Efnisyfirlit

• Preface
  • Preface
    • Title
    • Copyright
    • Acknowledgements
    • Supporting resources
    • Preface to the ninth edition
    • Preface to the first edition
    • Dedication
• PART 1: AN INTRODUCTION TO MANAGEMENT
  • PART 1: AN INTRODUCTION TO MANAGEMENT
• 1. MANAGING IN ORGANISATIONS
  • 1. MANAGING IN ORGANISATIONS
  • Case study: Ryanair
    • Case study: Ryanair
  • 1.1 Introduction
    • 1.1 Introduction
  • 1.2 Meanings of management
    • 1.2 Meanings of management
    • Management as a distinct role
  • 1.3 Managing to create value
    • 1.3 Managing to create value
    • Creating or destroying value
    • Sharing value
    • Alternative measures of value
    • Sustainability
    • Challenges vary with setting
  • 1.4 Creating value by managing task, process and contexts
    • 1.4 Creating value by managing task, process and contexts
  • 1.5 Influencing through the tasks of managing
    • 1.5 Influencing through the tasks of managing
    • External environment (or context)
    • Planning
    • Organising
    • Acting and leading
    • Controlling
    • The tasks in practice
  • 1.6 Influencing through the processes of managing
    • 1.6 Influencing through the processes of managing
    • Mintzberg – ten management roles
    • Managers as networkers
  • 1.7 Influencing by changing the context
    • 1.7 Influencing by changing the context
    • Dimensions of context
  • 1.8 Managing needs clear thinking
    • 1.8 Managing needs clear thinking
    • Check assumptions
    • Recognise that context matters
    • Imagine alternatives
    • Acknowledge limitations
  • 1.9 Clear thinking connects theory, practice and skills
    • 1.9 Clear thinking connects theory, practice and skills
    • Develop skills – business and social awareness
    • Use the text to develop clear thinking
    • Sources of ‘management practice’
    • Practice and theory
  • Develop a skill: networking
    • Develop a skill: networking
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• 2. THEORIES OF MANAGEMENT
  • 2. THEORIES OF MANAGEMENT
  • Case study: innocent drinks
    • Case study: innocent drinks
  • 2.1 Introduction
    • 2.1 Introduction
  • 2.2 Theories illuminate tasks, processes and contexts
    • 2.2 Theories illuminate tasks, processes and contexts
    • Theories suggest ways to manage tasks
    • Theories suggest ways to manage processes
    • Theories suggest how to observe and manage contexts
  • 2.3 The competing values framework
    • 2.3 The competing values framework
    • Competing values and management skills
  • 2.4 Rational goal models
    • 2.4 Rational goal models
  • 2.5 Internal process models
    • 2.5 Internal process models
  • 2.6 Human relations models
    • 2.6 Human relations models
    • Hawthorne studies
    • A current example
  • 2.7 Open systems models
    • 2.7 Open systems models
    • Contingency management
  • 2.8 Are ‘Western’ theories of management useful elsewhere?
    • 2.8 Are ‘Western’ theories of management useful elsewhere?
  • 2.9 Think clearly to connect practice, theory and skill
    • 2.9 Think clearly to connect practice, theory and skill
  • Develop a skill: self-awareness
    • Develop a skill: self-awareness
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• PART 1 CASE: APPLE INC
  • PART 1 CASE: APPLE INC
  • Managing to create value
  • Aspects of Apple’s context
  • Current management dilemmas
  • Part Case questions
• PART 2: THE ENVIRONMENT OF MANAGEMENT
  • PART 2: THE ENVIRONMENT OF MANAGEMENT
• 3. ORGANISATION CULTURES AND CONTEXTS
  • 3. ORGANISATION CULTURES AND CONTEXTS
  • Case study: British Broadcasting Corporation (BBC)
    • Case study: British Broadcasting Corporation (BBC)
  • 3.1 Introduction
    • 3.1 Introduction
  • 3.2 Cultures and their components
    • 3.2 Cultures and their components
    • Components of cultures
  • 3.3 Can cultures create or destroy value?
