Management and Organization

A Critical T~~;-)

2nd edition

Stephen Linstead

Liz Fulop

Simon Lilley

with contributions from

Bobby Banerjee Joanna Brewis Michael Browne Rodney J. Clarke Jonathan Gosling Ann-marie Greene Harold Hayward Garance Mankhal Frank Mueller

-~-) ~ :.l 1 c .. ' ra--ve f -· CJ I .:J . ,~" rnac1T1il.l.an

Chris Poulson Stephen Procter Alison Pullen David S. Richards William D. Rifkin Graham Sewell Robin Stanley Snell Edward Wray-Bliss

* © S. Linstead, L. Fulop and S. Lilley 2004, 2009

All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission.

No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6-10 Kirby Street, London EC1 N 8TS.

Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages.

The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988.

First edition 2004 Reprinted six times Second edition 2009 by PALGRAVE MACMILLAN

Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS

Palgrave Macmillan in the US is a division of St Martin's Press LLC, 175 Fifth Avenue, New York, NY 10010.

Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world.

Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries.

ISBN-13: 978-0-230-52221-3 ISBN-10: 0-230-52221-1

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10 9 8 7 6 5 4 3 2 1 1817 16 15 14 13 12 11 10 09

Printed and bound in China

Contents in brief

List of figures

List of tables

List of exhibits

List of case studies

List of photographs and illustrations

Preface to the 2009 edition

Preface to the 2004 edition

Acknowledgements

Contributors

Introduction

PART 1 CORE CONCEPTS

cha pt er

1 Management knowledge and learning

2 Gender and management

3 Managing culture

4 Managing structure

5 Managing sustainability

6 Power and politics in organizations

7 Organizational control

8 Managing ethically

PART 2 MANAGEMENT PROCESSES

9 Motivation and meaning

10 Leadership and leading

11 Managing teams

12 Managing conflict and negotiation

13 Managing change

14 Decision making in organizations

15 Managing strategically

16 lnterorganizational networking

Index

xii

xiv

xvi xviii

xix

xxi

xxiii

xxviii

xxx

35 89

149 195 239 277 319 357

411 473 539 575 617 667 709 769

831

vi

Contents

List of figures x11 List of tables xiv List of exhibits xvi List of case studies xviii List of photographs and illustrations xix Preface to the 2009 edition xx1 Preface to the 2004 edition xxiii Acknowledgements xxviii Contributors xxx

Introduction: A critical approach to management and organization 1 The long rise of management 3 Knowledge work and the knowledge economy 10 The approach of this book 15 Why study management? 16 The critical approach 17 Management is the management of relationships 19 Relationships are with constituencies 24 Relationships are managed by performance 25 Relationships are managed through organization 26 Relationships are managed in formative contexts 27 References 29

PART 1 CORE CONCEPTS

1 Management knowledge and learning 35 Introduction 36 Knowing and learning about management 36 Common-sense knowledge, beliefs and assumptions 38 Knowledge creation and knowledge management 51 Organizational learning, situated Leaming and knowing in prnctice 57 Fads, fashions and transitions between theory and practke 74 Conclusion 79 Answers to questions about management knowledge and learning 80 References 82 Notes 88

2 Gender and management 89 Introduction 90 Liberal feminism 92 Radical feminism 102

Diversity 103 Gender in management 114 Gendering management 124 Conclusion 137 Answers to questions about gender 138 References 140 Notes 146

3 Managing culture 149 Introduction 151 The origins of organizational culture 152 Defining culture 154 Basic dimensions of culture 159 Strong cultures 160 Cultural heterogeneity 162 Culture and leadership 166 Symbolic action 170 Culture and control 171 The cultural relativity of management 175 Gender and culture 185 Conclusion 188 Answers to questions about culture 188 References 190

4 Managing structure 195 Introduction 196 Early approaches to structuring organizations 197 Dimensions of structure 199 Weber and bureaucracy 204 Modern approaches to bureaucracy 207 Dysfunctions and problems with bureaucracy 212 Integrative structures 216 Contingency factors in organizational desi-gn 218 Radical decentralization? 224 Gender and the structure of organizations 228 Conclusion 232 Answers to questions about managing structure 234 References 235

5 Managing sustainability 239 Introduction 240 The emergence of corporate environmentalism 24 l Corporate environmentalism 242 Corporate environmentalism as a paradigm shift 244 Corporate environmentalism as a stakeholder issue 245 Corporate environmentalism as a strategic issue 248 Environmental performance 249 Strategic levels of corporate environmentalism 250 Integrating environmental issues into strategy 252 International environmental standards: The ISO 14001 series 254 Driving forces o-f corporate environmentalism 255 Consequences 9f corporate environmentalism 261 Sustainable development and corporate environmentalism 263

viii l ~~NTENTS )

Third World countries 270 References 274

6 Power and politics in organizations 277 Introduction 278 Approaches to power 280 The behavioural view of power and authority 283 Political view of power 294 The radical view of power and domination 298 The relational approach to power 301 Voice and voicing 304 Global power relations 307 Analyses 310 Conclusion 313 Answers to questions about organizational power and politics 313 References 315

7 Organizational control 319 Introduction 321 Formal control and cybernetics 322 The profession of management 326 Management accounting and control 328 Professions, control, technique and the labour process 329 Discipline and seduction: the technologi,es of the self 333 Controlling culture 337 Culture, context and control 339 Globalization and the rhetoric of necessity 340 Gender and control 343 Resistance and control 345 Organizational misbehaviour 349 Conclusion 350 Answers to questions about control 352 References 354

8 Managing ethically 357 Introduction 358 Objections to business ethics 360 Modern business ethics 363 Cultural relativism, global ethics or dialogue? 374 Integrative social contracts theory (ISCT] 376 Ethics and human rights 379 Ethics and 'green· concerns 380 Ethical dilemmas and organizational dynamics 381 More on whistle-blowing 384 'Fiddling' 385 Moral reasoning, moral motivations and care 385 Corporate culture and moral ethos 392 Explicit and formal organization-based approaches to improving

business ethics 393 Lifelong learning and business ethics 397 Conclusion 397 Answers to questions about business ethics 397

