《人力资源管理》课程课程参考书籍：《Managing People and Organizations in Changing Contexts》英文版（Graeme Martin，2006）

Chapter I An introduction to managing people in changing contexts 21 what has been described as the 'dullest did Mayo also reject the explanation book ever written'(and I can confirm that money was at the root of output this),the'scientific'study of human rela- increases? tions and organizational behaviour 2 why should the ideas of human rela- developed as a counter to Taylorism and tions become so widely popular. the teachings of the day in American and despite the rather obvious flaws in the European business schools. experiments and the reporting of Sources:Hoopes,2003;Rose,1975 them by Mayo? Roethlisberger and Dickson,1939. 3 How have these ideas that Mayo pro- 1 Why do you think Pennock chose not moted been adopted and transformed to report the possible explanation that in modern management techniques? output in the Relay Assembly Test 4 How does the concept of universalism Room rose because of the economic apply to this case,and how universal motivations of the workers,and why are the ideas of human relations? References Bloom,N.,Dorgan,S.,Dowdy,J.Van Reene,J.and Rippin,T.(2005) Management Practices Across Firms and Nations.Lonc School of Economic s/McKinsey and Co/ESRC available online at http://cep.lse.ac.uk/management/management.pdf Brewster,C.and Harris,H.(eds)(1999)International HRM:Contemporary issues in Europe.London:Financial Times/Prentice-Hall. earch R Clarke,T.and Clegg,S.R.(1998)Changing Paradigms:The transformation of management in the 21st century.London:Collins. Clegg.S.R.,Kornberger,M.and Pitsis,T.(2005)Managing and Organizations: An introduction to theory and practice.London:Sage Why some companie s make the leap .and oth er don't.New York:HarperCollins Collins,J.C.and Porras,J.I.(1994)Built to Last:Successful habits of visionary companies.New York:HarperCollins. Dipoye,R.(2005)How Istopped worrying and learned to appreciate the gaps cademic HRM and e and C.L( (eds),Re Reimventing HRM:Challenge and e direcdions Pp.9 London:Routledge. Evans,P.and Wurster,T.S.(2000)Blown to Bits:how the economics of information transformed strateoy.Cambridge.MA:Harvard University press Goold,M.and Can San Francisco,CA:Jossey-Bass

References Bloom, N., Dorgan, S., Dowdy, J., Van Reene, J. and Rippin, T. (2005) Management Practices Across Firms and Nations. London School of Economics/McKinsey and Co/ESRC, available online at http://cep.lse.ac.uk/management/management.pdf. Brewster, C. and Harris, H. (eds) (1999) International HRM: Contemporary issues in Europe. London: Financial Times/Prentice-Hall. Chartered Institute of Personnel and Development (2002) How Do People Learn? Research Report. Wimbledon: CIPD. Clarke, T. and Clegg, S. R. (1998) Changing Paradigms: The transformation of management in the 21st century. London: Collins. Clegg, S. R., Kornberger, M. and Pitsis, T. (2005) Managing and Organizations: An introduction to theory and practice. London: Sage. Collins, J. C. (2001) Good to Great: Why some companies make the leap . and oth￾ers don’t. New York: HarperCollins. Collins, J. C. and Porras, J. I. (1994) Built to Last: Successful habits of visionary companies. New York: HarperCollins. Dipoye, R. (2005) How I stopped worrying and learned to appreciate the gaps between academic HRM and practice. In: R. J. Burke and C. L. Cooper (eds), Reinventing HRM: Challenges and new directions, pp. 91–112. London: Routledge. Evans, P. and Wurster, T. S. (2000) Blown to Bits: how the economics of information transformed strategy. Cambridge, MA: Harvard University Press. Goold, M. and Campbell, A. (2002) Designing Effective Organizations: How to cre￾ate structured networks. San Francisco, CA: Jossey-Bass. Chapter 1 An introduction to managing people in changing contexts 27 what has been described as the ‘dullest book ever written’ (and I can confirm this), the ‘scientific’ study of human rela￾tions and organizational behaviour developed as a counter to Taylorism and the teachings of the day in American and European business schools. Sources: Hoopes, 2003; Rose, 1975; Roethlisberger and Dickson, 1939. 1 Why do you think Pennock chose not to report the possible explanation that output in the Relay Assembly Test Room rose because of the economic motivations of the workers, and why did Mayo also reject the explanation that money was at the root of output increases? 2 Why should the ideas of human rela￾tions become so widely popular, despite the rather obvious flaws in the ‘experiments’ and the reporting of them by Mayo? 3 How have these ideas that Mayo pro￾moted been adopted and transformed in modern management techniques? 4 How does the concept of universalism apply to this case, and how universal are the ideas of human relations?