    • 3.3 Can cultures create or destroy value?
    • Unitary or fragmentary?
    • Creating or destroying value?
  • 3.4 The competitive and general environment
    • 3.4 The competitive and general environment
    • The general environment – PESTEL
  • 3.5 Environment – biodiversity and climate change
    • 3.5 Environment – biodiversity and climate change
    • Climate change
  • 3.6 Grand societal challenges
    • 3.6 Grand societal challenges
  • 3.7 Think clearly to connect practice, theory and skill
    • 3.7 Think clearly to connect practice, theory and skill
  • Develop a skill: present a reasoned case
    • Develop a skill: present a reasoned case
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• 4. MANAGING INTERNATIONALLY
  • 4. MANAGING INTERNATIONALLY
  • Case study: Carlsberg
    • Case study: Carlsberg
  • 4.1 Introduction
    • 4.1 Introduction
  • 4.2 Ways to conduct business internationally
    • 4.2 Ways to conduct business internationally
    • Global outsourcing
    • Foreign direct investment
    • Licensing
    • Joint ventures
    • Wholly owned subsidiary
  • 4.3 The contexts of international business – PESTEL
    • 4.3 The contexts of international business – PESTEL
    • Economic
    • Political
    • Corruption
    • Technological
    • Environmental
  • 4.4 National culture – interpersonal perspectives
    • 4.4 National culture – interpersonal perspectives
  • 4.5 Contrasts in national cultures
    • 4.5 Contrasts in national cultures
    • Cultural diversity and evolution
  • 4.6 Hofstede’s comparison of national cultures
    • 4.6 Hofstede’s comparison of national cultures
    • Power distance
    • Uncertainty avoidance
    • Individualism/collectivism
    • Masculinity/femininity
    • Long-term and short-term orientation
    • Current status
  • 4.7 Factors stimulating globalisation
    • 4.7 Factors stimulating globalisation
  • 4.8 Think clearly to connect practice, theory and skill
    • 4.8 Think clearly to connect practice, theory and skill
  • Develop a skill: mindfulness
    • Develop a skill: mindfulness
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• 5. CORPORATE RESPONSIBILITY
  • 5. CORPORATE RESPONSIBILITY
  • Case study: The Co-operative Group
    • Case study: The Co-operative Group
  • 5.1 Introduction
    • 5.1 Introduction
  • 5.2 Contextual factors and corporate responsibility
    • 5.2 Contextual factors and corporate responsibility
    • Public opinion
    • Competitive forces
    • Legal systems
    • Internal factors
  • 5.3 Societal beliefs and corporate responsibility
    • 5.3 Societal beliefs and corporate responsibility
    • Shareholder primacy
    • Extended stakeholder
    • Corporate responsibility
  • 5.4 Environmental, social and governance (ESG) reporting
    • 5.4 Environmental, social and governance (ESG) reporting
  • 5.5 Biodiversity and climate change
    • 5.5 Biodiversity and climate change
    • Biodiversity – regenerative farming for food and wildlife
    • Climate change – the transition to renewable energy
    • Making operations more sustainable
    • More radical change to avoid disaster
  • 5.6 Stakeholders and management
    • 5.6 Stakeholders and management
  • 5.7 Corporate governance
    • 5.7 Corporate governance
  • 5.8 Think clearly to connect practice, theory and skill
    • 5.8 Think clearly to connect practice, theory and skill
  • Develop a skill: clarifying values
    • Develop a skill: clarifying values
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• PART 2 CASE: BP
  • PART 2 CASE: BP
  • The global energy context
  • Current management dilemmas
  • Part Case questions
• PART 3: PLANNING
  • PART 3: PLANNING
• 6. MAKING DECISIONS
  • 6. MAKING DECISIONS
  • Case study: IKEA
    • Case study: IKEA
  • 6.1 Introduction
    • 6.1 Introduction
  • 6.2 Iterative elements in making a decision
