Ebook Management & organisational behaviour (9th edition) – Part 1

Ebook Management & organisational behaviour (9th edition) – Part 1 include of the following content: Chapter 1 The nature of organisational behaviour; chapter 2 approaches to organisation and management; chapter 3 the nature and context of organisations; chapter 4 individual differences and diversity; chapter 5 the nature of learning; chapter 6 perception and communication; chapter 7 work motivation and job satisfaction; chapter 8 the nature of work groups and teams; chapter 9 working in groups and teams; chapter 10 the nature of leadership.

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LAURIE J MULLINS

ORGANISATIONAL BEHAVIOUR

NINTH EDITION

Front cover image: © Getty Images www.pearson-books.com

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MANAGEMENT &

ORGANISATIONAL

BEHAVIOUR

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Laurie Mullins was formerly principal lecturer at the University of Portsmouth

Business School 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 has experience of business, local government and university administration and human resource management For a number of years he was also a member

of, and an instructor in, the Territorial Army He has undertaken a range of consultancy work including with the United Nations Association International Service (UNAIS); served as a visiting selector for Voluntary Service Overseas ( VSO); acted as adviser 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 University, Australia,

and is a visiting lecturer in the Netherlands Laurie is also author of Hospitality Management and Organisational Behaviour and Essentials of Organisational Behaviour, both published by Pearson Education.

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MANAGEMENT & ORGANISATIONAL BEHAVIOUR

NINTH EDITION

LAURIE J MULLINS

With Gill Christy

Principal Lecturer in the Department of Human Resource and Marketing

Management at the University of Portsmouth Business School

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Edinburgh Gate

Harlow

Essex CM20 2JE

England

and Associated Companies throughout the world

Visit us on the World Wide Web at:

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First published in 1985 in Great Britain under the Pitman imprint

Fifth edition published in 1999 by Financial Times Pitman Publishing

Chapter 16 © Peter Scott 2010

Chapter 17 © David Preece 1999, 2002, 2005, 2007

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.

or transmitted in any form or by any means, electronic, mechanical, photocopying, recording

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Pearson Education is not responsible for content of third party internet sites.

ISBN: 978-0-273-72408-7

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and for Nathan

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Contents in detail ix

Part 3 GROUPS, TEAMS AND LEADERSHIP 305

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Management in the news and case studies xv

Guided tour of the book xxii

Guided tour of MyManagementLab xxv

In acknowledgement and appreciation xxvii

Publisher’s acknowledgements xxviii

Part 1

THE ORGANISATIONAL SETTING

The meaning of organisational behaviour 3

The study of organisational behaviour 3

A multidisciplinary approach 8

Orientations to work and the work ethic 10

Management as an integrating activity 12

The psychological contract 14

The changing world of work organisations 20

Globalisation and the international context 22

A cross-cultural approach to management 24

Is organisational behaviour culture-bound? 26

Five dimensions of culture: the contribution of Hofstede 27

Cultural diversity: the contribution of Trompenaars 28

Emerging frameworks for understanding culture 31

Convergence or culture-specific organisational

The importance of organisational behaviour 32

Review and discussion questions 33

Management in the news: A melting pot for forging

Assignments 1 and 2 35

Personal awareness and skills exercise 35

Case study: Virgin Atlantic and Ryanair 36

Notes and references 39

The human relations approach 53 Evaluation of the human relations approach 55

Other approaches to the study of organisations 59 The decision-making approach 59

Towards a scientific value approach? 67

Management in the news: The story of the

Case study: Dell Computers: the world at your

Perspectives of the organisation 78

Basic components of an organisation 80 Private and public sector organisations 82 Social enterprise organisations 83 Production and service organisations 84 Types of authority and organisations 86 The classification of organisations 86 The organisation as an open system 88 Interactions with the environment 90 The comparative study of organisations 92 The analysis of work organisations 92 Contingency models of organisation 94 The informal organisation 94

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Contrasting views of conflict 97

Positive and negative outcomes 98

Strategies for managing conflict 101

Is stress necessarily to be avoided? 104

The organisation of the future 111

Management in the news: Watch out for

an epidemic of petty fraud 114

Case study: Grameen Bank: a case of applied

Part 1 Case study

Cadbury: organisation, culture and history 122

Part 2

THE INDIVIDUAL

The recognition of individuality 129

How do individuals differ? 129

Nomothetic and idiographic approaches 130

Nomothetic personality theories 133

Idiographic theoretical approaches 135

Top performing organisations 158

Criticisms and limitations 160

Diversity, gender and organisations 161

Management in the news: The Apprentice,

Case study: B&Q: the business case for diversity 166

The meaning and nature of learning 172 Organisations and the management of learning 175

Management in the news: UK follows Dutch

example with site simulations 200

Case study: VSO 203

Selectivity in attention and perception 209

Organisation and judgement 223 Connection of the conscious, unconscious and

Non-verbal communication and body language 230 Interpersonal communications 231 Neuro-linguistic programming (NLP) 234 Transactional analysis (TA) 235

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Management in the news: How to be happy in life:

Case study: Behavioural economics 248

The meaning of motivation 253

Needs and expectations at work 254

Broader intrinsic motivation 256

Frustration-induced behaviour 257

Content theories of motivation 260

Maslow’s hierarchy of needs theory 260

Alderfer’s modified need hierarchy model 264

Herzberg’s two-factor theory 265

McClelland’s achievement motivation theory 267

Process theories of motivation 268

Vroom’s expectancy theory 269

The Porter and Lawler expectancy model 271

Lawler’s revised expectancy model 273

Implications for managers of expectancy theories 274

Equity theory of motivation 275

Relevance today for the manager 278

Organisational behaviour modification 278

The motivation of knowledge workers 280

Cross-cultural dimensions of motivation 281

A comprehensive model of job enrichment 285

Contextual factors in job design 289

Management in the news: Top marks for the best

Case study: Don’t get mad, get on-line! 293

Philanthropy: the resurgence of personal social

Part 3

GROUPS, TEAMS AND LEADERSHIP

The meaning and importance of groups and teams 307

Differences between groups and teams 307

Formal and informal groups 311 Reasons for formation of groups or teams 313 Group cohesiveness and performance 314

Organisational 317 Group development and maturity 317

Potential disadvantages of strong, cohesive

Management in the news: Dragon boat racing on

Case study: Mumbai’s dabbawalahs: a world-class

Interactions among members 342

Patterns of communication 344 Analysis of individual behaviour 347

Frameworks of behavioural analysis 350 Balance between the team and the individual 351 Individual compared with group or team

Management in the news: Falling down 366

Case study: Top Gear 368

The meaning of leadership 373 Leadership or management? 373 Approaches to leadership 375 The qualities or traits approach 375

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The functional (or group) approach 377

Action-centred leadership 378

Leadership as a behavioural category 379

Continuum of leadership behaviour 381

Contingency theories of leadership 383

Fiedler’s contingency model 384

Vroom and Yetton contingency model 386

The Vroom and Jago revised decision model 387

Readiness of the followers or group 389

Transformational leadership 391

Inspirational or visionary leadership 392

Leadership and innovation 396

The leadership relationship 397

Leadership effectiveness 399

Cross-cultural dimensions of leadership 401

No one best form of leadership 404

Management in the news: Managing the mood

Case study: Being Apple: Steve Jobs 411

Part 4

THE NATURE OF MANAGEMENT

The meaning of management 425

The process of management 428

Principles of management 429

Management as a social process 431

The tasks and contribution of a manager 432

Essential nature of managerial work 433

Management in private enterprise and public

Behaviour pattern of general managers 439

Determining what real managers do 440

Patterns of managerial work and behaviour 441

The attributes and qualities of a manager 442

The importance of management skills 443

The changing role of managers 446

Management in the news: Science of managing

Case study: Stuck in the middle? 452

The importance of managerial style 457 Theory X and Theory Y management 458 The Managerial/Leadership Grid® 461

Management by objectives (MBO) 467 Managing with and through people 469 The nature of people at work 474 Managerial effectiveness 475 Measures of effectiveness 476 The Management Standards Centre 477 The 3-D model of managerial behaviour 478

Management in the news: When a packed diary

Case study: Effective management: a question

The nature of human resource management 494 Human capital management 495 HRM policies, activities and functions 497 Organisation of the HRM function 498 Working in partnership with line managers 499

A strategic business partnering approach 501

Unitary and pluralistic perspectives 520 Regulating the employment contract 520 International dimensions of HRM 523 Effectiveness of the HRM function 525

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Management in the news: The carrot and stick

