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Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 1 Management Thought: Past and Present MANAGEMENT Meeting and Exceeding Customer Expectations EIGHTH EDITION
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 2 learning objectives 1. Discuss why knowledge of the evolution of management theories is important to managers 2. Explain the contributions of the following: a. Classical schools of management thought b. Behavioral school of management thought c. Quantitative school of management thought d. Systems school of management thought e. Contingency school of management thought f. Quality school of management thought
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 3 History and Theory of Management 11 People who ignore the past are destined to relive it. The Value of HistoryThe Value of HistoryThe Value of HistoryThe Value of History A person unaware of mistakes made by others is likely to repeat them.
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 4 Time Line of Management Thought 11
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 5 Classical Management Theory Classical Management Theory Classical Management Theory A theory that focused on finding the “one best way” to perform and manage tasks 2a2a
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 6 Classical Management Theory 2a2a ▼ Originated during England’s Industrial Revolution ▼ Manufacturers began mass-producing goods in factories ▼ Textile industry was among the first ▼ Allowed production of standardized goods ▼ Depended on a constant flow of labor and materials ▼ Owners needed to plan, organize, lead, control ▼ Focused on finding the “one best way”
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 7 Classical Management Theory 2a2a Classical Scientific School Classical Scientific School Focused on the manufacturing environment Classical Administrative School Classical Administrative School Emphasized the flow of information and how organizations should operate
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 8 Classical Scientific School ▼ In 1832, published On the Economy of Machinery and Manufactures ▼ Concluded that definite management principles existed: – with broad applications – determined by experience ▼ Principle of “the division of labor amongst the persons who perform the work” Charles BabbageCharles Babbage 2a2a
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 9 Classical Scientific School ▼ The Father of Scientific Management ▼ Pursued four key goals: – Develop a science of management – Select workers scientifically – Develop and train workers scientifically – Create cooperation between management and labor ▼ Determined the quickest ways to perform tasks Frederick W. TaylorFrederick W. Taylor 2a2a
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 10 Classical Scientific School ▼ Invented the Gantt chart ▼ Moved away from authoritarian management ▼ Advocated a bonus system to reward workers Henry GanttHenry Gantt 2a2a
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 11 Lessons from Classical Scientific Thinkers 2a2a Analyze everythingAnalyze everything Teach effective methods to othersTeach effective methods to others Plan responsiblyPlan responsibly Constantly monitor workersConstantly monitor workers Control the work and the workersControl the work and the workers
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 12 Classical Administrative School 2a2a ▼ Believed specific management skills could be learned and taught ▼ Fayol’s universal management functions: – Planning – Organizing – Leading – Controlling Henri FayolHenri Fayol
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 13 Classical Administrative School 2a2a Mary Parker FollettMary Parker Follett ▼ Focused on how organizations cope with conflict and the importance of sharing goals ▼ Emphasized the need to discover and enlist individual and group motivation ▼ The first principle for individual and group success is the “capacity for organized thinking”
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 14 Classical Administrative School 2a2a Chester BarnardChester Barnard ▼ Argued that managers must gain acceptance for their authority ▼ Advocated the use of basic management principles ▼ Cautioned managers to issue no order that could not or would not be obeyed
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 15 Behavioral Management Theory 2b2b Behavioral School Behavioral School Recognized employees as individuals with concrete, human needs, as parts of work groups, and as members of a larger society
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 16 Behavioral Management Theory 2b2b Robert OwenRobert Owen ▼ The father of modern personnel management ▼ The quality and quantity of workers’ output influenced by conditions on and off the job
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 17 Behavioral Management Theory 2b2b Abraham MaslowAbraham Maslow ▼ Needs-based theory of motivation – physiology – security – affiliation – esteem – self-actualization
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 18 Behavioral Management Theory Results 2b2b Managers discover…Managers discover… What employees want from workWhat employees want from work How to unleash talents, energy, and creativity How to unleash talents, energy, and creativity How to enlist cooperation and commitment How to enlist cooperation and commitment
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 19 Quantitative Management Theory 2c2c Quantitative School Quantitative School Emphasized mathematical approaches to management problems Management Science Management Science The study of complex systems of people, money, equipment, and procedures, with the goal of improving their effectiveness
