+1 (951) 902-6107 info@platinumressays.com

Discussion Post

 

Social Privilege and Oppression Assignment

Open up the Social Privilege and Oppression Assignment document.  Read each of the statements and indicate whether the statement is true for you. Write T if the statement is true for you, and F if the statement is not true for you. Remember your reactions to certain statements, such as if it is something you believe, have witnessed or experienced, or are surprised by, or have questions about.  

When you are finished, complete the following reflection assignment below.

Reflection

The true statements reflect moments when you may have experienced oppression, and the false indicates a certain level of social privilege. Consider the following prompts below when writing your two-page paper (500 words) reflecting on this experience: 

  1. Reflect on your feelings when discovering moments of privilege or oppression tied to your social identity. 
  2. Identify common experiences across social identity groups. Discuss any overlap and its broader implications for understanding privilege and oppression. 
  3. Relate your findings to the cycle of socialization from the previous module. 
  4. Acknowledge your feelings about others' experiences of oppression. Based on this awareness, how can you take steps to be a more effective ally for social justice? 

    Art history

    All the format, topic and instructions are attached below in the pdf. This whole assignment has to be made on a specific topic assigned to each student. The topic assigned to me is-

    ART DECO: THE BEAUTY OF THE MACHINE AND GEOMETRY 

    – One Vanderbilt tower, by Kohn Pedersen Fox, NYC, NY

    ART103_WI24_A4.1_ ASSIGNMENT 4

    Due: beginning of class Week 8

    Learning Outcomes:

    · Investigate relationships between formal elements in art and their thematic, historical, cultural, and/or ideological context.

    · Demonstrate a basic understanding of art historical terminology.

    · Apply visual evidence to support ideas about artwork in various media through discussion, written, studio, and other assignments.

    · Recognize common currents and contrasting characteristics of different periods and art movements.

    Assignment Description:

    You will write a short essay to increase your ability to form connections between the art/design of the historic past, the present, and the future, expressing your own opinions and conclusions.

    Assignment Brief (specifics):

    · Research either social/moral concerns or the aesthetic concerns of contemporary design that were also reflected in historical art styles.

    · Choose a current (within the past 25-30 years) , specific example from your design discipline that expresses that concern (for example, the lobby of a hotel; a designer’s couture collection; a line of décor objects from one design firm).

    · In your short essay, you will compare and contrast the concerns of the past with current trends and concerns as seen in your example.

    · Tell the reader how that concern is still relevant today.

    · Examine how the artist/designer of the 21st century interacts with history and what our responsibilities or debts are to the art/design of the past.

    · DON’T WRITE A REVIEW ABOUT THE HISTORICAL STYLE/PERIOD. If you do, you’ll get a failing mark.

    · Your writing should be your opinions, conclusions, and/or reflections, expressed in your own words. You must defend your opinions and assertions with the current real-world example of design.

    · There is no need to quote any other source.

    Pick one of the following concerns: AESTHETIC or SOCIO-POLITICAL in a specific contemporary design

    · The Beauty of Nature (Art Nouveau, Art Deco)

    · The Beauty of the Machine and Geometry (Art Deco)

    · The Importance of the Hand-made (Arts and Crafts Movement)

    · Design Specific to Its Environment or Location (Organic Architecture)

    Write 1-2 pages that clearly and completely express and explain in detail

    · Why you believe this concern is important in your creative discipline today (important to the designer, the audience, the consumer or end-user, the discipline itself). Why do we need it? Why do we like it? How is it useful?

    · How this concern is expressed in a specific, existing, contemporary design

    · Refer to specific elements of the design in your analysis (color, line, editing, materials, etc.)

    · How that contemporary design is similar to and/or different from examples from the historical period. Be specific!

    · Import 3 or more images onto the second page of your essay that illustrate your assertions. Cite your source(s) for these images in captions (URL is fine).

    · The first paragraph must have a topic sentence that tells the reader what the essay will explain/assert.

    Evidence of Learning/Deliverables:

    · Submit a short essay

    · 2 pages maximum

    · double-spaced

    · 12-pt font

    · include image(s) of art/design relevant to your essay

    · submit as PDF only to Lea

    Presentation:

    · No oral presentation is required.

    Naming Conventions for Assignment Submission:

    · All submitted assignments should be named in a similar fashion

    · i) Course nr ii) quarter: iii) assignment type iv) student surname, name v) student ID and vi) program of study

    CourseNr_Quarter_AssignmentX_StudentSurname_StudentName_StudentNr

    · Example:

    · ART103_WI24_A4.1_Romain_Valerie_000001.PDF

    · Please note, if a student’s work cannot be identified by the instructor, they will receive 0% for the assignment. Students always need to follow the naming convention when handing in assignments.

    DB5

     How would defining violent incidents operationally help one to study the amount of violence on different TV programs? How would that reduce the subjectivity involved in comparing different programs? The videos and readings will help with this. 

      7028SR- GROUP- 2

        

      • A PPT with around 1000 words.
      • Prepare a presentation script for the PPT that is under 20 minutes (it should be edited in a conversational style and submitted to me as a Word document).
      • "Assignment Submission Form AS1 MN7028SR Aug 24" is the grading rubric for this assignment.
      • The rest of the content consists of teaching PPTs.
      • I need you to complete the task strictly according to the grading rubric.
      • You must read all the course materials before completing the task.
      • If the submitted content does not meet the requirements, I will request unlimited revisions until I am satisfied.
      • If the content is not up to standard or you refuse to revise it, I will request a refund.
      • If you cannot accept the above conditions, please do not place a bid.
      • “Transferring the Toyota lean cultural paradigm into India_implications for human resource management” is relevant reading material. Very important. Must read.

      Feedback/Feedforward Coversheet

      MN7028SR

      Breakthrough Leadership Skills

      Academic Year 2024/25

      Assessment #1

      Group presentation (30%)

      Ppt slides with maximum 1,000 +/- 10% words

      First Marker:

      Second Marker:

      Title of presentation: Group Presentation on Case Study (Transferring the Toyota lean cultural paradigm into India: implications for human resource management)

      Assessment criteria

      Tasks

      1st Marker

      2nd

      Marker

      Critically evaluate approaches to leadership within business organisations

      1. The management practice favoured by Toyota and how it undertakes international expansion. Impact on employee and human resources.

      2. Relevant theories of management and leadership and their application to the case study.

      3. How Toyota undertook the expansion into India; theories of diffusion and cross border leadership.

      4. Cultural aspects of cross border organisation culture and leadership.

      5. Differences in organisational and employee culture between India and Japan.

      6. The challenges faced by Toyota, the outcome and the changes made.

      (50 marks)

      Write a brief introduction background of the “given” case

      (5 marks)

      1. Explain the involved “international, human resources” management practices

      (10 marks)

      2. Explain the involved “management and leadership” theories

      (10 marks)

      3, 4, 5. Explained the theories of diffusion and cross border leadership in term of cultural aspects, differences between India and Japan

      (20 marks)

      6. Outlines the challenges, outcomes, changes made by Toyota

      (5 marks)

      Quality of empirical evidence

      1. Where are theories and facts sourced from

      2. Have you considered the most relevant theories

      (20 marks)

      Provide evidences to support the

      1. Sources of your theories (with references)

      (10 marks)

      2. Relevancy of the used and quoted theories

      (10 marks)

      Clarity and quality of presentation skills

      1. The professional nature of the slides and supporting notes

      2. The video delivery of the presentation.

      (30 marks)

      Demonstrate by showing the

      1. Quality of the presentation

      2. Quality of the ppt slides’ contents

      3. Evidence of team work

      (30 marks)

      Total Marks (100 marks)

      Areas for Improvements

      From First Marker

      Knowledge and understanding

      Analysis and evaluation

      From Second Marker

      Knowledge and understanding

      Analysis and evaluation

      Agreed Marks

      First Marker’s marks/date:

      Second Marker’s marks/date:

      ,

      See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/262580846

      Transferring the Toyota lean cultural paradigm into India:

      implications for human resource management

      Article  in  The International Journal of Human Resource Management · August 2014

      DOI: 10.1080/09585192.2013.862290

      CITATIONS

      35 READS

      3,448

      2 authors:

      Reynold James

      Zayed University

      16 PUBLICATIONS   215 CITATIONS   

      SEE PROFILE

      Robert Jones

      Swinburne University of Technology

      32 PUBLICATIONS   1,110 CITATIONS   

      SEE PROFILE

      All content following this page was uploaded by Reynold James on 20 October 2021.

      The user has requested enhancement of the downloaded file.

      This article was downloaded by: [Swinburne University of Technology] On: 19 May 2014, At: 01:28 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK

      The International Journal of Human Resource Management Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rijh20

      Transferring the Toyota lean cultural paradigm into India: implications for human resource management Reynold Jamesa & Robert Jonesa

      a Faculty of Business and Enterprise, Swinburne University, Melbourne, Australia Published online: 09 Dec 2013.

      To cite this article: Reynold James & Robert Jones (2014) Transferring the Toyota lean cultural paradigm into India: implications for human resource management, The International Journal of Human Resource Management, 25:15, 2174-2191, DOI: 10.1080/09585192.2013.862290

      To link to this article: http://dx.doi.org/10.1080/09585192.2013.862290

      PLEASE SCROLL DOWN FOR ARTICLE

      Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content.

      This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms- and-conditions

      Transferring the Toyota lean cultural paradigm into India: implications for human resource management

      Reynold James and Robert Jones*

      Faculty of Business and Enterprise, Swinburne University, Melbourne, Australia

      This paper argues that the successful international transference of Japanese lean manufacturing practices in general, and the ToyotaWay and Toyota Production System (TPS) in particular, is in varying degrees contingent upon the sociocultural, historical and environmental context of the host nations into which such transfer occurs. This has significant implications for human resource management policies and practices. The paper contends that lean manufacturing is not simply a set of concepts, techniques and methods that can be implemented by command and control. In the course of transferring lean practices from Japan into overseas affiliates, either an absence of due consideration or disregard for a host nation’s unique sociocultural and environmental factors could lead to unproductive organisational outcomes for the parent company. This viewpoint is examined through a case study analysis of the Indian affiliate of the Japanese automobile industry giant Toyota Motor Corporation, namely Toyota Kirloskar Motors, located at Bidadi, near Bangalore, India.

      Keywords: India; lean manufacturing; motor assembly industry; Toyota Production System (TPS); Toyota Way

      Introduction

      This paper analyses the attempt by the Toyota Motor Corporation (TMC) to transfer

      its cultural managerial paradigm into a different sociocultural context, namely its

      international affiliate Toyota Kirloskar Motors (TKM) located near Bangalore in India.

      This transference has had significant implications for the human resource management

      adaptations necessary to effect a successful transition into India. TMC came into existence

      in Japan prior to the Second World War and has since grown into a multinational motor

      vehicle manufacturer enjoying unprecedented success since its formation. Outside Japan,

      the company has a total of 51 overseas manufacturing companies in 26 countries. In 2006,

      its production crossed the 8 million vehicles mark, with a global workforce comprising

      350,000 people. In 2009, it overtook General Motors to become the world’s largest motor

      vehicle producer (TMC 2010).

      TMC promulgates its own unique way of doing business through the concept of the

      Toyota Way – a set of beliefs and values that underlies its managerial approach and

      production system. The Toyota Way is supported by two main pillars – continuous

      improvement and respect for people (TMC 2001). The Toyota Way is perceived by the

      company as a universal, a-cultural, prescriptive, one-best-way approach to doing business:

      ‘the concepts that make up the Toyota Way transcend language and nationality, finding

      application in every land and society’ (TMC 2001, p. 3). Based on this ethnocentric

      disposition, TMC insists that its subsidiaries in various parts of the world adopt the Toyota

      Way in totality, together with its associated unique form of production called the Toyota

      Production System (TPS). Consistent with this belief, TMC has established affiliate

      q 2013 Taylor & Francis

      *Corresponding author. Email: [email protected]

      The International Journal of Human Resource Management, 2014

      Vol. 25, No. 15, 2174–2191, http://dx.doi.org/10.1080/09585192.2013.862290

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      companies located across the industrialised and industrialising nations, with major

      affiliates located in the USA, Canada, Europe, Australia, Asia-Pacific, India and China

      (TMC 2011). Further emphasising TMC’s ethnocentric disposition is the fact that the

      company’s Japanese leaders ’never relinquished the iron grip they exercised over the

      company’s worldwide operations . . . instead of globalizing, Toyota colonized’ (Quality

      Advisory Panel 2011, p. 23).

      There exists a considerable literature on TMC. Its success has been intensively

      researched and painstakingly documented in various works, for example Kamata (1983),

      Liker (2004), Mehri (2005), Liker and Meier (2007), Magee (2007), Liker and Hoseus

      (2008), Osono, Shimizu and Takeuchi (2008), Sato (2008), Rother (2010), Gronning

      (1997), Taylor (2006), Towill (2006) and Kageyama (2004). Further, the literature is rich

      with case studies and analyses of the transference of Toyota values and practices into other

      countries and cultures. Examples include: the USA (Wilms, Hardcastle and Zell 1994;

      Besser 1996; Mishina 1998; Shook 1998; Vasilash 1998); the UK (Winfield 1994; Pardi

      2005); China (Liu andBrookfield 2006); Thailand (Petison and Johri 2006); and Turkey and

      the Czech Republic (Kumon 2007). However, the literature dealing with the transference of

      the Toyota Way into India is fragmented and analytically thin. Mathew and Jones (2012)

      provide an analysis of employee relations at TKM from the viewpoint of satyagraha (non-

      violent protest), but, in general, the literature is largely unhelpful in providing in-depth

      academic analysis of TKM and its operations since its establishment in 1999. With the

      exception of a few descriptive case studies (Majumdar 2006; Mikkilineni 2006; Ray and

      Roy 2006) and some book chapters (Mooij 2005;Das andGeorge 2006), there is a need for a

      more comprehensive analysis of TKM’s operations and the dynamics surrounding the

      human resource management implications of the transference process. This is a critical

      omission given the significant role that TKM now plays in Toyota’s strategic global plans.

      This paper is important in being conducted at this time in order to aid theorists and

      practitioners to understand the forces inherent within such international transfer situations,

      leading to smoother introduction of human resource management policies and practices

      across national boundaries, especially motor vehicle manufacturers in industrialising

      countries. However, several authoritative sources have indicated that very few of these

      overseas affiliates have been successful in implementing the pure form of lean

      manufacturing and TPS despite the best efforts of large numbers of Japanese trainers and

      executives located within the facilities (Florida and Kenney 1991; Abo 1994; Liker, Fruin,

      and Adler 1999). Invariably some form of hybrid system has been implemented which

      amounts to a considerable compromising of the overall system. Recently, TMC has taken

      steps to reduce the prevalence of these compromised systems within its overseas affiliates

      and has commenced the process of creating a stronger pure and standardised version of

      TPS across all its international affiliates. This is planned to be achieved through the

      implementation of the Floor Management Development System to ensure a standardised

      interpretation of continuous improvement systems through more emphasis on

      ‘visualisation’ methodology and implementation as close as possible to the source of

      the action on the assembly floor (Liker and Franz 2011).

      Toyota’s emphasis on universalistic application of its paradigm across international

      and cultural boundaries stands in contradiction to the thrust of the literature on this topic.

      A review of the international transference and diffusion literature reveals a number of

      important concepts, most notably the application-adaptation dilemma model (Abo 1994);

      strategic, social or political design perspectives (Westney 1999); imposition versus

      borrowing (Ward 1999); actors pulling in and goodness of fit (de Jong, Lalenis and

      Mamadouh 2002); and context-free or context-bound viewpoints (Elger and Smith 1994).

      The International Journal of Human Resource Management 2175

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      Thus, Abo (1994) noted that transplanted organisations face a dilemma – on the one hand

      they attempt to introduce superior elements of their system(s) to the maximum extent

      possible (application), but on the other hand, they must modify those same systems in an

      effort to adapt to local environmental conditions (adaptation). This is called the

      application-adaptation dilemma model. Westney (1999) sees transplanted organisations as

      representing any of three different design perspectives: strategic, social or political.

      The strategic design sees organisations primarily as systems consciously constructed for

      the efficient accomplishment of certain tasks; the social design sees organisations

      primarily as ideational constructs defined by shared interpretations, meaning and value;

      and the political design sees organisations as arenas for, and tools, of power and interests.

      Ward (1999) stresses the two forces of imposition and borrowing – the former refers to the

      parent nation as being the driving force, whilst the latter refers to the host nation as

      being the driving force. De Jong et al. (2002) analyse the relative forces of ‘actors pulling

      in’ (the amount of room for manoeuvrability possessed by local actors) and ‘goodness

      of fit’ (the amount of neglect for the local situation). Finally, Elger and Smith (1994) stress

      the balance between context-free and context-bound policies in the transplantation agenda

      and call for more detailed examination of the historical and temporal dynamics of

      diffusion and how elements of the corporate repertoire are selectively received, adapted

      and deployed. The authors stress the need for more nuanced studies on the dynamics of

      transference situations paying attention to the role of propagandists and mediators in the

      process. It is against the background of this issue that the research question of this study

      has been posed, namely ‘how has Toyota managed the process of transferring its cultural

      paradigm into the different sociocultural context of India?’

      Lean production and the Toyota cultural paradigm

      TMC is widely regarded as the originator of the lean production system which is now

      imitated across the globe by all other leading motor vehicle producers. The term ‘lean

      production’ first appeared in the book The Machine that Changed the World according to

      which:

      Lean production is lean because it uses less of everything compared with mass production – half the human effort in the factory, half the manufacturing space, half the investment in tools, half the engineering hours, to develop a new product in half the time. Also, it requires keeping far less than half the needed inventory on site, results in many fewer defects, and produces a greater and ever-growing variety of products. (Womack, Jones and Roos 1990, p. 13)

      Lean production centres around the relentless pursuit of the elimination of all non-value-

      adding aspects within an organisation. Proponents of this philosophy refer to lean as being

      synonymouswith dramatic improvements in the performance of the system in areas including

      productivity, quality and flexibility. The lean concept lends itself to two interpretations in the

      literature. First, that lean production is an efficient, humanistic machine and that lean

      (rational) organisations are ethical, with distributive justice flowing out of them. This

      viewpoint is popular amongstmanagerialists, engineers, consultants and popular writers in an

      apologist vein (for example Hummels and Leede 2000; Liker andHoseus 2008). Second, that

      lean production is a very sophisticated prison, and that lean manufacturing equals mean

      manufacturing – a viewpoint popular amongst critical theorists (Kamata 1983; Parker and

      Slaughter 1988; Parker and Slaughter 1994), who allude to it as a dehumanising system that

      sacrifices human dignity and safety for productivity and commercial gains.

      TPS was developed by the Vice-President of TMC, Taiichi Ohno, during the 1950s.

      According to Ohno (1988), waste is attributable to seven sources, namely: over-

      R. James and R. Jones2176

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      production, inventory, waiting, processing, motion, conveyancing and correcting. Waste

      reduction is facilitated through the combined use of a wide range of tools and techniques.

      He founded TPS on concepts designed to maximise flow, eliminate waste of all kinds and

      ensure respect for people. The basis of the concept rests on efficient use of resources to

      produce materials within a repetitive, reliable system. Non-value-adding physical activity

      is eliminated from the system through the use of continuous improvement (kaizen),

      automation and a multi-functional labour force. Also central to TPS and its successful

      implementation is the role of teams, cooperative labour–management relations, careful

      selection and training of workers, fewer hierarchical levels and providing workers with

      authority to ensure safety and quality are not compromised. It was under Ohno’s guidance

      and the effort of many others, particularly the company’s founder, Eiji Toyoda, that this

      unique production system has become deeply rooted within TMC during the past half-

      century. Various versions of the TPS training programme have been developed during

      different stages, but the following have remained as the essential elements of TPS: just-in-

      time production, jidoka, standardised work and kaizen (Moden 1983, 1998; Graham 1988;

      Shigeo and Dillon 1989; Womack et al. 1990; Zaman 1993; Womack and Jones 1996).

      According to Preece and Jones (2010) and several like-minded researchers (for

      example Forrester 1995; Macduffie and Pil 1997; Delbridge 2003; Genaidy and

      Karwowski 2003; Worley and Doolen 2006), a successful transition towards a lean system

      involves a substantial change in direction, as compared with more traditional work

      systems. HR-related developments under lean production include integration of conception

      and execution of tasks within flexible cell-based production areas; devolved

      responsibilities and empowerment to multifunctional team-based direct workers on the

      workshop floor who take on many of the responsibilities that are the prerogative of

      specialist support functions in traditional mass production (maintenance, simple repairs,

      quality, indirect services); autonomation (automation with a human touch – stopping the

      machines when there is a defect); all workers multi-skilled and multitasked; job rotation;

      reduction in job classifications; fewer functional specialists; investment in the development

      of people; continuous improvement and learning processes through quality circles and

      suggestion schemes; group-based problem identification, resolution and implementation;

      more lateral communication across functional boundaries; multi-directional information

      systems; high trust; high commitment and a sense of obligation to the company.

      The sociocultural context of lean manufacturing

      The centrality of the role of Japanese cultural institutions to the growth and deployment of

      lean systems is well documented in the literature (Sugimore, Kusunoki, Cho and

      Uchikawa 1977; Womack and Jones 1996; Liu and Jones 2005; Jones, Betta and Latham

      2009). These authors emphasise the role of the social context within which lean systems

      operate and argue that the efficacy of the latter is dependent on the former. Recht and

      Windorom (1998) contribute to this line of thinking by arguing that it is the Japanese

      sociocultural environment that supports efficacious deployment of lean work practices

      through factors such as constrained natural resources; a homogeneous culture; a single

      language and religious background (which facilitates close familiarity between Japanese

      people); family unity that extends itself into the larger community and workplace; and a

      command-and-control culture involving obedience by subordinates of superiors’ orders

      and directions. It would thus be a mistake to regard lean manufacturing as simply a set of

      concepts, techniques and methods that can be implemented by management dictate. Spear

      and Bowen (1999) found that TPS and the scientific methods that underpin it were not

      The International Journal of Human Resource Management 2177

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      imposed on the workforce. The system grew naturally out of the workings of the company

      over five decades, so that the thinking and behaviour of Toyota employees have been

      moulded continuously by the developing norms of the company.

      The interplay between the ideal lean environment and trade unionism is clarified by

      Jones, Betta and Latham (2009) who claim that unitarist considerations are central to lean

      systems. Such organisations see themselves as families characterised by high levels of

      trust, commitment, involvement and concern for the company’s success, as a consequence

      of pulling together in the same direction. As such, working groups with a differing agenda,

      including external trade unions, are inconsistent with the environment of a lean system.

      Trade unionism introduces an unnecessary form of pluralism and antagonism into the

      system.Within a lean system, trade unions invariably take the form of an internal company

      union (sometimes called sweetheart unions), although isolated exceptions are sometimes

      observed in Toyota affiliates (most notably in India, Australia and at the former NUMMI

      joint venture in the USA).

      Methodology and data collection

      Qualitative data were collected for this case study by the authors during three separate field

      trips to India during the period 2008–2011. In addition, data were also collected during a

      field trip to Bangkok during 2009. Bangkok is the location of the Toyota Asia-Pacific

      headquarters as well as hosting three large manufacturing plants in and around the city.

      During these trips, a total of 31 personal interviews were conducted with a wide range of

      respondents including the vice chairman of the joint venture company; three senior Indian

      managers; two middle managers; the principal of the training institute; three union shop

      stewards; two external trade union officials (both interviewed twice); a former senior

      company executive; a long-term employee from the shop floor; eight business journalists

      from local newspapers; two senior managers from a supplier company; an India-based

      German senior executive in a rival company in the automobile industry; a senior Indian

      academic; a senior trainer with Toyota Asia-Pacific, Bangkok; a senior manager with

      Toyota Asia-Pacific, Bangkok; and a standardised work manager with Toyota Asia-

      Pacific, Bangkok. All interviews were tape-recorded and transcribed and lasted between

      30 minutes and two hours in length.

      In addition, the authors visited the company’s corporate head offices and the marketing

      division, as well as touring the production facilities and the training institute. During these

      visits, personal observations were made and written up as field notes immediately

      afterwards, thus adding to the database of qualitative information. Finally, the authors

      conducted an Internet search using the keywords ‘Toyota Kirloskar Motors’. This revealed

      a large amount of information that was downloaded and arranged into chronological order,

      thus providing a longitudinal account of major developments at the company.

      The data were analysed by carefully reading the transcribed interviews, field notes and

      Internet documentation, and organising the data according to major themes as they

      emerged from the analysis (Saldana 2009). This form of analysis is known as conceptual

      ordering and defined as ‘the organization of data into discrete categories . . . and then

      using description to elucidate those categories’ (Strauss and Corbin 1998, p. 19). As shown

      below, three main themes emerged from our data analysis: industrial relations; decision-

      making; and work ethics and motivation. These themes emerged through the technique of

      open coding (Strauss and Corbin 1998) which involves fracturing the data into coded

      concepts and ideas. Initially, the researchers identified over 200 codes. Some examples

      included ‘political trade unions’, ‘protective labour laws’, ‘telling lies’, ‘suppression of

      R. James and R. Jones2178

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      Indian managers’, ‘family relationships’ and ‘time laxity’. By grouping similar codes

      together into sub-categories and constantly comparing all sub-categories with one another,

      it was possible to merge them into progressively smaller categories for the purpose of

      descriptive elucidation. Thus, by way of illustration, the category of industrial relations

      contained ‘political trade unions’ and ‘protective labour laws’, amongst others; the

      category of decision-making contained ‘telling lies’ and ‘suppression of Indian managers’,

      amongst others; and the category of work ethics and motivation contained ‘family

      relationships’ and ‘time laxity’, amongst others.

      As with all qualitative analysis, such categorisations represent the end result of an

      interpretative process between the data itself and the unique attributes of the research

      analysts. For this reason, Guba and Lincoln (1981) recommend that researchers give an

      account of themselves and their backgrounds so that readers can understand the nature of

      any potential researcher bias. The first author is of Indian cultural heritage, born and

      educated in India, but now a global citizen resident in Australia. The second author is of

      English heritage, born and educated in England, but now a resident in Australia and a

      specialist in qualitative methodology. Between them, they performed all the interpretation

      and analysis in this research study, working separately much of the time, but coming

      together at frequent intervals to find overall consensus. The different backgrounds,

      experience and skills of the two researchers provided contrasting lenses through which the

      data could be analysed and interpreted.

      The researchers spent a prolonged time in the field, spread over three years, and

      involving three separate trips to India and one to Bangkok. The concept of theoretical

      sampling (Strauss and Corbin 1998) was employed whereby data were analysed on an

      ongoing basis and emergent themes were used as the basis for further interviews. Thus,

      during the first trip to India, very broad questions were presented to participants such as

      ‘tell me about the issues involved in transferring the Toyota process into India’. As themes

      emerged from the analysis, these were checked against data from subsequent interviewees,

      who also provided additional richer data which, in turn, provided further themes which

      were checked and expanded upon by subsequent interviewees. In effect, this approach

      allowed the researchers to conduct continuous member checking whereby participants

      were able to verify (or not) emerging themes whilst constantly adding to the richness and

      depth of the data. At the end of the study, we were invited to the home of a long-serving

      Indian manager at the plant who had recently moved to another company. We spent

      several hours with him during which we shared our analysis and conclusions and were

      gratified to find that he concurred with our findings. It is noticeable that as the interviews

      progressed, the questions we asked became increasingly narrower and more focused as we

      sought out denser data from the participants. For instance, we asked for illustrations of

      particular examples of significant themes, such as ‘can you give us specific examples of

      how Indian managers were suppressed in the decision-making process?’ and ‘how did

      Japanese managers react to the political demands of the external trade union?’.

      Lincoln and Guba (1985, p. 290) ask ‘how can an inquirer persuade his or her audience

      (including self) that the findings of an inquiry are worth paying attention to, worth taking

      account of?’ With specific reference to case study analysis, Stake (1995, p. 107) asks

      researchers to ponder questions such as ‘do we have it right?’, ‘are we generating a

      comprehensive and accurate description?’ and ‘are we developing the interpretations we

      want?’ In this respect, concepts of reliability and validity are critical. Reliability refers to

      concepts such as dependability, stability, consistency and predictability (Lincoln and

      Guba 1985, p. 290). Yin (1994, p. 36) states that ‘if a later investigator followed exactly

      the same procedures as described by an earlier investigator and conducted the same case

      The International Journal of Human Resource Management 2179

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      study all over again, the later investigator should arrive at the same findings and

      conclusions’. Thus, the general way of approaching the reliability problem in a case study

      analysis is to carefully document the procedures and operational steps so that the case

      study can be repeated. Lincoln and Guba (1985, p. 317) refer to this as an ‘inquiry audit’

      relating to both the process and product of the analysis. Validity refers to ‘judgements

      about whether you are measuring or explaining what you claim to be measuring or

      explaining’ (Mason 1996, p. 146). In the words of Lincoln and Guba (1985, p. 301) it is

      important for researchers to utilise activities ‘that make it more likely that credible

      findings and interpretations will be produced’. Such activities include prolonged

      engagement, peer debriefing, participant checking and triangulation of multiple data

      sources.

      In this case study. we have attempted to ensure reliability by carefully explaining the

      procedures and operational steps we undertook in the form of conceptual ordering, open

      coding, theoretical sampling and types of questioning, in order to lay out a clear inquiry

      audit. We have also attempted to ensure validity by detailing our prolonged engagement in

      the field (three years and four separate trips), our process of peer debriefing between the

      two researchers in order to encourage reflexivity and debate, the ongoing process of

      participant checking of findings and interpretations through theoretical sampling and a

      final member check, and triangulation between three different sources of data (interviews,

      documentation and personal observations).

      Findings: from Toyota Production System to Toyota Indian Production System

      A significant finding of this paper is that the transference of the Toyota Way and TPS into

      India has been beset by problems. This has necessitated considerable adaptation by TKM

      involving significant human resource management changes. These problems emanate

      from incongruence between the vagaries of the Indian context and the particular

      requirements of the Toyota Way and TPS. The extent of this incongruence was not

      anticipated by TKM at the commencement of operations in India, and the company was

      slow to learn from the difficulties it experienced during the early days.

      TMC commenced production in India in 1999 through the vehicle of a joint venture

      company called TKM. High aspirations were held of capturing 10% of the market by 2010

      (Bhatnagar 2006). This failed to materialise. Strikes, lockouts and industrial unrest have

      punctuated most of its decade-long experience. Market share in 2006 was only 2.5%, with

      no signs of the target being met. A statement from the managing director at the end of 2006

      that the company ‘was in the process of studying how to grow in the Indian market’

      (Tribune 2006) seemed to indicate the company’s lack of certainty about its knowledge of

      Indian conditions. In 2008, the most senior Indian executive at TKM abruptly parted ways

      with the company after many years with the company. Soon after, a new Japanese

      Managing Director, Hiroshi Nakagawa, was appointed, who immediately announced that

      the objective of achieving a 10% market share had been put back from 2010 to 2015,

      admitting that ‘we did not have much experience in the past ten years; now is the time for

      us to jumpstart’ (Business Line 2008). Other TKM executives soon started to adopt the

      same rhetoric, so that the new slogan of a jumpstart decade for the company quickly

      became ubiquitous (Financial Express 2008).

      In the face of such problems, the company was forced to rethink its entire process of

      doing business in India. Commencing as from 2007–2008, and with its market share still

      hovering stubbornly around the 2–3% level, the company has undertaken a progressive

      series of measures that have seriously compromised its pure TPS philosophy. In an attempt

      R. James and R. Jones2180

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      to reconcile its approach with those of Indian cultural and societal norms, the system of

      TPS has now (unofficially) been transformed to Toyota Indian Production System (TIPS).

