DOCUMENT RESUME CE 004 885 Karger, Delmar W. · DOCUMENT RESUME. ED 112 112. CE 004 885. AUTHOR Karger, Delmar W. TITLE Management: A Suggested Adult Business Education. Course: Instructor's

DOCUMENT RESUME

ED 112 112 CE 004 885

AUTHOR Karger, Delmar W.TITLE Management: A Suggested Adult Business Education

Course: Instructor's Guide.INSTITUTION New York State Education Dept., Albany. Bureau of

Continuing Education Curriculum Development.PUB DATE 75NOTE 34p.

EDRS PRICE MF-$0.76 HC-$1.95 Plus PostageDESCRIPTORS Adult Education; Certification; *Course Content;

Course Descriptions; *Management Education; PostSecondary Education; Secondary Education; *TeachingGuides

ABSTRACTThe instructor's guide is intended as an aid in the

presentation of a well-organized review course on management inpreparation for the Certified Professional Secretary (CPS)Examination. This course can generally be covered in 10 sessions ofthree hours each and can be used at the secondary or postsecondarylevel. The 10 lessons cover the following topics: course introductionand definitions; organizations and behavioral science; staffing,compensating, and controlling; experimentation in management,decision making, and selection and training of personnel; otherpersonnel functions; production management; management of marketingand distribution; labor relations, and research and engineering;population, social programs, business-government relations, mergers,and multinational businesses; and management techniques and practicesfor the CPS. Each lesson's content outline is presented with teachingsuggestions and references. A bibliography for general andinstructional use is included. (Author/EC)

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w

U.S. DEPARTMENT OF HEALTH.EDUCATION $ WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN,-ATI NG IT POINTS OF VIEW OF) OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY.

Part III B in a SeriesPreparation for Certified Professional Secretary Examination

mc,i4anagement

A Suggested Adult Business EducationCourse

(X)

ki,

0) The University of the State of New YorkTHE STATE EDUCATION DEPARTMENT

Bureau of Continuing Education CurriCulum Development

0 Albany, New York 12234

()1975

Inc rucks S td I

. THE UNIVERSITY OF THE STATE OF NEW YORK

Regents of The University (with years when terms expire)

1981 Theodore M. Black, A.B., Litt.D., LL.D., Pd.D.,Chancellor Sands Point

1987 Carl H. Pforzheimer, Jr., A.B., M.B.A., D.C.S.,H.H.D., Vice Chancellor Purchase

1978 Alexander J. Allan, Jr., LL.D., Litt.D. Troy1980 Joseph T. King, LL.B. Shelter Island1981 Joseph C. Indelicato, M.D. Brooklyn1979 Francis W. McGinley, B.S., J.D., LL.D. Glens Falls1986 Kenneth B. Clark, A.B., M.S., Ph.D., LL.D., L.H.D.,

D.Sc. Hastingson Hudson

1983 Harold E. Newcomb, B.A. Owego1988 Willard A. Genrich, LL.B., L.H.D. Buffalo1982 Emlyn I. Griffith, A.B., J.D. Rome1977 Genevieve S. Klein, B.S., M.A. Bayside1981 William Jovanovich, A.B., LL.D., Litt.D., L.H.D.- - - - Briarcliff

Manor1976 Mary Alice Kendall, B.S. Irondequoit1984 Jorge L. Batista, B.A., J.D. Bronx1982 Louis E. Yavner, LL.B. New York

President of The University and Commissioner of EducationEwald B. Nyquist

Executive Deputy Commissioner of EducationGordon M. Ambach

Deputy Commissioner for Elementary, Secondary, and Continuing EducationThomas D. Sheldon

Associate Commissioner for Instructional ServicesWilliam L. Bitner III

Assistant Commissioner for General Education and Curricular ServicesVivienne N. Anderson

Director, Division of Curriculum DevelopmentGordon E. Van Hooft

Chief, Bureau of Continuing Education Curriculum DevelopmentHerbert Bothamley

Assistant Commissioner for Occupational and Continuing EducationRobert S. Seckendorf

Director, Division of Occupational Education InstructionRobert H. Bielefeld

Chief, Bureau of Business EducationHobart H. Conover

4

gotewold

The course described in this booklet, Management, is. intended as areview of the management material in Part III of the Certified Professional

Secretary (CPS) examination. This part of the examination, one of a series

given by the National Secretaries Association (International), is entitled

Economics and Management. This course can also.be used for those wishing

to update their knowledge in the subjeCt matter.

Information about the CPS examinaticn can be obtained from the head-quarters office of the Institute for Certifying Secretaries, NationalSecretaries Association (International), 2240 Pershing Road, Kansas City,

Missouri 64108.

Six courses to cover the six parts of the CPS examination were planned

by a committee. Later the decision was made to prepare two courses to coverEconomics and Management, bringing the number of courses in the series to

seven. The committee consisted of the following: Marion N. Batten, CPS,

secretary to the manager of Nonexempt Compensation and Benefits, General

Electric Company, Schenectady; Hobart H. Conover, chief of the Bureau of

Business Education; Carla V.R. Delray, CPS, manager of Office Services and

Corporate Planning Administration, Mohasco Industries, Amsterdam; Adrian C.

Gonyea, dean, School of Business, Hudson Valley Community College, Troy;

E. Noah Gould, associate, Bureau of Continuing Curriculum; Florence E.

Graham, chairman, Business Education Department, Draper High School,

Rotterdam; Margaret A. McKenna, associate professor of business education,

State University of New York at Albany; B. Bertha Wakin, professor of

business education, State University of New York at Albany; and Eugene

Whitney, associate, Bureau of Business Education. Mr. Gould and Mr. Whitney

were cochairmen.

This course, Management, was written by Delmar W. Karger, Ford

Foundation professor of management, Rensselaer Polytechnic Institute, Troy.

Miss Wakin directly supervised the writing of most of the courses and

coordinated the content in the series. Mr. Gould, who is in general charge

of the series, supervised the final writing and did the final editing ofthis manuscript.

GORDON E. VAN HOOFT, DirectorDivision of Curriculum Development

HERBERT BOTHAMLEY, ChiefBureau of Continuing Education

Curriculum Development

c44c_Juessage to the cinsttuctot

This instructor's guide is intended as an aid in the presentation ofa well-organized course. Since it is a review course, those taking it areexpected to have a good background in the subject content. Upon completionof the course the student will, we hope, have improved and refined herknowledge of management and will be better equipped to take Part III of theCPS examination.