    • 6.2 Iterative elements in making a decision
    • Setting goals and success criteria
    • Organising – what should be on the agenda
    • Acting or leading to implement the decision
    • Controlling and adapting
  • 6.3 Nature of decisions
    • 6.3 Nature of decisions
    • Programmed decisions
    • Non-programmed decisions
  • 6.4 The context of decisions
    • 6.4 The context of decisions
    • Certainty
    • Risk
    • Uncertainty
    • Ambiguity
    • Dependency
  • 6.5 A generic theory of decision processes
    • 6.5 A generic theory of decision processes
    • Rational
    • Judgemental
    • Negotiated
    • Emergent
  • 6.6 Biases in making decisions
    • 6.6 Biases in making decisions
    • Prior hypothesis bias
    • Representativeness bias
    • Illusion of control
    • Escalating commitment
    • Emotional attachment
  • 6.7 Think clearly to connect practice, theory and skill
    • 6.7 Think clearly to connect practice, theory and skill
  • Develop a skill: setting success criteria
    • Develop a skill: setting success criteria
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• 7. PLANNING
  • 7. PLANNING
  • Case study: Crossrail - the Elizabeth Line opens
    • Case study: Crossrail - the Elizabeth Line opens
  • 7.1 Introduction
    • 7.1 Introduction
  • 7.2 Why people plan
    • 7.2 Why people plan
  • 7.3 Types of plan
    • 7.3 Types of plan
    • Operational
    • Activity
    • Other
  • 7.4 Information for planning
    • 7.4 Information for planning
    • SWOT analysis
    • Forecasting
    • Sensitivity analysis
  • 7.5 Setting goals
    • 7.5 Setting goals
    • A hierarchy of goals
    • Single or multiple goals?
  • 7.6 Organising
    • 7.6 Organising
    • Identifying what has to be done
    • Communicating the plan
  • 7.7 Acting and leading – to implement and monitor
    • 7.7 Acting and leading – to implement and monitor
    • Controlling
  • 7.8 Think clearly to connect practice, theory and skill
    • 7.8 Think clearly to connect practice, theory and skill
  • Develop a skill: planning to use your time effectively
    • Develop a skill: planning to use your time effectively
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• 8. MANAGING STRATEGY
  • 8. MANAGING STRATEGY
  • Case study: GKN
    • Case study: GKN
  • 8.1 Introduction
    • 8.1 Introduction
  • 8.2 Strategy – process, content (task) and context
    • 8.2 Strategy – process, content (task) and context
    • Process
    • Task
    • Context
  • 8.3 Strategy processes – rational, emergent and negotiated
    • 8.3 Strategy processes – rational, emergent and negotiated
    • Emergent
    • Negotiated
  • 8.4 Strategy processes (2) – strategy as practice?
    • 8.4 Strategy processes (2) – strategy as practice?
  • 8.5 Making sense – external analysis
    • 8.5 Making sense – external analysis
  • 8.6 Making sense – internal analysis
    • 8.6 Making sense – internal analysis
  • 8.7 Making choices – strategy at business unit levels
    • 8.7 Making choices – strategy at business unit levels
    • Cost leadership
    • Differentiation
    • Focus
  • 8.8 Making things happen – delivering strategy
    • 8.8 Making things happen – delivering strategy
    • Merger and acquisition
    • Joint ventures and alliances
  • 8.9 Making revisions – implementing and evaluating
    • 8.9 Making revisions – implementing and evaluating
    • Evaluate results
  • 8.10 Think clearly to connect practice, theory and skill
    • 8.10 Think clearly to connect practice, theory and skill
  • Develop a skill: setting clear goals
    • Develop a skill: setting clear goals
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• 9. MANAGING MARKETING
  • 9. MANAGING MARKETING
  • Case study: Manchester United FC
    • Case study: Manchester United FC
  • 9.1 Introduction
    • 9.1 Introduction
  • 9.2 The internal context – a marketing orientation?
