In recent years the use of formal, centralised training courses to promote the development of managers has been criticised by people such as Alistair Mant, Reginald Revans and Hawdon Hague. Mant calls for a drastic reappraisal of management education and training. He argues that, unless a coherent theory of management action and learning is developed, little real progress can be made. Revans advocates project‐based or action learning as an alternative to training courses, whilst Hague sees the individual coaching of managers as another possible solution to the problem of management training.
Some organisations use external management and supervisory training courses as a major means of developing and training their staff. Whose needs do these courses address however? Is it those of the sponsoring organisation's or those of the individuals attending? What implication does this have for the role of the external trainer and for the administration of organisational training policy?
In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This…
In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.
An underlying assumption of all management education has been that exposure to the theories, concepts and techniques of the various disciplines and functions of management will help managers do their work better. In short, the result should be more effective managerial practices. During the 20th century, management education has adapted to new developments and insights generated by research and experiment. The principles of scientific management were mellowed by the findings of the Hawthorne experiments; the Human Relations School built upon the Hawthorne work gave way slightly as quantitiative decision making grew; and the concepts relating to the “psychologically mature” individual were developed by various contingency approaches, denying the previously held universals of management.
Much has been theorized about what change strategies to employ given particular types of organizational change. Organizational theorists have linked participative…
Much has been theorized about what change strategies to employ given particular types of organizational change. Organizational theorists have linked participative strategies with culture change, strategies based on logic and reason with new technology implementations, and power strategies with the introduction of new laws and legislation. However, to what degree are these suggested recommendations carried out in organizations? In this paper, we explored the extent to which change recipients perceive the use of theorist recommended strategies when undergoing specific types of organizational changes. Using survey research (N = 88), we investigated the perceived relationship between two components of change: change content and change strategy. The results partially follow the ideals proposed by previous theorists, but they also highlight a significant relationship between power-coercive strategies and episodic change events that is contrary to those ideals. For practitioners, our findings draw attention to the connection between change content and change strategy in the hope of offering some guidance to those change agents who must determine how to lead a particular change initiative. Additionally, since our investigation is original and exploratory, we incite future research aimed at understanding the congruency between change content and change strategy formulation.
Stakeholder management is not yet incorporated into the standard practice of most healthcare providers. The purpose of this paper is to assess the applicability of a…
Stakeholder management is not yet incorporated into the standard practice of most healthcare providers. The purpose of this paper is to assess the applicability of a comprehensive model for stakeholder management in mental healthcare organization for more evidence-based (stakeholder) management.
The assessment was performed in two research parts: the steps described in the model were executed in a single case study at a mental healthcare organization in the Netherlands; and a process and effect evaluation was done to find the supporting and impeding factors with regard to the applicability of the model. Interviews were held with managers and directors to evaluate the effectiveness of the model with a view to stakeholder management.
The stakeholder analysis resulted in the identification of eight stakeholder groups. Different expectations were identified for each of these groups. The analysis on performance gaps revealed that stakeholders generally find the collaboration with a mental healthcare provider “sufficient.” Finally a prioritization showed that five stakeholder groups were seen as “definite” stakeholders by the organization.
The assessment of the model showed that it generated useful knowledge for more evidence-based (stakeholder) management. Adaptation of the model is needed to increase its feasibility in practice.
Provided that the model is properly adapted for the specific field, the analysis can provide more knowledge on stakeholders and can help integrate stakeholder management as a comprehensive process in policy planning.