Case study: The changing role of HRM 531

Jamie Oliver: The Naked Manager? 537

Part 5

STRUCTURES OF ORGANISATION

The importance of strategy 543

Dimensions of organisation structure 551

The importance of good structure 552

The importance of the hierarchy 564

Formal organisational relationships 566

Project teams and matrix organisation 569

Effects of a deficient organisation structure 572

Management in the news: A taxing merger 577

Case study: Zara: a dedicated follower of fashion 580

Variables influencing organisation structure 586

The contingency approach 586

Major dimensions of technology: the work

The Burns and Stalker study 594

‘Mixed’ forms of organisation structure 595

The Lawrence and Lorsch study 597

Evaluation of the contingency approach 598 Contribution of contingency theory 600 Culture as a contingent factor 601 The changing face of the workplace 603 The demand for flexibility 605 The shamrock organisation 608 Structure and organisational behaviour 611

Management in the news: Independents will

Case study: John Lewis, Waitrose and Ocado:

distinctively successful 616

Peter Scott

What do we mean by technology? 623 Approaches to technology and organisation 625 Decision-making processes 629 Involvement of HRM specialists and users of

Technology, work and organisational behaviour 634 Skill, work design and job quality 635 Centralisation versus decentralisation of control 636

Nature of social interactions 642 The pace and intensity of work 643 The ‘digital divide’ and job security 644

Management in the news: Should Twitter be

confined to the marketing department? 647

Case study: Accessible technology: Tesco’s

The controversial nature of control 665 Expression of managerial behaviour 667 Elements of an organisational control system 668

Strategies of control in organisations 671

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Characteristics of an effective control system 673

Power and management control 675

Perspectives of organisational power 676

Pluralistic approaches to power 678

The balance between order and flexibility 679

Behavioural factors in control systems 680

Financial and accounting systems of control 681

The concept of empowerment 683

The manager–subordinate relationship 684

Reasons for lack of delegation 687

A systematic approach to empowerment and

Does empowerment deliver? 692

Management in the news: The undercover boss 695

Case study: What you say is what you get ? 699

Organisational ideologies and principles 705

Corporate social responsibilities (CSRs) 712

Organisational stakeholders 714

Ethics and corporate social responsibility 718

Codes of business conduct (or ethics) 725

Management in the news: Trade-offs in the

Case study: The Fairtrade Foundation 731

Organisation development, culture and change 737

Types of organisational culture 740

Influences on the development of culture 742

The importance of culture 744

Management in the news: The time is ripe for

Case study: Moving with the times 770

The nature of organisational effectiveness 776 The democratic enterprise 778 The learning organisation 779 Total quality management (TQM) 782 Business process re-engineering (BPR) 785 The importance of effective management 786 The meaning and nature of management

Management development process 789 Continuing professional development (CPD) 791 The EFQM Excellence Model 792 Assessing organisational performance 794

A range of different criteria 796 Successful organisations and people 799

The future of work and management 801

Management in the news: How to manage

Case study: Who says business is boring?

M&S’s rollercoaster ride 808

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in the news

Case study

Longer case study

A melting pot for forging success

Virgin Atlantic and Ryanair

The story of the middleman

Dell Computers: the word at your fingertips

Watch out for an epidemic of petty fraud

Grameen Bank: a case

of applied business ethics

Cadbury: organisation, culture and history

The Apprentice, week

nine

B&Q: The business case for diversity

UK follows Dutch example with site simulations VSO

How to be happy in life: let out your anger Behavioural economics

Top marks for the best employee awards Don’t get mad, get online!

Philanthropy: the resurgence of personal social responsibility?

See how a well managed, culturally diverse workforce can come together to produce a better product

How can two similar organisations develop very different

organisational cultures?

This examination takes the pulse

of the current state of middle management

From small business to global giant, Dell Computers mobilises workers on three continents to get your new PC to you

In a tough economy, many companies are finding dishonesty and fraud in the workplace on the rise

How ingenuity coupled with enterprise can present an alternative

to charity and government aid as

a route out of poverty The historical context may change organisational practices, but doesn’t necessarily change core values Employers learn the lessons of making assumptions about age and the experience and capability

of employees Diversity in the workforce is shown

to be a strength and a way to grow a business

The construction industry uses virtual reality to train its workers

Discovering the value of learning and sharing knowledge and the changes it can make in people’s lives

Harnessing your anger can lead to personal and professional success Explore the links between perception, thought and behaviour and the decisions we make

Do weekly, monthly or yearly awards provide incentive or cause resentment among employees?

Blogging may open a new window

on organisational life, but it can get you fired

It was big in the 19th century, but is there a resurgence in philanthropy as a new form of ethical behaviour by business leaders?

Dillinger Hütte

Virgin Atlantic Airways, Richard Branson and Ryanair, Michael O’Leary Paul Osterman,

author of The Truth

about Middle Managers

Dell Computers, Michael Dell

Grameen Bank, Mohammed Yunus

Ellen Simonetti, Queen of the Sky;

IBM Bill Gates, Warren Buffet and Anita Roddick

Germany/ France/ Luxembourg

Global

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Stuck in the middle?

When a packed diary betrays a busy fool

Independents will always have their day

John Lewis, Waitrose and Ocado:

distinctively successful

Tight teamwork and simple technique makes dragon boat racing the perfect corporate team sport

The extraordinary teamwork that delivers thousands of hot lunches from home to workplace every day Charting the rise and fall of companies and the need to avoid complacency in business

A winning team in front of and behind the cameras provide the formula for television success

Are moods contagious?

Temperament and character can help stop a bad situation from getting worse

This computer giant is quirky, stylish and generates fierce loyalty among its fans; but can it survive without Steve?

Promoting environmental awareness may be an altruistic aim, but the project need more than good will and enthusiasm

to survive

Is the key to success in the managing of groups allowing employees to follow their ‘animal’

instincts?

Most managers are middle managers; but are they happy with their lot?

Is a busy schedule a sign of neurosis or an achievement?

How the balance between structure and being accessible can save time Merchant banking is an

aggressive, macho world, so how does a working mum succeed?

Should organisations reward employees for adopting healthy lifestyles?

The HRM function has long been seen as a service to line managers, but can it be outsourced successfully?

In the fast and intense atmosphere

of a kitchen, can a chef also be

a good manager?

When two organisations merge, creating a common culture can prove difficult

In the frenetic world of high street fashion, innovative organisational structures have created one of the most sophisticated JIT operations

in the world The indies of the business world bring innovation to the marketplace and force the big players to up their game

An unusual organisational structure leads to a very particular culture and style of organisational behaviour

Thames Dragon Boat Club

Dabbawalahs

Jim Collins, author

of How the Mighty

Fall

Top Gear, BBC, Jeremy Clarkson, James May, Richard Hammond and The Stig

Apple, Steve Jobs

Eden Project, Tim Smit

Charles Jacobs, author of

Management Rewired

Nicola Horlick, Bramdean Asset Management Unilever, Pitney Bowes

BT, Accenture

Jamie Oliver, Fifteen

Her Majesty’s Revenue and Customs (HMRC) Zara, Inditex

John Lewis, Waitrose and Ocado

Global

UK

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Should twitter be confined to the marketing department?

Tesco’s accessible website

Co-operatives

The undercover boss

What you say is what you get ?

Trade-offs in the moral maze

The Fairtrade Foundation

The time is ripe for fresh ideas Moving with the times

How to manage the clever squad Who says business is boring? M&S’s rollercoaster ride Riverford Organic

Are the rewards worth the risk when organisations venture online

in a ‘network society’?

How technical advances can change people’s quality of life Invented in the 19th century, cooperatives are still going strong

A CEO dons a disguise and learns that an effective, open dialogue is the key to your communicating key messages to staff Gender differences in communication may partly explain the ‘glass ceiling’, but not everywhere

An examination into the moral ambiguities of the workplace versus the black and white world

Do recessionary times act as the catalyst to spur changes in organisational cultures?

Can hot-desking really work?

One team of professionals shows the way

Is it time to reframe the debate over talent, and knowledge workers?

How Marks & Spencer went from takeover target to the toast of the stock exchange

What does it mean to be an

‘ethical organisation’? Can an organisation go even further to actively reduce the environmental impact of modern life?