While intended primarily as preparation for the CPS examination, thecontent of this booklet is also suitable for use in the adult educationprograms of school districts and of Boards of Cooperative Educational Services(BOCES), and in the secondary schools and community colleges of New YorkState. Instructors should urge thq students to bring in current items fromnewspapers and other sources which might have bearing on course content.

This course can generally be covered in 10 sessions of 3 hours each,but this pattern is by no means universal, nor is it mandatory. For thosestudents who wish to cover some topics in greater depth, the instructormay wish to suggest materials for independent study.

The instructor for this course must have a good background inmanagement. Such a person might be a management faculty member of a collegeor university, or a well-experienced,well-educated business executive.

An instructor or administrator who needs help in planning or conductinga course using this publication may contact the Bureau of Business Education.

HOBART H. CONOVER, ChiefBureau of Business Education

ROBERT H. BIELEFELD, DirectorDivision of Occupational Education Instruction

iv

Contents

Foreword

Message to the Instructor

Page

iii

iv

Lesson 1 Course Introduction and Definitions 1

Lesson 2 Organizations and Behavioral Science 5

Lesson 3 Staffing, Compensating, and Controlling 7

Lesson 4 Experimentation in Management, Decisionmaking, andSelection and Training of Personnel 10

Lesson 5 Other Personnel Functions 13

Lesson 6 Production Management 14

Lesson 7 Management of Marketing and Distribution 16

Lesson 8 Labor Relations, and Research and Engineering 19

Lesson 9 Population, Social Programs, Business-GovernmentRelations, Mergers, and Multinational Businesses 20

Lesson 10 Management Techniques and Practices for the CPS 23

Bibliography 26

Content Outline

Lesson 1Course Sntroduction and Oefinitians

Teaching Suggestions and References

I. Introduction to the Course Introduce yourself and have the students intro-duce themselves. Suggest that students givename, employment information, reason for takingcourse. Give each a card and ask them to recordtheir name, address, business and personal phonenumbers, and any other desired information. Ex-plain that phone numbers are important in caseclass must be canceled. You can make a seatingchart or else take a picture and label each stu-dent on the photo.

A. Course purpose Explain that Certified Professional Secretarieswork for managers and that they often mustfunction in a managerial mode people work forthem. Therefore, to best accomplish their dutiesthey must understand the function and purpose ofmanagement and the various facets of the scienceand art of management. And it is both a scienceand an art. Explain why.

B. Textbooks and refer- Students should have a text discussing all

ences aspects of management in sufficient depth to make

it useful as a reference. In addition, textscovering aspects of functional areas will beneeded by the student, or this requirement could

be met by passouts. You should try to achievea common reference base for the class by recom-

mending specific books.

Finally, to help learning and to optimize avail-

able class tiiie, tell the class they will receive

(at each closing) passouts containing all defi-

nitions and important statements. This elimi-

nates unnecessary note taking which slows presen-

tation speed.

Recommended textbooks are Management by Drucker

(best for teacher's use and by well qualified

classes) McFarland, and Koontz 4 O'Donnell.*

C. Course outline Discuss in general terms the topical organi-

zation of all the lessons. Inform the class

verbally or by passout of the reading assignment

for each lesson. Lesson 10 is important, buteliminate all or part of it if other specified

material remains to be covered.

*Complete citations are given in the bibliography.

1

Here are the titles of the lessons:1. Course Introduction and Definitions2. Organizations and Behavioral Science3. Staffing, Compensating, and Controlling4. Experimentation in Management, Decisionmaking, and

Selection and Training of Personnel5. Other Personnel Functions6. Production Management7. Management of Marketing and Distribution8. Labor Relations, and Research and Engineering9. Population, Social Programs, Business-Government Relations,

Mergers, and Multinational Businesses10. Management Techniques and Practices for the CPS

II. What Is Management? Provide a standard definition of management, andin addition, provide two or three other defi-nitions. A standard definition: "Management:1. The process of utilizing material and humanresources to accomplish designated objectives.It involves the activities of planning, organi-zing, directing, coordinating, and controlling.2. That group of people who perform the func-tions described in 1, above." (Taken fromAmerican National Standard Z94.10, OrganizationPlanning and Control, Industrial EngineeringTerminology, 1972.) In a general way explainthe elements and purposes of the definition.

A. Functions of management Give the functions of management and brieflyexplain the rationale. Provide an insight asto how the functions and rationale are relatedand accomplished. For example, explain howmanagerial control is similar to a thermostatcontrolling temperature. To control, one mustmeasure performance against a standard (whichrequires the establishment of performance stand-ards which are somewhat different in each organi-zation), determine the degree and direction ofvariance from standard, and then take correctiveaction. Treat each function in a similar mannerif at all possible.

B. Science vs. art Explain that the body of knowledge of all pro-fessions is exploding and that about 90 percentof all the workers in every professional fieldwho ever lived are alive today. Knowledge,therefore, doubles about every 5 years and theexisting body of knowledge is large. Much willbe covered, but certainly not in depth. Art ispresent because management largely deals withpeople. While much is known about motivating,leading, etc., there is much that is still un-known. Also, people come in all shapes, sizes,degrees of intellect, personality, drive, am-bition, morality, integrity, etc. At best theyare "almost fits" in their various positions.

92

Elaborate on this. The Peter Principle (byPeter) may help provide examples. Use your ownexperience, if it's applicable, to provide ex-amples.

III. The Function of Planning Provide a common definition. Examples: (1)

Planning is the formulation of methods to guidethe strategy and tactics of organization. (2)

Planning is thought in advance of actions to betaken in the future, based upon conditions in thefuture, that were generally conceived in thepresent. ReiMence6: Drucker 1974, pp. 58-129;and Maynard 1967, pp. 3-24 through 3-60.

Without planning, an organization is like a powerboat without a rudder. Explain.

A. Why plan? Research studies show that companies which planformally (formal planning involves all top execu-tives meeting and together developing a planwhich is recorded and distributed) and which aremanaged to achieve the plan, do from 75 to 100percent better in sales and profit growth thancompanies which plan informally. (Almost nofirm will admit to no planning whatever.) Aminority of companies formally plan (only thebest managed firms) and most of these onlystarted in the past decade. Personal planningand planning in nonprofit organizations areequally effective and valuable.

B. Forecasts of future Planning is not a projection or,expansion of to-environments day's conditions, but must take into account the

dynamic changes creating the future. A forecastof the world of tomorrow (usually about 5 yearsout) is needed. It requires forecasting futurebusiness (in general and for each line of busi-ness), economic, political, legal, technological,and social environments by each involved countryand geographic area. Discuss these parameters.