References 400

CONTENT0 ix

PART 2 MANAGEMENT PROCESSES

9 Motivation and meaning 411 Introduction 412 Job redesign post-Taylor 414 Job enrichment and the hierarchy of needs 415 MasLow's hierarchy of needs 415 Herzberg and job enrichment 417 The Hackman and Oldham model 419 A dynamic view of needs 420 Equity theory 422 Expectancy theory 424 Goal setting 425 Sociotechnical systems (STS) 426 Reinventing motivation through TQM 428 Cross-cultural issues in motivation and job design 436 Commitment 437 Idiosyncratic deals 444 The social view of motivation 444 The meaning of work and identity 447 Gendered nature of commitment 451 Emotions and identity 454 Desire 456 The trust dynamic 457 Conclusion 464 Answers to questions about motivation and meaning 464 References 467 Notes 472

10 Leadership and leading 473 Introduction 475 Approaches to leadership and critical alternatives 477 The trait approach 479 Leadership style and behaviour 481 Contingency approaches: from 'one best way' to 'best fit' 486 Leadership substitutes 493 Transformational leadership and heroics 495 The narcissistic leader 499 Aesthetic leadership 503 Post-heroic leadership 506 Exemplary leadership 512 Leading 513 A constitutive approach to leadership 515 Leadership as sense-making 516 Post-individualistic leadership 517 Leadership and gender 519 Cross-cultural dimensions of leadership 524 Conclusion 526 Answers to questions about leadership 528 References 531 Notes 537

11 Managing teams 539 Introduction: The current wave of teamworklng 540 Teamworking in historical perspective 541 Understanding teamworking today 550 Inside the team 556 Cross-cultural issues 565 Conclusion 567 Answers to questions about teams 568 References 570

12 Managing conflict and negotiation 575 Introduction 577 Conflict 578 The three perspectives 580 Conflict interventions 588 Gender issues in conflict and negotiation 591 Conflict and negotiation across cultures 592 From negotiation to narrative 597 Mediation 598 Storytelling 602 Mediation as discourse 603 Soap opera 605 Conclusion 610 Answers to questions about confli.ct 611 References 613

13 Managing change 617 Introduction 619 Philosoph:ies of change 621 From systems and causes to complexity and chaos 629 From complexity to conversations 633 Contingency theo6es 636 Managing the change process 638 Organization development (ODl as planned change 643 Contextual and processual approaches 644 Barriers and resistance to implementing effective change 648 Managing and overcoming resistance to change 653 Making change durable 654 Gender and change 656 Cross-cultural aspects of organizational change 659 Conclusion 661 Answers to questions about change 662 References 663 Note 666

14 Decision making in organizations 667 Introduction 669 What is a 'decision'? 670 Traditional decision-making theories and 'choice' 671 Types of decision 672 The rational decision model 674 The bureaucratic or administrative model of decision making 676 Disjointed incrementaUsm 682

CONTENT~J xi

The garbage can model of decision making 683 The potitical model of decision making 685 Dominant coalitions and non-decision making 686 Cross-cultural issues in decision making 691 Critique of 'decision' and 'choice' 692 Retheorizing decision making 693 Conclusion 703 Answers to questions about dedsi·on making 703 References 706

15 Managing strategically 709 Introduction 710 Measuring the value of strategic choices and decisions 711 Planning, competition and the Extended Design School model of

strategy 715 Competitive strategy and positioning 726 Resources, reconfiguration, scenarios and revolution 734 Reconfigurati:onist approaches 740 Strategic thinking 745 Scenario planning 747 Rethinking strategy 753 Conclusion 7 61 Answers to questions about managing strategically 761 References 764 Notes 767

16 lnterorganizational networkiAg 769 Introduction 770 The rise o.f networking 772 Network typologies and taxonomi·es 775 Costs and benefits of networking 780 Theories of networks 782 lnterorganizational learning (IOL] 801 Dynamics of cross-cultural networking 810 Condusi.on 820 Answers to questions about networking 821 References 824 Notes 830

Index 831

xii

List of figures

0.1 The management of relationships 21 0.2 Mintzberg's managerial roles 22

1.1 Nonaka's original SECI model and organization knowledge creation 51 1.2 The Kolb experiential learning cycle (1) 59 1.3 The Kolb experiential learning cycle (2) 60 1.4 Kalb's learning style preferences 60 1.5 Comparison of experiential learning styles and the problem-solving

process (after D.A. Kolb) 62

2.1 The glass cube - continuing barriers to women's career development 93

3.1 Schei n's three levels of culture 158 3.2 Culture and socialization 159 3.3 Examples of strong and weak cultures 160 3.4 Culture quadrant by Roger Harrison 164 3.5 Simple quadrant by Deal and Kennedy 166

4.1 Anatomy of the bureaucrat 199 4.2 Simplified matrix structure 217

5.1 The biophysical environment 252

6.1 Conditions for the use of power 296 6.2 The transnational political arena 307 6.3 Another way of looking at it 308

7.1 Necessary conditions for control 323 7.2 Bentham's panopticon 333 7.3 Power/resistance matrix 348 7.4 Dimensions of misbehaviour 350 7.5 Outflanking resistance 351

9.1 Herzberg's needs typology 418 9.2 Job characteristics enrichment model 420 9.3 Porter and Lawler's expectancy model 424 9.4 Locke and Latham's goal-setting mechanisms 425 9.5 Goal difficulty and performance 426 9.6 Gendered meanings of commitment by visibility and orientation 453

UST OF FIGURES xiii

10.1 The leadership grid 485 10.2 The performance of relationship- and task-motivated leaders in

different situational-favourable conditions 487 10.3 Hersey and Blanchard's leadership styles 490 10.4 The four leadership styles 492 10.5 Transformational leadership 496

11 .1 Dimensions of teamwork competencies 549 11.2 Helpful and unhelpful behaviours in groups 561 11.3 Facilitative leadership model 563

12.1 Two-dimensional model of conflict-handling modes 589 12.2 Three basic assumptions toward intergroup disagreements and

their management 590 12.3 The global integrator 594 12.4 The global results pyramid 594 12.5 Stages in the resolution of conflict 599 12.6 The experience of mediation 600 12.7 The periodization of themes in soap operas 609

13.1 Process theories of organizational development and change 626

13.2 The organization as an open system 630 13.3 The Burke-Litwin model 63T 13.4 Larry Greiner's growth cycles approach 640 13.5 Kurt Lewin's force-field analysis 642 13.6 Organizational change: A processual framework 645 13.7 Managing change for competitive success: The five central factors 646