      As earlier discussed, the system of TPS was developed within the unique culture and

      context of Japan. This ideal environment, however, is not experienced within India and the

      argument can be advanced that several crucial aspects of Indian social and cultural mores

      appear to clash dramatically with the requirements for TPS. India is an extremely

      heterogeneous country. It represents a multi-cultural, multi-ethnic, multi-religious, and

      multi-linguistic federation of many different states, which collectively impact upon the

      complexity of social and cultural values, work practices and human resource management

      to be found in India (Jain 1987; Sinha and Sinha 1990; Tripathi 1990; Schwartz 1999;

      Budhwar 2003; Becker-Ritterspach 2005; Chatterjee 2007; Gupta 2008). By analysing the

      data obtained from respondent interviews, field notes and documentation at TKM, three

      major themes emerged which demarcated the difference between the Japanese and Indian

      work context: industrial relations; decision-making; and work ethics and motivation.

      These themes are discussed below.

      Industrial relations: Whilst Japanese companies stress enterprise-level (company)

      unions that operate in an atmosphere of cooperation with management within a unitarist

      culture, Indian companies stress external unions, often affiliated to political parties, which

      operate in an atmosphere of confrontation with management within a pluralist culture.

      Managing union–management relations in India, especially for overseas-headquartered

      companies, can often be a trying experience. The structure of unions, and their tendency to

      affiliate with larger political organisations, allows for plant-level people issues, if

      mismanaged, to escalate into national issues, at times even necessitating federal

      government intervention.

      In addition, TPS is associated with the concept of demand-driven flexible production

      and flexible labour organisation enabling workers to be hired and fired to facilitate

      levelling of production. This flexibility caters to the need to eliminate all forms of waste

      and explains the large numbers of temporary or contract workers usually employed in lean

      systems. However, this requirement is inconsistent with the existence of inflexible labour

      laws that have traditionally dominated the Indian industrial relations scene under which

      workers are assured of long-term, permanent employment. Indian labour laws have

      traditionally been highly protective of labour, and labour markets have been relatively

      inflexible. Multinational companies such as TKM have sought labour market flexibility

      which has invariably translated into precarious working conditions in such companies.

      Attempts to dismantle labour laws relating to retrenchment, closure, contract workers and

      collective labour activities have met with severe opposition from organised labour.

      With respect to TKM, industrial relations problems dogged the company almost as

      soon as it commenced operations in Bangalore. The company refused to recognise an

      external trade union, underestimated the power and influence wielded by trade unions in

      India and failed to understand their structure, dynamics, political and community linkages,

      and constitutional and legal standing. The fast pace of work within the factory, lack of job

      security and disagreements over the operation of the performance appraisal system led to

      immediate demands from workers for the company to recognise an external trade union.

      TKM resisted these demands and attempted to establish an internal company union as a

      substitute. Attempts to suppress pluralist tendencies organic to the Indian workforce

      through an anti-union stance and attempts to achieve flexible production outcomes in the

      absence of cooperative labour–management relations led to a progressive deterioration in

      the overall industrial relations climate. Strikes occurred in 2001, 2002 and 2004. Workers

      were dismissed or suspended, with union agitators in particular targeted for disciplinary

      The International Journal of Human Resource Management 2181

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      action. This situation eventually resulted in a strike and lockout during 2006 in association

      with a bitter community campaign against TKM in Bangalore. Workers occupied the

      factory and threatened to commit suicide after they had entered the LPG area and warned

      that they would ignite the gas cylinders. Other workers were arrested after they

      demonstrated outside the factory and in the streets of the city.

      Decision-making: The concepts of education, communication, consultation,

      participation, involvement, empowerment, facilitation and support are all evident within

      the Japanese (Ringi) system of group-oriented, consensus-seeking decision-making,

      designed to integrate worker and company interests. Group work and cohesion are

      stressed. Responsibility is delegated to groups to perform and design tasks, identify

      problems, make improvements and monitor quality. Exploring and learning together

      between managers, supervisors and employees is a critical objective. On the other hand,

      one of the more pervasive attributes of Indian workers is that they are socialised to be

      servile to their superiors whilst displaying an arrogant attitude towards subordinates

      (Bhadury 1991). This context has a strong impact on the nature of decision-making. Indian

      companies prefer centralised decision-making, emphasising bureaucratic and hierarchical

      relationships between different groups. There tends to be limited delegation and tight

      controls. Decisions are made by authority figures, often surrounded by strict secrecy (Jain

      1987). The common style of leadership is paternalism, invariably exhibited by superiors

      who are older, more experienced and ‘wiser’, and is concerned with guidance, protection,

      nurturance and care towards the subordinate. In return, the subordinate offers deference,

      loyalty and respect to the superior. Excessive use of bureaucracy exists within Indian

      industrial organisations.

      With respect to TKM, management failure to recognise the nature of decision-making

      led to a series of misunderstandings. Non-hierarchical, consensus decision-making in the

      form of concepts such as quality circles and continuous improvement (kaizen) did not

      come easily or naturally to Indian workers who expected their superiors to be responsible

      for making such decisions. There is a strong tendency for Indian workers to always want to

      please their boss, and this often results in such workers reporting that they have no

      problems or that their work is on track when in actuality they may be suffering severe

      problems in understanding or application. This Indian cultural habit was often

      misinterpreted by Japanese managers and trainers who regarded such behaviour as

      dishonesty or telling lies. The paternalistic nature of traditional Indian workplaces resulted

      in management painstakingly explaining to workers what was to be done and how it was to

      be completed, following which workers were expected to comply with these instructions.

      The TKM approach, however, stressed adherence to the Toyota Way and TPS, and this

      one-best-way approach was inculcated into the Indian workforce. However, a senior

      Indian manager in the plant observed that the ubiquitous use of the term ‘The Toyota Way’

      during training sessions and team leader briefings was construed as ‘a convenient cover-up

      for a lack of knowledge on various matters and an inability to explain finer details as and

      when required’:

      So when somebody comes along and says ‘no’ I expect you to work like this and like that then he does not appreciate that, but if you tell him that there are reasons why I expect you to do it, and as a result what will happen to you, you will get this benefit and that benefit, then you can start connecting with that individual, so it is a learning process for the Japanese.’ (Interview with senior manager).

      This was compounded by the fact that the concept of ‘one-best-way’ is not well understood

      or practiced in Indian society. Because of the shortage of resources, Indians have become

      adept at ‘making do’ by a variety of means. There are many ways to solve a problem and as

      R. James and R. Jones2182

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      long as the solution works, that is considered acceptable. This approach is known as

      ‘jugaad’ – quick, alternative ways to approach a difficult situation. Such an approach is

      anathema to the Japanese concept of standardised work.

      An endemic feature of TKM human resource management practices was the refusal of

      Japanese managers to give any credence to Indian managers in the plant. There is evidence

      that only lip service was paid to any expertise that such managers may have possessed.

      One senior Indian executive in particular had stayed with TKM from its early days in 1999

      but eventually left the company after 10 years, disgruntled by the treatment he had

      received from Japanese managers. A senior industrial journalist commented that this was

      an open secret amongst people associated with the plant:

      He told me, and these are only allegations, that the Japanese did not trust senior managers from India, there was this basic mistrust, how they tried to impose certain things on the people of Indian origin, he had all these kind of issues, and he left in a huff. (Interview with senior industrial journalist)

      Work ethics and motivation: The concepts of loyalty and identification with the company

      are stressed in Japanese systems, accompanied by devotion to one’s work. However, in

      Indian culture, loyalty to one’s family is the main priority. Employees are oriented more

      towards personalised relationships than productivity (Gupta 2008). Motivational tools in

      Indian companies are less oriented to increases in productivity, cost reductions or quality

      improvements; rather they emphasise social, interpersonal and even spiritual relationships

      with one’s colleagues. Respondents referred to such factors as the importance of the

      family and respect for age and hierarchy. Indians were described as informal, emotional,

      sensitive and with a lack of discipline in relation to the necessities of industrial life, such as

      the requirements to be punctual, precise, measured and systematic. One Indian manager

      commented: ‘there is no discipline built into the Indian psyche – we are more emotionally

      involved with people rather than having a very business-like approach’. All of these

      factors ran counter to the needs of an environment conducive to the successful

      implementation of TPS.

      With respect to TKM, it took many years before company management was able to

      come to grips with the unique nature of Indian work ethics and motivation. Whereas

      Japanese workers are extremely time conscious, the concept of timeliness is less well

      understood or appreciated within the Indian context. One respondent noted: ‘if you take a

      bus in Japan then 8.45 means 8.45, it does not mean 8.44 or 8.46, but when we Indians say

      8.45 it could mean 8.40 or 8.50, we are pretty lax’ (interview with senior Indian TKM

      manager). The unpreparedness and lack of planning of many workers in India were also

      remarked on by the same manager by using an analogy of an Indian plumber attending

      your home to fix a leaky tap:

      You ask for the plumber to come, and he gives you a time but he won’t show up, or maybe he will show up two hours later, but then he will not come with all the tools of his trade, and then he will ask you for sandpaper, it’s not that he comes and you let him in and show him the tap leaking and he does his job and goes away – it does not work like that in India. Now our friends from Japan come here and they expect things to be different and it’s a source of frustration for the Japanese and I can understand that. And they say ‘what kind of a country is this’ and I have to stop them and tell them that ‘we know what kind of country it is, but you don’t……if it was like Japan then we don’t need you to come here and set up a car plant’. (Interview with senior Indian TKM manager)

      The hard, disciplined and relentless pace of industrial work within TKM was a cultural

      shock that the young and inexperienced workforce found difficult to adapt to. Union

      sources described TKM as ‘a nazi camp’ (interview with external union organiser).

      The International Journal of Human Resource Management 2183

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      The usual practice in traditional Indian workplaces was for workers to complete assigned

      tasks in their own time, whilst attending to other social needs during work hours.

      To compensate, they would often volunteer to work overtime with no extra pay. TKM

      management, however, failed to understand this need of Indian workers to simultaneously

      address work and social needs. Work hours were fixed, with little time to escape from the

      line, except during stipulated breaks. Accordingly, Indian workers were viewed as slack

      and undisciplined. This attitude often resulted in frustration when Japanese managers and

      trainers would abuse and shout at workers. In one incident, a trainer snatched a cap from a

      worker’s head and threw it to the floor whilst shouting ‘you Indians!’ Strained relations

      were also caused when Indian workers refused to clean their work areas or mop the floor.

      Such attention to detail and cleanliness is a vital part of TPS. However, such menial work

      is regarded as degrading for Indian men to perform. Such work is deemed to be women’s

      work or else to be performed by lower caste workers (dalits).

      The evidence presented above suggests that the magnitude of TKM’s failure to

      understand and appreciate the subtleties, nuances and major sociocultural and

      environmental factors in India led to considerable dissonance between Indian workers

      and TKM management. TKM was at a loss to understand people issues within the plant

      and the sociocultural issues in the region. The company never expected to encounter the

      number of pitfalls it did, or the extent of learning (and unlearning) it would need to

      undergo in India. A senior Indian manager stated that despite making an excellent product,

      TKMmanagement ‘displayed poor people skills’ within the Indian context – ‘they have to

      get used to how we do things here and it takes time for them to do that’. The new rhetoric

      of a ‘jumpstart decade’ was only adopted from 2008 with the appointment of a new

      Japanese managing director. The miscalculation made by TKM of the time needed to

      adapt to Indian conditions was emphasised by a senior manager: ‘I think a decade was not

      in their mind . . . with industrial relations I think they realised that India needs more time’.

      When TKM commenced operations in Bangalore in 1999, its workforce was primarily

      composed of young men drawn from the surrounding villages. Such workers were

      inexperienced in industrial work, being more familiar with the kinship nature of

      agricultural work. In such socially determined work organisations, the nature of family

      roles largely prescribes work structures. Because work organisation is closely tied up with

      the social setting, such organisations tend to suffer from low levels of efficiency,

      effectiveness and innovative capacity. They also tend to be extremely stable, thus making

      the transition to industrial and production-determined work organisations very difficult

      (Udy 1970). Such a transition would involve disengagement from the social setting. Udy

      (1970) suggests that such a process would encompass an initial move to contractually

      based work, reinforced by a subsequent three-stage process involving employer-specific

      contracts, job-specific contracts and occupationally based contracts. External conditions

      can play a critical role in this process and in particular the timing of such external

      interventions. Premature arrival may turn what otherwise may have been positive external

      influences into negative ones.

      In the case of TKM, it could be argued that the entry of the company in 1999

      constituted a premature arrival with initial negative ramifications. The (socially

      determined) workforce was not in a state of readiness, and significant human resource

      management adaptations would have to be undertaken to facilitate the transition to a

      (production-determined) workforce. After many years of industrial unrest, a flashpoint

      was reached in 2006 involving a strike, violence, community agitation and a subsequent

      lockout initiated by TKM management. This event turned out to be epiphanous within

      TKM’s history, following which the company recognised the trade union and commenced

      R. James and R. Jones2184

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      negotiations with it in an attempt to secure industrial harmony. A senior industrial

      journalist commented that ‘they realised after a period of time that they needed an

      emotional touch for the labour’. This was confirmed by a senior Indian executive in 2011

      who stated that many issues were now being developed in TKM, working with, and not

      against, the Indian mind: ‘they are working as per our requirements by understanding

      Indian minds, Indian ways of working, so some of us are very closely involved in that

      programme’. As part of this reconciliation, changes were effected to the standard TPS

      approach in order to make it more compatible with the Indian context. According to a

      union shop steward at the plant, ‘TPS has been transformed into TIPS’. The main features

      of this remodelled system are discussed below.

      Recognition of the trade union: TKM recognised a trade union with external links and

      agreed to take back workers who had been suspended over the years for agitating for a

      trade union. These workers were subsequently elected to senior union positions within the

      plant. A policy was instituted of negotiating wages, working conditions and production

      issues with the union. In 2011, 10 permanent and full-time union officials operated in the

      plant with no duties other than union issues and paid by the company. TKM management

      accepted that union officials could consult outside the plant with the Centre of Indian

      Trade Unions during working hours on full pay. However, outside officials are not allowed

      inside the plant, nor can they take part directly in negotiations with TKM management.

      Substantial wage increases: TKM workers secured substantial increases in their pay,

      elevating them to the second highest-paying manufacturing organisation in Bangalore.

      This was achieved despite a 30% reduction in TKM production during 2009.

      Foregrounding Indian managers and backgrounding Japanese managers at senior

      levels: A shift in policy was adopted in order to move Indian managers into higher level

      senior roles previously occupied only by Japanese personnel. Simultaneously, Japanese

      trainers and managers were moved into the background to occupy only advisory and

      coordination positions.

      Steeper organisational hierarchy: Additional levels were added to the managerial

      organisational chart to satisfy the Indian managers’ desire for enhanced status through job

      titles in the hierarchy.

      Appointment of a new managing director: A new managing director was appointed in

      2008 who was generally perceived to be more union and worker empathetic (through

      strong grass-roots experience) than his two former colleagues at this level, both of whom

      were perceived to lack credibility and were linked with mishandling previous events

      within the company.

      Acceptance of a fixed ratio between the takt (production cycle) time and the number of

      workers on the line and per each individual station: This means that increases in takt time

      would have a corresponding increase in the number of workers on the line. This is a

      significant departure from Toyota global practices, signifying acceptance of the Indian

      social norm that work does not lie at the centre of daily living. Social, relationship and

      family needs should be accorded a similar consideration as production-related needs.

      Elsewhere in Toyota’s operations, increased production has invariably implied increased

      takt times with an unchanged number of line workers, resulting in intensification of work

      and greater worker stress.

      Discussion and conclusion

      Based upon significant studies from the transplantation literature reviewed earlier in the

      paper, several key summary points can be advanced.

      The International Journal of Human Resource Management 2185

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      . Institutional diffusion can be either imposed or borrowed. The relative strengths of

      donor and host nations must be assessed. Innovations are often hybrid, in the sense

      that they borrow aspects from both the donor and host environments (Ward 1999).

      . Successful transplantation adjustments should take cognisance of two aspects:

      leaving room for local actors to manoeuvre (actors pulling in) and making careful

      choices with the characteristics of the host country in mind (goodness of fit) (de

      Jong et al. 2002).

      . Production and management systems cannot be transferred across national

      boundaries without considerable difficulty. The importance of place has an enduring

      quality. Friction and strained relationships create dynamism between the integration

      logic of parent companies and the localisation logic of subsidiaries, forcing systems

      to undergo some degree of revision. This can be referred to as the application-

      adaptation dilemma (Abo 1994).

      . Greater insight can be obtained into the processes of hybridisation by regarding an

      organisation as the simultaneous embodiment of a strategic design, a social

      construct and a political entity (Westney 1999).

      . The dichotomy between the concepts of context-free and context-based is

      needlessly dualistic. The relative forces of shaping, and being shaped by, are critical

      in this dynamic. However, merely stating that each transfer is a unique creative and

      adaptive process does not take us very far. We need to go beyond this by analysing

      more clearly those mediating practices of agents who select, interpret, codify and

      manage the innovating diffusion. Studies should concentrate on case studies in

      developing and developed nations paying attention to enterprise, sectoral, regional

      and temporal contingencies (Elger and Smith 1994).

      This paper has analysed the difficulties experienced by the TMC in attempting to transfer

      its lean cultural paradigm into its Indian affiliate company, TKM, over the period since 1999.

      Qualitative data have been collected froma number of sources, including personal interviews,

      field visits and documentation, and analysed by means of conceptual ordering through

      thematic categorisation. Three themes emerged from the data: industrial relations; decision-

      making; and work ethics and motivation. The paper finds that these three themes

      problematised the transfer of the Toyota paradigm into India. TKM misread the Indian

      cultural and social environment, and mishandled its people management portfolio, despite

      bringing new technology and a superior product into the country. This lack of adaptation

      causedmanyyears of industrial unrest. Eventually,TKMwas forced to compromise and adapt

      its beliefs and practices to become more accommodating of the local context.

      At TKM, an authoritarian imposition (Ward 1999) was attempted from the outset.

      Employing Abo’s (1994) concept of ‘application’, we hypothesise that this approach was

      adopted because of the issue of hubris of success, in the sense that at the time of entry into

      India in 1999 TMC was riding the wave of international success in terms of market share

      and managerial confidence in its corporate paradigm. Combined with its own inherent

      ethnocentric disposition, this comprised a compelling mixture of factors. Any attempts at

      accommodating or compromising on differences were only observed when the company

      was forced into a corner by contextual pressures. These pressures arose from sociocultural

      differences relating to industrial relations, decision-making, and work ethics and

      motivation. Key propagandists (Elger and Smith 1994) in this pressure were the organised

      labour movement and community opposition. In other words, the authoritarian imposition

      was subsequently modified to a ‘contested’ imposition, and eventually into a ‘negotiated’

      imposition as TKM responded to organisational resistance by means of a negotiated

      R. James and R. Jones2186

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      compromise process involving the movement from TPS to TIPS. Key mediators (Elger

      and Smith 1994) in this process were the new Japanese managing director, newly

      appointed senior Indian managers and the newly elected union shop stewards. In addition,

      Westney’s (1999) concepts of strategic, social and political designs emphasise the

      importance of transplant agents adopting a multi-framed approach. It is argued that TKM’s

      attempt to seamlessly transplant a system from one context to another ran the risk of only

      Processual movement from authoritarian to negotiated imposition

      Stage 2: Contested imposition (resistance)

      Reasons:Cross-cultural differences regarding: industrial relations, decision making, and work ethics and motivation

      Stage 1: Toyota Way + Toyota Production System

      Authoritarian imposition (Ward, 1999)

      Application (Abo, 1994)

      Strategic design (Westney, 1999)

      Context-free (Elger and Smith, 1994)

      Reasons: Japanese ethnocentrism + hubris of success

      Stage 3: Toyota Indian Production System

      Negotiated imposition (Ward, 1999)

      Adaptation (Abo, 1994)

      Social and political design (Westney, 1999)

      Context-bound (Elger and Smith, 1994)

      Comprising: New HRM policies more accommodative of social, cultural, and political factors

      Propagandist agents

      Organised labour; community opposition

      Mediating agents

      New Japanese MD; newly-elected shop stewards; newly-appointed senior Indian managers

      Figure 1. Processual movement from authoritarian to negotiated imposition.

      The International Journal of Human Resource Management 2187

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      viewing the world through the lens of strategic design, thus ignoring the veracity of both

      the social and political frames. In the Indian context, we have seen that social, cultural and

      political factors cannot be divorced from workplace realities. It is the incorporation of

      these issues into the essence of the negotiated compromise of TIPS that has ensured a more

      cooperative climate within TKM since 2007. This dynamic process involving a movement

      from authoritarian imposition, through contested imposition, to negotiated imposition is

      summarised in Figure 1.

      Three important implications flow from the findings of the paper. First, we have

      extended the work of Udy (1970) by suggesting the types of human resource management

      adaptations that could be undertaken when an external intervention (in this case the entry

      of a lean Japanese organisation into India) intrudes prematurely into the transition from

      socially determined to production-determined work organisations. Second, any attempt to

      regard the lean system as a set of practices and technical objects, devoid of context, that

      can be divorced from cultural and historical issues, should be resisted. Third, this

      argument implies that the paradigm is not easily amenable to transference anywhere in the

      world. When transferred overseas, the efficacy of the paradigm is contingent upon

      the unique cultural, social, historical and environmental factors peculiar to the host

      country. Environments with unitarist leanings, characterised by union-free culturally

      homogeneous settings, are most conducive to successful implementation of lean cultural

      systems. Conversely, countries with strong pluralistic inclinations and with strong

      traditions of unionism, such as India, are not naturally amenable to adaptation of the

      system. In such situations, trust and commitment are usually replaced by suspicion and

      resistance unless specific actions are taken by management to alleviate such tendencies.

      One of the lessons learned by TKM was that any successful implementation of the system

      in India would depend upon a compromise of the pure system espoused by the ToyotaWay

      and TPS, and this was eventually achieved through the negotiated introduction of the TIPS

      and a new jumpstart decade after many years of industrial relations turmoil. In the absence

      of such negotiated compromises, the transference of lean systems into other sociocultural

      environments will probably encounter problematic outcomes.

      One of the limitations of this research study is that it analyses a single case study of one

      lean Japanese company in a specific industry at a single site in India. Several possibilities

      exist for other researchers to extend these boundaries. For example, other lean companies

      could be studied in India, either in the automobile industry or in other industries. One

      suggestion would be an analysis of the Suzuki joint venture with the Indian company

      Maruti, situated at Manesar near Delhi, which during 2012 has also suffered similar labour

      difficulties to Toyota and would provide a comparative exercise for extending the findings

      of the present study.

      References

      Abo, T. (1994), Hybrid Factory: The Japanese Production System in the United States, New York: Oxford University Press.

      Becker-Ritterspach, F. (2005), ‘Transfer, Intercultural Friction and Hybridization: Empirical Evidence From a German Automobile Subsidiary in India,’ Asian Business and Management, 4, 365–387.

      Besser, T. (1996), Team Toyota, New York: State University of New York Press. Bhadury, B. (1991), ‘Work Culture: An Exposition in the Indian Context,’ Vikalpa, 16, 4, 33–42. Bhatnagar, M. (2006), ‘Is Toyota’s 15 Per Cent Market Share by 2015 Achievable?,’ http://

      www.domain-b.com/companies_t/toyota_kirloskar/20060825_market_share.html (accessed 12 February 2009).

      Budhwar, P. (2003), ‘Employment Relations in India,’ Employee Relations, 25, 2, 132–148.

      R. James and R. Jones2188

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      Business Line (2008), ‘Toyota Kirloskar to Build Second Plant Near Bangalore,’ http://www.blonet. com/2008/04/12/stories/2008041251110200.htm (accessed 10 October 2010).

      Chatterjee, S. (2007), ‘Human Resource Management in India: Where From and Where to?’ Research and Practice in Human Resource Management, 15, 2, 92–103.

      Das, K., and George, S. (2006), ‘Labour Practices and Working Conditions in TNCs: The Case of Toyota Kirloskar in India,’ in Labour in Globalising Asian Corporations: A Portrait of Struggle, ed. D. Chang, Hong Kong: Asia Monitor Resource Centre, pp. 273–302.

      De Jong, M., Lalenis, K., and Mamadouh, V. (2002), The Theory and Practice of Institutional Transplantation, Dordrecht: Kluwer Academic Publishers.

      Delbridge, R. (2003), ‘Workers Under Lean Manufacturing,’ in The New Workplace: A Guide to the Human Impact of Modern Working Practices, eds. D. Holman, T. Wall, C. Clegg, P. Sparrow, and A. Howard, West Sussex: Wiley, pp. 15–34.

      Elger, T., and Smith, C. (1994), Global Japanization: The Transnational Transformation of the Labour Process, New York: Routledge.

      Financial Express (2008), ‘We Took Time to Understand the Indian Market: Toyota Honcho,’ http:// www.financialexpress.com/printer/news/361486 (accessed 12 October 2010).

      Florida, R., and Kenney, M. (1991), ‘Transplanted Organizations: The Transfer of Japanese Industrial Organizations to the US,’ American Sociological Review, 56, 3, 381–398.

      Forrester, R. (1995), ‘Implications of Lean Manufacturing for Human Resource Strategy,’ Work Study, 44, 3, 20–24.

      Genaidy, A., and Karwowski, W. (2003), ‘Human Performance in a Lean Production Environment: Critical Assessment and Research Framework,’ Human Factors and Ergonomics in Manufacturing and Service Industries, 13, 4, 317–330.

      Graham, I. (1988), Just-in-Time-Management of Manufacturing, Oxford: Chandos Publishing. Gronning, T. (1997), ‘The Emergence and Institutionalization of Toyotism: Subdivision and

      Integration of the Labour Force at the Toyota Motor Corporation From the 1950s to the 1970s,’ Economic and Industrial Democracy, 18, 3, 423–455.

      Guba, E., and Lincoln, Y. (1981), Effective Evaluation, San Francisco, CA: Jossey-Bass. Gupta, S. (2008), ‘Indian and Japanese HRM Practices: Similarities and Differences with Analysis of

      Automobile Sector in India,’ http://www.aima-ind.org/ejournal/articlesPDF/Shruti_Gupta_ 692320081433269.pdf (accessed 3 June 2009).

      Hummels, H., and Leede, J. (2000), ‘Teamwork and Morality: Comparing Lean Production and Sociotechnology,’ Journal of Business Ethics, 26, 75–88.

      Jain, H. (1987), ‘The Japanese System of Human Resource Management: Transferability to the Indian Industrial Environment,’ Asian Survey, 27, 9, 1023–1035.

      Jones, R., Betta, M., and Latham, J. (July 2009), ‘The Lean Empire Strikes Back: Employing the Discourse of “Learning” to Suppress Pluralism in a Lean System,’ in Critical Management Studies Conference, CMS6, University of Warwick.

      Kageyama, K. (2004), ‘Toyota in the 21st Century in Asian Countries: Information Exchange System and Best Mix,’ International Journal of Asian Management, 3, 27–36.

      Kamata, S. (1983), Japan in the Passing Lane: An Insider’s Account of Life in a Japanese Auto Factory, London: Allen & Unwin.

      Kumon, H. (2007), ‘Toyota Motor’s Plant Operation in the Czech Republic and Turkey: Transfer of the Toyota Production System,’ 15th GERPISA International Colloquium, Paris.

      Liker, J. (2004), The Toyota Way, New York: McGraw-Hill. Liker, J., and Franz, J. (2011), The Toyota Way to Continuous Improvement, New York: McGraw-

      Hill. Liker, J., Fruin, W., and Adler, P. (1999), Remade in America: Transplanting and Transforming

      Japanese Management Systems, New York: Oxford University Press. Liker, J., and Hoseus, M. (2008), Toyota Culture, Boston, MA: McGraw-Hill. Liker, J., and Meier, D. (2007), Toyota Talent, New York: McGraw-Hill. Lincoln, Y., and Guba, E. (1985), Naturalistic Inquiry, Newbury Park, CA: Sage. Liu, R.-J., and Brookfield, J. (2006), ‘Japanese Subcontracting in Mainland China: A Study of

      Toyota and Shanghai Koito,’ Supply Chain Management: An International Journal, 11, 2, 99–103.

      Liu, L., and Jones, R. (2005), ‘Embedding TPS Within the Australian Culture,’ Proceedings of the 5th Annual International Conference of the European Academy of Management, Munich.

      The International Journal of Human Resource Management 2189

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      Macduffie, J., and Pil, F. (1997), ‘Changes in Auto Industry Employment Practices: An International Overview,’ Cornell International Industrial and Labor Relations Reports, 33, 9–44.

      Magee, D. (2007), How Toyota Became # 1: Leadership Lessons From the World’s Greatest Car Company, New York: Penguin.

      Majumdar, S. (2006), Labour Unrest at Toyota: The Decision Dilemma, Kolkata: IBS Research Centre, pp. 1–11.

      Mason, J. (1996), Qualitative Researching, London: Sage. Mathew, S., and Jones, R. (2012), ‘Satyagraha and Employee Relations: Lessons from a

      Multinational Automobile Transplant in India,’ Employee Relations, 34, 5, 501–517. Mehri, D. (2005), Notes From Toyota Land, New York: Cornell University Press. Mikkilineni, P. (2006), IR Problems at Toyota Kirloskar Motors Private Limited, Kolkata: ICFAI

      Centre for Management Research, pp. 1–15. Mishina, K. (1998), ‘Making Toyota in America: Evidence From the Kentucky Transplant, 1986–

      1994,’ in Between Imitation and Innovation: The Transfer and Hybridization of Productive Models in the International Automobile Industry, eds. R. Boyer, E. Charron, U. Jürgens, and S. Tolliday, Oxford: Oxford University Press, pp. 99–128.

      Moden, Y. (1983), Toyota Production System: Practical Approach to ProductionManagement, Atlanta, GA: Industrial Engineering and Management Press.

      Moden, Y. (1998), Toyota Production System: An Integrated Approach to Just-in-Time (3rd ed.), Atlanta, GA: Industrial Engineering and Management Press.

      Mooij, J. (2005), The Politics of Economic Reforms in India, New Delhi: Sage. Ohno, T. (1988), Toyota Production System: Beyond Large-Scale Production, New York:

      Productivity Press. Osono, E., Shimizu, N., and Takeuchi, H. (2008), Extreme Toyota: Radical Contradictions That

      Drive Success at the World’s Best Manufacturer, Hoboken, NJ: Wiley. Pardi, T. (2005), ‘Where Did It GoWrong? Hybridisation and Crisis of Toyota Motor Manufacturing

      UK, 1989–2001,’ International Sociology, 20, 1, 93–118. Parker, M., and Slaughter, J. (1988), ‘Management by Stress,’ Technology Review, 91, 7, 36–44. Parker, M., and Slaughter, J. (1994), ‘Lean Production Is Mean Production,’ Canadian Dimension,

      28, 1, 21–22. Petison, P., and Johri, L. (2006), ‘Driving Harmony: Philosophy of Toyota Motor Thailand,’

      Strategic Direction, 22, 11, 3–5. Preece, D., and Jones, R. (2010), ‘Human Resource Development and Management in Lean

      Production,’ International Journal of Human Resource Development and Management, 10, 1, 1–13.

      Quality Advisory Panel (2011), ‘Road Forward: The Report of the Toyota North American Quality Advisory Panel,’ http://www.changinggears.info/wp-content/uploads/2011/05/EMBARGOED_ COPY_Toyota_Quality_Advisory_Panel_Report.pdf (accessed 12 August).

