EPDF Essentials Of Management Ninth Edition

Ngày đăng: 25042019 Tài liệu tiếng Anh sự cần thiết trong quản lý tái bản lần thứ 9 Tác giả: Andrew J.Dubrin Sách tổng cộng 727 trang Part 1 Introduction to Management 1. The Managers Job 2. International Management and Cultural Diversity 3. Ethics and Corporate Social Responsibility Part 2 Planning 4. Essentials of Planning 5. Problem Solving and Decision Making 6. Quantitative Techniques for Planning and Decision Making Part 3 Organizing 7. Job Design and Work Schedules 8. Organization Structure, Culture, and Change 9. Human Resource and Talent Management Part 4 Leading 10. Leadership 11. Motivation 12. Communication 13. Teams, Groups, and Teamwork Part 5 Controlling 14. Information Technology and eCommerce 15. Essentials of Control 16. Managing Ineffective Performers Part 6 Managing for Personal Effectiveness 17. Enhancing Personal Productivity and Managing Stress

LETTER TO INSTRUCTORS

Essentials of Management, 9e

Dear Colleague,

Whether you are a previous adopter, a new adopter, or a professor

consider-ing this text for adoption, I wish to thank you for your interest in Essentials of

Management 9e Essentials was the first relatively brief management text

that was not simply an abbreviated version of a longer text We created the

path for a more concise, more understandable, and practical approach to the

vast body of knowledge referred to as “management.” We assume that the

study of management is not exclusively geared toward C-level executives,

and that our readers will not be directing large enterprises or divisions of

large enterprises in their first job Instead, the vast majority of our readers will

first be engaged in work that will require some managerial skill and

knowl-edge, even though they are not working as executives

Virtually all texts in management and related fields claim to be practical,

although many single sentences within them make six sweeping

recommen-dations for CEOs or list ten companies that use a particular technique We

contend that Essentials of Management, unlike much of the competition, is

and always has been a text that enables the student to apply much of the

information We support our conclusions with relevant research studies

wher-ever possible, but our intent is not to review most of the research on a given

topic A case in point is our presentation of transformational and charismatic

leadership We present some relevant research findings but also offer the

stu-dents concrete suggestions for becoming more charismatic, including

devel-oping a more effective handshake

My writing has always emphasized application both in textbooks and

trade books, and most of this writing has been about management,

organiza-tional behavior, human relations, leadership, and career management Even

the articles I have published in professional journals would be understandable

to readers who were not specialists in the subject under investigation For

example, I have published articles about influence tactics and self-discipline

My full-time work experience as a management consultant was designed

to be a prelude to a career as a college professor and author Throughout my

career I have stayed in contact with organizations and employees through

consulting, talks and seminars, media contacts, and career counseling

The time you invested in reading this message is most appreciated

Sincerely,

Andrew J DuBrin

ESSENTIALS OF MANAGEMENT

ESSENTIALS OF MANAGEMENT

NINTH EDITION

Andrew J DuBrin

Professor Emeritus of Management

College of Business Rochester Institute of Technology

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Printed in the United States of America

1 2 3 4 5 6 7 14 13 12 11 10

Essentials of Management is written for newcomers to the field of

manage-ment and for experienced managers seeking updated information and areview of the fundamentals It is also written for the many professionalsand technical people who work closely with managers and who take theirturn at performing some management work An example would be the mem-ber of a cross-functional team who is expected to have the perspective of ageneral manager

Based on extensive research about curriculum needs, the design of

Essen-tials of Management addresses itself to the needs of introductory

manage-ment courses and supervision courses offered in educational and worksettings Previous editions of the text were used in the study of management

in colleges and universities, as well as in career schools in such diverse grams as hospitality and tourism management and nursing The book canalso be used as a basic resource for management courses that rely heavily

pro-on lecture notes, PowerPoint presentatipro-ons, and videos rather than anencyclopedia-like text

Comments made by Jack and Suzy Welch support the intent and vance of this text in both the present and previous editions (Jack Welchwas the long-time chairman and CEO of GE and Suzy Welch is a former

rele-Harvard Business Review editor.) Jack and Suzy Welch write,

In the past two years, we ’ve visited 35 B-schools around the world and have

been repeatedly surprised by how little classroom attention is paid to ing, motivating, team-building, and firing Instead B-schools seem far more invested in teaching brainiac-concepts —disruptive technologies, complexity

hir-modeling, and the like Those may be useful, particularly if you join a sulting firm, but real managers need to know how to get the most out of people.

con-(Business Week, December 11, 2006, p 112.)