13.8 Four types of change strategies 647 13.9 Directions of change 648 13.10 Stages of coping with trauma 651 13.11 Involvement, motivation and durability of change 655 13.12 The Taiji symbol 661

14.1 Three ways of making decisions 673 14.2 The rational decision process 675

15.1 An example of a hierarchy of plans 718 15.2 The Extended Design School model 724 15.3 Elements of industry structure: Porter's five forces model 727 15.4 The generic {intrafirml value chain 731 15.5 The experience curve 734 15.6 The Boston portfolio matrix (or Boston box) 736 15. 7 The 'cultural web' of an organization 742 15.8 Strategic drift 743 15.9 The relationships between emergent, intended and realized strategy 744 15.10 Developing scenarios 747 15 .11 An example of a scenario matrix 749 15.12 Strategic responses 751

16.1 Hierarchy of networks classification of horizontal relations 775 16.2 Processes for' developing partner relationships in the Sino-Australia

travel trade 819

xiv

List of tables

1.1 Kolb's learning styles and their characteristics 61 1.2 Disciplinary approaches in organization learning 69

2.1 Perspectives on gender 91 2.2 Changes in British women's employment, 1970s-2006 95

3.1 Relationships between power-related behaviours and cultures 165

3.2 Dimensions of basic cultural assumptions 178

3.3 Gherardi's classification of women's cultural positioning 186

4.1 Line and staff distinctions 203 4.2 Ideal types of authority and organization 206

4.3 Contingency factors in organizational design (summary of research studies) 218

4.4 Summary of the results obtained by Woodward 219

4.5 Characteristics of mechanistic and organic forms of organization 220 4.6 Comparison of bureaucracy, feminist organization and organized

dissonance as ideal types 230

5.1 Corporate environmentalism and outcomes 256

6.1 Four approaches to power 282 6.2 Development of power perspectives in management 286

7.1 Strategies of hegemonic struggle 349

8.1 Sources of dilemmas reported by interviewees 382 8.2 Stages in moral development 387

9.1 I-deals compared to other person-specific employment arrangements 444

9.2 Turner's model of interactional motivation 446

10.1 Comparison of major contingency leadership models 493 10.2 Leadership substitutes, neutralizers and enhancers: eleven

managerial leadership problems and effective coping strategies 494 10.3 Narcissism in organizations 502 10.4 Appropriate leadership styles 506

UST OF TABLES xv

11. 1 Summary of recent perspectives on organizational restructuring 551 11.2 Belbin's team roles 558 11.3 Three bests of all possible worlds 560

12.1 A functionalist view of the social purposes of conflict 577 12.2 Three approaches to conflict and power 580 12.3 Common methods of conflict resolution from a unitary perspective 583 12.4 Sources of conflict in the pluralist approach 585 12.5 A comparison of radicalism and managerial pluralism 586 12.6 Common pluralist techniques for conflict resolution 587 12.7 Strategies for increasing or decreasing conflict 588 12.8 Summary of the two paradigms 608

13.1 Four themes distinguishing modern and postmodern theories 623 13.2 Unitary and pluralist perspectives on change 624 13.3 Radical and Marxist perspectives on change 625 13.4 Chaos and complexity compared 633 13.5 Methods for dealing with resistance to change 653 13.6 Competing cultural values 659

14.1 Traditional and modern techniques of decision making 677 14.2 Overview of four organizational decision-making models 686

16.1 Calculus of interorganizational collaboration 782 16.2 Four substantive configurations within research on

interorganizational networking 783 16.3 Powell's comparison of forms of economic organization 789

xvi

List of exhibits

0.1 The testimony of Patience Kershaw [1) 7

0.2 The testimony of Patience Kershaw [2) 8

0.3 Bell's three features of post-industrial society 10

0.4 Knowledge-intensive firms 11

0.5 Activities and organizational features of KIFs 12

0.6 A Foucauldian view of the knowledge worker: from compliance to initiative 14

1.1 Five activities that build management knowledge 37

1.2 Dominant plots 45

1.3 Criticisms of Nonaka 53

1.4 Knowledge-based approaches 56

1.5 Single-loop, double-loop and deutero learning 65

1.6 Organizational learning and the learning organization 67

1.7 Reflective practice 70 1.8 Spot a fad 77

2.1 Pay inequalities in sport and the arts 100

2.2 Similar job, more responsibility, different gender 100

2.3 Problems with equal opportunities approaches 104 2.4 Managing diversity via the MOSAIC acronym 105

2.5 Two approaches to managing diversity 107

2.6 Clownfish change size and sex to move up the ranks 126 2.7 Common communication 129

2.8 What kind of a man is your man-ager? 133

3.1 Some definitions of organizational culture 155

3.2 The sources of an organization's culture 156

3.3 Supervisory culture in Algiers and Montreal: Managers' views 160

3.4 Supervisory culture in Algiers and Montreal: The workers· view 163

3.5 The comedy of winners 173

3.6 Winners and losers in the 'World's Best Company' 174

3.7 Identity and culture: What's in a name? 183

4.1 Fayol's 14 principles of management and organization 198

4.2 Characteristics of a modern bureaucracy 207 4.3 Characteristics of professional systems 216

4.4 Summary of the contingency approach 221

4.5 Back to basics: Eight 'attributes of excellence' 223

5.1 Examples of corporate environmentalism 242 5.2 Church & Dwight's environmental policy 243

LIST OF EXHIBITS xvii

5.3 Measures of environmental performance 249 5.4 Environmental education for managers 266 5.5 Shipping disasters 270

6.1 Handy's typology of power 287 6.2 The unwritten rules of success 293

7.1 Ten questions non-execs should ask the auditors 331 7.2 Instructions on how to use 'Se/fScan' 335 7.3 'Accuracy' statement from the Safeway SelfScan promotional leaflet 336 7.4 Excellence culture 337

7.5 Bureaucracy and emotion 339 7.6 From global migration to global trafficking 342 7.7 Hierarchy and networks in the traffic in women 342

8.1 Five main objections to business ethics 361 8.2 Foundations of modern business ethics 364

9 .1 Maslow's hierarchy of needs 416

9.2 Principles of TQM 429 9.3 Cross-cultural views of motivation 437

10.1 Common leader traits 480 10.2 Transformational leadership 495

10.3 Christa's Gates 505 10.4 The fallacy of misplaced concreteness 519 10.5 Characteristics of female leaders 520 10.6 Paternal leadership style 525