      Ray, S., and Roy, U. (2006), Toyota Motors in Emerging Markets (Part A), Kolkata: IBS Research Centre, pp. 1–33.

      Recht, R., and Wilderom, C. (1998), ‘Kaizen and Culture: On the Transferability of Japanese Suggestion Systems,’ International Business Review, 7, 1, 7–22.

      Rother, M. (2010), Toyota Kata: Managing People for Improvement, Adaptiveness, and Superior Results, New York: McGraw-Hill.

      Saldana, J. (2009), The Coding Manual for Qualitative Researchers, London: Sage. Sato, M. (2008), The Toyota Leaders, New York: McGraw-Hill. Schwartz, S. (1999), ‘A Theory of Cultural Values and Some Implications for Work,’ Applied

      Psychology: An International Review, 48, 1, 23–47. Shigeo, S., and Dillon, A. (1989), A Study of the Toyota Production System From an Industrial

      Engineering Viewpoint, Norwalk, CT: Productivity Press. Shook, J. (1998), ‘Bringing the Toyota Production System to the United States: A Personal

      Perspective,’ in Becoming Lean: Inside Stories of U.S Manufacturers, ed. J. Liker, Portland, OR: Productivity Press, pp. 41–70.

      Sinha, J., and Sinha, D. (1990), ‘Role of Social Values in Indian Organizations,’ International Journal of Psychology, 25, 705–714.

      Spear, S., and Bowen, H. (1999), ‘Decoding the DNA of the Toyota Production System,’ Harvard Business Review, September–October, 97–106.

      Stake, R. (1995), The Art of Case Study Research, Thousand Oaks, CA: Sage.

      R. James and R. Jones2190

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      Strauss, A., and Corbin, J. (1998), Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, Thousand Oaks, CA: Sage.

      Sugimore, Y., Kusunoki, K., Cho, F., and Uchikawa, S. (1977), ‘Toyota Production System and Kanban System: Materialisation of Just-in-Time and Respect-for-Human System,’ International Journal of Production Research, 15, 6, 553–564.

      Taylor, A. (2006), ‘How Toyota Does It: The Birth of the Prius,’ Fortune, 153, 4, 61–72. TMC (2001), The Toyota Way, Tokyo: Toyota Motor Corporation. TMC (2010), ‘Toyota in the World,’ http://www.toyota-global.com/company/profile/in_the_world/

      pdf/databook_en_2010.pdf (accessed 10 September 2011). TMC (2011), ‘Toyota in the World,’ http://www.toyotaprensa.es/prensa/abre_pdf.asp?id¼21215

      (accessed 10 September 2011). Towill, D. (2006), ‘Handshakes Around the World,’ Manufacturing Engineer, 85, 1, 20–25. The Tribune (2006), ‘Toyota Eyes Small Car Segment,’ http://www.tribuneindia.com/2006/

      20061224/biz.htm (accessed 2 August 2010). Tripathi, R. (1990), ‘Interplay of Values in the Functioning of Indian Organizations,’ International

      Journal of Psychology, 25, 715–734. Udy, S. (1970), Work in Traditional and Modern Society, Englewood Cliffs, NJ: Prentice Hall. Vasilash, G. (1998), ‘The Toyota Production System at the Other Toyota,’ Automotive

      Manufacturing and Production, 110, 7, 58–60. Ward, S. (1999), ‘The International Diffusion of Planning: A Review and a Canadian Case Study,’

      International Planning Studies, 4, 1, 53–78. Westney, D (1999), ‘Organization Theory Perspectives on the Cross-Border Transfer of

      Organizational Patterns,’ in Remade in America: Transplanting and Transforming Japanese Management Systems, eds. J. Liker, W. Fruin, and P. Adler, New York: Oxford University Press, pp. 385–408.

      Wilms, W., Hardcastle, A., and Zell, D. (1994), ‘Cultural Transformation at NUMMI,’ Sloan Management Review, 36, 1, 99–113.

      Winfield, I. (1994), ‘Toyota U.K. Ltd: Model HRM Practices,’ Employee Relations, 16, 1, 41–53. Womack, J., and Jones, D. (1996), Lean Thinking, New York: Free Press. Womack, J., Jones, D., and Roos, D. (1990), The Machine That Changed the World, New York:

      Harper Perennial. Worley, J., and Doolen, T. (2006), ‘The Role of Communication and Management Support in a Lean

      Manufacturing Environment,’ Management Decision, 44, 2, 228–245. Yin, R. (1994), Case Study Research: Design and Methods, Thousand Oaks, CA: Sage. Zaman, A. (1993), ‘FinaBox: Emergence of a New Paradigm,’ Master’s thesis in Production and

      Logistics Management, Department of Innovation, Design and Production Development, Malardalen University, Sweden.

      The International Journal of Human Resource Management 2191

      D ow

      nl oa

      de d

      by [

      Sw in

      bu rn

      e U

      ni ve

      rs ity

      o f

      T ec

      hn ol

      og y]

      a t 0

      1: 28

      1 9

      M ay

      2 01

      4

      View publication stats

      • Abstract
      • Introduction
      • Lean production and the Toyota cultural paradigm
      • The sociocultural context of lean manufacturing
      • Methodology and data collection
      • Findings: from Toyota Production System to Toyota Indian Production System
      • Discussion and conclusion
      • References

      ,

      Breakthrough Leadership Skills MN7028

      Topic 2: Organisational Design

      1

      1

      Learning Outcomes

      To contrast “Classical” models with human relation models of management

      To trace some of the corresponding changes from traditional to contemporary models of organisational design

      Explore the emergence of autonomous work teams (drivers?)

      2

      Some alternative schools of management and some advocates

      Classical: Taylor, Fayol, Weber

      Human Relations: Mayo, (later McGregor, 1960s)

      (Communication) Systems: Barnard

      Learning Organisation (Senge, 1990)

      3

      Job design in the context of personnel as a ‘cost’ to the business

      Taylorism and Fordism

      management studying the work methods for each job

      establishing the most efficient methods

      Scientific management: time and motion studies

      Fordism; increased division of labour

      4

      Fayol (1949)

      Refocused attention away from the shop-floor toward management itself

      ‘General and Industrial Management’ pamphlet (1949) presented the functions of management as:

      Planning: (including forecasting, setting goals, determining actions)

      Organising: (designing a suitable organisational structure to effectively harness the HR and non-hr elements required)

      Co-ordinating: uniting activities and providing required resources

      Commanding (and directing): Including leadership and motivation towards goals

      Controlling: ensuring they stick to the plan

      5

      Fayol (continued)

      Fayol’s 14 Principles of management (1949) implied :

      a rigorous hierarchy (Unity of Command/Unity of Direction/line of command)

      But also encouraged the nurturing of initiative in their workers by managers

      Esprit de corps (Teamwork).

      6

      Max Weber

      Bureaucracy Theory (1947) emphasised:

      ‘order’

      ‘focus on authority’.

      It can be seen as limited in the context of organisations viewed as social systems

      It can also be seen as limited in the context of societal embeddedness

      7

      Job design begins to recognise needs and broader contribution of the worker

      Early industrial revolution: personnel had a welfare role

      Consider origins Cadbury, Rowntree.

      Rise of trade unionism: industrial relations role

      The Hawthorne studies

      ‘soft’ HR tracks through to Mayo (1933), who founded the Human Relations school and McGregor (1960) who recognised that the needs of both the organisation and the individual need to be recognised

      8

      Brings us to a consideration of Organisational Design (OD)

      OD is the ‘process of assigning responsibilities and structuring work to support enterprise goals, objectives and strategies’ (Bloisi, 2007)

      It is reflected in the title of Chandler’s iconic book: ‘Strategy and Structure: Chapters in the history of Industrial Enterprise’ (1962)’,

      Two contrasting perspectives about the design of the organisation emerged in the 60s largely influenced by the works of Burns and Stalker (1966) and Lawrence and Lorsch (1969)

      9

      Mechanistic structure

      Hierarchical structure

      Well-defined roles and responsibilities

      Highly specified tasks

      This form lends itself to organisations operating in stable marketplaces with little external change and low levels of uncertainty. Work efficiencies can be achieved through the structure but the design does not offer much versatility or flexibility.

      10

      Organic structure

      Knowledge is valued at all levels of the firm

      Tasks are continuously being redefined in processes of collaboration

      Knowledge may be found anywhere in the organisation and equates to power

      Communications in the organic organisation serve to build knowledge rather than give orders

      11

      Four basic organisational structures spanning 50 years

      Since the 1960s organisations have been structured according to the following criteria:

      Function

      Geography

      Product

      Customer

      Each of these designs ‘produces different behaviours and different outcomes’ (Bloisi, 2007) and also requires different trade-offs.

      Whitbread

      https://www.youtube.com/watch?v=6h3ngHtoMO0

      12

      Contemporary organisation beyond the team level (work system design)

      By Function

      By Product

      By Customer

      Matrix Structure

      Lattice structure

      13

      Greater emphasis on the HRM orientation is further stimulated by:

      The Great Depression (1929-1939)

      ‘Loss of faith’ in traditional mass-production techniques (Henderson, 2017)

      The eclipse of US management practices by those used in Japan in the 80s.

      E.g. Pascale, Managing on the Edge (1990)

      14

      The Autonomous Work Group (AWG)

      Tavistock Work Organization Model (e.g. Trist and Bamfoth 1951; Emery, 1963)

      Work should be organized in teams.

      Individual jobs should provide:

      Variety;

      A meaningful task;

      An optimum work cycle;

      Worker’s control over work standards;

      Feedback of results;

      A perceived contribution to end product.

      The AWG concept is not dependent on any specific technology so it applicable in virtually all work situations.

      (Henderson, 2017)

      15

      Maslow and self-actualisation

      ‘Maslow’s influence is clearly stamped across the work design theories and practices of the latter half of the twentieth century.’

      (Buchanan, 1994)

      Theory of Motivation’ (1954) was the study of ‘ultimate human goals’.

      Maslow’s work:

      Emphasised primacy of individual needs

      16

      General principles derived from ‘motivation theory’ (Maslow, 1954)

      Importance of ‘self-actualisation’ of workers at an individual level

      Set goals.

      Involve the employees concerned in designing and agreeing the goals.

      ‘Stretch’ goals lead to significant increases in employee performance.

      Link rewards to performance when possible.

      Increase employees’ sense of ‘self-efficacy’ (confidence that they can perform the job or task well).

      17

      General principles derived from motivation theory (cont’d)

      Let employees know the expected level of performance and give them accurate and timely feedback.

      Giving positive rewards for good performance is more effective in motivating people then punishing them for poor performance.

      Perceived fairness or equity is vital to the motivation.

      18

      McGregor (1961)

      Influenced by Maslow’s theme of self-actualisation. Douglas McGregor wrote The Human Side of the Enterprise’ (1961). McGregor’s perspective embraced the themes of ‘participation, openness, trust, exchange and a resolution of the conflict between personal and organisational goals’ (ibid, foreword by G.Bennis).

      McGregor developed the concepts of Theory X and Theory Y

      Theory x: ‘people are a cost that must be monitored and controlled’

      Theory Y: ‘people are an asset that should be valued and developed’

      Also made the following observation: ‘The capacity to exercise a relatively high degree of imagination, ingenuity and creativity in the solution of organizational problems is widely, not narrowly distributed in the population.’ (ibid)

      19

      Job Design

      ‘Job design specifies the contents of jobs in order to satisfy work requirements and meet the personal needs of the job holder, thus increasing levels of employee engagement.’

      Armstrong (2014, p. 145)

      20

      Work Design

      ‘Work design is the creation of systems of work and a working environment that enhance organizational effectiveness and productivity, ensure the organization becomes a “great place in which to work” and are conducive to the health, safety and wellbeing of employees’.

      Armstrong (2014, p. 136),

      21

      Intrinsic Motivating through job design

      Lawler (1969) identifies three elements to job design which are necessary to make a job ‘intrinsically’ motivating:

      Feedback relating to performance: this should be meaningful (Armstrong, 2010). Armstrong also states that this means they be able to see more of the picture, i.e. how their role fits into the whole process.

      Abilities: the jobholders must feel that they are making use of those abilities which they values.

      Self-control (autonomy): the jobholders must feel they have discretion

      Increased focus on ‘job characteristics’ in job design (Hackman and Oldham, 1976)

      Hackman and Oldham, 1976, propose a ‘job characteristics model’ (ibid), comprising five key elements:

      Skill variety (the range of skills and talents required)

      Task identity (the breadth within the task)

      Task significance (in relation to the “bigger picture”)

      Degree of autonomy (discretion, e.g. in methods)

      Feedback (clarity on performance)

      If jobs are designed in a way that maximises these dimensions then three psychological states can occur:

      Experience of meaningfulness at work

      Experience of responsibility for work outcomes

      Knowledge of results of work

      Managing the intrinsic element through job design contd.

      Robertson and Smith (2005) propose five similar aspects of the job design which can influence intrinsic motivation:

      Skill variety

      Pooling tasks together

      Task significance

      Degree of autonomy

      Feedback (delivered through ‘good relationships and opening feedback channels’) (Armstrong, 2010)

      Armstrong advocates adopting these approaches when setting up new work-systems or jobs, but he also stresses that ‘the greatest impact on the design of work systems or jobs is made by line managers on a day-to-day basis’

      Job Design: The Job Characteristics Model (JCM) and how it relates to EE

      Job Characteristics Model (Hackman and Oldham, 1976)

      Skill variety: the extent to which a jobholder is required to use a range of different skills.

      Identity: the extent to which a job involves the completion of a ‘whole’ piece of work with end-to-end responsibility.

      Significance: the amount of impact that a job has, and the contribution that the job makes.

      Autonomy: the amount of discretion that the jobholder has in making decisions about what to do and how to do it.

      Feedback: direct information about the performance requirements of the job.

      25

      Toyota Production System (TPS)

      Features of both AWG and Taylorism?

      Just–in-Time (JIT) production processes.

      Teamwork

      Jidoka quality principle (error-free processes)

      Standardized work and kaizen (continuous improvement )

      26

      Sparrow on Lean management

      ‘building people, then building products’

      Toyota build teams of ‘skilful systems thinkers’ and build a culture of ‘challenge the status quo’ or continuous improvement (or Kaizen)

      27

      Some mechanisms (largely driven by HR) which can help deliver lean management

      ‘genchi genbutsu’ (trans.: going to the real place of work)

      ‘Out-learning’ (matrix teams, action learning)

      ‘Yokoten’ (Communities of practice)

      Finding the root cause of problems (facilitated by cultures of empowerment, collaboration, and challenging the status quo)

      Retrospectives (frequent events to analyse and design activities) Maximising “pull” and minimising “push” activities (by a rigourous focus on quality and ‘perfection’ (Sparrow)

      28

      Learning Organisation (Senge, 1990)

      Personal Mastery

      Mental Models

      Shared Vision

      Team Learning

      … and the Fifth Discipline:

      Systems thinking

      29

      McDonaldization (Ritzer, 1993)

      Efficiency

      Calculability

      Predictability

      Control

      30

      Smart working (CIPD, 2008)

      Self-management

      Virtual teams

      Outcome-based performance criteria

      High performance working

      Flexibility in both hours and locations

      Use of more advanced technology

      Hot-desking and working from home

      Trust

      Alignment to business objectives

      31

      Flexibility

      Employers pursue flexibility to:

      minimize human resource costs in both the short and long run.

      protect the core from short term, fluctuations in market demand.

      respond to the demands of an increasingly diverse workforce in terms of (i) legal compliance and (ii) discretionary entitlement to attract/retain Core employees.

      32

      Types of flexibility (Henderson, 2017)

      Functional flexibility

      employees can be redeployed quickly to new tasks and activities (e.g. multi-skilled craftsmen and team-workers).

      Numerical flexibility

      enabling the organisation quickly to increase and decrease the numbers employed in response to market demand.

      Financial flexibility

      pay systems that reinforce the requirement for flexibility (e.g. performance-related pay, pay-for-skills).

      33

      Some alternatives to full-time permanent employment

      Temporary working

      Part-time working

      Job-sharing

      Home-working

      34

      New forms of employment (Henderson, 2017)

      Employee sharing, where an individual worker is jointly hired by a group of employers.

      Interim management, in which highly skilled experts are hired temporarily for a specific project or to solve a specific problem

      Casual work, where an employer is not obliged to provide work regularly to the employee but has the flexibility of calling them on demand.

      Voucher-based work where the employment relationship is based on payment for services with a voucher purchased form an authorised organisation that covers both pay and social security contributions.

      Portfolio work where a self-employed individual works for a large number of clients

      35

      New forms of employment (Cont’d)

      New forms of employment which utilize Information and Communications Technology (ICT), such as ‘crowd working’ (Henderson, 2017)

      36

      Contemporary ideas about Organisational Structure and Work Design

      Greater emphasis on organisations as a social system, especially in contexts where “soft” HR practices are suitable.

      Progression from control to enablement

      Learning Organisation

      Greater emphasis on organisations as a part of set of social relations outside the immediate organisation, e.g. Granovetter (2002), e.g. Teece’s concept of the business eco-system (e.g. 2007) in dynamic capability theory

      37

      Selected References

      BLOISI, W., COOK, C. W., & HUNSAKER, P. L. (2006). Management and organisational behaviour. Maidenhead, McGraw-Hill Education.

      BUCHANAN, D. A., & HUCZYNSKI, A. (2019). Organizational behaviour. Part 4

      CLEGG, S., KORNBERGER, M., PITSIS, T., & MOUNT, M. (2019). Managing and organizations: an introduction to theory and practice.

      SENGE, P. M. (2010). Fifth Discipline: the Art & Practice of The Learning Organization. New York, Random House US.

      38

      image1.png

      image2.svg

      .MsftOfcThm_Accent1_Fill_v2 { fill:#BBE0E3; } .MsftOfcThm_Accent1_Stroke_v2 { stroke:#BBE0E3; }

      image3.jpeg

      image4.jpeg

      image5.jpeg

      image6.jpeg

      image7.jpeg

      image8.jpeg

      image9.jpeg

      image10.jpeg

      image11.jpeg

      image12.jpeg

      image13.jpeg

      image14.jpeg

      image15.jpeg

      image16.jpeg

      image17.jpeg

      image18.jpeg

      image19.jpeg

      image20.jpeg

      image21.jpeg

      image22.jpeg

      image23.jpeg

      image24.jpeg

      image25.jpeg

      image26.jpeg

      image27.jpeg

      ,

      Topic 1: Introduction to Leadership

      Breakthrough Leadership Skills

      MN7028

      1

      Learning outcomes for the session

      Explore some theories of management

      Identify some of the components/styles of management

      Compare the terms “management” and “leadership”

      Explore some theories of leadership

      Conclusions: developing theories on leadership?

      Introduction to module assessments (and team allocation)

      2

      Discuss in pairs (10 mins)

      What do managers do?

      What are their key activities/functions?

      3

      Fayol’s (1949) five activities of managers

      Forecasting & Planning – examine the future and decide on what needs to be achieved and develop a plan of action

      Organising – providing material or resources & build a structure to carry out the activities Command – getting the best out of the staff

      Co-ordination – harmonising activities Control – ensures everything goes according to the plans, instructions

      3

      Drucker on management (1954, 1974, 2005)

      3

      They have three tasks (all important but essentially different):

      Achieve the mission of the organisation Ensure performant, contented workers

      Manage social impacts/responsibilities Five basic operations of the manager:

      Sets objectives

      Organises Motivates Communicates Measures

      These require combination of: analytical ability

      Integrity

      human perception and insight social skills

      Theories X and Y (McGregor, 1961)

      6

      The style of management is a function of the managers attitudes towards people and assumptions about people

      Theory X: workers dislike working, need to be watched; motivated by physiological and security needs

      Theory Y: given responsibility workers have potential to add creativity and value; motivated by esteem and self- actualisation

      Theory Z (Ouchi, 1985): focus on long term well being of the employee; consensus decision making and strong company culture

      The different roles of a manager: Mintzberg (1973)

      Interpersonal

      Informational

      Decisional

      Figurehead Leader

      Handler

      Liaison

      Monitor Disseminator

      Entrepreneur Disturbance

      Spokesperson

      Resource allocator Negotiator

      7

      Mullins (2013) philosophy for the successful management of people

      10

      consideration, trust and respect recognition and credit involvement & availability

      fair and equitable treatment

      positive action on an individual basis – not blanket treatment

      emphasis on end results

      staff and customer satisfaction

      What are the measures of effectiveness?

      Mullins believes that managers are judged on the performance of their staff, which therefore makes these aspects critical:

      strength of motivation and morale of staff success of training and development

      creation of positive culture but these are hard to measure

      These can be measured as follows:

      staff turnover absenteeism sickness time keeping

      accidents at work

      And in some workplaces can be measured as follows:

      meeting deadlines accuracy or recorded errors

      level of complaints from clients, other departments, suppliers etc

      keeping within budget productivity

      10

      Some observers perceive differences between managing in the public and private sectors (Mullins, 2013)

      aims concerned with providing a service for and for the well being of the community rather than just commercial nature

      scale, variety and complexity of operations (arguably)

      high media profile (scrutiny)

      political make up (elected members and permanent officers) Higher level of unions involvement

      difficulty in measuring standards of performance compared with profitability

      demand for uniformity of treatment

      more rigid personnel policies and specific limitations on authority

      10

      … but they still face same general problems of management (Mullins, 2013)

      efficiency and effectiveness of their operations

      clarification of aims and objectives

      design of suitable structures and carrying out essential admin functions

      basic principles of management apply in any organisation

      10

      Key management skills may be contingent on the stage and context of the organisations

      Different skills are required to manage (lead?) start-up organisations, maturing organisations, failing organisations.

      10 minute discussion in small groups:

      What do you think those different skills are?

      Would you use a former Marketing Director to conduct a turnaround or a former FD to create a start-up?

      10

      Managers of the future? (Heller, 1997)

      10

      Heller identified ten key strategies for Europe’s new breed of managers including:

      develop leadership

      drive radical change

      reshape culture

      divide to rule

      ensure the competitive edge

      manage the motivators

      ensure team working

      achieve TQM

      Small Group Discussion (15 mins)

      10

      Who do you consider to be a great leader?

      Why have you chosen the person(s) you have identified?

      What traits, abilities or skills do they possess?

      As a class consider if the people you have identified/share any common traits, abilities or skills

      Kotter on Leadership v Management

      15

      Kotter’s (1990) Distinction Between Managers and Leaders

      Planning and budgeting (deductively producing orderly results)

      Motivating people (creating Involvement, emphasising values, building informal networks of relationships)

      Controlling and problem solving (comparing behavior with plan, taking action to correct deviations)

      Aligning people to the vision (emphasising communication, credibility, and Empowerment)

      Setting a direction (inductively creating a vision and strategies to provide focus for planning)

      Organising and staffing (structuring jobs and reporting relationships to efficiently implement plans)

      Managers

      Coping with complexity

      Leaders

      Coping with change

      3 Basic Tasks

      Deciding what needs to be done

      Creating networks and relationships

      Ensuring people do the job

      15

      Managers versus Leaders

      17

      Managers have formal power and authority to be in charge. Leaders influence others to follow and have personal power

      “Managers do things right while leaders do the right thing” (Bennis & Nanus, 1985)

      The leader establishes vision & direction, influences others to sign up to that vision, inspires them to overcome obstacles, and produces positive, radical change. The manager establishes plans & budgets, designs & staffs the organisation structure, monitors & controls performance and delivers order & predictability (Kotter, 1990)

      The leader is prophet, catalyst, mover-shaker, focused on strategy. The manager is operator, technician and problem solver, concerned with the “here and now of goal attainment” (Bryman, 1986)

      Some Theoretical Approaches to Leadership

      The traits/qualities approach

      Behavioural approach (focus on leader as key actor)

      Situational (focus on follower as key variable)

      Contingency approach

      17

      Traits approach: distinguishes leaders from non-leaders by their traits

      Self-confidence

      Drive for achievement Honesty & integrity

      Ability to motivate people towards a common goal

      Intelligence

      Creativity Ability to adapt

      Clegg et al (2005) in Watson and Reissner (2016)

      17

      Behavioural approach to leadership (Likert, 1961)

      Relationship orientated leaders (managers)

      Task orientated leaders (managers)

      Emphasise the technical or task aspects of the job: people are means to an end

      Emphasise interpersonal relations and accept individual differences

      Production Oriented

      Employee Oriented

      Behavioral Theories:

      University of Michigan Studies and Ohio State University studies

      Developed two dimensions of leadership behavior:

      22

      Where X axis measures ‘concern for production’ and y axis measures ‘concern for people’

      Impoverished management

      Produce or perish (Authority/compliance) management Country club management

      Middle of the road Team management

      Blake & Mouton Management and Leadership Grid (1964)

      Distinguishing between leadership for stability and leadership for change (Burns, 1978)

      Transactional Leader:

      Determines what subordinates need to do in order to achieve both their own and organisational objectives.

      Helps subordinates reach their objectives. Focussed on exchanges between leader and follower

      Transformational Leader:

      Uses his/her personal vision and energy to inspire people to exceed their own expectations

      Raises motivation and stresses the value of team member contributions to the organisation.

      23

      Transactional Leadership

      Uses reward and coercive powers to encourage high performance

      Problem-solving and implementing If subordinates do what is required by leader then given rewards

      Tend to support and maintain a ‘status quo’ and promote stability within organisations

      23

      Transformational Leadership (Burns, 1978)

      Leading for change

      Broadens and elevates the interests of their employees – more visionary Work through social and emotional

      behaviours in order to create awareness and commitment

      Stirs employees to look beyond their own self-interest for the good of the group/organisation

      Have ability to energize others to follow a particular direction – influences using charisma and personal power

      23

      Components of Transformational Leadership Style (Burns 1978, Bass 1985, Bass and Ovolio 1994)

      Individualised consideration

      Leader treats each follower on his/her own merits, seeks to develop followers through delegation and coaching/mentoring

      Intellectual stimulation

      Encourages free thinking and emphasises reasoning before taking any actions Inspirational motivation

      Creates an optimistic, clear and attainable vision of the future, encourages others to raise their expectations

      Idealised influence

      Makes personal sacrifices, takes responsibility for actions, shares credit and shows determination

      23

      Situational theory of leadership (Fiedler, 1971 in Watson and Reissner, 2016)

      The leader’s effectiveness will depend on these variables:

      Relationships structure (how much workers trust and like the leader)

      Task structure (how clear workers are about the task)

      The power of the leader to influence the workers (whether legitimate power, coercive power, or reward)

      The leader can influence these variables by

      Presenting clearly defined job outcomes Rewarding in line with motivators of the worker (i.e. bundling outcomes with rewards)

      Removing obstacles to effective performance

      Showing confidence in the worker

      23

      In Situational Leadership Theory

      Leaders are diagnosticians and are capable of changing their style.

      The “right” style leadership style will depend on the degree of the workers’ readiness and commitment, or levels of competence to do the task.

      The leader should assess workers’ needs and adapt his/her style to those needs.

      Hersey et al (2001) propose four different styles according to the circumstances: Telling, Selling, Participating and Delegating.

      Kreitner (2001) suggests that deploying these different approaches might be especially relevant in cross-cultural management contexts

      28

      Hersey & Blanchard’s Situational

      Leadership Theory (1988):

      Belief: Right leadership style must depend on the level of the followers’ readiness or maturity.

      Premise: The leader should assess follower needs and adapt the style to those needs.

      Assumption: Leaders are diagnosticians and are capable of changing their style.

      Situational Leadership Model

      A leader is expected to use the appropriate style based on the subordinate’s readiness & willingness to be led by others.

      Four leadership styles or roles

      Delegating (S4) Participating (S3) Selling (S2) Telling (S1)

      To be used according to follower readiness

      Willing & able (R4): Delegating style

      Unwilling & able (R3): Participating style

      Willing & unable (R2): Selling style

      Unwilling & unable (R1): Telling style

      Contingency Approaches (after Fiedler, 1971)

      Examines the impact of the leader’s style and the situation on desired outcomes.

      All contingency theories define:

      Leader’s behaviour or style The situation (context) Outcome(s) that are desired

      There must be a match between the leader’s style and the demands of the situation for the leader to be effective.

      Snowden and Boone (2007) offers a framework for decision-making.

      Snowden (2007): ‘A leader’s framework for Decision-making’

      Contingency approach continued:

      “Contingency theory of leadership (is) a perspective which argues that leaders must adjust their style in a manner consistent with aspects of the context” (Huczynski & Buchanan, 2007 p. 695)

      Aspects include

      the relations structure (how much workers like the leader)

      The task structure (how clear workers are about the task)

      The power of the leader to influence the actors

      (Watson and Reissner, 2016)

      Fiedler’s contingency model can be applied to this approach where:

      Job outcomes are clearly defined

      Rewards are correlated to performance

      Obstacles to performance are removed

      Leader-confidence in employees’ abilities is evident

      Moorcroft (2000) – ‘new principles’ for ‘managing in the 21st Century’

      33

      Manage information through people Change is constant, and must be managed Technology is the future

      Relationships matter

      Investment in Training and Development is important

      Measure only against the best The market is global

      Unity of Direction is important

      Equity is expected Initiative is important

      The Most Frequently Cited Skills of Effective Managers/Leaders (Carlopio and Andrewartha, 2011)

      33

      Verbal communication (including listening)

      Managing time and stress

      Managing individual decisions

      Recognizing, defining, and solving problems Motivating and

      influencing others

      Delegating Setting Goals and

      articulating a vision

      Self-awareness Team building Managing conflict

      Any conclusions about the emerging perspective on the concept of leader?

      Change (whereas management is about stability)

      Process (not personality)

      Interactive

      Goals

      ‘Leadership is a process whereby an individual influences a group of individuals to achieve a common goal’ (Northouse, 2019)

      33

      Talking through the assessments

      33

      Useful Resources

      33

      Hamel G. Moon Shots for Management. Harvard Business Review. 2009;87(2):91-98. Accessed November 13, 2020.

      Kotter, John P. (1996). Leading Change. Harvard Business School Press

      Mintzberg, H. (2013) Simply Managing. London: FT Publishing

      Mullins L (2013) Management & Organisational Behaviour, 10th ed. FT Prentice Hall, Essex Northouse, P.G. (2018) Leadership: Theory and

      Practice (8th ed.) Sage: London

      Perkins, S. J., & Arvinen-Muondo, R.