ASSUMPTIONS UNDERLYING THE BOOK

The approach to synthesizing knowledge for this book is based on thefollowing five assumptions:

solutions to managerial problems The information found in this textreflects the author’s orientation toward translating research findings,theory, and experience into a form useful to both the student and thepractitioner

2. Managers and professionals need both interpersonal and analytical skills

to meet their day-to-day responsibilities Although this book trates on managing people, it also provides ample information aboutsuch topics as decision making, job design, organization structure, infor-mation technology, cost cutting, and inventory management

concen-3. The study of management should emphasize a variety of large, medium,and small work settings, as well as profit and not-for-profit organiza-tions Many students of management, for example, intend to becomesmall business owners Examples and cases in this book therefore reflectdiverse work settings, including retail and service firms

4. Introductory management textbooks tend to be unrealistically hensive Many introductory texts today are more than 800 pages long

compre-Such texts overwhelm students who attempt to assimilate this knowledge

in a single quarter or semester The goal with Essentials of Management

was to develop a text that realistically—in terms of time and amount of

merely a condensation of a larger text, but a concise and comprehensivetreatment of management since the first edition

FRAMEWORK OF THE BOOK

The first three chapters present an introduction to management Chapter 1,

“The Manager’s Job,” explains the nature of managerial work with a ular emphasis on managerial roles and tasks Chapter 2,“International Man-agement and Cultural Diversity,” describes how managers and professionals

Social Responsibility,” examines the moral aspects of management

The next three chapters address the subject of planning Chapter 4,

“Essentials of Planning,” presents a general framework for planning—theactivity underlying almost any purposeful action taken by a manager

Chapter 5, “Problem Solving and Decision Making,” explores the basics ofdecision making with an emphasis on creativity and other behavioral aspects

describes several adjuncts to planning and decision making such as even analysis, PERT, and production-scheduling methods used for bothmanufacturing and services

break-Chapters 7–9 focus on organizing, culture, and staffing Chapter 7, “Job

schedules arranged to enhance productivity and customer satisfaction

work is organized from the standpoint of the organization, how culture foundly influences an organization, and how to cope with and capitalize on

the methods by which people are brought into the organization, trained, andevaluated

The next three chapters, on leading, deal directly with the manager’s role ininfluencing group members Chapter 10, “Leadership,” focuses on differentapproaches to leadership available to a manager and on the personal character-istics associated with leadership effectiveness Chapter 11, “Motivation,”

describes what managers can do to increase or sustain employee effort towardachieving work goals Chapter 12,“Communication,” deals with the complexproblems of accurately sending and receiving messages Chapter 13, “Teams,Groups, and Teamwork,” explains the nature of teams and how managers canfoster group members’ working together cooperatively Chapter 14, “Informa-tion Technology and e-Commerce,” describes how information technology,including the Internet and e-commerce, influences the manager’s job,

The next two chapters, on controlling, deal with an important part ofkeeping performance in line with expectations Chapter 15, “Essentials ofControl,” presents an overview of measuring and controlling performanceand describes how managers work with a variety of financial measures to

describes current approaches to dealing with substandard performers, with

an emphasis on elevating performance

The final chapter in the text, Chapter 17, “Enhancing Personal tivity and Managing Stress,” describes how personal effectiveness can beincreased by developing better work habits and time management skills andkeeping stress under control A major theme of the chapter is that good workhabits help prevent and manage stress

Produc-PEDAGOGICAL FEATURES

Essentials of Management is designed to aid both students and instructors in

expanding their interest in and knowledge of management The book tains the following features:

con-• Learning objectives coordinate the contents of each chapter They view the major topics and are integrated into the text by indicatingwhich major topics relate to the objectives The end-of-chapter Summary

pre-of Key Points, based on the chapter learning objectives, pulls togetherthe central ideas in each chapter