10.7 Paternal leadership tactics 526

11.1 Types of innovation 553 11.2 Stages of group formation 557

13.1 Eight habitual paradoxes of successful change 620

13.2 Simple yet complex 632

14.1 The pervasiveness of liberal-humanist discourse 696

15.1 Calculating Economic Value Added 713 15.2 Primary activities in Porter's generic value chain 732 15.3 Hamel's 10 principles of revolutionary strategy 752

15.4 Strategy and culture 753

15.5 Dubbing: a glossary of Valley speak 759

16.1 Triggers for networking 774 16.2 Triggers for networking in the new economy 775

16.3 Classification of network types 776

16.4 Description of horizontal networks 776 16.5 Examples of different types of horizontal networks 776 16.6 Strategic foci of networks 778 16. 7 Tacit and explicit knowledge 805

16.8 Examples of credible commitments 807

xviii

List of case studies

Chapter 1 Chris's dilemma 35 Chapter 2 TransCorp 89 Chapter 3 Culture at Company T 149 Chapter 4 Time to change the way we work? 195 Chapter 5 The Calvert Corporation 239 Chapter 6 Fawley Ridge 277

Fawley Ridge - the move 309 Chapter 7 Banking on control 319 Chapter 8 Simon's story 357 Chapter 9 Commitment in Chester 411 Chapter 10 The Flying Dutchman 473 Chapter 11 Wombat Manufacturing - Part 1 539

Wombat Manufacturing - the project - Part 2 544 Chapter12 Annual pay negotiations at MetalCo 575 Chapter 13 Morgan Motor Company - 1 617

Morgan Motor Company- 2 635 Morgan Motor Company - 3 655

Chapter 14 The moral maze of decision making 667 Chapter15 The sports shoe saga 709 Chapter 16 Web Wonder looks for partners 769

List of photographs and illustrations

Introduction Management evolution from classical to modern to postmodern [Chris Poulson)

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

Chapter 8

Chapter 9

Chapter J 0

Workplace talk can produce 'management speak' [Corbis Premium RF/Alamy cap)

Even good ideas need a little help to get off the ground [Garance Marechall

Gender stereotypes in Ibiza (Garance Marechal) Childcare at work (istockphoto)

Personalization can extend to some unusual workplaces [Garance Marechal)

National culture - or kitsch? [Chris Poulson)

Centralization [Chris Poulson)

Decentralization [Chris Poulson)

The Hotel Explora, Salta Chico, Torres del Paine National Park, Patagonia, Chile [Garance Marechal)

Shipbreaking, Chittagong, Bangladesh [Farjana Khan Godhuly/AFP/Getty Images)

Corporate mission (Chris Poulson)

Polyphony [Garance Marechal)

Micromanaging [Chris Poulson)

From iron cage to glass cage? (Garance Marechall

Ethics of care [Chris Poulson)

The moderator of corporate values (Chris Poulson)

Beyond self-actualization [Garance Marechall

Career paths (Chris Poulson)

Sir Bob Geld of: Selflessness or the positive effects of narcissism? [Florian Seefried/Getty Images)

Governor of California, Arnold Schwarzeneggar walks through the Christo exhibition 'The Gates' in Central Park, NYC [Arnaldo Magnani/Getty Images]

xix

38

72

101

115

158

175

204

225

259

270

294

305

341

346

389

392

416

445

503

504

Chapter 11 Diversity in teamwork [Garance Marechall 547 There's no 'I' in team, but there is in WIN [Garance Marechal) 555

Chapter 12 Unitarists and pluralists scuffle at Orgreave Colliery, South Yorkshire, during the miner's strike, 2nd June 1984 [Steve Eason/Hulton Archive/Getty Images] 584 Mediators can only suggest, not impose a solution [Menahem Kahana-Pool/Getty Images] 601

Chapter 13 Morgan 3 wheeler 1912 (Courtesy of the Morgan Motor Company] 617 Morgan factory [Courtesy of the Morgan Motor Company] 635 Morgan Lifecar (Courtesy of the Morgan Motor Company] 655

Chapter 14 Not every decision maker has a golden parachute [Garance Marechall 698

Chapter 15 Focused strategy (Chris Poulson] 730

Product placement [Garance Marechal] 745

Chapter 16 Networking in Paris [Garance Marechal] 811 Building bridges to the unknown (Garance Marechal) 816

xxi

Preface to the 2009 edition

It hardly seems five years since the last edition of our book but thank you to everyone whose recommendations and suggestions made a further edition possible. As we write this1 the world is trying to find a solution to the problems caused by the bursting of the financial bubbles on the stock markets of the US and the UK. The signs were there some time ago1 and we pointed to some of them in the last edition of the book. We don't believe that the answer lies in propping up a flawed system1 but ultimately in taking the sort of critical thinking that we advocate in this book to a higher level and changing the system. There is a great deal of talk about how things can never be the same again - we hope so1 but it's too early to say how deep the changes will be and whether they will work. Management is more of a challenge than ever, and critical thinking could not be more urgently needed.

What changes have we made to this edition? Well we wanted to incorporate a variety of suggestions from users of the book1 which we have done, but we had to make room to do this even though the book has increased in size. Fortunately we were already aware that the material in Chapter 17 - Managing in a Virtual World -was dating rapidly, and we decided to remove it. But we haven't lost it completely -because we have a brand new website with additional case materials and resources1 we have archived the lost chapter there for those of you who1 like us1 still find some of the materials useful. So the book has two sections now instead of three.

The most obvious change is that we now have 34 photographs, covering every chapter! Most of these come from two academics who also take photography seri­ously1 Chris Poulson from California1 who works in Hong Kong1 and Garance Marechal from the south-west of France1 who works in Liverpool. Our thanks to them for letting us use their work1 and for reformatting and editing their exciting and often humorous pictures especially for the book - welcome aboard.

We also welcome Garance to our team of associate authors. One suggestion our readers made was that the coverage of knowledge and its management was in need of expansion1 and Garance was invited to act as a specialist co-author to expand and revise Chapter 1. The Introduction also was revised, mainly to incorporate a broader historical coverage of management as suggested by readers1 which now extends to the Stone Age, and Garance also contributed to that.

