CHAPTER 1 Managing and the Manager’s Job END OF CHAPTER QUESTIONS Questions for Review 1. Contrast efficiency and effectiveness. Give an example of a time when an organization was effective but not efficient, efficient but not effective, both efficient and effective, and neither efficient nor effective. Efficiency requires performing tasks in a way that conserves resources, including time and money. Effectiveness focuses on whether the performance of the tasks leads to the desired outcomes. One definition is: “Efficiency is about doing things right; effectiveness is about doing the right things.” Effective but not efficient: The Lincoln SUV has the features that customers want, but is so expensive to make that few buyers can afford it. Efficient but not effective: Atari video game systems cost less than Nintendo or Sony systems, but are unpopular with customers. Efficient and effective: Wal-Mart offers a range of products that appeal to customers, at the lowest prices. Neither efficient nor effective: Montgomery Wards, prior to its bankruptcy, offered unappealing merchandise at relatively high prices. 2. What are the four basic activities that comprise the management process? How are they related to one another? The basic activities that comprise the management process include planning and decision making, organizing, leading, and controlling. In theory, the functions interrelate in the order given; but in reality, a manager can perform any or all at the same time. In other words, the management process is dynamic. Further, which functions a manager performs, and in what order, is dependent on the setting in which the manager is located. 3. Briefly describe the ten managerial roles described by Henry Mintzberg. Give an example of each. The roles are (1) Figurehead—attending outside functions for the organization; (2) Leader—motivating employees; (3) Liaison—coordinating people; (4) Monitor—seeking information; (5) Disseminator—transmitting relevant information; (6) Spokesperson—dealing with people outside the organization; (7) Entrepreneur—initiating change; (8) Disturbance handler—resolving unpredictable problems; (9) Resource allocator—deciding how to allocate resources; and (10) Negotiator—handling contractual obligations with third parties. Examples will vary. 4. Describe a typical manager’s day. What are some of the expected consequences of this type of daily experience? Managerial work is fast-paced, chaotic, fragmented, and stressful. Managers must deal with many different people, situations, and tasks during a day. The decisions are uncertain, complex, and important. Communication tasks are varied and relentless. Consequences of this type of work include stress, burnout, and even physical illness. However, doing difficult work well is often very rewarding too. Questions for Analysis 5. Recall a recent group project or task in which you have participated. Explain how members of the group displayed each of the managerial skills. The project may have involved technical skills such as preparing journal entries for an accounting task. Interpersonal skills were used when students interacted with each of their team members. Decision making occurred as the students made choices about the project’s form and content, as well as administrative tasks such as scheduling meetings and so on. Working to deadlines and using time efficiently required the use of time-management skills. Sure, let's break down the managerial skills and how they were displayed in a recent group project: 1. Leadership: • One member took charge of organizing meetings and setting deadlines. • Another member stepped up to motivate the team when morale was low. • Leadership was distributed among different members based on their strengths and expertise. 2. Communication: • Group members actively listened to each other's ideas and concerns during meetings. • Clear and concise communication channels were established through email and messaging platforms. • Regular updates on progress were shared to ensure everyone was on the same page. 3. Time Management: • The group collectively set deadlines for each phase of the project and adhered to them. • Members allocated their time effectively, balancing the project with their other commitments. • When unforeseen obstacles arose, the team adjusted schedules accordingly without compromising the project's overall timeline. 4. Problem-Solving: • When faced with challenges, group members brainstormed solutions together. • Different perspectives were considered to find the most effective solutions. • The team remained flexible and adaptable, willing to change course if necessary to overcome obstacles. 5. Teamwork: • Each member contributed their unique skills and expertise to the project. • Collaboration was encouraged, and tasks were delegated based on individual strengths. • The group fostered a supportive environment where members felt comfortable asking for help when needed. 6. Decision Making: • Decisions were made through consensus-building discussions. • Group members weighed the pros and cons of different options before reaching a conclusion. • The decision-making process was transparent, ensuring everyone felt included in the final choices. In summary, the success of the group project can be attributed to the effective display of managerial skills by its members, including leadership, communication, time management, problem-solving, teamwork, and decision-making. Each member played a crucial role in contributing to the project's overall success through their individual efforts and collective collaboration. 