw from this exercise? Having discussed results with col-
leagues would you change any of your responses, and if so, why?
Visit our website www.booksites.net/mullins for further questions, annotated weblinks,
case material and Internet research material.
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CASE EXAMPLE
Chemical company
When, in the mid 1980s, Mike joined the Group as
training manager, his aim was to establish a culture
that would focus on serving the customer and
encouraging employees to solve their own problems, and also help them to make their own
decisions within their areas of work responsibility.
He remembers that operators at the company’s
process plants ‘used to be expected to put their
brains on the coat hanger when they came to work.
Virtually, you couldn’t close a pump without the
works manager’s approval.’
Supervisors, he recalls, were too ready to divert
from their own priority work to do jobs that operators ought to be doing. The superintendents would
spend time on problems well within the capabilities
of the supervisors to solve, and would turn to the
plant manager for help with their own problems.
There was a constant spiralling down, Mike says.
This was tolerable if everyone reverted to their original positions and responsibilities when a crisis
ended. But some plants were constantly in crisis.
‘Everyone was looking after other people’s jobs
rather than their own.’
So, Mike, now the group’s human resources
manager, turned for help to the concept of time management. Importantly, he considered it as the warp and
weft of the group’s much larger training effort.
‘I saw time management as an enabling technique,’ he says, ‘one that would interface with other
courses such as assertiveness training while encouraging people to make the time to step back and
think more clearly about their jobs.’
In the last two years the group has run 15 of Time/
system’s two-day courses at its headquarters for some
300 employees at home and abroad. Participants
have ranged from plant managers to first line supervisors, and from scientists in the 400-strong technical
division to technicians and administrative personnel.
Mike believes that linking the concept of time
management to other elements of company training
has proved highly successful, pointing to the results
at a large plant near Hartlepool engaged in experimenting with a special process, to replace the
existing process, currently accounting for 90 per
cent of the company’s production worldwide. The
new process will radically reduce environmentally
damaging effluent.
Mike confirms that there has been an improvement in work culture and practice at the plant.
At another location about 50 of the plant’s
520 staff, at first-line supervisor level and above,
have been on the time management course. Mike
asserts that because supervisors now sit down to
prioritise their time, they aren’t so ready with reflex
responses to operators’ inessential requests for help.
In effect, through their ‘A’ Time training, they have
reassessed their own priorities.
When it comes to time management, extensive
use is made of Time/system’s planning books.
David, plant manager, who carries his wherever he
goes, uses the lunch hour to remind himself of his
schedule for the rest of the day and to plan the following day’s activities. Early each morning he
convenes a meeting of his superintendents and
supervisors, to review what has happened in the
plant in the previous 24 hours.
He says that because so many people at supervisor level and above use a common format for their
notes and planning, there is less chance of anything
important being overlooked. And because there is
not much need to refer back to files, the daily
review and planning meetings are speeded up.
The job of John, at the central laboratory, is to
provide mathematical and statistical support to the
work of the technical division. ‘I was astounded to
discover,’ he says, ‘that it was possible to decide my
own priorities, structure them into my forward
planning and organise my work week around them.’
The course made him realise that much of his
overwork was of his own making.
‘I couldn’t say “no” to requests for assistance
from other departments. I imagined that if I turned
people down they were going to be so aggrieved
that they would never come back with another
problem, and eventually I wouldn’t have a reason
for my existence.’
His own priority work focused on reaching a decision whether to build some computer software
in-house for use in the plant in Malaysia, or whether to
rely entirely on bought-in software packages. It was a
decision which had to be made by the end of January.
To reduce interruptions to his ‘A’ Time he began
saying ‘no’ – ‘it wasn’t as difficult as I had thought’. He
even told one internal customer that he couldn’t help
him solve his problem for another three months.
CHAPTER 7
Time management training has helped him to be
more assertive, he insists. ‘And because I couldn’t
turn every customer down, I also had to learn more
effective delegation.’
Another ‘backroom boy’ who looked afresh at his
working day, and became more assertive as a result,
is David, who has been with the company more
than 30 years.
He attended the training without high expectations. But it prompted him to analyse his job and he
found that up to 40 per cent of his time was being
spent talking with customers and responding to
their needs. The other 60 per cent was devoted to
long-term aims of improving the service his department offers, keeping up with new techniques and
developing new methods.
That was satisfactory, he decided, so long as the
ratio remained around 60/40. ‘To keep it like that I
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
began to query the difference between “urgent” and
“important” when requests for attention came in.
Every customer says his problem is important. But is
it genuinely urgent?’
In a service department, as David points out, you
have to respond to requests for service with a smile.
‘But that doesn’t mean abandoning your critical faculties, and failing to set priorities.’
‘Time management training taught me that many of
our problems were self-generated. Rather than devoting
so much time reacting to the problems thrown up by
the new computer system, we should have spent more
time ensuring smooth administration.’
It comes down, as Mike suggests, to taking the
time to think more clearly about the job, analyse it
and set priorities. Time management is about
making time, but also filling it productively.
(Reprinted with the permission of The Institute of Administrative
Management.)
CASE STUDY 7.1
The library in Labworth Street is located in an inner
city area of the local authority. While small and in
rather old premises, it has been popular over the years
with residents of the local community, who have
looked to it as a community focal point. The library is
also well thought of by local authority officials.
The staff has consisted of the Chief Librarian,
four qualified Librarians and three Library
Assistants, all of whom have worked well together
with a high degree of mutual co-operation by, for
example, voluntarily exchanging shifts to accommodate the domestic situations of a colleague. The
staff have often curtailed their breaks when the
needs of library clients have required it. The library
has been open on Monday to Friday from 9.00 to
12.00 and 2.00 to 6.00. When closed, time has been
spent on staff training, administrative investigations
and book restocking. Regular returns have also had
to be made to the local authority as part of the
latter’s information gathering and performance
monitoring role.
That was the situation up to six months ago,
when a new person, Rita Jones, was appointed in
charge of the library. She is determined to make the
library service even more efficient, believing that
such a strategy is absolutely necessary in a climate
Photo: The British Library
Bringing management to book: how to manage a library
British Library: a major seat of learning
275
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PART 3 THE ROLE OF THE MANAGER
Case study 7.1 continued
of debate over the library service being considered
for transfer to the private sector.
At the outset she felt that the methods by which
the staff operated had to be changed. She instructed
staff that the informal switching of shifts had to
cease and that any change in rosters had to be
approved by her in advance. She had noticed that
staff used to spend a considerable amount of time
talking to the public socially, rather than just on
matters concerned with the library service, and
instructions were issued that this had to cease: ‘Time
could not be wasted on informal discussion.’ More
effort also had to be given to improving the information flow to the local authority, to provide
evidence of the library’s efficiency.
Over a relatively short period of time, the atmosphere within the library changed. The staff seemed to
lose some of their enthusiasm, manifested in late
arrival for work. On some occasions the library did not
open on time because of confusion over shift patterns.
The incidence of days off sick increased, and relations
between staff deteriorated as they worked purely in
accordance with their job descriptions. The overall
attitude of the staff impacted on the quality of service
to customers, who began complaining to local councillors of poor service from library staff – such as long
queues at the desk, abrupt service at the inquiry point,
books not being on the correct shelves, and inefficient
operation of the book reservation system. The reputation of the library and the use of services was clearly
in decline.
In response to concerns expressed by officials,
Rita Jones explained that she was endeavouring to
improve the system in the library and that
inevitably there were some short-term problems.
She believed that, in the long run, the situation
would improve. She recognised that, in spite of
financial constraints, the budget for stock and
staffing costs was adequate.
YOUR TASKS
In order to assist Rita Jones in tackling the problems
arising in her organisation, prepare for her a memorandum of advice clearly setting out the management
issues you see arising from the case, and the related
alternative actions she might take to resolve these
matters.
CASE STUDY 7.2
As safe as houses: branch management in a building society
Tony Jackson was first employed in a busy branch
office of a building society on a Youth Training
Scheme but left after two years because there was no
permanent position available at that time. However,
nine months later and following a period of continual rapid growth in business a new position was
established in the branch. Jackson applied and got
the job. After speaking on the telephone to the personnel department at head office, Mary Rogers the
branch manager told her staff that she had always
got on well with Tony Jackson. He seemed very
bright, did everything asked of him and never
caused her any trouble.
Jane Taylor had been employed with the branch
for the past four years, since leaving sixth form college. Her main duties were those of a cashier and
assisting with mortgage advance accounts. Two
weeks before Jackson was due to start work Mary
Rogers asked to see her.
‘From now on, Jane, I would like you to act as
senior branch assistant. I need someone to take
some of the weight off my shoulders. Your main
task will be to be responsible for the quality and
accuracy of the work of the staff and to look after
things when I’m not here.’
‘Well ... er ... thank you, Miss Rogers. This is
unexpected. It sounds exciting, but I wonder if ...’
‘Oh, I know you can manage, Jane,’ continued
Mary Rogers. ‘You know I tend to rely on you
already. Anyway I’ve arranged for you to attend a
refresher course at head office the week after next.
It’s all about our systems and procedures, and new
CHAPTER 7
ideas on automated technology, I think they called
it. I am sure you will cope. And I know the extra
money for the job will be helpful, won’t it?’
‘Yes, that’s true enough – the money will certainly be helpful – but ...’
‘Good, that’s fine then. I’m glad we got that settled. Now you must excuse me,’ said Mary Rogers
standing up. ‘I have to attend to these returns due at
head office by the end of next week. Then I have
some new ideas for introducing even more business
and providing a detailed analysis schedule of
advances that I am working on. And I am due to see
Pat Gray at the solicitors some time. Always plenty
to do, Jane. We must have another chat sometime.’
As Jane left the manager’s office she reflected
upon the extra money. With the new house and a
large mortgage it would be very welcome.
Approximately two months later
Jane Taylor is speaking with Mary Rogers in her office.
‘I am sorry to trouble you, Miss Rogers, but it
seems that Tony Jackson and I may have a clash of
personalities.’
‘What do you mean, Jane?’ asked Mary Rogers.
‘Putting my own feelings to one side, I made a
conscious effort not to let it affect my work or
responsibiities. But he does not accept jobs I give him
without a fuss and tries to pass his work onto the
YTS. He also tries to embarrass other members of staff
when they are serving customers,’ explained Jane.
‘How do you mean he embarrasses you?’
‘Among other things, he shouts to other assistants at the far end of the office and refers to
customers by nicknames to try and make us laugh.’
‘Oh dear, well we can’t have that, can we now,
Jane? What have you done about it?’
‘I did try to tell him about it and told him not to
be so stupid and childish, but it didn’t seem to do
any good.’
‘All right, Jane, you had better leave it to me,’
sighed Mary Rogers. ‘I suppose I had better see what
I can do. In the meanwhile I think you should try to
learn to exercise your authority more.’
Lunchtime, three weeks later
Jane Taylor is with a friend in a local pub.
‘What’s the matter, Jane? You seem a bit down
lately. You’re not still annoyed about that assistant,
are you?’ asked the friend.
‘It’s not just that, but, oh I don’t know…but, yes it
does upset me,’ replied Jane. ‘You remember I told
you about me seeing the branch manager; well, afterwards I had another go at Jackson. I told him to
concentrate on his own work, but this is often below
standard and when I showed him his mistakes he just
said, “What do you expect, I’m only human.”’
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
‘But you didn’t just leave it like that?’ inquired
the friend.
‘No, a couple of days later to try and overcome
the problem I took him to the staff kitchen. I told
him we all had to work together and as assistant
manager I had a responsibility to keep the office
running smoothly, and that an effort should be
made for all of us to get on with each other. If not, I
would take the matter further and report it to Miss
Rogers. He just shrugged his shoulders and said,
“Yeah, all right, let’s go and see Mary.’’’
‘So then what happened?’ asked the friend
expectantly.