• An opening case example illustrates a major topic to be covered in thechapter

individuals or organizations practice an aspect of management covered

in the chapter

• Concrete, real-world examples with which the reader can readily identifyare found throughout the text Some examples are original, while othersrelate research information from magazines, newspapers, journals, andInternet sources

• Exhibits, which include figures, tables, and self-assessment quizzes, aid inthe comprehension of information in the text

Preface vii

• Key terms and phrases highlight the management vocabulary introduced

in each chapter with definitions that appear in the margin

• Questions at the end of each chapter assist learning by encouraging thereader to review and reflect on the chapter objectives

• Skill-building exercises, including Internet activities, appear at the end ofeach chapter

• Self-assessment quizzes appear throughout the text, designed to help dents think through their standing on important dimensions of behaviorthat influence managerial and professional work

stu-• Case problems, also located at the end of each chapter, can be used to

management

• Video selections are cued to places in the text where they have particularapplicability

NEW TO THE NINTH EDITION

A number of significant changes and additions have been incorporated intothis edition A brief listing of these changes here is followed by a moredetailed look

• All 17 chapters contain new information where appropriate; many olderresearch findings and several topics of lesser interest today have beendeleted

• Twenty-three of the 34 end-of-chapter cases are new, and the Chapter 4case about Dell has been updated

• Fifteen of the chapter-opening cases are new

• Nearly all of the many Management in Action boxes are new The ous Management in Action stories about Wal-Mart and Hyperthermhave been updated

Skill-Building Activities These exercises will encourage students to usethe Internet to obtain up-to-the-minute information, ideas, and applica-tions directly related to each chapter’s topic

• Three of the skill-building exercises are new

New Topics Added to the Text

manager involved in international trade (Chapter 2)

• Analysis of sources of unethical decisions in terms of characteristics ofthe individual, moral issues facing the person, and the organizationalenvironment (Chapter 3)

• Extracting extraordinary compensation from the organization as a type

of ethical temptation (Chapter 3)

• The preparation of fraudulent financial documents to deceive investors

as a type of unethical behavior, with Bernard L Madoff as an example(Chapter 3)

linguistic, and conative (behavior) (Chapter 3)

responsibility (Chapter 3)

pro-cess by which emotional information attaches itself to our memories(Chapter 5)

• Engaging in physical exercise to enhance creativity (Chapter 5)

• Scenario planning for making good use of forecasts (Chapter 6)

• The Delphi technique for increasing the accuracy of forecasts (Chapter 6)

• Job design to help decrease back problems (Chapter 7)

• Social network analysis to understand the informal organization ture (Chapter 8)

struc-• Resistance to change as a form of feedback (Chapter 8)

• New section on leadership during adversity and crisis (Chapter 10)

• Four drives or needs hardwired into our brains (Chapter 11)

• The use of social media as a communication channel within the zation (Chapter 12)

pro-nouncing the names of people you interact with from other countries(Chapter 12)

group (Chapter 13)

• Section on social media and customer relationships (Chapter 14)

organization (Chapter 14)

• Ethical problems associated with maintaining high cash flow by delayingpayment of bills (Chapter 15)

• Section on potential hazards of cost reductions (Chapter 15)

financial success (Chapter 15)

• The problem with controls limiting innovation (Chapter 15)

• Workplace harassment in general as a contributor to ineffective mance (Chapter 16)

• Exhibit on causes of stress among the general population (Chapter 17)

Preface ix

New Skill-Building Exercises

Every chapter contains two skill-building exercises, with three new exercisesadded to the ninth edition, as follows:

New Management Now: Online Skill-Building Exercises

Every chapter contains an Internet-based skill-building exercise designed toconnect students to Web sites that will boost their knowledge of up-to-the-minute management topics and issues Four new skill builders are:

Self-Quizzes

Not only will students enjoy taking the self-quizzes, they will also learnabout their strengths and areas for improvement in the process Your stu-dents will benefit from taking the following quizzes:

• Cross-Cultural Skills and Attitudes (Chapter 2)

• Behaviors and Attitudes of a Trustworthy Leader (Chapter 10)

• The Positive Organizational Politics Questionnaire (Chapter 12)

• Procrastination Tendencies (Chapter 17)

• The Stress Questionnaire (Chapter 17)