C. Present state of the In addition to the need to know the future, thereorganization is an equally strong need to know the present

state of the organizationwhere it is at present.How could one devise a plan to get from an un-known state or position in the present world tosome specific place in a forecast future world?The past 10-year financial record (or life spanof organization if shorter) is needed in con-siderable detail. Also the present strengths andweaknesses of the organization and of each func-tion (including the associated organizationalunits) are needed. The company can build andaccomplish only through strength. Serious weak-nesses usually require about 2 years to correct.

3 - 41.

D. Definition of busi- Give examples of good and bad definitions. (See

ness, establishment suggested text for examples and a discussion ofof long-range goals this problem area.) Planning must establish

long-range goals aimed at taking advantage ofopportunities in the future. Discuss and giveexamples of opportunities and goals (businessand personal).

E. Short- and long- Strategic short- and long-range goals are broadrange strategic attack schemes which are believed to be the bestgoals routes to goal achievement. If strategic goals

or objectives are achieved, it usually signifieslong-range goal achievement. Give examples ofstrategic business and personal goals or objec-tives. The personal goals should be personal tothe students.

F. Tactics to implement Tactics are the details of how a strategy is tostrategies be achieved. The near portion (1 to 2 years)

should be in great detail. Give examples ofbusiness and personal tactics aimed at achieve-ment of strategies.

G. Company operation in Discuss implications and ramifications of thisaccordance with plans subject, citing the various ways organizations

attempt this task.

ReiekenceS: Drucker 1974,"pp. 43-45, 74-99,121-133, 270-272, 668-671; Maynard 1967, 3-24to 3-71. Steiner is good as a general referenceon this topic.

IV. Other References

V. General Suggestions This series of lessons must cover a large varietyof subjects in considerable depth to be of worthto the CPS candidate. It will be virtually im-possible to achieve the goal unless the studentsare given proper and specific reading assign-ments, and the instructor clarifies and expandsthem as needed. What to relegate to readingand what to cover in lectures depends on the ex-perience and education of the students. Finally,

it is important to note that the CPS will nor-mally work for managers and that many of themwill have a work content that is about 50 percentmanagerial. Understanding of management prac-tices and principles is therefore very important.

Lesson 2organizations and 2ehaviotal Science

Content Outline

I. Purpose of Organization

II. Conventional Forms ofOrganization

Teaching Suggestions and References

Define terms as they are used, here and in therest of this lesson. Explain the necessity forand the purpose of organizing and the organi-zation formed. Reietenced: Beach pp. 147-183; Drucker 1974, pp. 518-764; Presthus.(Class passouts illustrating key concepts shouldbe used in this lesson, if it is to be properlycovered in 3 hours.)

Start by presenting a chart of a conventionalline and staff manufacturing organization,including the top echelon. Explain thecharacteristics of such an organization. Showa similar chart for a nonprofit organization andexplain it. Use slides or transparencies tosave presentation time. Be sure to include inthe discussion the varieties and purposes ofstaff, and the advantages, disadvantages,strengths, and weaknesses associated with eachstaff function.

A. Other organizational In a similar manner present material on theforms following types of organization:

Functional (a very basic organizationalform)ProductSystems-componentProject (Explain the stages of its lifecycle from birth to death.)Committee (Be sure to discuss the pros andcons of this form of organization.)

Reietence: Maynard 1967, pp. 2-87 through 2-92.

B. New organizational , Discuss task force, simulated decentralization,forms and systems forms of organization. These ,

organizational forms may help solve large companyorganizational problems where decentralizationdoes not fit. Discuss the limitations ofdecentralization and then discuss the possibleuse of these prototypes for the future.

C. Classical guidelines Present and explain the following recognizedconcepts used to establish and test organizations:

1. Design of anorganization com-ponent

2. Logical subdivisions

Every component of the organization mustbe designed to contribute to the attainmentof the company's and component's objectives.Establish line organization with logicalsubdivisions so no overlap nor conflictof responsibility occurs. Each positionshould report to only one other position.

5

3. Clear lines of au-thority and respon-sibility

4. Minimum number oflevels

5. Organization beforehiring

6. Position design

7. Delegation ofauthority

8. Delegation ofauthority withresponsibility

9. Accountability

10. Simplicity of workrelations

11. Separation of man-agement from func-tional work

D. Centralization vs.decentralization

E. Delegation and spanof management

III. Behavioral Theory

There should be a clear line of authorityand responsibility from top to bottom ofthe organization.Levels of management should be kept at aminimum by giving managers as wide a span ofcontrol as they can effectively handle.Organization should precede selection ofpeople, and the determination of theirnumbers and qualifications.Position design should determine selectionof personnel. However, the capabilitiesof acquired and assigned personnel shouldbe recognized and adjustments made wherenecessary.Responsibility and authority should bedelegated as near the point of action aspossible.Authority must be delegated correspondingto delegated responsibility.

Delegating responsibility does not relieveone of his accountability.Organization planning should emphasizesimplicity of work relationships.Positions should be designed to separate thework of managing from functional work.

Discuss theory and application, presenting "reallife" examples. Remember that decentralizationonly fits manufacturing organizations withdistinct markets for distinct product lines.Usually it does not fit nonmanufacturing orprocess-oriented firms.

Fully explain the problems people have indelegating, including authority vs. respon-sibility. Be sure to indicate that a managersucceeds or fails on the basis of the performanceof his or her people, not by personal skill orcompetence. Explain the problems and theoriesassociated with many levels (vertical organi-zation) vs. few levels (flat organization).Finally, discuss span of management, includingits effect upon communication, responsibility,expense, and challenge to individuals.

Explain that in an organization every personmust be thought of as an individual regardlessof sex, age, color, ethnic origin, etc. Alsodiscuss group behavior briefly. See Beach,pp. 48-61.

6

A. Maslow's hierarchyof needs

B. Herzberg's concepts

C. Models of organi-zational behavior

D. The Blake-Moutonmanagerial grid

Define each term in the hierarchy and discussits effect upon an individual's actions. The

items are:

Physiological needsSafety and security needsNeed for esteem of others, or social needsNeed for self-esteem, or ego needsNeed for self-fulfillment, or growingtoward utilization of one's full potential

Define hygienic or maintenance factors andmotivating factors. Give examples and discuss

their effects.

Describe and discuss the six aspects ofautocratic, custodial, supportive, and collegialorganizational behavior. A source of infor-mation is the article by Davis.