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 20 Quantitative Management Theory 2c2c ▼ Mathematical approaches to management problems ▼ Developed during World War II ▼ Applied to every aspect of business
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 21 Tools of Operations Management 2c2c Inventory modelsInventory models Beak-even analysesBeak-even analyses Production routingProduction routing Production schedulingProduction scheduling
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 22 Systems Management Theory 2d2d Systems School Systems School The theory that an organization comprises various parts that must perform tasks necessary for the survival and proper functioning of the system
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 23 The Organization as a System 2d2d
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 24 Contingency Management Theory 2e2e Contingency School Contingency School A theory based on the premise that managers’ preferred actions or approaches depend on the variables of the situation they face
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 25 Contingency Management Theory 2e2e ▼ Approaches depend on the variables of the situations ▼ Draws on all past theories in attempting to analyze and solve problems ▼ Is integrative ▼ Summarized as an “it all depends” device ▼ Tells managers to look to their experiences and the past and to consider many options before choosing ▼ Encourages managers to stay flexible
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 26 Quality Management Theory 2f2f Quality School Quality School The essence of the quality of any output is its ability to meet the needs of the person or group
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 27 Quality Management Theory 2f2f KaizenKaizen A Japanese term used to mean incremental, continuous improvement for people, products, and processes ReengineeringReengineering Businesses processes are redesigned to achieve improvements in performance
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 28 Reengineering Approach 2f2f ▼ What a company must do ▼ How to do it Reengineering determines…Reengineering determines… ▼ To sense the need for change ▼ To see change coming ▼ To react effectively to change Managerial ChallengesManagerial Challenges
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 29 Quality School of Management 2f2f ▼ Quality school is the most current and is worldwide ▼ Its roots are in the behavioral, quantitative, systems, and contingency schools of management theory ▼ People are key to commitments and performance ▼ What is done must be evaluated quantitatively and qualitatively

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Evolution of management thought approaches to management

  • 1. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 1 Management Thought: Past and Present MANAGEMENT Meeting and Exceeding Customer Expectations EIGHTH EDITION
  • 2. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 2 learning objectives 1. Discuss why knowledge of the evolution of management theories is important to managers 2. Explain the contributions of the following: a. Classical schools of management thought b. Behavioral school of management thought c. Quantitative school of management thought d. Systems school of management thought e. Contingency school of management thought f. Quality school of management thought
  • 3. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 3 History and Theory of Management 11 People who ignore the past are destined to relive it. The Value of HistoryThe Value of HistoryThe Value of HistoryThe Value of History A person unaware of mistakes made by others is likely to repeat them.
  • 4. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 4 Time Line of Management Thought 11
  • 5. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 5 Classical Management Theory Classical Management Theory Classical Management Theory A theory that focused on finding the “one best way” to perform and manage tasks 2a2a
  • 6. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 6 Classical Management Theory 2a2a ▼ Originated during England’s Industrial Revolution ▼ Manufacturers began mass-producing goods in factories ▼ Textile industry was among the first ▼ Allowed production of standardized goods ▼ Depended on a constant flow of labor and materials ▼ Owners needed to plan, organize, lead, control ▼ Focused on finding the “one best way”
  • 7. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 7 Classical Management Theory 2a2a Classical Scientific School Classical Scientific School Focused on the manufacturing environment Classical Administrative School Classical Administrative School Emphasized the flow of information and how organizations should operate
  • 8. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 8 Classical Scientific School ▼ In 1832, published On the Economy of Machinery and Manufactures ▼ Concluded that definite management principles existed: – with broad applications – determined by experience ▼ Principle of “the division of labor amongst the persons who perform the work” Charles BabbageCharles Babbage 2a2a
  • 9. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 9 Classical Scientific School ▼ The Father of Scientific Management ▼ Pursued four key goals: – Develop a science of management – Select workers scientifically – Develop and train workers scientifically – Create cooperation between management and labor ▼ Determined the quickest ways to perform tasks Frederick W. TaylorFrederick W. Taylor 2a2a
  • 10. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 10 Classical Scientific School ▼ Invented the Gantt chart ▼ Moved away from authoritarian management ▼ Advocated a bonus system to reward workers Henry GanttHenry Gantt 2a2a