‘His reaction was unexpected. It threw me a bit. I
think I said something like “when I’m ready” and
walked away. Mind you, his work did seem to
improve for a time. But then last week I told him I
needed his help with this urgent job and he got all
huffy with me. When I told him it was about time
he grew up and stopped behaving like that he just
said, “If you treat me like a piece of dirt, I’ll behave
like a piece of dirt’’ or words to that effect.’
‘So did you go to see Miss Rogers, then?’ the
friend asked.
‘I was going to. But, no, not yet. I know I really
should go and see her again sometime before too
long,’ replied Jane. ‘Anyhow, sorry, must dash now.
We are still so busy at work – business seems to be
growing all the time. See you again sometime.’
Later that same week
Mary Rogers is on the telephone to head office.
‘…By the way, I have a member of staff we
appointed who I think would benefit from a
reminder about the importance of good supervision.
I see you are running a course on Human Relations
next month. Can you do your usual perfect organisation and fit her in? At least we can suggest she might
like to attend. She can be a bit prickly at times but I
am sure with all your experience you will know how
to use the best words when you write to her.’
Ten days later
Jane Taylor meets her friend in the public house
again.
‘I’m glad to see you, Veronica. I was hoping I
might find you here,’ Jane said to her friend.
‘What’s up, work still troubling you?’ asked
Veronica. ‘I seem to remember you were going to
sort things out with the manager. What did she do
about that assistant of yours?’
‘Yes, I was thinking of going to see her, but then
Miss Rogers called me in to see her. She said that she
had spoken with Tony Jackson and explained that as
senior assistant I had more experience and authority
than Tony, and that he should do as he was asked
from now on.’
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PART 3 THE ROLE OF THE MANAGER
Case study 7.2 continued
‘Good! Quite right too. That’s the way it should
be,’ said Veronica. ‘So what’s the matter now?’
‘Well his concentration and work had appeared
to improve again but his attitude got even worse.
Then this last week Miss Rogers has been off sick
and I am temporarily in charge of the office once
again. I usually distribute the work equally in the
morning and then carry out the branch manager’s
duties. Sometimes work comes in during the day
and I distribute that straight away. When I leave
work in Jackson’s tray he usually “tuts” or makes
some sort of sarcastic comment as I am returning to
the manager’s office. It is so unsettling and you can
sense an unpleasant atmosphere in the whole office.
And it looks like another assistant, Graham Wilkins,
is thinking of leaving. That would be a pity. He is so
good at his job. I don’t know what to do next. Oh,
and I have also been told about a course on management skills in a couple of weeks at head office. I
suppose I shall have to go.’
YOUR TASKS
(a) Discuss the various issues of managerial behaviour and related matters raised by this case study.
(b) Explain what actions you think should be taken in
order to help improve the situation. Give supporting reasons.
NOTES AND REFERENCES
1. Macken, G. ‘Taking An Holistic Approach’, Professional
Manager, May 1997, p. 7.
2. Stewart, R. The Reality of Management, Third edition,
Butterworth Heinemann (1999), p. 190.
3. Greenhalgh, L. ‘Managers Face Up to the New Era’ in
Pickford, J. (ed.) Financial Times Mastering Management
2.0, Financial Times Prentice Hall (2001), p. 17.
4. McGregor, D. The Human Side of Enterprise, Penguin
(1987).
5. Sieff, M. (Lord Sieff of Brimpton) Management the
Marks & Spencer Way, Fontana Collins (1991), pp.
144–5.
6. Townsend, R. Further Up the Organisation, Coronet
Books (1985), pp. 168–9.
7. See, for example: Mullins, L. J. ‘Management and
Managerial Behaviour’, International Journal of
Hospitality Management, vol. 4, no. 1, 1985, pp. 39–41.
8. Ouchi, W. G. Theory Z: How American Business Can
Meet the Japanese Challenge, Addison-Wesley (1981), p.
4.
9. Tse, K. K. Marks & Spencer, Pergamon Press (1985).
10. See, for example: Sheldrake, J. Management Theory:
From Taylorism to Japanization, International Thomson
Business Press (1996). See also, Hunt, B. ‘The New
Battlegrounds For Capitalism’, in Pickford, J. (ed.)
Financial Times Mastering Management 2.0, Financial
Times Prentice Hall (2001), pp. 11–15.
11. For a detailed discussion on Japanese management
practices, see: Hannagan, T. Management: Concepts and
Practices, Third edition, Financial Times Prentice Hall
(2002).
12. Heller, R. In Search of European Excellence,
HarperCollins Business (1997), p. 138.
13. Blake, R. R. and Mouton, J. S. The Managerial Grid III,
Gulf Publishing Company (1985).
14. Blake, R. R. and McCanse, A. A. Leadership Dilemmas –
Grid Solutions, Gulf Publishing Company (1991).
15. Lester, T. ‘Taking Guard on the Grid’, Management
Today, March 1991, pp. 93–6.
16. Newborough, G. ‘People vs Production’, The British
Journal of Administrative Management, May/June 1999,
pp. 13–14h.
17. Crainer, S. and Dearlove, D. (eds) Financial Times
Handbook of Management, Second edition, Financial
Times Prentice Hall (2001), p. 364.
18. Likert, R. New Patterns of Management, McGraw-Hill
(1961).
19. Likert, R. and Likert, J. G. New Ways of Managing
Conflict, McGraw-Hill (1976).
20. Drucker, P. F. The Practice of Management, Heinemann
Professional (1989).
21. Crainer, S. Key Management Ideas: Thinkers that
Changed the Management World, Third edition,
Financial Times Prentice Hall (1998), p. 75.
22. Rodgers, R. and Hunter, J. E. ‘Impact of Management
by Objectives on Organizational Productivity’, Journal
of Applied Psychology Monograph, vol. 76, no. 2, 1991,
pp. 322–36.
23. Heller, R. In Search of European Excellence,
HarperCollins Business (1997), p. 252.
24. Naylor, J. Management, Financial Times Pitman
Publishing (1999), p. 285.
25. Hannagan, T. Management: Concepts and Practices, Third
edition, Financial Times Prentice Hall (2002), p. 177.
26. See, for example: Blanchard, K. and Johnson, S. The
One Minute Manager, HarperCollins Business (2000).
CHAPTER 7
27. Gratton, L. Living Strategy: Putting People at the Heart of
Corporate Purpose, Financial Times Prentice Hall
(2000), p. xiii.
28. Freemantle, D. ‘The People Factor’, Management Today,
December 1985, p. 68.
29. Peters, T. J. and Waterman, R. H. In Search of Excellence,
Harper & Row (1982), p. 238.
30. Gratton, L. Living Strategy: Putting People at the Heart of
Corporate Purpose, Financial Times Prentice Hall
(2000), p. 206.
31. Mann, S. ‘Give a little gain a lot’, Professional Manager,
March 1999, p. 32.
32. Castellanos, F. ‘Getting the rewards’, Read.Me, IBM
team publication for the UK and Ireland, May/June
1998, no. 11, p. 32.
33. Fletcher, W. ‘Good Listener, Better Manager’,
Management Today, January 2000, p. 30.
34. Adams, J. S. ‘Injustice in Social Exchange’ abridged in
Steers, R. M. and Porter, L. W. Motivation and Work
Behavior, Second edition, McGraw-Hill (1979), pp. 107–24.
35. ‘Management Insights, ‘The Virgin Factor’, Management
Today, May 2000.
36. Waterman, R. The Frontiers of Excellence, Nicholas
Brealey (1994).
37. See, for example: Beggs, A. ‘The Real Meaning of
Empowerment’, Financial Times Mastering Management
Review, September 1997, pp. 14–15.
38. Green, J. ‘When Was Your Management style
Last Applauded?’, Chartered Secretary, December 1998,
pp. 28–9.
39. Galunic, G. and Weeks, J. ‘Survey – Mastering People
Management’, Financial Times, 12 November 2001.
40. Walmsley, C. J. Your Future Looks Bright, Preston Beach
(2002).
41. Ash, M. K. On People Management, Macdonald & Co.
(1985).
42. Ibid., p. xix.
43. Drucker, P. The Practice of Management, Heinemann
Professional (1989), p. 3.
44. Foppen, J. W. ‘Knowledge Leadership’ in Chowdhury,
S. Management 21C, Financial Times Prentice Hall
(2000), p. 160–1.
FT
MANAGERIAL BEHAVIOUR AND EFFECTIVENESS
45. ‘Untapped Potential: The barriers to optimum corporate productivity’, Proudfoot Consulting, October
2002. For a summary, see: ‘News Update’, Manager,
The British Journal of Administrative Management, No.
34, New Year 2003, p. 6.
46 See for example, Allen, T. ‘Hands Off Local
Government’, Management Today, September 1993, p. 5.
47. Stewart, R. The Reality of Management, Third edition,
Butterworth Heinemann (1999), p. 179.
48. Luthans, F. ‘Successful vs. Effective Real Managers’,
The Academy of Management Executive, vol. 11, no. 2,
1988, pp. 127–32.
49. Reddin, W. J. Managerial Effectiveness, McGraw-Hill
(1970).
50. Langford, V. ‘Managerial Effectiveness: A Review of the
Literature’, in Brodie, M. and Bennett, R. (eds)
Perspectives of Managerial Effectiveness, Thames Valley
Regional Management Centre (1979).
51. Drucker, P. F. The Effective Executive, Heinemann
Professional (1988).
52. Rees, W. D. and Porter, C. Skills of Management, Fifth
edition, Thomson Learning (2001), p. 22.
53. See, for example: Johns, T. Perfect Time Management,
Century Business (1993) and Van de Vliet, A. ‘Beat
The Time Bandits’, Management Today, May 1997, pp.
90–2.
54. Training Learning Consultancy Ltd, Bristol, England.
55. ‘Managing Your Time Effectively’, Management
Checklist 016, Chartered Management Institute, 2001.
56. Stewart, R. Managers and Their Jobs, Second edition,
Macmillan (1988), p. 123.
57. Coates, J. ‘It is Legitimate to be Unavailable’, Industrial
and Commercial Training, vol. 22, no. 5, 1990, pp.
8–11; for a fuller account of ‘MBWA’, see: Peters, T. J.
and Austin, N. K. A Passion for Excellence, William
Collins (1985).
58. Clegg, B. ‘How to Have Time for Life’, Professional
Manager, January 2000, pp. 18–20.
59. Bruch, H. and Ghoshal, S. ‘Beware the Busy Manager’,
Harvard Business Review, February 2002, pp. 62–9.
60. Butcher, D. ‘Personal Productivity is a Matter of
Timing’, The British Journal of Administrative
Management, October 1991, pp. 19–20.
Use the Financial Times to enhance your understanding of the context and practice of management and
organisational behaviour. Refer to articles 7, 18, 20, 22 and 26 in the BUSINESS PRESS section at the end
of the book for relevant reports on the issues explored in this chapter.
279
8
THE NATURE OF LEADERSHIP
An essential part of management is co-ordinating
the activities of people and guiding their efforts
towards the goals and objectives of the
organisation. This involves the process of
leadership and the choice of an appropriate form
of action and behaviour. Leadership is a central
feature of organisational performance. The
manager must understand the nature of
leadership influence and factors which determine
relationships with other people, and the
effectiveness of the leadership relationship.
Photo: Rajesh Jantilal/AFP/Getty Images
LEARNING OUTCOMES
After completing this chapter you should be able to:
explain the meaning and importance of leadership in
work organisations;
contrast patterns of managerial leadership and main
approaches to and studies of leadership;
detail the nature of managerial leadership and the
exercise of leadership power and influence;
examine leadership as an aspect of behaviour, and
different styles of leadership;
assess contingency theories of leadership and
situational factors which determine the characteristics of
leadership;
evaluate the nature and main components of
transformational leadership and inspirational leadership;
review the variables which determine effective
managerial leadership and development.
In the twenty-first century, leaders must create
an atmosphere in which people believe in
strategy, believe in management decisions, and
believe in their work. Once people believe in
management decisions, there is an excitement
within an organization. Such an atmosphere
makes an organization prosper. Successful
leaders create this sort of environment both
inside and outside the organization.