Twitter, Don Tapscott, Bernhard Warner, Oliver Toubia Tesco, RNIB

Rochdale Equitable Pioneers Society, Mondragón Cooperative Corporation Clugston Group, Stephen Walker

Female managers

in France, UK, Germany and China Prof Michel Anteby, Harvard Business School

The Fairtrade Foundation

NHS Workforce Review Team (WRT )

Marks & Spencer, Stuart Rose

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The concepts and ideas presented in this book provide a basis for an appraisal of ing perspectives on the structure, operation and management of organisations, and inter-actions among people who work in them It is hoped that this will encourage a greater level

contrast-of awareness and sensitivity to organisational factors and management processes influencingthe behaviour and performance of people at work The underlying theme of the book is theneed for organisational effectiveness based on an understanding of organisational behav-

iour, the people resource, and the role of management as an integrating activity Adopting

a managerial perspective provides a clear focus of attention and helps to overcome any perceived distinction between organisational behaviour and organisational analysis.

The aims of this book

The aims of this book are to:

management action;

understanding of human resources and the effective management of people

The intended audience

The comprehensive coverage and progressive presentation of contents will appeal to students

at undergraduate level or on related professional courses; and to graduate and post-experiencestudents who through their course of study wish to enhance their knowledge and under-standing of the subject area It is also hoped that the book may appeal to those aspiring to

a managerial position

The scope of this book

The behaviour and actions of people at work and the activities of an organisation are directedtowards the achievement of certain goals and also have social implications The study oforganisational behaviour should not therefore be considered in a vacuum but related to the process of management and to the wider organisational context and environment

Broadening the scope of the subject matter beyond the concerns of traditional tional behaviour texts is a distinctive feature of this book.

organisa-The study of organisational behaviour is a wide and essentially multidisciplinary field ofinquiry and no single book could hope to cover adequately all aspects of the subjectarea In order to attain a reasonable depth, this book concentrates on selected topics

of particular relevance to organisational behaviour and management of the human

resource, and which meet the needs of the intended audience The design and contents

of this book mean that it is especially suitable across a range of different but related modules, including single or double semester units, and will help provide an inte- grated approach to your course of study.

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Format of this book

There is a logical flow to the sequencing of topic areas and each chapter of the book is contained with appropriate cross-referencing to other chapters Main sections are identifiedclearly within each chapter and there are detailed headings and sub-headings This provides

self-a flexible self-approself-ach The selection self-and ordering of chself-apters cself-an be vself-aried to suit the demself-ands

of your particular courses of study or individual interests

The book is written with a minimum of technical terminology and the format is clearlystructured Each chapter is supported with illustrations and contains:

For each Part of the book there is also an academic viewpoint and an integrative case study

The ninth edition

The text retains the same underlying aims and approach that have been a hallmark of thesuccess of the book For this ninth edition there have been an extensive review of the over-all plan and order of contents between and within chapters; and considerable additional andupdated contents, figures and practical examples throughout Readers familiar with previouseditions may wish to note the main changes in this ninth edition, including:

globalisa-tion and cultural influences

and the ‘Y’ factor, extended coverage of stress and work/life balance (Chapter 3)

learning (Chapter 5) and material on learning organisations consolidated in Chapter 20

communication (Chapter 6)

ultimatum game (Chapter 7)

(Chapter 8)

a strategic approach, and new material throughout including Investors in People, ance management and a new section on talent management

rewritten Chapter 14

on social implications and impact on people

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■ Expanded coverage of organisational change including new section on the neuroscientificapproach to resistance to change (Chapter 19).

effective-ness, employee engagement, and the future of work and management (Chapter 20)

■ A completely new ‘Management in the news’ for every chapter; a significant number

of new and updated end of chapter Case studies; and the addition of an ‘Academic viewpoint’ feature at the end of each Part of the book.

Attention continues to be focused on design features and overall appearance to provide amanageable and attractive text with enhanced clarity and user friendliness

Your study of this book

This book adopts an applied approach to the study of management and organisational iour The objective analysis of organisations is supported, where appropriate, by a more prescriptive stance For example, the underlying need to establish a framework of orderthrough which the work of the organisation is undertaken demands attention to certainbasic principles and consideration of organisation and management

provoke critical thinking, inspire personal reflection about the areas you have just readand about what happens in your own organisation

know-ledge and understanding of the contents, and provide a basis for revision and review ofprogress

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 viewswith colleagues

pursue further any issues of particular interest

journal that prompts you to explore and question a topic relating to that Part of the book

concepts and ideas to your reading of the text

experi-You are encouraged to complement your reading by drawing upon your own experiences

of work organisations Search for both good and bad examples of organisational behaviourand people management Consider the manner in which concepts, ideas and examples pre-sented in this book can best be applied in particular work situations Contemporary examplesfrom your own observations should help illustrate real-life applications and further yourinterest in the subject area

I hope you will find satisfaction, and even some measure of enjoyment, from this book

Laurie J Mullins

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The book is divided into six parts, each of which opens with a list of chapters and a link to relevant online video content.

The Nature of Organisational Behaviour

Approaches to Organisation and Management

The Nature and Context of Organisations

1

2

3

Part 1

The Global Context

Visit www.pearsoned.co.uk/mymanagementlabto access the online video case study that complements Part 1: The Organisational Setting.

This video offers a real life example of how one company responds to

the context of business today Maersk is a global shipping company

with over 500 vessels moving nearly 2 million containers In this video, operates and meets the varied needs of customers around the world

ONLINE VIDEO

CASE STUDY

Critical reflections are controversial

statements to inspire critical thinkingabout the areas you have just read

Management quotes provide insight

into managerial thinking

Chapter introductions provide a

brief description of the key themes

in the chapter

Learning outcomes enable you to

focus on what you should haveachieved by the end of the chapter

The relationship between the organisation and its members is influenced by what motivates them to work and the rewards and fulfilment they derive from it The nature of the work organisation, styles of leadership and the design and content of jobs can have

a significant effect on the satisfaction of staff and their levels of performance The manager needs to know how best to elicit the co-operation of staff and direct their efforts to achieving the goals and objectives of the organisation.

Learning outcomes

After completing this chapter you should be able to:

■ explain the meaning and underlying concept of motivation;

■ detail main types of needs and expectations of people at work;

■ explain frustration-induced behaviour and possible reactions to frustration

at work;

■ examine main theories of motivation and evaluate their relevance to particular work situations;

■ review the meaning, nature and dimensions of job satisfaction;

■ assess broader influences on motivation and job satisfaction;

■ evaluate the relationship between motivation, job satisfaction and work performance.

WORK MOTIVATION AND JOB SATISFACTION

Critical reflection

7

‘Some writers argue that people do not lack motivation, only the right triggers to motivate them Some claim that motivation can only come from within and attempts from other people to motivate you have little lasting influence.’

What are your views? In your own words, what motivates you most?

‘A number of eminent writers have drawn attention to the changing nature of management

and the work of the manager Yet reading the ideas of other “gurus” such as Peter

Drucker and Mary Parker Follett it appears little is really new, and the underlying role of

management remains unchanged.’

What are your views? What specifically do you see as the likely role of the manager in

ten years’ time?

PART 4THE NATURE OF MANAGEMENT

the top of the hierarchy One of her most notable contributions was emphasis on the

situ-tionship through the depersonalising of orders and obeying ‘the law of the situation’ 48

Parker suggests that Follett’s ideas on human relations in the workforce foreshadowed the state

of things to come and continue to offer managers in the new century fresh food for thought.

as new today but offer managers fresh insight into the task of leadership and management 49

The fact is that management ultimately depends on an understanding of human nature I suggest

of certain basic values It cannot be achieved without honesty and integrity, or without

con-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 50

Management is about human beings Its task is to make people capable of joint performance, to

about, and it is the reason that management is the critical, determining factor We depend on

management for our livelihoods and our ability to contribute and achieve.

Peter F Drucker 51

SYNOPSIS

■ ‘Management’ is a generic term and subject to

many interpretations A number of contrasting ideas

‘doing’ we can summarise the nature of managerial

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The Academic viewpoint feature is new to this edition

and links you to relevant research that will help you

take your learning further by examining the applications

of various theoretical approaches, prompting you to

question and build up on what you have learnt so far

Case studies conclude each chapter and each part,

providing insight into organisational behaviour in

a wide variety of contemporary UK and international

organisations

Discussion questions and Your tasks

encourage you to relate the Management

in the news and Case studies to theoriescovered in the chapter

PART 3GROUPS, TEAMS AND LEADERSHIP

416

ACADEMIC VIEWPOINT

Below you will find the title and abstract of a recent article in an academic journal which explores a topic relevant

to the chapters in Part 3.

Baruch, Y and Jenkins, S ‘Swearing at Work and Permissive Leadership Culture’, Leadership and

Organizational Development Journal, vol 28, no 6, 2006, pp 492–507.

