Search results

The purpose of this paper is to highlight Barnard's groundbreaking ideas, and to interpret his contributions to the philosophy and practice of business as they apply to the twenty‐first century executive.

The paper makes use of primary data by focusing on Barnard's The Functions of the Executive, as well as other material written by, and about, him. Barnard's insights on executive management are then reinterpreted in light of Ramey's Leadership Quality Commitments, whose balance is deemed an essential marker of success for twenty‐first century leaders.

The paper presents Barnard as a pioneer philosopher in the field of management, whose rich contributions have permeated management theory and practice since he first published his seminal work 71 years ago. Barnard's concept of cooperation is re‐discovered as the basis of a leadership framework that places the executive at the center of a system responsible for balancing an unstable equilibrium among life, work, and society.

The paper suggests that Barnard's contributions are as relevant now as they were 71 years ago. Exploring the competencies that make executives effective and efficient, for example, provides insights regarding the combined roles of the executive as leader and manager.

The bulk of Barnard's contributions is found in the field of management, yet his views on cooperation, moral responsibility, motivation, positive interdependence, decision making, authentic self‐hood, strategy and legacy seem incredibly in line with leadership theory. Re‐discovering him as a leadership thinker may help to bridge the conceptual gap that is perceived to exist between management and leadership literature.

This study aims to present a new contribution from recognized historical sources that gives proven knowledge on how to develop individuals to meet Grand Challenges.

Textual analysis and interpretive synthesis of little-known biographical and autobiographical data on Mary Parker Follett and Chester Barnard showing a method for meeting Grand Challenges.

Follett and Barnard developed a method of self-development for making significant societal contributions.

The major limitation is a claim that there is sufficient empirical evidence to document a strictly internal process of Follett’s and Barnard’s.

A method that is teachable and replicable.

A method that could scale to a curriculum enabling better and faster development of Grand Challengers.

A new contribution, from historically recognized sources, which responds to a leadership crisis in general and particularly where Grand Challenges are concerned.

In the closing decades of the twentieth, and at the start of the twenty‐first, centuries, attention has again turned to the critical role of intuition in effective managerial decision making. This paper examines the history of intuition in management thought by tracing its origins to Chester I. Barnard. This paper reveals not only the intellectual roots linking Barnard’s conceptualization of intuition in management thought to, among others, the influential works of the economist and sociologist, Vilfredo Pareto; Lawrence Henderson’s influence on Barnard through Henderson’s leadership and direction of the Harvard Pareto Circle; the works of the early pragmatist John Dewey; Humphrey’s The Nature of Learning; and Koffka’s Principles of Gestalt Psychology. Further, Barnard’s conceptualization of intuition foreshadowed by nearly two decades nearly all of Polanyi’s thinking and elaboration of tacit knowledge. This paper also examines Barnard’s and Simon’s differing views on intuition and provides a brief overview of contemporary research on intuition in managerial decision making.

The purpose of this paper is to reacquaint researchers and practitioners with Barnard's contributions to understanding of the moral conditions that underlie the authenticity of organizational leadership.

The paper identifies Barnard's insights on leadership and uses them as inputs to theorizing about authentic leadership.

As an outcome of theorizing, the paper identifies the conditions that are likely to lead to inauthentic, pseudo‐authentic or authentic leader behavior.

Examining authentic leadership from a historical perspective can open promising avenues for future research.

Leadership development programs should incorporate concepts of responsibility and conflicts of responsibility in order to provide executives with the knowledge base required for ethical decision making.

By placing contemporary discussion of authentic leadership in its proper historical context, scholars can draw on a wealth of existing theory to advance the study of authentic leadership.

This paper examines a key event in the life of Chester Barnard, a “riot of the unemployed” in Trenton, New Jersey in 1935 when Barnard was director of the state Emergency Relief Administration. In a later influential lecture at Harvard, Barnard used the incident to support the ideas of the Harvard human relations group that recognition and dignity were more powerful motivators than money and fear. Contemporary newspaper accounts show that the rioters were motivated more strongly by monetary concerns than Barnard admitted. Barnard was misled by the ideology of the Harvard human relations group to underestimate the importance of power and money, an underestimation that may still be important today, given his continuing influence. That a man of Barnard’s integrity was misled by his ideology is grounds for us in our time to maintain some humility as to the extent of our managerial knowledge.