Subir Chowdhury
Management 21C, Financial Times Prentice Hall (2000)
CHAPTER 8 THE NATURE OF LEADERSHIP
THE MEANING OF LEADERSHIP
There are many ways of looking at leadership and many interpretations of its meaning.
Leadership might be interpreted in simple terms, such as ‘getting others to follow’ or ‘getting people to do things willingly’, or interpreted more specifically, for example as ‘the
use of authority in decision-making’. It may be exercised as an attribute of position, or
because of personal knowledge or wisdom. Leadership might be based on a function of
personality, or it can be seen as a behavioural category. It may also be viewed in terms of
the role of the leaders and their ability to achieve effective performance from others.
Taffinder suggests that everyone has a theory but, although we know quite a lot
about management, we do not know as much about leadership.1 Handy believes that:
like motivation, the search for the definitive solution to the leadership problem has proved to be
another endless quest for the Holy Grail in organization theory.2
According to Crainer there are over 400 definitions of leadership and:
it is a veritable minefield of misunderstanding and difference through which theorists and practitioners must tread warily.3
Nothing in business circles brings such a rush of clichés to the head as leadership, one of
those humpty-dumpty words which, as Alice said, mean whatever we want them to mean ...
Leadership is one of those elusive priorities, an area in which there is no absolute, no guaranteed model. So it turns out to be not only vital but also fun to talk about what makes a leader.
Sir Peter Parker4
According to Useem, leadership is a matter of making a difference. It entails changing
an organisation and making active choices among plausible alternatives, and depends
on the development of others and mobilising them to get the job done.
Leadership is at its best when the vision is strategic, the voice persuasive and the results tangible. In the study of leadership, an exact definition is not essential but guiding concepts are
needed. The concepts should be general enough to apply to many situations, but specific
enough to have tangible implications for what we do.5
However, in addition to vision and strategy, Useem suggests that they have been joined by
new critical capabilities – leading out and leading up. With the increasing use of outsourcing, managers need the skill to lead out: not just to send work downwards to subordinates
but also to have a talent for lateral leadership in arranging work with colleagues. And as
organisations decentralise authority managers must be able to lead their own bosses, to
have the capacity to lead up and muster support from above as well as below.
Inspiring and influencing other people
Today, leadership is increasingly associated not with command and control but with
the concept of inspiration, of getting along with other people and creating a vision
with which others can identify. For example, Adair sees leadership as a combination of
The vision is absolutely key to getting your troops together. It has to be qualitative, daring
and grab the imagination. The test of it should be how quickly people will latch on to where
you are going; you can entrust them with the how. You only get a company going where you
want it to go by leadership by example and by honest and endless communication.
Everyone in the business has to buy into your vision.
Sir John Harvey-Jones6
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PART 3 THE ROLE OF THE MANAGER
example, persuasion and compulsion that results in making people do things they
might not otherwise have done.7
It is difficult, therefore, to generalise about leadership, but essentially it is a relationship through which one person influences the behaviour or actions of other
people. This means that the process of leadership cannot be separated from the activities of groups and with effective teambuilding.
According to Levine, leaders need to focus on moving people and organisations forward by increasing the competency of staff and the co-operation of teams in order to
improve the organisation. A leader’s job is to constantly challenge the bureaucracy that
smothers individual enthusiasm and the desire to contribute to an organization.
Leaders in the new millennium will create an environment that encourages the development of skills, learning and openness so that those on their team can participate in
the deployment of financial and human resources.8
THE IMPORTANCE OF LEADERSHIP
Leadership is related to motivation, interpersonal behaviour and the process of communication. For example, according to Sir Paul Judge: ‘Thirty years ago it was very
much about what you knew, the technicalities of things. Managers now are leaders of
their groups, their departments. Although they may well need some specialist knowledge, the human relations part of the management job is more important than ever.
People have more flexibility and more choice in their careers, which are themselves
more fluid, so keeping people motivated is very important.’9 Leadership is also important in attempting to reduce employee dissatisfaction.10
Good leadership involves the effective process of delegation and empowerment. The
leadership relationship is not limited to leader behaviour resulting in subordinate
behaviour. Leadership is a dynamic process. The leader–follower relationship is reciprocal and effective leadership is a two-way process which influences both individual and
organisational performance.
Lord Sieff, for example, maintains that:
Leadership is vitally important at all levels within the company, from main board to the shopfloor.
Leadership is the moral and intellectual ability to visualise and work for what is best for the company and its employees ... The most vital thing the leader does is to create team spirit around
him and near him, not in a schoolboy sense, but in realistic terms of mature adults ... To be effective leadership has to be seen, and it is best seen in action.11
Good management leadership helps to develop teamwork and the integration of individual and group goals. It aids intrinsic motivation by emphasising the importance of
the work that people do.12 The changing nature of work organisations, including flatter structures and recognition of the efficient use of human resources, coupled with
advances in social democracy, have combined to place growing importance on leadership. The nature of management is moving away from an emphasis on getting results
by the close control of the workforce and towards an environment of coaching, support and empowerment.13 ‘The maxim that: “there is nothing you cannot achieve if
you don’t mind who gets the credit” should be the watchword for all team leaders …
The view that is beginning to emerge, is that if teams are to come up with the goods,
the leaders need to step out of the limelight and let others take a bow.’14
Hooper and Potter discuss the importance of leadership in times of change and uncertainty, and that good leaders are sensitive to the impact of the change process on
people. ‘Never is leadership more sought after than in times of change and uncertainty.
Effective change leadership is the key to shifting people’s perceptions from seeing
change as a threat to seeing it as an exciting challenge.’15 Fullan also discusses leader-
CHAPTER 8 THE NATURE OF LEADERSHIP
ship in a culture of change and points out that leadership is key to large-scale improvement. It is essential for leaders to understand the change process, and moral purpose
without change will lead to moral martyrdom. Leaders must be able to operate under
complex, uncertain circumstances.16
Vecchio raises the question of whether leadership does make a difference and suggests one interesting way to learn whether leaders can have an impact is by studying
the results of a change in leader. As work-unit achievements result more from the
efforts of the unit’s members than of one individual, and organisations have rules and
policies that govern behaviour, a good argument can be made that leadership has only
a modest impact on group performance. However, Vecchio also contends that: ‘one has
a sense that a leader, under the right circumstances, can have a powerful impact on
group performance.’17
A recent research report by the Chartered Management Institute highlights the attitudes
and opinions of managers working in the public sector on the key issues of leadership and
performance. The report indicates a strong positive relationship between the organisational priority given to leadership development, and the level of employee motivation and
satisfaction.18 (See also the discussion on leadership development later in this chapter.)
LEADERSHIP AND MANAGEMENT
What is the relationship between leadership and management? Management is more
usually viewed as getting things done through other people in order to achieve stated
organisational objectives. The manager may react to specific situations and be more concerned with solving short-term problems. Management is regarded as relating to people
working within a structured organisation and with prescribed roles. To people outside of
the organisation the manager might not necessarily be seen in a leadership role.
Management may arguably be viewed more in terms of planning, organising, directing and controlling the activities of subordinate staff. Leadership, however, is
concerned more with attention to communicating with, motivating, encouraging and
involving people.19
Management is complex, fragmented, its activities brief, opportunistic, predominantly verbal;
leadership is more so. Management reacts. Leadership transforms. It makes a difference.20
The emphasis of leadership is on interpersonal behaviour in a broader context. It is
often associated with the willing and enthusiastic behaviour of followers. Leadership
does not necessarily take place within the hierarchical structure of the organisation. Many people operate as leaders without their role ever being clearly established
or defined. For example, Belbin suggests that:
there is a clear implication that leadership is not part of the job but a quality that can be brought
to a job … The work that leadership encompasses in the context clearly is not assigned but comes
about spontaneously.21
Differences in attitudes and relations with others
There are other differences between leadership and management. For example, Zaleznik
explores difference in attitudes towards goals, conceptions of work, relations with
others, self-perception and development.
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Managers tend to adopt impersonal or passive attitudes towards goals. Leaders adopt
a more personal and active attitude towards goals.
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The 7-S
organisational
framework
In order to get people to accept solutions, the manager needs continually to
co-ordinate and balance in order to compromise conflicting values. The leader creates excitement in work and develops choices that give substance to images that
excite people.
In their relationships with other people, managers maintain a low level of emotional
involvement. Leaders have empathy with other people and give attention to what
events and actions mean.
Managers see themselves more as conservators and regulators of the existing order of
affairs with which they identify, and from which they gain rewards. Leaders work in,
but do not belong to, the organisation. Their sense of identity does not depend
upon membership or work roles and they search out opportunities for change.22
The differences between leadership and management have been applied by Watson to
the 7-S organisational framework of: strategy, structure, systems, style, staff, skills and
superordinate (or shared) goals. Watson suggests that whereas managers tend towards
reliance on
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strategy,
structure, and
systems,
leaders have an inherent inclination for utilisation of the ‘soft’ Ss of
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style,
staff,
skills, and
shared goals.
Watson also suggests, although cautiously, that 7-S management could be seen as
the province of leaders. Managers will not ordinarily be capable of achieving sufficient
mastery of all seven factors to attain a consistently high level of organisational
performance.23
Distinction between management and leadership
Based on experience of management approaches in both commerce and the military,
Hollingsworth questions how many managers consider themselves first and foremost as
leaders, relegating ‘manager’ to their job title. He argues that commercial managers
need to learn from the armed forces if they wish to be viewed as leaders. Having
accepted that there are some links between management and leadership,
Hollingsworth lists six ‘fundamental differences’.
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A manager administers – a leader innovates.
A manager maintains – a leader develops.
A manager focuses on systems and structure – a leader focuses on people.
A manager relies on control – a leader inspires trust.
A manager keeps an eye on the bottom line – a leader has an eye on the horizon.
A manager does things right – a leader does the right thing.24
Not everyone would agree with this list. Robinson, for example, suggests that if the
word ‘manager’ is replaced by ‘administrator’ then the lists works. However, whatever
your view the list makes for a helpful basis for critical discussion on the nature of management and leadership.25
In Chapter 6 we discussed management as getting work done through the efforts of
other people. To be an effective manager it is necessary to exercise the role of leadership. A common view is that the job of the manager requires the ability of leadership
CHAPTER 8 THE NATURE OF LEADERSHIP
and that leadership is in effect a sub-set of management, although leadership is a special attribute which can be distinguished from other elements of management.
According to Miller et al., by definition there are important distinctions between the
two concepts of management and leadership. ‘Management involves using human,
equipment and information resources to achieve various objectives. On the other
hand, leadership focuses on getting things done through others. Thus you manage
things (budgets, procedures, and so on), but you lead people.’26
Close relationship between management and leadership
Despite a continuing debate on differences between management and leadership, there
is a close relationship between them and it is not easy to separate them as distinct
activities. Many methods of management training can also be used as a means of measuring leadership style. For example, the Leadership Grid (discussed in Chapter 7) was
until recently known as the Managerial Grid. Note also that the new framework of
effective leadership introduced by Investors in People is called the ‘Leadership and
Management Model’.27
Today, there appears an increasing tendency to emphasise the interrelationship
between management and leadership, and to see them more as synonymous.
I have never been fond of distinguishing between leadership and management: they overlap and
you need both qualities.28
Increasingly, management and leadership are being seen as inextricably linked. It is one thing
for a leader to propound a grand vision, but this is redundant unless the vision is managed so it
becomes real achievement.29
Leadership and management, I think, are closely inter-related; how to get things done through
people and how to make work an enjoyable experience. Sixty-three per cent of people at work are
not engaged, do not enjoy what they are doing and yet they are using their most precious
resource – time. So, there must be a way of making that experience worthwhile and meaningful
and enjoyable.30
APPROACHES TO LEADERSHIP
Photo: Walter Sanders/Time Life Pictures/Getty Images
Due to its complex and variable nature there are many alternative ways of analysing leadership. It is helpful, therefore, to
have some framework in which to consider different
approaches to study of the subject.