  • 11. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 11 Lessons from Classical Scientific Thinkers 2a2a Analyze everythingAnalyze everything Teach effective methods to othersTeach effective methods to others Plan responsiblyPlan responsibly Constantly monitor workersConstantly monitor workers Control the work and the workersControl the work and the workers
  • 12. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 12 Classical Administrative School 2a2a ▼ Believed specific management skills could be learned and taught ▼ Fayol’s universal management functions: – Planning – Organizing – Leading – Controlling Henri FayolHenri Fayol
  • 13. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 13 Classical Administrative School 2a2a Mary Parker FollettMary Parker Follett ▼ Focused on how organizations cope with conflict and the importance of sharing goals ▼ Emphasized the need to discover and enlist individual and group motivation ▼ The first principle for individual and group success is the “capacity for organized thinking”
  • 14. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 14 Classical Administrative School 2a2a Chester BarnardChester Barnard ▼ Argued that managers must gain acceptance for their authority ▼ Advocated the use of basic management principles ▼ Cautioned managers to issue no order that could not or would not be obeyed
  • 15. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 15 Behavioral Management Theory 2b2b Behavioral School Behavioral School Recognized employees as individuals with concrete, human needs, as parts of work groups, and as members of a larger society
  • 16. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 16 Behavioral Management Theory 2b2b Robert OwenRobert Owen ▼ The father of modern personnel management ▼ The quality and quantity of workers’ output influenced by conditions on and off the job
  • 17. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 17 Behavioral Management Theory 2b2b Abraham MaslowAbraham Maslow ▼ Needs-based theory of motivation – physiology – security – affiliation – esteem – self-actualization
  • 18. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 18 Behavioral Management Theory Results 2b2b Managers discover…Managers discover… What employees want from workWhat employees want from work How to unleash talents, energy, and creativity How to unleash talents, energy, and creativity How to enlist cooperation and commitment How to enlist cooperation and commitment
  • 19. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 19 Quantitative Management Theory 2c2c Quantitative School Quantitative School Emphasized mathematical approaches to management problems Management Science Management Science The study of complex systems of people, money, equipment, and procedures, with the goal of improving their effectiveness
  • 20. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 20 Quantitative Management Theory 2c2c ▼ Mathematical approaches to management problems ▼ Developed during World War II ▼ Applied to every aspect of business
  • 21. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 21 Tools of Operations Management 2c2c Inventory modelsInventory models Beak-even analysesBeak-even analyses Production routingProduction routing Production schedulingProduction scheduling
  • 22. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 22 Systems Management Theory 2d2d Systems School Systems School The theory that an organization comprises various parts that must perform tasks necessary for the survival and proper functioning of the system
  • 23. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 23 The Organization as a System 2d2d
  • 24. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 24 Contingency Management Theory 2e2e Contingency School Contingency School A theory based on the premise that managers’ preferred actions or approaches depend on the variables of the situation they face
  • 25. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 25 Contingency Management Theory 2e2e ▼ Approaches depend on the variables of the situations ▼ Draws on all past theories in attempting to analyze and solve problems ▼ Is integrative ▼ Summarized as an “it all depends” device ▼ Tells managers to look to their experiences and the past and to consider many options before choosing ▼ Encourages managers to stay flexible
  • 26. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 26 Quality Management Theory 2f2f Quality School Quality School The essence of the quality of any output is its ability to meet the needs of the person or group
  • 27. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 27 Quality Management Theory 2f2f KaizenKaizen A Japanese term used to mean incremental, continuous improvement for people, products, and processes ReengineeringReengineering Businesses processes are redesigned to achieve improvements in performance
  • 28. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 28 Reengineering Approach 2f2f ▼ What a company must do ▼ How to do it Reengineering determines…Reengineering determines… ▼ To sense the need for change ▼ To see change coming ▼ To react effectively to change Managerial ChallengesManagerial Challenges
  • 29. Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved Chapter2 29 Quality School of Management 2f2f ▼ Quality school is the most current and is worldwide ▼ Its roots are in the behavioral, quantitative, systems, and contingency schools of management theory ▼ People are key to commitments and performance ▼ What is done must be evaluated quantitatively and qualitatively

Hinweis der Redaktion

  1. a chart in which a series of horizontal lines shows the amount of work done or production completed in certain periods of time in relation to the amount planned for those periods.