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Management 6th Edition Chuck Williams Digital Instant
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Author(s): Chuck Williams
ISBN(s): 0538745975
Edition: 6
File Details: PDF, 249.58 MB
Year: 2010
Language: english
Management, 6e © 2011, © 2009 South-Western, Cengage Learning
Chuck Williams
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1 2 3 4 5 6 7 14 13 12 10
brief contents
1
Introduction to
2
Planning 156
Management 2 5 Planning and Decision
1 Management 4 Making 158
2 History of Management 38 6 Organizational Strategy 200
3 Organizational Environments 7 Innovation and Change 240
and Culture 80 8 Global Management 280
4 Ethics and Social
Responsibility 116
3
Organizing 318
4
Leading 488
9 Designing Adaptive 13 Motivation 490
Organizations 320 14 Leadership 530
10 Managing Teams 360 15 Communication 572
11 Managing Human
Resources 398
12 Managing Individuals and a
Diverse Work FForce 452
5
Controlling 616
16 Control 618
17 Managing Information 656
18 Managing Service and
Manufacturing Operations 688
iii
contents
1
Introduction to Management 2 Chapter 4 : Ethics and Social
Responsibility 116
Chapter 1 : Management 4 What Is Ethical and Unethical Workplace
What Is Management? 6 Behavior? 119
Management Is . . . 7 Ethics and the Nature of Management Jobs 120
Management Functions 8 Workplace Deviance 121
What Really Works Meta-Analysis 10 U.S. Sentencing Commission Guidelines for
Organizations 123
What Do Managers Do? 12
Kinds of Managers 13 How Do You Make Ethical Decisions? 127
Managerial Roles 18 Influences on Ethical Decision Making 127
Practical Steps to Ethical Decision Making 132
What Does It Take to Be a Manager? 22 What Really Works Integrity Tests 136
What Companies Look for in Managers 23
Mistakes Managers Make 24 What Is Social Responsibility? 139
The Transition to Management: The First Year 26 To Whom Are Organizations Socially Responsible? 140
For What Are Organizations Socially Responsible? 143
Why Management Matters 28 Responses to Demands for Social Responsibility 146
Competitive Advantage Through People 29 Social Responsibility and Economic Performance 148
End-of-chapter materials 32 End-of-chapter materials 150
Chapter 2 : History of Management 38

In the Beginning 40
The Origins of Management 40
The Evolution of Management 44
Scientific Management 45
2
Planning 156
Bureaucratic and Administrative Management 52
Human Relations Management 57 Chapter 5 : Planning and Decision
Operations, Information, Systems, and Contingency Making 158
Management 65 Planning 160
End-of-chapter materials 73 Benefits and Pitfalls of Planning 161
How to Make a Plan That Works 163
Planning from Top to Bottom 169
Chapter 3 : Organizational Environments What Really Works Management by Objectives 172
and Culture 80
What Is Rational Decision Making? 175
External Environments 82 Steps and Limits to Rational Decision Making 175
Changing Environments 82 Using Groups to Improve Decision Making 183
General Environment 86 What Really Works Devil’s Advocacy, Dialectical
Specific Environment 91 Inquiry, and Considering Negative Consequences 187
Making Sense of Changing Environments 98
End-of-chapter materials 192
Internal Environments 102
Organizational Cultures: Creation, Success,
and Change 103 Chapter 6 : Organizational Strategy 200
End-of-chapter materials 109 Basics of Organizational Strategy 202

Sustainable Competitive Advantage 203
Strategy-Making Process 206
iv
What Really Works Strategy Designing Organizational Processes 341
Making for Firms, Big and Small 209 Intraorganizational Processes 342
Interorganizational Processes 349
Corporate-, Industry-, and Firm-Level Strategies 215
Corporate-Level Strategies 215 End-of-chapter materials 353
Industry-Level Strategies 222
Firm-Level Strategies 227
Chapter 10 : Managing Teams 360
Contents
Why Work Teams? 362
The Good and Bad of Using Teams 362
Chapter 7 : Innovation and Change 240 Kinds of Teams 369
Organizational Innovation 242 Managing Work Teams 376
Why Innovation Matters 243 Work Team Characteristics 376
Managing Innovation 250 What really works Cohesion and Team Performance 378
Organizational Change 258 Enhancing Work Team Effectiveness 384
Organizational Decline: The Risk of Not Changing 259 End-of-chapter materials 392
Managing Change 262
What Really Works Change the Work Setting
or Change the People? Do Both! 272 Chapter 11: Managing Human Resources 398
End-of-chapter materials 273 Determining Human Resource Needs 400
Human Resource Planning 401
Employment Legislation 404
Chapter 8 : Global Management 280
Finding Qualified Workers 410
What Is Global Business? 282 Recruiting 411
Global Business, Trade Rules, and Trade Agreements 282 Selection 415
How to Go Global? 291 What really works using Selection Tests to Hire
Consistency or Adaptation? 292 Good Workers 423
Forms for Global Business 293 Developing Qualified Workers 425
Where to Go Global? 299 Training 426
Finding the Best Business Climate 299 Performance Appraisal 430
Becoming Aware of Cultural Differences 305 Keeping Qualified Workers 434
Preparing for an International Assignment 307 Compensation 435
What Really Works Cross-Cultural Training 310 Employee Separations 439
End-of-chapter materials 312 End-of-chapter materials 444
Chapter 12 : Managing Individuals

and a Diverse Work Force 452
3
Organizing 318
Diversity and Why It Matters 455
Diversity: Differences that Matter 456
Diversity and Individual Differences 460
Surface-Level Diversity 460
Chapter 9 : Designing Adaptive Deep-Level Diversity 469
Organizations 320 What really works Concientiousness: The Organized
Designing Organizational Structures 324 Hardworking, Responsibile Personality 472
Departmentalization 324
How Can Diversity Be Managed? 475
Organizational Authority 331
Managing Diversity 476
Job Design 335
What Really Works The Job Characteristics End-of-chapter materials 483
Model: Making Jobs More Interesting
and Motivating 340
v
4
Leading 488
Situational Approaches to Leadership 543
Putting Leaders in the Right Situation: Fiedler’s
Contingency Theory 543
Adapting Leader Behavior: Path-Goal Theory 547
Leadership Styles 548
Chapter 13 : Motivation 490 Adapting Leader Behavior: Hersey and Blanchard’s
What Is Motivation? 492 Situational Leadership® Theory 552
Contents
Basics of Motivation 493 Adapting Leader Behavior: Normative Decision Theory 553
How Perceptions and Expectations Affect Strategic Leadership 558
Motivation 500 Visionary Leadership 559
Equity Theory 501
Expectancy Theory 507
How Rewards and Goals Affect Motivation 510 Chapter 15 : Communication 572
Reinforcement Theory 511 What Is Communication? 574
What really works financial, Nonfinancial, Perception and Communication Problems 575
and social Rewards 517 Kinds of Communication 580
Goal-Setting Theory 519
Motivating with the Integrated Model 522 How to Improve Communication 590
Managing One-On-One Communication 591
End-of-chapter materials 524 Managing Organization-Wide Communication 603
Chapter 14 : Leadership 530
What Is Leadership? 532
Leadership 533
Who Leaders Are and What Leaders Do 537
What really works Leadership Traits That
5
Controlling 616
Do Make a Difference 540
Chapter 16 : Control 618
Basics of Control 620
The Control Process 621
How and What to Control 626
Control Methods 627
What to Control? 632
Chapter 17 : Managing Information 656

Why Information Matters 658
Strategic Importance of Information 659
Characteristics and Costs of Useful Information 662
Getting and Sharing Information 666
Capturing, Processing, and Protecting Information 667
Accessing and Sharing Information and Knowledge 676
Chapter 18 : Managing Service

and Manufacturing Operations 688
Managing for Productivity and Quality 690
Productivity 691
Quality 694
Managing Operations 703
Service Operations 703
Manufacturing Operations 708
Inventory 711
vi End-of-chapter materials 719
WHAT
WHAT’S
T’S NEW
in 6e?
?
ABOUT THIS EDITION

Welcome to Management, 6e! Please take a few minutes
to read the preface and familiarize yourself with the approach (combining theory
with specific stories and examples), features, pedagogy, and end-of-chapter assign-
ments in Management. This is time well spent. After all, besides your instructor, this
book will be your primary learning tool.
The Approach
Combining Theory with Specific, Up-to-Date Stories and Examples Say “theory” to
college students and they assume that you’re talking about complex, arcane ideas
and terms that have nothing to do with the “real world,” but which need to be
memorized for a test and then forgotten (at least until the final exam). However,
students needn’t be wary of theoretical ideas and concepts. Theories are simply good
ideas. And good theories are simply good ideas that have been tested through rigor-
ous scientific study and analysis.
Where textbooks go wrong is that they stop at theory and read like dictionaries.
Or, they focus on theoretical issues related to research rather than practice. However,
good management theories (i.e., good ideas) needn’t be complex, difficult to under-
stand, or irrelevant. In fact, the late Rensis Likert, of the University of Michigan,
once said that there is nothing as practical as a good theory.
So, to make sure you’re exposed to good ideas (i.e., good theories) that you can
refer to for practical, theory-driven advice, and which encourage you to put theory-
driven knowledge into practice for yourselves, each chapter in this book contains
50 to 60 specific stories and examples that illustrate how managers are using man-
agement ideas in their organizations.
The stories and examples you’ll read in each chapter are relevant and up-to-date.
You’ll read how IBM uses blogs, wikis, and widgets to help employee project teams
stay connected, streamline development, and make best practices available through-
out the organization. At IBM, 26,000 employees have blogs, and the company hosts
20,000 wikis for teams and projects that have 100,000 users. All of that information
is plugged into a corporate employee directory, called the BluePages, that functions
similarly to Facebook and allows employees to find one another and connect. You’ll
learn how companies are responding to sociological changes in the business environ-
ment by offering concierge services to employees. Employees at some companies can
have the oil changed in their cars, their clothes dry cleaned, jewelry repaired, and
packages mailed without leaving their desks. You’ll also learn how major airlines
began paying Pratt & Whitney to power wash the grime from the inside of their
jets’ engines 2 to 3 times a year at a cost of $3,000 per wash. Why? Cleaner engines
reduce fuel consumption by 1.2 percent and can go 18 months longer before having
vii
to be rebuilt for regular maintenance. These engine washes not only pay for them-
selves, they save airlines like Southwest an additional $5.1 million in annual fuel
costs.You’ll also read how Wal-Mart employees, empowered by former CEO Lee
Scott during Hurricane Katrina, used a fork lift to crash through a warehouse door,
broke into a locked pharmacy, and drove a bulldozer through a storefront—all to
get needed supplies to the community. As these stories show, each chapter has been
What’s New in 6E?
updated with dozens of new real world business examples, straight from the latest
pages of Business Week, Fortune, Forbes, Fast Company, and Inc., as well as the
Wall Street Journal, the New York Times, and other leading newspapers, to help you
understand how management concepts are being used.
In short, research and theory and stories and examples are important for effective
learning. Therefore, this book contains over a thousand specific examples and stories
to make management theories and ideas more interesting. So, to get more out of this
book, read and understand the theories and theoretical ideas. Then read the stories
or examples to learn how those ideas should or should not be used in practice. You’ll
find that both are current and up-to-date.
Learning System
Chapter outline Bec
Because of their busy schedules, very few students have the opportunity to read a
chapter from beginning to end in one sitting. Typically, it takes students anywhere
cha
Numbering system from two to five study sessions to completely read a chapter. Accordingly, at the
Learning objectives beginning of each chapter, you’ll find a detailed chapter outline in which each ma-
beg
Section headings jor part in the chapter is broken out into numbered sections and subsections. For
example, the outline for the first part of Chapter 4, on ethics and social responsibil-
exa
ity, looks like this:
What Is Ethical and Unethical

Workplace Behavior?
1. Ethics and the Nature of
Management Jobs
2. Workplace Deviance
3. U.S. Sentencing Commission
Guidelines for Organizations
3.1 Who, What, and Why?
3.2 Determining the Punishment
The numbered information contained in the chapter outline is then repeated in the
chapter as learning objectives (at the beginning of major parts of the chapter) and as
numbered headings and subheadings (throughout the chapter) to help students remem-
ber precisely where Let’s examine 3.1 to whom the guidelines apply and what they cover and 3.2 how,
they are in terms of according to the guidelines, an organization can be punished for the unethical
behavior of its managers and employees.
the chapter outline.
Finally, instead of a big summary at the end of the chapter, students will find
detailed reviews at the end of each section.
U.S. Sentencing Commission Guidelines Under the U.S. Sentencing Commission Together, the chapter outline, numbering
Guidelines, companies can be prosecuted and fined up to $300 million for employees’ille-
gal actions. Fines are computed by multiplying the base fine by a culpability score, which Review 3 system, learning objectives, section headings
ranges from 0.05 to 4.0. Companies that establish compliance programs to encourage (which mark the beginning of a section), and
ethical behavior can reduce their culpability scores and their fines. Companies without
compliance programs can face much heavier fines than companies with established pro- section reviews (which mark the end of a
grams. Compliance programs must establish standards and procedures, be run by top
managers, encourage hiring and promotion of honest and ethical people, encourage
section) allow students to break the chapter
employees to report violations, educate employees about compliance, punish viola- into smaller, self-contained sections that can
tors, and find ways to improve the program after violations occur.
be read in their entirety and digested during
viii
a single study session if needed. Furthermore, the numbered headings and outline
should make it easier for instructors and students to know what is being assigned
or discussed in class (“In Section 3.1 of Chapter 3 . . .”).
So What’s New?
What’s New in 6E?

If you are already familiar with the previous editions’ approach of reinforc- Starbucks
ing research and theory with stories and examples you may be asking your- University of Pittsburgh Medical
self, “So what’s new?” The answer is quite a bit. Center
Microsoft
What’s New Companies So many new examples are in the Sixth Edition Air Transport Association
that we’ve created a list of What’s New Companies at the beginning of each
New York Times
chapter. Throughout the chapter, we’ve highlighted new examples with the de-
Acxiom
sign located in the margin.
Association for Information and
What Would You Do? Each chapter opens with an engaging case outlin- Image Management
ing actual management problems facing a well-known company. After stu- Blue C Sushi
dents read the case, they are presented several questions to help guide their Highmark Blue Cross Blue Shield
thinking about the issues, and are ultimately asked, “If you were the man- Food Lion
ager at this company, what would you do?” Putting students in the place of Motorola
the manager personalizes the dilemma and forces students to solve common
managerial problems. The solution to the case, or “What Really Happened?” is in
the Instructor Manual. Allowing students to compare what they would have done to
what the managers really did provides a great learning opportunity.
For this edition, all eighteen of the “What Would You Do?” chapter-
4 Accessing and Sharing
opening cases are new, and feature companies like Zappos, Starbucks, Information and Knowledge
PepsiCo, JCPenney, Subaru, Ann Taylor, Novartis, Caterpillar, and “Vendor Pulse,” is a data sharing program started by
grocery store chain Food Lion. Food Lion provides vendors, such as consumer goods
Yahoo!, among others. company Unilever, with fourteen kinds of sales metrics, ranging from point-of-sale
statistics (even down to each cash register), store inventory (how much of each item
Study Tips Knowing how to study effectively is not an innate talent.