The study of gender has accelerated with a number of important scholarly articles and major government reports being published. The new Chapter 2 incorporates discussion of all the latest work1 and relates gender to other forms of diversity. Chapter 3 is expanded to bring the coverage of the most recent developments and debates in cross-cultural management in particular into focus1 and Chapter S on sustainability has some powerful new cases and examples drawn from the latest initi­atives. Chapter 6 extends the coverage of power to consideration of the global system. Ethics is probably the fastest growing area covered in the book and the revised

Chapter 8 reflects this. Chapter 9 now includes treatment of goal setting and idiosyn­cratic deals, and Chapter 10 has been considerably revised to include more thorough treatment of classic studies, new approaches such as aesthetic leadership, and devel­opments in cross-cultural leadership. All the chapters have been revised, some very extensively, to take on board new thinking. This book has always been research led, and we will continue to work as hard as possible to keep it so. We thank all of our contributors for sharing our vision and putting so much effort into its realization.

One of the contributors to the last edition, David S. Richards, sadly passed away in May 2005 after a two-year struggle with cancer that appeared to have been successful. Dave is fondly remembered by those of us who worked with him as a truly interna­tional teacher and a great contributor to the spirit of this book, which extends beyond its pages.

We have all enjoyed bringing our cases up to date, but perhaps the most exciting evolution has been of the Morgan Car Company, still a private company, but having transformed itself from being a company without a computer in 1990 into the manu­facturer of the eco-friendly Life Car, economical and carbon neutral yet capable of supercar performance of over 150 mph!

Our thanks to our students needs to be extended to students at Leicester and York, Utrecht and Albuquerque, New Mexico who have contributed to discussing materials incorporated in this edition. Tue guidance on how to use the book in the 2004 Preface still applies, so we have retained that preface following.

We hope that you will continue to enjoy the book and its new-look associated website where all sorts of additional materials can be found. We are always keen to hear suggestions for improvement to keep it the best possible resource and support for critically engaged teaching of management.

Steve, Liz and Simon York, the Queensland Gold Coast and Leicester 2008.

xxiii

Preface to the 2004 edition

In 1992, Liz Fulop, Faye Frith and Harold Hayward from Australia collaboratively edited a book called Management for Australian Business: A Critical Text. This was the first management textbook in the world to use 'critical' in its title. It was a bestseller in Australia despite the sceptical views of many academics who thought that critical and management did not go together! Back then it was the stock market collapse of the late 1980s, and the associated management issues this upheaval caused, that made it imperative to look more critically at management than was occurring in many main­stream textbooks and management programmes. In the original preface to the 1992 book, the editors said:

It goes without saying that there is nothing simple about management. There never was; nor should there be. Too much is at stake. 1his book is written with the firm conviction that to become a successful and clever manager involves mastering much more than a few simple 'recipes' or 'easy steps' for performing management func­tions ... the function of a management textbook should be to equip managers with enduring skills and knowledge that will help them cope with the complexity and ambiguity that await them in their daily endeavours. The book places a premium on developing critical thinking and analytical capacities that can be successfully applied to any management situation ... an understanding of management is not enhanced by uncritical 'one best way' approaches. (Fulop et al. 1992: vi)

A second text was written in 1999 by Liz Fulop and Stephen Linstead in an attempt to update the content of the first book for students of the next century. The book, called Management: A Critical Text, was adopted not only in Australia but elsewhere, including the UK and Canada, and it became the benchmark for a truly critical management textbook that did not ape other more traditional texts} or confine itself to organizational theory or organizational behaviour alone.

As we looked at the ideas that had animated the first book, what became strikingly obvious was1 first, that taking such a critical approach to management was more important than ever and, second} that the market was no better served in this regard than it had been when the first book was written. But things had changed, and changed considerably. A focus on Australian business seemed parochial to the point of absurdity in the context of internationalization and globalization. What managers of the future would need was an early exposure to ideas and cases from a number of cultures and contexts - the USA, Europe and Asia-Pacific in particular. Similarly, learning had moved so much to centre stage in the consideration of how organiza­tions and managers could remain effective that it demanded more extensive and upfront consideration. Diversity as a topic had become more significant than it had ever been, and although all the material in the book needed to be revisited in this light} the issue of gender could no longer be marginalized but demanded focused

xxiv 0~1iFACE;rtrflffiodf. ~om~-~ .J

Who is this book for?

treatment. In addition, the growth of a concern with ethicsJ which was once an optional feature of most business programmes, was increasingly being recognized as a foundational element of a critical approach to management. Sadly, the corporate collapses of the late 1990s and early 2000s, and the unethical and illegal management practices associated with many of these, suggest that more than ever management must be taught from a critical perspective and across all business programmes.

As we reviewed what needed to be done for the second revision1 we came to realize that the first book1 which we had felt was quite radical in its time1 was looking more and more conservative - and we were more critical than ever! What was needed was a rethinking of many of our assumptions and a reframing of some of the core issues -such as power, leadership1 motivation - that remain at the heart of studies of manage­ment. Some topics, such as interorganizational relations and teamworking, were so clearly a part of ways of working of the future, and could no longer be dismissed as transitory fashions, that they required proper treatment in their own right, and not as part of a broader and more synoptic consideration.

Our new text grew out of the need to expand the topics that were covered in the 1999 text and to address an even greater range of issues that are now pressing on managers and their organizations. To this end, Simon Lilley was brought into the editorial team and our range of associates expanded. We have included topics on structure, control, conflict, change1 sustainability and the virtual world. The title reflects what was already a goal of the 1992 book, which was to bring organization and management studies together. Managing is an organizationally situated and context­specific activity, and driven by the need to organize work around complex relation­ships that are constrained by structural arrangements, be they teams1 hierarchYJ job titles, an organization chart or the layout of an office. Management and organization must be thought through together.

This book is an advanced introduction to the topics in it. This means that you don't have to have familiarity with the topics themselves in order to use it effectively, as the introductory basics that we consider relevant are included, but we do move on further and faster than an introductory text would. If you've studied introductory manage­ment before, you might find you have to unlearn some of the approaches you are familiar with1 which is why we have provided a good deal of our own introductions to topics. We don't cover everything, but we do cover all we think you'll need. The book can be used effectively on final-year undergraduate courses and second-year specialist options, obviously with students of business and management1 sociology, politics1

history1 geography and even English in our experience. However, the book will be most valuable to Master's students - core courses on Master's in management or MBA, or courses on critical management as part of programmes across the social sciences. PhD students in management and organization will find it invaluable in getting quickly up to date in current critical research across a range of areas.