      (2013). Organizational behaviour: [people, process, work and human resource management]. London, Kogan Page. (ch.5)

      Uhl-Bien, M & Arena, M 2018, ‘Leadership for organizational adaptability: A theoretical synthesis and integrative framework’, Leadership Quarterly, vol. 29, no. 1, pp. 89–104.

      image1.png

      image2.png

      image3.png

      image4.jpg

      image5.png

      image6.png

      image7.png

      image8.jpg

      image9.png

      image10.jpg

      image11.png

      image12.jpg

      image13.jpg

      image14.png

      image15.jpg

      image16.jpg

      image17.jpg

      image18.jpg

      image19.jpg

      image20.png

      image21.jpg

      image22.png

      image23.png

      image24.png

      image25.jpg

      image26.png

      image27.jpg

      image28.png

      image29.png

      image30.jpg

      image31.jpg

      image32.png

      image33.png

      image34.png

      image35.jpg

      image36.png

      image37.png

      image38.png

      image39.png

      image40.jpg

      image41.jpg

      image42.jpg

      image43.jpg

      image44.png

      image45.jpg

      image46.jpg

      image47.png

      image48.png

      image49.png

      image50.jpg

      image51.jpg

      image52.jpg

      image53.png

      image54.png

      image55.png

      image56.jpg

      image57.jpg

      image58.jpg

      ,

      Breakthrough Leadership Skills MN7028

      Session 10: Negotiation: Priorities, Processes, Strategies

      1

      1

      Learning Outcomes

      Define Negotiation

      Characteristics of successful negotiation

      The importance of questioning, probing and listening

      Needs, wants and influencing

      The importance of a continued listening actively

      Getting to Yes / BATNA

      Explore related processes

      Exercise on Interim Recruitment Negotiations

      William Ury : Getting to Yes – YouTube

      2

      Definitions of negotiation

      ‘An extended communication created in dialogue by two sides’ (Mead 2005)

      ‘A process of discussion between 2 or more parties with the aim of achieving a satisfactory agreement’ (Tayeb 2003)

      ‘Requires parties with opposing interests to get together to make a decision’ (Elahee and Brooks 2004)

      frances tomlinson

      3

      Negotiator skills

      Research and Planning skills

      Ability to think clearly under stress

      Practical intelligence

      Verbal ability

      Product knowledge

      Personal integrity

      Ability to perceive and exploit power

      Understand the issue

      Negotiator skills

      Is prepared

      Recognises key issues quickly

      Seeks the win-win

      Has stamina

      Knows when (if) to compromise

      Tolerates conflict and stress

      Listens well

      Has sensitivity to other‘s needs

      Shows patience

      In the room

      Confident (tone, handshake, eye contact)

      First impressions count (appearance)

      6

      The £150 Game

      “I will give a prize of £150 to each of the first two people who can persuade another MBA student to get up, run around Holloway campus, return to the class and stand behind his or her chair.”

      What would you do?

      You have to move quickly

      What is your instinct?

      7

      The £150 Game

      Option 1: don’t play

      This is the approach of the Avoider

      • Prefers not to get involved at all

      • Dislike stress

      • Avoids situations with “winners” and “losers”

      • Can be (surprisingly) very difficult to negotiate against

      8

      The £150 Game

      Option 2: Run and stand behind the chair of the person opposite you, trusting that she will give you a fair share of the cash

      This is the approach of the Accommodator

      Resolves conflict by solving the other party’s problem

      If the counterpart is similar, he shares the wealth

      But if the counterpart has another approach, the Accommodator may end up with nothing

      9

      The £150 Game

      Option 3: Shout to the person sitting across from you that he should run over and get behind your chair and that you’ll share the money with him if he does

      This is the approach of the Competitor

      • First instinct is to see “zero sum” allocations

      • Likes to “win”

      • May even lie if he’s asked to get up and move, claiming he has a sprained ankle

      10

      The £150 Game

      Option 4: If the person across from you is offering you £75 to stand behind her chair, take the deal (even if you made the same offer to her)

      This is the approach of the Compromiser

      • Favours deals that give something to each party

      • Interested in maintaining relationships

      • Tends to “split the difference”

      11

      The £150 Game

      Option 5: Suggest to the person opposite you that you BOTH get up and stand behind each other’s chair, so you BOTH get £150

      This is the approach of the Collaborator

      • Tries to find a way for both parties to get the best outcome

      • Willing to be creative and brainstorm

      • May not be successful against a strong competitor

      12

      The £150 Game: Conclusions?

      • There is no one “right” way to negotiate

      •We must learn to be conscious of our own style

      • Five basic types of negotiators

      • Competing

      • Accommodating

      • Avoiding

      • Collaborating

      • Compromising

      13

      Negotiation styles

      •Most people use a combination of these styles

      •Be aware of your “default” style

      • Recognising it will allow you to move away from knee-jerk responses

      •Be aware of your counterpart’s style

      •Be tactical about altering style as appropriate

      14

      Communication styles

      How We Communicate Could Determine How Persuasive We Are

      • Verbal (the words)

      • Vocal (the tone)

      • Silence

      • Facial (the expressions)

      • Non-verbal ( the body movements)

      15

      Cultural Patterns/styles

      How We Perceive the word “negotiation” could dictate your approach

      Japan, China: negotiations are part of relationship building process (there is no getting to yes in the room)

      Spain: it’s the deal that matters

      Germany: formal

      Mexico/USA: informal

      Netherlands/Israel: direct

      May show video on cross cultural negotiation

      16

      BATNA

      “Best Alternative To a Negotiated Agreement.”

      It is defined as the most advantageous alternative that a negotiating party can take if negotiations fail and they do not secure the desired agreement

      The BATNA is a party’s best alternative is if negotiations are unsuccessful.

      It helps clarify alternative agreements proposed by the other party that you should reject.

      It underpins the art of letting them have your way.

      May show video on cross cultural negotiation

      17

      BATNA

      So, generate possible BATNAs:

      • Invent a list of actions you might take if no agreement is reached

      • Improve some of the better ideas and convert them into options

      • Select your Best Alternative To a Negotiated Agreement

      • Then, consider what the other side’s BATNA might be…

      May show video on cross cultural negotiation

      18

      19

      Key Negotiation Strategies

      Time issues and Deadline strategies

      • Conceal your real deadline

      • Declare an earlier deadline

      • Find the other side’s deadline

      Information

      • Considered the heart of negotiations – shapes strategy, reality • Preparation is key – side with more info. has edge

      • BATNA

      Power

      • Is it about power, ego, leverage • Balance between parties is a key factor

      20

      Key Negotiation Strategies

      Getting to Yes, key elements:

      Focus on interests, not positions:

      • Interests = needs, desires, concerns, fears that lead to “why”

      • Positions = specific demand

      Separate people from positions

      • People negotiate – are affected by egos, feelings, anger

      • “Step into their shoes” to discover their reasoning

      Focus on objective criteria

      • Facts, principles, standards can be used to frame an offer Develop mutual-gains options

      A settlement must be better than no agreement for both parties

      • Propose options with gains for both parties

      21

      Interests, not positions

      The basic problem in a negotiation lies not in conflicting positions, but in the conflict between each side’s needs, desires, concerns and fears. So, identify the Interests of the other side:

      Ask why they take a particular position [to understand]

      Isolate the other side’s choices [how do you want to affect them?]

      Analyse the consequences of accepting or rejecting your request

      22

      Options for mutual gain

      Is this distributive (win lose/zero sum) or integrative(win win) negotiation? How can you expand the pie? How can you have your cake and eat it? Invent solutions which are advantageous to both sides.

      But beware of :

      • Premature judgment

      • Searching for a single answer

      • The assumption of a fixed pie

      • Believing that ‘solving their problem is their problem’

      Story about cooks arguing over the orange. Do we chop it in half or does one of use want the peel.

      23

      Objective criteria

      Frame each issue as a search for objective criteria

      What objective standard might be relevant?

      Be open to reasoned persuasion on their merits

      Never yield to pressure, only to principle

      24

      True or false?

      “In Business As in Life, You Don't Get What You Deserve, You Get What You Negotiate” (Chester Karrass, 1996)

      25

      image1.png

      image2.svg

      .MsftOfcThm_Accent1_Fill_v2 { fill:#4472C4; } .MsftOfcThm_Accent1_Stroke_v2 { stroke:#4472C4; }

      image3.jpeg

      image4.jpeg

      image5.jpeg

      image6.jpeg

      image7.jpeg

      image8.jpeg

      image9.jpeg

      image10.jpeg

      image11.png

      image12.svg

      .MsftOfcThm_Accent1_Fill_v2 { fill:#00CC99; } .MsftOfcThm_Accent1_Stroke_v2 { stroke:#00CC99; }

      image13.jpeg

      image14.jpeg

      image15.jpeg

      image16.jpeg

      image17.jpeg

      image18.jpeg

      image19.jpeg

      image20.png

      image21.jpeg

      image22.jpeg

      image23.jpeg

      image24.jpeg

      image25.jpeg

      image26.jpeg

      ,

      Breakthrough Leadership Skills MN7028

      Topic 3: Transformational Leadership – Harnessing Motivation

      1

      1

      Learning Outcomes

      Situating Transformational Leadership

      Organisational culture and the implications for leadership and management.

      To examine the main sources of power in organisational settings and the methods by which power and resources can be enhanced to increase effectiveness in such contexts.

      To analyse authority, power and politics as sources of control.

      To clarify any queries related to assessments

      2

      ‘Transforming leadership’ (Gregor Burns 1978)

      View of the leader as a transformer (visionary) and as a motivator rather than simply as a transactor (day to day operations) (Burns, 1978; Peters and Waterman, 2004)

      ‘leadership builds on man’s need for meaning’ (Peters and Waterman, 2004, p.82)

      ‘leadership creates institutional purpose’ (ibid)

      Has a moral component in that it transcends personal interests of leader and meets those of others

      3

      ‘Transforming leadership’ contrasted with power

      Leadership is exercised when leaders ‘arouse, engage and satisfy the motives of followers’ (Burns cited in Peters and Waterman, 2004)

      ‘Leadership, unlike naked power wielding, is thus inseparable from followers’ needs and goals’ (ibid)

      Power bases therefore become ‘mutual support for common purpose’

      Transforming people ‘from neutral, technical units into participants who have a particular stamp, sensitivity and commitment’ (Selznick, 1957)

      ‘reworking of human and technological materials to fashion an organism that embodies new and enduring values’ (ibid)

      The ‘dynamic’ outcomes from transformational leadership (contrasted with power)

      ‘Transforming leadership is dynamic leadership in the sense that the leaders throw themselves into a relationship with “followers” who will feel “elevated” by it and often become more active themselves, thereby creating new cadres of leaders’ (Peters and Waterman, 2004, p.83)

      5

      What values?

      Peters and Waterman, 2004 offer some examples from business:

      ‘beauty in a hamburger bun’ (Ray Kroc. McDonalds)

      ‘48 hours parts service anywhere in the world’ (Caterpillar)

      However a more critical challenge of the leader is to ensure that the vision is enacted/lived by employees and that such values are indeed transforming the organisation.

      Problems of over-simplifying definition of culture

      The ‘Excellence’ school (Peters and Waterman, 1981) certainly popularised the notion of culture and Marvin Bower (also CEO of McKinsey) coined perhaps the most famous definition of culture as ‘the way we do things around here’.

      Yet Schein (1992) distinguishes different depths to the concept: ‘a pattern of shared basic assumptions (that the group learned as it solved its problem of external adaptation and internal integration)’

      https://www.youtube.com/watch?v=gPqz315HSdg

      Organisational Culture: What are your perceptions about/definitions of culture? 10 Minute discussion

      Definitions: Culture as cohesive (“glue”)

      Culture is ‘how things are done around here’. (Drennan, 1992:3 after Bower)

      Culture…is a pattern of beliefs and expectations shared by the organization’s members. These beliefs and expectations produce norms and powerfully shape the behaviour of individuals and groups in the organization. (Schwartz and Davis, 1981:33)

      By culture I mean the shared beliefs top managers have about how they should manage themselves and other employees, and how they should conduct business(es) (Lorsch, 1986: 95)

      Mintzberg et al: ‘tissue’

      Definitions: Culture as Constraining (“glue”!)

      Culture represents an interdependent set of values and ways of behaving that are common in a community and that tend to perpetuate themselves, sometimes over long periods of time. (Kotter and Hesketh, 1992:141)

      Because…

      Common values and beliefs which can increase ‘the level of inertia and breed similarities in “strategic postures” (Abrahamson and Fombrum, 1994, cited in Mintzberg et al, 2005)

      This Photo by Unknown Author is licensed under CC BY-NC-ND

      10

      Value of culture in HR terms

      Alvesson talks about some other common metaphors for change:

      As a “regulator”: i.e. an unwritten element of company policy, which influences and directs aspects such recruitment/rewards

      As a “compass”: helping to draw attention to the values, behaviours which are “right” for the organisation

      As “glue”: encourages teamwork, cohesion.

      Challenges of culture in HR terms

      As “glue” again: but this time inhibiting necessary change

      As “blinkers” but also may blinker people to new ideas (Leonard Barton talks of ‘core rigidities’).

      Culture as a mechanism for leadership

      Cultural ‘schools’ of strategic management (Mintzberg et al, 2005)

      Mintzberg et all (2005) describe a number of schools of strategy including the Cultural School. Within the Cultural school are two perspectives which reflect a strong human relations orientation:

      The ‘Excellence’ school (Peters and Waterman, 1981)

      Resource based View of the Firm (Wernerfelt 1984 and Barney (1991)

      Drucker said ‘culture eats strategy for breakfast’. What do you think he meant by that?

      14

      Culture and Performance

      The ‘excellence’ school (Peters and Waterman, 1985). Developed a blueprint for high performing organisations, which consisted of 8 ‘attributes’ shared by their ‘excellent’ organisations:

      Bias for action

      Close to the customer

      Autonomy and entrepreneurship

      Productivity through people

      Hands on/value driven

      Stick to the knitting

      Simple form/lean staff

      Loose-tight properties

      Culture and Performance?

      Culture may be easily “linked” to superior performance (e.g. Peters and Waterman, 2004)

      But there is an issue about causality

      Compare with the ‘black box’ relating to contribution of HR to performance (e.g. Purcell et al, 2003)

      Compare with the challenge of “proving” value of Employee Engagement (what comes first?)

      What has happened to many of the organisations studied by Peters and Waterman?

      Depths of Culture

      Artefacts: ‘the visible products of the group … That one sees, hears, feels’

      Espoused beliefs and values: e.g. “our customers come first”, “innovation drives our business”

      Basic Underlying assumptions: e.g. engineers do not deliberately design a product that is unsafe

      (Schein, 2004)

      17

      Matching up the artefacts, the espoused values and the behaviours

      Schein (1992) distinguishes in the video between the artefacts, the espoused values and the behaviours/assumptions of the members of a firm

      Northern Rock ‘Mission Statement’ from 2006

      ‘superior value to customers .. through excellent products, efficiency and growth’ (2006 Annual Accounts)

      RBS Values: https://www.rbs.com/rbs/about/our-values.html Accessed 24/10/17

      ‘we want to be trusted, respected and valued by our customers, shareholders and communities’

      Compare with the notion of ‘due diligence light’ (2011) which was applied to the acquisition of ABN AMRO Bank

      Challenges with/critiques of organisational culture

      You cannot just “implement” culture or culture change. It takes time.

      Paradoxically it is fragile and easy to destroy (e.g. at the whim of a new CEO)

      One critique of the culture school is that it renders firms vulnerable to change and indeed many of the firms identified in Peters and Waterman’s classic text have since struggled or gone out of business.

      Why?

      It can discourage necessary change because the ‘common values and beliefs’ embedded in people also ‘increase their levels of inertia and breed similarities in “strategic postures” (Abrahamson and Fombrun, 1994, cited in Mintzberg et al, 2005)

      It is inwardly focussed (‘inside-out’) and explains ‘too easily what already exists, rather than tacking the tough questions of what can come into being’ (Mintzberg et al, 2005). So it is valuable for HRM but is it valuable for strategic HRM?

      Other notions of values

      In 2016, financial and insurance services contributed £124.2 billion in gross value added (GVA) to the UK economy, 7.2% of the UK’s total GVA. London accounted for 51% of the total financial and insurance sector GVA in the UK in 2015. There are over one million jobs in the financial and insurance sector (3.1% of all UK jobs). The UK had a surplus of over £60 billion on trade in the financial and insurance sectors in 2016. In 2015-16, the banking sector alone contributed £24.4 billion to UK tax receipts in corporation tax, income tax, national insurance and through the bank levy.

      Commons Briefing papers SN06193

      Author: Gloria Tyler

      Topics:  Economic situationFinancial services

      http://researchbriefings.parliament.uk/ResearchBriefing/Summary/SN06193

      Accessed 24/10/17

      20

      Power

      ‘Power lies in the acceptance of your authority by others – their knowledge that if they try to resist you, they will fail and you will succeed.’ Jay, A. (1967)

      ‘Power is the capacity to impress the dominance of one’s goals or values on others.’ (Armstrong, 2001)

      21

      Sources of Power

      Reward – being able to give the other what he or she wants

      Coercive – forcing him or her to do it

      Referent – having desirable attributes that make people wish to refer to the leader

      Legitimate – as opposed to illegitimate in the eyes of the followers

      Expert – having an expertise that others want to use.

      French and Raven (1958)

      Informational – (added in 1965)

      22

      Sources of Power (2)

      Source of Power Referred to as:
      Ability to apply sanctions Status and formal position Ability to give valued resources Superior knowledge & experience Personal relationships: charisma Access to inside information Coercive Legitimate Reward Expert Relationship Connection

      23

      Authority is… (1)

      Definitions:

      The power or right to enforce obedience (Oxford English Dictionary);

      Power made legitimate by position or expertise (Weightman, 2004)

      24

      Authority is… (2)

      Distinctions:

      In authority – relies on control over resources to influence people; it confers the right to control and judge the actions of others

      An authority – based on personal attributes, credibility or ability to influence people; it is the basis of credibility that you must earn and maintain for yourself

      Moral authority – based upon equity, ethics and fairness

      Authority to act

      Authority to authorise

      25

      Legitimacy of power?

      Not all power is legitimate

      “persuasion” of the Mafia

      Gotti and Machiavelli

      26

      Some Theories of Power relevant to HR

      Culture as power: ‘it’s the way we do things around here’ (Bowers).

      ‘the greatest conceivable power lies in the possibility to preform somebody in such a way that, of his own accord, he does what one wants him to do, without any need for domination … or for explicit power’ (Castoriadis, 1992 in Alvesson, 2002)

      Clegg (1987) states that ‘the most important kinds of power’ consist of ‘those occcasions when A’s didn’t have to get B’s to do things because B’s would do those sort of things anyway.

      Power/dependence theory (Emerson, 1962)

      Social Exchange theory (Blau, 1964)

      27

      Some Theories of Power relevant to HR contd:

      Persuasion is more effective than exercise of power through coercion

      Power/dependence theory (Emerson, 1962)

      Social Exchange theory (Blau, 1964)

      28

      Gaining and Retaining Power

      “Generally dominance is manifested not in significant political acts but rather in the day to day taken for granted nature of organizational life. As such the exercise of power and domination exists at routine level, further protecting certain interests and allowing the order of organizational life to go largely unquestioned by its members” (Deetz and Mumby, 1986 in Alvesson, 2004)

      29

      Empowerment

      Empowerment is a concept whereby employees at all levels are responsible for their actions and should be given authority to make decisions about their own work.

      It concerns the ownership of problem and solution

      Empowerment requires training for employees and their managers – previous managers need to give up some of their power.

      30

      Power and Politics

      Political behaviour in organisations has been described as ‘a process, that of influencing individuals and groups of people to get your own point of view, where you cannot rely on authority’ (Kakabadse, 1983)

      31

      Playing Politics

      Power is a property of all organisations – politics reflects how power is put into action

      Ethical or unethical behaviour?

      Ends versus means?

      The nature of competition

      32

      Control versus Participation

      Scientific management – control

      Continuum of behaviour depending on control of leader over the led

      Unitarist and pluralist perspectives

      Tells, sells, consults, joins

      33

      Selected reference list (online options in red)

      Alvesson, M. (2002) Understanding Organizational Culture. London: Sage

      CIPD (2014) ‘Keeping culture, purpose and values at the heart of your SME’

      Collins, J. (1995) ‘Building Companies to Last’. Available at ‘https://www.jimcollins.com/article_topics/articles/building-companies.html

      Emerson, R.E. (1962) ‘Power-Dependence Relations’, American Sociological Review, vol. 27, pp. 31-41.

      French, J and Raven, B (1958) ‘The Bases of Social Power’ in Cartwright, D. (ed.) Studies in Social Power, Ann Arbor, Mich: University of Michigan Press.

      Hofstede, G. (1990) ‘The Cultural Relativity of Organizational Practices and Theories’, in Wilson, D.C. & Rosenfield, R.H. (eds.), Managing Organizations: Text, Readings and Cases, London: McGraw-Hill.

      Peters, T. and Waterman, R.H. (2004) In Search of Excellence: Lessons from America’s Best-Run Companies, Exmouth: Profile

      Schein, E.H. (1985) Organizational Culture and Leadership: A Dynamic View, San Francisco, CA: Jossey-Bass

      34

      image1.png

      image2.svg

      .MsftOfcThm_Accent1_Fill_v2 { fill:#4472C4; } .MsftOfcThm_Accent1_Stroke_v2 { stroke:#4472C4; }

      image3.jpeg

      image4.jpeg

      image5.jpg

      image6.jpeg

      image7.jpeg

      image8.jpeg

      image9.jpeg

      image10.jpg

      image11.jpeg

      image12.jpeg

      image13.jpeg

      image14.jpeg

      image15.jpeg

      image16.jpeg

      image17.jpeg

      image18.jpeg

      image19.jpg

      image20.jpeg

      image21.jpeg

      image22.jpeg

      image23.jpeg

      image24.jpeg

      image25.jpeg

      ,

      Breakthrough Leadership Skills MN7028

      Topic 11: Diversity and Inclusive Leadership

      1

      1

      Learning Outcomes for this session

      Compare/Contrast Equality agenda with Diversity agenda

      Current situation

      The business case

      Solutions

      2

      Equality and diversity – background and context

      Societal context – landmark legislation in UK includes: Race Relations Act, 1965; Equal Pay Act 1970; Sex Discrimination Act 1975; Disability Discrimination Act 1995; Equalities Act 2010…. Extension to organisational users/customers as well as employees.

      Equal opportunities policies

      Managing diversity – origins in radical social movements in USA; ‘diversity’ a multiplicity of differences beyond gender and race; concept of diversity adopted and promoted in late 20th century as a response to challenges presented by demographic change

      3

      Consolidation: Equal Opportunities under Equality Act 2010

      Acknowledgement that some groups in society face discrimination.

      Legislation by Government

      The Equality Act (2010) brings together the legislation governing all forms of discrimination in the workplace and established the right of everyone ‘to be treated fairly’ and ‘in exactly the same way’ (CIPD, 2017)

      Fair access, treatment and promotion (orgs)

      Equal Opps. policies (orgs)

      Positive actions encouraged (orgs)

      Positive discrimination illegal

      4

      Scope of legislation:

      Some areas of discrimination covered by law include

      age

      disability

      gender reassignment

      marriage and civil partnership

      pregnancy and maternity

      race (including ethnic origin, colour, nationality and national origin)

      religion or belief (including philosophical belief)

      sex

      sexual orientation

      5

      The equal opportunities approach

      Concern of social justice and equality in line with the humanistic tradition of HRM

      Employers’ responsibility to ensure legal compliance and counter discrimination

      ‘Equality proofing’ of organisational policies and practices – e.g. in recruitment and selection

      Targeted groups and positive action (e.g. Police Force).

      6

      Managing Diversity

      ‘The basic concept of managing diversity accepts that the workforce consists of a diverse population of people. The diversity consists of visible and non-visible differences which will include factors such as sex, age, background, race, disability, personality and workstyle. It is founded on the premise that harnessing these differences will create a productive environment in which everybody feels valued, where their talents are being fully utilised and in which organisational goals are met’. (Kandola & Fullerton, 1998)

      7

      The “Managing Diversity” approach

      Link with a more strategic model of HRM

      Intended to engage and interest everyone (particularly managers) in promoting organisational inclusion and equality

      Focus on individual, rather than group, differences.

      Encompass all the ways that people differ, not just those associated with discrimination and disadvantage

      Push the centrality of the ‘business case’ – economic, rather than moral, rationale for diversity

      8

      Current context

      References to equality or diversity may create competing discourses

      Distraction of working towards a target > tokenism?

      9

      Processes for achieving equality/diversity

      Equality agendas:

      Equal chance

      Equal access to (all) opportunities

      Equal mechanisms to progress

      The short versus the long agenda

      Human Capital agendas:

      As above but beyond compliance with law) they may be fragile, and influenced by commercial expedience.

      10

      Positive Action for achieving equality/diversity

      Encourage applicants from an under-represented group to apply for roles

      Encourage applicants from an under-represented group to take training and development opportunities which will increase access to roles

      Build mentoring schemes inside firms.

      11

      Links with HRM

      Social justice

      Humanistic traditions of HRM

      Commitment

      Transcends legal compliance

      Human capital

      Economic expediency

      Driven by business interests

      Concerned with maximising efficiency

      12

      Alignment with HR strategy

      Recruitment and selection

      Appraisal and reward

      Training and development

      Culture change

      How realistic is a strategic approach to equality?

      13

      Key elements of the business case

      Enables organisations to recruit employees from the widest pool of talent

      Diversity is linked in some studies with greater creativity and innovation and superior performance

      People are more engaged in organisations with a diverse set of employees

      14

      Enables organisations to recruit employees from the widest pool of talent …

      Neurodiversity

      Movement to work

      Older employees

      Ex convicts?

      15

      People are more engaged in organisations which encourage a diverse set of employees

      Culture

      Networks

      Safe environments where people can be authentic and self-actualised

      16

      Stonewall, 2010

      17

      Employee engagement

      Stonewall (2010) ‘concealing sexual orientation at work reduces productivity by up to 30%’

      Catalyst (2009) LGBT employees in organisations with networks, resource groups and/or mentoring programmes are 7% to 16% higher in their workplace experience scores.

      18

      Managing Diversity

      What do you think the figures are in terms of women and ethnic minorities in the workplace?

      19

      Continued under-representation of women and ethnic minorities…

      Gender split in the UK workplace is now around parity.

      However in the board room there is still a gender imbalance (circa 33% women to 77% men) ( www.gov.uk, 2020)

      Over half of FTSE 100 firms have no ethnic minorities on their boards at all and they occupy 2% of the positions overall (City AM 2017).

      Male BAMEs 6% and female BAMEs 3.8% of FTSE100’s board roles (DiversityQ, 2020)

      Pay discrepancy: https://www.theguardian.com/uk-news/2018/mar/10/top-paid-men-women-gender-gap

      20

      Managing cultural diversity

      Impact of globalisation, increased movement of people and internationalisation of business

      Focus on ‘culture’ as a key dimension of difference

      Emergence of cross-cultural management as a distinctive field of theory and practice

      Key theorists include: Hofstede, Trompenaars, Hall…

      21

      Selected references

      CIPD (2018) Diversity and Inclusion at Work. Facing up to the Business Case

      Accessed 13/03/19 at CIPD website

      Cockburn, C. (1989) ‘Equal opportunities – the short and long agenda’ Industrial Relations Journal 20/3 213-25

      French, R. (2015) Cross-Cultural Management in Work Organisations (3rd edition) London: CIPD

      Kirton, Gill, and Anne-Marie Greene. The Dynamics of Managing Diversity : A critical approach, Taylor & Francis Group, 2015. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/londonmet/detail.action?docID=2126963.

      Noon, M. (2007) ‘The fatal flaws of diversity and the business case for ethnic minorities’ Work Employment and Society 21/4 773-84

      22

      image2.png

      image3.svg

      .MsftOfcThm_Accent1_Fill_v2 { fill:#4472C4; } .MsftOfcThm_Accent1_Stroke_v2 { stroke:#4472C4; }

      image4.jpeg

      image5.jpeg

      image6.jpeg

      image7.jpg

      image8.jpeg

      image9.jpeg

      image10.jpeg

      image11.jpeg

      image12.jpeg

      image13.jpeg

      image14.jpeg

      image15.jpeg

      image16.jpeg

      image17.png

      image18.jpeg

      image19.jpg

      image20.jpeg

      image21.jpg

      image22.jpeg

      ,

      Breakthrough Leadership Skills MN7028

      Topic 8: Interpersonal Communication

      1

      1

      Learning Outcomes

      To understand communications channels and barriers to effective communications.

      To explore some of the particular challnges of cross cultural business communication.

      To consider the importance of influence, persuasion, assertiveness and negotiating in communicating with others.

      To examine the sources and nature of conflict within organisations.

      To describe the importance of networking within and between organisations.

      2

      The Communication Process

      An interpersonal process of sending and receiving symbols with messages attached to them.

      The exchange of messages between people for the purpose of achieving common meanings (Guirdham, 1995)

      Communication is effective when the intended meaning of the sender is identical to the interpreted meaning of the receiver.

      3

      The Interactive Process of Interpersonal Communication

      4

      4

      ‘Noise’: Distortions in the Communication Process

      Poor written or oral expression.

      Failure to recognize nonverbal signals.

      Physical distractions.

      Status effects.

      Using the wrong “channel”

      5

      Typical applications for Written versus Face to Face communication

      Written channels work best when:

      Messages are simple and easy to convey.

      Require extensive dissemination quickly.

      Convey formal policy or authoritative directives.

      Spoken channels work best for messages that:

      Are complex or difficult to convey where immediate feedback is needed.

      Attempt to create a supportive, even inspirational, climate.

      6

      One Way and Two Way Communication

      One way

      Fast

      Looks efficient but often inaccurate

      Needs planning

      Less threatening to the sender

      Receiver can feel frustrated

      Guirdham, 1995

      Two way

      Slow

      Looks inefficient but often more accurate

      Planning is less essential

      Sender is more vulnerable

      Receiver more likely to feel confident

      7

      Richness

      Channel richness is the capacity of a communication channel to carry information in an effective manner.

      Low channel richness is impersonal, one-way, and fast.

      High channel richness is personal, two-way, and slow.

      Managers need to choose a channel with the appropriate richness for the communication.

      8

      8

      Communication Media: Examples of Media Richness

      Face-to-face dialogue *

      Videoconference *

      Telephone conversation *

      * Voice mail

      * E-mail

      * Informal letters/memos

      * Organization’s own videos

      * Formal written documents

      * Formal numerical documents

      Single

      Multiple

      Fast

      Slow

      Speed of

      Personalized Feedback

      Cues and Language

      * Organization’s Web site

      9

      Some other causes of noise in communication

      Hearing what we expect to hear

      Perceptions about the communicator (status/non-verbal)

      Influence of own reference group

      Different meanings (cultural or semantic)

      Emotional context

      Organisational size

      10

      Overcoming Communications Barriers

      Adjusting to the world of the receiver (put yourself in their shoes if you can)

      Using feedback

      Using reinforcement

      Using direct, simple language

      Reinforcing words with actions

      Using multiple channels

      Reducing problems of size

      11

      Vertical (one way) communication in Organisations

      Common in traditional (more hierarchical) organisations.

      Delivers organisational efficiencies (can be done in volume and with weight of authority)

      Top down but may be too blunt a vehicle for the message and sometimes polyphasic (so slow and/or unpredictable to reach conclusion)

      Impersonal

      12

      Other issues with Vertical (one way) communication

      Interpretive perspective of communication

      Employees may react differently to the same messages

      Language and symbols used to create and shape peoples social realities

      Communication is not a linear process – many variables affecting process

      Organisational members capture complex experiences that are a combination of sense, emotion, reason and imagination using narration and story telling to impart meaning

      13

      Communications Media

      Written systems

      These include reports, magazines, newsletters, bulletins,

      New technologies for communication

      Informational databases, electronic mail systems, voice mail systems, cellular/smart phone systems

      Text

      14

      Communication Technologies and Behaviour in “busy” contexts

      Communication can become more impersonal

      Interpersonal skills may diminish – less tactful, less graciousness

      Non-verbal cues lacking

      Altered social context

      Information overload – email?