    • 9.2 The internal context – a marketing orientation?
  • 9.3 The external context – competitive and general environments
    • 9.3 The external context – competitive and general environments
    • Micro-environment
    • Macro-environment
  • 9.4 Marketing tasks – customers and marketing information systems
    • 9.4 Marketing tasks – customers and marketing information systems
    • Customers - needs, wants and demands
    • Understanding consumer behaviour
    • Marketing information systems
  • 9.5 Choosing segments and targets
    • 9.5 Choosing segments and targets
    • The market offer – products, services and experiences
  • 9.6 Constructing a marketing mix
    • 9.6 Constructing a marketing mix
    • Product
    • Services
    • Price
    • Promotion
    • Place
  • 9.7 Think clearly to connect practice, theory and skill
    • 9.7 Think clearly to connect practice, theory and skill
  • Develop a skill: identifying customer needs
    • Develop a skill: identifying customer needs
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• PART 3 CASE: THE VIRGIN GROUP
  • PART 3 CASE: THE VIRGIN GROUP
  • Managing to add value
  • Business unit autonomy
  • Central new venture decisions
  • Aspects of Virgin’s context
  • Part case questions
• PART 4: ORGANISING
  • PART 4: ORGANISING
• 10. STRUCTURE
  • 10. STRUCTURE
  • Case study: GlaxoSmithKline (GSK)
    • Case study: GlaxoSmithKline (GSK)
  • 10.1 Introduction
    • 10.1 Introduction
  • 10.2 Structure, strategy and performance
    • 10.2 Structure, strategy and performance
  • 10.3 Tasks of structure – the tools
    • 10.3 Tasks of structure – the tools
    • Designing an organisation chart
    • Designing incentives
    • Dividing work – specialisation
    • Creating a chain of command
    • Deciding a span of control
    • Creating a hierarchy – levels of authority and responsibility
    • Deciding how much formality
  • 10.4 Dividing work internally – functions, divisions and matrices
    • 10.4 Dividing work internally – functions, divisions and matrices
    • Specialisation by function
    • Specialisation by division
    • Geographic divisions
    • Matrix structure
  • 10.5 Dividing work externally – outsourcing and networks
    • 10.5 Dividing work externally – outsourcing and networks
    • Outsourcing
    • Collaborative networks
    • Mixed forms
  • 10.6 Coordinating work
    • 10.6 Coordinating work
    • Direct supervision
    • Hierarchy
    • Standardising inputs and outputs
    • Rules and procedures
    • Information systems
    • Direct personal contact
  • 10.7 Structure, context and performance
    • 10.7 Structure, context and performance
    • Burns and Stalker – mechanistic and organic forms
    • Lawrence and Lorsch – contingency theories
    • Raisch and Birkinshaw – the ambidextrous organisation
  • 10.8 Think clearly about practice, theory and skill
    • 10.8 Think clearly about practice, theory and skill
  • Develop a skill: coordinating work
    • Develop a skill: coordinating work
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• 11. HUMAN RESOURCE MANAGEMENT
  • 11. HUMAN RESOURCE MANAGEMENT
  • Case study: BMW
    • Case study: BMW
  • 11.1 Introduction
    • 11.1 Introduction
    • The emergence of HRM
  • 11.2 HRM and performance – the empirical evidence
    • 11.2 HRM and performance – the empirical evidence
  • 11.3 The contexts of HRM – external and internal fit
    • 11.3 The contexts of HRM – external and internal fit
    • Internal fit
    • HRM practitioners and the management team
    • Critical views of HRM
  • 11.4 What do HR managers do?
    • 11.4 What do HR managers do?