Brand-New Action Inserts

Students will find one Management in Action insert in every chapter Fifteeninserts are completely new or an update of an insert from the eighth edition

A complete list follows:

(Chapter 1)

• Canadian Banks Open Doors for Employees with Disabilities (Chapter 2)

• Updating and Expansion of Wal-Mart Managers Take the High Roadand the Low Road (Chapter 3)

• Mike’s Carwash Puts People First (Chapter 4)

(Chapter 5)

• Safety Coordinator Sherry Black Copes with a Tornado at a CaterpillarPlant (Chapter 10)

(Chapter 11)

• Cash Doesn’t Lie (Chapter 15)

New End-of-Chapter Cases

Twenty-three of the cases in the ninth edition are new and one is updated asfollows:

• Flippant Jessica (Chapter 2)

• What to Do with All these False Emergency Patients? (Chapter 5)

• Staple’s Invention Quest (Chapter 5)

• Just-In-Time Worries at the University of Utah Hospital (Chapter 6)

• Justin Tries a Little Recognition (Chapter 11)

Preface xi

• Mr Potato Head Visits Starbucks (Chapter 15)

• Sean Struggles to Get Started (Chapter 17)

• Brittany Faces Reality (Chapter 17)

INSTRUCTIONAL RESOURCES

Essentials of Management is accompanied by comprehensive instructional

support materials

• Instructor ’s Manual Available on the Instructor’s Resource CD and

online, the instructor’s manual provides resources to increase the ing and learning value of Essentials of Management The Manual con-tains “Chapter Outline and Lecture Notes,” which is of particular value

teach-to instructeach-tors whose time budget does not allow for extensive class aration For each chapter, the Manual provides a statement of purposeand scope, outline and lecture notes, lecture topics, comments on theend-of-chapter questions and activities, responses to case questions, anexperiential activity, and video case notes

prep-• Test Bank Also available on the IRCD or online, the Test Bank contains

at least 25 multiple-choice questions, 25 true/false questions, and 3 essayquestions New to this edition are several critical thinking multiple-choicequestions for each chapter

• Examview The Test Bank questions are also available on the Instructor’sResource CD with the test generator program, Examview This versatilesoftware package allows instructors to create new questions and edit ordelete existing questions from the Test Bank

• PowerPoint Slides A set of 425 professionally prepared PowerPoint slides

accompanies the text This slide package is designed for easy classroom useand closely follows the Instructor’s Manual to facilitate classroompresentation

• Management CourseMate Cengage Learning’s Management Mate brings course concepts to life with interactive learning, study, andexam preparation tools that support the printed textbook Through thiswebsite, available for an additional fee, students will have access to theirown set of Powerpoint® slides, flashcards, and games, as well as theLearning Objectives, Opening Cases, and Glossary for quick reviews Aset of auto-gradable, interactive quizzes will allow students to instantlygauge their comprehension of the material

Course-• Product Support Website The flashcards, Learning Objectives, and

Glos-sary are available for quick reference on our complimentary studentproduct support website

• Webtutor on BlackBoard ® and Webtutor on WebCT™ Available on twodifferent platforms, Essentials of Management Webtutor enhancesstudents’ understanding of the material by featuring the Opening Cases,

Learning Objectives, key term flashcards, threaded discussion questions,puzzles and games, and quizzes that delve more deeply into key conceptspresented in the book so that students can excel at all types ofassessment.

A NOTE TO THE STUDENT

The information in the general preface is important for students as well asinstructors Here I offer additional comments that will enable you to increasethe personal payoffs from studying management My message can be orga-nized around several key points

• Management is not simply common sense The number one trap for

stu-dents studying management is to assume that the material is easy to ter because many of the terms and ideas are familiar For example, just

mas-because you have heard the word teamwork many times, it does not

automatically follow that you are familiar with specific field-tested ideasfor enhancing teamwork

• Managerial skills are vital The information in the course for which you

are studying this text and in the text itself are vital in today’s world

Peo-ple with formal managerial job titles such as supervisor, team leader,

department head, or vice president are obviously expected to possess

man-agerial skills But many other people in jobs without manman-agerial titlesalso benefit from managerial skills Among them are people with titles

such as administrative assistant, customer-service representative, and

bet-• Studying management, however, has its biggest payoff in the long run.