Abstract

Purpose: The purpose of this paper is to examine the use of expletives and swearing in the

work-Design/methodology/approach: Case studies and qualitative analysis were applied, methods that

fit well for this sensitive topic.

Findings: This paper identifies the relevance, and even the importance, of using non-conventional

and sometimes uncivil language in the workplace.

Research limitations/implications: Sample size and representativeness present limitations.

Practical implications: There is a need for leaders to apply, under certain circumstances,

consequences.

Originality/value: The paper is an original contribution to an area where research is scarce

A certain originality element stems from the fact that, focusing on swearing language, the paper

purpose of the paper, the paper hopes that this will not cause offence to the readership of the

journal.

Commentary

Academic discussion of topics such as

communication in relation to group dynamics,

workplace culture and leadership style tend to focus

on formal behaviours However, the reality of many

work environments (and indeed the fictionalised

depiction of the workplace in film and on television) is

often characterised by informality and ‘colourful’

language including swearing There is often an

assumption that swearing and bad language are

negative behaviours This interesting paper challenges

that assumption, and suggests that there are different

types of swearing, some of which may be positive in

effect It also reveals some interesting characteristics

of language use in terms of gender and culture; and it

concludes with some important observations about

the role of managers with regard to ‘industrial

■ How can the study of workplace language, including swearing, enhance our understanding of the nature of managerial leadership?

■ What light do studies of this sort shed on problems experienced by team members and team leaders who are not part of a dominant organisational culture?

■ How far do you think the idea of a workplace

‘language policy’, initiated by managers, is feasible?

What does it mean to be an ethical organisation?

Arguably an ethical business is one which operates fairly

and decently in its dealings with suppliers, customers

and workers, obeys the law and pays its taxes However,

the meaning of ‘ethical’ as commonly used by the

media seems to have become equated with ‘green’ in

the environmental sense Clearly, all organisations, both

public and private sector, can be challenged to run at

lower levels of energy use etc., and many now include

such objectives in their strategic plans But is it possible

to go even further, and seek to develop products and

impact of modern life? And if so, how can an

organisation be sure that what it is doing really achieves

just this is Riverford Organic, a vegetable box delivery

scheme based in the south-west of England.

No hippies here

For some decades the organic movement had a rather

hippie, ‘muck and magic’ image which viewed organic

production and consumption as an act of faith rather

than a business proposition However, a variety of food

scares in the 1980s and 1990s, together with

longer-standing concerns about the health and environmental

impact of chemicals used in food production, gradually

brought organic farming into the mainstream, and by

the turn of the century most major supermarkets

included at least some organic produce in the fruit and

vegetable section This might have provided a better

outlook for organic growers, but the major food retailers

remained both powerful and strongly focused on price

and consistency, and this often made relationships with

suppliers combative and lopsided Experience of the

power of supermarket buyers and a desire to escape

their stranglehold on vegetable distribution and sales

was one of the reasons why Riverford came about 1

The business was created by Guy Watson, who grew

up on his father’s farm in Devon However, it took

Guy’s wider business expertise, partly gained during a

brief consultancy career in the mid 1980s, to create the

network of farms and the distribution system which

forms the basis of the organisation today His insight,

which seems to have helped formulate the Riverford

strategy, was to see the market for organic produce as

similar in nature to the emerging markets he had been

involved with as a management consultant 2 This

insight has meant that, whilst true to the values of

organic farming and environmentally sustainable operating systems, Riverford has been able to become

a very large player in business terms In 1992 Watson’s vegetable box delivery scheme was typically small-scale, local and focused around a single grower, serving about

200 customers in the south Devon area In 2008 the company made on average 47,000 deliveries a week in England and Wales, with sales reaching £33 million 3

Five regional farms, each supporting a co-operative or grower group of local farms, now form the network of regional producers that operate under the Riverford banner, and the boxes are delivered by 110 local franchisees, who do the rounds which put the veg boxes

on customers’ doorsteps The business has even managed to sustain its sales volumes despite two very bad growing seasons (2007 and 2008) and the possibility that customers would cut back on organic food purchases during the recession.

Agribusiness uses chemicals to grow our food, while neglecting the health of the soil.4

His farm gained organic status as far back as 1986, and the door to door delivery scheme helped reduce the

Riverford Organic

PART 6

CASE STUDY

814

What does it mean to be an ‘ethical organisation’? Can an organisation

go even further actively to reduce the environmental impact of modern life?

Notes and references

1 Clarke, N., Cloke, P., Barnett, C and Malpas, A ‘ The Spaces and Ethics of Organic Food’, Journal of Rural Studies, vol 24, 2008,

pp 219–30.

2 Watson, G ‘Part of a Solution’, Resurgence, Issue 237, July/August 2006, available on-line at www.resurgence.org/magazine/

article369-PART-OF-A-SOLUTION.html (accessed 17 June 2009).

3 Stone, A ‘How I Made It’, The Sunday Times, 27 July 2008.

4 Sowerby, N ‘Organic Champion Guy Watson Takes On the Big Guns’, City Life online,

http://www.citylife.co.uk/restaurants/news/13685 (accessed 16 June 2009).

5 Slater, L ‘Root Manoeuvre’, The Sunday Times, 31 August 2008.

6 Clarke et al op cit.

■ How important is management development to the future of Riverford? What would you include in a management development programme for future leaders of the business? Explain the management development techniques that would be appropriate, bearing in mind the nature of the organisation’s work (principally agricultural), structure (regionalised and dispersed) and values.

As Riverford has grown, however, communication of this sort has become more of a challenge The staff surveys too show that more work needs to be done here.

The relatively flat structure means that significant news about two weeks; but the aim is to speed this up and ensure it happens There are quarterly briefing sessions

on all five farms across the country open to all staff and attended by Guy and the Managing Director They are used to encourage suggestions and discussion as well as

to convey information about business progress There is also a staff committee of six elected representatives.

Promotion opportunities are limited by the flat structure, but there are often chances to move sideways.

However, all staff are expected to be flexible and there is

a strongly anti-bureaucratic ethos A number of staff have moved from working on picking or box packing

to go into management or specialist roles such as IT.

The company aims to grow as many people from within the business as possible; there is a staff development programme lasting ten weeks for all new and also more established staff who show an interest; this involves one day a week spent in the key areas including box planning, quality control, marketing and customer services, the Field Kitchen and even accounts Riverford has run a management development programme using external advisors, and is developing in-house supervisory training.

Away from Devon, the 110 franchisees delivering the boxes are the lifeblood of the business As the growth of 2004–6 has stabilised, and supermarkets are now

competing both in terms of organics and home deliveries, the company has recognised that franchisees themselves need to become more sales-oriented and more confident in talking to people about what Riverford has to offer In support of this, five regional Sales Development Managers are being recruited to help the franchisees to become more effective at communicating this message These appointments have been difficult to make as the blend of sales knowledge,

a passion for food/cooking and a commitment to organic values is hard to locate.

‘We want to use our business to make the world

a better place’16

The term ‘social entrepreneur’ has recently come into use to describe business founders whose motives and social problem which can benefit from a commercial approach Grameen Bank is one such organisation; so is the Fifteen Foundation Guy Watson’s approach seems similar, and his concern is not confined to improving eating habits or promoting environmentalism in the

UK For a number of years Riverford has collaborated with small-scale farmers in Uganda with a view to improving trade opportunities with the UK by linking directly with producers at local level He has also encouraged the development of sustainable agriculture

in Uganda through a training initiative It is Watson’s belief that trade and training can bring about beneficial change, and in this respect we may add Riverford to the growing list of social enterprises.

PART 6 CASE STUDYRIVERFORD ORGANIC

817

A melting pot for forging success

Peter Marsh

FT MANAGEMENT IN THE NEWS

Paul Belche uses a culinary metaphor to explain how

he tries to coax the best qualities from the mix of cultures at the steel plant he runs in western Germany, close to the borders with France and Luxembourg

‘If you mix the yellow part of an egg with mustard and oil without being careful, you will produce something unexciting But, if you pay correct attention to the says He is explaining his approach to managing Dillinger Hütte, a global leader in specialist steels for applications such as oil pipelines Mr Belche’s tactics for getting the best out of his employees provide wider lessons for managers of diverse workforces.

The company aims to take advantage of the different cultural characteristics of Saarland – the German state where it is based that, over the centuries, has switched between French and German sovereignty Of the 5,500 employees in Dillinger, about

10 per cent have French as their main language, and the rest German Mr Belche, a 56-year-old physicist,

it comes to practical work The French are good at theory and we try to get the best of these two characteristics,’ he says Mr Belche poses a question:

‘Who do you think would be better at plant safety – the German [speakers] or the French? You might think

it would be the Germans But actually it’s the French – they realise they are possibly behind in this field and

so they work at it Sometimes weakness can be a strength – as long as it’s recognised.’