  • 11.5 Staffing
    • 11.5 Staffing
    • Job analysis
  • 11.6 Recruitment and selection
    • 11.6 Recruitment and selection
    • Recruitment
    • Selection
    • Interviews
    • Personality tests
    • Assessment centres
  • 11.7 Reward management
    • 11.7 Reward management
    • Performance-related pay
  • 11.8 Diversity and inclusion
    • 11.8 Diversity and inclusion
    • Managing diversity
  • 11.9 Think clearly to connect practice, theory and skill
    • 11.9 Think clearly to connect practice, theory and skill
  • Develop a skill: preparing for an interview
    • Develop a skill: preparing for an interview
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• 12. INFORMATION SYSTEMS AND E-BUSINESS
  • 12. INFORMATION SYSTEMS AND E-BUSINESS
  • Case study: Google
    • Case study: Google
  • 12.1 Introduction
    • 12.1 Introduction
  • 12.2 The context of IS – digital disruption
    • 12.2 The context of IS – digital disruption
    • Converging technologies of data, sound and vision
    • Big data and artificial intelligence
    • Producers and consumers co-create value
  • 12.3 The internet and e-business
    • 12.3 The internet and e-business
  • 12.4 Two applications – customers and knowledge
    • 12.4 Two applications – customers and knowledge
    • Knowledge management (KM) systems
  • 12.5 Creating value depends on technology and context
    • 12.5 Creating value depends on technology and context
  • 12.6 Think clearly to connect practice, theory and skill
    • 12.6 Think clearly to connect practice, theory and skill
  • Develop a skill: setting a project agenda
    • Develop a skill: setting a project agenda
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• 13. ENTREPRENEURSHIP, CREATIVITY AND INNOVATION
  • 13. ENTREPRENEURSHIP, CREATIVITY AND INNOVATION
  • Case study: Dyson
    • Case study: Dyson
  • 13.1 Introduction
    • 13.1 Introduction
  • 13.2 Entrepreneurship and why it matters
    • 13.2 Entrepreneurship and why it matters
  • 13.3 Why do people become entrepreneurs?
    • 13.3 Why do people become entrepreneurs?
  • 13.4 Entrepreneurial tasks, processes and contexts
    • 13.4 Entrepreneurial tasks, processes and contexts
    • Tasks
    • Processes
    • Contexts
  • 13.5 Creativity and innovation
    • 13.5 Creativity and innovation
    • Creative individuals
    • Creative organisations
    • Innovation
    • Product
    • Process
    • Position
    • Paradigm
  • 13.6 Sources of innovation
    • 13.6 Sources of innovation
    • Market pull and other external pressures
    • Regulation changes
    • Co-creation
    • Knowledge push – and other internal pressures
    • Staff as innovators
    • Open innovation
  • 13.7 Organisational factors affecting creativity and innovation
    • 13.7 Organisational factors affecting creativity and innovation
  • 13.8 Think clearly to connect practice, theory and skill
    • 13.8 Think clearly to connect practice, theory and skill
  • Develop a skill: practicing everyday creativity
    • Develop a skill: practicing everyday creativity
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• PART 4 CASE: NATWEST GROUP (FORMERLY ROYAL BANK OF SCOTLAND)
  • PART 4 CASE: NATWEST GROUP (FORMERLY ROYAL BANK OF SCOTLAND)
  • Managing to create value
  • Aspects of the RBS context
  • Recovering its position
  • Part Case questions
• PART 5: LEADING
  • PART 5: LEADING
• 14. INFLUENCING
  • 14. INFLUENCING
  • Case study: W. L. Gore and Associates in Europe
    • Case study: W. L. Gore and Associates in Europe
  • 14.1 Introduction
    • 14.1 Introduction
  • 14.2 Managing and leading depend on influencing
    • 14.2 Managing and leading depend on influencing
    • Targets of influence
    • Responses to influence
  • 14.3 Traits models
    • 14.3 Traits models
    • The big five
    • Context matters
  • 14.4 Situational (or contingency) models
    • 14.4 Situational (or contingency) models
    • Tannenbaum and Schmidt’s continuum of leader behaviour
    • House’s path–goal model
  • 14.5 Gaining and using power
    • 14.5 Gaining and using power
