W 1 ch1 - Mgrs - MGT

1-1
Copyright © 2006 by The McGraw-Hill Companies, Inc. All

AGENDA
 Introductions & Housekeeping – unit outline, roll taking, messages,
consultation, textbook, guidance, rules, responsibilities
 Study skills – you are expected to be able to….. Self study, research,
write for academic purposes
 Use the library – electronic databases
 Ask questions – clarify issues, ensure you know what you should be
doing, check you are on track and doing the right thing/s
 Managing time – being efficient and getting some sleep
 Teaching method and philosophy – learning styles, individual
difference, group interaction
 Questions you should ask yourself
 Today’s topics – the Context of Management & Innovation
 Activity from the textbook
 Break
 Tutorial 10.30 break, tutorial 11.30 – groups, groups, groups
1-2
Some Learning & teaching theorists &
theories
 Paul Ramsden Centre for the Study of Higher Education University of
Melbourne
Deep and surface learning
 John Briggs Chair in Education in Australia, Canada and Hong Kong. Is
an honorary visiting fellow at UNSW Professional Development Centre.
Prestructural, unistructural, multistructural, relational, extended
abstract.
 Kolb’s experiential learning
 Honey and Mumford’s learning styles
 Belbin Team Roles
 Myers Briggs Personality Inventory (MBTI)
1-3
But wait ….there’s more
 Groups and group work – some fun & challenges ahead
 Effective group functioning will enhance your learning

experience
&
 There is no substitute for having clear goals, clear standards,
well directed effort & strong relationships
1-4
Learning & teaching - theorists &
theories
Deep & surface learning
1) learning for the love of the topic,

2) learning for goal achievement
Paul Ramsden Centre for the Study of Higher Education University of Melbourne
Learning Hierarchy –
Prestructural - non-learning
Unistructural - naming, knowing
Multistructural - understanding, using
Relational - questioning
Extended abstract – theorising
Unit assessment tasks are designed to align to this hierarchy of learning
John Briggs Chair in Education in Australia, Canada and Hong Kong, honorary visiting fellow at UNSW
Professional Development Centre.
1-5
Do we all learn in the same way?
According to Kolb’s Learning Styles there are 2 continuums of learning,
1. from concrete experience to formation of abstract concepts & generalisations
2. from testing the implications of concepts to observation & reflection
Concrete experimentation
From CONCRETE
EXPERIENCE
to REFLECTIVE 1 2
OBSERVATION Active Reflective
Experimentation Observation
3
4
From ABSTRACT
CONCEPTUATLISATION Abstract Conceptualisation
to ACTIVE
EXPERIMENTATION
1-6
Kolb’s 4 Learning Styles
1. Converger: abstract conceptualisations &
active experimentation problem solving,
decision making, practical application,
especially when there is a single ‘correct’
solution
2. Diverger: concrete experience &

reflective observation, imaginative ability,
awareness of meaning & values, idea
generation & implications
3. Assimilator: reflective observation &

conceptualisations, inductive reasoning,
ability to create theoretical models,
effective in research and planning
4. Accommodator: concrete experience,

active experimentation, implementer of
plans & tasks, involved in new
experiences, adaptable, action-orientated
1-7
Belbin Team Roles
Effective team
functioning NineTeamRoles
requires
different roles RI
RESOURCE
IMP
IMPLEMENTER :
CO
CO-ORDINATOR :
and one INVESTIGATOR :
Extrovert, enthusiastic,
Disciplined,
reliable, conservative
Mature, confident,
a good chairperson.
person is communicative. Explores and efficient. Turns ideas Clarifies goals, promotes
opportunities. Develops into practical actions. decision -making,
unlikely to fulfil contacts delegates well.
all roles PL SH ME
PLANT: SHAPER : MONITOR
Creative, Challenging, dynamic, EVALUATOR : Sober,
imaginative, unorthodox. thrives on pressure. The strategic and discerning.
Solves difficult problems. drive and courage to Sees all options. Judges
overcome obstacles. accurately.
TW CF SP
TEAMWORKER : COMPLETER : SPECIALIST :
Co-operative, Painstaking, Single -minded, self -
mild, perceptive and conscientious, anxious. starting, dedicated.
diplomatic. Listens, Searches out errors and Provides knowledge and
builds, averts friction. omissions. Delivers on skills in rare supply.
time.
1-8
Honey and Mumford’s learning styles
Each student is an individual with their own learning
style as a combination of;
1. Activist
2. Pragmatist
3. Reflector
4. Theorist
The teaching methods used in this unit are designed

to accommodate all styles
1-9
Explorer’s guide to ignorance….
Knowledge & ignorance live Ignorance can be classified into 6
together (Kerwin 1994) areas
1 Known unknowns – all the things
you know you don’t know
Learning, education & 2 Unknown unknowns – all the
ignorance are symbiotic. things you don’t know you don’t
know
Our desire to overcome
ignorance leads to a desire 3 Unknown knowns – all the things
you don’t know you know (tacit
for learning knowing)
and knowledge acquisition,
4 Errors – all the things you think
Understanding our ignorance you know but don’t
helps us to increase and 5 Taboo – dangerous, polluting or
improve our knowledge forbidden knowledge
McKenna 1999 6 Denial – all the things too painful to
know, so you avoid knowing
McKenna 1999
1-10
Response to learning environments…
 Structured learning environment in a functionalist modernist approach
 Focuses on knowledge acquisition from a ‘known’ body of
knowledge
 Teacher as ‘all knowing’, expert, unquestionable authority
 Semi-structured learning environments in an interpretivist

postmodernist approach
 Focus is on knowledge acquisition & questioning, reflecting, asking
not just ‘what is’ but ‘what might be’?
 Teacher as ‘facilitator’, ‘chauffeur’, ‘guide’, ‘explorer’ of knowledge,
questioner
1-11
Bacon’s scientific method
A process for adding to knowledge included
going through the following steps;
Observe
Define
Hypothesise
Experiment or test
Prove
1-12
Some Important Questions
 Why are you here?
 What are you investing by being here? (cost of the unit,
your time, your effort, your abilities)
 What else could you be doing?
 Decision point –stay - go – wait
 If you decide to stay what do you aim to get out of the
unit?
 What do you need to put into the unit to achieve that
outcome?
 What skills, resources, abilities do you have?
 What skills, resources, abilities do you need?
 What is the gap?
 How might you bridge the gap?
 If you need help who might you go to? When should you
seek help? Where can you get help? Can you help
yourself?
1-13
But wait ….there’s more
Groups and group work – some fun &
challenges ahead
Now to the lecture for today….
1-14
Chapter
1
Managers and Managing
Learning Objectives
 Describe what management is, why management is important, what managers
do, and how managers utilize organizational resources efficiently and effectively
to achieve organizational goals
 Distinguish among planning, organizing, leading, and controlling (the four
managerial functions), and explain how managers’ ability to handle each one
can affect organizational performance
 Differentiate among three levels of management, and understand the

responsibilities of managers at different levels in the organizational hierarchy
 Identify the roles managers perform, the skills they need to execute those roles
effectively and the way new information technology is affecting these roles and
skills
 Discuss the principal challenges managers face in today’s increasingly
competitive global environment
1-16
What is Management?
The planning, organizing, leading, and

controlling of human and other
resources to achieve organizational
goals effectively and efficiently
1-17
Managers
Managers –
The people responsible for supervising
the use of an organization’s
resources to meet its goals
Resources include people, skills,
knowledge, machinery,
computers and IT,
and financial capital
1-18
Organizational Performance
A measure of how efficiently and effectively
managers are using organizational resources to
satisfy customers and achieve goals
Efficiency
A measure of how well or productively resources are used
to achieve a goal
Effectiveness
A measure of the appropriateness of the goals an
organization is pursuing and the degree to which they are
achieved.
1-19
Figure 1.1 1-20
Figure 1.1 1-21
Figure 1.1 1-22
Figure 1.1 1-23
Figure 1.1 1-24
Why study management?
Understanding what managers do and
how they do it is of central importance
to understanding how a society works
and how it creates wealth
Helps people deal with their bosses
and coworkers
Opens a path to a well-paying job and
a satisfying career
1-25
Managerial Functions
Managers at all levels in all
organizations perform each of the
functions of planning, organizing,
leading, and controlling
Henri Fayol outlined the four
managerial functions in his book
General Industrial Management
1-26
Four Functions of Management
1-27
Copyright © 2006 by The McGraw-Hill Companies, Inc. All Figure 1.2
Planning
Process of identifying and selecting
appropriate goals and courses of
action
Stages in the Planning Process
Deciding which goals to pursue
Deciding what courses of action to adopt
Deciding how to allocate resources
1-28
Organizing
Process of establishing a structure of working relationships
in a way that allows organizational members to work
together to achieve organizational goals
Organisational Structure
A formal system of task and reporting relationships that
coordinates and motivates organizational members
1-29
Leading
Articulating a clear vision to follow, and
energizing and enabling organizational
members so they understand the part they
play in attaining organizational goals
Leadership involves using power, influence,

vision, persuasion, and communication skills
Outcome of leadership is highly motivated

and committed organizational members 1-30
Controlling
Evaluating how well an organization is
achieving its goals and taking action to
maintain or improve performance
The outcome of the control process is

the ability to measure performance
accurately and regulate efficiency and
effectiveness
1-31
Types of Managers
First line managers - Responsible for day-to-day operations.

Supervise people performing activities required to make the
good or service
Middle managers - Supervise first-line managers. Are

responsible to find the best way to use departmental
resources to achieve goals
Top managers - Responsible for the performance of all

departments and have cross-departmental responsibility.
Establish organizational goals and monitor middle managers
1-32
Levels of Management
Figure 1.3
1-33
Relative Amount of Time That Managers Spend
on the Four Managerial Functions
1-34
Figure 1.4
Areas of Managers
Department
A group of people who work together
and possess
similar skills
or use the same
knowledge, tools,
or techniques
1-35
Restructuring
Involves the use of IT to downsize an

organization by eliminating the jobs of
large numbers of top, middle, or first-
line managers and non-managerial
employees
1-36
Outsourcing
Contracting with another company, usually
in a low cost country abroad, to perform an
activity the company previously performed
itself
Promotes efficiency by reducing costs and
allowing an organization to make better use
of its remaining resources
1-37
Empowerment
Expanding employees’ knowledge, tasks,

and responsibilities by using powerful
new software programs
1-38
Self-managed teams
Groups of employees with the
responsibility for supervising their own
actions such that the team can monitor
its members and the quality of the work
performed
1-39
Managerial Roles and Skills
Managerial role - The set of specific
tasks that a person is expected to
perform because of the position he or
she holds in the organization
Mintzberg identified three categories of

roles – Decisional, Informational,
Interpersonal
1-40
1. Decisional Roles
Roles associated with methods managers use in
planning strategy and utilizing resources.
Entrepreneur—deciding which new projects or programs
to initiate and to invest resources in.
Disturbance handler—managing an unexpected event or
crisis.
Resource allocator—assigning resources between
functions and divisions, setting the budgets of lower
managers.
Negotiator—reaching agreements between other
managers, unions, customers, or shareholders.
1-41
2. Informational Roles
Roles associated with the tasks needed to obtain and
transmit information in the process of managing the
organization.
Monitor—analyzing information from both the internal
and external environment.
Disseminator—transmitting information to influence the
attitudes and behavior of employees.
Spokesperson—using information to positively influence
the way people in and out of the organization respond
to it.
1-42
3. Interpersonal Roles
Roles that managers assume to provide direction and
supervision to both employees and the organization
as a whole.
Figurehead—symbolizing the organization’s mission and
what it is seeking to achieve.
Leader—training, counseling, and mentoring high
employee performance.
Liaison—linking and coordinating the activities of people
and groups both inside and outside the organization.
1-43
Being a Manager
High Variety Fragmentation
Managerial
Problems
Brevity
1-44
Managerial Skills
Conceptual skills
The ability to analyze and diagnose a situation and
distinguish between cause and effect.
Human skills
The ability to understand, alter, lead, and control the
behavior of other individuals and groups.
Technical skills
The specific knowledge and techniques required to
perform an organizational role.
1-45
Skill Types Needed
Figure 1.5 1-46

Competencies
Specific set of skills, abilities, and
experiences that gives one manager
the ability to perform at a higher level
than another manager in a particular
organizational setting
1-47
Challenges for Management in
a Global Environment
Rise of Global Organizations.
Building a Competitive Advantage
Maintaining Ethical and Socially Responsible

Standards
Managing a Diverse Workforce
Utilizing Information Technology and E-

commerce
1-48
Building a Competitive
Advantage - 6 building blocks
Increasing Efficiency
Increasing Quality
Increasing Speed, Flexibility, and

Innovation
Increasing Responsiveness to
Customers
1-49
6 Building Blocks of Competitive
Advantage
Figure 1.6 1-50


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1-1

Copyright © 2006 by The McGraw-Hill Companies, Inc. All

 Effective group functioning will enhance your learning

1) learning for the love of the topic,

Unit assessment tasks are designed to align to this hierarchy of learning

2. Diverger: concrete experience &

3. Assimilator: reflective observation &

4. Accommodator: concrete experience,

The teaching methods used in this unit are designed

 Semi-structured learning environments in an interpretivist

Now to the lecture for today….

 Differentiate among three levels of management, and understand the

The planning, organizing, leading, and

Leadership involves using power, influence,

Outcome of leadership is highly motivated

The outcome of the control process is

First line managers - Responsible for day-to-day operations.

Middle managers - Supervise first-line managers. Are

Top managers - Responsible for the performance of all

Involves the use of IT to downsize an

Expanding employees’ knowledge, tasks,

Mintzberg identified three categories of

High Variety Fragmentation

Figure 1.5 1-46

Maintaining Ethical and Socially Responsible

Utilizing Information Technology and E-

Increasing Speed, Flexibility, and

Figure 1.6 1-50

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