Each of us, in fact, has taught the material differently as we have developed it. Liz has used the text in undergraduate teaching and selective chapters in postgraduate Master's subjects. Simon has used one chapter to teach a whole subject while Steve has used the book as the basis for a core course1 both at Master's and at MBA levels. What we have also found is that our colleagues, in addition to our using the book for our own specialist courses, have used the chapters individually to support and provide a critical dimension to their own courses such as strategy. In these cases the book has been adopted as a programme text1 which students carry with them throughout their whole Master's or final-year studies to provide a different perspec-

PREFACE TO THE 2004 EDITIO_t>J_J xxv

tive to conventional approaches. The text lends itself to creative use and interpreta­tion and we have tried not to constrain its users.

We provide the textbook not primarily as a course book to be worked through chapter by chapter, week by week, although this can be done, but as the first and most comprehensive resource for people teaching management critically. We also have some additional support materials available on the book's website for adopters, and we welcome your suggestions for ways in which we can enhance this.

How this book is organized

We have followed the collaborative approach developed in the original book, expanding the range of specialist international contributors and this has helped produce a book that is far more original in its approach than any other in the marketplace, and far more up to date, with cutting-edge research in each area. We hope that readers will also recognize the benefits of collaboration in the consist­ency of approach throughout the book achieved through our co-authoring of many of the chapters.

We have deliberately chosen not to develop this book according to a model which we then work laboriously through section by section. Management and organiza­tional behaviour (OB) texts often break the subject down into three areas - the indi­vidual1 the group and the organization. Sometimes a text will add a fourth area, the environment. The drawback with this approach is that it separates out processes that in reality are not so easily separated - gender1 for example, is a property of individ­uals, is defined by groups, is an important way in which organizations work and are divided, implicitly and explicitly; and is the subject of environmental regulation, legislation, demographics, ethics and ideological debate which varies dramatically across cultures. We have tried to capture this multilayered nature of each topic within its chapters.

We also recognize that the conventional division of organization and management into these areas is useful, but we see it as a little more complex than commonly presented. So we present our underlying conception of management as the manage­ment of relationships, and in the Introduction we outline a model of how these rela­tionships can be thought 0£ This model can function as a broad map of the terrain1 and shows how the topics in this book relate to some topics, such as quantitative analysis and techniques, which may be part of management as a whole but which are not covered in this book.

The book features substantial cases within each chapter, which is connected with the fact that we chose to exemplify our approach to case analysis in the text rather than in the instructor's guide accompanying it. However, we have chosen cases on the basis of how well they illustrate our arguments and encourage reflection on the part of students. We have not chosen them on some contrived notion of similar style or uniform length. To do otherwise would make a mockery of the real-life situ­ations that cases are meant to represent. We begin the chapters with questions about the topic - but not questions from the point of view of the academic lecturer. We have used questions which our students have told us were in their minds when they asked themselves, what do I really want to know about this topic? What puzzles me about it? Many of the chapters give some outline answers to these questions at the end of each chapter. We also ask questions about each case and give answers at the end, but don't expect there to be the same number of questions in each chapter or the length of the answers to be the same. The questions are chosen more on the basis of how much they make you think and the amount of class discussion they usually provoke.

Each chapter is a substantive piece of work in its own right and contains some original material related to the topic. Unlike most textbooks, it is not simply a representation of work done by others but an introduction to the state of work on the topic at the present time. The research we draw on is as up to date as we could make it - in some cases we draw on unpublished work if we consider it sufficiently important.

The book is structured simply. The first part we call 'Core Concepts~ and this contains the basic concepts which we consider underpin all the other chapters in the book. We take a different view to most other books, in that we think, in a book which is supposed to help its readers to learn, learning should be the first concept addressed i gender and culture, as two fundamental dimensions that affect the way theory itself is constructed should be addressed nextj that structure is best addressed alongside culture, with which it is often confusedj and nature, in the form of managing sustain­ablri is equally fundamental to the way we think about organizing, not an afterthought to strategy which is how it is often regarded. Power is fundamental to shaping organi­zations and cannot meaningfully be dealt with without considering control. Finally, ethics now more urgently than ever needs to be a foundation for what we do rather than a way in which we reflect on it. All the topics in the first part can be read into the topics in the second part.

In the second part, we look at 'Management Processes~ moving from those more personal ones like motivation and leading, to the management of teams, and the issues that arise such as conflict, change and decision making. The last two chapters in this section take a more macro-view, looking at strategy and beyond, the ways in which organizations themselves work together collectively in networks. Our conclu­sion offers some reflections and speculation on what it will be like to manage in a virtual world.

As you read through the new bookJ you will see that we have retained much of the original content but have updated where necessary as well as venturing into new, exciting areas. We have deliberately not written to the formulae and format of standard texts - we see little virtue in artificially contrived chapter lengths and format. We do not assume that students think in neat compartmentalized ways or that they are incapable of dealing with differences in style and format. To do so would be to contradict and destroy the meaning of critique as we understand and profess it.

We remain committed to developing an understanding of critical management that draws not only on more traditional ideas of critique but one that emphasizes the micro-practices of managers. It is vital that managers are able to make sense of their multifaceted roles and relationships) the forces and processes that either enable or impede them in doing their jobs, and the rich pastiche of ideas and theories that can enrich their thinking and practice. All managers have complex workplace relation­ships to deal with and we want to help them do this. Our text offers a scholarly and highly challenging way to study management but it has practice firmly in mind. As we have repeatedly said in past texts, this book is not for those managers or students seeking simple 'truths' and 'rules' by which to manage. Rather, it is for those who want to be challenged and transformed by what they read and learn. We would love to hear what you think of the book, how you've used it, what you love or hate about it, how we could or should improve it, and how we ourselves could learn more about what we are achieving as authors and how we could better serve you, our readers.

