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chapt01

PART1:

INTRODUCTION

CHAPTER1-MANAGERSANDMANAGEMENT

LEARNINGOUTCOMES

Afterreadingthischapterstudentsshouldbeableto:

1.Describethedifferencebetweenmanagersandoperativeemployees.

2.Explainwhatismeantbythetermmanagement.

3.Differentiatebetweenefficiencyandeffectiveness.

4.Describethefourprimaryprocessesofmanagement.

5.Classifythethreelevelsofmanagers,andidentifytheprimaryresponsibilityofeachgroup.

6.Summarizetheessentialrolesperformedbymanagers.

7.Discusswhetherthemanager'sjobisgeneric.

8.Describethefourgeneralskillsnecessaryforbecomingasuccessfulmanager.

9.Describethevalueofstudyingmanagement.

10.Identifytherelevanceofpopularhumanitiesandsocialsciencecoursestomanagementpractices.

OpeningVignette

SUMMARY

ManagerWiinWu.

Whatdistinguishesthoseorganizationsthatsucceedfromthosethatdon'taregoodmanagers.Managersaccomplishgoalsthroughandwiththeeffortsofothers.

EducatedatMITandStanforduniversities,WiinbeganhiscareeratIntel.Hehadavisionofhowtomakebettercomputerchipsandmadeitarealityin1989whenhefoundedMacronixInternational,Ltd.inTaiwan.HWualsorealizedthatnoorganizationcouldremaincomplacentandthatlongtermsuccesscamefromidentifyingopportunitiesandstakingoutagrowthplan.Soealsocreatedallianceswithothercompaniesalsoinvestingheavilyinresearchanddevelopment.Wiinneveroverlookstheroleofthehumanfactorinhisbusiness,constantlyseekingtore-createtheorganization,fosteringaworkenvironmentthatpromotesenthusiasm.HiseffortshaveprovensuccessfulforMacronixInternational;companysalesbrokethrough$320millionin1998,anditsshareoftheAsianmicrochipmarkethasnearlydoubledfrom2.8to5.4percent,andhasearnedtherecenthonorofbeingchosenoneofTaiwan'sthrivinghigh-techcompanies.

WiinWuprovidesagoodexampleofwhatasuccessfulmanagerdoes.Theymanagelargecorporations,smallbusinesses,etc.,whileholdingpositionsatthetop,inthemiddle,andonthelineoverseeingemployees,anddoingtheirworkineverycountryontheglobe.

Teachingtips

1.Makecontactwith3-5localcompaniesorCEOsthroughthechamberofcommerce,Kiwanisclub,etc.

2.Choose3-5volunteersor3-5teamstovisittheselocalcompaniesandconductbrief30-minuteinterviewswiththeCEOs.

3.Asaclass,usingthischapter,brainstormwhatquestions,5-7atthemost,eachteamorinterviewershouldask.

4.Havetheinterviewersreportbacktoclasswhattheylearned.

5.Asaclass,discusshowtheirdiscoveriesfitordonotfitcoursecontent.

I.WHOAREMANAGERS,ANDWHEREDOTHEYWORK?

A.Introduction

1.Managersworkinanorganization.

2.Anorganizationisasystematicarrangementofpeoplebroughttogethertoaccomplishsomespecificpurpose.

a）Yourcollegeoruniversityisanorganization.

B.WhatThreeCommonCharacteristicsDoAllOrganizationsShare?

1.Everyorganizationhasapurposeandismadeupofpeoplewhoaregroupedinsomefashion.

a）SeeExhibit1-1.

b）Thisdistinctpurposeistypicallyexpressedintermsofagoalorsetofgoals.

2.Second,purposesorgoalscanbeachievedonlythroughpeople.

3.Third,allorganizationsdevelopasystematicstructurethatdefinesandlimitsthebehavioroftheirmembers.

a）Developingstructuremayincludecreatingrulesandregulations,controlofmembers,etc.

4.Organization--hasadistinctpurpose,haspeopleormembers,andhasasystematicstructure.

C.HowAreManagersDifferentfromOperativeEmployees?

1.Organizationalmembersfitintotwocategories:

operativesandmanagers.

a）Operativesworkdirectlyonajobandhavenooversightresponsibilityofothers.

b）Managersdirecttheactivitiesofotherpeopleintheorganization.

（1）Customarilyclassifiedastop,middle,orfirst-line,theysupervisebothoperativeemployeesandlower-levelmanagers.

（2）SeeExhibit1-2.

（3）Somemanagersalsohaveoperativeresponsibilitiesthemselves.

2.Thedistinction,managershaveemployeeswhoreportdirectlytothem.

D.WhatTitlesDoManagersHaveinOrganizations?

1.First-linemanagersareusuallycalledsupervisors.

a）Theyareresponsiblefordirectingtheday-to-dayactivitiesofoperativeemployees.

b）Inyourcollege,theDepartmentChairwouldbeafirst-linesupervisor.