Discuss the five Blake-Mouton styles of man-agement. A reference is the article by Blakeand others.

IV. Organization Manuals and Describe organization manuals as to content,

Other Tools size, format, and usage. Distinguish these fromsystems and procedures manuals. (Reiekence:Maynard 1967, pp. 2-33 through 2-44.) If

time permits discuss linear responsibilitycharting.

LessonStaffing, Compensating, and Conttolling

Content Outline Teaching Suggestions and References

I. Staffing the Organization: Specify and explore the objectives of staffing.Objectives Some of them are, for example, obtaining

qualified personnel, minimizing the staffingcost on a long-range basis, and establishing andmaintaining ethical hiring and discharge standards.

A. - Policies Present and discuss typical policies of abusiness organization. One good policy todiscuss would emphasize retention of personnelrather than hiring. A reference on this isBeach.

B. The personnel function Present and discuss the duties and responsibilities

in hiring and renten- of the personnel function dealing with hiring

tion and retention in the average organization. Here,

as elsewhere in the course, be sure to indicatehow the personnel function works with otherfunctions. Be sure to cover the differences inprocedure and responsibilities related not onlyto basic jobs (factory, labor, stenographers,etc.) but also to technical and professionalpositions.

C. Man-Job Description Describe each and provide class with examples ofvs. Position Descrip- each. Indicate how, where, and by whom theytion are used. Be sure to indicate their value to

employees and prospective employees as well asto management. Re4etence6: Beach pp. 184-285,649-690; Maynard 1967, pp. 11-49 through 11-65,11-105 through 11-143.

II. Wage and SalaryAdministration

Explain and discuss the activities included inthis function. Some are primary while othersare secondary in that other functions mustplay a part in performing the activity. Theprinciples underlying these activities are:

Ensure reasonable starting rates.Compensate employees equitably with respectto each other and outsiders.Promote retention of high qualityemployees.Motivate to bring forth best efforts.Encourage misplaced personnel to seek workfor which they are qualified.Plan to optimize long term salary costsin relation to results achieved.

A. Approaches to setting Seven of the possible approaches are givensalaries below. Discuss each briefly.

No formal compensation plan-- negotiatedcompensationNo formal plan -- administered compensationFormal salary review based on replacementcost

Salary administration plan--ranking systemSalary administration plan--maturitycurves

Salary administration plan - -job evaluationand weighted performance appraisalAny one of the above combined with anincentive system

B. Establishing salaries Fully describe the purposes and techniques ofby job evaluation job evaluation. Describe and discuss the

classification method, the factor comparisonmethod, and the point rating method. Be sureto explain how competitive salaries also in-fluence job evaluation regardless of the methodused.

8

III. The Control Problem--Stan- Control was defined under planning but repeatdards and Standardization the definition here to set the scene. Explain

that standards are as old as man, that evenlanguage is a standard. Also state and discussthe following two definitions. "Standard-ization is the activity concerned with conceiving,formulating, distributing, enforcing, revising,and promoting of standards." "Standards andstandardization are the organized solution ofcommon recurring problems." Why continue tosolve problems?

A. Cost standards

B. Quality standards

C. Time standards

Cost standards are needed to measure financialperformance--probably most important to thechief executive and those reporting to him.Give a few typical examples such as standardfinancial ratios. Next describe the basicconcepts of a standard cost system.

Show an organization chart of a typical qualitycontrol department and discuss the positionsinvolved. Distinguish between quality controland inspection. Reietence4: Moore, pp. 625-626;Carson, sec. 8.

Describe the use of time and motion study toestablish performance standards in both thefactory and the office. (They are being usedmore and more on repetitive office jobs.)Next describe predetermined time standardsystems and their advantages and disadvantages.Finally, describe measured day work vs. in-centive systems and the associated performanceincreases over a no standards situation.Reietenceb: Carson, secs. 12, 13; Karger &Bayha pp. 30-45, 453-482, 587-595; Neibel,chs. 12, 14-17, 19, 20.

D. Standards for manage- Explain how the man who has responsiblilityrial and professional for a profit center is in a large measureemployees judged by profits. (Define profit center.)

Briefly describe the dilemma of long-term vs.short-term profitability. Then move on tomanagerial and professional performancemeasurement via objectives related to long- andshort-term plans. Management by objectives(MBO) fails when the objectives are not a partof formal planning. Explain that they must becast in measurable terms whenever possible.Give business examples. See the article byMcConkey.

9

IV. Communication Thoroughly explore the problems of communicationin the organization and the possible solutions.Explain how the ordinary difficulty found in ahome is compounded by differing racial andcultural backgrounds as well as differingnational backgrounds.

.resson 4

experimentation in Slianagenzent, Oecisionnzaking, and

Selection and gtaining of PersonnelContent Outline Teaching Suggestions and References

Re6mence4 for this lesson are Beach, sec. III;Drucker 1974, chs. 19-21, 33; Davis, chs. 5,10, 23, 26.

I. Experimentation in The behavioral science portion of Lesson 2Management described the results of past experimentation

and research.

A. Task teams Define task team and present examples of itsuse in business. Explain how the concept is theresult of experimentation.

B. Peter Drucker's Discuss his views on organization size, decen-. views on decentral- tralization concepts, and alternatives.ization Organizations are growing larger and size has

been a problem for at least the past 30 years.Explain that not all organizations can be de-centralized and still operate satisfactorily.

C. Service organization Present Drucker's views on the management ofmanagement problems service organizations -- essentially the tradi-

tional government organization.

D. McGregor's X and Ytheories

II. Decisionmaking

Define, explain, and discuss each of thesetheories. Theory X is what we usually use.Discuss approaches to implementing Theory Y.

Explore this process with the students,particularly for managers who practicallyalways must make decisions without having allthe data. Point out that these decisions areusually made under conditions of either risk oruncertainty. Explain with examples of decisionsunder conditions of certainty, risk, and uncer-tainty. Re6ekence: Karger & Murdick 1969,pp. 202-209.

10

A. Decision trees, a form Describe decision trees and give one or moreof logic business examples. Use a passout to simplify

note taking. Re4mence: Maynard 1967, pp.1-10 and 17-65, 66.

B. Mathematical andcomputer models

Describe each of these models and give at leastone simple business example of each in generalterms.

C. Decisionmaking under Describe this kind of decisionmaking in simpleuncertainty terms. Use examples involving approaches such

as maximin, maximax, weighted payoff, andminimax.