One way is to examine managerial leadership in terms of:
Julius Caesar: a great and historic face of
leadership
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the qualities or traits approach;
the functional or group approach, including actioncentred leadership;
leadership as a behavioural category;
styles of leadership;
the situational approach and contingency models;
transitional or transformational leadership; and
inspirational leadership.
(See Figure 8.1.)
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QUALITIES OR TRAITS APPROACH
Assumes leaders are born and not made. Leadership consists
of certain inherited characteristics or personality traits.
Focuses attention on the person in the job and not on the job itself.
THE FUNCTIONAL or GROUP APPROACH
Attention is focused on the functions and responsibilities of leadership,
what the leader actually does and the nature of the group.
Assumes leadership skills can be learned and developed.
LEADERSHIP AS A BEHAVIOURAL CATEGORY
The kinds of behaviour of people in leadership positions and the
influence on group performance. Draws attention to range of
possible managerial behaviour and importance of leadership style.
STYLES OF LEADERSHIP
The way in which the functions of leadership are carried out and the
behaviour adopted by managers towards subordinate staff.
Concerned with the effects of leadership on those being led.
THE SITUATIONAL APPROACH AND CONTINGENCY MODELS
The importance of the situation. Interactions between the variables
involved in the leadership situation and patterns of behaviour.
Belief that there is no single style of leadership appropriate to all situations.
TRANSFORMATIONAL LEADERSHIP
A process of engendering motivation and commitment, creating a vision
for transforming the performance of the organisation, and appealing to the
higher ideals and values of followers.
INSPIRATIONAL LEADERSHIP
Based on the personal qualities or charisma of the leader and
the manner in which the leadership influence is
exercised.
Figure 8.1 A framework for the study of managerial leadership
CHAPTER 8 THE NATURE OF LEADERSHIP
THE QUALITIES OR TRAITS APPROACH
The first approach assumes that leaders are born and not made. Leadership consists of
certain inherited characteristics, or personality traits, which distinguish leaders from
their followers: the so-called Great Person theory of leadership. The qualities approach
focuses attention on the man or woman in the job and not on the job itself. It suggests
that attention is given to the selection of leaders rather than to training for leadership.
For example, Drucker (writing originally in 1955) makes the point that:
Leadership is of utmost importance. Indeed there is no substitute for it. But leadership cannot be
created or promoted. It cannot be taught or learned.31
There have been many research studies into the common traits of leadership. However,
attempts at identifying common personality, or physical and mental, characteristics of
different ‘good’ or ‘successful’ leaders have met with little success.32 Investigations
have identified lists of traits which tend to be overlapping, contradictory or with little
correlation for most features.
It is noticeable that ‘individuality’ or ‘originality’ usually features in the list of traits.
This itself suggests that there is little in common between specific personality traits of
different leaders. It is perhaps possible therefore to identify general characteristics of
leadership ability, such as self-confidence, initiative, intelligence and belief in one’s
actions, but research into this area has revealed little more than this. In a series of
interviews with headhunters, and senior figures in industry and the city, Management
Today came up with a list of Britain’s most powerful women in business. A conclusion
from the list is that the ‘top 50 women do not fit any pattern. They wield the kind of
power and influence that defies stereotypes.’33
Limitations of
the traits
approach
There are two further limitations with this approach.
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■
First, there is bound to be some subjective judgement in determining who is
regarded as a ‘good’ or ‘successful’ leader.
Second, the lists of possible traits tend to be very long and there is not always agreement on the most important.
Even if it were possible to identify an agreed list of more specific qualities, this would
provide little explanation of the nature of leadership. It would do little to help in the
development and training of future leaders. Although there is still some interest in
the qualities, or traits, approach, attention has been directed more to other approaches
to leadership.
The qualities or traits approach gives rise to the questions: whether leaders are
born or made; and whether leadership is an art or a science. The important point,
however, is that these are not mutually exclusive alternatives. Even if there are certain inborn qualities which make for a good leader, these natural talents need
encouragement and development. Even if leadership is something of an art, it still
requires the application of special skills and techniques.
THE FUNCTIONAL (OR GROUP) APPROACH
This approach to leadership focuses attention not on the personality of the leader, nor
on the man or woman in the job, per se, but on the functions of leadership.
Leadership is always present in any group engaged in a task. The functional approach
views leadership in terms of how the leader’s behaviour affects, and is affected by,
the group of followers. This approach concentrates on the nature of the group, the followers or subordinates. It focuses on the content of leadership.
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Greater attention can be given to the successful training of leaders and to the means
of improving the leaders’ performance by concentrating on the functions which will
lead to effective performance by the work group.
The functional approach believes that the skills of leadership can be learnt, developed and perfected. In contrast to the view of Drucker (referred to above), Kotter, for
example, makes the point that successful companies do not wait for leaders to come
along. ‘They actively seek out people with leadership potential and expose them to
career experiences designed to develop that potential. Indeed, with careful selection,
nurturing and encouragement, dozens of people can play important leadership roles in
a business organization.’34 And a similar point is made by Whitehead: ‘There has been a
dramatic change in how management thinkers regard leadership today. Leaders are not
born, they say, but made. And the good news is everyone can do it. You don’t have to
be promoted to a management position. You can be a leader whatever job you do. You
don’t have to be the boss to be a leader.’35
Action-centred leadership
A general theory on the functional approach is associated with the work of John Adair
and his ideas on action-centred leadership which focuses on what leaders actually do.36
The effectiveness of the leader is dependent upon meeting three areas of need within
the work group: the need to achieve the common task, the need for team maintenance, and the individual needs of group members. Adair symbolises these needs
by three overlapping circles (see Figure 8.2).
Task functions involve:
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achieving the objectives of the work group;
defining group tasks;
planning the work;
allocation of resources;
organisation of duties and responsibilities;
Task needs
Team
maintenance
needs
Figure 8.2 Interaction of needs within the group
(Source: Adair, J., Action-Centred Leadership, Gower Press (1979), p. 10.)
Individual needs
CHAPTER 8 THE NATURE OF LEADERSHIP
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controlling quality and checking performance;
reviewing progress.
Team functions involve:
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maintaining morale and building team spirit;
the cohesiveness of the group as a working unit;
setting standards and maintaining discipline;
systems of communication within the group;
training the group;
appointment of sub-leaders.
Individual functions involve:
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meeting the needs of the individual members of the group;
attending to personal problems;
giving praise and status;
reconciling conflicts between group needs and needs of the individual;
training the individual.
The action by the leader in any one area of need will affect one or both of the other
areas of need. The ideal position is where complete integration of the three areas of
need is achieved. In any work group the most effective leader is the person who sees
that the task needs, the needs of the group and those of the individual are all adequately met. The effective leader elicits the contribution of members of the group and
draws out other leadership from the group to satisfy the three interrelated areas of
need. The three-circle approach used by Adair also serves to illustrate the close relationship between leadership and management. Building the team and satisfying individual
needs would include leadership. Achieving the common task clearly involves the
process of management.
LEADERSHIP AS A BEHAVIOURAL CATEGORY
This approach draws attention to the kinds of behaviour of people in leadership situations. One of the most extensive research studies on behavioural categories of
leadership was the Ohio State Leadership Studies undertaken by the Bureau of Business
Research at Ohio State University. The focus was on the effects of leadership styles on
group performance. Questionnaires were designed which comprised a list of descriptive
items each dealing with a specific aspect of leadership behaviour. The questionnaires
were used repeatedly in different kinds of organisations and in a variety of
leader–group member situations.
Consideration
and structure
Results of the Ohio State studies indicated two major dimensions of leadership behaviour, labelled ‘consideration’ and ‘initiating structure’.37
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Consideration reflects the extent to which the leader establishes trust, mutual
respect and rapport with the group and shows concern, warmth, support and consideration for subordinates. This dimension is associated with two-way
communication, participation and the human relations approach to leadership.
Structure reflects the extent to which the leader defines and structures group interactions towards attainment of formal goals and organises group activities. This
dimension is associated with efforts to achieve organisational goals.
Consideration and initiating structure can be seen as the same as maintenance function (building and maintaining the group as a working unit and relationships among
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group members) and task function (accomplishment of specific tasks of the groups and
achievement of goals) which are discussed in Chapter 14. Consideration and initiating
structure were found to be uncorrelated and independent dimensions. Leadership
behaviour could, therefore, be shown on two separate axes. Research into the effects of
these four types of leadership behaviour suggest that some balance is needed between
consideration and structure in order to satisfy both individual needs and organisational goals. A high consideration, high structure style appears to be generally more
effective in terms of subordinate satisfaction and group performance, but the evidence
is not conclusive and much seems to depend upon situational factors.
Employeecentred and
productioncentred
supervisors
Another major research study was carried out at the University of Michigan Institute for
Social Research at the same time as the Ohio State studies. Effective supervisors (measured along dimensions of group morale, productivity and cost reduction) appeared to
display four common characteristics:
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■
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■
delegation of authority and avoidance of close supervision;
an interest and concern in their subordinates as individuals;
participative problem-solving; and
high standards of performance.
Likert, who has summarised the findings of the University of Michigan studies, used
the terms employee-centred and production-centred supervisors.38 These terms are
similar to the dimensions of consideration and structure. The first three of these supervisory characteristics are examples of consideration. The fourth characteristic
exemplifies structure. Like consideration and structure, employee-centred and production-centred supervision need to be balanced. Likert concluded that employee-centred
supervisors who get best results tend to recognise that one of their main responsibilities is production. Both the Ohio State studies and the University of Michigan studies
appear to support the idea that there is no single behavioural category of leadership
which is superior. There are many types of leadership behaviour and their effectiveness
depends upon the variables in any given situation.
Major
dimensions of
managerial
leadership
Despite the many types of actual leadership behaviour, we have seen that there appears
to be general agreement on two major dimensions of managerial leadership. This can
be extended to include the works of McGregor and of Blake and McCanse, discussed as
part of managerial behaviour in Chapter 7. (See Figure 8.3.)
Group interaction
analysis
Task
functions
Maintenance
functions
Ohio State
leadership study
Initiating
structure
Consideration
University of
Michigan study
Production-centred
supervision
Employee-centred
supervision
McGregor, assumptions
about people and work
Theory X
Theory Y
Blake and McCanse,
Leadership Grid
Concern for
production
Concern for
people
Figure 8.3 Two major dimensions of managerial leadership
CHAPTER 8 THE NATURE OF LEADERSHIP
STYLES OF LEADERSHIP
Attention to leadership as a behavioural category has drawn attention to the importance of leadership style. In the work situation it has become increasingly clear that
managers can no longer rely solely on the use of their position in the hierarchical
structure as a means of exercising the functions of leadership. In order to get the best
results from subordinates the manager must also have regard for the need to encourage
high morale, a spirit of involvement and co-operation, and a willingness to work. This
gives rise to consideration of the style of leadership and provides another heading
under which to analyse leadership behaviour.
Leadership style is the way in which the functions of leadership are carried out,
the way in which the manager typically behaves towards members of the group.
The development of behavioural science has drawn attention to the processes of
interpersonal behaviour in the work situation and to the effects of leadership on those
being led. The attention given to leadership style is based on the assumption that subordinates are more likely to work effectively for managers who adopt a certain style of
leadership than they will for managers who adopt alternative styles.
Broad classification of leadership style
There are many dimensions to leadership and many possible ways of describing leadership style, such as, for example, dictatorial, unitary, bureaucratic, benevolent,
charismatic, consultative, participative and abdicatorial. The style of managerial leadership towards subordinate staff and the focus of power can however be classified within
a broad three-fold heading.
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■
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Solo leader
and team
leader
The authoritarian (or autocratic) style is where the focus of power is with the manager,
and all interactions within the group move towards the manager. The manager alone
exercises decision-making and authority for determining policy, procedures for achieving goals, work tasks and relationships, control of rewards or punishments.