Much has been written about the works of Chester I. Barnard and Frederick W. Taylor but little attempt has been made by scholars to compare Barnard and Taylor. Barnard is a successor of Taylor and this may be one of the reasons why there has been a reluctance to place them side‐by‐side. The purpose of this paper is to capture the similarities and differences that existed in the thinking of these two individuals who greatly influenced management thinking during the twentieth century.

The purpose of this paper is to explore an effective educational method for leadership development.

In order to achieve the objective of the paper, Chester Barnard's insights on leadership and its development are reviewed: the gap between action and thinking; practitioners' ways of thinking and moral senses; combinations of abilities and qualities for leaders; and an educational method for leaders.

The paper concludes that when business school students write their own cases and explain them comprehensibly for others who did not experience the situation, they can enhance their abilities to observe and deeply analyze situations and are given opportunities to reflect and share their experiences.

The paper proposes the idea of the educational method, so, in the future it would be possible to show how to implement this method concretely.

The paper suggests that it would be effective to develop an educational method based on practitioners' ways of thinking and sensing.

The paper indicates that practitioners develop their own ways of thinking and sensing that are different from researchers' ways of scientific thinking. Practitioners' ways of thinking and moral senses can be learned in educational institutions by using rich cases including participants' intentions and interpretations.

The purpose of this paper is to juxtapose the contemporary views of industrial relations (IR) and human resource management (HRM) with the ideas expressed by Chester Barnard.

The paper analyzes Chester Barnard's views along the four premises that underlie contemporary perspectives on the fields of IR and HRM.

Barnard's main points: that sincerity and honesty of management is crucial to developing an individual employee's will to collaborate, and that collective cooperation is superior to collective bargaining are found to resonate well with the contemporary views and provide a clear indication for Barnard's preference of human resource perspective to the IR perspective.

This paper provides Barnard's practical insights into why managing IR and HR by policies leads to poor management.

This paper is the first to recognize Barnard's unique contribution to contemporary perspectives on IR and HRM disciplines.

This paper aims to deepen understanding of the influence of Barnard's Functions of the Executive in management theory by examining its early scholarly reception.

The research presented is a qualitative analysis of references to Barnard's work in academic journals prior to 1956, based on 139 articles identified through text-based searching of electronic databases.

Favorable opinions of Barnard's book tend to emphasize his practical insights as a business executive, while his conceptual frameworks are viewed more skeptically. Criticism often focuses on the “scientific” legitimacy of his approach or his perceived ideological perspective. Concepts prominently discussed vary among social science disciplines, and his name is quickly tied to those of subsequent academics whose work is “like” his – these likewise vary by discipline. As they emerge, their voices on the concepts may supersede Barnard's influence.

Since this study ends in the mid-1950s, conclusions about how its findings reflect on subsequent use of Barnard's work by management scholars are speculative. Further research could build on this work by examining scholarly literature to track how and where specific ideas or concepts from Barnard's book have been developed in management scholarship up to the present day.

This study informs current scholars interested in Barnard's work by suggesting how its early usage by academics based on boundaries of disciplinary interest may have diffused the book's early impact and influenced later attention to its concepts by management scholars.

The purpose of this paper is to delve into Barnard's works to construct foundations of customer relationship management (CRM).

The paper identifies Barnard's insights on customer participation using a post‐analytic method and uses them as inputs to the analysis of current CRM practices.

As an outcome of the analysis, the paper identifies the practices that are likely to lead to more effective participatory behavior of customers.

Examining CRM from a historical perspective can open promising avenues for future research.

CRM programs should incorporate the practice of customer relations management in order to provide managers with the knowledge base required for appropriate decision making.

By placing contemporary discussions of CRM in its seminal historical context, scholars can draw upon a wealth of historical inputs to advance the study of how collaborations with customers can be nurtured effectively.