D. Brainstorming

III. Personnel ManagementTechniques

Define and describe brainstorming. Explainwhat is required to do it successfully. Havethe class brainstorm a simple problem. Explainthe uses and limitations of brainstorming.Reiekence4: Maynard 1967, pp. 6-46 through6-50; Barger & Murdick 1972, ch. 4.

Some aspects of personnel management arecovered in Lesson 3. In this lesson we willcover recruiting and selecting, and trainingand development. The remaining personnelfunctions will be covered in Lesson 5.

A. Recruiting and Explain how the personnel staff must:selectingemployees Locate candidates according to specifica-

tions and schedules supplied by othersMake preliminary screening evaluationsand supply data to the hiring managerson those who passedEnhance the reputation of the company byactions takenProperly process persons to be hiredMaintain proper files and records

B. Sources of Indicate the varieties of employees requiredemployees including:

managerialprofessionalparaprofessionalcraftsmentradesmenlaborers

Discuss sources of each type of personnel andhow the sources are located and tapped. Be

sure to include a discussion of the role of"head hunters," employment agencies, Stateemployment offices, college and high schoolplacement offices, and others.

11

C. The selection process Describe the selection process for each categoryof employee. Disciiss the procedures of personalinterviews (who conducts them in each category),psychological tests, checks of references, reportsby investigative agencies, and the physicalexamination.

D. Training and First explain the underlying principles:development

Self-development is the basis of allpersonnel development--and one cannot forcethe process.The climate for development must be present.Provide opportunity for all.The initial effort should be to improvepresent performance.Build increased capability for the longterm.Development must be planned.Self-development can be aided by externalassistance.Development must be guided by performanceappraisal.Both on-the-job learning and formaltraining are needed.

E. Programs for training Both the needs of the company and its resourcesand development must be considered. Expand on this. Next

describe, define, and explain the uses of thefollowing programs:

Long-term intensive and integrated pro-fessional and, paraprofessional programsCompany technical and trade coursesCompany managerial coursesApprentice programsNontechnical coursesShort company seminarsOutside seminarsTuition refund programs

Reiekence for Training and Development:Maynard 1967, chs. 7 and 8.

IV. Japanese MethodsA. The Japanese training Explain their Zen-oriented continuous training

approach and contrast it to the Western World's approachwhich Drucker calls the Confucian concept.Point out that there is often more than oneway to do a thing.

B. The Japanese employ- Explain the system of lifetime'employment inment approach Japanese industry and how the ronin concept,

44

12

pressure for conformity, and fear of organizationfailure make industry work. The worker and theemployer are "married" for the official workinglife of the worker. At age 45 each worker isevaluated and a decision made as to whether hewill work for 5 years more or for the rest ofhis productive life. Explain the theory behindthis Japanese system. Also explain the god-father system. Not all of this bears directlyon Western industry, but it can provide us withnew insights into our business processes aswell as theirs--and they both work.

Lesson 5

ahen 9)e/sonnet gunctions


Reietence4 for this lesson are Beach, chs. 5,11, 12, 22, 23; Drucker 1974, chs. 8-14, 22,34; Maynard 1967, secs. 4 and 11.

I. Merit Rating and There are two basic apppaches for evaluatingPromotion the work of professional and paraprofessional

employees. These are the conventional ratingsystem and the use of MBO, which works only whentied to long-range planning. Discuss each ofthese approaches in relation to behavior,criteria, dividends, dilemmas, interviews, andactual and theoretical results. Show the classtypical appraisal forms illustrating eachapproach.

II. Employee BenefitPrograms

III. Employee SuggestionSystems

Describe several kinds of programs. The.kindsinclude pensions, retirement planning, healthand welfare, and unemployment.

Describe typical systems and reward schedules.Indicate where and how evaluations of suggestionsare performed, what employees are included inthe system, what kind of suggestions are de-sired, and how suggestions are solicited.

IV. Grievances, Discipline, Discuss the procedure for handling grievancesetc. including arbitration. State the steps in the

procedure. Also take up problems of disci-pline, absenteeism, and tardiness.

V. Professionalization of Give a brief history of the professionalizationOffice Workers of office workers. Include changes in duties

which have occurred and the effect on operationof an organization. Briefly discuss the status

4-tr,

13

of unionization of office and professionalemployees. Include some information on existingorganizations of secretaries and administrators,

This lesson could take more than 3 hours inpresentation time. But if the class has fallenbehind schedule, some of the material can becondensed or eliminated.

Lesson 6Pioduction management


I. Introduction Production management is the very heart of amanufacturing firm and must therefore be ofdirect importance to many administrativeassistants and secretaries. As you teach thislesson and others oriented to manufacturing,point out how these functions appear, althoughin a slightly altered form, in large retailand wholesale operations and in governmentoperations, especially the military. Reietencu:Moore, secs. 3, 7, 8, 9. Also see Buffa,Carson, and Maynard 1971.

II. Organization andActivities

A. Flow of activitiesand materials

B. Variations inorganization

Explain the organization of the functionsrelated to production in a manufacturing firmand the activities performed to bring out thefirm's products. Use an organization chartincluding the production departments, industrialengineering, manufacturing engineering, plantengineering, rework and repair, quality control,toolroom, machine repair, traffic, accountingand finance, and any other related functions.

Briefly summarize the activities carried on andtrace the flow of materials through theorganization. Either give each student a copyof the chart or use a visual aid big enough forall to see clearly. Also mention that accountingis covered in Financial Analysis and Mathematicsof Business, Part IV of the CPS Series.

Explain how there can be many variations inorganization structure depending on the productline, production processes, approach toorganization, and size of firm. Keep thisdiscussion of organizational elements at a basiclevel so it will not seriously overlap othermaterial in this lesson.

14

III. How the Main System Works After explaining how the production systemworks, explain the marketing-sales functionbriefly. Mention that this function will becovered in detail in a later lesson. Explain

how Production Control and Material Controltogether are often headed by one person, butthat the two activities must operate separately.Also mention that many installations use acomputer for these functions.

IV. Industrial or Manu- Generally describe this department's relation-

facturing Engineering ship to production. Discuss possible conflictswith Design or Product Engineering.

A. The make-or-buydecision

B. Routing and processsheets

C. Labor standards

D. Job evaluation

Briefly mention the functions usually includedin Industrial Engineering and ManufacturingEngineering. Include the use of routing andprocessing sheets, the setting of laborstandards, and the computation of labor costs.Also include job evaluation and tool design.Only a short explanation of all of thesefunctions is needed.