Entry-level management positions are in short supply Management is abasic life process To run a major corporation, manage a restaurant or ahair salon, organize a company picnic, plan a wedding, or run a goodhousehold, management skills are an asset We all have some knowledge

effectiveness

Take advantage of the many study aids in this text You will enhance yourlearning of management by concentrating on such learning aids as thechapter objectives, summaries, discussion questions, self-quizzes, skill-development exercises, and the glossary Carefully studying a glossary is aneffective way of building a vocabulary in a new field Studying the glossary

Preface xiii

will also serve as a reminder of important topics Activities such as the cases,discussion questions, and skill-building exercises facilitate learning by creat-ing the opportunity to think through the information Thinking throughinformation, in turn, leads to better comprehension and long-term retention

of information

ACKNOWLEDGMENTS

Any project as complex as this text requires a team of dedicated and talentedpeople to see that it gets completed effectively Many reviewers made valu-able comments during the development of this new edition as well as the pre-vious seven editions of the text I appreciate the helpful suggestions of thefollowing colleagues:

Jackie Armstrong

Hill College

Thelma Anderson

Montana State University –Northern

Zay Lynn Bailey

North Metro Technical College

Marybeth Kardatzke Zipperer

Andrew J DuBrin

About the Author

Andrew J DuBrin is Professor Emeritus of Management in the College ofBusiness at the Rochester Institute of Technology, where he has taughtcourses and conducted research in management, organizational behavior,leadership, and career management He also gives presentations at othercolleges, career schools, and universities He has served as department chair-man and team leader in previous years He received his Ph.D in IndustrialPsychology from Michigan State University DuBrin has business ex-perience in human resource management and consults with organizationsand individuals His specialties include career management leadership andmanagement development DuBrin is an established author of both text-books and trade books, and he contributes to professional journals, maga-zines, newspapers, and online media He has written textbooks onmanagement, leadership, organizational behavior, human relations, andimpression management His trade books cover many management issues,including charisma, team play, office politics, overcoming career self-sabotage, and coaching and mentoring

Brief Contents

PART 1 Introduction to Management

PART 2 Planning

and Decision Making 191

PART 3 Organizing

PART 6 Managing for Personal

Effectiveness

Stress 621

Glossary 659 Index 669

PART 1 Introduction to Management

The Scope, Competitive Advantage, and

l3 Ethics and Corporate Social Responsibility 74

Operating Plans, Policies, Procedures, and Rules 140Management by Objectives: A System of Planning

l6 Quantitative Techniques for Planning

PART 3 Organizing

Four Major Dimensions of Job Design Plus Job Specialization

Delegation, Empowerment, and Decentralization 284

The Talent Management Model and Strategic Human

The Relationship between Motivation, Performance,

Contents xxiii

l12 Communication 427

Potential Contributions and Problems of Teams

PART 5 Controlling

The Positive and Negative Consequences of Information

The Impact of the Internet on Customers and Other

l15 Essentials of Control 539

Nontraditional Measures of Financial Performance 564

PART 6 Managing for Personal Effectiveness

Glossary 659

Contents xxv

ESSENTIALS OF MANAGEMENT

CHAPTER 1

to hire a new full-time salesperson for the company sheco-owns, Architectural Systems Inc in New York, butfound herself facing an angry 19-person staff “I couldn’tbelieve their reaction,” she says Just a few months earlier,some had seen their workweeks reduced or salaries scaledback; two colleagues had been laid off

To mitigate the situation, Jackson quickly called a ing to explain that beefing up the firm’s sales force was anecessary first step for making a companywide recovery

meet-Meanwhile, she has since gone about hiring differently, shesays, bringing on a new marketing associate as a temporarypart-time employee, rather than a full-time staff member, so

hand-holding here that we’ve never had to do before.”1The story about the manager and owner of the architec-tural firm illustrates, among other ideas, that a managermakes things happen, such as enabling the growth of thefirm Also illustrated is that managers often must deal withupset employees and resolve conflict As will be described

OBJECTIVESAfter studying this chapter and doing the exercises, you should

be able to:

and identify different types

of managers.

management, including the functions of management.

managerial roles.

skills and understand how they can be developed.

develop-ments in the evolution of management thought.