The democratic style is where the focus of power is more with the group as a whole
and there is greater interaction within the group. The leadership functions are
shared with members of the group and the manager is more part of a team. The
group members have a greater say in decision-making, determination of policy,
implementation of systems and procedures.
A laissez-faire (genuine) style is where the manager observes that members of the
group are working well on their own. The manager consciously makes a decision to
pass the focus of power to members, to allow them freedom of action ‘to do as they
think best’, and not to interfere; but is readily available if help is needed. There is
often confusion over this style of leadership behaviour. The word ‘genuine’ is
emphasised because this is to be contrasted with the manager who could not care,
who deliberately keeps away from the trouble spots and does not want to get
involved. The manager just lets members of the group get on with the work in hand.
Members are left to face decisions which rightly belong with the manager. This is
more a non-style of leadership or it could perhaps be labelled as abdication.
Belbin distinguishes between two broad contrasting or diverging styles of leadership in
industry: the solo leader and the team leader.39 The solo leader enjoys free range, and
rules as if absolutely. The leader takes no risks with other people, adopts a directive
approach, prefers specific tasks and goals, expects compliance and acts as a model for
others to follow. In times of crisis or urgency the talented solo leaders have been effective in overcoming departmental barriers and obstacles, and implementing decisions
quickly. However, when the solo leaders fail, they are discarded.
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By contrast, the team leader declines to rule as if absolutely, and deliberately limits
his or her role. The leader creates a sense of mission, expresses greater respect for and
trust in subordinates, recognises the skills and strengths of others, and is more inclined
to delegate. Belbin suggests that solo leadership is familiar to most people because part
of crowd psychology is to seek to be led and to have faith in the leader. However,
increasing uncertainty and continuous change together with societal pressure for the
sharing of power has led to increasing attention to team leadership.
Attention to
style of
leadership
Work by such writers as McGregor, Likert, and Blake and Mouton (discussed in Chapter 7)
appears to support the value of participative managerial leadership in improving
organisational effectiveness. Attention to the manager’s style of leadership has come
about because of a greater understanding of the needs and expectations of people at
work. It has also been influenced by such factors as:
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increasing business competitiveness and recognition of efficient use of human
resources;
changes in the value system of society;
broader standards of education and training;
advances in scientific and technical knowledge;
changes in the nature of work organisation;
the influence of trade unions;
pressure for a greater social responsibility towards employees, for example through
schemes of participation in decision-making and the quality of working life; and
government legislation, for example in the areas of employment protection, and the
influence of the European Union.
All of these factors have combined to create resistance against purely autocratic styles
of leadership.
CONTINUUM OF LEADERSHIP BEHAVIOUR
One of the best known works on leadership style is that by Tannenbaum and Schmidt
(Figure 8.4).40 Originally written in 1958 and updated in 1973, their work suggests a continuum of possible leadership behaviour available to a manager and along which various
styles of leadership may be placed. The continuum presents a range of action related to
the degree of authority used by the manager and to the area of freedom available to nonmanagers in arriving at decisions. The Tannenbaum and Schmidt continuum can be
related to McGregor’s supposition of Theory X and Theory Y. Boss-centred leadership is
towards Theory X and subordinate-centred leadership is towards Theory Y.
Four main
styles of
leadership
Moving along the continuum, the manager may be characterised according to the degree
of control that is maintained. Neither extreme of the continuum is absolute as there is
always some limitation on authority and on freedom. This approach can be seen as identifying four main styles of leadership by the manager: tells, sells, consults, joins.
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Tells. The manager identifies a problem, chooses a decision and announces this to subordinates, expecting them to implement it without an opportunity for participation.
Sells. The manager still chooses a decision but recognises the possibility of some
resistance from those faced with the decision and attempts to persuade subordinates
to accept it.
Consults. The manager identifies the problem but does not choose a decision until
the problem is presented to the group, and the manager has listened to the advice
and solutions suggested by subordinates.
CHAPTER 8 THE NATURE OF LEADERSHIP
Figure 8.4 Continuum of manager–non-manager behaviour
(Reprinted by permission of the Harvard Business Review from ‘How to Choose a Leadership Pattern’ by Robert Tannenbaum and Warren H. Schmidt (May/June 1973).
Copyright © 1973 by Harvard Business School Publishing Corporation; all rights reserved.)
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Main forces in
deciding type
of leadership
Joins. The manager defines the problem and the limits within which the decision
must be chosen and then passes to the group, with the manager as a member, the
right to make decisions.
Tannenbaum and Schmidt suggest that there are three factors, or forces, of particular
importance in deciding what types of leadership are practicable and desirable. These
are: forces in the manager; forces in the subordinates; and forces in the situation.
1 Forces in the manager. The manager’s behaviour will be influenced by their
own personalities, backgrounds, knowledge and experiences. These internal forces
will include:
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value systems;
confidence in subordinates;
leadership inclinations; and
feelings of security in an uncertain situation.
2 Forces in the subordinate. Subordinates are influenced by many personality variables and their individual set of expectations about their relationship with the
manager. Characteristics of the subordinate are:
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the strength of the needs for independence;
the readiness to assume responsibility for decision-making;
the degree of tolerance for ambiguity;
interest in the problem and feelings as to its importance;
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understanding and identification with the goals of the organisation;
necessary knowledge and experience to deal with the problem; and
the extent of learning to expect to share in decision-making.
The greater the positive response to these characteristics, the greater freedom of
action can be allowed by the manager.
3 Forces in the situation. The manager’s behaviour will be influenced by the general
situation and environmental pressures. Characteristics in the situation include:
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type of organisation;
group effectiveness;
nature of the problem; and
pressure of time.
Tannenbaum and Schmidt conclude that successful leaders are keenly aware of those
forces which are most relevant to their behaviour at a particular time. They are able to
behave appropriately in terms of their understanding of themselves, the individuals
and the group, the organisation, and environmental influences. Successful managers
are both perceptive and flexible. Forces lying outside the organisation are also
included. Recognition is given to the possibility of the manager and/or subordinates
taking initiatives to change the boundaries of the rectangle through interaction with
external forces. Recognition is also given to the power available to all parties in the
organisation (for example individual workers and trade unions) and to the factors
which underlie decisions on the use of power by the manager. Tannenbaum and
Schmidt suggest a new continuum of patterns of leadership behaviour in which the
total area of freedom shared between managers and non-managers is redefined constantly by interactions between them and the forces in the environment.
THE SITUATIONAL APPROACH
The situational approach concentrates on the importance of the situation in the study of
leadership. A variety of people with differing personalities and from different backgrounds have emerged as effective leaders in different situations. The person who
becomes the leader of the work group is thought to be the person who knows best
what to do and is seen by the group as the most suitable leader in the particular situation. The continuum of leadership behaviour draws attention to forces in the situation
as one of the main forces influencing the nature of managerial behaviour. The situational approach emphasises the situation as the dominant feature in considering the
characteristics of effective leadership.
It is interesting to note that the importance of the situation for managerial leadership
was put forward over 50 years ago. Mary Parker Follett considered the way orders should
be given in the manager–subordinate relationship. The problem is avoiding the two
extremes of: (i) too great bossism in giving orders; and (ii) practically no orders given.
Follett’s solution was what she called the ‘depersonalising of orders and obeying the
law of the situation’.
My solution is to depersonalise the giving of orders, to unite all concerned in a study of the situation, to discover the law of the situation and obey that. Until we do this I do not think we shall
have the most successful business administration … This is, ideally what should take place
between any head and subordinates. One person should not give orders to another person but
both should agree to take their orders from the situation. If orders are simply part of the situation, the question of someone giving and someone receiving does not come up. Both accept the
orders given by the situation.41
CHAPTER 8 THE NATURE OF LEADERSHIP
There are, however, limitations to the situational approach. There are people who
possess the appropriate knowledge and skills and appear to be the most suitable leaders
in a given situation, but who do not emerge as effective leaders. Another limitation is
that it does not explain fully the interpersonal behaviour or the different styles of leadership and their effect on members of the group. Finally, in the work organisation, it is
not usually practicable to allow the situation continually to determine who should act
as the leader.
CONTINGENCY THEORIES OF LEADERSHIP
Despite the limitations of the situational approach, situational factors are important in
considering the characteristics of leadership. More recent studies focus on the interactions between the variables involved in a leadership situation and patterns of
leadership behaviour, and provide another general approach to the study of leadership
– contingency theory. Contingency theories are based on the belief that there is no
single style of leadership appropriate to all situations. Major contingency models of
leadership include:
■
■
■
■
Favourability of leadership situation – Fiedler
Quality and acceptance of leader’s decision – Vroom and Yetton, and Vroom and Jago
Path–goal theory – House, and House and Dessler
Maturity of followers – Hersey and Blanchard
FIEDLER’S CONTINGENCY MODEL
One of the first leader–situation models was developed by Fiedler in his contingency
theory of leadership effectiveness.42 Fiedler’s contingency model was based on studies
of a wide range of group situations, and concentrated on the relationship between
leadership and organisational performance. In order to measure the attitudes of the
leader, Fiedler developed a ‘least preferred co-worker’ (LPC) scale. This measures the
rating given by leaders about the person with whom they could work least well. The
questionnaire contains up to 20 items. Examples of items in the LPC scale are pleasant/unpleasant, friendly/unfriendly, helpful/frustrating, distant/close, co-operative/
unco-operative, boring/interesting, self-assured/hesitant, open/guarded.
Each item is given a single ranking of between one and eight points, with eight
points indicating the most favourable rating. For example:
Pleasant
:
:
8
:
7
:
6
:
5
4
:
3
:
2
:
Unpleasant
1
The LPC score is the sum of the numerical ratings on all the items for the ‘least preferred co-worker’. The less critical the rating of the least preferred co-worker and the
more favourably evaluated, the higher the leader’s LPC score. The more critical the
rating, the lower the LPC score. The original interpretation of the LPC scale was that
the leader with a high LPC score derived most satisfaction from interpersonal relationships and, when relationships with subordinates need to be improved, is motivated to
act in a supportive, considerate manner. The leader with a low LPC score derived most
satisfaction from performance of the task and achieving objectives. Establishing good
relationships with subordinates is a secondary motivation. It was thought that high
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PART 3 THE ROLE OF THE MANAGER
LPC scores would be associated with effective performance by the group. However, the
interpretation of LPC has changed a number of times and there is still uncertainty
about its actual meaning.
Favourability of leadership situation
Fiedler suggests that leadership behaviour is dependent upon the favourability of the
leadership situation. There are three major variables which determine the favourability
of the situation and which affect the leader’s role and influence.
■
■
■
Leader–member relations – the degree to which the leader is trusted and liked by
group members, and their willingness to follow the leader’s guidance.
The task structure – the degree to which the task is clearly defined for the group
and the extent to which it can be carried out by detailed instructions or
standard procedures.
Position power – the power of the leader by virtue of position in the organisation,
and the degree to which the leader can exercise authority to influence (for example)
rewards and punishments, or promotions and demotions.
From these three variables, Fiedler constructed eight combinations of group–task situations through which to relate leadership style (see Figure 8.5).
1.00
High LPC:
relationshiporiented
0.80
0.60
0.40
0.20
Correlations
between leader
LPC and group
performance
0
-0.20
-0.40
-0.60
-0.80
Low LPC:
task-oriented
-1.00
I
Favourable for leader
Leader–member relations
Situational
variables
Task structure
Leader position power
II
III
IV
V
VI
Good
Good
Good
Good
Moderately
poor
Moderately
poor
Structured
Structured
Structured
Structured
Strong
Weak
Strong
Weak
Unstructured Unstructured
Strong
Weak
VII
VIII
Unfavourable for leader
Moderately
poor
Moderately
poor
Unstructured Unstructured
Strong
Weak
= leadership style. The appropriateness of leadership style for maximising group performance is dependent upon the three variables in the
leadership situation.