6. The text notes that management is both a science and an art. Recall an interaction you have had with a “superior” (e.g., a manager, teacher, or group leader). In that interaction, how did the superior use science? If he or she did not use science, what could have been done to use science? In that interaction, how did the superior use art? If he or she did not use art, what could have been done to use art? In grading my most recent essay paper, my professor used art when she made constructive comments based on her experience and personal insight. She was tactful in communicating her suggestions to me. She also used science when she compared my paper to the objective criteria she had explained to us. Science also helped her calculate grade averages and decide on a grading “curve.” In an interaction with a superior, let's say a manager, I observed the use of both science and art, albeit to varying degrees. Use of Science: During a team meeting, the manager utilized data analytics to review the performance metrics of our project. They presented charts and graphs illustrating key performance indicators such as productivity, efficiency, and customer satisfaction. By analyzing these metrics, the manager was able to identify areas for improvement and make data-driven decisions to optimize our workflow. This exemplifies the application of the scientific aspect of management, which involves using empirical evidence and quantitative analysis to inform decision-making. Improving the Use of Science: To further enhance the use of science, the manager could have employed more sophisticated data analysis techniques, such as predictive modeling or trend forecasting, to anticipate future challenges and opportunities. Additionally, leveraging advanced tools like machine learning algorithms could help in extracting deeper insights from the data, enabling more precise and proactive decision-making. Use of Art: In the same interaction, the manager demonstrated the art of management by fostering a collaborative and inclusive atmosphere within the team. They encouraged open dialogue, actively listened to everyone's perspectives, and acknowledged individual contributions. Additionally, the manager provided constructive feedback in a supportive manner, nurturing the personal and professional development of team members. This reflects the humanistic and interpersonal aspect of management, which emphasizes empathy, emotional intelligence, and relationship-building. Improving the Use of Art: To further enhance the use of art, the manager could have employed more creative approaches to problem-solving and decision-making, such as brainstorming sessions or design thinking workshops. Moreover, fostering a culture of innovation and experimentation within the team would encourage individuals to think outside the box and explore unconventional solutions to challenges. Additionally, recognizing and celebrating team achievements through gestures like public recognition or team outings can boost morale and strengthen camaraderie, further enhancing the artistry of leadership. In summary, while the manager effectively utilized both science and art in the interaction, there are always opportunities for continuous improvement. By leveraging advanced data analysis techniques and fostering a culture of innovation, the scientific aspect of management can be further enhanced. Similarly, by adopting more creative approaches to problem-solving and nurturing positive relationships within the team, the artistry of leadership can be elevated to new heights. 7. Visit the websites of at least five large corporations and locate a biography of each CEO. What formal management education do these leaders have? In your opinion, what is the appropriate amount of formal education needed to be a corporate CEO? Why? Students will notice that most corporate CEOs have formal business education, usually a B.A. in Business or an M.B.A. In some firms, they may have college degrees in other subjects. For example, many hospital CEOs have medical degrees. Students will note that few managers have no college education, just as few have a doctorate degree. Ask students to discuss their answers to the second part of this question in class, as a discussion starter. Questions for Application 8. Interview a manager from a local organization. Learn about how he or she performs each of the functions of management, the roles he or she plays, and the skills necessary to do the job. Students who talk to local managers are likely to find that managers perform a number of functions, play several roles, and possess a variety of skills. Students who interview the owner of a small store or the manager of a small company are likely to discover the greatest array of functions and roles. 9. Find an organization chart. You can find one in the library or by searching online. Locate top, middle, and first-line managers on the chart. What are some of the job titles held by persons at each level? At the highest levels, managers tend to be called president, chairman, CEO, and executive vice president, and chief officer, such as chief financial, information, or marketing officer. At the middle levels, titles such as vice president, division head, or facility manager, are common. Low-level managers are often referred to as supervisor, team leader, or coordinator. 10. Watch a movie or television program that involves an organization of some type. One of the newer Harry Potter or James Bond movies would be good choices (or perhaps Citizen Kane for classic movie buffs). For television, options like The Office, 30 Rock, or The Good Wife would be ideal. Identify as many management activities, skills, and roles as you can. Depending on the movie selected, Students who choose a Harry Potter movie, for example, will find examples of leading and planning as well as a variety of roles and skills. Let's take "The Office" as our example: Management Activities, Skills, and Roles in "The Office": 1. Leadership: • Michael Scott, the regional manager, demonstrates varying degrees of leadership throughout the series. Sometimes his leadership style is effective, while other times it's more chaotic and misguided. • Other characters like Jim Halpert and Pam Beesly also display leadership qualities, taking initiative in their roles and inspiring their coworkers.2. Communication: • Effective communication (and sometimes lack thereof) is a constant theme in "The Office." Characters engage in verbal and nonverbal communication, including meetings, emails, and office banter. • The documentary-style format of the show allows viewers to see how communication flows (or doesn't) within the office environment. 3. Teamwork: • The dynamics between the various teams within Dunder Mifflin, such as the sales team or the accounting department, showcase teamwork in action. • Characters often collaborate on projects, solve problems together, and support each other through professional and personal challenges. 4. Conflict Resolution: • Conflict is a recurring theme in "The Office," whether it's interpersonal conflicts between coworkers or larger issues within the company. • Characters like Toby Flenderson, the HR representative, often mediate conflicts and try to maintain harmony in the workplace. 5. Decision Making: • Managers like Michael Scott and later, Andy Bernard, are responsible for making important decisions that impact the entire office. • Decision-making processes, ranging from mundane office policies to major business strategies, are often portrayed humorously but also reflect real-life managerial challenges. 6. Time Management: • Characters juggle multiple tasks and deadlines throughout the series, highlighting the importance of time management in a busy office environment. • Managers like Dwight Schrute are often seen prioritizing tasks, setting schedules, and trying to keep everyone on track. 7. Employee Development: • Managers and coworkers alike play a role in the professional development of their peers. Characters like Jim mentor younger employees or help them navigate office politics. • Performance evaluations, training sessions, and career advancement opportunities are also depicted in various episodes. 8. Adaptability: • In a constantly changing work environment, characters must adapt to new challenges, technologies, and company policies. • Managers like Michael Scott demonstrate varying levels of adaptability, with some embracing change while others resist it. 9. Organizational Culture: • "The Office" explores the unique culture of Dunder Mifflin, including its traditions, social norms, and unwritten rules. • Managers and employees contribute to shaping the organizational culture through their actions and interactions. Overall, "The Office" provides a rich tapestry of management activities, skills, and roles, offering viewers insights into the complexities of office life and the dynamics of workplace relationships. END OF CHAPTER EXERCISES Building Effective Time Management Skills Teaching Tip: Each chapter concludes with skill-building exercises. These are designed for both groups and individuals. Some are best done during class, while others are intended to be begun or completed outside of class. I. Purpose This exercise allows students to assess their current time-management skills and to understand ways to improve in this area. II. Format This exercise must be done individually, outside of class. It will take about 20 minutes to complete. The results may be discussed in class. III. Exercise Task A. Visit the web site of Franklin Covey, at www.franklincovey.com. Click on the tab marked “Effectiveness Zone,” then select “Assessment Center.” Take the “Urgency Analysis Profile,” a brief online survey that should take about 10 minutes. B. Now look over your profile and examine the assessment of your current use of time the suggestions for how you can improve your time management. In what ways do you agree and disagree with your personal assessment? Explain your reasons for agreeing or disagreeing. Covey’s site shows students that they spend time on tasks of four different types: critical but not urgent, urgent but not critical, critical and urgent, and neither urgent nor critical. Covey recommends that students spend the most time on tasks that are both critical and urgent, and that they do not neglect tasks that are critical but not urgent. C. Think of a task that you regularly perform and which, if you were being perfectly honest, you could label not urgent and not critical. How much time do you spend on this task? What might be a more appropriate amount of time? To what tasks could you give some of the time that you spend on this not urgent and not critical task? Students’ opinions will vary. Covey’s characterization can be useful because it points out that too many people spend most of their time on urgent tasks, especially on urgent tasks that are not critical. D. What is one thing that you can do today to make better use of your time? Try it, and see if your time management improves. Covey’s web site makes few suggestions in this regard (although his books do a very thorough job of this). Upon reflection, however, students should be able to think of ideas for better time-management on their own. Remind students that it’s not really a good use of time to try to eliminate all non-critical, non-urgent tasks. Some of these tasks, such as hanging out with friends or watching TV, can be relaxing and allow one to return to urgent and critical tasks with a fresh enthusiasm. Building Effective Conceptual Skills I. Purpose This exercise helps students to identify potential generalizations of management functions, roles, and skills for different kinds of organizations. II. Format This very flexible conceptual skills exercise can be done either in or outside of class and can be done individually or in small groups. The exercise should take between 15 and 30 minutes to complete. III. Exercise Task A. Do you notice any patterns of meaningful similarities in functions, roles, or skills across the five columns? Are there, for example, similarities in performing leadership roles or applying communication skills in most or all of the five types of organization? Do you notice any patterns of meaningful differences? The similarities across the columns are due to the characteristics of the functions, roles, and skills. For example, a negotiator in any organization will engage in communication and facilitation of a solution for two or more parties in disagreement. In another example, decision-making skills in any organization will involve identifying problems or challenges and selecting effective courses of action. Differences across the organizations are due to the characteristics of the organizations themselves. For example, the types of problems or challenges that a manager of a healthcare organization faces in his or role of decision maker may be quite different than the problems or challenges a manager of a large corporation faces. B. Based on your assessment of the patterns of similarities and differences that you identified in task 1, give 2 or 3 reasons why managers might find it easy to move from one type of organization to another. Give 2 or 3 reasons why managers might find it difficult to move from one type of organization to another? Most of the functions, roles, and skills that a manager enacts are transferable from one organization to another, even to an organization of a different type. For example, communication skills, the disturbance handler role, and the leadership function may be relatively easy to transfer to a different organizational setting even though the specifics of the situations may differ. Technical skills, which are task specific, are not easily transferable. C. Identify 2 or 3 places on your grid where the intersection between a type of organization and a function, role, or skill suggests something at which you might be particularly good. How about something at which, at least right now, you think you wouldn’t be very good? Explain your reasoning. Sure, let's consider the intersection between a type of organization and a function, role, or skill: 1. Skill/Role: Decision Making • Type of Organization: Technology Startup • Reasoning: In a fast-paced and dynamic environment like a technology startup, quick and effective decision-making is crucial for success. As an AI language model with access to vast amounts of information, I can rapidly analyze data, assess options, and provide insights to support decision-making processes. My ability to process and synthesize information efficiently could be particularly beneficial in this context. 2. Skill/Role: Communication • Type of Organization: Nonprofit Organization • Reasoning: Nonprofit organizations often rely heavily on effective communication to engage stakeholders, raise awareness, and mobilize support for their causes. With my language generation capabilities, I can craft compelling messages, write persuasive content, and tailor communication strategies to resonate with diverse audiences. My versatility in adapting communication styles and formats could be valuable in helping nonprofit organizations effectively convey their mission and impact. As for something at which I might not be very good right now: 3. Skill/Role: Hands-On Technical Implementation • Type of Organization: Engineering Firm • Reasoning: While I can provide insights, information, and even suggestions for technical implementation, I lack the physical capabilities to perform hands-on technical tasks. For example, I can't physically design a bridge, code a software application, or conduct experiments in a laboratory. My strengths lie more in providing conceptual understanding, guidance, and theoretical knowledge rather than practical, hands-on execution in technical fields. management at work JUMPIN’ JACK FLASH The case details the professional journey of Jack Armstrong as he makes his way rapidly in corporate America. Starting out in sales for a technology company, Jack parlayed his success at spotting product opportunities to ask for additional responsibilities. When this was not given at his current firm, he quickly jumped ship to another firm that offered his a new title and bigger responsibilities. In one firm, after his initial success caught the attention of top management, Jack hoped to be named president of a division within the company. Instead, top management asked him to take on an overseas assignment to gain international experience. Jack refused this offer and went to a new company as a division president. In the new company, he ran into trouble with a high profile product launch. 1. Case Question 1: What management skills did Jack demonstrate as a marketing manager at the travel products company? What management skills did he demonstrate as a VP at the consumer products firm? At both the travel products company and the consumer products company, Jack should tremendous skills as a planner. At the travel products company, Jack planned and launched a super lightweight compact folding chair which was highly successful. Similarly, at the consumer products firm, he spotted a new product opportunity by launching a combination oral hygiene and teeth whitening rinse for dogs. 2. Case Question 2: Should Jack have taken the special assignment offered him by the consumer products firm? What kinds of skills was the president of overseas operations thinking about when he offered the assignment to Jack? His success at the consumer products firm brought him to the attention of top management. The president of overseas operations offered him a yearlong special assignment that involved developing strategies for adapting existing company products into new products for sale in developing countries. In particular, the president wanted Jack to develop skills in team leadership and coordination by working with managers from every area of the company. 3. Case Question 3: What management skills would have helped Jack avoid the catastrophe that befell his project at the consumer electronics firm? The catastrophe that occurred at the consumer electronics firm involved leadership and coordination – the very same skills that Jack should have spent developing at his previous employer instead of jumping ship to a new firm. A new product involves a number of parts and therefore involves considerable coordination among functions. In addition, Jack showed poor leadership skills by insisting on an aggressive time frame for the product launch, a time frame that precluded paying attention to early warning signs. CHAPTER 2 Traditional and Contemporary Issues
and Challenges END OF CHAPTER QUESTIONS Questions for Review 1. Briefly describe the principles of scientific management and administrative management. What assumptions are made about workers? Scientific management uses techniques such as time-and-motion studies and piecework pay systems to increase the productivity of individual workers. Scientific management calls for observation, development of improved procedures, training, and motivating workers. Administrative management is also based on rational and scientific methods, but it focuses on the organization as a whole. Principles of administrative management include the specialization of managerial work, the development of bureaucracy, and theories about authority and control. Both scientific management and administrative management assume that workers are interchangeable and identical, that rational processes govern most behavior, and that money is the best motivator. 2. What are the differences between the contingency and the universal perspectives on management? How is the contingency perspective useful in the practice of management today? Contingency perspectives prescribe different approaches for different situations, while universal perspectives focus on one “best” approach. For the most part, contingency perspectives are preferred by today’s managers, because they are often better able to accommodate changes in the people, the organization, and its environment. As the environment in which businesses operate becomes ever more complex, uncertain, and dynamic, contingency perspectives are likely to be employed more and more. 3. Describe the systems perspective. Why is a business organization considered an open system? The systems perspective tells us that organizations are systems composed of various elements that interact in different ways. The system transforms inputs into outputs and receives feedback from its environment. Open systems interact with their environment, and therefore businesses are considered to be open systems because they interact with customers, the government, local communities, and other external elements. 4. For each of the contemporary management challenges, give at least one example other than the examples found in the text. An acute labor shortage is manifested in the health care industry today, where nurse and technician shortages are driving up labor costs. How to handle an aging workforce is one issue in the management of diversity. The current generation of workers is showing an increased interest in religion, as compared to older generations. Change continues to accelerate as product innovations rise sharply. Instant messaging is a fairly new form of information technology, as are personal digital assistants (PDAs). New ways of organizing include increase reliance on teamwork and virtual workplaces. Globalization continues to impact businesses—one example is the expanding membership of the European Union and the subsequent changes in those markets. Corporation’s ethics are under increased scrutiny, following the scandals at Enron and other firms. Quality is an important challenge as businesses seek to attract a shrinking market of consumers. The U.S. and other developed countries are continuing their shift to a service economy. Questions for Analysis 5. Young, innovative, or high-tech firms often adopt the strategy of ignoring history or attempting to do something radically new. In what ways might this strategy help them? In what ways might this strategy hinder them? This strategy can be useful because it completely jettisons older systems, eliminating some of the problems they had. For example, the virtual firm is a radically different way of organizing that allows the company to call upon the best talent anywhere in the world, eliminate the expenses of maintaining a headquarters facility, and give creative workers the freedom to work in whatever way, place, and time works best for them. However, the strategy also throws out what was best about the traditional ways of doing business, which can lead to problems. For example, many virtual firms are finding that employees prefer to spend at least some time in face-to-face interaction. 6. Can a manager use tools and techniques from several different perspectives at the same time? For example, can a manager use both classical and behavioral perspectives? Give an example of a time when a manager did this, and explain how it enabled him or her to be effective. As noted in the text, any given management problem may be addressed by using elements and ideas from the three major perspectives on management. The answer to this question should be based on the logic and rationale used to link the perspectives in a coordinated fashion that seems to make sense for a given situation. For instance, an example might be a manager who is more effective because he uses operations management techniques to design an efficient production line, but he also uses techniques from the behavioral management perspective to motivate his workers. 7. Visit the website of Amazon.com. Select the tab that reads “See All 32 Product Categories,” and then choose the link for “Books.” Next select the link for “Bestsellers,” and click on “Business & Investing” from the categories listed down the left side of the screen. Look at Amazon’s list of best-selling business books. What ideas or themes do you see in the list? Which business leaders do you see? A current bestseller at the time of publication of this Instructor’s Manual was Good to Great by Jim Collins. This book asserts that the main thing that distinguishes between a good company and a great one is a corporate culture that hired and rewarded workers who were disciplined to act in harmony with each other. Other themes include the value of good ethics, paying attention to details, and motivating workers. At this time, bestsellers are not written by CEOs of large corporations, as has been true in the past. The only famous business leader in the bestseller author list was Dale Carnegie, who wrote How to Win Friends and Influence People over 50 years ago. Other bestselling business books included Outliers, The Tipping Point, and Blink, all by Malcolm Gladwell. Questions for Application 8. Go to the library or go online and locate material about Confucius. Outline his major ideas. Which seem to be applicable to management in the United States today? Students should emphasize the strong ethical base of Confucius’s teachings. Specific teachings include personal virtue, devotion to family, and the pursuit of justice. Some students may look at the use of individual motivators in organizations to ensure true work devotion for personal enhancement. Other students may use the Japanese management style, which fosters a family atmosphere in business with mutual dedication by workers and mangers. 9. Find a company that has laid off a significant number of workers in the last year. (Hint: Use the word layoff as a search term on the Internet.) Investigate that company. Why did the firm make the layoffs? In your opinion, is the company likely to accomplish its intended goal by laying off so many workers? Why or why not? Many companies are currently in the process of laying off workers, so examples will be easy to find. For example, General Motors announced layoffs of 47,000 workers in 2009. The layoffs occurred because GM needed to cut costs in the wake of declining demand. The layoffs are likely to reduce costs because the cuts were in assembly line personnel that results from GM shutting down several unproductive plants. 10. Read about management pioneer Frederick Taylor at www.cftech.com/BrainBank/TRIVIABITS/ FredWTaylor.html or another source. Describe Taylor’s background and experience. How does an understanding of Taylor’s early career help you to better understand his ideas about scientific management? Taylor was born into an affluent family, who didn’t understand his interest in applying scientific principles to the study of manual labor. He worked as a factory worker, which was very unusual for a wealthy gentleman. His observations of workers, therefore, are probably quite accurate. Given the combination of wealth and education on one hand, and practical experience in factory work on the other hand, Taylor’s interests and drives become more clear. END OF CHAPTER EXERCISES Building Effective Decision-Making Skills I. Purpose This exercise is designed to help students develop their decision-making skills, emphasizing the importance of system interdependencies in organizations. II. Format This exercise is designed so that it can be effective when done individually or in small groups. Answers could be written or presented to the class for evaluation. It should take less than a half hour. III. Follow-up A. Carefully examine each of your three options. In what ways might each option affect other parts of the organization? The option to buy lower-grade materials will require changes in purchasing, but it will also impact workers because they will have to work harder to make a good quality product from inferior materials. It may also have a major impact on sales, if the decline in quality is recognized by buyers. The lay-off option will create anxiety and resentment in those workers remaining in the firm, and it will probably raise overall wage expense, because the less-skilled workers will not work as efficiently as those who have better training. The option to purchase new equipment requires the most up-front investment, but it has the greatest potential for cost savings later. B. Which is the most costly option in terms of impact on other parts of the organization, not in terms of absolute dollars? Which is the least costly? Both lay-offs and inferior materials will be very costly for the organization. The use of inferior materials may be the “most costly” because it could cause customers to buy competitors’ products and eventually lead to the failure of the firm. The least costly option is the purchase of new equipment. (See reasons under item 1, above). C. What are the primary obstacles that you might face in trying to implement each of your three options? The option to use inferior materials may cause dissatisfaction from the workers, and will certainly cause customers’ dissatisfaction if it is detected. The lay-off option will encounter resistance from workers, and the best, most experienced workers may leave the company for other employment. The purchase of new equipment will likely encounter resistance from the CEO or other financial personnel, based on the increase in up-front costs. D. Can you think of other options for accomplishing your goal of reducing costs? Students may suggest cost-cutting ideas, such as better inventory control or improved use of information systems. They may also suggest a closer integration with suppliers or use of a less-expensive distribution channel. There are possibilities for cost savings in every functional area of the firm. Certainly! Here are some additional options for reducing costs: 1. Negotiate with Suppliers : Reach out to your suppliers to negotiate better prices or terms for the materials or services you purchase regularly. Bulk purchasing or long-term contracts can often lead to discounts. 2. Outsource Non-Core Functions : Consider outsourcing tasks or services that are not central to your core business operations. Outsourcing can often be more cost-effective than handling these tasks in-house. 3. Implement Lean Practices : Adopt lean principles to streamline your processes and eliminate waste. This could involve optimizing workflows, reducing excess inventory, or improving efficiency in resource utilization. 4. Invest in Technology : Evaluate whether investing in technology, such as automation or digital tools, can help you save costs in the long run by increasing productivity or reducing manual labor. 5. Reevaluate Overhead Expenses : Take a critical look at your overhead expenses, such as rent, utilities, and administrative costs. Look for opportunities to reduce these expenses through negotiation, downsizing, or finding more cost-effective alternatives. 6. Cross-Train Employees : Cross-training employees to perform multiple roles can increase flexibility and reduce the need for hiring additional staff, thereby saving on recruitment and training costs.7. Energy Efficiency Measures : Implement energy-saving measures within your facilities, such as installing energy-efficient lighting, optimizing heating and cooling systems, or using renewable energy sources where feasible. 8. Review Marketing Strategies : Assess your marketing strategies to ensure that you are allocating resources effectively. Look for cost-efficient ways to reach your target audience, such as digital marketing channels or targeted advertising campaigns. 9. Encourage Cost-Saving Ideas from Employees : Engage your employees in identifying cost-saving opportunities within their areas of expertise. Implementing a suggestion program or holding regular brainstorming sessions can help uncover valuable insights. 10. Explore Alternative Suppliers or Vendors : Research alternative suppliers or vendors who may offer comparable quality products or services at lower prices. Competition among suppliers can often lead to cost savings for your business. Each of these options offers a unique approach to reducing costs, and depending on your specific circumstances, some may be more suitable than others. It's essential to carefully evaluate each option and consider how it aligns with your overall business strategy and objectives. Building Effective Interpersonal Skills I. Purpose This exercise asks you to examine your attitudes about how people regard work and how they should behave in the workplace. II. Format This in-class exercise involves looking at 8 items that consists of two related statements and responding to the statements in terms of how each statement reflects your attitude about how people regard work and behave in the workplace. Student responses vary depending on their attitude toward how people regard work. management at work how ge manages to do it The case details the singular role played by General Electric (GE) in the development of modern management practices. Ideas developed at GE permeate the fields of operations management, human resource management, and strategic management. In strategy, GE’s business screen method to portfolio management is a significant paradigm. The company’s famed leadership development method has resulted in its alumni holding CEO posts at other companies. Currently, GE is focusing on innovations in environmental technology. Management Update: When Jack Welch stepped down as CEO of GE, Jeffrey Immelt stepped into Welch’s position. Bob Nardelli was one of the top executives at GE and when he was bypassed in favor of Immelt, Home Depot immediately snatched him up to be their CEO. In 2009, Nardelli stepped down as the CEO of Chrysler. 1. Case Question 1: Does the pattern of management developments at GE over the last century seem to reflect the pattern suggested by management theory? Explain your answer. In some ways, GE’s management contributions mirrored the development trends in management theory over time. Their “Blue Books” that governed managers’ every move, for example, echoed the administrative management school founded by people such as Henri Fayol. Their focus on pension and profit sharing plans were in line with the trends developed by the human relations movement. 2. Case Question 2: Which of GE’s management innovations seem to draw on a classical-management perspective? Which seem to draw on a behavioral-management perspective? How does the contingency perspective explain the management changes that GE has made over the years? Explain each of your responses. Administrative management is a subset of the classical management perspective. GE’s “Blue Books” that detail managers’ every move is an example of a management practice that would fall under this area. Administrative management focuses on managing the total organization. Thus, GE’s contributions to strategic management (such as the business screen) can also be categorized in this area. GE’s emphasis on leadership training is a great example of a practice that relates to the behavioral management perspective. GE emphasizes the importance of management development and recognition, both of which were covered by this perspective. In the beginning, GE focused on centralized decision making. It also developed the famed “Blue Books” that rigidly outlined every move managers make. The contingency perspective adopts the basic idea that one size does not fit all and that the situation or the context is important. Thus, as the business world changed over time, GE’s management ideas focused on employee empowerment, autonomy, and flexibility – ideas that were at the other end of the pendulum compared to their earlier ideas. 3. Case Question 3: Why, in your opinion, has GE been so successful in integrating the management science approach with less quantitative approaches to management? In 2008, GE Research was awarded the INFORMS prize, given annually to a firm that uses the quantitative techniques of management science to make better management decisions. A major reason why GE has been so successful integrating the quantitative and the qualitative approaches is its relentless focus on the customers. As its VP of Global Research points out, quantitative techniques are a means to the end, the end being to “create more customer value at lower risk.” 4. Case Question 4: In what ways does the change in GE’s approach to leadership reflect the same conditions as those that influence its current approach to management? Customer focus is the key driving force at GE. Its new approach to leadership includes emphasis on “external focus” and “imagination and courage” – both of which are oriented toward becoming more innovative. The idea is that innovation is the foundation for growth. Solution Manual for Management Ricky W. Griffin, 9781111969714
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