      Email -encourages polyphasic activity

      15

      Communicating across cultures

      “Communication is only possible between people who to some extent share the same system of meaning” (Trompenaars and Hampden-Turner, 1997)

      “It is possible to know the language, and even have in one’s possession adequate translations, without grasping the meaning of what is being said and done” (Much, 1995)

      16

      Culture and communications

      Language and communication issues are intertwined with cultural differences

      Culture represents shared ways of life and understanding, thus culture is itself a process of communication

      Culture is reflected in language, but language is not necessarily tied to a specific culture e.g. versions of English

      Interconnections of language and culture – Japanese language ‘too polite’ and decision made to use English as language of key meetings and documents at Nissan (FT 5th May 2001)

      17

      Language issues

      The significance of language is a relatively neglected area in the study of MNCs …

      Language a barrier, resource or source of power

      Important role of ‘language mediators’

      Importance of language fluency for career progression

      Competence may be masked behind language barrier

      Different levels of language competence – ‘proportional facility’

      Cognitive strain

      18

      Vaara et al (2005): case study of a cross-border merger between Finnish and Swedish banks

      Swedish was originally chosen as the ‘senior management language’ of the new company

      Interpreted by Finnish speakers as sign of Swedish dominance, placed them at linguistic disadvantage

      Language training was limited to those in daily contact with Swedes

      Situation further complicated by the existence of two versions of Swedish

      Efforts by Swedes to learn some Finnish symbolically important and appreciated by Finns

      Corporate language changed to English…

      19

      Model of cross-cultural communication (from Haworth and Savage, 1995)

      Area of common understanding

      Person from culture A

      Person from culture B

      20

      Phenomenal

      Field

      Phenomenal

      Field

      Dynamics of cross-cultural communications

      Explicit/implicit messages (sender)

      Apprehended/inferred messages (receiver)

      Speech pragmatics or characteristic communication patterns – including conventions and rituals (e.g. greetings), jokes, emotional expression, tolerance of silences, pace or ‘music’ of speech

      21

      High & low context communication

      Context: information that surrounds an event

      High context communication

      Assumes the listener is already ‘contextualised’ ; reliance on the overall situation to interpret messages

      The explicit messages can be elliptical

      Low context communication

      Relying more on the explicit verbal content of messages; context less important than content

      Associated with more accessible, fluid, cultural environments

      Hall, E. (1976)

      22

      Communicating between High and Low context environments

      In low context environments, communicators tend to:

      Avoid ambiguity

      Come to the point quickly

      Fill silences where possible

      In high context environments, communicators tend to:

      Talk indirectly (and so may be ambiguous to outsiders)

      Use silence to convey a range of meaning.

      23

      Different principles underpinning management feedback

      Down-graders, understatement, hedgers (UK?)

      Upgraders (Germany?)

      Directness (NL?)

      Sparing with compliments (Fra?)

      Confidentiality (Asia)

      24

      Active Listening

      The process of taking action to help someone say exactly what he or she really means Understand the feeling and respond to this – patience/simple acceptance.

      Focus on the content and avoid making judgements

      Understand the feeling and respond to this

      Paraphrase and restate the message

      Don’t interrupt

      Don’t question the facts

      Listen to what isn’t said –note all cues, verbal and non-verbal

      25

      Selected references

      Brannen, M.Y., Piekkari, R. and Tietze, S. (2014) ‘The multifaceted role of language in international business: Unpacking the forms, functions and features of a critical challenge to MNC theory and performance’ Journal of International Business Studies 45, 495–507

      Guirdham, M. (1996) Interpersonal Skills, Hemel Hempstead: Prentice Hall.

      Hall, E. (1976) Beyond Culture. New York: Doubleday

      Harzing, A-W and Feely, A. (2008) ‘The language barrier and its implications for HQ-subsidiary relationships’ Cross-cultural Management 15/1 49-61

      Meyer, E. (2015) The Culture Map. New York: Public Affairs

      Thomas, K.W., 1974. Thomas-Kilmann conflict mode survey. Tuxedo, NY: Xicom.

      Vaara, E., Tienari, J., Piekkari, R. and Santti, R. (2005) ‘Language and the circuits of power in a merging multi-national corporation’ Journal of Management Studies 42/3 595-623

      26

      image1.png

      image2.svg

      .MsftOfcThm_Accent1_Fill_v2 { fill:#4472C4; } .MsftOfcThm_Accent1_Stroke_v2 { stroke:#4472C4; }

      image3.jpeg

      image4.jpeg

      image5.jpeg

      image6.jpeg

      image7.jpeg

      image8.jpeg

      image9.jpeg

      image10.jpeg

      image11.jpeg

      image12.jpeg

      image13.jpg

      image14.jpeg

      image15.jpeg

      image16.jpeg

      image17.jpg

      image18.jpeg

      image19.jpeg

      image20.jpg

      image21.jpeg

      image22.jpeg

      image23.jpeg

      ,

      ppt/presentation.xml

      ppt/slideMasters/slideMaster1.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level 9/27/2023 ‹#›

      ppt/slideMasters/slideMaster2.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slides/slide1.xml

      Breakthrough Leadership Skills MN7028 Topic 9: Coaching 1

      ppt/slides/slide2.xml

      Aims & Objectives 2

      ppt/slides/slide3.xml

      The Vision accessible through the medium of coaching “What lies behind you and what lies in front of you, pales in comparison to what lies inside of you” Ralph Waldo Emerson 3

      ppt/slides/slide4.xml

      Definition: What is Coaching? “ Coaching could be seen as a human development process that involves structured, focused interaction and the use of appropriate strategies, tools, techniques to promote desirable and sustainable change for the benefit of coachee and potentially for other stakeholders.” (Cox E., Bachkirova .,Clutterbuck D., (2011) The Complete Handbook of Coaching, p1)

      ppt/slides/slide5.xml

      Coaching "Coaching is unlocking a person’s potential to maximise their own performance. It is helping them learn rather than teaching them" Whitmore, J., Coaching For Performance, (2004) 3rd edition published by Nicolas Brealey Publishing ISBN: 1-85788-303-9. In quoting this he is referring to the original writing of Timothy Gallway in the Inner Game Of Tennis in which he takes what was seen by many as a ground breaking approach to improving performance i.e. the individual’s internal obstacles are often more daunting than external ones, therefore what is more important is the individual’s own learning, rather than teaching from an external source. The (Inner Game of Tennis by W.Timothy Gallwey (Paperback – 5 Sep 1986) ISBN: 978-0330295130

      ppt/slides/slide6.xml

      Coaching Coaching is recognised as a powerful vehicle for increasing performance, achieving results and optimizing personal effectiveness (Cox E., Bachkirova.,Clutterbuck D., (2011) The Complete Handbook of Coaching, p211) 6

      ppt/slides/slide7.xml

      Key issues when Coaching Coaching is not Counselling (you are not qualified!) Ethical practice : as it uses psychology: Role of Power and Influence Coaching relationship is key : Have clear boundaries/ parameters: Coach – not the expert Coachee is always in control and decides which topic and action to take and when Coach is facilitator- Must be objective – Removes their own opinions/ideas/limitations/ bias/prejudice from coaching session – it’s not about the coach, so avoid it becoming ego-based Clarity – be clear on what can be achieved in 1 session /X number of sessions. Usually short term. However CEO’s often have regular coaching sessions

      ppt/slides/slide8.xml

      8 Coaching requires : Emotional Intelligence The ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions. According to John D. Mayer and Peter Salovey , two of the leading researchers on the topic, emotional intelligence (EI) Coaching People Skills Motivating others. Interacting with peers, employees, clients, superiors

      ppt/slides/slide9.xml

      Some categories of coaching 9

      ppt/slides/slide10.xml

      Coaching Relationship Model (5 elements of successful and effective coaching) Coachee Coach Beliefs/ experience/ background Organisation/ Environment/ Stakeholders Setting ethical standards (Cox E., Bachkirova .,Clutterbuck D., (2011) The Complete Handbook of Coaching,) RELATIONAL

      ppt/slides/slide11.xml

      Which COACHING STYLE? 11

      ppt/slides/slide12.xml

      CORE Coaching Skills:

      ppt/slides/slide13.xml

      13 Coaching Checklist: Build Rapport: Are you the right ‘fit’ as a coaching team? You can only coach someone who A) Wants to be coached and B ) Gives permission to be coached so check they really want to be coached Use Listening / Questioning Create Empathy ( not sympathy) to Empower Disclosures : Legal requirements Let the Coachee lead – they are in control – ALWAYS This is about them – not you The Coachee can change goal/ end coaching relationship Ask before you Challenge – calmly, respectfully. E.g may I challenge you on that? With your permission.. Always get permission before progressing You can end coaching relationship if coaching is not being effective or you are uncomfortable

      ppt/slides/slide14.xml

      14 (T-)GROW Model Sir John Whitmore from his classic coaching book, "Coaching for Performance."

      ppt/slides/slide15.xml

      Considered best practice by successful coaches It was advocated by Sir John Whitmore in his classic coaching book, "Coaching for Performance.“ You will practice using this model for your coaching role play The T- GROW model presents a way of identifying an issue, working on the issue and finding a way forward. It stands for… 15 What is the (T-)Grow model?

      ppt/slides/slide16.xml

      TOPIC The topic is actually the starting point. The client sets the topic and has full control of session. Be clear what you can and cannot ‘coach’ someone on, i.e. coaching is not counselling. The GROW model is the T-GROW model. Before you find the goal, establish the topic. This can relate to the longer term coaching goals that the client is working on. Be clear on this before moving onto the next stage. The topic will give the overall context to the coaching. 16

      ppt/slides/slide17.xml

      The Model 17

      ppt/slides/slide18.xml

      18

      ppt/slides/slide19.xml

      Reality 19

      ppt/slides/slide20.xml

      Reality Activity – do a “Reality Check” on where you are with regard to the goal you have just identified. Where are you currently with it? Is your goal “realistic”? What evidence is there that you can achieve it? 20

      ppt/slides/slide21.xml

      Options 21

      ppt/slides/slide22.xml

      Options Activity – think of as many options as you can for your coaching topic – even/ especially outrageous ones! what is available for you to do? Now? In a month? – write down 10 options 22

      ppt/slides/slide23.xml

      The Wrap-up 23

      ppt/slides/slide24.xml

      It’s not linear 24

      ppt/slides/slide25.xml

      Coaching Issues Coaching is not Counselling Ethical practice: as it uses psychology Have clear parameters: Role of Power and Influence Coach – not the expert Coachee is always in control and decides which topic and action to take when Coach is facilitator- Remove your own opinions/ideas/limitations/ bias/ prejudice from coaching session – it’s not about you! Can become ego-based Clarity – be clear on what can be achieved in 1 session / number of sessions. Usually short term however CEO’s often have regular coaching sessions

      ppt/slides/slide26.xml

      Coaching Activity: 45 Mins Now, in trios you are going to do a role-play scenario Coach – Coachee – Observer (15 mins each) Use the T-GROW model to see how well you can coach your colleague Take turns to coach each other The Observer will give feedback to both – using the feedback improve your skills Write down what you learn to feedback in main group

      ppt/slides/slide27.xml

      Coaching Reflections 27

      ppt/slides/slide28.xml

      Relevant Reading: Carnegie, D. (2007) How to Win Friends and Influence People, Vermilion Clutterbuck, D. Megginson, D. (2009) Further Techniques for Coaching and Mentoring, Butterworth Heinemann Covey, R, S. (2004) The 7 Habits of Highly Effective People, Simon & Schuster Cox E., Bachkirova T., Clutterbuck D., (2011)The Complete Handbook of Coaching Downey, M. (2003) Effective Coaching Lessons from the Coach’s Coach, Texere Fitzgerald, C and Garvey Berger, J. (2002) Executive Coaching: Practices and Perspectives, Davies- Black Garvey, R.Stokes P and Megginson D. (2012) Coaching and Mentoring: Theory and Practice 28

      ppt/slides/slide29.xml

      Relevant Reading (contd.): Gallwey, T. (1986)The Inner Game of Tennis, Pan Books Gallwey, T. (2000)The Inner Game of Work, Pan Books Harvard Business Essentials, (2004) Coaching and Mentoring, How to Develop Top Talent and Achieve O’Connor, J. (2004) Coaching with NLP: How to be a Master Coach, Element Stronger Performance, Harvard Business School Press Whitmore, J. (2009) Coaching for Performance, 4th Ed. Nicholas Brealey Publishing Whitworth, L. Kimsey House K. and Kimsey House, H. (2004) Co-Active Coaching, Changing business; Transforming Lives, 4th Ed. Nicholas Brealey Publishing; 29

      ppt/notesMasters/notesMaster1.xml

      Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/handoutMasters/handoutMaster1.xml

      ‹#›

      ppt/presProps.xml

      ppt/viewProps.xml

      ppt/theme/theme1.xml

      ppt/tableStyles.xml

      ppt/slideLayouts/slideLayout1.xml

      Click to edit Master title style Click to edit Master subtitle style 9/27/2023 ‹#›

      ppt/slideLayouts/slideLayout2.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level 9/27/2023 ‹#›

      ppt/slideLayouts/slideLayout3.xml

      Click to edit Master title style Click to edit Master text styles 9/27/2023 ‹#›

      ppt/slideLayouts/slideLayout4.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Click to edit Master text styles Second level Third level Fourth level Fifth level 9/27/2023 ‹#›

      ppt/slideLayouts/slideLayout5.xml

      Click to edit Master title style Click to edit Master text styles Click to edit Master text styles Second level Third level Fourth level Fifth level Click to edit Master text styles Click to edit Master text styles Second level Third level Fourth level Fifth level 9/27/2023 ‹#›

      ppt/slideLayouts/slideLayout6.xml

      Click to edit Master title style 9/27/2023 ‹#›

      ppt/slideLayouts/slideLayout7.xml

      9/27/2023 ‹#›

      ppt/slideLayouts/slideLayout8.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Click to edit Master text styles 9/27/2023 ‹#›

      ppt/slideLayouts/slideLayout9.xml

      Click icon to add picture Click to edit Master title style Click to edit Master text styles 9/27/2023 ‹#›

      ppt/slideLayouts/slideLayout10.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level 9/27/2023 ‹#›

      ppt/slideLayouts/slideLayout11.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level 9/27/2023 ‹#›

      ppt/media/image1.jpeg

      ppt/media/image2.jpeg

      ppt/slideLayouts/slideLayout12.xml

      Click to edit Master title style Click to edit Master subtitle style ‹#›

      ppt/slideLayouts/slideLayout13.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slideLayouts/slideLayout14.xml

      Click to edit Master title style Click to edit Master text styles ‹#›

      ppt/slideLayouts/slideLayout15.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slideLayouts/slideLayout16.xml

      Click to edit Master title style Click to edit Master text styles Click to edit Master text styles Second level Third level Fourth level Fifth level Click to edit Master text styles Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slideLayouts/slideLayout17.xml

      Click to edit Master title style ‹#›

      ppt/slideLayouts/slideLayout18.xml

      ‹#›

      ppt/slideLayouts/slideLayout19.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Click to edit Master text styles ‹#›

      ppt/slideLayouts/slideLayout20.xml

      Click to edit Master title style Click icon to add picture Click to edit Master text styles ‹#›

      ppt/slideLayouts/slideLayout21.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slideLayouts/slideLayout22.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slideLayouts/slideLayout23.xml

      27.09.2023 ‹#›

      ppt/theme/theme2.xml

      ppt/theme/theme3.xml

      ppt/theme/theme4.xml

      ppt/notesSlides/notesSlide1.xml

      1

      ppt/media/image3.png

      ppt/media/image4.svg

      .MsftOfcThm_Accent1_Fill_v2 { fill:#4472C4; } .MsftOfcThm_Accent1_Stroke_v2 { stroke:#4472C4; }

      ppt/notesSlides/notesSlide2.xml

      2

      ppt/diagrams/data1.xml

      Introduction to the practice of coaching and the theoretical frameworks which underpin coaching and practice: T-GROW Model Coaching as part of Leadership ‘Toolkit’. It is also a Leadership approach To provide an overview of the principles and practices of business coaching To develop key coaching skills to use in the workplace Coaching in Practice: Learn to coach and be coached in an ethical and respectful manner

      ppt/diagrams/layout1.xml

      ppt/diagrams/quickStyle1.xml

      ppt/diagrams/colors1.xml

      ppt/diagrams/drawing1.xml

      Introduction to the practice of coaching and the theoretical frameworks which underpin coaching and practice: T-GROW Model Coaching as part of Leadership ‘Toolkit’. It is also a Leadership approach To provide an overview of the principles and practices of business coaching To develop key coaching skills to use in the workplace Coaching in Practice: Learn to coach and be coached in an ethical and respectful manner

      ppt/media/image5.png

      ppt/media/image6.svg

      .MsftOfcThm_Accent2_Fill { fill:#FC7715; }

      ppt/media/image7.png

      ppt/media/image8.svg

      .MsftOfcThm_Accent3_Fill { fill:#AFBF41; }

      ppt/media/image9.png

      ppt/media/image10.svg

      .MsftOfcThm_Accent4_Fill { fill:#50C49F; }

      ppt/media/image11.png

      ppt/media/image12.svg

      .MsftOfcThm_Accent5_Fill { fill:#3B95C4; }

      ppt/media/image13.png

      ppt/media/image14.svg

      .MsftOfcThm_Accent6_Fill { fill:#B560D4; }

      ppt/media/image15.jpeg

      ppt/notesSlides/notesSlide3.xml

      4

      ppt/media/image16.jpeg

      ppt/notesSlides/notesSlide4.xml

      5

      ppt/media/image17.jpeg

      ppt/media/image18.jpeg

      ppt/notesSlides/notesSlide5.xml

      7

      ppt/media/image19.jpeg

      ppt/diagrams/data2.xml

      Sports coaching Life coaching Executive Leadership coaching Neuro -linguistic Programming (NLP) Coaching

      ppt/diagrams/layout2.xml

      ppt/diagrams/quickStyle2.xml

      ppt/diagrams/colors2.xml

      ppt/diagrams/drawing2.xml

      Sports coaching Life coaching Executive Leadership coaching Neuro -linguistic Programming (NLP) Coaching

      ppt/notesSlides/notesSlide6.xml

      ppt/media/image20.png

      ppt/media/image21.png

      ppt/media/image22.png

      ppt/media/image23.png

      ppt/diagrams/data3.xml

      DIRECTIVE? Experienced coach NON-DIRECTIVE? More explorative

      ppt/diagrams/layout3.xml

      ppt/diagrams/quickStyle3.xml

      ppt/diagrams/colors3.xml

      ppt/diagrams/drawing3.xml

      DIRECTIVE? Experienced coach NON-DIRECTIVE? More explorative

      ppt/notesSlides/notesSlide7.xml

      12

      ppt/diagrams/data4.xml

      Behavioural Approach LISTENING 1950 – 1970 EMPATHY REFRAMING: CREATE SHIFT FROM FAILURE TO SUCCESS QUESTIONING

      ppt/diagrams/layout4.xml

      ppt/diagrams/quickStyle4.xml

      ppt/diagrams/colors4.xml

      ppt/diagrams/drawing4.xml

      LISTENING Behavioural Approach QUESTIONING 1950 – 1970 EMPATHY REFRAMING: CREATE SHIFT FROM FAILURE TO SUCCESS

      ppt/media/image24.png

      ppt/notesSlides/notesSlide8.xml

      13

      ppt/media/image25.jpg

      ppt/media/image26.png

      ppt/notesSlides/notesSlide9.xml

      15

      ppt/media/image27.jpg

      ppt/media/image28.png

      ppt/media/image29.svg

      .MsftOfcThm_Accent1_Fill_v2 { fill:#4472C4; } .MsftOfcThm_Accent1_Stroke_v2 { stroke:#4472C4; }

      ppt/diagrams/data5.xml

      G- oal – what is the goal? R – eality What’s the reality? O- ptions What options? W-rap up the session/ Way forward.

      ppt/diagrams/layout5.xml

      ppt/diagrams/quickStyle5.xml

      ppt/diagrams/colors5.xml

      ppt/diagrams/drawing5.xml

      G- oal – what is the goal? R – eality What’s the reality? O- ptions What options? W-rap up the session/ Way forward.

      ppt/diagrams/data6.xml

      Goal Goal definition is essential – it needs specifics/ clarity / detail/ timing – can relate to SMART objectives ACTIVITY : Write a goal for yourself now e.g. presentation skills

      ppt/diagrams/layout6.xml

      ppt/diagrams/quickStyle6.xml

      ppt/diagrams/colors6.xml

      ppt/diagrams/drawing6.xml

      Goal definition is essential – it needs specifics/ clarity / detail/ timing – can relate to SMART objectives ACTIVITY : Write a goal for yourself now e.g. presentation skills Goal

      ppt/diagrams/data7.xml

      The R of the Grow model stands for REALITY. Before you can achieve your goal. You first need to know where you are. In NLP 'reality' is referred to as the 'present state’. The job of the coach is to ask clarifying questions. Don't judge, don't try to fix. Focus is on the where the coachees see themselves. The purpose is to become clear of the starting point.

      ppt/diagrams/layout7.xml

      ppt/diagrams/quickStyle7.xml

      ppt/diagrams/colors7.xml

      ppt/diagrams/drawing7.xml

      The R of the Grow model stands for REALITY. Before you can achieve your goal. You first need to know where you are. In NLP 'reality' is referred to as the 'present state’. The job of the coach is to ask clarifying questions. Don't judge, don't try to fix. Focus is on the where the coachees see themselves. The purpose is to become clear of the starting point.

      ppt/media/image30.png

      ppt/media/image31.svg

      .MsftOfcThm_Accent1_Fill { fill:#F81B02; } .MsftOfcThm_Accent1_Stroke { stroke:#F81B02; }

      ppt/diagrams/data8.xml

      Once you know where you are – i.e. REALITY- then consider the OPTIONS. Client must be really be open to possibilities Expand ideas – V Imp often need to challenge client – respectfully EXPLORE – Find out what is available for the client to do – ALL possibilities Identify ALL key options to be actioned Client COMMITS to taking specific action on specific date – must be written

      ppt/diagrams/layout8.xml

      ppt/diagrams/quickStyle8.xml

      ppt/diagrams/colors8.xml

      ppt/diagrams/drawing8.xml

      Once you know where you are – i.e. REALITY- then consider the OPTIONS. Client must be really be open to possibilities Expand ideas – V Imp often need to challenge client – respectfully EXPLORE – Find out what is available for the client to do – ALL possibilities Identify ALL key options to be actioned Client COMMITS to taking specific action on specific date – must be written

      ppt/media/image32.jpeg

      ppt/diagrams/data9.xml

      Finally the W of the GROW model stands for WRAP-UP . Client agrees on an option and commits to take action Way Forward ACTION- What will the client do/ Commitment is vital/ When?

      ppt/diagrams/layout9.xml

      ppt/diagrams/quickStyle9.xml

      ppt/diagrams/colors9.xml

      ppt/diagrams/drawing9.xml

      Finally the W of the GROW model stands for WRAP-UP . Client agrees on an option and commits to take action Way Forward ACTION- What will the client do/ Commitment is vital/ When?

      ppt/media/image33.jpeg

      ppt/media/image34.jpeg

      ppt/media/image35.jpg

      ppt/media/image36.jpeg

      ppt/diagrams/data10.xml

      The GROW model is not a strictly linear process. You can move around it as you clarify things. It's quite likely that when you get to 'WRAP-UP' you will return to REALITY and/or OPTIONS to move things forward- or even review the Goal

      ppt/diagrams/layout10.xml

      ppt/diagrams/quickStyle10.xml

      ppt/diagrams/colors10.xml

      ppt/diagrams/drawing10.xml

      The GROW model is not a strictly linear process. You can move around it as you clarify things. It's quite likely that when you get to 'WRAP-UP' you will return to REALITY and/or OPTIONS to move things forward- or even review the Goal

      ppt/notesSlides/notesSlide10.xml

      25

      ppt/notesSlides/notesSlide11.xml

      ppt/media/image37.jpeg

      ppt/diagrams/data11.xml

      Reflect on your Coaching What key coaching skills have you learned – what did you find easy/ hard? How might you integrate Coaching into your future leadership?

      ppt/diagrams/layout11.xml

      ppt/diagrams/quickStyle11.xml

      ppt/diagrams/colors11.xml

      ppt/diagrams/drawing11.xml

      Reflect on your Coaching What key coaching skills have you learned – what did you find easy/ hard? How might you integrate Coaching into your future leadership?

      ppt/media/image38.jpeg

      ppt/notesSlides/notesSlide12.xml

      29

      ppt/media/image39.jpeg

      ppt/changesInfos/changesInfo1.xml

      ppt/revisionInfo.xml

      docProps/thumbnail.jpeg

      docProps/core.xml

      Coaching Catherine Heming Natalie Langley 7 2020-11-30T21:44:35Z 2023-09-27T18:38:57Z

      docProps/app.xml

      0 1879 Microsoft Office PowerPoint Widescreen 238 29 12 0 0 false Fonts Used 7 Theme 2 Slide Titles 29 Arial Calibri Calibri Light Lucida Sans Unicode Rockwell Times New Roman Wingdings Atlas 1_Default Design Breakthrough Leadership Skills MN7028 Aims & Objectives The Vision accessible through the medium of coaching Definition: What is Coaching? Coaching Coaching Key issues when Coaching PowerPoint Presentation Some categories of coaching PowerPoint Presentation Which COACHING STYLE? CORE Coaching Skills: PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation The Model Reality Reality Options Options The Wrap-up It’s not linear Coaching Issues Coaching Activity: 45 Mins Coaching Reflections Relevant Reading: Relevant Reading (contd.): false false false 16.0000

      _rels/.rels

      ppt/_rels/presentation.xml.rels

      ppt/slideMasters/_rels/slideMaster1.xml.rels

      ppt/slideMasters/_rels/slideMaster2.xml.rels

      ppt/slides/_rels/slide1.xml.rels

      ppt/slides/_rels/slide2.xml.rels

      ppt/slides/_rels/slide3.xml.rels

      ppt/slides/_rels/slide4.xml.rels

      ppt/slides/_rels/slide5.xml.rels

      ppt/slides/_rels/slide6.xml.rels

      ppt/slides/_rels/slide7.xml.rels

      ppt/slides/_rels/slide8.xml.rels

      ppt/slides/_rels/slide9.xml.rels

      ppt/slides/_rels/slide10.xml.rels

      ppt/slides/_rels/slide11.xml.rels

      ppt/slides/_rels/slide12.xml.rels

      ppt/slides/_rels/slide13.xml.rels

      ppt/slides/_rels/slide14.xml.rels

      ppt/slides/_rels/slide15.xml.rels

      ppt/slides/_rels/slide16.xml.rels

      ppt/slides/_rels/slide17.xml.rels

      ppt/slides/_rels/slide18.xml.rels

      ppt/slides/_rels/slide19.xml.rels

      ppt/slides/_rels/slide20.xml.rels

      ppt/slides/_rels/slide21.xml.rels

      ppt/slides/_rels/slide22.xml.rels

      ppt/slides/_rels/slide23.xml.rels

      ppt/slides/_rels/slide24.xml.rels

      ppt/slides/_rels/slide25.xml.rels

      ppt/slides/_rels/slide26.xml.rels

      ppt/slides/_rels/slide27.xml.rels

      ppt/slides/_rels/slide28.xml.rels

      ppt/slides/_rels/slide29.xml.rels

      ppt/notesMasters/_rels/notesMaster1.xml.rels

      ppt/handoutMasters/_rels/handoutMaster1.xml.rels

      ppt/slideLayouts/_rels/slideLayout1.xml.rels

      ppt/slideLayouts/_rels/slideLayout2.xml.rels

      ppt/slideLayouts/_rels/slideLayout3.xml.rels

      ppt/slideLayouts/_rels/slideLayout4.xml.rels

      ppt/slideLayouts/_rels/slideLayout5.xml.rels

      ppt/slideLayouts/_rels/slideLayout6.xml.rels

      ppt/slideLayouts/_rels/slideLayout7.xml.rels

      ppt/slideLayouts/_rels/slideLayout8.xml.rels

      ppt/slideLayouts/_rels/slideLayout9.xml.rels

      ppt/slideLayouts/_rels/slideLayout10.xml.rels

      ppt/slideLayouts/_rels/slideLayout11.xml.rels

      ppt/slideLayouts/_rels/slideLayout12.xml.rels

      ppt/slideLayouts/_rels/slideLayout13.xml.rels

      ppt/slideLayouts/_rels/slideLayout14.xml.rels

      ppt/slideLayouts/_rels/slideLayout15.xml.rels

      ppt/slideLayouts/_rels/slideLayout16.xml.rels

      ppt/slideLayouts/_rels/slideLayout17.xml.rels

      ppt/slideLayouts/_rels/slideLayout18.xml.rels

      ppt/slideLayouts/_rels/slideLayout19.xml.rels

      ppt/slideLayouts/_rels/slideLayout20.xml.rels

      ppt/slideLayouts/_rels/slideLayout21.xml.rels

      ppt/slideLayouts/_rels/slideLayout22.xml.rels

      ppt/slideLayouts/_rels/slideLayout23.xml.rels

      ppt/notesSlides/_rels/notesSlide1.xml.rels

      ppt/notesSlides/_rels/notesSlide2.xml.rels

      ppt/diagrams/_rels/data1.xml.rels

      ppt/diagrams/_rels/drawing1.xml.rels

      ppt/notesSlides/_rels/notesSlide3.xml.rels

      ppt/notesSlides/_rels/notesSlide4.xml.rels

      ppt/notesSlides/_rels/notesSlide5.xml.rels

      ppt/notesSlides/_rels/notesSlide6.xml.rels

      ppt/notesSlides/_rels/notesSlide7.xml.rels

      ppt/diagrams/_rels/data4.xml.rels

      ppt/diagrams/_rels/drawing4.xml.rels

      ppt/notesSlides/_rels/notesSlide8.xml.rels

      ppt/notesSlides/_rels/notesSlide9.xml.rels

      ppt/diagrams/_rels/data9.xml.rels

      ppt/diagrams/_rels/drawing9.xml.rels

      ppt/notesSlides/_rels/notesSlide10.xml.rels

      ppt/notesSlides/_rels/notesSlide11.xml.rels

      ppt/notesSlides/_rels/notesSlide12.xml.rels

      [Content_Types].xml

      ,

      ppt/presentation.xml

      ppt/slideMasters/slideMaster1.xml

      ppt/slideMasters/slideMaster2.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slides/slide1.xml

      MN7028: Topic 12 Cross-cultural Negotiations and Trust-building/ Ethics in the context of international business

      ppt/slides/slide2.xml

      Breakthrough Leadership Skills MN7028 Topic 12 : Cross-cultural Negotiations and Trust-building/ Ethics in the context of international business 2

      ppt/slides/slide3.xml

      Session Overview Defining cross-cultural negotiation Negotiation as a staged process Cross-cultural issues at different stages of negotiation Ethics and corporate social responsibility Ethical issues in international business Western theories of ethics Universalism or relativism? Cultural differences in ethics and values – implications for management and international business practice.

      ppt/slides/slide4.xml

      Negotiating Give examples of different situations or contexts in which people engage in negotiations What do these situations have in common? What is the purpose of negotiation?

      ppt/slides/slide5.xml

      Definitions of negotiation ‘An extended communication created in dialogue by two sides’ (Mead 2005) ‘A process of discussion between 2 or more parties with the aim of achieving a satisfactory agreement’ (Tayeb 2003) ‘Requires parties with opposing interests to get together to make a decision’ (Elahee and Brooks 2004)

      ppt/slides/slide6.xml

      Cross-cultural negotiation ‘Discussions of common and conflicting interests between persons of different cultural backgrounds who work to reach an agreement of mutual benefit’ (Chaney and Martins (2004) cited in Zhu et al (2007)) Perceived as more difficult and complex because of differences in language and culture. ‘Promising partnerships fail to get off the ground due to conflicts and misunderstandings during the negotiation process’ (Steers et al, 2010: 321) Literature on cross-cultural negotiation tends to focus on contrasts between ‘Western’ (typically USA) and ‘Eastern’ (typically Chinese or Japanese) styles of negotiating

      ppt/slides/slide7.xml

      Issues in cross-cultural negotiation What are aspects of cultural difference are highlighted in the following video? https://www.youtube.com/watch?v=rSDntIn6ekE

      ppt/slides/slide8.xml

      Cross-cultural factors that impact on negotiations include: Individualism and collectivism High and low power distance High and low context Uncertainty avoidance Polychronic and monochronic Harmony or mastery Specific and diffuse….. Different assumptions about time and the importance of personal relationships are seen as key cultural factors in negotiating…

      ppt/slides/slide9.xml

      Stages of negotiation (Tayeb 2003; Adler 2002) Preparation Non-task sounding Task-related exchange of information Persuasion Concessions and agreement There are different cultural understandings about the degree to which these stages are differentiated and their relative importance.