His approach, he says, is to put teams of people from the different cultures together and encourage them to learn from each other The factory follows the French approach to dining, with a siren announcing the end of the lunchtime break at 3pm, an hour later than is normal at other German steelworks ‘This is to give us time for a decent lunch,’ says Mr Belche.

When it comes to sales and technology, he says, the aim is to link the practical aspects of steelmaking and its applications, which he considers more German, and the theoretical, which he considers more French.

This mixing of the practical and theoretical must be linked to a single aim: making good products that will

do a better job of solving customers’ problems, Mr Belche says.

He sums up his philosophy: ‘The biggest costs are from the products that you never developed or the prices [of specific types of steel] that you never reached because you weren’t good enough at selling

them.’ In the tough business of making money out of steelmaking, it helps if companies can offer something special In the effort to make this happen, the mix of cultures at Dillinger provides a soufflé of experiences,

Mr Belche believes, that gives it a decent chance of success even in the current uncertain climate.

Limited, reproduced with permission.

Discussion questions

1 Analyse the organisational behaviour elements of this article using the multidisciplinary framework illustrated in Figure 1.3 What evidence can you find about factors relevant to each of the five areas?

2 In the light of ideas put forward by Hofstede, Trompenaars and Hall, what do you think are the advantages of having a culturally diverse workforce like this? What particular challenges

do you think it poses for managers?

PART 1THE ORGANISATIONAL SETTING

34

This mixing of the practical and theoretical must be linked to

a single aim: making good products that will do a better job of solving customers’ problems.

The Management in the news feature

provides interesting journalistic comment

on relevant current issues and companies

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Synopsis brings together the key concepts

of the chapter to aid your understanding

Review and discussion questions help you

to check your understanding of the topic,stimulate further investigation and encouragedebate

Assignments help you to understand theories

and challenge your assumptions by applying

ideas and analysis to your own experiences

Personal awareness and skills exercises

develop your interpersonal and work-basedskills

1 How would you define an organisation and why do organisations exist? What are the common factors in any

organisation?

2 Contrast various organisations, including your own, in terms of classifications based on (i) prime beneficiary,

and (ii) primary activity.

3 Discuss critically the extent to which differences among various organisations limit the value of the study of

management and organisational behaviour.

4 Assess critically the practical value to both the student and the manager of adopting an open systems view

of organisational analysis.

5 Distinguish between the formal and the informal organisation and explain their main characteristics What

functions are served by the informal organisation?

6 To what extent do you accept the view that conflict is an inevitable feature of management and

organisational behaviour?

7 Why do you think increasing attention is being given to the work/life debate? Is this attention justified? As

a senior manager, what steps would you take to help improve the quality of working life for staff?

8 Give your own critical views on how you see the organisation of the future and the humanisation of organisations.

REVIEW AND DISCUSSION QUESTIONS

CHAPTER 3THE NATURE AND CONTEXT OF ORGANISATIONS

113

SYNOPSIS

■ The application of organisational behaviour and

process of management take place not in a vacuum

There are many different types of organisations set up

in all forms, shapes and sizes However, there are

at least three common factors in any organisation –

added a fourth factor – management The qualities of

these factors determine organisational effectiveness.

■ Organisations can, traditionally, be distinguished

in terms of two generic groups: private enterprise and

led, however, to a blurring of commercial interests

attention has been given to social enterprise

organisa-production and service organisations In order to relate

iour to one particular type of organisation as distinct

organisations together.

■ Organisations differ in many important respects

but they also share common features Business

organ-interaction with the external environment of which

comparative study and analysis of work organisations.

of sub-systems interrelating and interacting with each

technology, structure, people, and management.

■ Whatever the type or nature of an organisation or its formal structure, an informal organisation will people, their psychological and social needs and the and norms of behaviour The informal organisation serves a number of important functions and has

an influence on the morale, motivation, job satisfaction and performance of staff.

■ It might be expected that a healthy organisational climate would be reflected by complete harmony in working relationships, but conflict is a reality of management and organisational behaviour There are both positive and negative outcomes The important Managers need to adopt appropriate strategies for dealing with the harmful effects of conflict.

■ There appears little doubt that stress at work is a major concern and a potential source of mental and physical ill-health However, a certain amount of pressure may arguably help promote a higher level

of performance There are a number of measures to attention is focused on the role organisations play in work/life balance and for meaning in people’s lives.

importance of people and of new social contracts between employers and employees.

Stroop – illustrative experiment

(This is a development of Figure 6.11 and provides a further opportunity to review possible perceptual illusion.)

colour word you are writing (for example, blue pen for the word blue) Repeat some of the colours but place them in random order.

b For the second list, use different colour pens for the colour word (for example, use a red pen for the word blue).

c Now ask a colleague to read out loud the colour that the word is written in (not the word itself ) Compare the

amount of time it takes your colleague to read out the two lists The second list probably not only took longer but had more mistakes and more hesitations.

William Stroop, who first conducted this experiment, noted that the task interferes with expected behaviour It is difficult to stop yourself from reading the word (the result of our early learning), which in this case directly impairs performance.

ASSIGNMENT 1

Form small groups and then undertake, individually, the following exercise.

What conclusions do you draw from this exercise?

ASSIGNMENT 2

1 Read everything before you do anything.

2 Put your name in the upper right-hand corner of the paper, in the space provided.

3 Circle the word ‘name’ in the second sentence, above.

4 Draw five small squares in the upper left-hand corner of this paper.

5 Put an X in each of the five small squares you have drawn.

6 Put a circle around each of those five small squares above.

7 Sign your name, under and to the left of the title above.

9 Multiply 70 30 and write the result on the reverse side.

10 Draw a circle around the word ‘paper’ in sentence 4, above.

11 Please now call out your first name, loudly.

12 If you feel that you have carefully followed these directions, call out, loudly: ‘I have carefully followed directions!’

13 Add 107 and 278, and write the sum on the reverse, immediately under the first figure that you wrote there.

14 Circle that figure on the reverse.

15 In a normal voice, count aloud from 1–10.

16 If no one else has said it, say now, ‘I am the leader!’

17 Now that you have read all of the foregoing, very carefully, please complete ONLY sentences 1 and 2.

COMMUNICATION

PART 2THE INDIVIDUAL

246

Objectives

Completing this exercise should help you to enhance the following skills:

■ Distinguish between facts and assumptions or inferences.

■ Examine the basis upon which you make judgements.

■ Review the nature of your communication and decision-making processes.

Exercise

After reading the following story you are required to:

1 Read the 15 statements about the story and check each to indicate whether you consider it to be true, false or?

‘T’ means that the statement is definitely true on the basis of the information presented in the story.

‘F’ means that it is definitely false.

‘?’ means that it may be either true or false and that you cannot be certain of which on the basis of the information presented in the story If any part of a statement is doubtful, mark it ‘?’.

Answer each statement in turn You may refer to the story as often as needed but do not go back to change any answer later and do not re-read any statements after you have answered them.

2 After you have checked all 15 statements, work in small groups of three to five and discuss your individual

answers How much agreement is there among members of your group? Do not change any of your first individual answers However, if as a result of your group discussion you would now give a different answer

to any of the statements, note this alongside your original answer.

The story

A businessman had just turned off the lights in the store when a man appeared and demanded money The owner opened a cash register The contents of the cash register were scooped up and the man sped away

A member of the police force was notified promptly.

Statements about the story

1 A man appeared after the owner had turned off his store lights T F ?

2 The robber was a man T F ?

3 The man who appeared did not demand money T F ?

4 The man who opened the cash register was the owner T F ?

5 The storeowner scooped up the contents of the cash register and ran away T F ?

6 Someone opened a cash register T F ?

7 After the man who demanded the money scooped up the contents of the cash register, T F ?

he ran away.

8 While the cash register contained money, the story does not state how much T F ?

9 The robber demanded money of the owner T F ?

10 A businessman had just turned off the lights when a man appeared in the store T F ?

11 It was broad daylight when the man appeared T F ?

12 The man who appeared opened the cash register T F ?

13 No one demanded money T F ?

14 The story concerns a series of events in which only three persons are referred to: T F ? the owner of the store, a man who demanded money and a member of the police force.

15 The following events occurred: someone demanded money, a cash register was opened, T F ? its contents were scooped up and a man dashed out of the store.

Source: From Hanley, W V Communications and Interpersonal Relations, Texts and Cases, sixth edition, Irwin (1992), p 213.