Figure 8.5 Correlations between leader’s LPC scores and group effectiveness
(Adapted and reproduced with permission of the author, F. E. Fielder. A Theory of Leadership Effectiveness. McGraw-Hill (1967) p. 146.)
CHAPTER 8 THE NATURE OF LEADERSHIP
When the situation is
■
■
very favourable (good leader–member relations, structured task, strong position
power), or
very unfavourable (poor leader–member relations, unstructured task, weak position
power),
then a task-oriented leader (low LPC score) with a directive, controlling style will
be more effective.
When the situation is
■
moderately favourable and the variables are mixed,
then the leader with an interpersonal relationship orientation (high LPC score) and
a participative approach will be more effective.
Fiedler is suggesting, therefore, that leadership style will vary as the favourability of the
leadership situation varies.
Organisational
variables
Fiedler’s work has been subject to much criticism43 but it does provide a further dimension to the study of leadership. It brings into consideration the organisational variables
which affect leadership effectiveness and suggests that in given situations a task-oriented, or structured, style of leadership is most appropriate. The ‘best’ styles of
leadership will be dependent upon the variable factors in the leadership situation.
Fiedler argues that leadership effectiveness may be improved by changing the leadership situation. Position power, task structure and leader–member relations can be
changed to make the situation more compatible with the characteristics of the leader.
Leaders with a low LPC score could be placed in a leadership situation which is very
favourable or very unfavourable. Leaders with a high LPC score could be placed in a
leadership situation which is of moderate favourability.
VROOM AND YETTON CONTINGENCY MODEL
Another contingency model of leadership is provided by Vroom and Yetton.44 They base
their analysis on two aspects of a leader’s decision: its quality and its acceptance.
■
■
Decision quality, or rationality, is the effect that the decision has on group
performance.
Decision acceptance refers to the motivation and commitment of group members
in implementing the decision.
A third consideration is
■
the amount of time required to make the decision.
The Vroom and Yetton model suggests five main management decision styles:
■
Autocratic
A.I: Leader solves the problem or makes the decision alone using information
available at the time.
A.II: Leader obtains information from subordinates but then decides on solution
alone.
■
Consultative
C.I: The problem is shared with relevant subordinates, individually. The
leader then makes the decision which may or may not reflect the influence of
subordinates.
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PART 3 THE ROLE OF THE MANAGER
C.II: The problem is shared with subordinates as a group. The leader then makes
the decision which may or may not reflect the influence of subordinates.
■
Decision rules
Group
G.II: The problem is shared with subordinates as a group. The leader acts as chairperson, rather than an advocate. Together the leader and subordinates
generate and evaluate alternatives and attempt to reach group consensus on a
solution.
Vroom and Yetton suggest seven decision rules to help the manager discover the
most appropriate leadership style in a given situation. The first three rules protect the
quality of decisions.
1 Is there a quality requirement such that one solution is likely to be more rational
than another?
2 Is there sufficient information to make a high-quality decision?
3 Is the problem structured?
The last four rules protect the acceptance of decisions.
4 Is acceptance of the decision by subordinates critical to effective implementation?
5 If you were to make the decision yourself, is it reasonably certain that it would be
accepted by subordinates?
6 Do subordinates share the organisational goals to be obtained in solving the problem?
7 Is conflict among subordinates likely in preferred solutions?
These rules indicate decision styles that the manager should avoid in a given situation
and indicate the use of others. Decision tree charts can be produced to help in the
application of the rules and to relate the situation to the appropriate leadership style.
THE VROOM AND JAGO REVISED DECISION MODEL
In a revised version of the original model Vroom and Jago retain the five main decisionmaking styles but incorporate a larger number – 12 – of contingency variables.45 The
new model specifies that any of the five decision styles may be effective in given situations. The contingency variables relate to:
■
■
■
■
■
■
■
■
■
■
■
■
quality requirement;
commitment requirement;
leader information;
problem structure;
commitment probability;
goal congruence;
subordinate conflict;
subordinate information;
time constraint;
geographical dispersion;
motivation time; and
motivation development.
Unlike the Vroom and Yetton model which requires a definite yes/no answer, ten of
these situational variables are answered on a five-point scale. For example, to the question ‘How important is subordinate commitment to the decision?’, the manager selects
one of the following responses: no importance; low importance; average importance;
high importance; critical importance.
CHAPTER 8 THE NATURE OF LEADERSHIP
Use of decision
trees
Vroom and Jago developed four decision trees relating to a generic type of managerial
problem:
■
■
■
■
an individual-level problem with time constraints;
an individual-level problem in which the manager wishes to develop an employee’s
decision-making ability;
a group-level problem in which the manager wishes to develop employees’ decisionmaking abilities; and
a time-driven group problem.
The manager selects one of the trees and moves along the branches by answering the
questions at each decision point. This leads to one of the five described decisionmaking styles.
PATH–GOAL THEORY
A third contingency model of leadership is the path–goal theory, the main work on
which has been undertaken by House,46 and by House and Dessler.47 The model is based
on the belief that the individual’s motivation is dependent upon expectations that
increased effort to achieve an improved level of performance will be successful, and
expectations that improved performance will be instrumental in obtaining positive
rewards and avoiding negative outcomes. This is the ‘expectancy’ theory of motivation, which is discussed in Chapter 12.
Four main
types of
leadership
behaviour
The path–goal theory of leadership suggests that the performance of subordinates is
affected by the extent to which the manager satisfies their expectations. Path–goal
theory holds that subordinates will see leadership behaviour as a motivating influence
to the extent that it means:
■
■
satisfaction of their needs is dependent upon effective performance; and
the necessary direction, guidance, training and support, which would otherwise be
lacking, is provided.
House identifies four main types of leadership behaviour.
■
■
■
■
Directive leadership involves letting subordinates know exactly what is expected of
them and giving specific directions. Subordinates are expected to follow rules and
regulations. This type of behaviour is similar to ‘initiating structure’ in the Ohio
State Leadership Studies.
Supportive leadership involves a friendly and approachable manner and displaying
concern for the needs and welfare of subordinates. This type of behaviour is similar
to ‘consideration’ in the Ohio State Leadership Studies.
Participative leadership involves consulting with subordinates and the evaluation of
their opinions and suggestions before the manager makes the decision.
Achievement-oriented leadership involves setting challenging goals for subordinates,
seeking improvement in their performance and showing confidence in subordinates’
ability to perform well.
Path–goal theory suggests that the different types of behaviour can be practised by the
same person at different times in varying situations. By using one of the four styles of
leadership behaviour the manager attempts to influence subordinates’ perceptions and
motivation, and smooth the path to their goals. (See Figure 8.6.)
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PART 3 THE ROLE OF THE MANAGER
Leadership
behaviour
Directive
Personal
characteristics
of subordinates
Supportive
Participative
Achievementoriented
Goal clarity
Subordinates’
perceptions
and motivation
Nature of the
task
Improved job
performance
and
satisfaction
Figure 8.6 Representation of the path–goal theory of leadership)
Two main
situational
factors
Leadership behaviour is determined by two main situational factors: the personal characteristics of subordinates; and the nature of the task.
■
■
The personal characteristics of subordinates determine how they will react to the
manager’s behaviour and the extent to which they see such behaviour as an immediate or potential source of need satisfaction.
The nature of the task relates to the extent that it is routine and structured, or nonroutine and unstructured.
For example, when a task is highly structured, the goals readily apparent and subordinates are confident, then attempts to further explain the job or to give directions are
likely to be viewed as unacceptable behaviour. However, when a task is highly unstructured, the nature of the goals is not clear and subordinates lack experience, then a
more directive style of leadership behaviour is likely to be welcomed by subordinates.
Effective leadership behaviour is based, therefore, on both the willingness of the manager to help subordinates and the needs of subordinates for help. Leadership behaviour
will be motivational to the extent that it provides necessary direction, guidance and
support, helps clarify path–goal relationships and removes any obstacles which hinder
attainment of goals.
READINESS OF THE FOLLOWERS OR GROUP
A major variable in the style of leadership adopted by the manager is the nature of subordinate staff. This view is developed by Hersey and Blanchard who present a form of
situational leadership based on the ‘readiness’ level of the people the leader is attempting to influence. Readiness is the extent to which followers have the ability and
willingness to accomplish a specific task. It is not a personal characteristic of the individual, but how ready the individual is to perform a particular task.48
Readiness (R) is divided into a continuum of four levels: R1 (low), R2 and R3 (moderate), and R4 (high).
■
■
R1 – low follower readiness – refers to followers who are both unable and unwilling,
and who lack commitment and motivation; or who are unable and insecure.
R2 – low to moderate follower readiness – refers to followers who are unable but
willing, and who lack ability but are motivated to make an effort; or who are unable
but confident.
CHAPTER 8 THE NATURE OF LEADERSHIP
■
■
R3 – moderate to high follower readiness – refers to followers who are able but
unwilling, and who have the ability to perform but are unwilling to apply their ability; or who are able but insecure.
R4 – high follower readiness – refers to followers who are both able and willing, and
who have the ability and commitment to perform; or who are able and confident.
Some people have difficulty understanding the development of followers from R1 to R2 to R3.
How can one go from being insecure to confident and then become insecure again? The important thing to remember is that at the lower levels of readiness, the leader is providing the
direction – the what, where, when and how. Therefore, the decisions are leader directed. At the
higher levels of readiness, followers become responsible for task direction, and the decisions
are follower-directed. This transition from leader-directed to self-directed may result in apprehension or insecurity. As followers move from low levels of readiness to higher levels, the
combinations of task and relationship behavior appropriate to the situation begin to change.49
Task behaviour For each of the four levels of maturity, the appropriate style of leadership is a combinaand relationship tion of task behaviour and relationship behaviour.
behaviour
■
■
Task behaviour is the extent to which the leader provides directions for the actions
of followers, sets goals for them, and defines their roles and how to undertake them.
Relationship behaviour is the extent to which the leader engages in two-way communication with followers, listens to them, and provides support and
encouragement.
From the combination of task behaviour and relationship behaviour derive four leadership
styles (S): telling (S1), selling (S2), participating (S3) and delegating (S4). The appropriate
leadership style corresponds with the readiness of the followers. (See Figure 8.7.)
■
■
■
■
S1 – telling – emphasises high amounts of guidance (task behaviour) but limited
supportive (relationship) behaviour. This style is most appropriate for low follower
readiness (R1).
S2 – selling – emphasises high amounts of both directive (task) and relationship
behaviours. This style is most appropriate for low to moderate follower readiness (R2).
S3 – participating – emphasises a high amount of two-way communication and
supportive (relationship) behaviour but low amounts of guidance (task behaviour).
This style is most appropriate for moderate to high follower readiness (R3).
S4 – delegating – emphasises little direction or support with low levels of both task and
relationship behaviours. This style is most appropriate for high follower readiness (R4).
Hersey and Blanchard suggest that the key to using situational leadership is that any
Development
of subordinates leader behaviour may be more or less effective according to the readiness of the person
the leader is attempting to influence. The model draws attention to the importance of
developing the ability, confidence and commitment of subordinates. The manager
should help subordinates to develop in readiness to the extent that they are able and
willing to go. This development should take place by adjusting leadership behaviour
through the four styles of telling, selling, participating and delegating.
TRANSFORMATIONAL LEADERSHIP
In recent years increasing business competitiveness and the need for the most effective
use of human resources has resulted in writers on management focusing attention on
how leaders revitalise or transform organisations. Based on the work of writers such as
Burns50 this has given rise to a distinction between two fundamental forms of leadership: transactional or transformational.
301
PART 3 THE ROLE OF THE MANAGER
Leader behaviour
G
LLI
PART
ICIPA
TI
SE
3
Share ideas
and facilitate
in making
decisions . . .
N
(High)
NG
Hi. Rel.
Lo. Task
2
Explain your
decisions and
provide
opportunity for
clarification . . .
Hi. Task.
Hi. Rel.
LE
GA
TI
NG
Lo. Rel.
Lo. Task.