28 Managing people and organizations in changing contexts Hoopes.(0)False Pmphets:Thegrsmdmnus mula for sustained business success.New York:HarperBusiness. Kaplan,R.S.and Norton,D.P.(2001)The Strategy-Focused Organization:How balanced scorecard companies thrive in the Lawrence.P.22)The Change Game:How today's global trends are shaping tomorrow's companies.London:Kogan Page. Leseure,M.J.,Bauer,J.,Birdi,K.,Neely,A.and Denyer,D.(2004)Adoption of promising practices a systematic review of the evidence.Intemational rement Revigus 5/6.169-190. Locke,R(16)The Collapse of the American Management Mystique.Oxford Oxford University Press. Micklethwait,J.and Woolridge,A.(1997)The Witch Doctors:Making sense of management gurus.New York:Random House. Mintzberg.H.(1983)Structure in Fives.Englewood Cliffs,N]:Prentice-Hall. Mintzberg.H.(2004)Managers not MBAs: A hard look at the sof practice of man aging.Harlow,UK:Financial Times/Prentice-Hall. Morgan,G.(1997)Images of Organization.London:Sage Pascale,R.(1999)Surfing the edge of chaos.Sloan Management Review,40(3) 83-94. Pascale,R.and Athos,A.(1981)The Art f apanese Management.New York Warner. Roethlisberger,F.J.and Dickson,W.J.(1939)Management and the Worker. Cambridge,MA:Harvard Business School Press. Rose,M.(1975)Industrial Behaviour:Theoretical developments since Taylor London:Allen Lane Seely Brown,J.(2000)The Social Life of Information.Cambridge,MA:Harvard Business School Press. Sparrow,P.R.and Hiltrop,J.M.(1997)Redefining the field of European human resource management:the battle between national mindsets and the forces of busin ss transitions.Human Resource Management,36 Wenger,(1998)Commmities of Prdic Laming ingndN York:Cambridge University Press. Wheen,F.(2004)How Mumbo-Jumbo Conquered the World:A short history of mod- ern delusions.London:Perennial. Zhang,H.and Martin,G.(2003)Managing Human Resources in Sino-Foreign Joint Ventures.Jiangxi,China:Jiangxi Science and Technology Publishing

Hoopes, J. (2003) False Prophets: The gurus who created modern industry and why their ideas are bad for business. Cambridge, MA: Perseus Publishing. Joyce, W., Nohria, N. and Robertson, B. (2003) What Really Works: The 4+2 for￾mula for sustained business success. New York: HarperBusiness. Kaplan, R. S. and Norton, D. P. (2001) The Strategy-Focused Organization: How balanced scorecard companies thrive in the new business environment. Cambridge, MA: Harvard Business School Press. Lawrence, P. (2002) The Change Game: How today’s global trends are shaping tomorrow’s companies. London: Kogan Page. Leseure, M. J., Bauer, J., Birdi, K., Neely, A. and Denyer, D. (2004) Adoption of promising practices: a systematic review of the evidence. International Journal of Management Reviews, 5/6, 169–190. Locke, R. (1996) The Collapse of the American Management Mystique. Oxford: Oxford University Press. Micklethwait, J. and Woolridge, A. (1997) The Witch Doctors: Making sense of management gurus. New York: Random House. Mintzberg, H. (1983) Structure in Fives. Englewood Cliffs, NJ: Prentice-Hall. Mintzberg, H. (2004) Managers not MBAs: A hard look at the soft practice of man￾aging. Harlow, UK: Financial Times/Prentice-Hall. Morgan, G. (1997) Images of Organization. London: Sage. Pascale, R. (1999) Surfing the edge of chaos. Sloan Management Review, 40 (3), 83–94. Pascale, R. and Athos, A. (1981) The Art of Japanese Management. New York: Warner. Roethlisberger, F. J. and Dickson, W. J. (1939) Management and the Worker. Cambridge, MA: Harvard Business School Press. Rose, M. (1975) Industrial Behaviour: Theoretical developments since Taylor. London: Allen Lane. Seely Brown, J. (2000) The Social Life of Information. Cambridge, MA: Harvard Business School Press. Sparrow, P. R. and Hiltrop, J. M. (1997) Redefining the field of European human resource management: the battle between national mindsets and the forces of business transitions. Human Resource Management, 36 (2), 1–19. Wenger, E. (1998) Communities of Practice: Learning, meaning and identity. New York: Cambridge University Press. Wheen, F. (2004) How Mumbo-Jumbo Conquered the World: A short history of mod￾ern delusions. London: Perennial. Whittington, R. (2000) What is Strategy? And Does Strategy Matter? London: Thomson International. Zhang, H. and Martin, G. (2003) Managing Human Resources in Sino-Foreign Joint Ventures. Jiangxi, China: Jiangxi Science and Technology Publishing. 28 Managing people and organizations in changing contexts

