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| Scientific, administrative, behavioral, quantitative, systems, contingency, quality, composite |
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| Work specialization, division of labor. |
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Management is rational/has principles/uses research/pays fairly.
Workers are economically motivated.
Time/motion studies, quality control, differential piecework.
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| Task and bonus plan & project charting |
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| Frank and Lilleth Gilbreth what |
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| Engineering leadership, 12 principles of efficiency. |
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| Scientific. Coding and cataloging. |
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| Division of work, authority and responsibility, discipline, equity, unity of direction, centralization, order, manager needs guidelines and principles. |
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| Henry Fayol, administrative. |
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Tenure, initiative, esprit de corps, unity of command, remuneration, chain of command
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| Planning, organizing, staffing, directing, coordinating, reporting, budgeting |
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| Focus is holistic, managerial training and development, organizational structure and operation are intertwined. |
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| leadership and cooperation |
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| 3 universal elements of an organization and who |
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| cooperation, sharing goals, and communication. Barnard |
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| Technical knowledge and ethical behavior |
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Institutional approach - • Charisma, tradition, and bureaucracy
• Rules and procedures control organizational functions
• Admin and ownership separated
• Rules and norms regulate behavior
• Everything documented in writing
• "Ideal" bureaucracy, not necessarily positive
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Worker motivation and social interaction
People are self-actualized
Management focus should shift from processes to people |
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Informal structure is how things are actually done, division of labor leads to isolation, hierarchy leads to rigidity
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1. Human needs vary
2. Motivators have multiple functions, fulfill multiple needs
3. People can learn through new experiences
4. The same person can display different needs in different organizations
5. Employee productivity based on different individual motivations
6. Response to management activities dependent on individual motives and abilities
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| improved working conditions, productivity |
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| employee psychological characteristics and motivation. Happy employees = higher productivity |
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| worker attitudes impact motivation and productivity |
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| Hawthorne studies. Information groups, psychological. |
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| Quantitative/Management Science/Decision Theory |
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| Math and decision models to predict outcomes and reduce human error. |
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| Bounded rationality, satisficing behavior, ISDS |
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| GIGO, decisions in unusual organizations (no hierarchy, etc.) |
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| 1 theory for everything. Inter-dependency in an organization, input-transformation-output-feedback |
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| Bertalanffy school and what |
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| Systems - one theory for all systems. Input-process-output. |
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○ Complex and dynamic organizations
○ Multidimensional assumptions about cause and effect
○ Shifting state of dynamic equilibrium
○ Tendency to view system in linear cause and effect
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| Systems - Ackoff, Arnoff, and Churchman |
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| Systems - learning organization |
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No approach is always right, strategies require in-depth knowledge.
Environment must be scanned and understood by managers with diagnostic skills |
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| Management is an art. Saw undue emphasis on authority/control, good performance from working with, not for someone |
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| Leadership style based on situation |
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| employee empowerment and flexibility |
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| Tom Burns and George Stalker what |
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| stable versus innovative environments |
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| Socio-technical influence. Three types of technology - custom, mass production, and continous |
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Suggests:
■ Successful organizations have happy customers
■ Happy customers come from high-quality goods and services
■ High quality G&S comes from committed staff
■ Staff commitment comes from involvement in team-work, planning, and decision making
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| Deming and Juran - who and what |
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| Quality - went to Japan. Customer oriented, staff commitment and empowerment to quality goods and services. |
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| Composite theory (organizational) |
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| Mixture of previous theories |
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• Follows contingency theory
• ideas come from ALL possible, useful sources
• Management is multidimensional
• Managers have multiple approaches
• Managers are multi-faceted with broad based knowledge
• There is no "correct" management style for all situations
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| Composite - Drucker, Mintzberg, and Koontz |
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• Managers have 10 roles in 3 categories
■ Interpersonal • Figurehead, liason, leader
■ Informational
• Nerve center, disseminator, and spokesman
■ Decisional
• Entrepreneur, disturbance handler, resource allocation, and negotiator
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| Mahoney, Jardee, and Carroll |
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Manager's focus ■ Bottom - 60-70% technical, 20-30% HR, rest on conceptual abilities
■ Middle - 20-30% technical, 10-50% HR, rest on conceptual
■ Upper - 40-50% conceptual, 10% technical, rest on HR |
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| Frank and Lilleth Gilbreth school |
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| Luther, Gulick, and Urwick. |
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| Mary Parker Follett school |
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| Tom Burns and George Stalker school |
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| Mahoney, Jardee, and Carroll school |
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