DE
Hi. Task.
Lo. Rel.
4
Turn over
responsibility
for decisions
and implementation . . .
G
IN
LL
TE
Relationship behaviour
(Supportive behaviour)
302
1
Provide
specific
instructions
and closely
supervise
performance . . .
®
Task behaviour
(Directive behaviour)
(Low)
(High)
Follower readiness
High
Moderate
Low
R4
R3
R2
R1
Able and
Willing
or
Motivated
Able but
Unwilling
or
Insecure
Unable but
Willing
or
Motivated
Unable and
Unwilling
or
Insecure
Figure 8.7 Situational leadership model
(Source: Hersey. P. The Situational Leader (1984) p. 63. Copyrighted material from Leadership Studies. Inc. Situational Leadership® is a registered trademark of the Center for Leadership Studies. Used by permission. All rights reserved.)
■
■
Transactional leadership is based on legitimate authority within the bureaucratic structure of the organisation. The emphasis is on the clarification of goals and objectives,
work task and outcomes, and organisational rewards and punishments. Transactional
leadership appeals to the self-interest of followers. It is based on a relationship of
mutual dependence and an exchange process of: ‘I will give you this, if you do that’.
Transformational leadership, by contrast, is a process of engendering higher levels of
motivation and commitment among followers. The emphasis is on generating a
vision for the organisation and the leader’s ability to appeal to higher ideals and
values of followers, and creating a feeling of justice, loyalty and trust. In the organisational sense, transformational leadership is about transforming the performance
or fortunes of a business.
Many writers see transformational leadership as the same thing as charismatic, visionary or inspirational leadership. For example, Kreitner et al. refer to charismatic
leadership as transforming employees to pursue organisational goals over self-interests:
‘Charismatic leaders transform followers by creating changes in their goals, values,
CHAPTER 8 THE NATURE OF LEADERSHIP
needs, beliefs, and aspirations. They accomplish this transformation by appealing to
followers’ self-concepts – namely, their values and personal identity.’51 However, Hunt
suggests that while charismatic leaders can have a tremendous effect on members of an
organisation, there is no guarantee that this will be positive. What really matters is the
nature of outputs and that the leadership mobilises power to change social systems and
reform organisations.52 Many writers believe that charisma alone is insufficient for
changing the way an organisation operates.53
Components of transformational leadership
According to Bass, the transformational leader motivates followers to do more than
originally expected and the extent of transformation is measured in terms of the
leader’s effects on followers. Applying the ideas of Burns to organisational management, Bass proposed a theory of transformational leadership which argues that the
leader transforms and motivates followers by:
1 generating greater awareness of the importance of the purpose of the organisation
and task outcomes;
2 inducing them to transcend their own self-interests for the sake of the organisation
or team; and
3 activating their higher-level needs.54
Transformational leadership is comprised of four basic components:
■
■
■
■
idealised influence – the charisma of the leader, and the respect and admiration of
the followers;
inspirational motivation – the behaviour of the leader which provides meaning
and challenge to the work of the followers;
intellectual stimulation – leaders who solicit new and novel approaches for the
performance of work and creative problem solutions from followers; and
individualised consideration – leaders who listen and give special concern to the
growth and developmental needs of the followers.55
Yukl provides a set of guidelines for transformational leadership:
■
■
■
■
■
■
■
■
■
‘Renaissance’
leaders
Articulate a clear and appealing vision of what the organisation could accomplish
or become to help guide the actions and decisions of members.
Explain how the vision can be attained, and establish a clear link between the
vision and a credible strategy for attaining it.
Act confident and optimistic, and emphasise positive aspects of the vision rather
than the obstacles and dangers.
Express confidence in followers and their ability to carry out the strategy for
accomplishing the vision.
Provide opportunities for early success and increase the confidence of an individual or team undertaking a challenging task.
Celebrate successes and maintain an awareness of continuing progress, and recognise the contribution and accomplishments of individuals.
Use dramatic, symbolic actions to emphasize key values in order to reinforce the
vision by actions consistent with it.
Lead by example through exemplary behaviour in day-to-day interactions with
subordinates: actions speak louder than words.
Empower people to achieve the vision by delegating to individuals and teams
authority for decisions about how to do the work.56
In his discussion of the leadership of corporate transformation, Taffinder refers to the
importance of transformational leadership but also raises the question of whether both
transactional and transformational leaders can be metamorphosed into a single ‘renaissance’ leader.
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PART 3 THE ROLE OF THE MANAGER
In conclusion, transformational leadership is both desirable and necessary in business today,
and will increasingly become more important. Organizations must be capable of fast, radical
change and those that aspire to be the best must be able to lead change rather than just follow it
… Can we have Renaissance leaders? Can transactional and transformational behaviour work
successfully in a single leader? Yes, without doubt and, more so, where leaders can understand
the necessity and actively produce both by means of the leadership team.57
INSPIRATIONAL LEADERSHIP
Writers such as Burns and Bass identified leaders by their actions and the impact those
actions have on other people. Successful transformational leaders are usually identified
in terms of providing a strong vision and sense of mission, arousing strong emotions in
followers and a sense of identification with the leader. As mentioned at the start of this
chapter, leadership today is increasingly associated with the concept of creating a vision
with which others can identify, getting along with other people and the concept of
inspiration. This might be considered as part of transformational leadership or arguably
it has given rise to a new approach to leadership – that of inspirational leadership.
Personal
qualities or
charisma
Leadership may be based on the personal qualities, or charisma, of the leader and the
manner in which influence is exercised. According to Whitehead, for example:
The big word now associated with leadership is vision. The ability to see the bigger picture. To
take the long-term view. What the ultimate objectives of the organisation are and how people can
work together to achieve them … Perhaps the most important attribute is that a good leader
inspires people by creating a climate where it is OK for people to make mistakes and learn from
them, rather than what happened in the past which was to blame and punish them. Leading from
this position, they gain a higher level of commitment from their people than mere compliance.58
Adair argues that to be a truly inspirational leader one must understand the spirit
within. All people have the potential for greatness. The inspirational leader connects
with the led, appreciates the capabilities of others and through trust will unlock the
powers in others. Adair refers to ‘the inspired moment’ – a recognition and seizure of a
brief window of opportunity that can act as a powerful catalyst that inspires both the
leader and the led.59 And, according to a survey by the Chartered Management
Institute, the power to inspire is rated highest among desirable leadership qualities. A
detailed survey of almost 1500 practising managers in a broad cross-section of organisations found that the key characteristic that leaders should ideally possess, inspiration,
was identified by 55 per cent of managers. However, most leaders appeared to lack this
characteristic with only 11 per cent of respondents saying they experienced this in reality. The other key characteristics were identified as: strategic thinking (41 per cent);
forward-looking (36 per cent); honesty (26 per cent); fair-mindedness (23 per cent);
courage (21 per cent); supportiveness (20 per cent); and knowledge (19 per cent).60
The importance of charisma for effective leadership is emphasised by Conger, who
also believes that many of the traits that make a successful leader can be taught,
including charisma.
Now the big question is whether you are born with charisma or whether you can develop it. I
believe you can develop elements of it. For example, you can take courses to improve your speaking skills. You can learn to stage events that send powerful messages. You can learn to think
more critically about the status quo and its shortcomings. You can do more on a daily basis to
motivate your team. What you simply cannot learn is how to be passionate about what you do.
You have to discover that for yourself, and passion is a big part of what drives a charismatic
leader. It is also what motivates and inspires those who work for the charismatic leader.61
CHAPTER 8 THE NATURE OF LEADERSHIP
Improvement in However, the extent to which charismatic or inspirational leadership helps bring about
organisational improvement in organisational performance is open to much debate. For example, Conger
also draws attention to the danger that the leader’s vision, dynamism and inspirational
performance
nature are highly attractive to followers, which leads to a natural dependence. Staff see this
extraordinary figure as a model to be emulated and the leader’s abilities become the yardstick by which they measure their own performance. This is a potential source of
leadership derailment. Dependence makes the followers more susceptible to deception.62
EXHIBIT 8.1
Developing leadership in the NHS of the 21st century
The National Health Service is currently facing the challenges of the most significant change since its inception.
It was built on traditional models of leadership and
beliefs that ‘managers’ should manage, and doctors and
nurses should provide clinical care. The NHS has survived
numerous structural changes in the last fifty years but none
have fundamentally challenged that philosophy. Clinical
leaders were encouraged to take senior roles in the leadership of their specialist clinical areas (the Director of
Nursing, etc.), but the function of managing the ‘business’
(financial resources, human resources, strategic planning,
etc.) was always perceived as being safe in the hands of
the professional ‘general manager’. Occurrences of clinicians moving into senior general management positions
were rare and usually involved them in divesting themselves of their clinical roles.
In the 21st century it is now recognised that the NHS
needs fundamental modernisation in the way it develops
strategic plans, determines priorities, allocates and manages resources and manages performance and quality
improvement.
The media have drawn the public’s attention to quality failures, clinical negligence, and inequity in resource allocation
and recruitment and retention difficulties. The Government’s
modernisation agenda challenges the NHS to:
■ improve collaborative, integrated working across all
agencies and professions in the system;
■ move from a system focused around the clinical ‘expert’
to a consumer-centred service;
■ introduce a learning culture both within professional
groupings and organisations; a major shift away from
the prevalent ‘blame’ culture;
■ implement innovative approaches to the delivery of
health and care.
Above all, this requires a new model of management and
leadership in the NHS. The NHS needs to develop leaders
who have credibility with clinicians and can inspire and
motivate, an often-demoralised workforce, to own and
drive continual change. The simplistic model of the past –
managers plan and allocate the resource while clinicians
control and spend the resource is no longer tenable.
The NHS needs to develop outward facing managers
and clinicians who can lead system-wide change across
the NHS.
Writers in the field of leadership have refocused. The
early writers often interpreted leadership as an authority relationship, referred to as management. This is now referred to
as Transactional leadership. The new model leadership is
that of the Transformational leader; a process of influencing
followers or staff for whom one is responsible, by inspiring
them towards the ‘vision’ of some future state.
The ideas of the Transactional and Transformational
leader are pertinent to the development of leaders in the
new NHS. Many NHS organisations have encouraged and
rewarded Transactional managers. These leadership qualities may have been appropriate in the NHS of the last
century when managers were leading complex organisations in a more predictable and static environment. What is
needed now? A group of leaders for tomorrow’s NHS who
share a set of common values and act as a leadership
community, who can lead confidently in clinical areas, who
understand how to run a patient-centred service;
who deliver continuous performance improvement and who
reflect the diversity of the communities they serve.* Above
all what is needed are leaders who can provide strategic
direction to and inspire a complex workforce in an environment that is turbulent, ever changing and difficult to predict
(Transformational leaders).
To achieve the leadership community that will take the
NHS successfully into the 21st century will require an integrated approach that is adequately resourced to:
■ Provide education and development for the leaders of
tomorrow,
■ Achieve a shift in culture to develop learning organisations,
■ Break down the barriers that exist between manage-
ment and clinical leadership model,
■ Restructure NHS organisations to place decision-
making closer to patients and clinicians.
The NHS is undergoing a fundamental rethink of its traditional leadership and management models. It needs to
move from a position that believes ‘managers’ should lead
and manage, to one where ‘leaders’ (whether clinicians or
managers) provide strategic vision and leadership, and
managers support them in the implementation and operationalisation of strategic vision and plans.
* Internal Paper from Hugh Taylor, Director of Human Resources, NHS
Executive (2000).
(I am grateful to Anne Tofts, Director, Healthskills, for providing the above
information.)