      ppt/slides/slide10.xml

      Preparation Information gathering (national and cultural context; company information) Where to negotiate, physical arrangements (choice of 3 rd country in Middle East….) Expectations re time needed Who to include in negotiating team, what rank, how many Establishing own priorities, trying to predict others’ priorities

      ppt/slides/slide11.xml

      Non-task sounding stage Focus on relationship and trust building Arab negotiators – greet foreign visitors at airport; invite them to private residence before formal negotiations begin ( Khakhar and Rammal 2013) Business in China is based on interpersonal trust; the importance of ‘old friend’ status and ‘banqueting’ (Miles 2003), in Mexico business relationships are more personalised than in USA ( Elahee and Brooks 2004) Monochronic and low context cultures want to ‘get down to business’… confusion between Chinese and Australian/American negotiators re when to end this stage (Zhu et al 2007)

      ppt/slides/slide12.xml

      Task related exchange of information Parties make their presentation and state their position US negotiators: this stage is straightforward objective process, the aim is to exchange information. Chinese negotiators: ask questions rather than give information, get other party to take initiative and state position (Miles 2003)

      ppt/slides/slide13.xml

      Persuasion Each party tries to persuade the other to give up part of their demands and make concessions: the use of negotiating ‘tactics’ Zhu et al (2007): US/Australian unable to pursue their persuasion strategies because Chinese had not provided them with essential information Arab managers – emphasise personal contacts (‘Wasta’) that can facilitate implementing agreement ( Khakar and Rammall , 2013) Importance of non-verbal cues at this stage (readiness to compromise/agree) Contrasting styles – study of UN Security Council in 1970s revealed USA negotiators made more use of factual/inductive arguments; Syrians used emotional appeal; Russians used ideological arguments…

      ppt/slides/slide14.xml

      Different understandings/assumptions about conflict during negotiation (Lee 1998): Negotiation is a competitive game, involving open confrontation. Conflicts are short term and can be resolved OR: Conflict represents a fundamental threat that is long-term and cannot be resolved. Collectivists – prefer accommodation and avoidance strategies, believe in patience and harmony; individualists are more confrontational. High individualism and high uncertainty avoidance (Eastern and Southern Europe) associated with greater emphasis on rules and regulatory frameworks as a means to resolve conflict.

      ppt/slides/slide15.xml

      Concessions and agreement Collectivist cultures may take longer, need to achieve consensus Concessions may be made throughout process – according to Adler (2008) Russians and Arabs make more extreme initial offers; Russians see concessions as a weakness. Miles (2004) when negotiating with Chinese – expect negotiator to confer with superiors; do not count on signing a contract on particular trip (ideas about time)

      ppt/slides/slide16.xml

      Finalising the negotiation Different understandings of what constitutes a contract – cultures favouring Western-style contracts emphasise the importance of ‘getting it in writing’ as the basis for mutual trust, in contrast cultures favouring oral agreements (typically Chinese and Japanese) see trust as mostly personal ( Usunier , 2013) USA – negotiators assume that agreeing the deal is the end of the negotiating process, whereas in Thailand the process of negotiation goes well beyond this stage (Mead, 2005)

      ppt/slides/slide17.xml

      References Elahee , M and Brooks, C (2004) ‘Trust and negotiation tactics: perceptions about business-to-business negotiations in Mexico’ Journal of Business and International Marketing 19/6 397-404 Khakhar , P and Rammall , H (2013) ‘Culture and business networks: International business negotiations with Arab managers’ International Business Review 22, 578-590 Lee, M (1998) ‘Understandings of conflict: a cross-cultural investigation’ Personnel Review 27/3, 227-242 Miles, M (2003) ‘Negotiating with the Chinese: lessons from the field’ Journal of Applied Behavioural Science 39/4, 453-472 Usunier , J-C (2013) ‘International negotiations’ in Chanlat et al (eds) Cross-cultural Management, Routledge Zhu, Y., McKenna, B. and Sun, Z (2007) ‘Negotiating with Chinese: success of initial meetings is the key’ Cross Cultural Management 14/2, 354-364

      ppt/slides/slide18.xml

      Ethics and values in international business

      ppt/slides/slide19.xml

      Overview Ethics and corporate social responsibility Ethical issues in international business Western theories of ethics Universalism or relativism? Cultural differences in ethics and values – implications for management and international business practice.

      ppt/slides/slide20.xml

      Ethics and business in western society The Protestant ethic Free market economics: ‘There is one and only one social responsibility of business – to use its resources and engage in activities designed to increase profits so long as it stays within the rules of the game, which is to say, engages in open and free competition without deception or fraud’ (Friedman 1970: 6) Increasing recognition of the social impact of business Stakeholders and interest groups Moral capital, mission statements and ethical codes

      ppt/slides/slide21.xml

      Examples…. https://corporate.primark.com/en-gb/a/primark-cares/our-approach https://www.ikea.com/gb/en/this-is-ikea/sustainable-everyday/

      ppt/slides/slide22.xml

      Ethics and international business Class discussion: Examples of issues?

      ppt/slides/slide23.xml

      Are there universal rules which can/should be applied to ethical dealings? Deontological perspectives: things are good or bad. Murder? Kant’s categorical imperatives. Consequential perspectives: focussing instead on the effects and results of actions. Whose murder? Bentham and Mill utilitarianism

      ppt/slides/slide24.xml

      Bribery and corruption ‘Corruption is rife and getting worse in high-growth export markets promoted by the Foreign Office and Downing Street’ (The Guardian 28.8.12) Countries with highest perceived levels of public sector corruption: Somalia, S Sudan, N Korea, Syria, Yemen, Sudan… Countries with lowest perceived levels…: Finland, Sweden, Switzerland, Norway, Singapore… https://www.transparency.org/news/feature/corruption_perceptions_index_2016 (accessed 09/12/20)

      ppt/slides/slide25.xml

      The basis of moral behaviour….. Influence of religious laws and beliefs Behaviours: specific and diffuse (Trompenaars) Whistle-blowing: Purity or loyalty ( Chanlat et al, 2013, p.169)

      ppt/slides/slide26.xml

      Contextualism in Japanese business (Taka 1998) The belief in the importance of social context (stemming from Confucianism): 'external' rather than 'internal’ Positive influences include: Consensus and avoidance of conflict Respect for seniors Respect for employees – lifetime employment Shareholders should not intervene Companies refrain from excessive competition and … Some act against exposure of corruption – in 1980s, employees of Green Cross Corporation did not raise concerns relating to unsafe blood products

      ppt/slides/slide27.xml

      Universalism vs Relativism Universalism: belief in a set of universally applicable ethical principles Relativism: ethical principles cannot be applied universally Parochialism and ethnocentrism – tendency to see one’s own culture as morally superior People within the same society do not all share the same values and moral beliefs

      ppt/slides/slide28.xml

      Ethics values and cultural difference Implications of… Individualism or communitarianism High and low context – giving and receiving gifts Inner – outer direction (contextualism)

      ppt/slides/slide29.xml

      Exposure of corporate fraud at Olympus April 2011: appointment of Michael Woodford as first foreign president of Olympus Later that year he was fired for ‘failing to adapt to Japanese corporate culture’ But Michael Woodford claimed he was fired for initiating investigation into corporate fraud going back to late1980s Cultural factors that Woodford argued undermine Japan’s strengths include ‘tribalism’, misplaced loyalty and self-reinforcing networks amongst managers…. Pilling, D (2012) ‘A gaijin blows the whistle’ FT 28 November

      ppt/slides/slide30.xml

      Different perspectives on gift giving: ethics at Citicorp (from Schneider and Barsoux , 2002) After successfully completing a complex deal for a Japanese client, he presents you with an expensive vase to express his appreciation. Although accepting a gift of such value is clearly against Citicorp policy returning it would insult your client. Would you: return the vase [..] explaining tactfully that it’s against Citicorp policy to accept gifts accept the gift because you can’t risk insulting an important client accept the gift on behalf of Citicorp… display it in a public area accept the gift and use it as a reward for an employee who displays service excellence? style.visibility ppt_x ppt_y style.visibility ppt_x ppt_y style.visibility ppt_x ppt_y style.visibility ppt_x ppt_y style.visibility ppt_x ppt_y style.visibility ppt_x ppt_y

      ppt/slides/slide31.xml

      Universal ethical standards? Guirdham proposes charting a route to an ‘ethical minimum’, agreed by partners from the different cultures involved in a process of concensus -building (see French, 2015, p.246) Schneider and Barsoux (2003) identify three components which might serve to underpin universal standards: Honesty Integrity Protection of stakeholders

      ppt/slides/slide32.xml

      Dealing with dilemmas? Kohls et al (1999) gathered data from (mainly) US students asking them how they would deal with a situation where the other party had breached their own standards: Avoiding Forcing Educating Negotiating Accommodating Collaborating Adoption of one of the above may be influenced by these factors: Moral significance (actual significance to the host culture and how common it is) Power (evenly distributed or is there dependency?) Urgency (is there time to discuss/negotiate?)

      ppt/slides/slide33.xml

      Ethics, values and cultural differences? Ethics are defined as ‘ a set of moral principles  :  a theory or system of moral values’. They are ‘ the principles of conduct governing an individual or a group’ (Merriam-Webster Online) Or as the ‘social organising of morality’ (Clegg et al, 2007) Try to consider how your moral principles might be influenced and moulded by, for example: Individualism/Collectivism High/Low Context Inner/Outer Direction

      ppt/slides/slide34.xml

      Further reading on effects of social culture in business ethics: Akbar, Y.H and Vujić, V. (2014) "Explaining corruption: the role of national culture and its implications for international management", Cross Cultural Management 21/2,191-218 Chanlat, J.F., Davel, E. and Dupuis, J-P. (2015) Cross Cultural Management: Culture and Management across the World. Routledge: London Crawley, E., Swailes, S. and Walsh, D. (2013) Introduction to International Human Resource Management. OUP: Oxford

      ppt/slides/slide35.xml

      Synthesising leadership – Ethical Leadership? Ethical egoism: transactional, focus on maximising profits Utilitarianism: best outcome for the greatest number of people Altruism: authentic transformational leadership in which ‘leadership has a moral dimension’ (Northouse, 2019, on Burns)

      ppt/slides/slide36.xml

      Synthesising leadership – Global Leadership? Global leaders must develop five cross-cultural competencies (Adler and Bartholemew , 1992, in Northouse, 2019) Grasp of business, politics and cult

      ,

      ppt/presentation.xml

      ppt/slideMasters/slideMaster1.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slides/slide1.xml

      MN7128 Breakthrough Leadership Skills Topic 6 Working Across Cultures: The Global Context for Leadership

      ppt/slides/slide2.xml

      Learning Outcomes Distinguishing between Emic and Etic perspectives Exploration of landmark work on socio-cultural theories: Hofstede, Trompenaars & Hampden-Turner, Hall, Schwartz Consider some different values underpinning societies. Globe Project Leadership dimensions Managing across cultures (exercise)

      ppt/slides/slide3.xml

      Approaches to exploration of the concept of culture Emic approaches: which investigate phenomena within their specific cultural context (e.g. inside one organisation) Etic approaches: which attempt to generalise theories and concepts to other cultures and examine similarities and differences…

      ppt/slides/slide4.xml

      Some definitions of the concept of culture ‘the way we do things around here’ (Drennan, 1992, after Bower) ‘By culture I mean the shared beliefs top managers have about how they should manage themselves and other employees, and how they should conduct business(es)’ (Lorsch, 1986) ‘the collective programming of the mind that distinguishes the members of one group or category from another’ (Hofstede, 2001)

      ppt/slides/slide5.xml

      Hofstede’s Dimensions of Culture Power distance Individualism/collectivism Masculinity/femininity (or Quantity of Life vs Quality of Life ) Uncertainty avoidance Long term Orientation (Confucian dynamism) Indulgence

      ppt/slides/slide6.xml

      Criticisms of Hofstede Methodology Data Collection Generalisability Unrealistic to think of uniform national cultures

      ppt/slides/slide7.xml

      Power Distance Power distance – the extent to which the members of groups (workplaces/countries) expect and accept power to be distributed unequally

      ppt/slides/slide8.xml

      Uncertainty Avoidance Uncertainty avoidance – the extent to which the members of a culture feel threatened by uncertain or unknown situations or prefer structure

      ppt/slides/slide9.xml

      Individualism/Collectivism Individualism – societies in which ties between individuals are loose – everyone is expected to look after themselves or their immediate family Collectivism – societies in which people from birth onwards are integrated into strong cohesive groups, which throughout people’s lifetime continue to protect them in exchange for unquestioning loyalty

      ppt/slides/slide10.xml

      Masculinity/Femininity Masculinity – societies in which social gender roles are clearly distinct Femininity – societies in which social gender roles overlap

      ppt/slides/slide11.xml

      Confucian dynamism This time dimension or long term orientation (LTO) was added by Hofstede later and was influenced by the work of Hofstede and Bond (1988) in the context of Chinese society.

      ppt/slides/slide12.xml

      Cross country comparisons: www.geerthofstede.com Country comparison tool: https://www.hofstede-insights.com/country-comparison/ Geert Hofstede

      ppt/slides/slide13.xml

      Trompenaars and Hampden-Turner (1993,1997, 2011) Developed database of responses from over 5,000 managers from 50+ countries over 15 years. Their responses are compared along seven dimensions: Universalism/particularism Individualism/communitarianism Affective/neutral Specific/diffuse Achievement/ascription Orientation towards time Internal/external orientation

      ppt/slides/slide14.xml

      High & low context communication Context: information that surrounds an event High context communication Assumes the listener is already ‘contextualised’ ; reliance on the overall situation to interpret messages The explicit messages can be elliptical Low context communication Relying more on the explicit verbal content of messages; context less important than content Associated with more accessible, fluid, cultural environments Hall, E. (1976) Beyond Culture . New York: Doubleday.

      ppt/slides/slide15.xml

      Schwartz (2012) Power Achievement Hedonism Stimulation Self-direction Universalism Benevolence Tradition Conformity Security

      ppt/slides/slide16.xml

      Quality of life? Attitudes to work and employment Working hours, holidays and quality of life Job satisfaction The intensity, direction and duration of employees’ behaviour in relation to organisational goals http://uk.businessinsider.com/happiest-countries-best-quality-life-2016-11

      ppt/slides/slide17.xml

      Cross-country comparisons Long hours and hard work culture: Japan – ‘karoshi’ (death from overwork); reported average working day of over 12 hours; S Koreans averaged 2,316 annual working hours (OECD average 1,768) (WSJ 2010) Japanese on average take 8.8 days annual leave per year (half their allowance) (Guardian 5.10.17) Statutory leave entitlement: paid vacation days (excluding public holidays): Finland, Austria, Denmark 25 days; Russia 20; India 12; Taiwan 7; China 5…. USA no statutory agreement (OECD 2014) According to a 2001 survey job satisfaction levels in S Korea only 14% (compared to Denmark 61%, USA 50%, France 24%….)

      ppt/slides/slide18.xml

      Motivation theories Content theories – include Maslow, Herzberg, McClelland (what motivates…) Process theories – include equity and expectancy theories (how people become motivated…) Questioning the universal application of these theories Hofstede: management by objectives Triandis : horizontal collectivism; Ubuntu in southern Africa Impact of more externally oriented cultures e.g. relevance of expectancy theories in Muslim cultures

      ppt/slides/slide19.xml

      Transactional and transformational leadership (Bass 1997) Transactional leadership – focus on mutual exchange, fulfilling role expectations Transformational leadership – leaders who inspire others with their vision, successfully implement their vision, show personalised concern…. How universally appealing is the transactional model?

      ppt/slides/slide20.xml

      Leadership and culture ‘Leading from the front’: strong, individualised leadership, focus on corporate heroes… favoured in USA, UK, Ireland, Spain but not universally regarded as the ‘best’ Finland and Sweden favour more consensus oriented leadership; common goals more important in Germany; in France leaders regarded more strategic thinkers… Paternalistic model favoured in SE Asian countries – social distance, harmony, humane, personalised relationships (see Aycan et al (2014; chapter 7)

      ppt/slides/slide21.xml

      The Contingency Approach to Leadership ‘Leaders cannot chose their styles at will. They are constrained by the cultural conditions that their followers have come to expect’ (Robbins, 2005) In France they want directive leaders ‘Korean leaders are expected to be paternalistic’ ‘Arab leaders who show kindness or generosity without being asked to do so are seen as weak’ ‘Japanese leaders are expected to be humble and speak infrequently’ (French, 2015) (see French (2015; p.146)

      ppt/slides/slide22.xml

      Different principles underpinning management feedback Down-graders, understatement, hedgers (UK?) Upgraders (Germany?) Directness (NL?) Sparing with compliments (Fra?) Confidentiality (Asia)

      ppt/slides/slide23.xml

      The GLOBE Project G lobal L eadership and O rganizational B ehaviour E ffectiveness project. Started in 1991 and continues today – 17,000 participants from 950 countries and counting (French, 2015)

      ppt/slides/slide24.xml

      GLOBE: CEOs/Leaders were compared on nine cultural dimensions: performance orientation future orientation assertiveness uncertainty avoidance power-distance institutional collectivism family collectivism gender egalitarianism human orientation

      ppt/slides/slide25.xml

      Six leadership attributes (House et al, 2004) Charismatic/value-based Self-protective Autonomous Humane Participative Team-orientated dimension

      ppt/slides/slide26.xml

      Universally positive leadership attributes Attributes that reflected good leadership across all country clusters included trust, integrity, charisma Charismatic/value based dimension Attributes that reflected good leadership across all country clusters included those related to building supportive team Team-orientated dimension

      ppt/slides/slide27.xml

      GLOBE project on leadership – country clusters (House et al, 2004)

      ppt/slides/slide28.xml

      Universally negative leadership attributes Attributes that reflected poor leadership across all country clusters: malevolence, face-saving > Self-protective dimension

      ppt/slides/slide29.xml

      Some cultural variations Nordic and Anglo cluster : emphasise team orientation Southern and East European cluster: diplomacy, face saving, following procedures is more important than in other European countries Leaders in the Middle East should be familial, humble, religiously observant (outside values framework) USA: managers are more confrontational and critical in contrast to Japan where feedback is more indirect People in cultures which have low tolerance for ambiguity and risk taking (e.g. Japan), prefer major decisions to be taken by their leaders Those in cultures with a higher tolerance for ambiguity (e.g. US and UK) prefer to participate in decisions Scandura , T. and Dorfman, P (2004) ‘Leadership research in an international and cross-cultural context’ The Leadership Quarterly 15/2, 277-307

      ppt/slides/slide30.xml

      Selected References and some primary sources to explore Browaeys , Marie-Joelle.  Understanding Cross-Cultural Management , Pearson Education Limited, 2019.  ProQuest Ebook Central , https://ebookcentral.proquest.com/lib/londonmet/detail.action?docID=5742188 Deresky , H. (2017).  International management: managing across borders and cultures : text and cases ., pp.223-232 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1419482. French, R., 2015.  Cross-cultural management in work organisations . Kogan Page Publishers. Globe Project – various publications online at Hofstede, G., Hofstede, G.J. and Minkov, M., 2010.  Cultures and organizations: software of the mind: intercultural cooperation and its importance for survival . McGraw-Hill. Meyer, E. (2015).  The culture map: decoding how people think, lead, and get things done across cultures . Trompenaars, F. and Hampden-Turner, C. (1999) Riding the Waves of Culture, 2 nd Ed, Nicholas Brealey Publishing: London

      ppt/notesMasters/notesMaster1.xml

      Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/presProps.xml

      ppt/viewProps.xml

      ppt/theme/theme1.xml

      ppt/tableStyles.xml

      ppt/slideLayouts/slideLayout1.xml

      Click to edit Master title style Click to edit Master subtitle style ‹#›

      ppt/slideLayouts/slideLayout2.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slideLayouts/slideLayout3.xml

      Click to edit Master title style Click to edit Master text styles ‹#›

      ppt/slideLayouts/slideLayout4.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slideLayouts/slideLayout5.xml

      Click to edit Master title style Click to edit Master text styles Click to edit Master text styles Second level Third level Fourth level Fifth level Click to edit Master text styles Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slideLayouts/slideLayout6.xml

      Click to edit Master title style ‹#›

      ppt/slideLayouts/slideLayout7.xml

      ‹#›

      ppt/slideLayouts/slideLayout8.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Click to edit Master text styles ‹#›

      ppt/slideLayouts/slideLayout9.xml

      Click to edit Master title style Click to edit Master text styles ‹#›

      ppt/slideLayouts/slideLayout10.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slideLayouts/slideLayout11.xml

      Click to edit Master title style Click to edit Master text style

      ,

      ppt/presentation.xml

      ppt/slideMasters/slideMaster1.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slides/slide1.xml

      Breakthrough Leadership Skills MN7028 Topic 4: Motivation, Reward and Engagement at Work 1

      ppt/slides/slide2.xml

      Learning Outcomes To understand the importance of work to individuals and functions it performs. To understand, explain and critically evaluate major theories of motivation. To relate the contribution of employee motivation to commitment and engagement. To explore the concept of Total Reward To understand and explain the nature of the psychological contract and its role in forging commitment and engagement. To consider several HR strategies in relation to building greater employee engagement: case study of M&S

      ppt/slides/slide3.xml

      The Importance of Work Motivation Central role in management Integral to performance Permeates many sub-fields in the study of management Research history Research future

      ppt/slides/slide4.xml

      Origin and Definitions From the Latin – Movere ‘The contemporary (immediate) influence on direction, vigor, and persistence of action’ (Atkinson, 1964) ‘A process governing choice made by persons…among alternative forms of voluntary activity’ (Vroom, 1964)

      ppt/slides/slide5.xml

      Early History of Motivation Research Scientific Management movement (Taylor, 1911) Human Relations movement (Mayo, 1933) Theory X and Theory Y (McGregor, 1960)

      ppt/slides/slide6.xml

      Theory X (McGregor, 1961) People inherently dislike work and, whenever possible, will attempt to avoid it. Since people dislike work, they must be coerced, controlled, or threatened with punishment to achieve goals. People will avoid responsibilities and seek formal direction whenever possible. Most people place security above all other factors associated with work and display little ambition

      ppt/slides/slide7.xml

      Theory Y (McGregor, 1961) People will exercise self-direction and self-control if they are committed to the objectives of their work. The average person wants to accept responsibility and will seek it as well. The ability to make innovative decisions is widely dispersed throughout the population and is not necessarily the sole province of those in management positions.

      ppt/slides/slide8.xml

      Theory Z (Ouchy, 1980) Elements of this are now considered outdated (e.g. the job for life) However Ouchy places profound emphasis on the notion of Trust

      ppt/slides/slide9.xml

      Content Theories Individual differences/needs: Hierarchy of needs (Maslow, 1954) Three needs: components of ERG Theory (Alderfer, 1972)

      ppt/slides/slide10.xml

      Maslow’s Hierarchy of Needs Physiological needs Safety needs Social needs Ego/esteem needs Self-actualisation needs

      ppt/slides/slide11.xml

      Applying Maslow’s model to the context of work Physiological – pay, pleasant work conditions, dining facilities Safety – health and safety, job security Social – cohesive work group, friendly supervision, professional associations Esteem – social recognition, job title, high-status job, feedback from job itself Self-actualisation – challenging job, opportunities for creativity, achievement in work, advancement in the organisation

      ppt/slides/slide12.xml

      Content theories (2) Defined needs of achievement, affiliation, power, and autonomy (McClelland, 1961, 1971) Work activities/nature of job: Motivation-hygiene (Herzberg, 1966)

      ppt/slides/slide13.xml

      Herzberg’s two factor theory Hygiene Factors Company policy & administration Supervision Working conditions Salary Relationship with peers Personal life Relationship with subordinates Status Security Satisfiers Achievement Recognition Work itself Responsibility Advancement Growth

      ppt/slides/slide14.xml

      Process Theories The ‘golden age’ of cognitive motivation theories Expectancy Theory (Vroom, 1964; Porter and Lawler, 1968) Goal-setting (Locke, 1968; Locke and Latham, 1990)

      ppt/slides/slide15.xml

      Expectancy Theory (Vroom, 1964; Porter and Lawler, 1968) Effort expended Effective level of performance Rewards (desired outcomes) related to performance Availability of rewards

      ppt/slides/slide16.xml

      Equity Theory Equity (Adams, 1963) Animals share this sense of equity Individual exercise – how fair is your employer?

      ppt/slides/slide17.xml

      Recent Developments 1960s and 1970s research extended and refined in the 1980s 1990s research into motivation has declined World of work has changed dramatically Future of motivation research? Academy of Management Review (2004) Special Topic Forum on the Future of Work Motivation Theory , Vol. 29, No. 3, July 2004, pp. 339-499.

      ppt/slides/slide18.xml

      Roots of the concept of Employee Engagement Kahn (1990) was the first to propose that individuals could become personally engaged in their work. He defined ‘personal engagement’ as ‘the harnessing of organization members’ selves to their work roles : in engagement, people employ and express themselves physically, cognitively, emotionally and mentally during role performances”.

      ppt/slides/slide19.xml

      Levels of engagement Engaged employees work with passion and feel a profound connection to their work and company. They drive innovation and move the organisation forward. Disengaged employees are essentially ‘checked out’. They’re ‘sleep walking’ through their work- day putting time (not energy or passion)into their work. Actively disengaged employees aren’t just unhappy at work: they’re busy acting out their unhappiness. These employees can often undermine what their engaged colleagues accomplish. See :Engaged employees inspire company innovation (2006) Gallup management Journal; http://gmj.gallup.com

      ppt/slides/slide20.xml

      Commonly recognised Components of Employee Engagement (e.g. Armstrong 2017) Commitment Organizational Citizenship Behaviour Motivation Job Satisfaction (critiqued by Macey and Schneider, 2008)

      ppt/slides/slide21.xml

      Some antecedents of EE might be Satisfaction (although dismissed by Macey and Schneider). Social Exchange Theory (SET) is presented by Saks (2006) who believes it poses a strong case A basic principle of SET is that ‘relationships evolve over time into trusting, loyal and mutual commitments as long as the parties abide by certain rules of exchange’ (Kular et al, 2008, referencing Cropanzano and Mitchell, 2005) So … In both SET and EE mutuality is required (and mutuality we agreed last week is one of the factors distinguishing EE from some closely related concepts such as Motivation) Trust

      ppt/slides/slide22.xml

      Elaborating on SET ‘when individuals receive economic and socio-emotional resources from their organisation, they feel obliged to respond in kind and repay the organisation (Kular, 2008 referencing Cropanzano and Mitchell, 2005) We may conclude that the concept of SET represents at least one factor explaining why employees chose to engage or disengage at work.

      ppt/slides/slide23.xml

      Trust Erosion of trust evident at societal level in ‘distrust of political elites’ (The Economist, 2017). ‘Rising distrust of … big business, banks and the media’ (ibid). Erosion of ‘public confidence in major companies’ (CIPD, 2014a). Two thirds of employees no longer trust senior management, influenced by recession, cost reduction programs, reduced working hours, freezes on payrises/benefits/promotions.

      ppt/slides/slide24.xml

      Erosion of the trust which is/was implicit in the ‘psychological contract’ (Rousseau, 1995) The most important trust relationship for HR is that between employees and management (CIPD, 2012). The increasing ‘personalisation of trust’ through social media channels (CIPD, 2013) means that scrutiny of the behaviours of the organisation is more intense. When HR adopts a ‘hard model’ of HRM ( Legge ) and aligns itself to ‘organisational aims’, it will also suffer from an erosion of trust and a breakdown of the psychological contract. HR professionals may need to recalibrate toward a ‘soft’ model (ibid) which emphasises elements like socialisation, training and transparent communication with employees.

      ppt/slides/slide25.xml

      The psychological contract Definitions: A set of perceived reciprocal promises and obligations between the individual and the organisation (Makin, P., 1999) The perceptions of both parties to the employment relationship, organisation and individual, of the reciprocal promises and obligations implied in that relationship (Guest, D. 2004)

      ppt/slides/slide26.xml

      The “deal” Employer delivers on promises Employee delivers on promises = fairness, trust, commitment, well-being, performance.

      ppt/slides/slide27.xml

      The Changing Nature of the Psychological Contract Old deal v. new deal (Ref: Guest, D. 2004) Breakdown of the traditional ‘deal’ A career in return for loyalty A fair day’s work for a fair day’s pay Individualisation of the employment relationship Organisational change and violation

      ppt/slides/slide28.xml

      The impact of the psychological contract Fulfilling the psychological contract is important – it influences: Performance Extra role behaviour Job satisfaction Organisational commitment Intention to quit Source: Makin, P. and van Ruitenbeek, D., 1999

      ppt/slides/slide29.xml

      Reward Understand the concept of financial rewards. Have an appreciation of the main types of payment Understand the concept of non-financial rewards. Understand the concepts of new reward and total reward.

      ppt/slides/slide30.xml

      Reward or ‘compensation’? Marchington et al (2016) refer to the negative connotations related to compensation for ‘something bad happening to you’ Contrast with the more positive ‘rewards’, which may include ‘money, activities, variety, status, social contacts’ (ibid)

      ppt/slides/slide31.xml

      Performance and Rewards Rewards are of obvious concern to both employers and employees. The emergence of HRM has produced or coincided with great expansion of both: Performance-related pay (a culture of “pay for contribution not pay for position”) Performance management

      ppt/slides/slide32.xml

      Philosophy of Pay/Reward Systems Management will normally seek a pay system which they believe will give: the best balance between cost and supervisory control, and; provide the best incentive for employees. Marchington et al (2016) stress the importance of the reward philosophy in reflecting the overall objectives of the employer. Likewise the different elements of the package should all coherently ‘send a clear message to employees’

      ppt/slides/slide33.xml

      Employer’s Assumptions about Reward Systems That the HR processes are a strategic fit for the business strategy Unitarist perspective which assumes that employees will endorse the business strategy Deterministic assumption that reward will have a direct impact on organisational performance Assumption that employees will work in a way that, in the absence of the reward system, they would not

      ppt/slides/slide34.xml

      Employee’s Assumptions about Reward Systems Expectancy Theory (Vroom, 1964; Porter and Lawler, 1968) Motivational Force (MF) = Expectancy x Instrumentality x Valence

      ppt/slides/slide35.xml

      Fairness Any pay system will fail if it is perceived to be unfair by the employees. Fairness of pay is a comparative concept not an absolute one. Equity Theory tells us that people will be better motivated if they feel that they are fairly paid – called the ‘felt-fair’ principle (Jacques, 1962) But fair in relation to what or whom? Usually the person at the next desk!

      ppt/slides/slide36.xml

      Types of Payment Systems (e.g. Gilman, 2016) Payment by time. Performance-related pay or “Incentive Pay Schemes”: Payment by Results (PBR) – a variable element is determined by some ‘objective’ measure of the work done or its value. In the UK, this is losing favour in the shadow of the pension selling scandals. Merit-based systems – the variable element is related to an assessment of overall job performance

      ppt/slides/slide37.xml

      Benefits of Payment by Results (PBR) according to Armstrong (2010) Motivate employees Serve as a lever for innovation and change (through modifications of processes to achieve performance) Send a message about the importance of good performance Link rewards directly to performance (and perhaps also to organisational goals) Help attract and keep the best staff Diminish the possibility of “golden handcuffs” where under-performers linger Meet the fundamental human need for achievement.