Discussion

■ How would you explain differences in individual perceptions of the same statement?

■ On what basis did members of your group give different answers and how did their perception of the statements about the story differ?

■ To what extent can you be absolutely certain about anything?

PERSONAL AWARENESS AND SKILLS EXERCISE

CHAPTER 6PERCEPTION AND COMMUNICATION

247

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The ninth edition of Management & Organisational Behaviour comes with

MyManagementLab, a personalised and innovative online study and testing resource thatprovides a variety of tools to enable you to assess and progress your own learning

To get started, open your access kit, which is included inside this book This access kit willenable you to register online

Register and log-in

Go to www.pearsoned.co.uk/mymanagementlaband click on the option to register as astudent user Enter your course ID if you have already been given this by your lecturer If youdon’t have a course ID then search for the author and book title to register and log-in andfollow the instructions on-screen using the code in your access kit

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Step 2: Review your study plan The results of the diagnostic test you have taken will be incorporated into your study plan,

showing you what sections you have mastered and what sections you need to study further– helping you make the most efficient use of your self-study time

Don’t forget that you can click on the e-book link to read the relevant part of your textbook

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Step 1: Take a diagnostic test There is a diagnostic test for each chapter This will enable you to test yourself to see how

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A warm and special tribute is paid to my wife Pamela and family for their love, continuingsupport and encouragement for this ninth edition.

Special thanks

This is to record a special debt of thanks and gratitude to friends and colleagues Linda Carter

and David Preece for their significant contribution to earlier editions of Management and

Organisational Behaviour.

Welcome

I wish also to welcome friends and colleagues Gill Christy and Peter Scott for their able contribution to the eighth edition and to the present text

invalu-Thanks and gratitude also to:

Richard Christy, Ray French, Robyn Miller, Christine Paterson, Anne Riches, AmandaStevens, Lynn Thomson

Managers who kindly gave permission to reproduce material from their own

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The team at Pearson Education including Gabrielle James, Joe Vella, Simon Lake,

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Those who in a variety of ways through their friendship and support have helped in the completion of this ninth edition, including: Brigitte Bjorn; Di and Mike Blyth; John Bradley; Chris and John Grant; Jenny and Tony Hart; Karen Meudell, Lynn andWayne Miller; Jeanette Smith and colleagues at Bath Travel

Reviewers

Thanks and appreciation to the following reviewers, approached by the publishers, for theirinsightful and constructive comments that have helped shape the contents of this ninth edition:

Dr Nicola Bown, Leeds University Business School

Marilyn Farmer, Buckinghamshire New University

David Godfrey, Hull College

Sarah Horne, Colchester Institute

Dr Phil Kelly, Liverpool John Moores University

Paul Leonard, Northumbria University

Samantha Lynch, Kent Business School

Dr Louise Preget, Bournemouth University

Paul Rowlandson, University of Ulster, Department of International Business

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Rod Smith, University of Bedfordshire

Wendy Yellowley, Buckinghamshire New University

Laurie J Mullins

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We are grateful to the following for permission to reproduce copyright material:

Figures

Figure 1.1: Adapted from Management, eighth edition, South-Western Publishing (Hellriegel,

of Cengage Learning, Inc Reproduced by permission (www.cengage.com/permissions);

Figure 1.7: From Organisational Behavior: Individuals, Groups and Organisations, third edition,

Financial Times Prentice Hall (Brooks, I 2006), p 272 Reproduced with permission fromPearson Education Ltd; Figures 1.8, 2.3, 3.10, 4.8, 5.7, 6.14, 7.14, 8.2, 9.8, 10.8, 11.8, 12.7,13.4, 14.13, 15.8, 17.7, 18.2, 19.3 and 20.4: Copyright © 2008 The Virtual LearningMaterials Workshop Reproduced with permission; Figures 3.7 and 15.1: Adapted from

Corporate Strategy, fourth edition, Financial Times Prentice Hall (Lynch, R 2006) Reproduced

with permission of Pearson Education Ltd; Figure 3.9: Adapted from ‘Organisational Analysis’,

supplement to Manager, The British Journal of Administrative Management, No 18, March/

April (Lysons, K 1997) Reproduced with permission of the Institute of Administrative

Management; Figure 3.11: From Tackling Stress: The Management Standards Approach,

publica-tion no indg406, July (Health and Safety Executive 2005) Reproduced under the terms

of the Click-Use License; Figure 4.3: Modified and reproduced by special permission of the

publisher, CPP, Inc., Mountain View, CA 94043 from the Introduction to Type®, sixth edition

booklet by Isabel Briggs Myers, revised by Linda K Kirby and Katharine D Myers Copyright

is prohibited without the publisher’s written consent Introduction to Type® is a registeredtrademark of the MBTI Trust, Inc in the United States and other countries; Figure 4.4:

Adapted from The Structure of Human Abilities, Methuen and Co (Vernon, P E 1950).

Reprinted with permission from Taylor & Francis Books (UK); Figure 4.5: From ‘Three Faces

of Intellect’, American Psychologist, vol 14, pp 469–79 (Guilford, J P 1959) Published by APA and reprinted with permission; Figure 4.6: Adapted from Emotional Competence Inventory,

Company, Inc All rights reserved; Figure 4.7: Adapted from Office for National Statistics(ONS), www.statistics.gov.uk, Crown copyright material is reproduced with the permis-sion of the Controller, Office of Public Sector Information (OPSI); Figure 5.5: Adapted

from Managing Change: A Human Resource Strategy Approach, Financial Times Prentice Hall

(Thornhill, A., Lewis, P., Millmore, M and Saunders, M 2000), p 289, Pearson Education

Ltd; Figure 5.6: Adapted from Assessment Issues in Higher Education, October, Department of

1993, reproduced under the terms of the Click-Use License; Figure 6.8: Adapted from

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per-mission from the author, Professor Richard King; Figure 6.12: Adapted from Odd Perceptions,

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at Work, third edition, Financial Times Prentice Hall (Guirdham, M 2002) Reproduced

with permission from Pearson Education Ltd; Figure 6.15: From Nick Fitzherbert appliesrules of magic to coaching business people in communication skills, www.fitzherbert.co.uk,

with permission from Nick Fitzherbert; Figure 7.9: Adapted from Managerial Attitudes and

Irwin Inc., reprinted by permission of The McGraw-Hill Companies, Inc; Figure 7.13:

Adapted from ‘Knowledge Workers: The New Management Challenge’, Professional Manager,

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November, p 13 (Tampoe, M 1994) Reproduced with permission from the Chartered

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(Greenberg, J and Baron, R A 1995), p 306 Reproduced with permission from Pearson

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1979), p 10 Reproduced with permission from John Adair; Figure 10.4: Reprinted by

per-mission of Harvard Business Review from ‘How to Choose a Leadership Pattern’, Harvard

Adapted from A Theory of Leadership Effectiveness, McGraw-Hill (Fielder, F E 1967), p 146.

Reproduced with permission from Fred E Fielder; Figure 10.7: Adapted from The SituationalLeadership® Copyright © 2006 Reprinted with permission of the Center for LeadershipStudies, Inc., Escondido, CA 92025 (www.situational.com) All rights reserved; Figure 10.9:

Adapted from Leadership for Innovation: The Impact of Leadership on Innovation, Advanced Institute of Management Research (AIM) (Munshi, N et al 2005), Figure 5, p 18.

Reproduced with thanks to AIM fellows and scholars: A Munshi, A Oke, P Puranam, M.Stafylarakis, S Towells, K Moeslein and A Neely; Figure 10.10: Adapted from ‘A Good Fit Is

Essential’, Professional Manager, vol.15, no 3, May, p 38 (Cutler, A 2005) Reproduced with

permission from Chartered Management Institute and Alan Cutler; Figure 11.1: Adapted

from Management, Organisation and Employment Strategy, Routledge & Kegan Paul (Watson,

T J 1986), p 29 Reproduced by permission of Routledge, a division of Taylor & Francis,

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of Administrative Management, January/February, p 10 (Moorcroft, R 2000) Reproduced

with permission from The Institute of Administrative Management; Figure 11.6: Reprinted

with permission of Harvard Business Review from ‘The Manager’s Job: Folklore and Fact’,

permission of Harvard Business Review; Figure 12.1: Adapted from Leadership Dilemmas –

Grid Solutions, Butterworth-Heinemann (Blake, R R and McCanse, A A 1991), grid figure,

Figure 12.2: Adapted from The Human Organization, McGraw-Hill (Likert, R 1967), p 137.