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Dearlove draws attention to the increasing focus on leaders as real people managing
in a consensus-seeking manner. ‘While traditional views of leadership tend eventually
to concentrate on vision and charisma, the message now seems to be that charisma is
no longer enough to carry leaders through.’63 Bloomfield also refers to the cult of the
individual, supposedly charismatic leader and the danger that this leads businesses into
deep water far more often than the application of rational leadership. Too often, aided
and abetted by the language of current management fashion the charismatic leader,
‘inspires’, to delight with their vision, to produce a mission statement of where the
business might be – at the expense of real substance.64
POWER AND LEADERSHIP INFLUENCE
Within an organisation, leadership influence will be dependent upon the type of
power that the leader can exercise over the followers. The exercise of power is a social
process which helps to explain how different people can influence the behaviour/
actions of others. Five main sources of power upon which the influence of the leader is
based have been identified by French and Raven as reward power, coercive power, legitimate power, referent power, and expert power.65 We shall consider these in terms of
the manager (as a leader) and subordinate relationship.
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Reward power is based on the subordinate’s perception that the leader has the ability
and resources to obtain rewards for those who comply with directives; for example,
pay, promotion, praise, recognition, increased responsibilities, allocation and
arrangement of work, granting of privileges.
Coercive power is based on fear and the subordinate’s perception that the leader has the
ability to punish or to bring about undesirable outcomes for those who do not comply
with directives; for example, withholding pay rises, promotion or privileges; allocation
of undesirable duties or responsibilities; withdrawal of friendship or support; formal
reprimands or possibly dismissal. This is in effect the opposite of reward power.
Legitimate power is based on the subordinate’s perception that the leader has a right to
exercise influence because of the leader’s role or position in the organisation.
Legitimate power is based on authority, for example that of managers and supervisors within the hierarchical structure of an organisation. Legitimate power is
therefore ‘position’ power because it is based on the role of the leader in the organisation, and not on the nature of the personal relationship with others.
Referent power is based on the subordinate’s identification with the leader. The leader
exercises influence because of perceived attractiveness, personal characteristics, reputation or what is called ‘charisma’. For example, a particular manager may not be in
a position to reward or punish certain subordinates, but may still exercise power
over the subordinates because the manager commands their respect or esteem.
Expert power is based on the subordinate’s perception of the leader as someone who is
competent and who has some special knowledge or expertise in a given area. Expert
power is based on credibility and clear evidence of knowledge or expertise; for example, the expert knowledge of ‘functional’ specialists such as the personnel
manager, management accountant or systems analyst. The expert power is usually
limited to narrow, well-defined areas or specialisms.
Finlay suggests that in addition to the five sources of power identified by French and
Raven can be added:
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Personal power, supported and trusted by their colleagues and subordinates; and
Connection power, which results from personal and professional access to key
people and information.66
CHAPTER 8 THE NATURE OF LEADERSHIP
Subordinates’
perception of
influence
It is important to note that these sources of power are based on the subordinate’s perception of the influence of the leader, whether it is real or not. For example, if a leader
has the ability to control rewards and punishments but subordinates do not believe this,
then in effect the leader has no reward or coercive power. Similarly, if subordinates in a
line department believe a manager in a (different) staff department has executive
authority over them then even if, de facto, that manager has no such authority there is
still a perceived legitimate power.
French and Raven point out that the five sources of power are interrelated and the
use of one type of power (for example, coercive) may affect the ability to use another
type of power (for example, referent). Furthermore, the same person may exercise different types of power, in particular circumstances and at different times.
You have to look at leadership through the eyes of the followers and you have to live the
message. What I have learned is that people become motivated when you guide them to
the source of their own power and when you make heroes out of employees who personify
what you want to see in the organisation.
Anita Roddick67
Guidelines for
building using
power
According to Yukl, the research on power and influence is still too limited to provide
clear and unequivocal guidelines for leaders on the best way to exercise their power.
However, utilising terminology from French and Raven’s taxonomy, he provides a set of
guidelines on how to build and maintain power, and to use it effectively to influence
attempts with peers or superiors.68 (See Table 8.1.)
THE LEADERSHIP RELATIONSHIP
Whatever the perceived approach to leadership, the most important point is the nature
of the leadership relationship and the manner in which the leader influences the
behaviour and actions of other people.
Leadership is a dynamic form of behaviour and there are a number of variables
which affect the leadership relationship. Four major variables are identified by
McGregor as:
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the characteristics of the leader;
the attitude, needs and other personal characteristics of the followers;
the nature of the organisation, such as its purpose, its structure, the tasks to be performed; and
the social, economic and political environment.
McGregor concludes that ‘leadership is not a property of the individual, but a complex
relationship among these variables’.69
According to Kouzes and Posner, ‘credibility is the foundation of leadership’. From
extensive research in over 30 countries and response to the question of what people
‘look for and admire in a leader, in a person whose direction they would willingly
follow’, people have consistently replied that they want:
leaders who exemplify four qualities: they want them to be honest, forward-looking, inspiring
and competent. In our research our respondents strongly agree that they want leaders with
integrity and trustworthiness, with vision and a sense of direction, with enthusiasm and passion,
and with expertise and a track record for getting things done.70
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PART 3 THE ROLE OF THE MANAGER
Table 8.1 Guidelines for building and using power
How to increase and maintain power
Legitimate power:
■ Gain more formal authority.
■ Use symbols of authority.
■ Get people to acknowledge authority.
■ Exercise authority regularly.
■ Follow proper channels in giving orders.
■ Back up authority with reward and
coercive power.
How to use power effectively
■ Make polite, clear requests.
■ Explain the reasons for a request.
■ Don’t exceed your scope of authority.
■ Verify authority if necessary.
■ Be sensitive to target concerns.
■ Follow up to verify compliance.
■ Insist on compliance if appropriate.
Reward power:
■ Discover what people need and want.
■ Offer desirable rewards.
■ Gain more control over rewards.
■ Offer fair and ethical rewards.
■ Ensure people know you control rewards.
■ Explain criteria for giving rewards.
■ Don’t promise more than you can deliver.
■ Provide rewards as promised.
■ Don’t use rewards in a manipulative way.
■ Use rewards symbolically to reinforce
■ Avoid complex, mechanical incentives.
desirable behaviour.
■ Don’t use rewards for personal benefit.
Expert power:
■ Gain more relative knowledge.
■ Keep informed about technical matters.
■ Develop exclusive sources of information.
■ Use symbols to verify expertise.
■ Demonstrate competency by solving difficult
problems.
■ Don’t make rash, careless statements
■ Don’t lie or misrepresent the facts.
■ Don’t keep changing positions.
Referent power:
■ Show acceptance and positive regard.
■ Act supportive and helpful.
■ Don’t manipulate and exploit people for
personal advantage.
■ Defend someone’s interests and back them
up when appropriate.
■ Keep promises.
■ Make self-sacrifices to show concern.
■ Use sincere forms of ingratiation.
Coercive power:
■ Identify credible penalties to deter
unacceptable behaviour.
■ Gain authority to use punishments.
■ Don’t make rash threats.
■ Don’t use coercion in a manipulative way.
■ Use only punishments that are legitimate.
■ Fit punishments to the infraction.
■ Don’t use coercion for personal benefit.
■ Explain the reasons for a request or proposal.
■ Explain why a request is important.
■ Provide evidence that a proposal will be
successful.
■ Listen seriously to target concerns.
■ Show respect for target (don’t be arrogant).
■ Act confident and decisive in a crisis.
■ Use personal appeals when necessary.
■ Indicate that a request is important to you.
■ Don’t ask for a personal favour that is
excessive given the relationship.
■ Provide an example of proper behaviour
(role modelling).
■ Inform target of rules and penalties.
■ Give ample prior warnings.
■ Understand situation before punishing.
■ Remain calm and helpful, not hostile.
■ Encourage improvement to avoid the need
for punishment.
■ Ask target to suggest way to improve.
■ Administer discipline in private.
(Source: Leadership in Organizations, Fourth edition, by Yukl, Gary. © 1998, p. 197. Prentice-Hall, inc., Upper Saddle River, NJ.)
CHAPTER 8 THE NATURE OF LEADERSHIP
Exercise of
authority
Leadership may be exercised on the basis of sapiential authority – that is, by wisdom,
personal knowledge, reputation or expertise. A sapiential-type relationship places
emphasis on a guiding and facilitating role and is often appropriate for people in creative, specialist or professional jobs where there may be particular resentment against a
formal hierarchical style of managerial leadership.
The leader may exercise authority as an attribute of position, because of a stated
position in the hierarchy. Leadership, however, is more than just adherence to a formal
role prescription. For example, Lucas refers to the importance of strong communication
skills, the ability to facilitate and maintain relationships within the team, and a ‘tolerance of differences’, recognising that your way of doing things isn’t the only way.71
Fullan refers to the importance of relationship building as a basic component of the
change process and effective leadership: ‘Leaders must be consummate relationship
builders with diverse people and groups – especially with people different from themselves. Effective leaders constantly foster purposeful interaction and problem solving,
and are wary of easy consensus.’72
NO ONE BEST FORM OF LEADERSHIP
We have seen that there are many alternative forms and styles of managerial leadership. It is usually claimed that a human relations, people-oriented approach is more
likely to lead to job satisfaction and work performance. However, it is not always the
case that democratic styles are best. There are occasions when an autocratic style of
leadership is more effective. For example, we have seen from the studies by Fiedler that
when the situation is very favourable or very unfavourable in terms of leader–member
relations, task structure and position power, then a task-oriented style of leadership is
most effective. Some subordinates appear to prefer a more directive, task-oriented
approach and respond better to more autocratic styles of leadership. (Recall also the
discussion on managerial behaviour in Chapter 7.)
Contingency models demonstrate that there are many forms of leadership. Within
an organisation different individuals may fulfil the functions of leadership and there
are many different styles of leadership. A potential danger with the contingency
approach is that the manager may appear to lack consistency in leadership style.
However, although subordinates may reasonably expect some degree of consistency
from the manager in approaching the same type of problem with the same style, this is
not to say that different types of problems should be approached in the same manner.
Subordinates would ordinarily expect a different style of managerial leadership according to the contingencies of the situation.
Different styles
at different
stages of a
business
Different types of leadership may also be most appropriate at different stages in the
development of a business organisation. For example, Clarke and Pratt identify four different styles of managerial leadership required at different stages of business:
champion, tank commander, housekeeper and lemon-squeezer.73
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Champion. As a new corporate venture develops into a business it needs a champion to fight for and defend the seedling business. The champion must be able to
drive a small team to win orders, provide a wide range of management skills, and
have the dash and energy to deal with a range of different matters.
Tank commander. As the business enters its growth stage the manager must
develop a strong, supportive team and have leadership qualities to be able to drive
into readily exploitable parts of the market.
Housekeeper. As the business runs up against boundaries erected by other growing
businesses it enters the mature stage. The housekeeper has to ensure the efficient
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PART 3 THE ROLE OF THE MANAGER
■
and economic management of the business. This involves skills in planning, cost
control and the development of soundly based personnel policies.
Lemon-squeezer. Although the mature stage might last for many years, sometimes a
business goes into premature decline. At this stage the need is for the kind of leader
who can extract the maximum benefit from the situation. The lemon-squeezer
needs to be both tough and innovative in order, for example, to cut costs, and
improve productivity and staffing levels.
Finding and fitting the manager best suited to each stage of a business is a delicate task.
Clarke and Pratt suggest that most managers are one type of leader or another.
Although there are exceptions, few managers are flexible enough to switch between
such different leadership roles.
The right
leader for the
right situation
The suggestion that different types of leaders are needed at different stages of the development of a company is supported by Rodrigues. Organisations functioning within a
dynamic environment experience three stages of change: a problem-solving stage, an
implementation-of-solution stage, and a stable stage. At each of these three organisational stages a leader with different traits, abilities, and behaviour is most effective.74
Rodrigues suggests that organisations which exist in a dynamic environment therefore generally require three types of leaders: the innovator(s); the implementor(s); and
the pacifier(s).
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The innovator is characterised by the need for competition, the struggle to succeed,
the search for new ideas, boldness, and the belief that the environment can be controlled and manipulated. An innovator style of leadership is likely to be more
effective at the problem-solving stage when an organisation needs renewing or at
least some new ideas. Such a leader is best
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