2.Middlemanagers--managementbetweenthefirst-linesupervisorandtopmanagement.

a）Theymanageothermanagersandpossiblysomeoperativeemployees.

b）Theyareresponsiblefortranslatingthegoalssetbytopmanagementintospecificdetails.

3.Topmanagers,likeWiinWu,areresponsibleformakingdecisionsaboutthedirectionoftheorganizationandestablishingpoliciesthataffectallorganizationalmembers.

TeachingNotes_______________________________________________________________________

_____________________________________________________________________________________

II.WHATISMANAGEMENT,ANDWHATDOMANAGERSDO?

A.HowDoWeDefineManagement?

1.Managers,regardlessoftitle,shareseveralcommonelements.

2.Management--theprocessofgettingthingsdone,effectivelyandefficiently,throughandwithotherpeople.

a）Processinthedefinitionrepresentstheprimaryactivitiesmanagersperform.

3.Effectivenessandefficiencydealwithwhatwearedoingandhowwearedoingit.

a）Efficiency--doingthetaskrightandtotherelationshipbetweeninputsandoutputs.

b）Effectiveness--doingtherighttask,thattranslatesintogoalattainment

c）SeeExhibit1-3.

4.Efficiencyandeffectivenessareinterrelated.

a）It'seasiertobeeffectiveifoneignoresefficiency.

b）Goodmanagementattainsgoals（effectiveness）anddoingsoasefficientlyaspossible.

c）Organizationscanbeefficientandyetnotbeeffective.

d）Highefficiencyisassociatedmoretypicallywithhigheffectiveness.

5.Poormanagementismostoftenduetobothinefficiencyandineffectiveness.

B.WhatAretheManagementProcesses?

1.HenriFayoldefinedthemanagementprocessintermsoffivemanagementfunctions.

a）Theyplan,organize,command,coordinate,andcontrol.

b）Inthemid-1950s,twoprofessorsusedthetermsplanning,organizing,staffing,directing,andcontrollingastheframeworkforathemostwidelysoldmanagementtextbook.

2.Themostpopulartextbooksnowcondensetothebasicfour:

planning,organizing,leading,andcontrolling.

a）SeeExhibit1-4.

b）Theseprocessesareinterrelatedandinterdependent.

3.Planningencompassesdefininganorganization'sgoals,establishinganoverallstrategyforachievingthosegoals,anddevelopingcomprehensiveplanstointegrateandcoordinate.

a）Settinggoalscreatesaproperfocus.

4.Organizing--determiningwhattasksaretobedone,whoistodothem,howthetasksaretobegrouped,whoreportstowhom,andwheredecisionsaretobemade.

5.Directingandcoordinatingpeopleistheleadingcomponentofmanagement.

a）Managersmotivateemployees,directtheactivitiesofothers,selectthemosteffectivecommunicationchannel,orresolveconflictsamongmembers.

6.Controlling.

a）Toensurethatthingsaregoingastheyshould,amanagermustmonitorperformance.

b）Actualperformancemustbecomparedwiththepreviouslysetgoals.

c）Anysignificantdeviationsmustbeaddressed.

d）Themonitoring,comparing,andcorrectingisthecontrollingprocess.

7.Theprocessapproachisclearandsimplybutmaynotaccuratelydescribewhatmanagersdo.

a）Fayol'soriginalapplicationsrepresentedobservationsofhisexperience.

8.HenryMintzbergprovidedfreshinsightonthemanager'sjob.

TeachingNotes_______________________________________________________________________

_____________________________________________________________________________________

C.WhatAreManagementRoles?

1.HenryMintzbergundertookacarefulstudyoffivechiefexecutivesatwork.

a）Managersengagedinalargenumberofvaried,unpatterned,andshort-durationactivities.

b）Therewaslittletimeforreflectivethinking.

c）Halfofthesemanagers'activitieslastedlessthannineminutes.

2.Hiscategorizationscheme--Mintzberg'smanagerialroles.

3.Mintzbergconcludedthatmanagersperformtendifferentbuthighlyinterrelatedroles.

a）ThesetenrolesareshowninExhibit1-5.

b）Theyaregroupedunderthreeprimaryheadings.

（1）Interpersonalrelationships.

（2）Thetransferofinformation.

（3）Decisionmaking.

D.IstheManager'sJobUniversal?

1.Levelintheorganization.

a）Thedifferencesareofdegreeandemphasisbutnotofactivity.

b）Asmanagersmoveup,theydomoreplanningandlessdirectoverseeingofothers.

（1）SeeExhibit1-6.

c）Theamountoftimemanagersgivetoeachactivityisnotnecessarilyconstant.

d）Thecontentofthemanagerialactivitieschangeswiththemanager'slevel.

（1）Topmanagersareconcernedwithdesigningtheoverallorganization'sstructure.

（2）Lower-levelmanage

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