Explain how Industrial Engineering (I.E.)must decide (often with the help of Purchasing,Design Engineering, and Accounting) whethereach item going into a product is to be madeor purchased. Show at least two ways in whichmake-or-buy costs are compared. Indicate thatsome make items or subsystems become productsof the firm. Also mention that make-or-buydecisions are normally reviewed once a year.

Explain that these sheets are instructions toManufacturing on how parts and products are tobe manufactured. These instructions sometimesshow whether to purchase and when to usecomputerized machines or systems. The processingeven goes as far as to show how to test andrepair complex products like radar units andsonar equipment. Rate of production isspecified sometimes.

Discuss the relationship of these standardsto standard labor costs and to incentive ormeasured daywork systems. This activity waspartially explained in lesson 3.

This activity is sometimes an I.E. functionand sometimes it is in Personnel. Explain

this. The techniques have already beencovered.

15 ;r:22'

E. Tool Design andProcurement

Explain how these activities relate to theprocessing function. In electronics plantsthere is often a comparable test design andprocurement function. Sometimes part of it isin I.E. and sometimes in Quality Control.

V. Quality Control and Explain the difference between Quality ControlInspection (Q.C.) and Inspection. Also, explain how Q.C.

was developed because we could no longer affordthe consequences of failure--especially inprojects like space.

VI. Plant Engineering

VII. Traffic

Describe the activities of Plant Engineering.Include building maintenance; maintenance ofmachine, electrical, electronic, and hydraulicsystems; construction; janitorial services;plant facilities; and rearrangement of equipment.

Explain responsibilities relative to routingof outgoing and incoming shipments, companyautomobile fleet operations, executive cars,and automobile and truck maintenance.

Lesson 7management of (511atketing and Oishibution


One of the best references for this lesson isMaynard 1967. Also see Stanton, parts 1-4 and6-8.

I. The Total Marketing Today most manufacturers subscribe to thisConcept concept even if not acting totally in accordance

with it. Explain that under the concept,corporate objectives are established and thebusiness is managed with the sole purpose ofmaking and selling at a profit:

What the customer wantsThe way he wants itWhen he wants itWhere he wants itAt a price he is willing to pay

A thorough understanding of the needs anddesires of the customers is central to theoperation of the business.

While it involves the whole business from apolicy or conceptual view, the activities andfunctions of marketing are identifiable. They

16

4^11.40.1.J

II. Distribution

A. Activities

include distribution which itself takes in onlysome aspects of marketing.

Distribution today is what marketing used tobe. One definition holds that distributionoperates within the marketing system totransfer ownership of goods from producer toconsumer and that it consists of the agenciesrequired to bring about such a transfer. Thisis almost exactly what marketing (as it isnow called) is in companies not subscribingto the total marketing concept.

The activities of distribution include the useof distribution facilities such as warehouses,material handling equipment, transportationequipment, stores and their fixtures. Theseactivities also include one or more of thefollowing:

Selling, including advertising and productservice.. (This involves risk taking withrespect to the ability to sell the goodsto the next level of ownership.)Movement of goods. (Includes: transportation,storage, material handling, dividing orassembling, packing, and grading.)Marketing finance and management. (Includes:credit financing, collections, informationgathering for decisionmaking, and decision-making.)

B. Another view Another view holds that there are three basicways to distribute the product to the user:

III. Marketing Organization

By direct sales. Examples: home swimmingpools and homes.Through retail outlets. Examples: theproducer's branch or store (tires, clothing,etc.), independent retail stores or retailchains, and other outlets such as directmail and vending machines.Through middlemen. Examples: wholesalersand jobbers who handle such items asappliances, drugs, and toys. Manufacturer'sagents--these are principally used to movehigh-value items, but some of them handleother kinds of items.

Provide the class with charts of typicalmarketing organizations including one of aproduct-oriented organization, a productmanager organization and a functionalorganization.

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IV. Some Terminology

V. Visual Aid

VI. The MarketingOrganization

A. Advertising

B. Market research

C. Advertising agencyusage

D. Sales and distributionanalysis and control

E. Transportation

Present and discuss definitions of:

Channel of distributionClasses of customers (Do not limit this toonly salary and wealth.)Vertical integration of distributionHorizontal integration of distributionChannel length

Prepare a comparatively simple organizationchart of a marketing organization or selectone from one of the references. From it eithermake a passout to distribute to the students ora transparency to use with an overhead pro-jector.

Use the chart mentioned above in combinationwith organization charts presented previously.Make clear the functioning of the marketingorganization in a firm oriented to the totalmarketing concept.

Define and describe the work of each elementof the advertising unit.

Discuss market research. Also describetypical illustrative market researches andthe results achieved.

Explain advertising agencies and their operation.

Describe the general approach to this topic.Give enough detail so the student has a fairidea of each of the following:

Distribution cost analysisData needed for controlMotivation and compensation for salespersonnelTerritory alinement and quota setting, etc.

The traffic function has already been describedin Lesson 6. Just describe its relationshipwith sales at this point.

Content Outline

I. Labor Relations andUnions

A. History

Lesson...Cabot .Relations, and

Research and engineeringTeaching Suggestions and References

Reiekence6 for this topic are: Beach, chs. 4,5; Drucker 1974, chs. 15, 16; Heyel 1963, pp.

3, 386-408. Also see almost any standardreference on labor and industrial relations.

B. Legal framework ofcollective bargaining

C. Union organization

D. The Industrial Rela-tions function

1. White collarunionization

E. Methods of settlingdisputes

II. Research and Engineering

Briefly summarize the history of labor unionsin the United States from Samuel Gompers(1886) to the 1930's.

Discuss and explain the purpose, effects, andimplications of the following acts: Norris-La Guardia, 1932; Wagner, 1935 (includingNational Labor Relations Board); Taft-Hartley,1947; and Landrum-Griffin, 1959.

Discuss briefly, using organization charts,how unions are organized at headquarters andlocal levels.

On an organization chart of a firm show wherethis function is usually located. Mentionthe relationship of this function to thepersonnel function. Briefly explain the mainactivities of the industrial relationsfunction. Particularly be sure to include theactivity of negotiating the labor contract.

Remind the students that this topic was coveredin Lesson 5.

Explain the typical grievance procedureincluding arbitration for both industrialand governmental organizations. Also mentionthe use of mediation and fact-finding boards.

Present a typical top organization chart showingthe vice-president of Engineering and Research (WI)reporting to the president so students canbegin to appreciate the importance of thisfunction.