So, to prepare students for studying the material, a detailed study tip appears in the
chapter opener. Eighteen different tips give students many options for reviewing key
concepts and mastering chapter content. Students are challenged to write their own
tests and exchange them in a study group, explain the chapter concepts to a friend Imagine
who is not in class, cut up the text glossary to make a quiz-bowl game, and much professo you are the
up your r, and make
more.
Chapter own test for
17.
Doing the Right Thing Numerous studies and well-known corporate scandals,
make clear the distressing state of managerial ethics in today’s business world. And, What ar
e the m
that stu ain
because managers set the standard for others in the workplace, unethical behavior dents sh topics and ke
a study ould kn y conce
group, ow? If yo pts
them in exchan u work
and practices quickly spread when they don’t do the right thing. Therefore, in each tively. T
dividual
ly, then
ge pract
ic e tests.
with
his way “grade” W ork
chapter, you’ll find practical, useful advice to help you become a more ethical manager and an
swer eac
you can
discuss
them co
trouble
llec-
h other’s sp
questio o
or businessperson by “Doing the Right Thing.” Topics include ethical competitive ns.
ts
analysis, avoiding the slippery slope of cheating, dealing with gifts from suppliers,
avoiding conflicts of interest, not cheating on travel expenses, and many more.
What Really Works Understanding how to interpret data is important for matter.
Team Perform
every manager, but unfortunately, sometimes research findings on the same ance
On average, th
topic present exactly opposite results. That’s why we introduce students to teams will ou
ere is a 66 perc
ent chance that
tperform less cohesive
meta-analysis. Additionally, one primary advantage of meta-analysis over cohesive team
s.
traditional significance tests is that you can convert meta-analysis statis- Probability of
Success
probabilty of suc
tics into intuitive numbers that anyone can easily understand. Indeed, each cess
66%
10% 20%
meta-analysis reported in the “What Really Works” sections of this textbook 30% 40% 50%
60% 70% 80% 90% 10
0%
is accompanied by an easy-to-understand statistic called the probability of Team Perform
ix
success. Of course, no idea or technique works every time and in every circumstance.
However, in today’s competitive, fast-changing, global marketplace, few managers
can afford to overlook proven management strate-
gies like those discussed in the “What Really Works”
feature of this book.
g
Management Facts and Trends Short boxes
What’s New in 6E?
keep students up-to-date on current trends facing
A
managers as well as interesting facts about managers
A 90,000-Member Idea Machine and management. Chapters contain one or more of
In an effort to tap unaffiliated scientific talent and expertise, these interesting, focused, and concise examples.
companies are turning to the likes of InnoCentive. Funded and
launched by Eli Lilly in 2001, InnoCentive now boasts an army
of 90,000 scientists willing to tackle problems posted to its web-
Key Terms Key terms appear in boldface in the
site by companies (called “Seekers”) like Procter & Gamble, text, with definitions in the margins to make it easy
DuPont, and Boeing. Seekers pay Solvers anywhere from $10,000 for students to check their understanding. A complete
to $100,000 per solution. The purpose of the site is to spur inno-
vation in chemistry, biology, biochemistry, and materials science. alphabetical list of key terms appears at the end of
Keep your eyes on the trend of using financial awards to spur each chapter as a study checklist, with page citations
innovative thinking.39
for easy reference.
End-of-Chapter Assignments
In most textbooks, there are only two or three end-of-chapter assignments. By con-
trast, at the end of each chapter in Management 6e, there are five assignments from
which to choose. (But if you count the opening case, “What Would You Do?”, and
its answer, “What Really Happened?”, there are really six assignments.) This gives
instructors more choice in selecting just the right assignment for their classes. It also
gives students a greater variety of activities, making it less likely that they’ll repeat
the same kind of assignment chapter after chapter.
Self Assessments The chapter-ending cases and assignments begin with a related
assessment questionnaire to help students consider how
their own perspectives influence their management skills.
Basic scoring information follows each questionnaire, and
SELF ASSESSMENT the Instructor Manual contains directions for using the as-
Each chapter has a related self-assessment to 1. I can get others to do what I want them to do. sessment tools in class.
help you consider how your own perspectives ML SL NS SU MU
Part 1 Introduction to Management
influence your management skills. Each assess- 2. I frequently evaluate my job performance.
ment tool starts with a short description and ends
with basic scoring information. (Your instructor will
ML SL NS SU MU Management Decision “Management Decision” as-
3. I prefer not to get involved in office politics.
have interpretations of your scores.) As you advance
ML SL NS SU MU signments are focused on a particular decision. Students
through the book, take time to review your assessment
scores together. Doing so will help you see patterns 4. I like the freedom that open-ended goals
provide me.
must decide what to do in the given situation and then
in your own perceptions and behaviors and give you
insights into how those perceptions may affect your ML SL NS SU MU
5. I work best when things are orderly and calm.
answer several questions to explain their choices. For ex-
performance as a manager.
ML SL NS SU MU ample, students must decide how to manage cutting perks
Is Management for You? 6. I enjoy making oral presentations to groups of
As you learned in Section 7 of this chapter, many man-
people. in difficult economic times, whether to mine employees’
ML SL NS SU MU
agers begin their careers in management with specific
ideas about what it means to be the boss. Although 7. I am confident in my abilities to accomplish personal data to find out how to motivate them, and more.
you may want to be a manager because of excitement, difficult tasks.
status, power, or rewards, knowing how to manage ML SL NS SU MU Some “Management Decision” features have optional ex-
tensions that turn the exercises into mini-projects. Infor-
mation on how to do that is in the Instructor Manual.
Management Team Decision “Management Team Decision” assignments

are similar to “Management Decision” assignments in that students face a problem,
must decide what to do, and then answer several questions to explain their choices.
The difference, however, is that “Management Team Decision” assignments are de-
signed to be completed by student teams or groups. Teams have the opportunity to
practice the group decision-making techniques outlined in Chapter 5 (Planning and De-
cision Making). Student management teams will decide the best way to prevent highly
x
qualified and knowledgeable employees from leaving the firm, consider the pros and
cons of becoming a Wal-Mart supplier, build a balanced scorecard for H&R Block, map
a strategy for video-game makers, recharging innovation sources at American automak-
ers, and more.
Practice Being a Manager Working through management issues before you even
get to the workplace can be a beneficial way to practice being a manager. Each exercise
What’s New in 6E?

gives students the opportunity to role-play management scenarios, discuss management
dilemmas, and resolve management problems. Some of the exercises have components
that require individual, take-home preparation, but most are designed to be started and
completed during the class session. Students can explore management issues and prob-
lems in context and with other students. The guided exercises are supported by detailed
teaching notes and role-playing instructions in the Instructor Manual.
Develop Your Career Potential “Develop Your Career Potential” assign-

ments have one purpose: To help students develop their present and future capabil-
ities as managers. What students learn through these assignments is not traditional
“book-learning” based on memorization and regurgitation, but practical knowl-
edge and skills that help managers perform their jobs better. Assignments include
interviewing managers, dealing with the press, conducting a personal SWOT
analysis, learning from failure, developing leadership skills, 360-degree feedback,
and more.
Video clips
Reel to Real Videos Each chapter of Management, 6e contains two video
options. The first is a film clip from a popular Hollywood movie that relates to Management
the chapter content. For example, students will see a “Biz Flix” clip from Charlie Workplace clips
Wilson’s War for Chapter 3 on organizational culture, from Inside Man for Chapter 5
on planning, and from Friday Night Lights for Chapter 15 on managing service and
are new in this
manufacturing operations, to name a few. The second video option is comprised of edition!
longer segments, called “Management Workplace,” that
run approximately 10 minutes and provide a deeper look MANAGEMENT WORKPLACE
Numi Organic Tea
at a single company, its operations, and how it addresses When Danielle Oviedo became the manager of the Distribution
Center at Numi Organic Tea in Oakland, California, her new direct
various management issues everyday. In the Sixth Edition, reports were not happy about the change. They missed
Oviedo’s predecessor, who had treated them like her friends.
But Numi was growing so fast that the company needed
we go inside Mitchell Gold Bob Williams (furniture),

more than just a friendly face to manage its growing pains.
The director of operations, Brian Durkee, hired Oviedo
because her previous work experience showed she was
someone who could help the company respond to the
Preserve (recycled products), Evo (winter-sports equip- demands of rapid expansion. Oviedo says her first chal-
lenge at Numi was to get the employees to stop simply
focusing on their individual tasks each day and work as a
ment retailer), City of Greensburg, Kansas, Flight 001 (re-

© CENGAGE
team toward common goals. In this video we see how she

improved the way the company functioned to make it more
efficient and competitive in a short amount of time.
tailer of travel gear), Scholfield Honda, and Maine Media What to Watch for and Ask Yourself
1. Which type of decisional role did Danielle Oviedo have to
play at Numi in order to help the other employees adapt
Workshops (filmmaking workshops for amateurs). Both to changes she was instituting within the company?
2. Why did Brian Durkee believe Danielle Oviedo had what
it took to be an effective manager at Numi?
the “Biz Flix” and the “Management Workplace” features 3. What role did Danielle Oviedo’s conceptual skills play
when she took over as the manager of the distribution
center at Numi? How did she use these skills to make
guide students on what to look for and think about as improvements in the way the company runs?
they watch the video.
Instructor
Supplements
Comprehensive Instructor Manual The instructor manual to accompany the Sixth
Edition has been completely redone to help instructors with a variety of class types.
In addition to the chapter outlines, additional activities, and solutions you expect,
each chapter of the manual includes a grid detailing all of the pedagogy choices for
the chapter and the companies and teaching points presented. A selection of lesson
plans is also included as are detailed chapter outlines (lecture notes). The lecture
notes include teaching notes for key concepts and for feature boxes, prompts where
xi
relevant PowerPoint slides correspond to chapter content, as well as prompts for
where to show the video. Solutions for chapter features are included.
In addition to all of these teaching tools, an appendix titled “Teaching Your
First Management Course” can be found at the end of the instructor manual. This
appendix is designed specifically to meet the needs and concerns of the first-time
instructor.
What’s New in 6E?
Test Bank The Test Bank for the Sixth Edition of Management builds on the
solid foundation of previous editions. Each test bank chapter contains at least
150 questions in a variety of types: true-false, multiple-choice, short-answer, critical-
thinking questions, and a scenario section that asks students to answer questions
based on detailed management situations. Difficulty ratings are provided, as are tags
correlating to AASCB outcomes and page references for where solutions appear in
the text.
ExamView A computerized version of the Test Bank (called ExamView) is available

on your Instructor Resource CD-ROM and by special request. ExamView allows
you to add or edit questions, instructions, and answers. You can create, edit, store,
print, and otherwise customize all your quizzes, tests, and exams. The system is
menu-driven, making it quick and easy to use.
Course Pre- and Post-Assessments To help you better determine your stu-
dents’ baseline understanding of management principles, we have created an assess-
ment test for your use at the beginning of the term. The 200-question pre-test covers
the basic management concepts that students need to understand. As a conclusion to
your course, you can administer the 200-question post-test. These tests are designed
to help you track your students’ proficiency levels semester to semester. Pre- and
post-assessments are also broken down by chapter, so if you prefer, you can admin-
ister throughout the semester for each chapter of the text. Assessment tests are avail-
able in both Word and ExamView formats.
Reel to Real Video Nothing helps students master management concepts like see-
ing them put into practice in the real world. Both the “Biz Flix” and “Management
Workplace” videos are available on DVD. The Instructor Manual includes detailed
teaching notes so that you can incorporate video into your class in a meaningful way.
PowerPoint® Slides A rich set of PowerPoint slides, with teaching notes, will
make class preparations easy and interesting. The approximately 30 to 50 slides per
chapter cover all key concepts, terms, features, cases, and even some exhibits from
the text. Ample teaching notes offer additional insights and examples plus important
points to cover in lectures. For instructors wishing to integrate various media, we
have also created a set of video PowerPoint slides in which the “BizFlix” movie clips
are embedded in appropriate slides.
Self Assessment PowerPoint® Slides To support the Self Assessment Appen-

dix, we have created a separate set of PowerPoint files that enable professors to use
the assessment inventories in the classroom setting. In each Self Assessment Power-
Point chapter, individual assessment items are placed on separate slides. Excel spread-
sheets embedded on each slide allow instructors to use the data from a simple show
of hands to create distributions for each assessment item. Students can see where they
fit in the distribution, making the assessment tool more interesting and relevant.
Who Wants to Be a Manager? Games are an increasingly popular classroom

review tool, so the Sixth Edition of Management includes a quiz game that uses
JoinIn™ clicker technology. Each chapter has two rounds of 25 questions each,
xii
organized into 5 categories. Category names are fun, but the questions in each cat-
egory are serious review of chapter concepts. A mixture of true-false and multiple-
choice questions keep students working through this enjoyable classroom review.
Instructor Resource CD-ROM (IRCD) For your convenience, the Instructor

Manual, Test Bank, Course Pre- and Post- Assessments, ExamView Software, Pow-
What’s New in 6E?

erPoint presentations, and Who Wants to Be a Manager? are available on a single
CD-ROM, the IRCD.
The Business and Company Resource Center Put a complete business li-
brary at your fingertips with the Business & Company Resource Center (BCRC). The
BCRC is a premier online business research tool that allows you to seamlessly search
thousands of periodicals, journals, references, financial information, industry re-
ports, company histories, and much more. The BCRC is a powerful and time-saving
research tool for students—whether they are completing a case analysis, preparing
for a presentation, creating a business plan, or writing a reaction paper. Instructors
can use the BCRC like an online coursepack, quickly and easily assigning readings
and research projects without the inconvenience of library reserves, permissions, and
printed materials. BCRC filters out the “junk” information students often find when
searching the Internet, providing only the high quality, safe, and reliable news and
information sources. Contact your local representative for pricing and optional bun-
dling information for the Business & Company Resource Center with your text.
Web Tutor™ (for both WebCT®, and Blackboard®) Online learning is grow-
ing at a rapid pace. Whether you are looking to offer courses at distance or to offer
a Web-enhanced classroom, South-Western/Cengage Learning offers you a solution
with WebTutor. WebTutor provides instructors with text-specific content that inter-
acts with the two leading systems of higher education course management—WebCT
and Blackboard.
WebTutor is a turnkey solution for instructors who want to begin using technology
like Blackboard or WebCT but who do not have Web-ready content available, or
who do not want to be burdened with developing their own content. WebTutor uses
the Internet to turn everyone in your class into a front-row student. WebTutor offers
interactive study guide features such as quizzes, concept reviews, flashcards, discus-
sion forums, additional video clips, and more. Instructor tools are also provided to
facilitate communication between students and faculty.
Williams Web site (www.cengage.com/management/williams) The

Williams Web site contains a wealth of resources for both instructors. Here is what’s
available only for professors at the Instructor Resource page of the Williams Web site:
» The full PowerPoint presentations with teaching notes.

» Files for the full Test Bank in Word.
» Files for the full Instructor Manual are also available online. If you don’t have
your materials on hand, you can download the chapters you need and custom-
ize them to suit your lesson plan.
Student Resources The Management package has many resources to help rein-
force the concepts in each chapter.
CengageNOW for Williams Management 6e has a dedicated CengageNOW study
tool that tightly integrates the material in the text with a myriad of review opportunities.
xiii
Students can test their understanding, concentrate their review on their weakest areas,
and then verify their progress using the latest technology.
Premium Student Website New to this edition of Management is student access
to the Premium Student Website. Students can access interactive quizzes, flashcards,
PowerPoint slides, learning games, and more to reinforce chapter concepts. Access
to the Williams Management 6e Premium Student Website is pincode protected.
What’s New in 6E?
Learn more by adding Management 6e to your bookshelf at www.cengage.com/

login. Ask your local Cengage Learning sales representative about this optional
package item.
Acknowledgments
Let’s face it, writing a textbook is a long and lonely process. It’s surely the most difficult
(and rewarding) project I’ve ever tackled. And, as I sat in front of my computer with a
rough outline on the left side of my desk, a two-foot stack of journal articles on the floor,
and a blank screen in front of me, it was easy at times to feel isolated. But, as I found out,
a book like this doesn’t get done without the help of many other talented people.
First, I’d like to thank the outstanding team of supplement authors: Amit Shah
(Frostburg State University), for the outstanding test bank; Colin Grover (B-books,
Ltd.), for the superb PowerPoint slide designs and the great content.
I’d like to thank the world-class team at Cengage for the outstanding support (and
patience) they provided while I wrote this book: Scott Person, who heads the Manage-
ment group at Cengage, was calm, collected, and continuously positive through the
major ups and downs of this project; Clint Kernen, who was in charge of marketing
the book, did an outstanding job of developing marketing themes and approaches;
and Tamborah Moore, who managed the production process, was consistently upbeat
and positive with me when I deserved otherwise. Authors are prone to complain about
their publishers. But that hasn’t been my experience at all. Pure and simple, everyone
at Cengage has been great to work with throughout the entire project. However, spe-
cial thanks on this team goes to Jamie Gleich Bryant, of B-books, Ltd., who was my
developmental editor and with whom I had the most contact while writing the book.
Jamie and her team worked with reviewers, edited the manuscript, managed the devel-
opment of supplements, provided superb feedback and guidance at every stage of the
book, and nudged and prodded me to write faster, make improvements, and maintain
the high quality standards that were set when I began writing. Jamie’s enthusiasm,
professionalism, commitment, and attention to detail made me a better writer, made
this a better book, and made me appreciate my good fortune to work with such an
outstanding talent. Thanks, Jamie, and here’s to many more editions.
I’d like to thank an excellent set of reviewers whose diligent and thoughtful com-
ments helped shape the earlier editions and whose rigorous feedback improved the
Sixth Edition.
Ali Abu-Rahma James Bell Michael Boyd
United States International University of Texas, Austin Owensboro Community College
University Greg Blundel Jon L. Bryan
William Acar Kent State University, Stark Bridgewater State College
Kent State University Katharine A. Bohley Wayne Buchanan
David C. Adams University of Indianapolis Defiance College
Manhattanville College Santanu Borah Bruce Byars
Bruce R. Barringer University of North Alabama University of North Dakota–
University of Central Florida Angela Boston Grand Forks
Gayle Baugh University of Texas, Diane P. Caggiano
University of West Florida Arlington Fitchburg State College
xiv
David Cassidy Jim Jawahar John J. Nader
College of Eastern Utah Illinois State University Grand Valley State University
Dan Cochran Kathleen Jones Charlie Nagelschmidt
Mississippi State University University of North Dakota Champlain College
C. Brad Cox Paul N. Keaton Patrick J. Nedry
Midlands Technical College University of Wisconsin–La Monroe County Community
What’s New in 6E?

Kathy Daruty Crosse College
Pierce College Ellen Ernst Kossek Stephanie Newport
Nicolette DeVille Christensen Michigan State University Austin Peay State University
Guilford College Nancy E. Kucinski Don A. Okhomina
Michael DiVecchio Hardin-Simmons University Fayetteville State University
Central Pennsylvania College Lowell H. Lamberton James S. O’Rourke IV
Jennifer Dose Central Oregon Community University of Notre Dame
University of Minnesota–Morris College Rhonda S. Palladi
Jason Duan Linfield College Georgia State University
Cameron University Donald R. Leavitt Lynne Patten
Joyce A. Ezrow Western Baptist College Clark Atlanta University
Anne Arundel Community College Lee W. Lee Jane Pettinger
Kimborough Ferrell Central Connecticut State Minnesota State University–
Spring Hill College University Moorhead
Charles R. Franz Jerrold Leong Clifton D. Petty
University of Missouri–Columbia Oklahoma State University Drury University
Paul R. Gagnon Randy Lewis John Poirier
Central Connecticut State Texas Christian University Bryant University
University Bob Livingston David M. Porter, Jr.
Franco Gandolfi Cerritos College UCLA
Cedarville University Linda Livingstone Michael Provitera
Janice Gates Baylor University Barry University
Western Illinois University Thomas P. Loughman Abe Qastin
Anu A. Gokhale Columbus State University Lakeland College
Illinois State University Larry Maes Robert Raspberry
Barry Allen Gold Davenport University Southern Methodist
Pace University George Marron University
Martin Grossman Arizona State University Levi Richard
Bridgewater State College Lynda Martin Citrus Community College
Susan C. Hanlon Oklahoma State University Kim Rocha
University of Akron David McCalman Barton College
Russell F. Hardy University of Central Arkansas Linda Ross
New Mexico State University Robert McGowan Cleveland Community College
David Hennessey University of Denver Penni F. Sikkila
Mount Mercy College Don Mosley Baker College
Dorothy Hetmer-Hinds University of South Alabama Amit Shah
Trinity Valley Community Sherry Moss Frostburg State University
College Florida International Thomas Shaughnessy
Roger W. Hutt University Illinois Central College
Arizona State University at the Jaideep Motwani Michelle Slagle
Polytechnic Campus Grand Valley State University University of South Alabama
Joseph Izzo Victoria T. Mullennex James Smas
Alderson Broaddus College Davis & Elkins College Kent State University
xv
James O. Smith Jennie Carter Thomas James Whelan
East Carolina University Belmont University Manhattan College
Charlotte Nix Speegle Neal F. Thomson Joann White
Cisco Junior College Columbus State University Jackson State University
Gregory K. Stephens James Thornton Xiang Yi
Texas Christian University Champlain College Western Illinois University
What’s New in 6E?
John Striebich Mary Jo Vaughan

Monroe Community College Mercer University
Joseph Tagliaferre Michael Wakefield
Pennsylvania State University Colorado State University–Pueblo
Finally, my family deserves the greatest thanks of all for their love, patience, and
support. Writing a textbook is an enormous project with incredible stresses and pres-
sures on authors as well as their loved ones. However, throughout this project, my
wife, Jenny, was unwavering in her support of my writing. She listened patiently, en-
couraged me when I was discouraged, read and commented on most of what I wrote,
gave me the time to write, and took wonderful care of me and our family during this
long process. My children, two in college and one in a business career, also deserve
special thanks for their patience and for understanding why Dad was locked away
at the computer for all of this time.
Meet the Author:

Chuck Williams
Butler University
Chuck Williams is Dean of the College of Business at Butler University. Previously he
was Dean of the Eberhard School of Business at the University of the Pacific and an
Associate Professor of Management at the M.J. Neeley School of Business at Texas
Christian University, where he has also served as an Associate Dean and the Chair of
the Management Department. He received his B.A. in Psychology from Valparaiso
University, and specialized in the areas of Organizational Behavior, Human Re-
sources, and Strategic Management while earning his M.B.A and Ph.D. in Business
Administration from Michigan State University. Previously, he taught at Michigan
State University and was on the faculty of Oklahoma State University.
His research interests include employee recruitment and turnover, performance
appraisal, and employee training and goal-setting. Chuck has published research in
the Journal of Applied Psychology, the Academy of Management Journal, Human
Resource Management Review, Personnel Psychology, and the Organizational
Research Methods Journal. He was a member of the Journal of Management’s Edito-
rial Board, and serves as a reviewer for numerous other academic journals. He was
also the webmaster for the Research Methods Division of the Academy of Manage-
ment (http://www.aom.pace.edu/rmd). Chuck is also a co-recipient of the Society
for Human Resource Management’s Yoder-Heneman Research Award.
Chuck has consulted for a number of organizations General Motors, IBM,
JCPenney, Tandy Corporation, Trism Trucking, Central Bank and Trust, StuartBacon,
the City of Fort Worth, the American Cancer Society, and others. He has taught in
executive development programs at Oklahoma State University, the University of
Oklahoma, and Texas Christian University.
xvi
Chuck teaches a number of different courses, but has been privileged to teach
his favorite course, Introduction to Management, for nearly 20 years. His teaching
philosophy is based on four principles: (1) courses should be engaging and interest-
ing; (2) there’s nothing as practical as a good theory; (3) students learn by doing; and
(4) students learn when they are challenged. The undergraduate students at TCU’s
Neeley School of Business named him instructor of the year. He has also been a
What’s New in 6E?

recipient of TCU’s Dean’s Teaching Award.
xvii
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6e
MANAGEMENT
CHUCK WILLIAMS
Butler University
part one
Introduction tto
oMManagement
2
Chapter 1
Management
This chapter begins by defining management
and discussing the functions of management.
We look at what managers do, what it takes
to be a manager, what companies look for
in their managers, the most serious mistakes
managers make, and what it is like to make the
tough transition from being a worker to being
a manager.
Chapter 2
The History of Management
This chapter reviews the historical origins
of management ideas and practice and the
historical changes that produced the need
for managers. You’ll learn about various
schools of management thought and the key
contributions made by important management
theorists.
Chapter 3
Organizational Environments
and Cultures
Chapter 3 examines the internal and external
forces that affect business, including how
those forces affect the decisions and
performance of a company. We cover
the general environment that affects all
organizations and the specific environment
unique to each company.
Chapter 4
Ethics and Social Responsibility
This chapter examines ethical behavior in
the workplace and explains how unethical
behavior can expose a business to legal
penalties. You’ll read about the influences on
ethical decision making and learn the practical
steps that managers can take to improve
ethical decision making.
3
chapter 1
e n t
n a g em
Ma
ES
IMAG
ETTY /G
IVAN ULL
TIN S S
© JU
Learning Outcomes
1. Describe what management is.
2. Explain the four functions of
management.
What Is Management? What Does It Take to Be a Manager?
3. Describe different kinds
1. Management Is . . . 5. What Companies Look for in
of managers. Managers
2. Management Functions
4. Explain the major roles and 6. Mistakes Managers Make
2.1 Planning
subroles that managers 7. The Transition to Management:
2.2 Organizing
perform in their jobs. The First Year
2.3 Leading
5. Explain what companies look Why Management Matters
2.4 Controlling
for in managers. 8. Competitive Advantage Through
What Do Managers Do?
6. Discuss the top mistakes that People
3. Kinds of Managers
managers make in their jobs. Key Terms
3.1 Top Managers
7. Describe the transition that Self Assessment
3.2 Middle Managers
employees go through Management Decisions
3.3 First-Line Managers
when they are promoted to Management Team Decision
3.4 Team Leaders
management. Practice Being a Manager
4. Managerial Roles
8. Explain how and why Develop Your Career Potential
4.1 Interpersonal Roles
companies can create Reel to Real
4.2 Informational Roles
competitive advantage
4.3 Decisional Roles
through people.
4
one-third are less than 2 dollars.
Moreover, Starbucks coffee is actually
less expensive than Dunkin’ Donuts
coffee after adjusting for the small
Starbucks Headquarters, serving sizes at Dunkin’ Donuts. Most
Seattle, Washington.1 consumers, however, don’t see it that
Twenty years ago, if you had said, way. Graduate student Amy Osbourne
“Give me a venti, vanilla, nonfat latte, has cut her monthly Starbucks bud-
no room, three Splendas,” people get from $60 to $30. Said Osbourne, “I
would have thought you were speak- haven’t been going as often. I’ve been
ing a foreign language. And you making my tea at home.”
would have been because Starbucks When Starbucks’ board of direc- Starbucks
was just getting started. It began tors fired CEO James Donald, it asked Girl Scouts of America
with 4 stores in Seattle in 1987, and founder Howard Schultz to take eBay
today there are over 17,000 stores in charge again. Even though he had Pfizer
40 different countries. That means stepped down as CEO to become Pratt & Whitney
Starbucks has opened an average of the board’s chair in 2000, he stayed Caterpillar
8 new stores per day! Unfortunately, involved in such operational details
Cessna
with profits now a thing of the past, as deciding the color of holiday cups.
RedPeg Marketing
Starbucks has closed 800 stores and Schultz has always been a detail-
Telephonica 02
laid off 25,000 workers. oriented, hands-on boss, a perfection-
Serena Software
Starbucks clearly overexpanded, ist who demands a lot of last-minute
changes. When Starbucks launched Toshiba
providing fodder for late-night TV
its new Pike Place Roast coffee, he Wal-Mart
comedians who have cracked jokes
about Starbucks opening new stores selected the logo and then had it Nortel
inside existing stores. Customer Leslie redesigned right before going to mar-
Miller said, “Starbucks was stupid. ket. He even rewrote the press release.
They put them right next to each Schultz is revered at Starbucks and
other.” Because managers focused on workers sometimes applaud when he
opening new stores for new custom- enters meeting rooms or stores. He
ers, they paid less attention to exist- is such a legend within the company Use your textbook more like
a
ing stores where same-store sales that “What will Howard think?” drives book and less like a referenc note-
e book.
dropped by 3 percent. While that nearly all decisions. Not surprisingly, The margins are a great plac
e
doesn’t seem like much, Starbucks that creates a tremendous amount writing questions on conten for
t you don’t
has to lose only 6 to 8 customers per of anxiety among managers and em- understand, highlighting im
po
store per day to see a 1 percent drop ployees. Schultz recognizes that this concepts, and adding examp rtant
les
in a store’s sales. In other words, small isn’t a good thing. Said Schulz, “It’s not you remember the material. to help
Writing in
changes in customer buying habits y
your boook makes it a more
compre-
make a big difference in Starbucks’ hensive re
resource for management an
a better st d
growth and profitability. study tool.
Consumers are stretching
their dollars, which means
Learning a new subject can
Starbucks is fighting the be challenging. To
help you master the prin
perception—some ciples in this text-
book, each chapter opener
© ISTOCKPHOTO.COM/JOSHUA BLAKE
would say reality—that contains

a stu
st dent resource list tha
Starbucks is a luxury. t alerts you to
th
the materials outside you
McDonald’s coffee is r book that can
he
help you better understand
undoubtedly cheaper, assignments,
wo
w ork on group projects, and
but Starbucks points study for
ttest
ests and exams.
out that half of its
coffee drinks are less
than 3 dollars, while
5
healthy for the organization if everyone’s waiting for me to a piece of our business away.” So, what does Starbucks need
tell them what to do.” Still, Stanley Hainsworth, who was a vice to do to return to growth and profitability? Should it lower
president under Schultz, would have to tell people, “You’re not prices? Should it expand its menu? What should be its
meeting with the king.” Said Hainsworth, “A lot of people were strategy? As founder, Schultz brought enormous success
nervous, so if Howard asked them what they thought, they to Starbucks. But is he the right leader for Starbucks now?
would tell him what he wanted to hear.” Should he continue as CEO? Is he meeting his basic respon-
Schultz’s return has unfortunately not yet produced sibilities as Starbucks’ top manager? What key mistakes is
a turnaround in sales or profits. Shultz, who is feeling the he making? Finally, how should Starbucks counter its new
pressure, told employees, “We have to defend our position; competition, McDonald’s and Dunkin’ Donuts?
we have lots of companies small and large who want to take If you were the CEO of Starbucks, what would you do?
T he management issues facing Starbucks are fundamental to any organization: What’s our plan? What are
top management’s key responsibilities? How can we best position the company against key competitors?
How can we get things done and put in place controls to make sure plans are followed and goals are met? Good
management is basic to starting a business, growing a business, and maintaining a business once it has achieved
some measure of success.
We begin this chapter by defining management and discussing the functions of management. Next, we look at
what managers do by examining the four kinds of managers and reviewing the various roles that managers play.
Then we investigate what it takes to be a manager by reviewing management skills, what companies look for in
their managers, the most serious mistakes managers make, and what it is like to make the tough transition from
being a worker to being a manager. We finish this chapter by examining the competitive advantage that companies
gain from good management. In other words, we learn how to establish a competitive advantage through people.
What Is Management?
To understand how important good management is,
think about mistakes like these: Mistake #1. A high-level bank manager reduces a
marketing manager to tears by angrily criticizing her in front of others for a mis-
take that wasn’t hers.2 Mistake #2. Guidant Corporation, which makes cardiovascu-
lar medical products, waited for 3 years, forty-five device failures, and two patient
deaths before recalling 50,000 defective heart defibrillators, 77 percent of which
were already implanted in patients. Patients were told that if they heard a beeping
noise, their defibrillator was malfunctioning and they should see their doctor or go
to an emergency room.3
Ah, bad managers and bad management. Is it any wonder that companies pay
management consultants nearly $240 billion a year for advice on basic management
issues such as how to lead
people effectively, organize
After reading the next two sections, the company efficiently, and
you should be able to manage large-scale projects
1. describe what management is. and processes?4 This text-
book will help you under-
2. explain the four functions of management.
stand some of the basic issues
that management consultants help companies resolve. (And it won’t cost you billions
of dollars.)
6
1 Management Is . . .
Many of today’s managers got their start welding on the
factory floor, clearing dishes off tables, helping customers fit a suit, or wiping up a
spill in aisle 3. Similarly, lots of you will start at the bottom and work your way up.
There’s no better way to get to know your competition, your customers, and your
Chapter 1 Management
business. But whether you begin your career at the entry level or as a supervisor, your
job as a manager is not to do the work but to help others do theirs. Management is
getting work done through others. Pat Carrigan, a former elementary school prin-
cipal who became a manager at a General Motors car parts plant, says, “I’ve never
made a part in my life, and I don’t really have any plans to make one. That’s not my
job. My job is to create an environment where people who do make them can make
them right, can make them right the first time, can make them at a competitive cost,
and can do so with some sense of responsibility and pride in what they’re doing.
I don’t have to know how to make a part to do any of those things.”5
Pat Carrigan’s description of managerial responsibilities suggests that manag-
ers also have to be concerned with efficiency and effectiveness in the work process.
Efficiency is getting work done with a minimum of effort, expense, or waste. For
example, how do millions of Girl Scouts from over 200 councils across the United
States sell and deliver millions of boxes of cookies each year? In other words, what
makes Girl Scouts so efficient? The national organization, Girl Scouts of America
(GSA), licenses only two bakers, so when GSA changes or improves its cookie of-
ferings by adding new flavors or making healthier, sugar-free options, it can do so
quickly and consistently nationwide. GSA has also designed Girl Scout cookie pack-
ages to maximize the number of boxes that can fit in a delivery truck. The national [Management] getting work done
organization optimizes its overall cookie inventory by tracking sales by type of cook- through others
ie and troop. Because GSA operates efficiently, 2.9 million scouts can sell and deliver [Efficiency] getting work done with a
over 50 million cookies in an 8-week period.6 minimum of effort, expense, or waste
Y
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© ISTO
7
Efficiency alone, however, is not enough to ensure success. Managers must also
strive for effectiveness, which is accomplishing tasks that help fulfill organizational
objectives such as customer service and satisfaction. Wal-Mart’s new computerized
scheduling system is an example of efficiency and effectiveness. It typically takes a
manager a full day to schedule the weekly shifts for a single store. But the computer-
ized scheduling system calculates the schedules for Wal-Mart’s 1.3 million workers in
one day. The system also measures trends in store sales and customer traffic so it can
have more employees on the job whenever its stores are busy. Tests in 39 stores indi-
cated that 70 percent of customers reported improved checkout times and service us-
ing this scheduling system. Wal-Mart spokesperson Sarah Clark said, “The advantages
are simple: We will benefit by improving the shopping experience by having the right
number of associates to meet our customers’ needs when they shop our stores.”7
Management Is . . . Good management is working through others to accomplish tasks