      ppt/slides/slide38.xml

      Flaws of Payment by Results (PBR) according to Marchington et al (2016) Demotivate other employees Generally cost more to implement than they generate in increased revenue. Assume everyone works for/is motivated by money

      ppt/slides/slide39.xml

      Payment by Results policies are growing in popularity NHS, teachers, Civil Service in the UK Asian countries – even Japan (which historically has paid on seniority)

      ppt/slides/slide40.xml

      Case study of Payment by Results (Marsden, 2015) A PBR was rolled out in USA in certain schools who allocated part of their budget to spend on high performing teachers. The plan failed, arguably because: They didn’t give it enough time (2 years) There was a lack of understanding about how it worked There was a lack of money motivation in the targets (who instead focused on other more pastoral priorities) The PBR did not “create new budget”. The money had to be taken from somewhere else, creating tensions.

      ppt/slides/slide41.xml

      Reasons to Pay well: Delivers a better choice of applicant Reduces performance ‘issues’ (Marchington et al, 2016) Reduces staff turnover May increase effort/contribution (in line with Social Expectancy Theory)

      ppt/slides/slide42.xml

      ‘New rewards’ (Lawler, 1990) Asserted that reward: Can (and should) align with the business strategy Can therefore help deliver the business strategy Offer the potential to lever/deliver cultural change Yet two‐thirds of organisations in the United Kingdom do not have a reward strategy (Chartered Institute of Personnel and Development 2008)

      ppt/slides/slide43.xml

      Rejection of ‘new rewards’ logic CIPD (2015) report suggests that strategies of ‘new rewards’ are being ‘set aside or at least tempered by contemporary operating conditions’ Individual pay schemes are being used despite ambitions to promote a team ethic Such schemes ‘frustrate team cooperation’ HR prescriptions around team based logic has not gained traction.

      ppt/slides/slide44.xml

      Nature of rewards: Financial Job-based pay Person-based pay Pensions Financial recognition schemes (bonuses?) Share schemes

      ppt/slides/slide45.xml

      Financial “benefits” ‘Fringe’ or ‘employee’ benefits: to ensure that a competitive total remuneration package is provided to attract, retain and motivate staff. to increase the employee’s commitment to the organization. to take advantage of tax efficient methods of rewarding employees.

      ppt/slides/slide46.xml

      Typical Non-Pay (but still Financial) Benefits Pension schemes Share schemes Company car Personal security E.g. extra-statutory sick pay; death in service benefits; personal accident cover; medical insurance etc Financial assistance

      ppt/slides/slide47.xml

      Pension schemes Around half of employees in the UK are in occupational pensions schemes Pension schemes are the single most costly element in remuneration (notably in relation to workers with longer service) Two types: Defined benefit (DB): where the risk is taken by the employer Defined contribution (DC): where the risk is taken by the employee DC is on the increase but DBs are being wound up. (Antunes, 2016)

      ppt/slides/slide48.xml

      Share ownership schemes Benefits? Education Motivation Recruitment and retention Performance Paternalism Drawback? Lack of direct correlation between effort and reward

      ppt/slides/slide49.xml

      Cafeteria Approach to Rewards Management (Perkins and White, 2011) Allows employees a degree of choice in their total remuneration package, e.g. by permitting them to take less in non-pay benefits and more in pay, or vice versa The core benefit element will be salary The costed benefits will be elements such as car, Health Insurance, Childcare, extra holiday Employees chose the package” they wish to “construct”. The total overall value of their compensation will be the same whatever choices they make. This allows the individual to tailor their rewards to their particular needs and alter these as their needs change.

      ppt/slides/slide50.xml

      Non financial rewards and recognition ‘managers do not motivate employees by giving them higher wages, more benefits, or new status symbols. Rather, employees are motivated by their own inherent need to succeed at a challenging task. The manager’s job then is not to motivate people to get them to achieve; instead, the manager should provide opportunities for people to achieve so they will become motivated.’ (Herzberg, 1987) ‘The desire of many individuals to seek opportunities for personal growth through their work is very powerful’ (Marchington et al, 2016, citing Giancola , 2010)

      ppt/slides/slide51.xml

      Armstrong on Non-financial rewards ‘Financial incentives may increase engagement for some people in the short run, but the greatest impact on engagement is made by non-financial rewards, especially when they generate intrinsic motivation through the work itself and the work environment, and when they are provided by line managers’ (Armstrong, 2017, p.132).

      ppt/slides/slide52.xml

      Reilly and Brown (2008) propose an engagement model for the Reward Strategy Examine the current strategy and structure Decide on the desired strategy and structure Understand ‘what brings people to work, keeps them with the organisation and motivates them to perform while there …’

      ppt/slides/slide53.xml

      Non financial rewards and recognition ‘managers do not motivate employees by giving them higher wages, more benefits, or new status symbols. Rather, employees are motivated by their own inherent need to succeed at a challenging task. The manager’s job then is not to motivate people to get them to achieve; instead, the manager should provide opportunities for people to achieve so they will become motivated.’ (Herzberg, 1987) ‘The desire of many individuals to seek opportunities for personal growth through their work is very powerful’ (Marchington et al, 2016, citing Giancola, 2010)

      ppt/slides/slide54.xml

      Nature of rewards: Non-financial (after Armstrong, 2017) Recognition in looser sense Achievement Personal growth Learning and Development opportunities Enhancement of well-being Some are extrinsic (e.g. verbal encouragement from manager) Some are intrinsic (e.g. job content)

      ppt/slides/slide55.xml

      ‘Total rewards’ defined. The CIPD define total reward as encompassing ‘all aspects of work that are valued by employees, including elements such as learning and development opportunities and/or an attractive working environment, in addition to the wider pay and benefits package’ (CIPD, 2015)

      ppt/slides/slide56.xml

      Elements of ‘Total rewards’ The CIPD (2015) cite the US organisation  WorldatWork  as identifying six separate components of the work experience in addition to pay and benefits:  performance and recognition work/life balance organisational culture employee development and career opportunities business strategy human resource strategy.

      ppt/slides/slide57.xml

      Elaboration of ‘Total rewards’ concept Zingheim and Schuster (2001) suggest that the concept of total rewards has four components: Compelling future Individual growth Positive Workplace Total Pay. Towers and Perrin and Hay Group have adopted this model

      ppt/slides/slide58.xml

      Managing the intrinsic element through job design Lawler (1969) identifies three elements to job design which are necessary to make a job ‘intrinsically’ motivating: Feedback relating to performance: this should be meaningful (Armstrong, 2010). Armstrong also states that this means they be able to see more of the picture, i.e. how their role fits into the whole process. Abilities: the jobholders must feel that they are making use of those abilities which they values. Self-control (autonomy): the jobholders must feel they have discretion

      ppt/slides/slide59.xml

      Increased focus on ‘job characteristics’ in job design (Hackman and Oldham, 1976) Hackman and Oldham, 1976, propose a ‘job characteristics model’ (ibid), comprising five key elements: Skill variety (the range of skills and talents required) Task identity (the breadth within the task) Task significance (in relation to the “bigger picture”) Degree of autonomy (discretion, e.g. in methods) Feedback (clarity on performance) If jobs are designed in a way that maximises these dimensions then three psychological states can occur: Experience of meaningfulness at work Experience of responsibility for work outcomes Knowledge of results of work

      ppt/slides/slide60.xml

      Motivation alone is not enough Marchington et al (2016) argue that people with a high ‘growth need’ will be more likely to experience changes in their psychological contract as a result of exposure to such job design However they also need abilities. As with performance more generally AMO seems to apply: Performance = Ability x Motivation X Opportunity

      ppt/slides/slide61.xml

      Recurrent theme in the EE literature: ‘The line manager relationship is crucial’ (Robinson and Hayday, 2009) ‘Leaders and leadership can influence each facet of engagement through a range of processes’ (Soane, E (Leadership and Employee Engagement. in Truss et al, 2014, Employee Engagement in Practice)

      ppt/slides/slide62.xml

      Selected Bibliography Armstrong, M. (2017) Armstrong's Handbook of Human Resource Management Practice. 14 th Edition. London: Kogan Page Armstrong, M. (2010) Armstrong's Handbook of Reward Management Practice. London: Kogan Page (available as ebook through Lonmet catalogue) CIPD (2015) Reward Strategy and Total Reward Factsheet (updated 2016) accessed 31/10/17 at https://www.cipd.co.uk/knowledge/strategy/reward/strategic-total-factsheet#7370 Henderson, I. (2010) Human Resource Management for MBA Students. London: CIPD Institute for Employment Studies (IES) (2016) The Relationship between Total Reward and Employee Engagement. Accessed 31/10/17 at http://www.nhsemployers.org/~/media/Employers/Publications/Reward/Total%20reward%20and%20employee%20engagement%20report.pdf Marchington, M., Wilkinson, A., Donnelly, R. and Kynighou , A. (2016) Human Resource Management at Work. 6 th Edition. London: CIPD

      ppt/notesMasters/notesMaster1.xml

      Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/handoutMasters/handoutMaster1.xml

      ppt/presProps.xml

      ppt/viewProps.xml

      ppt/theme/theme1.xml

      ppt/tableStyles.xml

      ppt/slideLayouts/slideLayout1.xml

      Click to edit Master title style Click to edit Master subtitle style ‹#›

      ppt/slideLayouts/slideLayout2.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slideLayouts/slideLayout3.xml

      Click to edit Master title style Click to edit Master text styles ‹#›

      ppt/slideLayouts/slideLayout4.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slideLayouts/slideLayout5.xml

      Click to edit Master title style Click to edit Master text styles Click to edit Master text styles Second level Third level Fourth level Fifth level Click to edit Master text styles Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slideLayouts/slideLayout6.xml

      Click to edit Master title style ‹#›

      ppt/slideLayouts/slideLayout7.xml

      ‹#›

      ppt/slideLayouts/slideLayout8.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level Click to edit Master text styles ‹#›

      ppt/slideLayouts/slideLayout9.xml

      Click to edit Master title style Click to edit Master text styles ‹#›

      ppt/slideLayouts/slideLayout10.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slideLayouts/slideLayout11.xml

      Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level ‹#›

      ppt/slideLayouts/slideLayout12.xml

      Click to edit Master title style ‹#›

      ppt/theme/theme2.xml

      ppt/theme/theme3.xml

      ppt/notesSlides/notesSlide1.xml

      1

      ppt/media/image1.png

      ppt/media/image2.svg

      .MsftOfcThm_Accent1_Fill_v2 { fill:#BBE0E3; } .MsftOfcThm_Accent1_Stroke_v2 { stroke:#BBE0E3; }

      ppt/media/image3.jpeg

      ppt/notesSlides/notesSlide2.xml

      3

      ppt/media/image4.jpeg

      ppt/notesSlides/notesSlide3.xml

      4

      ppt/media/image5.jpeg

      ppt/notesSlides/notesSlide4.xml

      5

      ppt/media/image6.jpeg

      ppt/media/image7.jpeg

      ppt/media/image8.jpeg

      ppt/notesSlides/notesSlide5.xml

      8

      ppt/media/image9.jpeg

      ppt/notesSlides/notesSlide6.xml

      9  

      ppt/media/image10.jpeg

      ppt/notesSlides/notesSlide7.xml

      10

      ppt/media/image11.jpeg

      ppt/media/image12.jpeg

      ppt/notesSlides/notesSlide8.xml

      13

      ppt/notesSlides/notesSlide9.xml

      14

      ppt/media/image13.jpeg

      ppt/notesSlides/notesSlide10.xml

      16

      ppt/media/image14.jpeg

      ppt/notesSlides/notesSlide11.xml

      17

      ppt/media/image15.jpeg

      ppt/notesSlides/notesSlide12.xml

      18

      Discussion Question

      Week 3 ~ Discussion Question 5 ~ Due  Wednesday

      How would you define the maximum capacity for the front desk of a hotel? What is meant by the effective capacity? Define the difference in these two terms relative to the number of customers that can be checked in to the hotel in a given period. (125-150 words)

      NO Ai, Chegg, etc. 

      PPTX is your source 

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education.

      Chapter 3

      Managing Processes and Capacity

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-2

      Learning Objectives

      3-1 Understand the importance of processes and process thinking to operations and supply chain management.

      3-2 Define the various components that make up processes, including types of inputs and outputs.

      3-3 Distinguish between operational, tactical, and strategic capacity planning.

      3-4 Estimate the capacity and utilization of a process.

      3-5 Explain the impacts of bottlenecks, variance, and other factors on process performance.

      3-6 Describe process improvement methodologies such as business process reengineering.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-3

      Learning Objective 3-1

      What Is a Process?

      • A system of structured activities that use resources to turn inputs into valuable outputs.

      • Process thinking views activities in an organization as a collection of processes.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-4

      Learning Objective 3-1

      Juran’s Law

      • At the heart of process thinking is Juran’s Law. Joseph M. Juran (1904–2008) was one of the leading quality gurus of the 20th century.

      • Juran once observed that 15 percent of operational problems are the result of human errors; the other 85 percent are due to systemic process errors.

      • To improve operations we should focus our attention on processes first.

      Human Error (15%) + Systematic Process Error (85%) → Problems (100%)

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-5

      Learning Objective 3-1

      Types of Processes

      Table 3-1 Major Types of Business Processes

      Business Process Inputs Outputs

      Strategic Planning Competitor data, market assessment, internal capability assessments, economic forecasts

      Strategic vision, long-term objectives and plans

      Innovation Technological developments, customer needs, production capabilities

      New products, new production technologies

      Customer service Customer orders and request, complaints, demand forecasts, priorities

      Entered orders, delivery commitments, resolved problems

      Resource management

      Strategic objectives, resource costs, availability of existing resources

      Capacity plans, facilities plans

      Human resource management

      Strategic objectives, skill requirements, demand requirements by area, staffing requirements and shortfalls

      Hiring plans, training programs (both at time of hire and subsequently), staffing plans, employee development plans

      Supply management Supplier capabilities, raw materials, customer orders, demand forecasts

      Fulfilled orders, production schedules, good and services

      Performance measurement

      Raw information, benchmarks, standards

      Performance variances, trends

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-6

      Learning Objective 3-2

      “Anatomy” of a Process

      Process

      • Activities

      • Inputs, outputs, and flows

      • Process structures

      • Management policies

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-7

      Learning Objective 3-2

      Activities of a Process

      • Operations change inputs • Transportation moves an input from place

      to place • Inspection verifies the results of an activity • Delay unintentionally stops the flow of an

      input • Storage is the formal inventorying of an

      input

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-8

      Learning Objective 3-2

      Inputs, Outputs, and Flows

      • Inputs: items that are acted upon or consumed by the process

      • Outputs: both intended and unintended products of the process

      • Inputs and outputs are created through a series of flows

      • Information flows

      – Data communicated in many forms (speech, binary code, written words or pictures, currency)

      • Material flows

      – Physical products, people

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-9

      Learning Objective 3-2

      Process Structure

      Process Capabilities: the specific types of outputs and levels of performance that a process can generate

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-10

      Learning Objective 3-2

      Management Policies

      • Management of resources

      • Design metrics, rewards, and controls consistent

      with the overall mission

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-11

      Learning Objective 3-3

      Capacity Planning: Time Frames

      Table 3-2 Capacity Decisions Addressing Different Time Frames

      Time Frame (time required for changes)

      Limiting Resource Types of Capacity Change

      Examples

      Short term (0–6 months) Low-skilled labor Overtime, part-time, temporary labor, layoffs

      Restaurant wait staff, bank tellers, production line workers

      Equipment, space Rental, leasing Landscaping equipment, temporary storage

      Medium term (6–24 months)

      Specialized labor Hiring, firing, contract labor

      Engineers, accountants, machine operators, physicians

      Equipment, space Leasing, subcontracting, equipment installation and renovation

      Distribution/warehousin g, fast-food restaurant rebuild, production line renovation

      Long term (more than 2 years)

      Physical plant New building, outsourcing

      Automotive plant open or closure, new office building

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-12

      Learning Objective 3-3

      Capacity Planning: Economies of Scale

      Figure 3-1 Economies and Diseconomies of Scale

      Economies of Scale: As production volumes increase with additions of capacity, the unit cost to produce a product decreases to an optimal level

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-13

      Learning Objective 3-3

      Reasons for Economies of Scale

      • Allocation of fixed costs can be spread over more units as output grows, reducing the cost per unit.

      • Equipment and construction costs do not increase proportionally with size.

      • Lower costs for purchases because of higher volumes.

      • As volume increases, learning occurs—a phenomenon called the learning curve. Learning is higher in assembly processes and for new products. Learning is lower in automated processes, and the rate of learning diminishes as employees gain experience making the product.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-14

      Learning Objective 3-3

      Process Capacity

      Capacity: amount of output a process can produce

      given amount of inputs and resources made

      available to the process

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-15

      Learning Objective 3-3

      Capacity and Process Activities

      Table 3-3 Capacity and Process Activities

      Process Activity Associated Resources That Limit Capacity

      Operation Tools, labor, machine capacity, supplier capacity

      Transportation Pallets, carts, fork-lift trucks, trucks, trains, airplanes

      Inspection Inspectors, inspection stations, gauges, robots, or machine-vision equipment

      Delay Space on the shop floor, bins, carts, racks

      Storage Floor space, racks, bins, stockrooms, stockroom clerks

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-16

      Learning Objective 3-4

      Process Capacity: Definitions

      • Maximum Capacity: highest output rate under ideal conditions, in the short term

      • Effective Capacity: achievable level under normal conditions, for an extended time

      • Utilization: how much available capacity is actually used

      • Yield Rate: the percentage of units produced as a percentage of inputs

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-17

      Learning Objective 3-4

      Process Capacity: An Example (1 of 2)

      Example 3-1: A distribution center for an Internet bookseller can handle a peak demand of 200,000 orders in a single day, under ideal conditions. However, the facility was designed to handle up to 120,000 orders per day during normal operating conditions. Orders processed for the first two weeks of December averaged 150,000 per day. Calculate the utilization of the distribution center relative to both maximum capacity and effective capacity.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-18

      Learning Objective 3-4

      Process Capacity: An Example (2 of 2)

      Solution:

      Given:

      Maximum capacity = 200,000 units per day

      Effective capacity = 120,000 units per day

      Actual orders = 150,000 units per day

      Utilization of maximum capacity:

      = Actual orders / Maximum capacity

      = (150,000/200,000) × 100% = 75%

      Utilization of effective capacity:

      = Actual orders / Effective capacity

      = (150,000/120,000) × 100% = 125%

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-19

      Learning Objective 3-5

      Theory of Constraints (TOC)

      1. Every process has a constraint.

      2. Every process has variance that consumes capacity.

      3. Every process must be managed as a system.

      4. Performance measures are crucial to the process’s success.

      5. Every process must continually improve.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-20

      Learning Objective 3-5

      Principle 1: Every Process Has a Constraint (1 of 4)

      • Bottleneck: any place where demand ≥ capacity; this limits the ability of the process to generate output

      • A constraint or “scarce resource”

      – A facility, a department, a machine, a skill type, etc.

      – Demand

      • Defines the maximum capacity of a system

      • Serial/Sequential Structure: processes occur one after another

      • Parallel Structure: two or more processes occur simultaneously

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-21

      Learning Objective 3-5

      Principle 1: Every Process Has a Constraint (2 of 4)

      Figure 3-2 Maximum Capacity in a Serial Process

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-22

      Learning Objective 3-5

      Principle 1: Every Process Has a Constraint (3 of 4)

      Figure 3-3 Maximum Capacity in a Parallel Process

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-23

      Learning Objective 3-5

      Principle 1: Every Process Has a Constraint (4 of 4)

      Measures of process flow:

      • Flow Time: time for one unit to get through a process

      • Cycle Time: time it takes to process one unit at an operation in the overall process

      • Little’s Law: there is a relationship between flow time (F), inventory level (I), and throughput rate (TH)

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-24

      Learning Objective 3-5

      Principle 1: Little’s Law Example (1 of 2)

      Example 3-4: A theme park plans to introduce a new thrill ride. At present, about 18,000 people come to the park every day, and the park is open for 12 hours. If managers want everyone in the park to have at least one chance to experience the ride, what should the maximum cycle time for the ride be?

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-25

      Learning Objective 3-5

      Principle 1: Little’s Law Example (2 of 2)

      Solution:

      TH

      I F =

      12 hours = 18,000/TH

      TH = 18,000/12 hours

      TH = 1,500 per hour

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-26

      Learning Objective 3-5

      Student Activity

      What symptoms would you look for that would indicate the presence of a bottleneck? Go to a fast- food restaurant and see if you can identify the bottleneck resource or operation.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-27

      Learning Objective 3-5

      Principle 2: Variance Consumes Capacity (1 of 3)

      Figure 3-4 Effects of Process Variability on Wait Time

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-28

      Learning Objective 3-5

      Principle 2: Variance Consumes Capacity (2 of 3)

      Variability in:

      • Outputs: product variety and variable schedules

      • Processes: quality variance, resource availability,

      and processing speed

      • Inputs: variance in quality and delivery

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-29

      Learning Objective 3-5

      Principle 2: Variance Consumes Capacity (3 of 3)

      Equation 3.2( )

      Wait time= ca 2 +cp

      2

      2

      æ

      è

      ç ç ç

      ö

      ø

      ÷ ÷ ÷ u

      1-u

      æ

      è ç

      ö

      ø ÷t p

      ca = coefficient of variation standard deviation average( ) of job arrival times

      cp =Coefficient of variation of job processing times

      u =Utilization of the work center

      t p=average processing cycle( ) time for jobs

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-30

      Learning Objective 3-5

      Wait Time: Example (1 of 4)

      Example 3-6: Suppose you are the manager of the Accounts Receivable department in your university. Recently, you have been hearing complaints from the students about having to wait too long in line before they can discuss their bills with one of the counselors. After discussing the situation with your boss, you decide that students should expect an average wait time of 20 minutes. With this standard in mind, you collect the following information during periods of high demand (i.e., the start of term).

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-31

      Learning Objective 3-5

      Wait Time: Example (2 of 4)

      Average arrival rate = 5 minutes

      Standard deviation of arrivals = 10 minutes

      Average time to discuss bill = 3 minutes

      Standard deviation of discussion time = 4.5 minutes

      Utilization = 85 percent

      Solution: Wait time =

      ca 2 + cp

      2

      2

      æ

      è

      ç ç

      ö

      ø

      ÷ ÷ u

      1-u

      æ

      è ç

      ö

      ø ÷t p

      ca = coefficient of variation standard deviation average( ) of job arrival times

      cp = Coefficient of variation of job processing times

      u =Utilization of the work center

      t p= average processing cycle( ) time for jobs

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-32

      Learning Objective 3-5

      Wait Time: Example (3 of 4)

      Step 1: Compute the coefficient of variation of job arrival times

      = Standard deviation of arrival rates/Average job arrival rate

      = 10/5

      ca =2 Coefficient of variation of job arrival timesé ë

      ù û

      Step 2: Compute the coefficient of variation of processing times

      = Standard deviation of job processing time/average processing time

      = 4.5/3

      cp =1.5 Coefficient of variation of job processing timesé ë

      ù û

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-33

      Learning Objective 3-5

      Wait Time: Example (4 of 4)

      Step 3: Compute the average wait time

      Average wait time = ca 2 +cp

      2

      2

      æ

      è

      ç ç ç

      ö

      ø

      ÷ ÷ ÷ u

      1-u

      æ

      è ç

      ö

      ø ÷t p

      = 22+1.52

      2

      æ

      è

      ç ç

      ö

      ø

      ÷ ÷

      .85 1-0.85

      æ

      è ç

      ö

      ø ÷ 3( )

      =53.125 minutes

      =0.8854 hours

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-34

      Learning Objective 3-5

      Principle 3: Processes Managed as Systems

      • Changing one element of a process may affect other elements, sometimes in unexpected ways.

      • Process elements are interdependent

      – Activities

      – Inputs/outputs/flows

      – Process structures

      – Management policies

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-35

      Learning Objective 3-5

      Principle 4: Performance Measures Are Crucial to Process’s Success (1 of 2)

      Metrics should address aspects of performance that are important to both customers and the organization.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-36

      Learning Objective 3-5

      Principle 4: Performance Measures Are Crucial to Process’s Success (2 of 2)

      • Effective metrics:

      – are verifiable and quantifiable.

      – are aligned with standards and rewards.

      – should support strategy and priorities.

      – provide the basis for monitoring, controlling, and improving processes.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-37

      Learning Objective 3-6

      Principle 5: Continuous Improvement of Processes (1 of 2)

      Process Type Why Critical?

      Bottleneck Limits output; increases lead time; adversely affects cost, quality, and flexibility.

      Visible to the customer

      Affects how the customer views not only the process but also the firm.

      Core capability A process that incorporates a critical strategic skill set that is difficult for the competition to copy. Must be guarded, managed, and improved continuously because it is the major source of the firm’s value.

      Table 3-7 Six Types of Critical Processes

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-38

      Learning Objective 3-6

      Principle 5: Continuous Improvement of Processes (2 of 2)

      Process Type Why Critical?

      Feeder process A process that feeds a number of alternative processes coming out of it. A problem in this process (e.g., delay) can affect many downstream outcomes.

      Greatest variance Variances are amplified by sequential steps in processes. To reduce variance, managers should identify those steps that are sources of greatest variance.

      Most resources consumed

      We focus on these processes because they offer the “biggest bang for the buck.”

      Table 3-7 Six Types of Critical Processes

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written

      consent of McGraw-Hill Education. 3-39

      Managing Processes and Capacity: A Summary

      1. Processes define a business.

      2. A process is a collection of activities.

      3. Processes are characterized by activities, flows, structures, resources, and metrics.

      4. Supply chain capacity should be managed strategically.

      5. There is a proven link between output volumes and process economies.

      6. The bottleneck activity sets the maximum level of output of any process.

      7. Capacity requirements depend on processing and setup times.

      8. Variability consumes capacity, cost, and lead times.

      9. Processes need to be continuously improved.

      Discussion

      Every business consists of functional groups such as internal operations, marketing, accounting, engineering, supply 

      management, logistics, and finance. In addition, each function has to generate a strategic plan—one that is coordinated 

      with and strategic business plan.

      1. What specifically would you do to support a corporation and strategic business unit strategies?

      2. What are the critical resources that you have to manage carefully if you are able to achieve the corporate/strategic 

      business unit objectives?

      3. What metrics should you have in place to ensure you are making progress on these plans?

      4. What capabilities in your function should be considered or recognized by two higher stage of strategy?

      5. 500 – 700 words 

      6. Two outside sources needed

      7. MLA format Header and Reference page

      8. Due: Wednesday 8/28

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Chapter 1

      Introduction to Managing Operations Across the Supply Chain

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-2

      Learning Objectives

      1-1 Explain what operations management is and why it is important.

      1.2 Describe the major decisions that operations managers typically make.

      1.3 Explain the role of processes and “process thinking” in operations management.

      1.4 Explain what the supply chain is and what it means to view operations management using a “supply chain perspective.”

      1.5 Identify the partners and functional groups that work together in operations management.

      1.6 Define the planning activities associated with managing operations across the supply chain.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-3

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-1

      Operations Management at Its Best: Apple’s Success Story

      Basic Elements of Apple’s Operational Strategy:

      • Capitalize on volume

      • Work closely with suppliers

      • Focus on new product lines

      • Ensure supply availability and low prices

      • Keep close eye on demand

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-4

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-1

      Why Study Operations Management (OM)?

      Application of OM is everywhere

      • Products

      • Services

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-5

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-1

      OM and Supply Chain Defined

      Operations Management (OM) is the management of processes used to design, supply, produce, and deliver valuable goods and services to customers

      Supply Chain (SC): the global network of organizations and activities involved in:

      • designing,

      • transforming,

      • consuming, and

      • disposing of goods and services.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-6

      Learning Objective 1-2

      Importance of OM

      OM activities create and enhance the value of goods and services by way of the following:

      1. How resources are developed and used to accomplish business goals.

      2. OM is about designing, executing, and improving business processes.

      3. OM deals with processes that transform inputs into goods and services.

      4. OM brings together four major sets of players: the firm, customers, suppliers, and stakeholders.

      5. OM must be consistent with the strategic goals of the firm to be effective.

      6. OM is dynamic because of changes in customers’ demands, resources, competition, and technologies.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-7

      Learning Objective 1-2

      OM and Supply Chain: Important Decisions What?

      How? When? Where? And Who? (1 of 2)

      • What?

      – types of goods and services to be delivered?

      – activities and resources are needed? How should they be developed, allocated, and controlled?

      • How?

      – is the good and service designed, made, and delivered?

      – much should process be able to deliver?

      – should performance be measured and assessed?

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-8

      Learning Objective 1-2

      OM and Supply Chain: Important Decisions What?

      How? When? Where? And Who? (2 of 2)

      • When?

      – should products be made, activities be carried out, services be delivered, or capacities/facilities come on line?

      • Where?

      – should certain activities be done?

      • Who?

      – should do them: suppliers, partners, or the firm?

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-9

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-2

      Goods versus Services Differences in Operations?

      Table 1-1 Characteristics of Goods and Services

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-10

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-3

      Process and Process Thinking Input, Transformation, Output

      A process is a system of activities that transforms inputs into valuable outputs.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-11

      Learning Objective 1-3

      Process and Process Thinking Process Types?

      • Design processes develop new goods and services.

      • Strategic planning processes determine how the firm should compete.

      • Production processes plan and execute the supply, manufacture, and delivery of goods and services to customers.

      • Evaluation processes measure and report how well they are meeting their goals or using their resources.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-12

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-3

      OM and Supply Chain: Foundational Concepts

      Figure 1-1 Foundational Concepts in Supply Chain Operations Management

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-13

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-4

      Brief History of OM (1 of 2)

      Table 1-2 A Brief History of Operations Management

      Operations Era

      Technological Advances Operations Operations Management Span

      of Focus

      1800–1850 Technical Capitalists

      Improved manufacturing technology; interchangeable parts; locating factories on waterways and in industrial centers; emerging transportation network

      Internal production

      1850–1890 Mass Production

      Emergence of local factory; movement to urban areas; introduction of steam and electrical power; new machines; economies of scale

      Internal production

      1890–1920 Scientific Management

      More systematic approaches to operations management; moving assembly line; beginnings of process thinking

      Internal production

      1920–1960 Demand Growth Increased automation; introduction of computers and quantitative analysis

      Internal production

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-14

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Brief History of OM (2 of 2)

      Table 1-2 A Brief History of Operations Management

      Operations Era

      Technological Advances Operations Operations Management Span of Focus

      1960–1980 Global Competition

      Just-in-time systems; emergence of statistical process control; early outsourcing

      Internal production

      1980–2000 World-Class Manufacturing

      Increased computerization and information systems; world-class practices and benchmarks; greater global sourcing and need for supply chain coordination

      Production, design, supply

      2000–2010 E-commerce Internet; enhanced communications and transportation technologies; integrated management across functions, including goods and services operations

      Global supply chain

      2010–Present Intelligent Operations

      Artificial intelligence, advanced robotics, and global connectivity combine to create highly automated, responsive supply chains

      Digital supply chain

      Learning Objective 1-4

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-15

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-4

      From OM to Supply Chain Management Advances in Technology and Infrastructure

      Advances in communication, computers, and transportation:

      • Faster, more extensive connectivity

      • Strengthening of partnerships with better communication

      • Faster, more reliable, and more economical shipping

      • Growing transportation infrastructure in developing countries

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-16

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-4

      From OM to Supply Chain Management Reduction in Governmental Barriers to Trade

      Shifting economies, governmental control, and societal expectations:

      • Economic decentralization in favor of free market systems

      • Growing potential for improved product costs and quality

      • Increased complexity and exposure to risk

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-17

      Learning Objective 1-4

      From OM to Supply Chain Management Focus on Core Capabilities

      Unique sets of skills that confer competitive advantages to a firm, because rival firms cannot easily duplicate them:

      • Concentration on few skills and areas of knowledge that make the firm distinct and competitive

      • Ability to focus the firm’s efforts in what it does best, thus producing greater product value through higher quality and greater efficiencies

      • Increased interdependence along the supply chain

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-18

      Learning Objective 1-4

      From OM to Supply Chain Management Collaborative Networks

      Greater influence of, and reliance upon, business partners:

      • Firms becoming more reliant on their suppliers

      • Product value improvements are achieved through better coordination and collaboration

      • Opportunities to combine assets and make stronger product offerings through partnerships

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-19

      Learning Objective 1-4

      Supply Chain Management

      • Supply chain management is the design and execution of relationships and flows that connect the parties and processes across the supply chain.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-20

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-5

      Supply Chain Partners and Functional Activities (1 of 2)

      Upstream

      • Supply Management

      • Finance

      • Logistics Management

      • Warehousing/Raw Materials Planning

      Downstream

      • Marketing

      • Sales and Distribution

      • Customer Service/Relationship Management

      • Logistics Management

      • Warehousing/Finished Goods Materials Planning

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-21

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-5

      Supply Chain Partners and Functional Activities (2 of 2)

      Figure 1-2 Partners and Operations Functional Activities in the Supply Chain

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-22

      Learning Objective 1-5

      OM Partners Across the Supply Chain

      Operations managers interact with three important groups that are external to the firm:

      • Customers, who use or consume output (internal, intermediate, and final customers)

      • Suppliers, who provide inputs

      • Stakeholders, who have an interest in organizational well-being and performance

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-23

      Learning Objective 1-5

      OM Partners Across the Supply Chain: Customers

      Individuals or organizations that use or consume products.