Indicate that WI contains many managerialpositions and that many CPS's can expectemployment within the function. While a back-ground in science would be helpful, a CPS couldfunction very effectively without it.

19 ;:2,43

A. References Re6ekencez are Drucker 1974, ch. 61; Carson,sec. 15; Maynard 1967, pp. 5-1 through 5-57;and Karger & Murdick 1969, chs. 1, 2, 7, 8,12. For your own use we also recommend Karger

E Murdick 1972 and Heyel 1968.

B. Technical management The technical function bears responsibilityresponsibilities to support new product development and major

company objectives such as:

Ensuring that the organization operatesin areas of rapidly advancing technologyAssuring maximum use of resources from atechnical viewExploiting available and potential marketsin cooperation with marketing

1. Duties Explain how the responsibilities mentionedabove lead to the following actions:

C. Research vs.engineering

Recognize new-product problems andopportunities.Establish standards and specifications,laboratories, a patent protection system.Develop personnel and a climate forcreativity.Evaluate products of competitors, productswhich the company might market, productsmanufactured by the company, products offirms considered for acquisition.

Clarify the activities included in: pureresearch, applied research, development,product design, and application engineering.

Lesson 9Topulation, Social/ SBusiness-govelotment SRelations,

c-A4c_Illetgets, and multinational businessesContent Outline Teaching Suggestions and References

I. Importance of Population Discuss the effects on and the importance toChanges business and government of:

Population trends in each countryPopulation shifts within a countryChanges in proportions of various age groupsChanges in ethnic makeupChanges in such things as literacy andincome level

The discussions should take into accountdeveloping nations which are involved with theworld community and with multinational busi-nesses. Relienenem: Drucker 1974, Chs. 24-28,59, and any other good textbook on marketingresearch.

II. Business Involvement in Mention that the social responsibilities ofSocial Programs business have been discussed for at least the

past century. Trace changes such as:

A. The nonbusinesssector

B. Economic facts vs.actions

C. Social impacts

D. Social problems

III. Business and Government

Private ethics vs. public ethics to whatextent should a manager be guided by theethics of the individual as compared towhat is good for the organizationWhat social responsibility an employerbears to employees because of his wealthand powerSocial responsibility for the culture orwelfare of the communityBusinessmen serving the government oncommittees, commissions, etc.The current orientation of what businessmight do to solve society's problems

Show how the responsibility question has nowspread to universities, hospitals, governmentagencies, etc. Give examples.

Discuss whether business should take an actionif the economics of it is not right. Present

the stories of Union Carbide in West Virginiaand Deltec in Argentina. Re4eAence: Drucker

1974, chs. 24, 25.

Discuss through the use of examples the concept"One is responsible for one's impacts." In

the discussion identify and describe the effectsof changes in technology, regulatory climate,etc.

Now discuss specific social problems thatbusiness becomes involved in, using actualexamples from your own experience or fromreferences. Explore the question of whichproblems a business should become involved inand the limits that should be placed on thefirm's social responsibility.

Explain how the relationship between businessand government is a social problem. This re-

lationship is a poor one in many countries,ours included. Yet, without a continuing goodrelationship, GNP stops growing. Its growth

21 8

A. Economic conceptsaffecting the rela-tionship

B. New model of business-government relationsneeded

C. Effects of legalaction

IV. Acquisitions, Mergers,and Divestments

A. Acquisitions andmergers

B. Divestments

V. Multinationalcorporations

rate in developed nations slows down and indeveloping nations it fails to increase.

Explain the concepts of laissez-faire, mercan-tilism, and constitutionalism, and point outparticularly the relationship between businessand government under each of these economicpolicies. In discussing mercantilism, coverit both with and without dirigiste. Reietence:Drucker 1974, pp. 61-69 and ch. 27.

Explain and discuss the effects on theserelations of a mixed economy, multinationalcorporations, and emergence of the professionalmanager.

Explain how business in the U.S. is affectedby legal actions involving antitrust charges,patents, and interest rates. In the interestrate discussion, bring in the big drop in theavailability of equity capital which began in 1972.

These three kinds of actions are related andall are an integral part of the problems ofdiversification and growth. Re6etences:Drucker 1974, chs. 56-58; Maynard 1967, secs.3 and 9. Also see Karger & Murdick 1972,management handbooks, comprehensive texts onmanagement, and those on new-product management.

Explain how acquisition of one business byanother can be accomplished either throughpurchase or merger.

Explain through the use of examples why divest-ment of one business by another often "makessense." Discuss the following reasons fordivestment:

Bad acquisitionsChange in company directionChanges in the economyChanges in competitive-structures

First, preferably through examples, explainhow even some small companies today are multi-national in that they have foreign sales,foreign subsidiaries, and foreign jointventures. Then expand the discussion to describethe operations and ramifications of largemultinational companies--both those of theU.S. and those based in other courtries.

(4.,22

Lesson 10Shanagement gechniques and T.tactices lot the CcPS


I. "Catch up" Time

II. The Art of Management

III. The Resume

IV. The Charter for the Job

If any of the previous topics were missed orinsufficiently covered you could now cover themissed material before getting into this lesson.If only limited time for this lesson is avail-able,select the topics most appropriate toyour class.

Explain that most of what will be covered hereis properly classed as the art of management.But it is undergirded by psychology, businessprinciples, and business experience. Thetechniques, if properly used, will help advancethe career of a CPS.

Discuss resumes and provide examples of goodones. A good resume is vital to success insecuring a professional position, and thiscertainly includes a position for a CPS. Besure to cover proper usage of the resume withprospective employers. A resume is needed, ofcourse, in addition to a completed employmentapplication.

Explain the importance of knowing exactly whatis expected of you in a job, and how verbaldescriptions of the job are not properlyunderstood or even given correctly in many cases.Receiving a copy of the position descriptionand the job description before job acceptanceis very important to future success. Explainthat if a CPS puts her understanding of averbal explanation in a confirming letter, itcan be an acceptable substitute for a jobdescription,

V. Importance of Joining the Explain how salary and raises for executives"Right" Firm and other employees like CPS's in a business

firm are all dependent on growth in earningsand sales. New job opOnings and the resultingpromotion opportunitiWtre likewise dependenton these factors. Explain how a job applicantcan select firms with growth in sales andearnings by using Value Line or Standard andPoor analyses. Emphasize that shOrt-range (2-to 4-year) variations should be ignored. Lookover a 10-year time span. Also, learn toeliminate the upward thrust of inflation.Also explain how even in a stagnant firm, oneor more divisions may have excellent growthrecords. Generally the better the employer,the better are the opportunities for the CPS.