Reproduced with permission from the McGraw-Hill Companies, Inc.; Figure 13.3: Adapted

from ‘Appraising Employee Performance’, Professional Manager, July, p 31 (Kermally, S.

2002) Reproduced with permission from the Chartered Management Institute; Figure 15.4:

Adapted from ‘The Structures Behind Global Companies’, in Pickford, J (ed) Mastering

Management 2.0, Financial Times Prentice Hall, p 76 (Birkinshaw, J 2001) Reprinted

with permission from Julian Birkinshaw; Figure 15.5: Adapted from Industrial Organization:

Theory and Practice, second edition, Oxford University Press (Woodward, J 1980), p 128.

Reproduced by permission of Oxford University Press; Figure 15.6: Adapted from People in

Organisations, second edition, McGraw-Hill (Mitchell, T R 1982), p 32 Reprinted with

mission; Figure 15.10: Adapted from Organisational Behaviour: Concepts and Applications,

fourth edition, Merrill/Prentice Hall (Gray J L and Starke F A 1988), p 431 Reproduced

with permission from Pearson Education, Inc; Figure 16.2: Adapted from Organisations and

Technical Change: Strategy, Objectives and Involvement, Routledge/ITBP (Preece, D A 1995),

p 7; Figure 17.3: Adapted from Organization: Contemporary Principles and Practice, Blackwell

Publishing (Child, J 2005), p 121 Reprinted by permission of Wiley-Blackwell; Figure 17.4:Adapted with permission of The Free Press, a Division of Simon & Schuster, Inc from

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Strategy, seventh edition, Financial Times Prentice Hall (Johnson, G., Scholes, K and

Whittington, R 2005), p 202 Reproduced with permission of Pearson Education Ltd;

Figure 19.2: Adapted from ‘Get engaged’, Management Today, April, p 40 (De Vita, E 2007) Reproduced from Management Today magazine with the permission of the copyright owner, Haymarket Business Publications Limited; Figure 20.1: From Understanding Organizations,

1981, 1985, 1993, 1999 Reproduced by permission of Penguin Books Ltd; Figure 20.2: ‘The

McKinsey 7-S Framework’ from In Search of Excellence: Lessons From America’s Best Run

Robert H Waterman, Jr Reprinted by permission of HarperCollins Publishers; Figure 20.3:

Adapted from The Democratic Enterprise, Financial Times Prentice Hall (Gratton, L 2004),

tered trademark of the EFQM; Figure 20.6: Adapted from Living Strategy: Putting People at

the Heart of Corporate Purpose, Financial Times Prentice Hall (Gratton, L 2000), p 101.

Reproduced with permission of Pearson Education Ltd; Figure 20.7: Adapted from

Management Futures: The World in 2018, March, Chartered Management Institute (Chartered

Management Institute 2008), Figure 1, p 14 Reproduced with permission

Tables

Table 1.1: Adapted from ‘The Customized Workplace’, in Chowdhury, S (ed.) Management

21C, Financial Times Prentice Hall (Bouchikhi, H and Kimberly, J R., 2000), p 215.

Reproduced with permission of Pearson Education Ltd; Table 3.1: Adapted from ‘Service Is

Behavior: Concepts and Applications, fourth edition, Merrill Publishing Company (Gray, J L.

and Starke F A 1988), p 432 Reproduced with permission from Pearson Education Inc.;

by permission of W W Norton & Company, Inc; Table 4.6: Adapted from ‘Feeling and

Smiling’, The Psychologist, vol 12, no 1, January, pp 16–19 (Briner, R 1999) Reproduced

with permission from the British Psychological Society; Table 5.1: Adapted from ‘The Debate

Starts Here’ in People Management in Perspective: A Collection of Key Articles Published in the Last

Year on Training and Development, IPD, April, pp 16–17 (Burgoyne, J., Cunningham, I.,

Garratt, B., Honey, P., Mayo, A., Mumford, A., Pearn, M and Pedler, M 1999) Reproducedwith permission from Chartered Institute of Personnel and Development (CIPD); Table 6.1:Adapted from Perceptual Distortion of Height as a Function of Ascribed Academic Status,

Taylor & Francis Informa UK Ltd – Journals Reproduced with permission of Taylor & FrancisInforma UK Ltd – Journals in the format Textbook via Copyright Clearance Center, Inc.;

Table 6.2: Adapted from People in Organisations, second edition, McGraw-Hill (Mitchell, T R.

1982), p 104 Reprinted with permission from The McGraw-Hill Companies, Inc.; Table

7.1: Adapted from Motivation and Work Behaviour, fifth edition, McGraw-Hill (Steers, R M.

and Porter, L W 1991), p 35 Reprinted by permission of The McGraw-Hill Companies,

Inc; Table 7.3: Adapted from ‘Job Satisfaction: A Method of Analysis’, Personnel Review, vol.

rights reserved; Table 9.1: Adapted from Team Roles at Work, Butterworth-Heinemann (Belbin,

R M 1993), p 23 Reproduced with permission of Belbin Associates (www.belbin.com);

Table 12.1: Adapted from Leadership Dilemmas – Grid Solutions, Butterworth-Heinemann

Adapted from The Analysis of Organisations, second edition, John Wiley & Sons (Litterer, J A.

1973), p 339 Reproduced with permission from the estate of Joseph A Litterer; Table 16.1:

Adapted from Organisations and Technical Change: Strategy, Objectives and Involvement,

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Routledge/ITBP (Preece, D A., 1995); Table 17.1: Adapted from Industrial Organisation:

Theory and Practice, second edition, Oxford University Press (Woodward, J 1980), p xxi.

Reproduced by permission of Oxford University Press

Reproduced with permission from Pearson Education, Inc.; 115: Activity adapted from ‘Our

Organizational Society: Your Association with Organizations’ in Experimental Exercises and

Cases in Management, McGraw-Hill, pp 13–15 (Kast, F E and Rosenzweig J E 1976).

Reproduced with permission from the McGraw-Hill Companies, Inc; 163: Article from

‘The Apprentice, Week Nine’, People Management Online, 27 May 2009 (Ball, M.) (www peoplemanagement.co.uk) Reproduced by permission of People Management magazine and the author; 201: Article from ‘UK Follows Dutch Example with Site Simulations’, People

Management Online, 20 May 2009 (Phillips, L.), (www.peoplemanagement.co.uk).

Reproduced by permission of People Management magazine and the author; 215: Exhibit adapted from Diversity Resource Handbook (Portsmouth Hospitals NHS Trust) Reproduced with permission; 215 and 217: Extracts from Going Dutch in Beijing, Profile Books (McCrum,

M 2007) Reproduced by permission of Profile Books Ltd; 245: Article adapted from ‘How

Excellence, Profile Books (Heller, R 1997), p 231 Reprinted by permission of A P Watt Ltd.

on behalf of Heller Arts Ltd and Profile Books Ltd; 409: Activity adapted from Managing

Organizational Behaviour, fourth edition, John Wiley & Sons (Schermerhorn, J R., Jr, Hunt, J.

G and Osborn, R N 1991), p 484 Reproduced with permission from John Wiley & Sons

Inc; 409: Exercise adapted from The Path to Leadership: Developing a Sustainable Model within

Organisations, CBI in association with Harvey Nash (Confederation of British Industry

2005) Reproduced with kind permission of CBI and Caspian Publishing Ltd; 487: Exercise

adapted from ‘Do People Trust You?’, Professional Manager, vol 14, July, p 32 (Bibb, S and

Kourdi, J., 2004) Reproduced with permission from Chartered Management Institute; 510:

Exhibit from ‘War Goes On for the Talent Pool’, Professional Manager, vol 17, no 1, January,

p 25 (Mann, S 2008) Reproduced with permission from Chartered Management Institute;

578: Activity adapted from Organization: Contemporary Principles and Practice, Blackwell

Publishing (Child, J., 2005), p 22 Reprinted by permission of Wiley-Blackwell; 607: Exhibit

adapted from ‘Home Alone Stir Crazy’, Management Today, March, p 75 (Eatherden, R.