    • Personal and positional sources
    • Gaining influence by providing resources
    • Perceptions of power
  • 14.6 Choosing tactics to influence others
    • 14.6 Choosing tactics to influence others
  • 14.7 Think clearly to connect practice, theory and skill
    • 14.7 Think clearly to connect practice, theory and skill
  • Develop a skill: setting ‘end-of-event’ goals
    • Develop a skill: setting ‘end-of-event’ goals
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• 15. MOTIVATING
  • 15. MOTIVATING
  • Case study: The Eden Project
    • Case study: The Eden Project
  • 15.1 Introduction
    • 15.1 Introduction
  • 15.2 Contexts of motivation
    • 15.2 Contexts of motivation
  • 15.3 The psychological contract
    • 15.3 The psychological contract
    • Psychological contract and graduate training
  • 15.4 Behaviour modification
    • 15.4 Behaviour modification
  • 15.5 Content theories
    • 15.5 Content theories
  • 15.6 Process theories
    • 15.6 Process theories
    • Expectancy theory
    • Equity theory
    • Goal-setting theory
  • 15.7 Designing work to be motivating
    • 15.7 Designing work to be motivating
    • Job characteristics theory
  • 15.8 Think clearly to connect practice, theory and skill
    • 15.8 Think clearly to connect practice, theory and skill
  • Develop a skill: design a motivating job
    • Develop a skill: design a motivating job
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• 16. COMMUNICATING
  • 16. COMMUNICATING
  • Case study: Facebook
    • Case study: Facebook
  • 16.1 Introduction
    • 16.1 Introduction
  • 16.2 Communicating to create value
    • 16.2 Communicating to create value
    • What is communication?
    • How communicating creates value
  • 16.3 The communication process
    • 16.3 The communication process
    • Non-verbal communication
    • Perception
  • 16.4 Selecting communication channels
    • 16.4 Selecting communication channels
    • Face-to-face communication
    • Spoken communication electronically transmitted
    • Personally addressed written communication
    • Impersonal written communication
    • Online communities
    • The grapevine
  • 16.5 Interpersonal skills for communicating
    • 16.5 Interpersonal skills for communicating
    • Communication skills for senders
    • Communication skills for receivers
  • 16.6 Communicating in context
    • 16.6 Communicating in context
    • Remote working
    • Power
    • Control
  • 16.7 Think clearly to connect practice, theory and skill
    • 16.7 Think clearly to connect practice, theory and skill
  • Develop a skill: present ideas to an audience
    • Develop a skill: present ideas to an audience
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• 17. TEAMS
  • 17. TEAMS
  • Case study: Cisco Systems
    • Case study: Cisco Systems
  • 17.1 Introduction
    • 17.1 Introduction
  • 17.2 Types of team
    • 17.2 Types of team
    • Formal teams
    • Informal groups
    • Self-managing teams
    • Virtual teams
  • 17.3 Crowds, groups and teams
    • 17.3 Crowds, groups and teams
  • 17.4 Team composition
    • 17.4 Team composition
    • Task and maintenance roles
    • Meredith Belbin – team roles
  • 17.5 Stages of team development
    • 17.5 Stages of team development
  • 17.6 Team processes
    • 17.6 Team processes
    • Categories of communication
    • Observing the team
  • 17.7 Outcomes of teams – for members and organisation
    • 17.7 Outcomes of teams – for members and organisation
    • Organisation
  • 17.8 Think clearly to connect practice, theory and skill
    • 17.8 Think clearly to connect practice, theory and skill
  • Develop a skill: observing team processes
    • Develop a skill: observing team processes
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• 18. MANAGING CHANGE THROUGH PROJECTS
  • 18. MANAGING CHANGE THROUGH PROJECTS
  • Case study: Amazon
    • Case study: Amazon
  • 18.1 Introduction
    • 18.1 Introduction
  • 18.2 Change and the social group – Kurt Lewin
    • 18.2 Change and the social group – Kurt Lewin
  • 18.3 Context affects the ability to change