Thanks are due to all our co-authors, for the hard work they put in, for the critical scrutiny they endured and, in some cases, for putting up with phone calls that arrived in the middle of the night - one of the perils of collaborating to meet deadlines across time zones! Thanks are also due to our current and past students in MBA, Master's of management and international management and undergraduate business degrees at

Reference

PREFACE TO THE 2004 WITION xxvii

Durham) Essex) Keele1 Griffith1 Sunderland and Wollongong for their responses to the material in this book. We owe thanks to Sarah Brown, formerly commissioning editor for Palgrave Macmillan (UK)1 who initially urged us to pursue a third revision of the textbook) and then courageously accepted our proposal to produce a quite different one in content. We also want to thank Ruth Lake who took over from Sarah and kept the project on track. Ursula Gavin took over the responsibility for the project around the time the deadlines had to be met and) despite coming into the project so late1 got to grips with it very quickly and professionally. She was able to give us constructive and valuable advice on revising the manuscript yet allowed us to maintain the integrity of the text as a unique product in the marketplace.

Finally, at the end of a project which has spanned three years and several thou­sand miles, a period in which we have all separately had to cope with both tragic and joyful events, we are delighted to find we are still talking to each other! In the end though, what counts most to us is our passionate commitment to changing how managers learn about management) our faith that others share this commitment and the gratitude of past students who were challenged by our texts. These are the things that made the writing of this book so important to us, and we hope you will find it equally rewarding.

Fulop, L., Frith, F. and Hayward, H. (eds) ( 1992) Management for Australian Busi­ness: A Critical Text) Melbourne: Macmillan.

xxviii

Acknowledgements

The authors would like to thank the following:

Alison Linstead for material on the 24-hour society in Chapter 17; Troy Thompson for his contribution to writing the section on scenario planning in Chapter 15; Faye Frith and Harold Hayward for contributions to Chapter 14 from the earlier (1992) text; Dennis Mortimer for contributions to Chapter 9 from the earlier ( 1992) textj Faye Frith for her contributions to Chapter 12 from the earlier ( 1992) text and to Chapter 6 from the earlier (1992 and 1999) texts; Richard Dunford as a co-author of Chapter 10 on the basis of the use of selected material from R. Dunford, 'Leadership and the manager' in L. Fulop1 F. Frith and H. Hayward (eds) Management for Australian Business: A Critical Text, Melbourne, Macmillan Education, 1992, also reproduced in Chapter 5 of Liz Fulop and Stephen Linstead Management: A Critical Text, Melbourne and Basingstoke, Macmillan, 1999. All new material contained in Chapter 10 has been written by Liz Fulop and Stephen Linstead who remain respon­sible for the content and design of the chapter. Liz Fulop would like to thank Ewa and Alan Buttery for their contributions to Chapter 16 from the earlier ( 1999) text. Their contributions are also separately acknowledged in the chapter.

Robin Snell1 author of Chapter 81 would like to thank a number of others for their valuable help for material used from the 1999 text: AnthonyWai-kei Cheng, who at the time was a PhD student at City University of Hong Kong ( CUHK) 1 for providing some useful initial review notes on ethical philosophy and codes of conduct; May Yu, Alice Pang and Richard Wong1 former research assistants1 also at CUHK, who helped to compile preliminary case material on 'green' issues; Almaz Chak1 a colleague of the author's at CUHK.1 conducted the ethical dilemma interview that is still used in the current text; Faye Frith for some material on whistleblowing based on an article written by her entitled 'Crime and punishment: Whistleblowing and intimidation rituals' in Employment Relations: Theory and Practice1 3: 651-2. The interpretations and arguments (and all their faults) are the responsibility of the author.

The authors and publishers are grateful to the following for permission to reproduce copyright material:

Garance Marechal for her pl1otos: Every good idea needs help to get off the ground; Gender stereotypes in Ibiza; RATP Paris - Personalisation can extend to some unusual workplaces; The Explora Hotel1 Saito Chico, Torres del Paine National Park1 Patagonia1 Chile; Polyphony; From iron cage to glass cage?; Beyond self­actualization; Diversity in teamwork; There's no 'T' in team1 but there is in WIN; Product placementj Networking in Paris; Building bridges to the unknown.

ACKNOWLEDGEMENTS xxix

Chris Poulson for his photos: The evolution of management from classical to modern to post-modern expressed through architecturei Land of hope and glory; Central­ization; Decentralizationi Corporate mission; Micromanaging; The moderator of corporate values; Filial devotion in the midst of Hanoi traffic; Career path; A focus strategy.

Maureen Freely for the 'She who must be vilified' case study on p. 49, reprinted with permission. Copyright © Maureen Freely 2000.

John Wiley & Sons for material from the Journal of Management Studies. The Sydney Morning Herald for the abridged case on Elvira Ruiz on p. 4 7 and the case

on Jacques Nasser on p. 48. Sage Publishers and The Tavistock Institute for permission to reprint Table 1.2 on p. 69;

the case study 'Culture at Company-T' on pp. 149-51 ©The Tavistock Institute. The Independent for permission to reprint material in Exhibit 2.1 on p. 100. The Chartered Institute of Personnel and Development and the American Manage­

ment Association for material that formed the basis of Exhibit 2.3 on p. 104. The CIPD for material that formed the basis of Exhibit 2.4 on p. 105. Exhibit 3.3 on p. 160 and Exhibit 3.4 on p. 163 reprinted by permission of Sage

Publishers. Taylor and Francis for permission to reprint an extract from Heather Hopfl's

'Authority and the pursuit of order in organizational performance' on p. 168 and the 'What were you doing the day the war ended?' case study on p. 171.

Sage Publishers for material that formed the basis of the 'Sherwoods' case study on p. 1 72. Table 3.3 also reprinted by permission of Sage Publishers.

Table 4.6 on p. 230 reprinted with the permission of the Academy of Management Review.

Little Brown for material that formed the basis of Exhibits 7.6 and 7.7 on p. 342. Management Research News for material that formed the basis of Table 8.1 on p. 382. Sarah Gilmore for permission to reprint material for the 'Flying Dutchman' case

study on pp. 473-5. Curtis Brown Group Ltd, London for Exhibit 14.1, ©Andy Riley 2006. Penguin Publishers for permission to reprint Table 14.1 on p. 677. Table 16.2 reprinted by permission of Sage Publishers.

Every effort has been made to trace all the copyright holders but1 if any have been inadvertently overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity.

xxx

Contributors

Bobby Banerjee is Professor and Associate Dean of Research for the College of Busi­ness! University of Western Sydney, BlacktownJ New South Wales, Australia.

Joanna Brewis is Professor of Organization and Consumption! University of Leicester Management School! UK.

Michael Browne was formerly at the University ofWollongongJ Australia.