CHAPTER 2 The nature of management,managers and their work Learning objectives By the end of this chapter you should be able to: understand the key roles and activities of a manager's job; ■ apply these roles and activities to your own job and to those of your colleagues; understand the importance of different contexts in shaping the jobs of managers; understand how management competences relate to the dif ferent managerial roles and levels at which managers per- form; distinguish between management as a form of control and management as a form of leadership; ■ understand and recognize the components of wise decision making and how they relate to sound judgement; apply sound judgement to your work; understand how the personal qualities of managers relate to effective managerial performance; self-assess your personal qualities for management 29

The nature of management, managers and their work 2 CHAPTER Learning objectives By the end of this chapter you should be able to: ■ understand the key roles and activities of a manager’s job; ■ apply these roles and activities to your own job and to those of your colleagues; ■ understand the importance of different contexts in shaping the jobs of managers; ■ understand how management competences relate to the dif￾ferent managerial roles and levels at which managers per￾form; ■ distinguish between management as a form of control and management as a form of leadership; ■ understand and recognize the components of wise decision￾making and how they relate to sound judgement; ■ apply sound judgement to your work; ■ understand how the personal qualities of managers relate to effective managerial performance; ■ self-assess your personal qualities for management. 29

30 Managing people and organizations in changing contexts A framework for understanding managers and their work Introduction In the previous chapter we examined some of the key ideas underlying the study of managing people in context,including universalism and relativism,the importance of changing contexts and their influence on managers'jobs,and the role of management thinkers in shaping our understanding of management.These ideas are further developed in this chapter,in which I also want to'drill down'into the practicalities of management We shall develop a framework for thinking about a 'well-rounded manager by drawing on the work of highly respected writers in this field,including Henry Mintzberg,John Kotter,Gareth Morgan and Karl Weick.This framework integrates the personal qualities that man agers bring to their jobs,the activities and contexts inherent in effec- managerial work,and the different levels at which managers can take action.It also introduces you to the notions of wisdom and man agerial decision-making,neglected areas in the literature on manage- ment but very important for you to understand and be able to apply to your career. Because this is quite a complicated chapter,I have introduced four exercises along the way dealing with specific aspects of the well-rounded manager framework,rather than having an integrative case at the end of the chapter.This should help break up the text and show how spe- cific aspects of the framework can be applied to managers'jobs. The background to the study of managerial work To understand managers and the process of management,we can draw on a long tradition of research into the nature of managerial work what managers do and what managers should be doing.Since the 1980s much of this research has focused on defining,measuring and developing managerial competences,especially in the USA and the UK.For example,the USA Office of Personnel has developed a set of standards for supervisors and the UK government has sponsored research and development into producing new occupational standards for different levels and type of management,initially through the

A framework for understanding managers and their work Introduction In the previous chapter we examined some of the key ideas underlying the study of managing people in context, including universalism and relativism, the importance of changing contexts and their influence on managers’ jobs, and the role of management thinkers in shaping our understanding of management. These ideas are further developed in this chapter, in which I also want to ‘drill down’ into the practicalities of management. We shall develop a framework for thinking about a ‘well-rounded’ manager by drawing on the work of highly respected writers in this field, including Henry Mintzberg, John Kotter, Gareth Morgan and Karl Weick. This framework integrates the personal qualities that man￾agers bring to their jobs, the activities and contexts inherent in effec￾tive managerial work, and the different levels at which managers can take action. It also introduces you to the notions of wisdom and man￾agerial decision-making, neglected areas in the literature on manage￾ment but very important for you to understand and be able to apply to your career. Because this is quite a complicated chapter, I have introduced four exercises along the way dealing with specific aspects of the well-rounded manager framework, rather than having an integrative case at the end of the chapter. This should help break up the text and show how spe￾cific aspects of the framework can be applied to managers’ jobs. The background to the study of managerial work To understand managers and the process of management, we can draw on a long tradition of research into the nature of managerial work, what managers do and what managers should be doing. Since the 1980s much of this research has focused on defining, measuring and developing managerial competences, especially in the USA and the UK. For example, the USA Office of Personnel has developed a set of standards for supervisors and the UK government has sponsored research and development into producing new occupational standards for different levels and type of management, initially through the 30 Managing people and organizations in changing contexts

Chapter 2 The nature of management,managers and their work Management Charter Initiative during the 1990s,and more recently through the Management Standards Centre,which launched its new standards for management and leadership in 2004. Key concept:Management competence and standards Management competences are the functions and activities that individuals with man- agement and leadership responsibilities are expected to be able to undertake in their organization.Sometimes a distinction is made between competence and competency Competence usually refers to the functions or activities undertaken by managers,such as developing people,whereas competency usually refers to the personal qualities an individual may bring to a job,such as networking skills or creativity.There have been various attempts to turn these competence frameworks into management standards- responsibilities that managers are expected to be able to undertake regardless of their industry sector or type/size of organization.The National Standards for Management and Leadership in the UK is an excellent example (http://www.management- standards.org.uk/).These standards,launched in November 2004,describe the level of performance expected for a range of management and leadership functions and activities,including managing and working with people,managing self and personal development,facilitating change, using resources,providing direction and achieving results,all of which are examined in this book In this section,we trace the origins and trajectory of these develop ments,and propose a new framework to help you think about the nature of management.This framework draws on different ideas from some of the leading thinkers on management,and will provide the basis for much of the subsequent discussion in this course. Reviewing the literature on the future of management,Harry Scarborough(1998)described two schools of theory on management The first of these is the empiricist perspective,which attempts to address the question:What do managers do?This stream of writing is best exemplified by the various studies of effective managers'roles and behaviour,such as Mintzberg (1973),Kotter (1990)and Stewart (1979).These writers developed rich descriptions of managerial behaviours and practices,classified them according to the functions they perform for organizations,and developed prescriptive theories of what managers should do.Probably the best known of these was Mintzberg's (1973)analysis of managerial work,work that has formed the point of departure for many subsequent discussions of manage ment (see Box 2.1)

Management Charter Initiative during the 1990s, and more recently through the Management Standards Centre, which launched its new standards for management and leadership in 2004. In this section, we trace the origins and trajectory of these develop￾ments, and propose a new framework to help you think about the nature of management. This framework draws on different ideas from some of the leading thinkers on management, and will provide the basis for much of the subsequent discussion in this course. Reviewing the literature on the future of management, Harry Scarborough (1998) described two schools of theory on management. The first of these is the empiricist perspective, which attempts to address the question: What do managers do? This stream of writing is best exemplified by the various studies of effective managers’ roles and behaviour, such as Mintzberg (1973), Kotter (1990) and Stewart (1979). These writers developed rich descriptions of managerial behaviours and practices, classified them according to the functions they perform for organizations, and developed prescriptive theories of what managers should do. Probably the best known of these was Mintzberg’s (1973) analysis of managerial work, work that has formed the point of departure for many subsequent discussions of manage￾ment (see Box 2.1). Chapter 2 The nature of management, managers and their work 31 Key concept: Management competence and standards Management competences are the functions and activities that individuals with man￾agement and leadership responsibilities are expected to be able to undertake in their organization. Sometimes a distinction is made between competence and competency. Competence usually refers to the functions or activities undertaken by managers, such as developing people, whereas competency usually refers to the personal qualities an individual may bring to a job, such as networking skills or creativity. There have been various attempts to turn these competence frameworks into management standards – responsibilities that managers are expected to be able to undertake regardless of their industry sector or type/size of organization. The National Standards for Management and Leadership in the UK is an excellent example (http://www.management￾standards.org.uk/). These standards, launched in November 2004, describe the level of performance expected for a range of management and leadership functions and activities, including managing and working with people, managing self and personal development, facilitating change, using resources, providing direction and achieving results, all of which are examined in this book