2005) Reproduced with permission from Haymarket Publishing Ltd; 644: Exhibit

adapted from Trades Union Congress Report of Congress 2007 (Trades Union Congress 2007),

pp 19–20 Reproduced with permission from Trades Union Congress; 697: Activity adapted

from Organizational Behaviour: An Experimental Approach, seventh edition, Prentice Hall

Management Today, March, p 47 (Kirwan-Taylor, H 2007) Reproduced from Management Today magazine with the permission of the copyright owner, Haymarket Business

Publications Limited; 765: Article from ‘The Time Is Ripe for Fresh Ideas’, Financial Times,

5 February 2009 (Gratton, L.); 766: Activity from ‘Understanding Your Organisation’s Imageand Style’ (www.lm.learningmatters.com) with permission from Echelon Learning Ltd; 767:

Activity adapted from ‘Rate Your Readiness to Change’, Fortune, 7 February 1994, pp 63–4

(Stewart, T A.) Copyright © 1994 Time Inc All rights reserved; 792: Extract adapted fromEFQM (European Foundation for Quality Management) (www.efqm.org); 807: Exerciseadapted from John Bourn for a UNISON distance learning course and is used with permis-sion of the Education Officer, UNISON Open College

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The Financial Times

Page 34: Article from ‘A Melting Pot for Forging Success’, Financial Times, 8 March 2009 (Marsh, P.); 70: From ‘The Story of the Middleman’, Financial Times, 25 February 2009 (Stern, S.); 291: From ‘Top Marks for the Best Employee Awards’, Financial Times, 11 May

2009 (Rigby, R.); 335: From ‘Dragon Boat Racing on the Thames’, Financial Times, 4 April

2009 (Bliss, D.); 366: From ‘Falling Down’, Financial Times, 3 June 2009 (Stern, S.); 407: From ‘Managing the Mood Is Crucial’, Financial Times, 23 March 2009 (Stern, S.); 450: From

‘Science of Managing Monkeys’, Financial Times, 20 May 2009 (Stern, S.); 529: From ‘The Carrot and Stick Approach’, Financial Times, 28 May 2009 (Clegg, A.); 577: From ‘A Taxing Merger’, Financial Times, 10 July 2008 (Houlder, V.); 647: From ‘Should Twitter Be Confined

to the Marketing Department?’, Financial Times, 13 May 2009; 695: From ‘The Undercover Boss’, Financial Times, 8 June 2009 (Stern, S.); 728: From ‘Trade-offs in the Moral Maze’,

Financial Times, 9 March 2009 (Jones, A.); 804: From ‘How to Manage the Clever Squad’, Financial Times, 25 May 2009 (Stern, S.).

Every effort has been made to trace the copyright holders and we apologise in advance forany unintentional omissions We would be pleased to insert the appropriate acknowledge-ment in any subsequent edition of this publication

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work, we learn about ourselves when we work, we grow and develop, and we become innovative, energized and stimulated Working co- operatively with others, we are able to create positive energy that gives

us joy and added value to our companies All of these wonderful human experiences can take place during the times we are engaged

in work I call these times Hot Spots Hot Spots are places and times when cooperation flourishes, creating great energy, innovation, productivity and excitement Hot Spots can be workplaces, teams, departments, companies, factories, cities, industries, coffee shops, hallways, conferences – any place or time where people are working together in exceptionally creative and collaborative ways.’

Lynda Gratton (2007) Hot Spots, Financial Times Prentice Hall, p xi.

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The Nature of Organisational Behaviour Approaches to Organisation and Management The Nature and Context of Organisations

1 2 3

Part 1

The Global Context

Visit www.pearsoned.co.uk/mymanagementlabto access the onlinevideo case study that complements Part 1: The Organisational Setting.This video offers a real life example of how one company responds to

the context of business today Maersk is a global shipping company

with over 500 vessels moving nearly 2 million containers In this video,Customer Service Director Brian Godsafe describes how the companyoperates and meets the varied needs of customers around the world

ONLINE VIDEO

CASE STUDY

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There is a multiplicity of interrelated factors that influence the decisions and actions of people as members of a work organisation The scope for the examination of organisational behaviour is therefore very wide In an increasingly global and competitive business environment it is especially important

to understand the main influences on behaviour in work organisations, the effective management of the human element and the nature of the people–organisation relationship.

Learning outcomes

After completing this chapter you should be able to:

THE NATURE OF ORGANISATIONAL BEHAVIOUR

1

‘Although a commonly used term, organisational behaviour is a misnomer.Rarely do all members act collectively in such a way as to represent thebehaviour of the organisation as a whole In practice, we are talking aboutthe attitudes and actions of individuals or small groups within the

organisation.’

Do you agree? What term would you suggest best explains this subject area?

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THE MEANING OF ORGANISATIONAL BEHAVIOUR

However much of a cliché, it is still an inescapable fact that people are the main resource ofany 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 dynamic, global and petitive environment an understanding of the effective management of the people resource

com-is even more important for organcom-isational survival and success

Organisational behaviouris concerned with the study of the behaviour of people within

an organisational setting It involves the understanding, prediction and control of humanbehaviour 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.1

There is a close relationship between organisational behaviour and management theoryand practice It is sometimes suggested that organisational behaviour and management aresynonymous, but this is an over-simplification because there are many broader facets tomanagement Organisational behaviour does not encompass the whole of management;

it is more accurately described in the narrower interpretation of providing a behaviouralapproach to management Some writers appear critical of a managerial approach to organ-isational behaviour Yet, while the role, responsibilities and actions of management are ofcourse subject to legitimate debate, what cannot be denied is the growing importance ofeffective management, in whatever form or with whatever emphasis it is perceived, to thesuccessful performance of the work organisation

Applications of organisational behaviour and the effective management of people at worktake place in the context of the wider environmental setting, including the changing patterns

of organisations and work The world of work is changing and this is discussed later in thischapter

THE STUDY OF ORGANISATIONAL BEHAVIOUR

The use of separate topic areas is a recognised academic means of aiding study and ation of the subject In practice, however, the activities of an organisation and the role

explan-of management cannot be isolated neatly into discrete categories The majority explan-of actions are likely to involve a number of simultaneous functions that relate to the total processes

major unexpected, important and urgent task Such a briefing is likely to include ation of goals and objectives, organisation strategy and structure, management system, pro-cess of delegation and empowerment, systems of communication, teamwork, leadershipstyle, motivation and control systems The behaviour of the staff will be influenced by a com-bination of individual, group, organisational and environmental factors

consider-Topic studies in organisational behaviour should not be regarded, therefore, as entirely free-standing Any study inevitably covers several aspects and is used to a greater or

lesser extent to confirm generalisations made about particular topic areas The use of thesame studies to illustrate different aspects of management and organisational behaviourserves as useful revision and reinforcement and helps to bring about a greater awareness andunderstanding of the subject

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 rationaldecisions are based on some form of theory Theory contains a message on how managersmight behave This will influence attitudes towards management practice and lead to changes

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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

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

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 tudes, 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

Alternative approaches

There are a number of alternative approaches to the study of organisational behaviour

For example, in addition to a managerial approach, Drummond refers to two other

intellec-tual standpoints, interpretative and critical The interpretative standpoint views ambiguity,paradox and contradictions as part of the natural experiences of organisations, with anemphasis upon understanding the subtleties and dynamics of organisational life The crit-ical standpoint believes that reality is very real and people have only a marginal amount offreedom, and regards management science as bogus, a means of legitimising economic

should be acknowledged, such a broad and diverse area of study demands attention to ive management as an integrating and co-ordinating activity

effect-The realities of 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 organisational life usually comprises

Hellriegel, Slocum and Woodman suggest:

One way to recognise why people behave as they do at work is to view an organisation as an iceberg.

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 1.1).

A FRAMEWORK OF STUDY

The behaviour of people at work cannot be studied in isolation It is necessary to understandinterrelationships with other variables that together comprise the total organisation Thisinvolves consideration of interactions among the aims and objectives of the organisation,formal structure, the tasks to be undertaken, the technology employed and methods of carrying out work, the process of management and the external environment The bottomline is that sooner or later every organisation has to perform successfully if it is to survive.Organisational performance and effectiveness is discussed in Chapter 20

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Figure 1.1 The organisational iceberg

Source: From Hellriegel, D., Slocum, J W., Jr and Woodman, R W Management, eighth edition, South-Western Publishing (1998), p 6.

The study of organisational behaviour embraces, therefore, an understanding of:

This provides us with a basic, but convenient, framework of analysis (see Figure 1.2).

Organisational 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 organisations 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.9

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 areciprocal relationship in what happens within and outside organisations Wilson suggeststhat we also look outside of what are normally thought of as organisations and how we

Tiêu đề	Ebook Management & Organisational Behaviour (9th edition) – Part 1
Tác giả	Laurie J. Mullins
Người hướng dẫn	Laurie Mullins, Principal Lecturer at the University of Portsmouth Business School
Trường học	University of Portsmouth
Chuyên ngành	Management and Organisational Behaviour
Thể loại	textbook
Năm xuất bản	2010
Thành phố	Portsmouth

Định dạng
Số trang	457
Dung lượng	11,59 MB