1

Wall Street Journal, January 14, 2010, p B5.

in this chapter, and throughout the book, the manager carries out a largenumber of demanding activities.

WHO IS A MANAGER?

A manager is a person responsible for the work performance of group

mem-bers Approximately 10 percent of the U.S workforce holds a managerialposition of one type or another A manager holds the formal authority tocommit organizational resources, even if the approval of others is required

For example, the manager of a Jackson-Hewitt income tax and financial vice outlet has the authority to order the repainting of the reception area

ser-The income tax and financial services specialists reporting to that manager,however, do not have that authority

The concepts of manager and managing are intertwined The term agement in this book refers to the process of using organizational resources

man-to achieve organizational objectives through the functions of planning, nizing and staffing, leading, and controlling These functions represent thebroad framework for this book and will be described later In addition to

orga-being a process, the term management is also used as a label for a specific

discipline, for the people who manage, and for a career choice

Levels of Management

Another way of understanding the nature of a manager’s job is to examinethe three levels of management shown in Exhibit 1-1 The pyramid in thisfigure illustrates progressively fewer employees at each higher manageriallevel The largest number of people is at the bottom organizational level

(Note that the term organizational level is sometimes more precise than the term managerial level, particularly at the bottom organizational level, which

has no managers.)

Top-Level Managers

Most people who enter the field of management aspire to become top-level managers—managers at the top one or two levels in an organization

C-level manager is a recent term used to describe a top-level manager; these

managers usually have the word chief in their title, such as chief operating

officer Top-level managers are empowered to make major decisions

affect-ing the present and future of the firm Only a top-level manager, for ple, would have the authority to purchase another company, initiate a newproduct line, or hire hundreds of employees Top-level managers are the peo-ple who give the organization its general direction; they decide where it is

exam-going and how it will get there The terms executive, top-level manager, and

c-level manager can be used interchangeably.

Because management is an evolving field, new job titles for c-level agers continue to surface Often these titles reflect a new emphasis on what

dubrin and view the

video for Chapter 1 As

you watch, think about

the various types of

managers shown in

the video What are

some of the skills

exhibited by the

company founder?

What are some of the

skills exhibited by the

other managers?

top-level managers

Managers at the top

one or two levels in an

organization.

must be accomplished for an organization to run successfully Here are a few

of the recent c-level positions often found in large organizations:

• Chief of staff High-level executives in politics and the military have

long relied on the services of a chief of staff; this role has recentlybecome a part of the executive suite in business The chief of staff is atop level advisor who serves as a confidant, gatekeeper, and all-aroundstrategic consultant Three financial services firms with a chief of staff

in the executive suite are Goldman Sachs, Aflac, and the global ance business ING.2

insur-• Chief commercial officer A growing number of large business firms are

designating a chief commercial officer who oversees growth and cial success The person in this position has major responsibility for cus-tomer relationships and for managing the company interface with thecustomer The chief commercial officer position has been created becausethe many different sales channels, especially digital sales, has forced com-panies to think differently about their customers and how they interactwith them In some instances the CCO supplements the work of thehead of marketing, and at other times replaces him or her The biotechfirm Cellular Dynamics International is one firm that employs a chiefcommercial officer.3

Managerial Levels and Sample Job Titles

Level Managers

Top-Middle-Level Managers

First-Level Managers

Individual Contributors (Operatives and Specialists)

Chairman of the board, CEO, president, vice president, COO (chief operating officer), CFO (chief financial officer), CIO (chief information officer)

Director, branch manager, department chairperson, chief of surgery, team leader Supervisor, office manager, crew chief

Tool-and-die maker, cook, word-processing technician, assembler

Note: Some individual contributors, such as financial analysts and administrative assistants, report directly to top-level managers or middle managers.

2

“Latest CEO Accessory: A Chief of Staff,” Fortune, January 18, 2010, p 18.

Manage-ment, September 14, 2009, p 4.