23 ,A)

VI. Routes to Raises andManagement Positions

A. Showing competence

B. Showing responsibility

C. Outstanding work

D. Showing understandingof work

E. More education

VII. How Your Time Is Spent

VIII. How To Be Effective

IX. Self Renewal

X. Inside Politics: Powerand Conflict

Emphasize that both a raise and a managementjob are proper routes to a better life for theCPS. Here are some typical routes to identifyfor the CPS and to explain the use of. Alsomention that you are not passing value judgmentson them just because you are identifying them.

These routes include:

Showing outstanding technical skill andcompetence, especially in combinationwith organizational abilityAggressive and effective analysis, sum-marization, and presentation of worksegments larger than his or her ownProducing required work on time and inan outstanding mannerDemonstrating an understanding of aZZ thefactors involved in the work activityEarning a college degree or an advanceddegree--business administration andmanagement are the most logical fields ina business firm

Explain that most people think they know howthey spend their time, but actually they don't.They spend most of it ineffectively. Reiekenced:Drucker 1967, chs. 2-7 and conclusions.

Using the text mentioned above as a source,discuss:

Identification and importance of one'scontributionMaking one's strengths productivePrioritiesDecisionmaking

Explain the need for and the importance of selfrenewal and development. Reienence: Gardner,chs. 1-8.

Explain and discuss the "facts" of politics inan organization, especially that a knowledgeof them is necessary to get things doneeffectively in almost any organization. Asource for discussion material is Jennings,especially on power and conflict. The tacticsof power politics are likely to be pursued bythe boss of the CPS and therefore should beunderstood by the latter.

A. Tactics for the CPS

1. Establishalliances.

2. Avoid only oneclique.

3. Take on "gray"responsibility.

4. Publicize yourself.5. Avoid extemporaneous

situations.

6. Use communicationsproperly.

7. Keep maneuver-ability.

XI. Establish Priorities

At the same time, some of the tactics can beused personally by the CPS. These tacticsinclude:

Establish alliances with key people at alllevels of the organization.Do not identify with only one clique sincepower relationships are fluid and theruling clique may be overthrown.Take on responsibilities in "gray" areas orthose that others wish to discard.Always put your best foot forward.Avoid situations where you must actextemporaneously since you usually dobetter when prepared.Use channels of communication properlyto retain and increase your power.Keep your maneuverability. Be especiallycareful to keep an escape hatch open toavoid failure of a program.

Each of these need explaining and elaboration.Examples are of great help to the student'sunderstanding.

Courage rather than analysis dictates thetruly important rules for identifying priorities:Pick the future as against the past. Focuson an opportunity rather than a problem. Chooseyour own direction--rather than climbing onthe bandwagon. Aim high. Aim for somethingthat will make a difference (for you and yourorganization), rather than for something that is"safe" and easy to do.

A. Other References Reietence4: Drucker 1967, and Karger & Murdick1969.

25 jz

Mibliogtaphy

BOOKS FOR GENERAL USE

Beach, Dale S. Personnel. New York, N.Y. Macmillan. 1970.

Buffa, Elwood S. Modern production management; 4th ed. New York, N.Y.John Wiley and Sons. 1969.

Carson, Gordon B. and others. Production handbook; 3d ed. New York, N.Y.Ronald. 1972.

Davis, Keith. Human behavior at work. New York, N.Y. McGraw-Hill. 1972.

Drucker, Peter. The effective executive. New York, N.Y. Harper & Row.1967.

Management: Tasks, responsibilities, practices. New York, N.Y.Harper & Row. 1974.

Heyel, Carl, ed. Encyclopedia of management. New York, N.Y. Reinhold.1963.

Jennings, Eugenesupermen. New

Karger, Delmar W.New York, N.Y.

Karger, Delmar W.New York, N.Y.

E. The anatomy of leadership: princes, heroes, andYork, N.Y. McGraw-Hill. 1972.

& Bayha, Franklin H. Engineered work measurement; 2d ed.Industrial Press. 1966.

& Murdick, Robert. Managing engineering and research.Industrial Press. 1969.

Koontz, Harold & O'Donnell, Cyril. Principles of management. New York,N.Y. McGraw-Hill. 1972.

Maynard, Harold B. Handbook of business administration. New York, N.Y.McGraw-Hill. 1967. (New editions are issued from time to time. Use thelatest one.)

McFarland, Dalton E. Management principles and practices; 3d ed. New York,N.Y. Macmillan. 1970.

Moore, Franklin G. Production management. Homewood, Ill. Richard D.Irwin. 1973.

Neibpl, Benjamin W.1972

Motion and time study; 5th ed. Homewood, Ill. Irwin.

Peter, Laurence J. The Peter prescription. New York, N.Y. William Morrow &Co. 1972. Also published in paperback in 1973 by Bantam Books, New York,N.Y. and in 1974 by Morrow.

The Peter principle. New York, N.Y. William Morrow & Co. 1969.

26

Stanton, William J. & Kothman, Thomas H. Fundamentals of marketing; 4th ed.New York, N.Y. McGraw-Hill. 1975.

Steiner, George A. Top management planning. New York, N.Y. Macmillan.1969.

BOOKS FOR INSTRUCTOR'S USE

Gardner, John W. Self renewal: The individual and the innovative society.New York, N.Y. Harper & Row. 1964.

Heyel, Carl. Handbook of industrial research management; 2d ed. New York,N.Y. Van Nostrand Reinhold. 1968.

Karger, Delmar W. F Murdick Robert. New product venture management. NewYork, N.Y. Gordon & Breach Science Publishers. 1972.

Maynard, Harold B. Industrial engineering handbook; 3d ed. New York, N.Y.McGraw-Hill. 1971. (New editions are issued from time to time. Usethe latest one.)

ARTICLES

Blake, R.R. and others. "Breakthrough in organizational development."Harvard Business Review. Nov.-Dec. 1964.

Davis, Keith. "Evolving models of organizational behavior." Academy ofmanagement journal. March 1968.

Herold, David M. "Long-range planning and organizational performance: Across-valuation study." Academy of management journal. March 1972.

McConkey, Dale S. "Writing measurable objectives for staff managers."Advanced management journal. Jan. 1972.

O'Donnell, Joe. "Can you really talk me into formal corporate planning?"Management review. June 1973.

Presthus, R.V. "Towards a theory of organizational behavior." Administrativescience quarterly. June 1958.

27

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