Rodney J. Clarke, Associate Professor and Director of the Centre for Applied Systems Research! School of Management and Marketing! University of Wollongong, New South Wales1 Australia.

Jonathan Gosling is Professor and Director of the Centre for Leadership Studies1

University of Exeter! UK.

Ann-marie Greene is Associate Professor of Industrial Relations at Warwick Business SchoolJ University ofWarwickJ UK.

Harold Hayward is a part-time lecturer at the College of Business! University of Western Sydney, Australia.

Garance Marechal is a Lecturer in the University of Liverpool Management SchoolJ UK.

Frank Mueller is Professor of Organisation Analysis and International Business and Director of Teaching in the School of Management! University of St Andrews! Scotland, UK.

Chris Poulson recently retired as Professor at California Polytechnic State University, Pomona and is currently Visiting Professor at Hong Kong University of Science and Technology.

Stephen Procter is Akan Chair of Management and Director of Research at Newcastle University Business School, University of Newcastle upon TyneJ UK.

Alison Pullen is Associate Professor in the School of Management, University of Technology- Sydney, New South Wales! Australia.

The late David S. Richards was formerly Professor of International Management at the University of South Australia, Adelaide! South Australia! Australia.

William D. Rifkin is Director of the Science Communication Program in the Faculty of Science! University of New South WalesJ Australia.

CONTRIBUTORS xxxi

Graham Sewell is Professor of Management (Organization Studies and Human Resource Management) and Deputy Head of the Department of Management and Marketing, University of Melbourne, Victoria, Australia.

Robin Stanley Snell is Professor in the Department of Management, Lingnan Univer­sity, Hong Kong1 PRC.

Edward Wray-Bliss is a Senior Lecturer in the School of Management1 University of Technology- Sydney, New South Wales, Australia.

848 l~EX transnational political arena 307, 307 Triangle Shirtwaist company 196 trust 457-64, 783-4, 793

active 818 in alliances, low /high trust options

815-21 basic 818 behavioural approach 459 betrayal of 462

inChina 814 calculative 460, 797, 816 calculus-based 461 characteristic-based 799-800 cognitive 460, 816, 818 critical realist view 460 cultures and 812-13 deference-based 461 dimensions of trustworthiness 461 diminishing 462-4 dyadic view of 458-9 enforceable 796 extended 818 fairades of 800 fragile 458-9, 797, 797-8 and gender 461 goodwill trust 818 guarded 818 identification-based 460 institutional-based 461 and institutions, cross-cultural

differences 813 and the Internet 463 in interorganizational relations (IO Rs)

796-800 as multi-level phenomenon 459-62 normative 816, 818 personal 799, 800 personality-based 460 and power 800-1 reciprocity and 796-7, 799 relational (affective/identity-based) 461 resilient 459, 797, 798-800, 807 types of 460-1 value and emotion-based 460

trust test 395 trustworthiness, cultural differences 812 Turner, Jonathan 445-7

u umbrella strategy 744 uncertainty avoidance 177, 184-5 understanding, in decision making 678, 679 uniformity, in compliance with policies and

laws 208 unitary view of power 283, 284, 310 unity of command/ direction 198 Universal Declaration of Human Rights

368,398 university-industry partnerships, research

and development 771, 808 unlearning 40, 66, 67, 72 Urwick, Colonel Lyndall, management

theory 108-9, 110

utilitarianism 364-6, 364 alternatives to 365-6 Buddhism as alternative to 365-6 case example 365 greatest happiness principle 364 rule utilitarianism 364, 367, 370

utilities, convergence and cross-selling 720-1

v Valley speak 758, 759 value-added chain

strategic alliances 779 vertical networks 777

value chain 730-4, 776 generic (intrafirm) 731, 731-2 primary activities in 732

value commitment 438 values, cultural 157, 158 vertical (job) loading 418-19, 419 vertical (supplier-buyer) alliances 778-9 video conferencing 554 vilification 121 violence 307 virtual teams 554 virtue ethics 373-4 visibility, high 289 vision statements, environmental 259 voice 304, 305 voicing 304-7 Volvo 548-50

w

autonomous working groups (AWGs) 548-9

Dialogprogramme 548 spontaneous trial period 548

Wachner, Linda, case example 522-3 wa (harmony) 660 Wal-Mart, eco-stores 262, 268 Weber, Max ll0, 196-7, 198

beliefs and meaning systems 208-9 on bureaucracy 204-7, 213-14, 280,

338-9 rational-legal authority 280 theory of authority 205-7, 214, 215

whistle-blowing 301, 383, 384-5 wildcats, in Boston matrix 736, 736-7 women

in the armed forces 94, 96, 106-7 in banking 94 as change agents 656-9 characteristics 95-6 in construction jobs 103 cultural positioning 186 and decision making 698-9 and discourse 697 domestic duties and work 94, 96-8,

ll8, 123, 130 double day 96, 98 emotional 390-1 feminine values 135-8 feminization of work 293-4 glass ceiling 92, 101

glass cube 92, 93 handling moral problems 388-9, 391 high-dominance 113 in human resource management 98 in individual occupations 96 international assignments (IAs) 118 leadership characteristics 520 in management 92-5 management approach 115-23 mentoring and 292-3 need achievement scores 422 networking 293 office dress 125 in Parliament 93 part-time work 97 pay inequalities 99-101 pipeline effect stereotype 101 role traps 291 salary differentials 3 70-1 self-modification 456 separatism 103 spatio-temporal career barrier 92 stereotypes 291 subordination 300 in trade unions 455-6 trafficking 342-3 training, lack of access to 94 underrepresentation in management 93-5 in the workplace, identity 451

women-only organizations 103, 116 Woodward,Joan 219 work

division of 198, 199, 209 emotions affecting? 465 meaning of 447-50 orientation to work approach 44 7 reasons for 464 social action approach 447

work commitment 443 workforce diversity 175-6 work hard, play hard culture 166 working hours, official/unofficial 380 workplace talk 37 work restructuring, teamworking and 550-1 work tasks, repetitive nature of 542 world public sphere 307 World Trade Center 195, 196 World War 2, planning in 716 wrongdoing

x

advice for subordinate managers 382-3 obedience/ disobedience options 384

Xerox, environmentalism 243

y Yes Minister 198 yin-yang diagram 660

z zaibatsu 786 zone of terror 749