    • 18.3 Context affects the ability to change
    • History
    • Levels
    • External
  • 18.4 Theories of change
    • 18.4 Theories of change
    • Rational (or life cycle)
    • Participative
    • Negotiated (or political)
    • Adaptive
  • 18.5 Stakeholders and interest groups
    • 18.5 Stakeholders and interest groups
  • 18.6 Grand societal challenges
    • 18.6 Grand societal challenges
    • A local view
  • 18.7 Think clearly to connect practice, theory and skill
    • 18.7 Think clearly to connect practice, theory and skill
  • Develop a skill: identifying stakeholders and their interests
    • Develop a skill: identifying stakeholders and their interests
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• PART 5 CASE: HAMPSHIRE AND ISLE OF WIGHT WILDLIFE TRUST
  • PART 5 CASE: HAMPSHIRE AND ISLE OF WIGHT WILDLIFE TRUST
  • Vision and mission
  • People taking action (Team Wilder)
  • Nature in recovery (Wilder Land and Sea)
  • Nature as a solution (Wilder Land and Sea)
  • Effective organisation
  • Development issues
  • Governance
  • Members and volunteers
  • Staffing
  • Part Case questions
• PART 6: CONTROLLING
  • PART 6. CONTROLLING
• 19. MANAGING OPERATIONS AND QUALITY
  • 19. MANAGING OPERATIONS AND QUALITY
  • Case study: Zara
    • Case study: Zara
  • 19.1 Introduction
    • 19.1 Introduction
  • 19.2 The transformation process view of operations
    • 19.2 The transformation process view of operations
    • The operations challenge
    • The transformation process
    • The nature of products
    • Service delivery and the customer
  • 19.3 Operations management and competitiveness
    • 19.3 Operations management and competitiveness
    • Operations strategy
    • The 4 Vs of operations
  • 19.4 Operations processes
    • 19.4 Operations processes
  • 19.5 Main activities of operations
    • 19.5 Main activities of operations
    • Capacity
    • Standards
    • Materials
    • Scheduling
    • Control
  • 19.6 Quality
    • 19.6 Quality
    • Quality management
  • 19.7 Think clearly to connect practice, theory and skill
    • 19.7 Think clearly to connect practice, theory and skill
  • Develop a skill: assessing what customers mean by quality
    • Develop a skill: assessing what customers mean by quality
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• 20. CONTROL AND PERFORMANCE MEASUREMENT
  • 20. CONTROL AND PERFORMANCE MEASUREMENT
  • Case study: Performance management in the NHS
    • Case study: Performance management in the NHS
  • 20.1 Introduction
    • 20.1 Introduction
  • 20.2 The control process
    • 20.2 The control process
    • Setting targets
    • Measuring – the tools of control
    • Comparing
    • Correcting
  • 20.3 Strategies for control – mechanistic or organic?
    • 20.3 Strategies for control – mechanistic or organic?
    • Which strategy to choose?
  • 20.4 Tactics for control
    • 20.4 Tactics for control
    • Direct supervision
    • Organisation structure
    • Rules and procedures
    • Management by objectives
    • Control through machinery
    • Human resource management control
    • Values and beliefs
  • 20.5 How to measure performance?
    • 20.5 How to measure performance?
    • Types of performance measurement
    • Choosing performance measures
    • The balanced scorecard
  • 20.6 Human considerations in control
    • 20.6 Human considerations in control
  • 20.7 Think clearly to connect practice, theory and skill
    • 20.7 Think clearly to connect practice, theory and skill
  • Develop a skill: monitoring progress on a task
    • Develop a skill: monitoring progress on a task
  • Summary
    • Summary
  • Test your understanding
    • Test your understanding
  • Group or class debate
    • Group or class debate
  • Read more
    • Read more
  • Go online
    • Go online
• PART 6 CASE: TESCO
  • PART 6 CASE: TESCO
  • Managing to add value
  • Aspects of Tesco’s UK context
  • Current management dilemmas
  • Part Case questions
• Footnotes
• Glossary

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu