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|Ch. 1||Managers and Management||2|
|Learning from Experience - One Manager's Reflection: James C. Ray, Jr.||13|
|Ethical Dilemma in Management: Are U.S. Executives Overpaid?||17|
|History Module: The Historical Roots of Contemporary Management Practices||26|
|Details on a Management Classic: Frederick Taylor||29|
|Ch. 2||Managing in a Contemporary World||42|
|Learning from Experience - One Manager's Reflection: D. J. Hanlon||58|
|Ethical Dilemma in Management: The Contingent Workforce||62|
|Ch. 3||Foundations of Planning||76|
|Details on a Management Classic: Locke and Goal-Setting Theory||83|
|Ch. 4||Foundations of Decision Making||104|
|Ethical Dilemma in Management: Stem-Cell Research||116|
|Learning from Experience - One Manager's Reflection: James C. Ray, Jr.||121|
|Quantitative Module: Quantitative Decision-Making Aids||130|
|Ch. 5||Basic Organization Designs||140|
|Details on a Management Classic: Stanley Milgram||144|
|Ethical Dilemma in Management: Obeying Orders||147|
|Ch. 6||Staffing and Human Resource Management||168|
|Ethical Dilemma in Management: The Stress Interview||179|
|Career Module: Building Your Career||196|
|Ch. 7||Managing Change, Stress, and Innovation||202|
|Details on a Management Classic: Coch and French: Resistance to Change||209|
|Ethical Dilemma in Management: The OD Intervention||212|
|Ch. 8||Foundations of Individual and Group Behavior||226|
|Ethical Dilemma in Management: Must Attitudes and Behaviors Align?||230|
|Learning from Experience - One Manager's Reflection: Brendan McGinty||237|
|Details on a Management Classic: Solomon Asch and Group Conformity||249|
|Ch. 9||Understanding Work Teams||256|
|Learning from Experience - One Manager's Reflection: Steve Peters||266|
|Ethical Dilemma in Management: Does Everyone Have To Be a Team Player?||268|
|Ch. 10||Motivating and Rewarding Employees||278|
|Details on a Management Classic: David McClelland and the Three-Needs Theory||285|
|Ethical Dilemma in Management: Rewarding Appropriate Behavior||290|
|Learning from Experience - One Manager's Reflection: Mark Boice||296|
|Ch. 11||Leadership and Trust||308|
|Details on a Management Classic: The Fielder Contingency Model of Leadership||316|
|Ethical Dilemma in Management: Do Men and Women Lead Differently?||326|
|Learning from Experience - One Manager's Reflection: Adele Sacarelli||327|
|Ch. 12||Communication and Interpersonal Skills||338|
|Ethical Dilemma in Management: Distorting Information Purposely||345|
|Learning from Experience - One Manager's Reflection: Lori A. De Gasso||355|
|Ch. 13||Foundations of Control||372|
|Ethical Dilemma in Management: Invasion of Privacy?||387|
|Ch. 14||Operations and Value Chain Management||400|
|Ethical Dilemma in Management: The Bully Supplier||408|
|Glindex (combined subject index/glossary)||461|
Welcome to the fourth edition of Fundamentals of Management. We have continued the tradition started with the first edition of this book: covering the essential concepts in management; providing a sound foundation for understanding the key issues; offering a strong practical focus, including the latest research studies in the field; and achieving these ends through a writing style that readers will find interesting and straightforward. By keeping the length around 500 pages, the book is designed to be completed in a one-term course.
We want to use this preface to address three critical questions: (1) What assumptions guided the development of this book? (2) What's new in this revision? and (3) how does the book encourage learning?
Every author who sits down to write a book has a set of assumptions—either explicit or implicit—that guides what is included and what is excluded. We want to state ours up front. Management is an exciting field. The subject matter encompassed in an introductory management text is inherently exciting. We're talking about the real world. We're talking about why StrawberryFrog is revolutionizing the international advertising industry; how an entrepreneurial venture, Zone's Cycles, competes so effectively against large retail chains; why companies like Cincinnati Milacron and British Airways have achieved ISO 9000 certification to demonstrate their commitment to quality; how Trufresh LLC operates a virtual organization; how the leadership of Rudy Giuliani comforted a nation; and how a lack of control mechanisms and ethics led to the fall of corporate giants likeEnron, Adelphia, and WorldCom. A good management text should capture this excitement. How? Through a crisp and conversational writing style, elimination of nonessential details, a focus on issues that are relevant to the reader, and inclusion of examples and visual stimuli to make concepts come alive.
It's our belief that management shouldn't be studied solely from the perspective of "top management," "billion-dollar companies," or "U.S. corporations." The subject matter in management encompasses everyone from the lowest supervisor to the chief executive officer. The content should give as much attention to the challenges and opportunities in supervising a team of five, some of whom may be telecommuting, as those in directing a staff of MBA-educated vice presidents. Similarly, not everyone wants to work for a Fortune 500 company. Readers who are interested in working in small businesses, entrepreneurial ventures, or not-for-profit organizations should find the descriptions of management concepts applicable to their needs. Finally, organizations operate today in a global village. Readers must understand how to adjust their practices to reflect differing cultures. Our book addresses each of these concerns.