Review 1 that help fulfill organizational objectives as efficiently as possible.
2 Management Functions
Henri Fayol, who was a managing director (CEO) of a
large steel company in the early 1900s, was one of the founders of the field of man-
agement. You’ll learn more about Fayol and management’s other key contributors
when you read about the history of management in Chapter 2. Based on his 20 years
of experience as a CEO, Fayol argued that “the success of an enterprise generally
depends much more on the administrative ability of its leaders than on their technical
ability.”8 Although Google CEO Eric Schmidt has extensive expertise and experience
in computer technology, Google succeeds because of his capabilities as a manager
and not because of his ability to write computer code.
Managers need to perform five managerial functions in order to be successful,
according to Fayol: planning, organizing, coordinating, commanding, and controlling.9
Most management textbooks today have updated this list by dropping the coordi-
nating function and referring to Fayol’s commanding function as “leading.” Fayol’s
management functions are thus known today in this updated form as planning, or-
ganizing, leading, and controlling. Studies indicate that managers who perform these
management functions well are more successful, gaining promotions for themselves
and profits for their companies. For example, the more time CEOs spend planning,
the more profitable their companies are.10 A 25-year study at AT&T found that
employees with better planning and decision-making skills were more likely to be
promoted into management jobs, to be successful as managers, and to be promoted
into upper levels of management.11
The evidence is clear. Managers serve their companies well when they plan, orga-
nize, lead, and control. So we’ve organized this textbook based on these functions of
management, as shown in Exhibit 1.1. The major sections within each chapter of this
textbook are numbered using a single digit: 1, 2, 3, and so on. The subsections are
consecutively numbered, beginning with the major section number. For example, “2.1”
indicates the first subsection under the second major section. This numbering system
[Effectiveness] accomplishing
tasks that help fulfill organizational should help you easily see the relationships among topics and follow the topic se-
objectives quence. It will also help your instructor refer to specific topics during class discussion.
8
Now let’s take a closer look at each of the management functions: 2.1 planning,
2.2 organizing, 2.3 leading, and 2.4 controlling.
Exhibit 1.1
Management Functions and
Organization of the Textbook
2.1 Planning
Part 1: Introduction to Management
Planning involves determining organiza-
Chapter 1: Management
tional goals and a means for achieving them. Chapter 2: The History of Management
As you’ll learn in Chapter 5, planning is one Chapter 3: Organizational Environments and Cultures
of the best ways to improve performance. It Chapter 4: Ethics and Social Responsibility
encourages people to work harder, to work
hard for extended periods, to engage in be- Part 2: Planning
haviors directly related to goal accomplish-
ment, and to think of better ways to do their Chapter 5: Planning and Decision Making
Chapter 6: Organizational Strategy
jobs. But most importantly, companies that
Chapter 7: Innovation and Change
plan have larger profits and faster growth Chapter 8: Global Management
than companies that don’t plan.
For example, the question “What busi-
Part 3: Organizing
ness are we in?” is at the heart of strategic
planning. You’ll learn about this in Chapter 6. Chapter 9: Designing Adaptive Organizations
If you can answer the question “What busi- Chapter 10: Managing Teams
ness are you in?” in two sentences or less, Chapter 11: Managing Human Resource Systems
Chapter 12: Managing Individuals and a Diverse Work Force
chances are you have a very clear plan for
your business. But getting a clear plan is
not so easy. Sometimes even very successful Part 4: Leading
companies stray from their core business.
Chapter 13: Motivation
This happened when eBay paid $2.6 million Chapter 14: Leadership
to acquire Skype, which makes software for Chapter 15: Managing Communication
free phone and video calls over the Internet.
EBay is now selling Skype. Why? Because
eBay’s new CEO realized it was a poor fit Part 5: Controlling
with its core e-commerce business, meaning
Chapter 16: Control
eBay’s Internet auction site and its PayPal Chapter 17: Managing Information
online payment service business.12 Like- Chapter 18: Managing Service and Manufacturing Operations
wise, Google, which makes its money from
search-based Internet advertising, says that
it is not in the advertising business. Its busi-
ness is to “organize the world’s information and make it universally accessible and
useful.”13 Not only can you search Google for websites, images, books and scholarly
articles, and shopping opportunities but you can also organize your personal life
using Google’s calendar, e-mail, photo and document sharing, and newsfeed reader
applications. In contrast to eBay, Google’s $1.65 billion purchase of YouTube fits
with Google’s core business by helping users access and organize video content.
You’ll learn more about planning in Chapter 5 on planning and decision making,
Chapter 6 on organizational strategy, Chapter 7 on innovation and change, and
Chapter 8 on global management.
2.2 Organizing
[Planning] determining organizational
goals and a means for achieving
Organizing is deciding where decisions will be made, who will do what jobs and them
tasks, and who will work for whom in the company. On average, it costs more
[Organizing] deciding where decisions
than $10 billion to bring a new pharmaceutical drug to market. So when Pfizer, will be made, who will do what jobs and
the second-largest pharmaceutical firm in the world, acquired Wyeth, the eleventh tasks, and who will work for whom
9
Meta-Analysis
S
ome studies show that having two drinks a the best estimate of how well that management practice
day increases life expectancy by decreasing works (or doesn’t work). For example, medical research-
the chances of having a heart attack. Yet other ers Richard Peto and Rory Collins averaged all of the
studies show that having two drinks a day different results from several hundred studies investigat-
shortens life expectancy. For years, we’ve ing the relationship between aspirin and heart attacks.
“buttered” our morning toast with margarine instead Their analysis, based on more than 120,000 patients
of butter because margarine was supposed to be better from numerous studies, showed that aspirin lowered the
for our health. Now, however, new studies show that incidence of heart attacks by an average of 4 percent.
the trans-fatty acids in margarine may be just as bad Prior to this study, doctors prescribed aspirin as a preven-
for our arteries as butter. Confusing scientific results tive measure for only 38 percent of heart-attack victims.
like these frustrate ordinary people who want to eat Today, because of the meta-analysis results, doctors pre-
right and live right. They also make many people ques- scribe aspirin for 72 percent of heart-attack victims.
tion just how useful most scientific research really is. Fortunately, you don’t need a Ph.D. to understand
Managers also find themselves questioning the the statistics reported in a meta-analysis. In fact, one
conflicting scientific research published in journals like primary advantage of meta-analysis over traditional
the Academy of Management Journal, the Academy of significance tests is that you can convert meta-analysis
Management Review, the Strategic Management Jour- statistics into intuitive numbers that anyone can easily
nal, the Journal of Applied Psychology, and Adminis- understand. Each meta-analysis reported in the “What
trative Science Quarterly. The Wall Street Journal may Really Works” sections of this textbook is accompa-
quote a management research article from one of these nied by an easy-to-understand statistic called the prob-
journals that says that total quality management is the ability of success. As its name suggests, the probability
best thing since sliced bread (without butter or marga- of success shows how often a management technique
rine). Then, just 6 months later, the Wall Street Jour- will work.
nal will quote a different article from the same journal For example, meta-analyses suggest that the best
that says that total quality management doesn’t work. predictor of a job applicant’s on-the-job performance
If management professors and researchers have trou- is a test of general mental ability. In other words,
ble deciding what works and what doesn’t, how can smarter people tend to be better workers. The aver-
practicing managers know? age correlation (one of those often misunderstood
Thankfully, a research tool called meta-analysis is statistics) between scores on general mental ability
helping management scholars understand how well their tests and job performance is .60. However, very few
research supports management theories. It is also useful people understand what a correlation of .60 means.
for practicing managers because it shows what works What most managers want to know is how often
and the conditions under which management techniques they will hire the right person if they choose job ap-
may work better or worse in the real world. Meta-anal- plicants based on general mental ability test scores.
ysis involves studying the scientific studies themselves. It Likewise, they want to know how much difference a
is based on this simple idea: If one study shows that a cognitive ability test makes when hiring new work-
management technique doesn’t work and another study ers. The probability of success may be high, but if
shows that it does, an average of those results is probably the difference isn’t really that large, is it worth a
10
manager’s time to have job applicants take a general In summary, each “What Really Works” section
mental ability test? in this textbook is based on meta-analysis research,
Well, our user-friendly statistics indicate that it’s wise which provides the best scientific evidence that man-
to have job applicants take a general mental ability test. agement professors and researchers have about what
In fact, the probability of success, shown in graphical works and what doesn’t work in management. We
form here, is 76 percent. This means that an employee will use the easy-to-understand index known as the
hired on the basis of a good score on a general mental probability of success to indicate how well a man-
ability test stands a 76 percent chance of being a bet- agement idea or strategy is likely to work in the
ter performer than someone picked at random from the workplace. Of course, no idea or technique works
pool of all job applicants. So chances are you’re going every time and in every circumstance. Nevertheless,
to be right much more often than wrong if you use a the management ideas and strategies discussed in the
general mental ability test to make hiring decisions.15 “What Really Works” sections can usually make a
meaningful difference where you work. In today’s
General Mental Ability competitive, fast-changing, global marketplace, few
probabilty of success 76% managers can afford to overlook proven manage-
ment strategies like the ones discussed in “What
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Really Works.”
largest, CEO Jeffrey Kindler decided to restructure Pfizer’s research and development
unit into two parts, one for small molecules or traditional pills and one for large
molecules or drugs made from living cells. Kindler said, “Creating two distinct, but
complementary, research organizations, led by the top scientist from each company,
will provide sharper focus, less bureaucracy and clearer accountability in drug
discovery.”14 In all, the new company will consist of nine businesses, including primary
care, vaccines, oncology, consumer and nutritional products, and pharmaceuticals.
You’ll learn more about organizing in Chapter 9 on designing organizations,
Chapter 10 on managing teams, Chapter 11 on managing human resources, and
Chapter 12 on managing individuals and a diverse work force.
2.3 Leading You are never

done. The next
Our third management function, leading, involves inspiring and motivating workers
to work hard to achieve organizational goals. When Anne Mulcahy became Xerox’s
challenge is
CEO, the company was on the brink of bankruptcy—it was $17.1 billion in debt around the
and had only $154 million in cash. In addition, 3 years of steeply declining revenues
and increasing losses had dropped the company’s stock price from $64 a share to
corner. You
just $4.43. Mulcahy admitted that the responsibility of turning the company around have to have an
frightened her: “Nothing spooked me as much as waking up in the middle of the appetite for
night and thinking about 96,000 people and retirees and what would happen if this
thing went south.”16 Still, she took the job. that.
Mulcahy, who traveled to two and sometimes three cities a day to talk to Xerox
managers and employees, implored them to “save each dollar as if it were your ANNE MULCAHY,
own.” And at each stop, she reminded them, “Remember, by my calculations, there FORMER CEO OF XEROX
are [she fills in the number] selling days left in the quarter.”17 Mulcahy said, “One of [Meta analysis] a study of studies,
[Meta-analysis] studies
the things I care most about at Xerox is the morale and motivation at the company. a statistical approach that provides
I think it is absolutely critical to being able to deliver results. People have to feel one of the best scientific estimates of
how well management theories and
engaged, motivated and feel they are making a contribution to something that is practices work
important. I spend the vast majority of my time with customers and employees, and
[Leading] inspiring and motivating
there is nothing more important for any of us to do as leaders than communicate and workers to work hard to achieve orga-
engage with our two most important constituencies.”18 nizational goals
11
Today, as a result of Mulcahy’s leadership and the hard work of dedicated
Xerox employees, Xerox is profitable and a leading developer of color digital printing
technologies.19 Still, says Mulcahy, “The paranoia never goes away. There is a never end-
ing journey here. You are never done. The next challenge is around the corner. You have
to have an appetite for that. . . . I always find something to worry about at night.”20
You’ll learn more about leading in Chapter 13 on motivation, Chapter 14 on
leadership, and Chapter 15 on managing communication.
2.4 Controlling
The last function of management, controlling, is monitoring progress toward goal
achievement and taking corrective action when progress isn’t being made. The ba-
sic control process involves setting standards to achieve goals, comparing actual
performance to those standards, and then making changes to return performance
to those standards. Needing to cut costs (the standard) to restore profitability (the
goal), major airlines began paying Pratt & Whitney to power wash the grime from
the inside of their jets’ engines two to three times a year at a cost of $3,000 per
wash. Why? Cleaner engines reduce fuel consumption by 1.2 percent and can go
18 months longer before having to be rebuilt for regular maintenance—at a high
cost. Johnny Holly, who manages engine maintenance and engineering for South-
west Airlines, says “It’s more than just a subtle improvement when they wash these
engines. A phenomenal amount of fuel can be saved doing this.”21 Indeed, these
engine washes will not only pay for themselves, they will save Southwest airlines an
additional $5.1 million in fuel costs on an annual basis.
You’ll learn more about the control function in Chapter 16 on control, Chapter 17
on managing information, and Chapter 18 on managing service and manufacturing
operations.
Management Functions Henri Fayol’s classic management functions are known

today as planning, organizing, leading, and controlling. Planning is determining organi-
zational goals and a means for achieving them. Organizing is deciding where decisions
will be made, who will do what jobs and tasks, and who will work for whom. Leading is
Review 2 inspiring and motivating workers to work hard to achieve organizational goals. Control-
ling is monitoring progress toward goal achievement and taking corrective action when
needed. Studies show that performing these management functions well leads to better
managerial performance.
What Do Managers Do?

Not all managerial jobs are the same. The demands and
requirements placed on the CEO of Sony are significantly different from those placed
on the manager of your local Wendy’s restaurant.
After reading the next two sections,

you should be able to
[Controlling] monitoring progress
toward goal achievement and taking
3. describe different kinds of managers.
corrective action when needed 4. explain the major roles and subroles that managers perform in their jobs.
12
3 Kinds of Managers
As shown in Exhibit 1.2, there are four kinds of man-
agers, each with different jobs and responsibilities: 3.1 top managers, 3.2 middle
managers, 3.3 first-line managers, and 3.4 team leaders.
3.1 Top Managers
Top managers hold positions like chief executive officer (CEO), chief operating officer
(COO), chief financial officer (CFO), and chief information officer (CIO) and are re-
sponsible for the overall direction of the organization. Top managers have the follow-
ing responsibilities.22 First, they are responsible for creating a context for change. In fact, [Top Managers] executives
the CEOs of CitiGroup, Merrill Lynch, Home Depot, Starbucks, Motorola, and Jet Blue responsible for the overall direction of
the organization
Airways were all fired precisely because they had not moved fast enough to bring about
significant changes in their companies.23 Indeed, in both Europe and the United States,
35 percent of all CEOs are eventually fired because of their inability to successfully change Exhibit 1.2 Jobs
24
their companies. Creating a context for change includes forming a long-range vision or and Responsibilities of
mission for the company. As one CEO said, “The CEO has to think about the future more Four Kinds of Managers
25
than anyone.” Once that vision or mission is set, the second responsibility of top manag-
ers is to develop employees’ commitment to and ownership of the
company’s performance. That is, top managers are responsible for
creating employee buy-in. Trusting that his 61,000 employees
could dramatically increase product innovation at Whirlpool
appliances, then CEO David Whitwam put $135 million
directly into their hands and told them to come up with Top
new ideas. He also encouraged them to go to their M a n agers

RE
bosses with ideas. And if their bosses wouldn’t lis- C E O
t
e en
SP
ten, they were to bring their new product ideas COO
a ng ent
tm
ON
CFO ch itm
mi
directly to him. Employees flocked to an in-
SI
m
m
BI
om
CIO co t
house website with a course on innovation
LI
re en
Ac
TI
l t u m
Vice Presi
ES
and a list of all the new suggestions and dent cu ron
i
AN
ideas, racking up 300,000 hits on the site Cor porate v
Head en
D
each month. Of the commitment dis-
DU
es
TI
played by his workers, Whitwam rc
ce n
ES
u
says, “I had never seen a strat- Middle Man e so ives n an tio
General M agers r t o ta
egy that was so energizing to so anager j ec ati form en io
n
BS
Plant Manag ob rdin per lem v is

JO
many people.” Today, revenue er oo it p er

Regional M c un im up
from innovative products anager ub y s
Divisional M s teg er
has quadrupled. And in- anager rk
tr a o
stead of cutting prices s lw g
r ia nin
to maintain sales, ge rai
a na d t
Whirlpool’s prices n
Office M
a n
First-Line
Managers o nm g a s
are now rising a g e r i n
Shift Sup
n h ing ip
ervisor a c l h
5 percent per Departm te du ns s
ent Manag che n t io hip
year because er s io la ns
at e
custom- i lit al r atio
Team Le c l
ers are ader Team Leade
rs fa ern l re
Team C x t a
willing ontact e rn
Group F t e
to pay acilitator in

13
more for its innovative products, such as the Duet washer and dryer, which were designed
based on employees’ ideas.26
Third, top managers must create a positive organizational culture through
[Middle Managers] responsible for
language and action. Top managers impart company values, strategies, and les-
setting objectives consistent with top sons through what they do and say to others both inside and outside the company.
management’s goals and for planning One CEO said, “I write memos to the board and our operating committee. I’m
and implementing subunit strategies
sure they get the impression I dash them off, but usually they’ve been drafted 10
for achieving these objectives
or 20 times. The bigger you get, the more your ability to communicate becomes
important. So what I write, I write very carefully. I labor over it.”27 Above all, no
matter what they communicate, it’s critical for CEOs to send and reinforce clear,
consistent messages.28 A former Fortune 500 CEO said, “I tried to [use] exactly
co
“The CEO has th
the same words every time so that I didn’t produce a lot of, ‘Last time you said
a very specific th
this, this time you said that.’ You’ve got to say the same thing over and over
and over.”29
an
job that only Finally, top managers are responsible for monitoring their business environments.
he or she can A. G. Lafley, former CEO of Procter & Gamble, believes that most people do not un-
A
derstand the CEO’s responsibilities. Says Lafley, “Conventional wisdom suggests that
de
do: Link the the CEO was primarily a coach and a utility infielder, dropping in to solve [internal]
th
external world problems where they crop up. In fact, however, the CEO has a very specific job that
pr
only he or she can do: Link the external world with the internal organization.”30 This
on
with the internal m
means that top managers must closely monitor customer needs, competitors’ moves,
organization.” an
and long-term business, economic, and social trends.
A. G. LAFLEY, FORMER CEO, 3.2 Middle Managers

PROCTER & GAMBLE
Middle managers hold positions like plant man-
ager, regional manager, or divisional manager.
They are responsible for setting objectives con-
sistent with top management’s goals and for
planning and implementing subunit strategies
for achieving those objectives.31 One specific
middle management responsibility is to plan
and allocate resources to meet objectives.
A second major responsibility is to coordi-
nate and link groups, departments, and divi-
sions within a company. In February 2008,
a tornado destroyed a Caterpillar plant in
Oxford, Mississippi, the only plant in the
company that produced a particular cou-
pling required for many of Caterpillar’s ma-
chines. The disaster threatened a worldwide
production shutdown. Greg Folley, a middle
manager in charge of the parts division that
included the plant, gave workers 2 weeks
to restore production to pre-tornado levels.
He said, “I was betting on people to get it
done.” He contacted new vendors, sent en-
gineers from other Caterpillar locations to
RBIS
Mississippi to check for quality, and set up

ASSELIN/CO
distribution operations in another facility.

Meanwhile, Kevin Kempa, the plant man-
© MICHELE
ager in Oxford, moved some employees

to another plant, delivered new training
14
4
to employees during the production hiatus, and oversaw reconstruction of the plant.
The day before the 2-week deadline, the Oxford plant was up and running and pro-
duced 8,000 parts.32
A third responsibility of middle management is to monitor and manage the per-
formance of the subunits and individual managers who report to them. Graeme
Betts is the manager of the Southwest region for Lloyds Pharmacy in England. While
Betts works with people at all levels, from health-care assistants to board directors,
he spends most of his time with the nine area managers who report to him. In terms
of monitoring and managing the performance of his area managers and, in turn, the
store managers who report to them, Betts says, “We have 231 pharmacies, and as a
[management] team our task is to ensure that our pharmacies are as good as they
can be, and are offering a great service to our customers. To this end we are focused
on providing an efficient [drug] dispensing service, and continually developing new
professional services such as . . . smoking cessation and medicines-use reviews.”34
Finally, middle managers are also responsible for implementing the changes or
strategies generated by top managers. Wal-Mart’s strategy reflects its mission, “Sav-
ing people money so they can live better.” When Wal-Mart began selling groceries in
its new 200,000-square-foot supercenters, it made purchasing manager Brian Wilson
responsible for buying perishable goods more cheaply than Wal-Mart’s competitors.
When small produce suppliers had trouble meeting Wal-Mart’s needs, Wilson worked
closely with them and connected them to RetailLink, Wal-Mart’s computer network,
“which allows our suppliers immediate access to all information needed to help run
the business.” Over time, these steps helped the produce suppliers lower costs and
deliver the enormous quantities of fresh fruits and vegetables that Wal-Mart’s super-
centers need.35 They also helped Wal-Mart become the world’s largest grocer.36
3.3 First-Line Managers [First-line Managers] train and

supervise the performance of
nonmanagerial employees who are
First-line managers hold positions like office manager, shift supervisor, or depart- directly responsible for producing the
ment manager. The primary responsibility of first-line managers is to manage the company’s products or services
Tell and Show People That Ethics Matter

Because managers set the standard for others in the workplace, unethical behavior and prac-
tices quickly spread when they don’t do the right thing. One of the most important things man-
agers can do is to tell people that ethics matter. When DuPont CEO Charles Holliday, Jr., was
a young manager, he was told by DuPont’s then-CEO Dick Heckert, “This company lives by
the letter of its contracts and the intent of those contracts.” Says Holliday, “I still remember the
expression on his face when he said those words, and I’ve lived by that philosophy ever since.”
In today’s business world, however, with one-third of workers reporting that they’ve seen their
bosses lie, steal from the company, or break the law, talk clearly isn’t enough. Holliday says, “Just
saying you’re ethical isn’t very useful. You have to earn trust by what you do every day.” So, tell
the people whom you manage that ethics matter. Then show them by doing
the right thing yourself.33
15
performance of entry-level employees who are directly responsible for producing a
company’s goods and services. Thus, first-line managers are the only managers who
don’t supervise other managers. The responsibilities of first-line managers include
monitoring, teaching, and short-term planning.
First-line managers encourage, monitor, and reward the performance of their
workers. For example, Jeff Dexheimer requires the waiters and waitresses he su-
pervises at the upscale Melting Pot restaurant in St. Louis to memorize a complex
menu and a 400-item wine list. Says Dexheimer, “They’ve got to know every liquor,
every beer, every food item, as well as the sauces it comes with.” To reduce turnover
and keep his 65 employees motivated, Dexheimer gives out $25 nightly rewards for
having the best attitude or for selling the most wine. Since his employees are young
and mostly single, he makes sure they work only one night each weekend. And
once a week, after the restaurant closes, he takes his entire staff out for drinks. Says
Dexheimer, as a manager, “I don’t make myself successful. My employees make me
successful.”37
First-line managers also teach entry-level employees how to do their jobs.
Damian Mogavero’s company, Avero LLC, helps restaurants analyze sales data for
each member of a restaurant’s waitstaff. Restaurant managers who use these data,
says Mogavero, will often take their top-selling server to lunch each week as a re-
ward. The best managers, however, will also take their poorest-selling servers out
to lunch to talk about what they can do to improve their performance.38 Likewise,
Coca-Cola manager Tom Mattia says, “I try to make every interaction I have with
someone on my team a teaching experience. There are always specific work issues
that need to get addressed, but then I try to explain my thinking behind an approach
so people can get more experience.”39
First-line managers also make detailed schedules and operating plans based on
middle management’s intermediate-range plans. By contrast to the long-term plans
of top managers (3 to 5 years out) and the intermediate plans of middle managers
(6 to 18 months out), first-line managers engage in plans and actions that typically
produce results within 2 weeks.40 Consider the typical convenience store manager
(e.g., 7-Eleven) who starts the day by driving past competitors’ stores to inspect their
gasoline prices and then checks the outside of his or her store for anything that might
need maintenance, such as burned-out lights or signs, or restocking, like windshield
washer fluid and paper towels. Then comes an inside check, where the manager de-
termines what needs to be done for that day. (Are there enough coffee and donuts for
breakfast or enough sandwiches for lunch?) Once the day is planned, the manager
turns to weekend orders. After accounting for the weather (hot or cold) and the
sales trends at the same time last year, the manager makes sure the store will have
enough beer, soft drinks, and Sunday papers on hand. Finally, the manager looks 7 to
10 days ahead for hiring needs. Because of strict hiring procedures (basic math tests,
drug tests, and background checks), it can take that long to hire new employees. Said
one convenience-store manager, “I have to continually interview, even if I am fully
staffed.”41
3.4 Team Leaders

The fourth kind of manager is a team leader. This relatively new kind of manage-
ment job developed as companies shifted to self-managing teams, which, by defi-
nition, have no formal supervisor. In traditional management hierarchies, first-line
managers are responsible for the performance of nonmanagerial employees and have
the authority to hire and fire workers, make job assignments, and control resources.
16
In this new structure, the teams themselves perform nearly all of the functions per-
formed by first-line managers under traditional hierarchies.42
Team leaders have a different set of responsibilities than traditional first-line
managers.43 Team leaders are primarily responsible for facilitating team activities
toward accomplishing a goal. This doesn’t mean team leaders are responsible for
team performance. They aren’t. The team is.
Team leaders help their team members plan
and schedule work, learn to solve problems, The idea is for the
and work effectively with each other. Man- team leader to be
agement consultant Franklin Jonath says,
“The idea is for the team leader to be at the
at the service of
service of the group.” It should be clear that the group.
the team members own the outcome. The
leader is there to bring intellectual, emo- FRANKLIN JONATH,
tional, and spiritual resources to the team. MANAGEMENT CONSULTANT
Through his or her actions, the leader should
be able to show the others how to think about the work that they’re doing in the
context of their lives. It’s a tall order, but the best teams have such leaders.44
Relationships among team members and between different teams are crucial to
good team performance and must be well managed by team leaders, who are respon-
sible for fostering good relationships and addressing problematic ones within their
teams. Getting along with others is much more important in team structures because
team members can’t get work done without the help of other teammates. For example,
studies show that it’s not the surgeon but the interactions between the surgeon and all
operating room team members that determine surgical outcomes. However, at twenty
hospitals, 60 percent of the operating room team members—nurses, technicians, and
other doctors—agreed with the statement, “In the ORs here, it is difficult to speak up
if I perceive a problem with patient care.”45 And when operating room team mem-
bers don’t speak up, serious mistakes can occur no matter how talented the surgeon.
Consequently, surgeons are using “safety pauses” to better involve members of their
surgical teams. The surgeon will pause, ask if anyone has concerns or comments, and
address them if need be. Studies show that safety pauses reduce mistakes, such as oper-
ating on the wrong leg or beginning surgery with key surgical instruments missing.46
Team leaders are also responsible for managing external relationships. Team lead-
ers act as the bridge or liaison between their teams and other teams, departments,
and divisions in a company. For example, if a member of Team A complains about
the quality of Team B’s work, Team A’s leader is responsible for solving the problem
by initiating a meeting with Team B’s leader. Together, these team leaders are respon-
sible for getting members of both teams to work together to solve the problem. If it’s
done right, the problem is solved without involving company management or blam-
ing members of the other team.47
So the team leader’s job involves a different set of skills than traditional manage-
ment jobs typically do. For example, a Hewlett-Packard ad for a team leader position
says, “Job seeker must enjoy coaching, working with people, and bringing about
improvement through hands-off guidance and leadership.”48 Team leaders who fail
to understand how their roles are different from those of traditional managers
often struggle in their jobs. A team leader at Texas Instruments said, “I didn’t buy
into teams, partly because there was no clear plan on what I was supposed to do. . . .
I never let the operators [team members] do any scheduling or any ordering of
[Team Leaders] managers responsible
parts because that was mine. I figured as long as I had that, I had a job.”49 for facilitating team activities toward goal
You will learn more about teams in Chapter 10. accomplishment
17
Kinds of Managers There are four different kinds of managers. Top managers are
responsible for creating a context for change, developing attitudes of commitment and
ownership, creating a positive organizational culture through words and actions, and
monitoring their company’s business environments. Middle managers are responsible
for planning and allocating resources, coordinating and linking groups and departments,
monitoring and managing the performance of subunits and managers, and imple-
Review 3 menting the changes or strategies generated by top managers. First-line managers are
responsible for managing the performance of nonmanagerial employees, teaching direct
reports how to do their jobs, and making detailed schedules and operating plans based
on middle management’s intermediate-range plans. Team leaders are responsible for
facilitating team performance, managing external relationships, and facilitating internal
team relationships.
4 Managerial Roles
Although all four types of managers engage in planning,
organizing, leading, and controlling, if you were to follow them around during a
typical day on the job, you would probably not use these terms to describe what
they actually do. Rather, what you’d see are the various roles managers play. Pro-
fessor Henry Mintzberg followed five American CEOs, shadowing each for a week
and analyzing their mail, their conversations, and their actions. He concluded that
managers fulfill three major roles while performing their jobs:50
» Interpersonal roles.
» Informational roles.
» Decisional roles.
In other words, managers talk to people, gather and give information, and
make decisions. Furthermore, as shown in Exhibit 1.3, these three major roles can
be subdivided into ten subroles. Let’s examine each major role—4.1 interpersonal,
4.2 informational, and 4.3 decisional roles—and their ten subroles.
4.1 Interpersonal Roles

More than anything else, management jobs are people-intensive. Estimates vary with
the level of management, but most managers spend between two-thirds and four-
fifths of their time in face-to-face communication with others.51 If you’re a loner, or
if you consider dealing with people a pain, then you may not be cut out for manage-
ment work. In fulfilling the interpersonal role of management, managers perform
three subroles: figurehead, leader, and liaison.
In the figurehead role, managers perform ceremonial duties like greeting com-
pany visitors, speaking at the opening of a new facility, or representing the com-
pany at a community luncheon to support local charities. Wichita, Kansas-based
Cessna is the largest manufacturer of general aviation planes in the world. When
[Figurehead Role] the interpersonal
Cessna opened a new 101,000-square-foot jet service facility employing 77 work-
role managers play when they perform ers in Mesa, Arizona, CEO Jack Pelton flew in to join Mesa’s mayor, Cessna man-
ceremonial duties agers, and local workers and their families to celebrate the grand opening.52
18
In the leader role, managers motivate and encourage workers to Exhibit 1.3
accomplish organizational objectives. At RedPeg Marketing, cofounder
Brad Nierenberg motivates his employees with company perks, such Mintzberg’s Managerial
as a three-bedroom beach house that is available to all forty-eight Roles and Subroles
employees for vacations, cold beer in the refrigerator, free breakfast at
Interpersonal Roles
staff meetings, and trophies and awards for great performance. Once,
Figurehead
after the company had met a critical goal, Nierenberg walked into the
Leader
office with $38,000 in cash, or $1,000 each for his then thirty-eight Liaison
employees. Said Nierenberg, “I thought, ‘I’ve got to make a big deal out
of this; I can’t just put it in their checking account because that’s not as
fun.’ I thought it would be cool for them to see $30,000 in cash.”53
In the liaison role, managers deal with people outside their units. Stud-
ies consistently indicate that managers spend as much time with outsiders Informational Roles
as they do with their own subordinates and their own bosses. In addi- Monitor
Disseminator
tion to his normal duties, Rajesh Hukku, board chair of j-Flex Solutions,
Spokesperson
a maker of financial services software, regularly goes on sales calls, helps
close sales deals, and markets his product to potential customers at indus-
try conventions and forums.54 The same holds true for the convenience
store managers discussed earlier. Even first-line managers spend much of Decisional Roles
their time dealing with outsiders as they deal with vendors who make store Entrepreneur
deliveries and set up product displays, work with computer technicians Disturbance Handler
who help with computer glitches and satellite connections to headquarters, Resource Allocator
order from sales representatives who supply the mops and deli aprons used Negotiator
in the store, and even as they call the sheriff about stolen credit cards.55
Source: Reprinted by
permission of Harvard Business
4.2 Informational Roles Review (an exhibit) from
“The Manager’s Job: Folklore
and Fact,” By Mintzberg,
Not only do managers spend most of their time in face-to-face contact with others H. Harvard Business Review,
but they spend much of it obtaining and sharing information. Indeed, Mintzberg July-August 1975. Copyright
© by the President and Fellows
found that the managers in his study spent 40 percent of their time giving and getting
of Harvard College. All rights
information from others. In this regard, management can be viewed as processing reserved.
information, gathering information by scanning the business environment and lis-
tening to others in face-to-face conversations, processing that information, and then
sharing it with people both inside and outside the company. Mintzberg described
three informational subroles: monitor, disseminator, and spokesperson.
In the monitor role, managers scan their environment for information, actively
contact others for information, and, because of their personal contacts, receive a
great deal of unsolicited information. Besides receiving firsthand information, man-
agers monitor their environment by reading local newspapers and the Wall Street
Journal to keep track of customers, competitors, and technological changes that may
affect their businesses. Now, managers can also take advantage of electronic moni- [Leader Role] the interpersonal role
managers play when they motivate
toring and distribution services that track the news wires (Associated Press, Reuters, and encourage workers to accomplish
and so on) for stories related to their businesses. These services deliver customized organizational objectives
electronic newspapers that include only stories on topics the managers specify. Busi- [Liaison Role] the interpersonal role
ness Wire (http://www.businesswire.com) monitors and distributes daily news head- managers play when they deal with
lines from major industries (e.g., automotive, banking and financial, health, high people outside their units
tech).56 CyberAlert (http://www.cyberalert.com) keeps round-the-clock track of new [Monitor role] the informational role
stories in categories chosen by each subscriber.57 FNS NewsClips Online (http:// managers play when they scan their
environment for information
www.news-clips.com) provides subscribers daily electronic newsclips from more
[Disseminator role] the informational
than 5,000 online news sites.58
role managers play when they share
Because of their numerous personal contacts and their access to subordinates, man- information with others in their depart-
agers are often hubs for the distribution of critical information. In the disseminator role, ments or companies
19
managers share the information they have collected with their subordinates and others
in the company. At Telephonica 02, a British-based telecommunications firm ranked as
one of the best places to work in London, managers sit down twice a year with their em-
ployees to review a pocket-sized pamphlet outlining the company’s goals and objectives.
The discussions center around how the employees’ personal development and growth
plans can be linked to the company’s goals.59 Although there will never be a complete
substitution for face-to-face dissemination of information, Serena Software, based in

Redwood City, California, uses Facebook to communicate worldwide with its 850 em-
ployees. On “Facebook Fridays,” employees are given an hour, should they choose, to
spend time using Facebook to communicate about themselves or learn about others in
the company. Serena Software relies on Facebook so much for recruiting new employees
and marketing its products that it has become the company’s de facto intranet.60 (You’ll
read more about intranets in Chapter 15 on communication.)
In contrast to the disseminator role, in which managers distribute information to em-
ployees inside the company, managers in the spokesperson role share information with
people outside their departments and companies. One of the most common ways CEOs
serve as spokespeople for their companies is at annual meetings with company share-
holders or the board of directors. CEOs also serve as spokespeople to the media when
their companies are involved in major news stories. When Toshiba pulled the plug on
its effort to position its HD-DVD technology as the dominant format for new high-def-
inition players, ceding the market to Sony’s Blu-ray, it was the company CEO Atsutoshi
Nishida who explained this move to the public. Because Japanese companies value
pride and tend to choose less high-profile strategies for backing out of a business deal,
it was surprising that Nishida acted as the spokesperson in this situation. But Nishida
emphasized, “We were in this to win,” and explained Toshiba’s decision to change its
[Spokesperson Role] the information-
strategy and invest energy in alternative avenues of growth.61
al role managers play when they share
information with people outside their
departments or companies 4.3 Decisional Roles
[Entrepreneur Role] the decisional
role managers play when they adapt Mintzberg found that obtaining and sharing information is not an end in itself.
themselves, their subordinates, and
their units to change
Obtaining and sharing information with people inside and outside the company
is useful to managers because it helps
them make good decisions. Accord-
ing to Mintzberg, managers engage
in four decisional subroles: entrepre-
neur, disturbance handler, resource
allocator, and negotiator.
In the entrepreneur role, man-
agers adapt themselves, their subor-
dinates, and their units to change.
Veterans Affairs (VA) hospitals long
had a reputation for red tape, inef-
ficiency, and second-class medical
treatment. Today, though, inde-
pendent groups rank VA hospitals
as some of the best in the country.
Fifteen years ago, the VA’s lead-
ership instituted a culture of ac-
countability and change aimed
at improving its entire system.
NDOV
Doctors, nurses, staffers, and

HITE/LA
administrators met regularly to

© KIM W
review possible improvements.
20
After a VA nurse in Topeka, Kansas, noticed that rental car companies used hand-
held bar-code scanners to check in returned cars, she suggested using bar codes on
patients’ ID bracelets and their bottled medicines. Today, the VA’s bar-code scanners
are tied to an electronic records system that prevents nurses from handing out the
wrong medicines and automatically alerts the hospital pharmacy to possibly harmful
drug interactions or dangerous patient allergies.62
In the disturbance handler role, managers respond to pressures and problems so
severe that they demand immediate attention and action. Top managers often play
the role of disturbance handler, but shortly before Hurricane Katrina made landfall,
Wal-Mart’s then CEO Lee Scott realized that all of the company’s top managers and
store managers would have to be effective disturbance handlers in order to serve the
company and the communities in which they worked. So Scott sent this message out:
“A lot of you are going to have to make decisions above your level. Make the best
decision that you can with the information that’s available to you at the time, and
above all, do the right thing.”63 Empowered by their CEO, employees used a forklift
to crash through a warehouse door to get water, broke into a locked pharmacy to
retrieve medicine for a hospital, and crashed a bulldozer through the front of a store
so that supplies could be used to sustain the local community.
In the resource allocator role, managers decide who will get what resources and
how many resources they will get. For instance, as the recession that began in the
fall of 2008 deepened, companies slashed production by closing facilities, laying off
workers, and cutting pay for surviving workers and managers. But when it came to
research and development (R&D) spending, the
largest firms spent as much on R&D as they
did before, despite revenues falling by nearly
“Companies by and
8 percent. Why did they allocate an even large realized that
larger part of their budgets to R&D spend- large reductions in
ing in the middle of a recession? Because in
prior economic downturns, continued in- R&D are suicidal.”
vestments in R&D led to the development
of successful products such as the iPod and JIM ANDREW, BCG
fuel-efficient jet engines. Says Jim Andrew,
of the Boston Consulting Group, “Companies by and large realized that large re-
ductions in R&D are suicidal.” Therefore, companies such as Intel, which saw a
90 percent drop in its net income, still spent $5.4 billion on R&D. Likewise, 3M, which
cut capital spending by 30 percent and laid off 4,700 workers, slightly increased its
R&D spending so as not to sacrifice future profits from new, innovative products.64
In the negotiator role, managers negotiate schedules, projects, goals, outcomes,
resources, and employee raises. It was as a negotiator that Mike Zafirovski was
able to address the $9 billion class-action lawsuit that could have put Nortel out
of business. After three earnings restatements in 3 years, the value of Nortel’s stock
had declined by $30 billion, and fed-up shareholders brought two class-action law-
suits against the company seeking $9 billion in damages. Most managers would
assume that there was only one option—to fight the lawsuit—because paying
[Disturbance Handler Role] the
the $9 billion in damages would put Nortel out of business. Zafirovski, however, decisional role managers play when
negotiated by inviting the five attorneys from the plaintiffs to work directly with they respond to severe problems that
him and his team by using a court-appointed mediator to achieve a settlement. demand immediate action
Zafirovski apologized for Nortel’s errors, saying, “We let you down.” Then, he [Resource Allocator Role] the
asked them to “not kill the company,” because in doing so, “you would receive decisional role managers play when
they decide who gets what resources
absolutely nothing.” The apology worked. Attorney Max Berger said, “We were
[Negotiator Role] the decisional role
all very impressed by him.” Nortel agreed to partially compensate shareholders for
managers play when they negotiate
their losses by paying $2.4 billion in cash and stock. The settlement allowed Nortel schedules, projects, goals, outcomes,
to stay in business.65 resources, and employee raises
21
Managerial Roles Managers perform interpersonal, informational, and decisional
roles in their jobs. In fulfilling the interpersonal role, managers act as figureheads by
performing ceremonial duties, as leaders by motivating and encouraging workers, and
as liaisons by dealing with people outside their units. When managers perform their
informational role, they act as monitors by scanning their environment for information,
Review 4 as disseminators by sharing information with others in the company, and as spokes-
people by sharing information with people outside their departments or companies. In
decisional roles, managers act as entrepreneurs by adapting their units to incremental
change, as disturbance handlers by responding to larger problems that demand imme-
diate action, as resource allocators by deciding resource recipients and amounts, and
as negotiators by bargaining with others about schedules, projects, goals, outcomes,
and resources.
What Does It Take

to Be a Manager?
I didn’t have the slightest idea what my job was. I walked in giggling and
laughing because I had been promoted and had no idea what principles or
style to be guided by. After the first day, I felt like I had run into a brick wall.
(Sales Representative #1)
Suddenly, I found myself saying, boy, I can’t be responsible for getting all
that revenue. I don’t have the time. Suddenly you’ve got to go from [taking
care of] yourself and say now I’m the manager, and what does a manager do?
It takes awhile thinking about it for it to really hit you . . . a manager gets
things done through other people. That’s a very, very hard transition to make.
(Sales Representative #2)66
The preceding statements were made by two star sales representatives who, on
the basis of their superior performance, were promoted to the position of sales
manager. As their comments indicate, at first they did not feel confident about their
ability to do their jobs as
managers. Like most new
After reading the next three sections, managers, these sales man-
you should be able to agers suddenly realized that
the knowledge, skills, and
5. explain what companies look for in managers.
abilities that led to success
6. discuss the top mistakes that managers make in their jobs.
early in their careers (and
7. describe the transition that employees go through when they were probably responsible
are promoted to management. for their promotion into the
ranks of management) would not necessarily help them succeed as managers. As
sales representatives, they were responsible only for managing their own perfor-
mance. But as sales managers, they were now directly responsible for supervis-
ing all of the sales representatives in their sales territories. Furthermore, they were
now directly accountable for whether those sales representatives achieved their
sales goals.
22
If performance in nonmanagerial jobs doesn’t necessarily prepare you for a
managerial job, then what does it take to be a manager?
5 What Companies Look for
in Managers
When companies look for employees who would be
good managers, they look for individuals who have technical skills, human skills,
conceptual skills, and the motivation to manage.67 Exhibit 1.4 shows the relative
importance of these four skills to the jobs of team leaders, first-line managers, middle Exhibit 1.4
managers, and top managers.
Technical skills are the specialized procedures, Relative Importance of
techniques, and knowledge required to get the job Managerial Skills to Different
done. For the sales managers described above, Managerial Jobs
technical skills involve the ability to find new sales
prospects, develop accurate sales pitches based on
Importance
customer needs, and close the sale. For a nurse su-
High
pervisor, technical skills include being able to in-
sert an IV or operate a crash cart if a patient goes
into cardiac arrest.
Technical skills are most important for team
leaders and lower-level managers because they su-
pervise the workers who produce products or serve
customers. Team leaders and first-line managers
need technical knowledge and skills to train new
Importance
employees and help employees solve problems.

Low
Technical knowledge and skills are also needed

to troubleshoot problems that employees can’t
handle. Technical skills become less important as Technical Human Conceptual Motivation
managers rise through the managerial ranks, but Skills Skills Skills to Manage
they are still important.
Team Leaders Middle Managers
Human skills can be summarized as the ability
to work well with others. Managers with human First-Line Managers Top Managers
skills work effectively within groups, encourage
others to express their thoughts and feelings, are
sensitive to others’ needs and viewpoints, and are good listeners and communica-
tors. Human skills are equally important at all levels of management, from first-line
supervisors to CEOs. However, because lower-level managers spend much of their
time solving technical problems, upper-level managers may actually spend more time
dealing directly with people. On average, first-line managers spend 57 percent of
their time with people, but that percentage increases to 63 percent for middle man-
agers and 78 percent for top managers.68
[Technical Skills] the ability to apply the
Conceptual skills are the ability to see the organization as a whole, to under- specialized procedures, techniques, and
stand how the different parts of the company affect each other, and to recognize knowledge required to get the job done
how the company fits into or is affected by its external environment such as the [Human Skills] the ability to work well
local community, social and economic forces, customers, and the competition. with others
Good managers have to be able to recognize, understand, and reconcile multiple [Conceptual Skills] the ability to see the
complex problems and perspectives. In other words, managers have to be smart! In organization as a whole, understand how
the different parts affect each other, and
fact, intelligence makes so much difference for managerial performance that man- recognize how the company fits into or is
agers with above-average intelligence typically outperform managers of average affected by its external environment
23
intelligence by approximately 48 percent.69 Clearly, companies need
to be careful to promote smart workers into management. Conceptual
skills increase in importance as managers rise through the manage-
ment hierarchy.
Good management involves much more than intelligence, however.
For example, making the department genius a manager can be disas-
trous if that genius lacks technical skills, human skills, or one other
factor known as the motivation to manage. Motivation to manage is
© DYNAMIC GRAPHICS/CREATAS IMAGES/JUPITERIMAGES
an assessment of how motivated employees are to interact with supe-

riors, participate in competitive situations, behave assertively toward
others, tell others what to do, reward good behavior and punish poor
behavior, perform actions that are highly visible to others, and handle
and organize administrative tasks. Managers typically have a stronger
motivation to manage than their subordinates, and managers at higher
levels usually have a stronger motivation to manage than managers
at lower levels. Furthermore, managers with a stronger motivation to
manage are promoted faster, are rated as better managers by their em-
ployees, and earn more money than managers with a weak motivation
to manage.70
Technical skills are most important at the lower

levels of management, but even top managers need
technical skills
What Companies Look for in Managers Companies do not want one-dimensional

managers. They want managers with a balance of skills. They want managers who know
their stuff (technical skills), are equally comfortable working with blue-collar and white-
collar employees (human skills), are able to assess the complexities of today’s competitive
marketplace and position their companies for success (conceptual skills), and want to
Review 5 assume positions of leadership and power (motivation to manage). Technical skills are
most important for lower-level managers, human skills are equally important at all levels
of management, and conceptual skills and motivation to manage increase in importance
as managers rise through the managerial ranks.
6 Mistakes Managers Make

Another way to understand what it takes to be a manager
is to look at the mistakes managers make. In other words, we can learn just as much
from what managers shouldn’t do as from what they should do. Exhibit 1.5 lists the
top ten mistakes managers make.
Several studies of U.S. and British managers have compared “arrivers,” or manag-
ers who made it all the way to the top of their companies, with “derailers,” or manag-
ers who were successful early in their careers but were knocked off the fast track by
the time they reached the middle to upper levels of management.71 The researchers
found that there were only a few differences between arrivers and derailers. For the
most part, both groups were talented and both groups had weaknesses. But what
[Motivation to Manage] an assess-
ment of how enthusiastic employees distinguished derailers from arrivers was that derailers possessed two or more fatal
are about managing the work of others flaws with respect to the way they managed people. Although arrivers were by no
24
means perfect, they usually had no more than one fatal flaw or had found ways to
minimize the effects of their flaws on the people with whom they worked.
Exhibit 1.5
The number-one mistake made by derailers was that they were insensitive to oth- Top 10 Mistakes That
ers by virtue of their abrasive, intimidating, and Managers Make
bullying management style. The authors of one
study described a manager who walked into his 1. Insensitive to others: abrasive, intimidating, bullying style.
subordinate’s office and interrupted a meeting 2. Cold, aloof, arrogant.
by saying, “I need to see you.” When the subor-
3. Betrayal of trust.
dinate tried to explain that he was not available
because he was in the middle of a meeting, the 4. Overly ambitious: thinking of next job, playing politics.
manager barked, “I don’t give a damn. I said
5. Specific performance problems with the business.
I wanted to see you now.”72 Not surprisingly,
only 25 percent of derailers were rated by oth- 6. Overmanaging: unable to delegate or build a team.
ers as being good with people, compared to
7. Unable to staff effectively.
75 percent of arrivers.
The second mistake was that derailers 8. Unable to think strategically.
were often cold, aloof, or arrogant. Although 9. Unable to adapt to boss with different style.
this sounds like insensitivity to others, it has
more to do with derailed managers being so 10. Overdependent on advocate or mentor.
smart, so expert in their areas of knowledge, Source: M. W. McCall, Jr., & M. M. Lombardo, “What Makes a Top Executive?” Psychology
that they treated others with contempt because Today, February 1983, 26–31.
they weren’t experts, too. For example, AT&T
called in an industrial psychologist to counsel
its vice president of human resources because
she had been blamed for “ruffling too many feathers” at the company.73 Interviews
with the vice president’s coworkers and subordinates revealed that they thought she
was brilliant, was “smarter and faster than other people,” “generates a lot of ideas,”
and “loves to deal with complex issues.” Unfortunately, these smarts were accompa-
nied by a cold, aloof, and arrogant management style. The people she worked with
complained that she does “too much too fast,” treats coworkers with “disdain,”
“impairs teamwork,” “doesn’t always show her warm side,” and has “burned too
many bridges.”74
The third mistake made by derailers involved betraying a trust. Betraying a trust
ITERIMAGES
doesn’t mean being dishonest. Instead, it means making others look bad by
not doing what you said you would do when you said you would do it. That
D IMAGES/JUP
mistake, in itself, is not fatal because managers and their workers aren’t ma-
chines. Tasks go undone in every company every single business day. There’s
always too much to do and not enough time, people, money, or resources to
STUDIOS/BLEN
do it. The fatal betrayal of trust is failing to inform others when things will
not be done on time. This failure to admit mistakes, quickly inform oth-
ers of the mistakes, take responsibility for the mistakes, and then fix them
without blaming others clearly distinguished the behavior of derailers from
arrivers. © HILL STREET
The fourth mistake was being overly political and ambitious. Managers
who always have their eye on their next job rarely establish more than
superficial relationships with peers and coworkers. In their haste to gain cred-
it for successes that would be noticed by upper management, they make the Managers who fail to delegate will not have
enough time to do anything well.
fatal mistake of treating people as though they don’t matter. An employee with an overly
ambitious boss described him this way: “He treats employees coldly, even cruelly. uelly. He
assigns blame without regard to responsibility, and takes all the credit for himself. I once
had such a boss, and he gave me a new definition of shared risk: If something I did was
successful, he took the credit. If it wasn’t, I got the blame.”75
25
The fatal mistakes of being unable to delegate, build a team, and staff effectively
indicate that many derailed managers were unable to make the most basic transition
to managerial work: to quit being hands-on doers and get work done through oth-
ers. Two things go wrong when managers make these mistakes. First, when manag-
ers meddle in decisions that their subordinates should be making—when they can’t
stop being doers—they alienate the people who work for them. Rich Dowd, founder
of Dowd Associates, an executive search firm, admits to constantly monitoring and

interrupting employees because they weren’t doing the job “in the way I saw fit,
even when their work was outstanding.” According to Richard Kilburg of Johns
Hopkins University, when managers interfere with workers decisions, “You . . . have
a tendency to lose your most creative people. They’re able to say, ‘Screw this. I’m not
staying here.’”76 Indeed, one employee told Dowd that if he was going to do her job
for her, she would quit. Second, because they are trying to do their subordinates’ jobs
in addition to their own, managers who fail to delegate will not have enough time to
do much of anything well.
Mistakes Managers Make Another way to understand what it takes to be a man-

ager is to look at the top mistakes managers make. Five of the most important mistakes
Review 6 made by managers are being abrasive and intimidating; being cold, aloof, or arrogant;
betraying trust; being overly ambitious; and failing to build a team and then delegate
to that team.
7 The Transition to Management:

The First Year
In her book Becoming a Manager: Mastery of a New
Identity, Harvard Business School professor Linda Hill followed the development
of nineteen people in their first year as managers. Her study found that becoming a
manager produced a profound psychological transition that changed the way these
managers viewed themselves and others. As shown in Exhibit 1.6, the evolution of
the managers’ thoughts, expectations, and realities over the course of their first year
in management reveals the magnitude of the changes they experienced.
Initially, the managers in Hill’s study believed that their job was to exercise for-
mal authority and to manage tasks—basically being the boss, telling others what
to do, making decisions, and getting things done. One of the managers Hill inter-
viewed said, “Being the manager means running my own office, using my ideas and
thoughts.” Another said, “[The office is] my baby. It’s my job to make sure it works.”77
In fact, most of the new managers were attracted to management positions because
they wanted to be in charge. Surprisingly, the new managers did not believe that their
job was to manage people. The only aspects of people management mentioned by the
new managers were hiring and firing.
After 6 months, most of the new managers had concluded that their initial ex-
pectations about managerial work were wrong. Management wasn’t just about be-
ing the boss, making decisions, and telling others what to do. The first surprise was
the fast pace and heavy workload involved. Said one of Hill’s managers, “This job
26
is much harder than you think. It is 40 to 50 percent more work than being a pro-
ducer! Who would have ever guessed?” The pace of managerial work was startling,
too. Another manager said, “You have eight or nine people looking for your time . . .
coming into and out of your office all day long.” A somewhat frustrated manager
declared that management was “a job that never ended . . . a job you couldn’t get
your hands around.”78
Informal descriptions like this are consistent with studies indicating that the
average first-line manager spends no more than 2 minutes on a task before being
interrupted by a request from a subordinate, a phone call, or an e-mail. The pace is
somewhat less hurried for top managers, who spend an average of approximately
9 minutes on a task before having to switch to another. In practice, this means that
supervisors may perform thirty different tasks per hour, while top managers perform
seven different tasks per hour, with each task typically different from the one that
preceded it. A manager described this frenetic level of activity by saying, “The only
time you are in control is when you shut your door, and then I feel I am not doing
the job I’m supposed to be doing, which is being with the people.”79
The other major surprise after 6 months on the job was that the managers’
expectations about what they should do as managers were very different from
their subordinates’ expectations. Initially, the managers defined their jobs as help-
ing their subordinates perform their jobs well. For the managers, who still defined
themselves as doers rather than managers, assisting their subordinates meant going
out on sales calls or handling customer complaints. One manager said, “I like going
out with the rep, who may need me to lend him my credibility as manager. I like the
challenge, the joy in closing. I go out with the reps and we make the call and talk
about the customer; it’s fun.”80 But when the managers “assisted” in this way, their
subordinates were resentful and viewed their help as interference. The subordinates
wanted their managers to help them by solving problems that they couldn’t solve.
Once the managers realized this distinction, they embraced their role as problem-
solver and troubleshooter. Thus, they could help without interfering with their sub-
ordinates’ jobs.
After a year on the job, most of the managers thought of themselves as managers
and no longer as doers. In making the transition, they finally realized that people
management was the most important part of their job. One of Hill’s interviewees
summarized the lesson that had taken him a year to learn by saying, “As many de-
mands as managers have on their time, I think their primary responsibility is people
development. Not production, but people development.”81 Another indication of
how much their views had changed was that most of the managers now regretted
Exhibit 1.6 The Transition to Management: Initial Expectations, after Six Months, and after a Year
MANAGERS’ INITIAL EXPECTATIONS AFTER SIX MONTHS AS A MANAGER AFTER A YEAR AS A MANAGER
JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
§ Be the boss § Initial expectations were wrong § No longer “doer”

§ Have formal authority § Fast pace § Communicating, listening, and giving
positive reinforcement
§ Manage tasks § Heavy workload § Learning to adapt to and control stress
§ Job is to be problem-solver and § Job is people development

§ Job is not managing people
troubleshooter for subordinates
27
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different content
hemispheres was shining with light, but it was very different light
from the feeble glow of the buildings and streets around us, an
intensely brilliant blue radiance which was all but blinding to our
eyes. From these massed, radiant hemispheres came the loud
droning we had heard, and now we saw, at the pit's farther edge, a
cylindrical little room or structure of metal which was supported
several hundred feet above the pit's floor by a single slender shaft of
smooth round metal, like a great bird-cage. And toward this cage-
structure Hurus Hol was pointing now, his eyes flashing.
"It's the switch-board of the thing!" he cried. "And these brilliant
hemispheres—the unheard-of space-path of this dark star—it's all
clear now! All——"
He broke off, suddenly, as Nal Jak sprang back, uttering a cry and
pointing upward. For the moment we had forgotten the hovering
cones above the city, and now one of them was slanting swiftly
downward, straight toward us.
We turned, ran back, and the next moment an etheric bomb crashed
down upon the spot where we had stood, exploding silently in a
great flare of light. Another bomb fell and flared, nearer, and then I
turned with sudden fierce anger and aimed the little ray-projector in
my hand at the hovering cone above. The brilliant little beam cut
across the dark shape; the black cone hovered still for a moment,
then crashed down into the street to destruction. But now, from
above and beyond, other cones were slanting swiftly down toward
us, while from the pyramidal buildings beside us hordes of the black
tentacle-creatures were pouring out in answer to the alarm.
In a solid, resistless swarm they rushed upon us. I heard a yell of
defiance from Dal Nara, beside me, the hiss of our rays as they clove
through the black masses in terrible destruction, and then they were
upon us. A single moment we whirled about in a wild mêlée of men
and cone-creatures, of striking human arms and coiling tentacles;
then there was a shout of warning from one of my friends,
something hard descended upon my head with crushing force, and
all went black before me.
4
Faint light was filtering through my eyelids when I came back to

consciousness. As I opened them I sat weakly up, then fell back.
Dazedly I gazed about me. I was lying in a small, square room lit
only by its own glowing walls and floor and ceiling, a room whose
one side slanted steeply upward and inward, pierced by a small
barred window that was the only opening. Opposite me I discerned
a low door of metal bars, or grating, beyond which lay a long,
glowing-walled corridor. Then all these things were suddenly blotted
out by the anxious face of Hurus Hol, bending down toward me.
"You're awake!" he exclaimed, his face alight. "You know me, Ran
Rarak?"
For answer I struggled again to a sitting position, aided by the arm
of Dal Nara, who had appeared beside me. I felt strangely weak,
exhausted, my head throbbing with racing fires.
"Where are we?" I asked, at last. "The fight in the city—I remember
that—but where are we now? And where's Nal Jak?"
The eyes of my two friends met and glanced away, while I looked
anxiously toward them. Then Hurus Hol spoke slowly.
"We are imprisoned in this little room in one of the great pyramids of
the glowing city," he said. "And in this room you have lain for weeks,
Ran Rarak."
"Weeks?" I gasped, and he nodded. "It's been almost ten weeks
since we were captured there in the city outside," he said, "and for
all that time you've lain here out of your head from that blow you
received, sometimes delirious and raving, sometimes completely
unconscious. And in all that time this dark star, this world, has been
plunging on through space toward our Galaxy, and our sun, and the
theft and doom of that sun. Ten more days and it passes our sun,
stealing it from the Galaxy. And I, who have learned at last what
forces are behind it all, lie prisoned here.
"It was after we four were brought to this cell, after our capture,
that I was summoned before our captors, before a council of those
strange tentacle-creatures which was made up, I think, of their own
scientists. They examined me, my clothing, all about me, then
sought to communicate with me. They do not speak—
communicating with each other by telepathy—but they strove to
enter into communication with me by a projection of pictures on a
smooth wall, pictures of their dark star world, pictures of our own
Galaxy, our own sun—picture after picture, until at last I began to
understand the drift of them, the history and the purpose of these
strange beings and their stranger world.
"For ages, I learned, for countless eons, their mighty sun had
flashed through the infinities of space, alone except for its numerous
planets upon which had risen these races of tentacle-creatures.
Their sun was flaming with life, then, and on their circling planets
they had attained to immense science, immense power, as their
system rolled on, a single wandering star, through the depths of
uncharted space. But as the slow eons passed, the mighty sun
began to cool, and their planets to grow colder and colder. At last it
had cooled so far that to revive its dying fires they dislodged one of
their own planets from its orbit and sent it crashing into their sun,
feeding its waning flames. And when more centuries had passed and
it was again cooling they followed the same course, sending another
planet into it, and so on through the ages, staving off the death of
their sun by sacrificing their worlds, until at last but one planet was
left to them. And still their sun was cooling, darkening, dying.
"For further ages, though, they managed to preserve a precarious
existence on their single planet by means of artificial heat-
production, until at last their great sun had cooled and solidified to
such a point that life was possible upon its dark, dead surface. That
surface, because of the solidified radio-active elements in it, shone
always with pale light, and to it the races of the tentacle-creatures
now moved. By means of great air-current projectors they
transferred the atmosphere of their planet to the dark star itself and
then cast loose their planet to wander off into space by itself, for its
orbit had become erratic and they feared that it would crash into
their own great dark star world, about which it had revolved. But on
the warm, shining surface of the great dark star they now spread
out and multiplied, raising their cities from its glowing rock and
clinging to its surface as it hurtled on and on and on through the
dark infinities of trackless space.
"But at last, after further ages of such existence, the tentacle-races
saw that again they were menaced with extinction, since in
obedience to the inexorable laws of nature their dark star was
cooling still further, the molten fires at its center which warmed its
surface gradually dying down, while that surface became colder and
colder. In a little while, they knew, the fires at its center would be
completely dead, and their great world would be a bitter, frozen
waste, unless they devised some plan by which to keep warm its
surface.
"At this moment their astronomers came forward with the
announcement that their dark-star world, plunging on through
empty space, would soon pass a great star-cluster or Galaxy of suns
at a distance of some fifteen billion miles. They could not invade the
worlds of this Galaxy, they knew, for they had discovered that upon
those worlds lived countless trillions of intelligent inhabitants who
would be able to repel their own invasion, if they attempted it. There
was but one expedient left, therefore, and that was to attempt to
jerk a sun out of this Galaxy as they passed by it, to steal a star
from it to take out with them into space, which would revolve
around their own mighty dark world and supply it with the heat they
needed.
"The sun which they fixed on to steal was one at the Galaxy's very
edge, our own sun. If they passed this at fifteen billion miles, as
their course then would cause them to do, they could do nothing.
But if they could change their dark star's course, could curve inward
to pass this sun at some three billion miles instead of fifteen, then
the powerful gravitational grip of their own gigantic world would
grasp this sun and carry it out with it into space. The sun's planets,
too, would be carried out, but these they planned to crash into the
fires of the sun itself, to increase its size and splendor. All that was
needed, therefore, was some method of curving their world's course
inward, and for this they had recourse to the great gravity-
condensers which they had already used to shift their own planets.
"You know that it is gravitational force alone which keeps the suns
and planets to their courses, and you know that the gravitational
force of any body, sun or planet, is radiated out from it in all
directions, tending to pull all things toward that body. In the same
way there is radiated outward perpetually from the Galaxy the
combined attractive gravitational force of all its swarming suns, and
a tiny fraction of this outward-radiating force, of course, struck the
dark star, pulling it weakly toward the Galaxy. If more of that
outward-radiating force could strike the dark star, it would be pulled
toward the Galaxy with more power, would be pulled nearer toward
the Galaxy's edge, as it passed.
"It was just that which their gravity-condenser accomplished. In a
low pit at the heart of one of their cities—this city, in fact—they
placed the condenser, a mass of brilliant hemispherical ray-attracters
which caused more of the Galaxy's outward-shooting attractive force
to fall upon the dark star, which condensed and concentrated that
radiating force upon the dark star, thereby pulling the dark star
inward toward the Galaxy's edge in a great curve. When they
reached a distance of three billion miles from the Galaxy's edge they
planned to turn off the great condenser, and their dark star would
then shoot past the Galaxy's edge, jerking out our sun with it, from
that edge, by its own terrific gravitational grip. If the condenser
were turned off before they came that close, however, they would
pass the sun at a distance too far to pull it out with them, and would
then speed on out into space alone, toward the freezing of their
world and their own extinction. For that reason the condenser, and
the great cage-switch of the condenser, were guarded always by
hovering cones, to prevent its being turned off before the right
moment.
"Since then they have kept the great gravity-condenser in unceasing
operation, and their dark star has swept in toward the Galaxy's edge
in a great curve. Back in our own solar system I saw and understood
what would be the result of that inward curve, and so we came here
—and were captured. And in those weeks since we were captured,
while you have lain here unconscious and raving, this dark star has
been plunging nearer and nearer toward our Galaxy and toward our
sun. Ten more days and it passes that sun, carrying it out with it into
the darkness of boundless space, unless the great condenser is
turned off before then. Ten more days, and we lie here, powerless to
warn any of what forces work toward the doom of our sun!"
There was a long silence when Hurus Hol's voice had ceased—a
whispering, brain-crushing silence which I broke at last with a single
question.
"But Nal Jak——?" I asked, and the faces of my two companions
became suddenly strange, while Dal Nara turned away. At last Hurus
Hol spoke.
"It was after the tentacle-scientists had examined me," he said
gently, "that they brought Nal Jak down to examine. I think that
they spared me for the time being because of my apparently greater
knowledge, but Nal Jak they—vivisected."
There was a longer hush than before, one in which the brave, quiet
figure of the wheelman, a companion in all my service with the fleet,
seemed to rise before my suddenly blurring eyes. Then abruptly I
swung down from the narrow bunk on which I lay, clutched dizzily at
my companions for support, and walked unsteadily to the square,
barred little window. Outside and beneath me lay the city of the
dark-star people, a mighty mass of pyramidal, glowing buildings,
streets thronged with their dark, gliding figures, above them the
swarms of the racing cones. From our little window the glowing wall
of the great pyramid which held us slanted steeply down for fully
five hundred feet, and upward above us for twice that distance. And
as I raised my eyes upward I saw, clear and bright above, a great,
far-flung field of stars—the stars of our own Galaxy toward which
this world was plunging. And burning out clearest among these the
star that was nearest of all, the shining yellow star that was our own
sun.
I think now that it was the sight of that yellow star, largening
steadily as our dark star swept on toward it, which filled us with
such utter despair in the hours, the days, that followed. Out beyond
the city our cruiser lay hidden in the black forest, we knew, and
could we escape we might yet carry word back to the Federation of
what was at hand, but escape was impossible. And so, through the
long days, days measurable only by our own time-dials, we waxed
deeper into an apathy of dull despair.
Rapidly my strength came back to me, though the strange food
supplied us once a day by our captors was almost uneatable. But as
the days fled by, my spirits sank lower and lower, and less and less
we spoke to each other as the doom of our sun approached, the
only change in any thing around us being the moment each twenty-
four hours when the signal-horns called across the city, summoning
the hordes in its streets to their four-hour sleep-period. At last,
though, we woke suddenly to realization of the fact that nine days
had passed since my awakening, and that upon the next day the
dark star would be plunging past the burning yellow star above us
and jerking it into its grip. Then, at last, all our apathy dropped from
us, and we raged against the walls of our cells with insensate fury.
And then, with startling abruptness, came the means of our
deliverance.
For hours there had been a busy clanging of tools and machines
somewhere in the great building above us, and numbers of the
tentacle-creatures had been passing our barred door carrying tools
and instruments toward some work being carried out overhead. We
had come to pay but little attention to them, in time, but as one
passed there came a sudden rattle and clang from outside, and
turning to the door we saw that one of the passing creatures had
dropped a thick coil of slender metal chain upon the floor and had
passed on without noticing his loss.
In an instant we were at the door and reaching through its bars
toward the coil, but though we each strained our arms in turn
toward it the thing lay a few tantalizing inches beyond our grasp. A
moment we surveyed it, baffled, fearing the return at any moment
of the creature who had dropped it, and then Dal Nara, with a
sudden inspiration, lay flat upon the floor, thrusting her leg out
through the grating. In a moment she had caught the coil with her
foot, and in another moment we had it inside, examining it.
We found that though it was as slender as my smallest finger the
chain was of incredible strength, and when we roughly estimated the
extent of its thick-coiled length we discovered that it would be more
than long enough to reach from our window to the street below. At
once, therefore, we secreted the thing in a corner of the room and
impatiently awaited the sleep-period, when we could work without
fear of interruption.
At last, after what seemed measureless hours of waiting, the great
horns blared forth across the city outside, and swiftly its streets
emptied, the sounds in our building quieting until all was silence,
except for the humming of a few watchful cones above the great
condenser, and the deep droning of the condenser itself in the
distance. At once we set to work at the bars of our window.
Frantically we chipped at the rock at the base of one of the metal
bars, using the few odd bits of metal at our command, but at the
end of two hours had done no more than scratch away a bare inch
of the glowing stone. Another hour and we had laid bare from the
rock the lower end of the bar, but now we knew that within minutes
the sleep-period of the city outside would be ending, and into its
streets would be swarming its gliding throngs, making impossible all
attempts at escape. Furiously we worked, dripping now with sweat,
until at last when our time-dials showed that less than half an hour
remained to us I gave over the chipping at the rock and wrapped
our chain firmly around the lower end of the bar we had loosened.
Then stepping back into the cell and bracing ourselves against the
wall below the window, we pulled backward with all our strength.
A tense moment we strained thus, the thick bar holding fast, and
then abruptly it gave and fell from its socket in the wall to the floor,
with a loud, ringing clang. We lay in a heap on the floor, panting and
listening for any sound of alarm, then rose and swiftly fastened the
chain's end to one of the remaining bars. The chain itself we
dropped out of the window, watching it uncoil its length down the
mighty building's glowing side until its end trailed on the empty
glowing street far below. At once I motioned Hurus Hol to the
window, and in a moment he had squeezed through its bars and was
sliding slowly down the chain, hand under hand. Before he was ten
feet down Dal Nara was out and creeping downward likewise, and
then I too squeezed through the window and followed them,
downward, the three of us crawling down the chain along the huge
building's steeply sloping side like three flies.
I was ten feet down from the window, now, twenty feet, and
glanced down toward the glowing, empty street, five hundred feet
below, and seeming five thousand. Then, at a sudden sound from
above me, I looked sharply up, and as I did so the most sickening
sensation of fear I had ever experienced swept over me. For at the
window we had just left, twenty feet above me, one of the tentacle-
creatures was leaning out, brought to our cell, I doubted not, by the
metal bar's ringing fall, his white, red-rimmed eye turned full upon
me.
I heard sighs of horror from my two companions beneath me, and
for a single moment we hung motionless along the chain's length,
swinging along the huge pyramid's glowing side at a height of
hundreds of feet above the shining streets below. Then the creature
raised one of its tentacles, a metal tool in its grasp, which he
brought down in a sharp blow on the chain at the window's edge.
Again he repeated the blow, and again.
He was cutting the chain!
For a space of seconds I hung motionless there, and then as the tool
in the grasp of the creature above came down on the chain in
another sharp blow the sound galvanized me into sudden action.
"Slide on down!" I cried. They didn't, however, but followed me up
the chain, though Dal Nara and I alone came to grips with the
horrible dead-star creature. I gripped the links with frantic hands,
pulling myself upward toward the window and the creature at the
window, twenty feet above me.
Three times the tool in his hand came down upon the chain while I
struggled up toward him, and each time I expected the strand to
sever and send us down to death, but the hard metal withstood the
blows for the moment, and before he could strike at it again I was
up to the level of the window and reaching up toward him.
As I did so, swift black tentacles thrust out and gripped Dal Nara and
me, while another of the snaky arms swept up with the tool in its
grasp for a blow on my head. Before it could fall, though, I had
reached out with my right hand, holding to the chain with my left,
and had grasped the body of the thing inside the window, pulling
him outside before he had time to resist. As I did so my own hold
slipped a little, so that we hung a few feet below the window, both
clinging to the slender chain and both striking futilely at each other,
he with the metal tool and I with my clenched fist.
A moment we hung there, swaying hundreds of feet above the
luminous stone street, and then the creature's tentacles coiled
swiftly around my neck, tightening, choking me. Hanging
precariously to our slender strand with one hand I struck out blindly
with the other, but felt consciousness leaving me as that remorseless
grip tightened. Then with a last effort I gripped the chain firmly with
both hands, doubled my feet under me, and kicked out with all my
strength. The kick caught the cone-body of my opponent squarely,
tearing him loose from his own hold on the chain, and then there
was a sudden wrench at my neck and I was free of him, while
beneath Dal Nara and I glimpsed his dark body whirling down
toward the street below, twisting and turning in its fall along the
building's slanting side and then crashing finally down upon the
smooth, shining street below, where it lay a black little huddled
mass.
Hanging there I looked down, panting, and saw that Hurus Hol had
reached the chain's bottom and was standing in the empty street,
awaiting us. Glancing up I saw that the blows of the creature I had
fought had half severed one of the links above me, but there was no
time to readjust it; so with a prayer that it might hold a few
moments longer Dal Nara and I began our slipping, sliding progress
downward.
The sharp links tore our hands cruelly as we slid downward, and
once it seemed to me that the chain gave a little beneath our
weight. Apprehensively I looked upward, then down to where Hurus
Hol was waving encouragement. Down, down we slid, not daring to
look beneath again, not knowing how near we might be to the
bottom. Then there was another slight give in the chain, a sudden
grating catch, and abruptly the weakened link above snapped and
we dropped headlong downward—ten feet into the arms of Hurus
Hol.
A moment we sprawled in a little heap there on the glowing street
and then staggered to our feet. "Out of the city!" cried Hurus Hol.
"We could never get to the condenser-switch on foot—but in the
cruiser there's a chance. And we have but a few minutes now before
the sleep-period ends!"
Down the broad street we ran, now, through squares and avenues of
glowing, mighty pyramids, crouching down once as the ever-
hovering cones swept by above, and then racing on. At any moment,
I knew, the great horns might blare across the city, bringing its
swarming thousands into its streets, and our only chance was to win
free of it before that happened. At last we were speeding down the
street by which we had entered the city, and before us lay that
street's end, with beyond it the vista of black forest and glowing
plain over which we had come. And now we were racing over that
glowing plain, a quarter-mile, a half, a mile....
Abruptly from far behind came the calling, crescendo notes of the
mighty horns, marking the sleep-period's end, bringing back into the
streets the city's tentacle-people. It could be but moments now, we
knew, before our escape was discovered, and as we panted on at
our highest speed we listened for the sounding of the alarm behind
us.
It came! When we had drawn to within a half-mile of the black forest
where our cruiser lay hidden, another great tumult of horn-notes
burst out over the glowing city behind, high and shrill and raging.
And glancing back we saw swarms of the black cones rising from the
pyramidal buildings' summits, circling, searching, speeding out over
the glowing plains around the city, a compact mass of them racing
straight toward us.
"On!" cried Hurus Hol. "It's our last chance—to get to the cruiser!"
Staggering, stumbling, with the last of our strength we sped on,

over the glowing soil and rocks, toward the rim of the black forest
which lay now a scant quarter-mile ahead. Then suddenly Hurus Hol
stumbled, tripped and fell. I halted, turned toward him, then turned
again as Dal Nara shouted thickly and pointed upward. We had been
sighted by the speeding cones above and two of them were driving
straight down toward us.
A moment we stood there, rigid, while the great cones dipped
toward us, waiting for the death that would crash down upon us
from them. Then suddenly a great dark shape loomed in the air
above and behind us, from which sprang out swift shafts of brilliant
green light, the dazzling de-cohesion ray, striking the two swooping
cones and sending them down in twin torrents of shattered
wreckage. And now the mighty bulk behind us swept swiftly down
upon us, and we saw that it was our cruiser.
Smoothly it shot down to the ground, and we stumbled to its side,
through the waiting open door. As I staggered up to the bridgeroom
the third officer was shouting in my ear. "We sighted you from the
forest," he was crying. "Came out in the cruiser to get you——"
But now I was in the bridgeroom, brushing the wheelman from the
controls, sending our ship slanting sharply up toward the zenith.
Hurus Hol was at my side, now, pointing toward the great telechart
and shouting something in my ear. I glanced over, and my heart
stood still. For the great dark disk on the chart had swept down to
within an inch of the shining line around our sun-circle, the danger-
line.
"The condenser!" I shouted. "We must get to that switch—turn it
off! It's our only chance!"
We were racing through the air toward the luminous city, now, and
ahead a mighty swarm of the cones was gathering and forming to
meet us, while from behind and from each side came other swarms,
driving on toward us. Then the door clicked open and Dal Nara burst
into the bridgeroom.
"The ship's ray-tubes are useless!" she cried. "They've used the last
charge in the ray-tanks!"
At that cry the controls quivered under my hands, the ship slowed,
stopped. Silence filled the bridgeroom, filled all the cruiser, the last
silence of despair. We had failed. Weaponless our ship hung there,
motionless, while toward it from all directions leaped the swift and
swarming cones, in dozens, in scores, in hundreds, leaping toward
us, long black messengers of death, while on the great telechart the
mighty dark star leapt closer toward the shining circle that was our
sun, toward the fateful line around it. We had failed, and death was
upon us.
And now the black swarms of the cones were very near us, and
were slowing a little, as though fearing some ruse on our part, were
slowing but moving closer, closer, while we awaited them in a last
utter stupor of despair. Closer they came, closer, closer....
A ringing, exultant cry suddenly sounded from somewhere in the
cruiser beneath me, taken up by a sudden babel of voices, and then
Dal Nara cried out hoarsely, beside me, and pointed up through our
upper observation-windows toward a long, shining, slender shape
that was driving down toward us out of the upper air, while behind it
drove a vast swarm of other and larger shapes, long and black and
mighty.
"It's our own ship!" Dal Nara was shouting, insanely. "It's Ship 16!
They escaped, got back to the Galaxy—and look there—behind them
—it's the fleet, the Federation fleet!"
There was a wild singing of blood in my ears as I looked up, saw the
mighty swarm of black shapes that were speeding down upon us
behind the shining cruiser, the five thousand mighty battle-cruisers
of the Federation fleet.
The fleet! The massed fighting-ships of the Galaxy, cruisers from
Antares and Sirius and Regulus and Spica, the keepers of the Milky
Way patrol, the picked fighters of a universe! Ships with which I had
cruised from Arcturus to Deneb, beside which I had battled in many
an interstellar fight. The fleet! They were straightening, wheeling,
hovering, high above us, and then they were driving down upon the
massed swarms of cones around us in one titanic, simultaneous
swoop.
Then around us the air flashed brilliant with green ray and bursting
flares, as de-cohesion rays and etheric bombs crashed and burst
from ship to ship. Weaponless our cruiser hung there, at the center
of that gigantic battle, while around us the mighty cruisers of the
Galaxy and the long black cones of the tentacle-people crashed and
whirled and flared, swooping and dipping and racing upon each
other, whirling down to the glowing world below in scores of
shattered wrecks, vanishing in silent flares of blinding light. From far
away across the surface of the luminous world beneath, the great
swarms of cones drove on toward the battle, from the shining
towers of cities far away, racing fearlessly to the attack, sinking and
falling and crumbling beneath the terrible rays of the leaping ships
above, ramming and crashing with them to the ground in sacrificial
plunges. But swiftly, now, the cones were vanishing beneath the
brilliant rays.
Then Hurus Hol was at my side, shouting and pointing down toward
the glowing city below. "The condenser!" he cried, pointing to where
its blue radiance still flared on. "The dark star—look!" He flung a
hand toward the telechart, where the dark star disk was but a scant
half-inch from the shining line around our sun-circle, a tiny gap that
was swiftly closing. I glanced toward the battle that raged around
us, where the Federation cruisers were sending the cones down to
destruction by swarms, now, but unheeding of the condenser below.
A bare half-mile beneath us lay that condenser, and its cage-pillar
switch, which a single shaft of the green ray would have destroyed
instantly. And our ray-tubes were useless!
Then wild resolve flared up in my brain and I slammed down the
levers in my hands, sent our ship racing down toward the condenser
and its upheld cage like a released thunderbolt of hurtling metal.
"Hold tight!" I screamed as we thundered down. "I'm going to ram
the switch!"
And now up toward us were rushing the brilliant blue hemispheres of
the pit, the great pillar and upheld cage beside them, toward which
we flashed with the speed of lightning. Crash!—and a tremendous
shock shook the cruiser from stem to stern as its prow tore through
the upheld metal cage, ripping it from its supporting pillar and
sending it crashing to the ground. Our cruiser spun, hovered for a
moment as though to whirl down to destruction, then steadied,
while we at the window gazed downward, shouting.
For beneath us the blinding radiance of the massed hemispheres had
suddenly snapped out! Around and above us the great battle had
died, the last of the cones tumbling to the ground beneath the rays
of the mighty fleet, and now we turned swiftly to the telechart.
Tensely we scanned it. Upon it the great dark-star disk was creeping
still toward the line around our sun-circle, creeping slower and
slower toward it but still moving on, on, on.... Had we lost, at the
last moment? Now the black disk, hardly moving, was all but
touching the shining line, separated from it by only a hair's-breadth
gap. A single moment we watched while it hovered thus, a moment
in which was settled the destiny of a sun. And then a babel of
incoherent cries came from our lips. For the tiny gap was widening!
The black disk was moving back, was curving outward again from
our sun and from the Galaxy's edge, curving out once more into the
blank depths of space whence it had come, without the star it had
planned to steal. Out, out, out—and we knew, at last, that we had
won.
And the mighty fleet of ships around us knew, from their own tele-
charts. They were massing around us and hanging motionless while
beneath us the palely glowing gigantic dark star swept on, out into
the darkness of trackless space until it hung like a titanic feeble
moon in the heavens before us, retreating farther and farther from
the shining stars of our Galaxy, carrying with it the glowing cities
and the hordes of the tentacle-peoples, never to return. There in the
bridgeroom, with our massed ships around us, we three watched it
go, then turned back toward our own yellow star, serene and far and
benignant, that yellow star around which swung our own eight little
worlds. And then Dal Nara flung out a hand toward it, half weeping
now.
"The sun!" she cried. "The sun! The good old sun, that we fought for
and saved! Our sun, till the end of time!"
It was on a night a week later that Dal Nara and I said farewell to
Hurus Hol, standing on the roof of that same great building on
Neptune from which we had started with our fifty cruisers weeks
before. We had learned, in that week, how the only survivor of those
cruisers, Ship 16, had managed to shake off the pursuing cones in
that first fierce attack and had sped back to the Galaxy to give the
alarm, of how the mighty Federation fleet had raced through the
Galaxy from beyond Antares in answer to that alarm, speeding out
toward the approaching dark star and reaching it just in time to save
our own ship, and our sun.
The other events of that week, the honors which had been loaded
upon us, I shall not attempt to describe. There was little in the solar
system which we three could not have had for the asking, but Hurus
Hol was content to follow the science that was his life-work, while
Dal Nara, after the manner of her sex through all the ages, sought a
beauty parlor, and I asked only to continue with our cruiser in the
service of the Federation fleet. The solar system was home to us,
would always be home to us, but never, I knew, would either of us
be able to break away from the fascination of the great fleet's
interstellar patrol, the flashing from sun to sun, the long silent hours
in cosmic night and stellar glare. We would be star-rovers, she and I,
until the end.
So now, ready to rejoin the fleet, I stood on the great building's roof,
the mighty black bulk of our cruiser behind us and the stupendous
canopy of the Galaxy's glittering suns over our heads. In the streets
below, too, were other lights, brilliant flares, where thronging crowds
still celebrated the escape of their worlds. And now Hurus Hol was
speaking, more moved than ever I had seen him.
"If Nal Jak were here——" he said, and we were all silent for a
moment. Then his hand came out toward us and silently we wrung
it, turning toward the cruiser's door.
As it slammed shut behind us we were ascending to the bridgeroom,
and from there we glimpsed now the great roof dropping away
beneath us as we slanted up from it once more, the dark figure of
Hurus Hol outlined for a moment at its edge against the lights below,
then vanishing. And the world beneath us was shrinking, vanishing
once more, until at last of all the solar system behind us there was
visible only the single yellow spark that was our sun.
Then about our outward-racing cruiser was darkness, the infinite
void's eternal night—night and the unchanging, glittering hosts of
wheeling, flaming stars.
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Chapter 2 : History of Management 38

End-of-chapter materials 109 Basics of Organizational Strategy 202

Chapter 12 : Managing Individuals

Chapter 17 : Managing Information 656

Chapter 18 : Managing Service

ABOUT THIS EDITION

What Is Ethical and Unethical

What’s New in 6E?

Study Tips Knowing how to study effectively is not an innate talent.

keep students up-to-date on current trends facing

Management Team Decision “Management Team Decision” assignments

What’s New in 6E?

Develop Your Career Potential “Develop Your Career Potential” assign-

we go inside Mitchell Gold Bob Williams (furniture),

ment retailer), City of Greensburg, Kansas, Flight 001 (re-

team toward common goals. In this video we see how she

they watch the video.

ExamView A computerized version of the Test Bank (called ExamView) is available

Self Assessment PowerPoint® Slides To support the Self Assessment Appen-

Who Wants to Be a Manager? Games are an increasingly popular classroom

Instructor Resource CD-ROM (IRCD) For your convenience, the Instructor

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Williams Web site (www.cengage.com/management/williams) The

» The full PowerPoint presentations with teaching notes.

Learn more by adding Management 6e to your bookshelf at www.cengage.com/

What’s New in 6E?

John Striebich Mary Jo Vaughan

Meet the Author:

What’s New in 6E?

would say reality—that contains

Management Is . . . Good management is working through others to accomplish tasks

2.3 Leading You are never

leadership, and Chapter 15 on managing communication.

Management Functions Henri Fayol’s classic management functions are known

What Do Managers Do?

After reading the next two sections,

directly to him. Employees flocked to an in-

Plant Manag ob rdin per lem v is

many people.” Today, revenue er oo it p er

A. G. LAFLEY, FORMER CEO, 3.2 Middle Managers

Mississippi to check for quality, and set up

distribution operations in another facility.

ager in Oxford, moved some employees