      Customers can be:

      • Internal

      • Intermediate

      • Final

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-24

      Learning Objective 1-5

      OM Partners Across the Supply Chain: Suppliers

      Individuals or organizations that provide inputs to operational processes.

      Suppliers can be:

      • Upstream product suppliers

      • Downstream product suppliers

      • Resource and technology suppliers

      • Aftermarket suppliers

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-25

      Learning Objective 1-5

      OM Partners Across the Supply Chain: Stakeholders

      People other than customers and suppliers who have an interest in the well-being of a firm.

      Stakeholders include:

      • Employees

      • Unions

      • Local community and social groups

      • Government

      • Financial investors

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-26

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-5

      Functional Activities That Connect Operations Managers

      Customer Management: mediation/interfacing between customers and the order processing and fulfillment side of the operation

      Supply Management: processes to identify, acquire, and administer inputs

      Logistics Management: movement of materials and information within, into, and out of the firm

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-27

      Learning Objective 1-5

      Functional Activities That Connect Operations Managers: Customer Management

      Relevant functional groups:

      • Distribution

      • Sales

      • Order fulfillment

      • Customer service

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-28

      Learning Objective 1-5

      Functional Activities That Connect Operations Managers: Supply Management

      Relevant functional groups:

      • Purchasing

      • Sourcing

      • Procurement

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-29

      Learning Objective 1-5

      Functional Activities that Connect Operations Managers: Logistics Management

      Relevant functional groups:

      • Transportation/traffic management

      • Warehousing

      • Materials managers

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-30

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-5

      Supply Chain Network Example

      FIGURE 1-3 Partial Supply Chain Network for a Restaurant Chain

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-31

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-6

      Student Activity

      Explore the information on restaurant supply chains provided at Supplychainscene.org. Learn about ways that technologies and changing customer demands are changing restaurant operations. Which of the stages and organizations depicted in Figure 1-3 are likely to be most affected by a shift to more digital processes? How will the structure of the overall supply chain be changed?

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-32

      Learning Objective 1-6

      Supply Chains and Change: Key Factors

      • New business models

      • Regulations and laws

      • Advances in technology

      • Evolution of markets and customer expectations

      • Growing environmental concerns

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-33

      Learning Objective 1-6

      Levels of Planning

      • Strategic Planning: long-term decisions defining the objectives and capabilities

      • Tactical Planning: intermediate-term decisions defining how capacity is used to meet demand

      • Operational Planning: short-term priorities and schedules for resource allocation

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-34

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-6

      Supply Chain Planning Activities

      FIGURE 1-4 Operations Management: Planning Activities Across the Supply Chain

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-35

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Operations Across the SC Summary

      1. Goal of firms is to run operations that deliver

      superior product value to customers.

      2. OM deals with transformation processes within

      four major functional activities.

      3. OM involves three sets of partners outside of

      firm: customers, suppliers, and stakeholders.

      4. OM determines capabilities and success of firm.

      5. Operations activities take place in various

      locations across supply chain network.

      6. OM is fundamentally dynamic.

      ,

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Chapter 1

      Introduction to Managing Operations Across the Supply Chain

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-2

      Learning Objectives

      1-1 Explain what operations management is and why it is important.

      1.2 Describe the major decisions that operations managers typically make.

      1.3 Explain the role of processes and “process thinking” in operations management.

      1.4 Explain what the supply chain is and what it means to view operations management using a “supply chain perspective.”

      1.5 Identify the partners and functional groups that work together in operations management.

      1.6 Define the planning activities associated with managing operations across the supply chain.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-3

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-1

      Operations Management at Its Best: Apple’s Success Story

      Basic Elements of Apple’s Operational Strategy:

      • Capitalize on volume

      • Work closely with suppliers

      • Focus on new product lines

      • Ensure supply availability and low prices

      • Keep close eye on demand

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-4

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-1

      Why Study Operations Management (OM)?

      Application of OM is everywhere

      • Products

      • Services

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-5

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-1

      OM and Supply Chain Defined

      Operations Management (OM) is the management of processes used to design, supply, produce, and deliver valuable goods and services to customers

      Supply Chain (SC): the global network of organizations and activities involved in:

      • designing,

      • transforming,

      • consuming, and

      • disposing of goods and services.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-6

      Learning Objective 1-2

      Importance of OM

      OM activities create and enhance the value of goods and services by way of the following:

      1. How resources are developed and used to accomplish business goals.

      2. OM is about designing, executing, and improving business processes.

      3. OM deals with processes that transform inputs into goods and services.

      4. OM brings together four major sets of players: the firm, customers, suppliers, and stakeholders.

      5. OM must be consistent with the strategic goals of the firm to be effective.

      6. OM is dynamic because of changes in customers’ demands, resources, competition, and technologies.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-7

      Learning Objective 1-2

      OM and Supply Chain: Important Decisions What?

      How? When? Where? And Who? (1 of 2)

      • What?

      – types of goods and services to be delivered?

      – activities and resources are needed? How should they be developed, allocated, and controlled?

      • How?

      – is the good and service designed, made, and delivered?

      – much should process be able to deliver?

      – should performance be measured and assessed?

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-8

      Learning Objective 1-2

      OM and Supply Chain: Important Decisions What?

      How? When? Where? And Who? (2 of 2)

      • When?

      – should products be made, activities be carried out, services be delivered, or capacities/facilities come on line?

      • Where?

      – should certain activities be done?

      • Who?

      – should do them: suppliers, partners, or the firm?

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-9

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-2

      Goods versus Services Differences in Operations?

      Table 1-1 Characteristics of Goods and Services

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-10

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-3

      Process and Process Thinking Input, Transformation, Output

      A process is a system of activities that transforms inputs into valuable outputs.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-11

      Learning Objective 1-3

      Process and Process Thinking Process Types?

      • Design processes develop new goods and services.

      • Strategic planning processes determine how the firm should compete.

      • Production processes plan and execute the supply, manufacture, and delivery of goods and services to customers.

      • Evaluation processes measure and report how well they are meeting their goals or using their resources.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-12

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-3

      OM and Supply Chain: Foundational Concepts

      Figure 1-1 Foundational Concepts in Supply Chain Operations Management

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-13

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-4

      Brief History of OM (1 of 2)

      Table 1-2 A Brief History of Operations Management

      Operations Era

      Technological Advances Operations Operations Management Span

      of Focus

      1800–1850 Technical Capitalists

      Improved manufacturing technology; interchangeable parts; locating factories on waterways and in industrial centers; emerging transportation network

      Internal production

      1850–1890 Mass Production

      Emergence of local factory; movement to urban areas; introduction of steam and electrical power; new machines; economies of scale

      Internal production

      1890–1920 Scientific Management

      More systematic approaches to operations management; moving assembly line; beginnings of process thinking

      Internal production

      1920–1960 Demand Growth Increased automation; introduction of computers and quantitative analysis

      Internal production

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-14

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Brief History of OM (2 of 2)

      Table 1-2 A Brief History of Operations Management

      Operations Era

      Technological Advances Operations Operations Management Span of Focus

      1960–1980 Global Competition

      Just-in-time systems; emergence of statistical process control; early outsourcing

      Internal production

      1980–2000 World-Class Manufacturing

      Increased computerization and information systems; world-class practices and benchmarks; greater global sourcing and need for supply chain coordination

      Production, design, supply

      2000–2010 E-commerce Internet; enhanced communications and transportation technologies; integrated management across functions, including goods and services operations

      Global supply chain

      2010–Present Intelligent Operations

      Artificial intelligence, advanced robotics, and global connectivity combine to create highly automated, responsive supply chains

      Digital supply chain

      Learning Objective 1-4

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-15

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-4

      From OM to Supply Chain Management Advances in Technology and Infrastructure

      Advances in communication, computers, and transportation:

      • Faster, more extensive connectivity

      • Strengthening of partnerships with better communication

      • Faster, more reliable, and more economical shipping

      • Growing transportation infrastructure in developing countries

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-16

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-4

      From OM to Supply Chain Management Reduction in Governmental Barriers to Trade

      Shifting economies, governmental control, and societal expectations:

      • Economic decentralization in favor of free market systems

      • Growing potential for improved product costs and quality

      • Increased complexity and exposure to risk

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-17

      Learning Objective 1-4

      From OM to Supply Chain Management Focus on Core Capabilities

      Unique sets of skills that confer competitive advantages to a firm, because rival firms cannot easily duplicate them:

      • Concentration on few skills and areas of knowledge that make the firm distinct and competitive

      • Ability to focus the firm’s efforts in what it does best, thus producing greater product value through higher quality and greater efficiencies

      • Increased interdependence along the supply chain

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-18

      Learning Objective 1-4

      From OM to Supply Chain Management Collaborative Networks

      Greater influence of, and reliance upon, business partners:

      • Firms becoming more reliant on their suppliers

      • Product value improvements are achieved through better coordination and collaboration

      • Opportunities to combine assets and make stronger product offerings through partnerships

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-19

      Learning Objective 1-4

      Supply Chain Management

      • Supply chain management is the design and execution of relationships and flows that connect the parties and processes across the supply chain.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-20

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-5

      Supply Chain Partners and Functional Activities (1 of 2)

      Upstream

      • Supply Management

      • Finance

      • Logistics Management

      • Warehousing/Raw Materials Planning

      Downstream

      • Marketing

      • Sales and Distribution

      • Customer Service/Relationship Management

      • Logistics Management

      • Warehousing/Finished Goods Materials Planning

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-21

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-5

      Supply Chain Partners and Functional Activities (2 of 2)

      Figure 1-2 Partners and Operations Functional Activities in the Supply Chain

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-22

      Learning Objective 1-5

      OM Partners Across the Supply Chain

      Operations managers interact with three important groups that are external to the firm:

      • Customers, who use or consume output (internal, intermediate, and final customers)

      • Suppliers, who provide inputs

      • Stakeholders, who have an interest in organizational well-being and performance

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-23

      Learning Objective 1-5

      OM Partners Across the Supply Chain: Customers

      Individuals or organizations that use or consume products.

      Customers can be:

      • Internal

      • Intermediate

      • Final

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-24

      Learning Objective 1-5

      OM Partners Across the Supply Chain: Suppliers

      Individuals or organizations that provide inputs to operational processes.

      Suppliers can be:

      • Upstream product suppliers

      • Downstream product suppliers

      • Resource and technology suppliers

      • Aftermarket suppliers

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-25

      Learning Objective 1-5

      OM Partners Across the Supply Chain: Stakeholders

      People other than customers and suppliers who have an interest in the well-being of a firm.

      Stakeholders include:

      • Employees

      • Unions

      • Local community and social groups

      • Government

      • Financial investors

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-26

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-5

      Functional Activities That Connect Operations Managers

      Customer Management: mediation/interfacing between customers and the order processing and fulfillment side of the operation

      Supply Management: processes to identify, acquire, and administer inputs

      Logistics Management: movement of materials and information within, into, and out of the firm

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-27

      Learning Objective 1-5

      Functional Activities That Connect Operations Managers: Customer Management

      Relevant functional groups:

      • Distribution

      • Sales

      • Order fulfillment

      • Customer service

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-28

      Learning Objective 1-5

      Functional Activities That Connect Operations Managers: Supply Management

      Relevant functional groups:

      • Purchasing

      • Sourcing

      • Procurement

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-29

      Learning Objective 1-5

      Functional Activities that Connect Operations Managers: Logistics Management

      Relevant functional groups:

      • Transportation/traffic management

      • Warehousing

      • Materials managers

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-30

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-5

      Supply Chain Network Example

      FIGURE 1-3 Partial Supply Chain Network for a Restaurant Chain

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-31

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-6

      Student Activity

      Explore the information on restaurant supply chains provided at Supplychainscene.org. Learn about ways that technologies and changing customer demands are changing restaurant operations. Which of the stages and organizations depicted in Figure 1-3 are likely to be most affected by a shift to more digital processes? How will the structure of the overall supply chain be changed?

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-32

      Learning Objective 1-6

      Supply Chains and Change: Key Factors

      • New business models

      • Regulations and laws

      • Advances in technology

      • Evolution of markets and customer expectations

      • Growing environmental concerns

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-33

      Learning Objective 1-6

      Levels of Planning

      • Strategic Planning: long-term decisions defining the objectives and capabilities

      • Tactical Planning: intermediate-term decisions defining how capacity is used to meet demand

      • Operational Planning: short-term priorities and schedules for resource allocation

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-34

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Learning Objective 1-6

      Supply Chain Planning Activities

      FIGURE 1-4 Operations Management: Planning Activities Across the Supply Chain

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.1-35

      Copyright ©2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the

      prior written consent of McGraw-Hill Education.

      Operations Across the SC Summary

      1. Goal of firms is to run operations that deliver

      superior product value to customers.

      2. OM deals with transformation processes within

      four major functional activities.

      3. OM involves three sets of partners outside of

      firm: customers, suppliers, and stakeholders.

      4. OM determines capabilities and success of firm.

      5. Operations activities take place in various

      locations across supply chain network.

      6. OM is fundamentally dynamic.

      Week 8

      • my class is health informatics:
      • In this course wrap-up discussion, please reflect on your experience in the course and address the following items:
        • Identify one of your major takeaways from this course.
        • What aspect of the course helped you achieve this?
        • How will you apply this knowledge to your practice and career?

        Student Diversity

        Use the chapter reading material on Student Diversity: Culture, Language, Gender, and Exceptionalities to complete this assignment.

         After reading the chapter, read over each of the questions and choose one topic. Provide a detailed and scholarly summary response to your chosen topic  below. 

        1. Define the term culture. Explain how culture, cultural diversity, and ethnicity influences learning. What multicultural approaches can educators use to enhance students learning and demonstrate culturally responsive teaching?
        2. Describe at least three major approaches for helping EL students learn.
        3. Explain how gender differences influences school success and how effective teachers respond to these differences.
        4. Explain the specifics of PL 94-142 the Individuals with Disabilities Education Act (IDEA) and the guidelines it provides for working with students with exceptionalities.
        5. Explain how schools have changed the ways they help meet students with exceptionalities needs, and support learners.
        6. Explain how federal legislation has identified students for special services. Identify the categories and percentages of students with exceptionalities. 
        7. Who is Howard Gardner and what were his views on intelligence and learning? Describe and identify Gardner’s theory and the dimensions of intelligence.
        8. What is emotional intelligence? What are some of the factors associated with mature emotional intelligence and immature emotional intelligence?
        9. What are learning styles? In at least one paragraph with five or more sentences, explain why it is important to help children identify and recognize their learning style?
        10. What is an IEP and the components addressed in the IEP?

        Summary Paper Guidelines

        • Your paper should be submitted online through CANVAS
        • Your paper should be APA format typed, double-spaced, and spell-checked with minimal grammatical errors.
        • No extra space between paragraphs
        • Indent each paragraph
        • Your paper must be at least 2 pages in length (Title Page and Reference Page does not count as your 2 pages of content)
        • Complete in Microsoft Word
        • Add you name, date, course number and assignment name to your document
        • Give your paper structure with an opening paragraph, main body, and conclusion.
        • The opening paragraph may be brief, about 4 to 5 sentences, but it should offer some overall statement of your perspective based on what you’ve learned
        • Include in-text references and a reference page for any materials you cite using APA citation formatting.

        CHAPTER 3: Student Diversity: Culture, Language, Gender and Exceptionalities

        Introduction to Teaching: Becoming a Professional

        5th Edition

        Don P. Kauchak and Paul D. Eggen

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Learner Diversity

        Learner Diversity:

        The Group and individual differences we see in our students

        Sources of Learner Diversity:

        Culture: The knowledge, attitudes, values, and customs that characterize a social group

        Language: The traditional way of communicating with others

        Gender: Differences between girls and boys

        Exceptionalities: Characteristics in students resulting in them needing extra help to reach their full potential

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Population Statistics

        What fraction of the population in the United States are members of cultural minorities?

        More than a third

        What percentage of the school population are members of cultural minorities?

        About 40 percent

        Children of color are what percent of the school population in New York, Chicago, Los Angeles, Detroit, and Baltimore?

        More than 90 percent

        In 2010, and for the first time in history, what proportion of 3-year-olds in our country were white?

        Less than half

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Our Students’ Heritage

        In the early 1900’s, from where did most immigrants come?

        a. Asia b. Central and South America c. The Caribbean d. Europe

        Europe

        From where have more recent immigrants come?

        a. Asia b. Central and South America c. The Caribbean d. Europe

        About 40 percent come from Central and South America.

        About 25 percent come from Asia.

        About 10 percent come from the Caribbean.

        Less than 15 percent come from Europe.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Percentages of Public School Students By Race and Ethnicity

        • White: 55%
        • Black: 15%
        • Hispanic: 22%
        • Asian/Pacific Islander/Alaska Native: 5%
        • Students of more than one race: 3%.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Conclusions About Culture

        • People from all cultures learn in fundamentally the same way.
        • Parents of cultural minorities care deeply about their children and want them to succeed in school.
        • Students may enter our classrooms with different ways of acting and believing.
        • Communicating that all cultures are valued and respected and celebrating cultural diversity are effective ways of capitalizing on the varied experiences students bring to school.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Culturally Responsive Teaching

        Jack Hawkins is beginning a lesson in his pre-algebra class. “Did you know that Omar Khayyam, a Persian mathematician, way back more than a thousand years ago, did some very important work in algebra. Persia is now called Iran, and this is where Sadira and Saeed are from,” he comments, gesturing to two of the students in his class, and then going to a map at the front of his room to point out the location of present day Iran. Aren’t we lucky to have people with Sadira’s and Saeed’s backgrounds in our class?

        He then writes

        Kendra has some new Facebook friends, and Sally has two more new friends than does Kendra.

        Together they have 8 new friends. How many new friends does each have?

        “What do you notice about the problem? . . . Michael?” He continues.

        1. Identify one simple thing Jack did in his instruction that is an essential part of culturally responsive teaching.

        2. Identify a second simple strategy Jack used that can be effective with students who are members of cultural minorities.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Culturally Responsive Teaching Continued

        1. Identify one simple thing Jack did in his instruction that is an essential part of culturally responsive teaching.

        • By emphasizing the contributions of Omar Khayyam, an historical member of Sadira’s and Saeed’s culture, Jack communicated that he respected and valued cultural differences in his students.
        • Making comments, such as Jack did, is quite easy; it only requires some awareness and sensitivity.
        • And, as important—it works. All people, including students, want to be valued and respected, and this simple move can be very effective.

        2. Identify a second simple strategy Jack used that can be effective with students who are members of cultural minorities.

        • Asking open-ended questions that have a variety of acceptable answers [such as “What do you notice about the problem?” which Jack asked] can be especially effective with members of cultural minorities.
        • You can also ask students what they already know about a topic, which builds on their backgrounds—a third important aspect of culturally responsive teaching.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Linguistic Diversity

        By 2030 what proportion of the school population will be enrolled in programs designed to teach English?

        More than 40%

        What obstacles exist for EL students (English Learners)?

        They are more likely than non-EL students to be referred for special education services.

        They are more likely to drop out of school.

        They tend to lag behind in achievement.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Types of Bilingual Programs (slide 1 of 3)

        Requires teachers trained in first language. Literacy skills in first language may be lost.

        Maintains first language. Transition to English is eased by gradual approach.

        Transitional:

        Students learn to read in first language, with supplemental instruction in English, followed by enrollment in regular classrooms.

        Requires teachers trained in first language. Acquisition of English may be slowed.

        Students become literate in two languages

        Bilingual Maintenance:

        Students maintain the first language with literacy activities in the first language while learning English

        Disadvantage

        Advantage

        Type of Program

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Types of Bilingual Programs (slide 2 of 3)

        .

        Segregates students. Students may not be ready for content instruction in English.

        Easier to administer because it only requires pullout teachers to have EL expertise.

        English as a Second Language:

        Pullout programs in which students are provided with supplemental English instruction together with regular instruction

        Disadvantage

        Advantage

        Type of Program

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Types of Bilingual Programs (slide 3 of 3)

        Type of Program Advantage Disadvantage
        Immersion: Places students in classrooms where only English is spoken, with few or no linguistic aids Increased exposure to new language and multiple opportunities to use it. Sink or swim approach may be overwhelming and leave students confused and discouraged..

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Teaching Students Who are Members of Cultural Minorities and EL’s

        Identify four specific things you can do to maximize learning for your students who are members of cultural minorities or students who are EL’s.

        Get to know your students by learning their names as quickly as possible and periodically make personal comments, such as complimenting a new hair style or different way of dressing.

        Call on everyone in class as equally as possible, and use open-ended questions [questions such as “What do you see?” or “How are these items similar or different?”] which virtually ensure acceptable answers.

        Use concrete examples that can serve as reference points for language development, and include your students and their interests in your examples.

        Mix whole-group and small group instruction to provide students with practice using language.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Teaching Students Who are Members of Cultural Minorities and EL’s Continued

        No substitute for practice exists, so students must be given opportunities to practice language. So, any snickering, laughter, or derisive comments directed toward students who struggle with language should be absolutely forbidden, and violations of the rule should be enforced.

        Emotional needs, such as the need to feel safe and be accepted, precede intellectual needs, such as the need for academic achievement, and members of cultural minorities sometimes feel as if they are neither wanted nor welcome in school.

        Making them feel welcome and valued can be one of the most important contributions you can make to their education.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Discussion Questions 1-4

        1. Is multicultural education more important at some grade levels than at others? Why or why not? Is multicultural education more important in some content areas than in others? Why or why not?

        2. Which approach to teaching English to EL students makes the most sense in the teaching setting where you hope to find your first job? Why? What kinds of instructional strategies are effective for helping EL students learn English? Which are ineffective?

        3. What are the advantages and disadvantages of bilingual education? Should it play a larger role in EL instruction?

        4. Are “English-only” laws a good idea? What advantages and disadvantages exist for this type of legislation?

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Achievement Characteristics of Boys and Girls

        Which of the following statements are true?

        1. Women earn more bachelors and masters degrees in our nation’s colleges than do boys.

        2. Boys are referred for disciplinary actions much more often than are girls.

        3. Boys are in more special education classes and are held back in grade more often than are girls.

        4. Boys drop out of school more often than do girls.

        5. Boys score higher on the SAT and ACT than do girls.

        6. Many more boys than girls choose engineering and computer science as college majors.

        All of the statements are true.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Responding to Your Students’ Gender Differences

        1. Communicate openly with your students about gender issues and concerns.

        Conduct class discussions about boys’ and girls’ views, needs, and perceptions of how they’re treated.

        2. Eliminate gender bias in instructional activities.

        Call on boys and girls as equally as possible and give them similar roles in all learning activities.

        3. Present students with non-stereotypical role models.

        Invite female engineers and male nurses into your class to talk to your students.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Discussion Questions 5 and 6

        5. Should teachers have boys and girls line up by sex or compete in games by sex? Why or why not?

        6. Are single-sex classrooms a good idea? What about single-sex schools? Why or why not? If you were hired to teach in a single-sex school or classroom, how would you change the way you teach?

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Gardner’s Theory of Multiple Intelligences

        Dimension

        Linguistic Intelligence

        Sensitivity to the meaning and order of words and the ability to use language.

        Poet, journalist 

         

        Logical-mathematical Intelligence

        The ability to use long chains of reasoning and work effectively with numbers and symbols.

        Scientist, mathematician

         

        Musical Intelligence

        Sensitivity to pitch, melody, and tone

        Composer, singer

         

        Spatial Intelligence

        The ability to accurately visualize and perceive the world.

        Sculptor, architect

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Gardner’s Theory of Multiple Intelligences Cont.

        Bodily-Kinesthetic Intelligence
        The ability to use the body in coordinated movements and handle objects with dexterity.

        Dancer, athlete

        Interpersonal Intelligence

        An understanding of social interactions among people

        Therapist, salesperson

        Intrapersonal Intelligence

        Insight into one’s own strengths and weaknesses. A clear understanding of self.

        Self-aware individual

        Naturalistic Intelligence

        The ability to recognize similarities and differences in the physical world.

        Biologist, anthropologist

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Emotional Intelligence

        Emotional intelligence

        The ability to manage our emotions so we can cope with our world and accomplish goals.

        What are indicators of high emotional intelligence?

        Controlling impulses to behave in socially unacceptable ways (such as controlling the impulse to tell another person off after a rude remark)

        Managing negative emotions (such as forgetting about the rude remark after initially feeling angry about it)

        Behaving in socially acceptable ways (such as deciding to talk calmly to the person about the remark, or simply leaving the situation)

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Learning Styles

        Like other reviewers who pay close attention to the research literature, I do not see much validity in the claims made by those who urge teachers to assess their students with learning style inventories and follow with differentiated curriculum and instruction. First, the research bases encouraging these urgings are thin to nonexistent. Second, a single teacher working with 20 or more students does not have time to plan and implement much individualized instruction (Brophy, 2010, p. 283).

        Others speak more strongly. “I think learning styles represents one of the more wasteful and misleading pervasive myths of the last 20 years” (Clark, 2010, p. 10).

        However, learning styles reminds us that:

        we should vary our instruction, since no instructional strategy works for all students, or even the same students all the time.

        we should help our students understand how they learn most effectively, something that they aren’t initially good at.

        our students differ in ability, motivation, background experiences, needs, and insecurities. The concept of learning style can sensitize us to these differences.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Individuals With Disabilities Education Act (IDEA)

        Public Law 94-142 (the Individuals with Disabilities Education Act) , which was passed in 1975, is a piece of federal legislation designed to ensure that learners with exceptionalities received the best quality education possible.

        The act was a response to findings indicating that separating these students from their peers resulted in a lower level of learning and development.

        As a result of this act and amendments that followed, you—as a general education classroom teacher—are certain to have students with exceptionalities in your classroom.

        Now is the time to begin preparing to work with these students.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Provisions of IDEA

        A Free and Appropriate Public Education:

        IDEA asserts that all students can learn and everyone is entitled to a free and appropriate public education.

        Least Restrictive Environment:

        IDEA requires that all students be educated in as typical an environment as possible that meets their learning needs.

        Fair and Nondiscriminatory Evaluation:

        IDEA requires that tests be given in students’ native languages by qualified personnel, and no single instrument will be used as the basis for placement.

        Due Process and Parents’ Rights:

        IDEA requires that parents have the right to be involved in placing their children in special programs, that they have access to school records, and that they can obtain an independent evaluation of their child.

        Individualized Education Program:

        IDEA requires that an individually prescribed instructional plan be devised for all students with exceptionalities.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        The Most Common Categories of Disabilities

        More than three fourths of students with exceptionalities fall into the following categories:

        Learning disabilities

        Difficulties in acquiring and using listening, speaking, reading, writing, reasoning, or mathematical abilities.

        Communication disorders

        Struggles with receiving and understanding information from others and expressing own ideas or questions

        Intellectual disabilities (Historically called mental retardation)

        Difficulties in learning, and problems with adaptive skills, such as communication, self-care, and social interaction.

        Behavior disorders

        Displays of serious and persistent age-inappropriate behaviors that result in social conflict, personal unhappiness, and school failure.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Identifying Learning Problems in Students

        Identify the learning problem best illustrated in each of the following examples:

        Jackie struggles with her classwork and seems immature for her age. She seems to know very little about the world, and she has a difficult time understanding concepts that aren’t concrete. She is a poor reader.

        Sonja is withdrawn, and rarely speaks in class. She is very timid and doesn’t seem to have any friends.

        Raul has a very difficult time with reading. He reverses words and often loses his place when he reads. Fortunately, he is a very good math student, however.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Answers

        Jackie’s lack of knowledge about the world, her immaturity, poor reading ability, and inability to understand abstract concepts suggest an intellectual disability.

        Sonja’s social isolation, timid behavior, and isolation are indicators of an internalizing behavior disorder.

        Raul’s problems with reading, and the fact that he is a good math students suggests that he has a specific learning disability in reading.

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Characteristics of Students Who Are Gifted and Talented

        • Ability to learn more quickly and independently than their peers
        • Advanced language, reading, and vocabulary skills
        • More highly developed learning and metacognitive strategies
        • Higher motivation on challenging tasks and less on easy ones
        • High personal standards of achievement

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Effective Instruction for Learners With Exceptionalities

        • How should you modify your instruction when you work with students having exceptionalities?
        • Little evidence exists to indicate that learners with exceptionalities should be taught in ways that are fundamentally different from effective instruction for all students. It suggests that the strategies that work for students in general also work with students having exceptionalities. These strategies should simply be implemented more carefully and more thoroughly.
        • “In general, the classroom management and instruction approaches that are effective with special students tend to be the same ones that are effective with other students” (Good & Brophy, 2008, p. 223).

        Kauchak and Eggen. Introduction to Teaching: Becoming a Professional, Fifth Edition. © 2014, 2011, 2008, 2005, 2002 Copyright Years by Pearson Education, Inc. All Rights Reserved

        3-*

        Discussion Questions 7-11

        7. Think about the dimensions of intelligence identified by experts: a) abstract thinking and reasoning, b) problem-solving ability and c) capacity to acquire knowledge. Which do you think is most important in today's world? Least? Why? What implications does your answer have for how you’ll teach in your own classroom?

        8. What implications does Gardner’s theory of multiple intelligences have for teachers at different grade levels and in different content areas? In answering this question, relate your answer to the grade level and content area(s) in which you plan to teach.

        9. How do learning styles relate to Gardner's Multiple Intelligences? Do you think these differences are primarily influenced by genetics or by the environment? Explain.

        10. Research evidence seems to indicate that attempting to adapt instruction to students’ learning styles is wasted effort. What is your view with respect to this issue?

        11. What are the advantages and disadvantages of full-time inclusion in the regular education classroom? Should it be used with all students with exceptionalities?

        Platinum Essays