Before we committed anything to paper and included it in this book, we made sure it met our "so what?" test. Why would someone need to know this fact? If the relevance isn't overtly clear, either the item should be omitted or its relevance should be directly explained. In addition, content must be timely. We live in dynamic times. Changes are taking place at an unprecedented pace. A textbook in a dynamic field such as management must reflect this fact by including the latest concepts and practices. Ours does!
This book is organized around the four traditional functions of management—planning, organizing, leading, and controlling. It is supplemented with material that addresses current issues affecting managers. For example, we take the reader through "Managing in Today's World" (chapter 2), "Understanding Work Teams" (Chapter 9), "Leadership and Trust" (chapter 11), and "Value Chain Management" (Chapter 14). We also integrate throughout the text such contemporary topics as technology, entrepreneurship, empowerment, diversity, and continuous improvements. There are a total of 14 chapters, plus 3 modules that describe the evolution of management thought, focus on popular quantitative techniques used in business today, and provide some special information to students regarding how to build their management careers.
Fundamentals of Management, Fourth Edition, is lean and focused. Since the last edition, there have been a number of topics that needed to be included. But we didn't want to simply add pages to cover the new material. Rather, to keep the book at 14 chapters, we had to make some difficult decisions regarding the cutting and reshaping of material. We were greatly assisted in this process by feedback from previous users. The result, we believe, is a text that identifies the essential elements students' need in an introductory management course.
It's not enough, however, to simply know about management. Today's students need the skills and competencies to succeed in management. So we enhanced our "Management Workshop" section at the end of each chapter. The "Management Workshop" is designed to help students build analytical, diagnostic, team-building, investigative, and writing skills. We address these skill areas in several ways. For example, we include experiential exercises to develop team-building skills; cases to build diagnostic, analytical, and decision-making skills; and suggested topical writing assignments to enhance writing skills.
Previous editions of this book have always contained the latest research and practices in management. In this edition, we raised the ante. A brief review of the end notes will reveal that most are from references dated 2000 or later. In addition, we've included recent events that have reshaped the world of organizations and management—specifically; the terrorist attacks on the World Trade Towers and the Pentagon, and the corporate scandals at companies like Enron, WorldCom, Adelphia, and Tyco International.
We continued with our practical perspective in this edition. Our experience has led us to conclude that students like to see and read about people who have made a contribution to their organization and use the management techniques we discuss. Sometimes that contribution is attributable to learning from a previous situation, so we've added "Learning from Experience: One Manager's Reflection" boxes. These vignettes are designed to talk about a "mistake" a manager made, how he or she addressed the mistake, and the outcome of their actions.
We continue to present material that is current and relevant. The more prominent of these include the following:
Just what do students need to facilitate their learning? We began to answer that question by thinking through some fundamental issues: Could we make this book both "fun" to read and pedagogically sound? Could it motivate students to read on and facilitate learning? Our conclusion was that an effective textbook could and should teach, as well as present ideas. Toward that end, we designed this book to be an effective learning tool. Let's specifically describe some of the pedagogical features—in addition to what we've mentioned previously—that we included to help students better assimilate the material.
LEARNING OUTCOMES. Before you start a trip, it's valuable to know where you're headed. That way, you can minimize detours. The same holds true in reading a text. To make learning more efficient, we open each chapter of this book with a list of outcomes that describes what the student should be able to do after reading the chapter. These outcomes are designed to focus students' attention on the major issues within each chapter. Each outcome is a key learning element for readers.
CHAPTER SUMMARIES. Just as outcomes clarify where one is going, chapter summaries remind you where you have been. Each chapter of this book concludes with a concise summary directly linked to the opening learning outcomes.
REVIEW AND DISCUSSION QUESTIONS. Every chapter in this book ends with a set of review and discussion questions. If students have read and understood the contents of a chapter, they should be able to answer the review questions. These "Reading for Comprehension" review questions are drawn directly from the material in the chapter. The discussion questions go beyond comprehending chapter content. They're designed to foster higher order thinking skills. That is, they require the reader to apply, integrate, synthesize, or evaluate management concepts. The "Linking Concepts to Practice" discussion questions will allow students to demonstrate that they not only know the facts in the chapter but also can use those facts to deal with more complex issues.
Fundamentals of Management, Fourth Edition comes with a complete, high-tech support package for faculty and students. This includes a comprehensive instructor's manual and test bank; a dedicated Web site); inclusion on myCW (Companion Website), a faculty support Website featuring Instructor's Manual, PowerPoint slides, and test item file; an online student study guide; and the Robbins Self-Assessment Library, which provides students with insights into their skills, abilities, and interests. The updated supplements package also includes BusinessNow videos, each corresponding to one of the chapters in the text.
Posted May 31, 2013
If you have Windows 8 or Galaxy S II, do not try to purchase this ebook format. Neither of those devices/program support NookStudy which is required for reading this book.Was this review helpful? Yes NoThank you for your feedback. Report this reviewThank you, this review has been flagged.
Posted October 17, 2009
This is largely dry material, but Robbins & DeCenzo manage to guide the reader through the book on a well-designed path that covers the essentials, skips the superfluous, and offers excellent additional resource materials in the endnotes section at the back of the book.
0 out of 1 people found this review helpful.Was this review helpful? Yes NoThank you for your feedback. Report this reviewThank you, this review has been flagged.
Posted March 24, 2001
Posted August 12, 2011
No text was provided for this review.