Who Is a Manager? 3

• Chief privacy officer As illustrated in the accompanying Management in

Action, the chief privacy officer works on such problems as safeguardingcustomer information in the digital world

Middle-Level Managers

Middle-level managers are managers who are neither executives nor first-level

supervisors, but who serve as a link between the two groups Middle-levelmanagers conduct most of the coordination activities within the firm, andthey are responsible for implementing programs and policies formulated bytop-level management The jobs of middle-level managers vary substantially

in terms of responsibility and income A branch manager in a large firmmight be responsible for more than 100 workers In contrast, a general super-visor in a small manufacturing firm might have 20 people reporting to him

or her Other important tasks for many middle-level managers include ing the company undertake profitable new ventures and finding creativeways to reach goals A major part of a middle manager’s job is workingwith teams to accomplish work Middle-level managers play a major role inoperating an organization, and therefore continue to be in demand

help-Although advances in information technology have reduced the nication requirement of the middle manager positions, the need for middlemanagers is still strong Paul Osterman, a management scholar at the MITSloan School of Management, conducted an interview and survey study of a

commu-MANAGEMENT IN ACTION

As Rochester, New York-based Eastman Kodak

struggles to transform from a film dinosaur to a

digital powerhouse, it falls to Chief Privacy

Offi-cer Brian O’Connor to keep identity thieves

away from EasyShare, Kodak’s photo-sharing

Web site It’s also his job to ensure that HR

(human resources) and line managers don’t

put the company at risk by overzealously

inves-tigating job applicants Welcome to the world of

chief privacy officer (CPO), a young profession

with a complicated mandate: protecting the

pri-vacy of consumer and employment data

At Kodak, where O’Connor has served as

CPO since 2005, safeguarding customer

information—including the millions of digital

photos shutterbugs add to EasyShare each

day—is key to survival But it is also at the

heart of a complex tangle of federal, state, and

international rules governing how organizationshandle personal information

Questions

1 After studying the section about managerialroles later in this chapter, identify which roles

O’Connor is carrying out

2 Explain whether you think a company reallyneeds a“chief privacy officer.”

3 Assuming you had the necessary knowledgeand skills, to what extent would the position

of chief privacy officer appeal to you?

4 Do you worry about identity theft when youpost photos on the Internet?

Source: Rita Zeidner, “New Face in the C-Suite,” HR

Magazine, January 2010, p 39.

middle-level

managers

Managers who are

neither executives nor

first-level supervisors,

but who serve as a link

between the two

groups.

group of middle managers One of the conclusions he reached was as follows:

“They are responsible for making many of the judgment calls and trade-offsthat shape the firm’s success They are also the key communication channelfrom senior management down through the ranks.”4

First-Level Managers

Managers who supervise operatives are referred to as first-level managers,

first-line managers, or supervisors Historically, first-level managers werepromoted from production or clerical (now called staff support) positionsinto supervisory positions Rarely did they have formal education beyondhigh school A dramatic shift has taken place in recent years, however

Many of today’s first-level managers are career school graduates and year college graduates who are familiar with modern management techni-ques The current emphasis on productivity and cost control has elevatedthe status of many supervisors

four-To understand the work performed by first-level managers, reflect back

on your first job Like most employees in entry-level positions, you probablyreported to a first-level manager Such a manager might be supervisor ofnewspaper carriers, dining room manager, service station manager, mainte-nance supervisor, or department manager in a retail store Supervisors helpshape the attitudes of new employees toward the firm Newcomers who likeand respect their first-level manager tend to stay with the firm longer Con-versely, new workers who dislike and disrespect their first supervisor tend toleave the firm early

TYPES OF MANAGERS

The functions performed by managers can also be understood by describingdifferent types of management jobs The management jobs discussed here arefunctional and general managers, administrators, entrepreneurs and small-business owners, and team leaders (The distinction between line and staffmanagers will be described in Chapter 8 about organization structure.)

Functional and General Managers

Another way of classifying managers is to distinguish between those whomanage people who do one type of specialized work and those who manage

people who engage in different specialties Functional managers supervise the

work of employees engaged in specialized activities such as accounting, neering, information systems, food preparation, marketing, and sales

engi-A functional manager is a manager of specialists and of their support team,such as office assistants

4

Paul Osterman, The Truth About Middle Managers: Who They Are, How They Work,

Why They Matter (Boston: Harvard Business School Press, 2009) Quoted in Dean Foust,

“Speaking Up for the Organization Man,” Business Week, March 9, 2009, p 78.