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How a manager′s functional area and hierarchical level affect the roles required by managers in their jobs is examined. The 131 managers in the sample completed a matrix of 20 tasks and 28 qualities required in their jobs. A disjoint clustering technique was used to analyse the data – this is a type of oblique component analysis related to group factor analysis. Subgroups of managers were delineated, seven on the basis of their functional areas, and one group of senior managers/executives. The results indicate that the differences between theories of management work can be attributed to methodological artefacts. However, the argument that management is a set of behavioural skills which is transferable from one functional area to another is questioned, as the results of this study indicate that job‐related contingency variables affect strongly the contents of managerial work.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/eb055281. When citing the article, please cite: Rosemary Stewart, (1975), “Classifying Different Types of Managerial Jobs”, Personnel Review, Vol. 4 Iss: 2, pp. 25 - 30.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/09513559710156733. When citing the article, please cite: Sue Dopson, Rosemary Stewart, (1997), “The changing role of the regional tier of the NHS”, International Journal of Public Sector Management, Vol. 10 Iss: 1/2, pp. 93 - 107.

The purpose of this paper is to use Stewart’s model of role as a lense from which to explore chairperson and CEO role dynamics in addressing strategic paradox and tension.

The paper draws on 29 semi-structured, in-depth interviews with chairpersons and CEOs of UK-listed companies. Interview data are subjected to role analysis using Stewart’s (1982) Demands-Constraints-Choice (DCC) model of role.

Findings indicate that relationship levels of trust, communication and chairperson time enable strategic tensions to be raised and confronted in the relationship reducing defensiveness. Two distinct approaches to handle strategic tensions are found. The CEO-led approach predominates and rests on less flexible role boundaries, requiring the chairperson to proactively identify strategic tensions and perform an advisory/mentoring role. The shared leadership approach, less prevalent, rests on highly flexible role boundaries where the skills and experience of each incumbent become more relevant, enabling the separation of efforts and integration of strategic tensions in the relationship in a “dynamic complementarity of function”.

The paper only applies to the UK context and is limited to contexts where CEO and chairperson roles are separate. The paper draws on individual perceptions of chairperson and CEOs (i.e. not pairs).

The paper provides insights to practicing CEOs and chairperson on two distinct ways of working through strategic paradox and tensions.

The paper adds to the scarce literature at chairperson and CEO roles and strategic paradox and tension.

This is a study of academic staff occupying formal administrative positions within the university framework of Nigeria. The intention of the study was to see whether there were significant managerial job differences between academic leaders and conventional industrial leaders. The important difference between the two roles related to time spent in the office (25.7 per cent for academics and 51 per cent for those managers in industry).

MANAGERS are busy people. How busy? If Parkinson is right in his statement that work expands to fill the time available, we cannot necessarily be sure that we are really busy because we feel busy. We can only find out by analysing how we spend our time so as to discover how much we are really accomplishing in a day. We do know that some people seem to be able to do many more things in a day or a week than other people. There is a popular saying that if you want to get something done ask somebody who already has a lot to do. We say this because we know that such a man has learnt to use his time effectively, and that if we go to him he is likely to give us his attention. We can learn both from his example and by studying how we are using our own time.

This paper aims to analyze the development of global human resource development (HRD) articles published in journals indexed in the Scopus database since 1960s until present time.

A publication collection of 1,905 articles collected from the Scopus database was downloaded and analyzed by using bibliometric techniques available in the VOSviewer and Biblioshiny software.

Three different development stages of HRD research have been identified: a seeding stage between 1962 and 1989, a growth stage between 1990 and 2007 and a development stage from 2008 onward. The USA and the UK were the biggest contributors who participated to 30.02% and 12.55% of articles in the collection and received 43.82% and 19.54% of the total number of citations, respectively. Scholars with the most publications and citations are mostly from the USA and the UK, and nine over ten most cited articles having first author’s affiliation located there. Emerald Group is the most popular publishing house, as five over ten most popular journals belong to this publishing house.

After six decades of development, it is necessary to examine the evolution of HRD research, its characteristics and its intellectual framework as this type of analysis is not yet available in the literature. This study helps scholars better understand this research field, as well as better prepare for future work in HRD.

The beliefs that managers hold about managing are likely to influence their reception of management training. Managers' beliefs about what it is important for them to do, about how they should manage, how well they do manage, and about the desirability or possibility of changing how they manage, are likely to affect whether they want to learn and what they may be interested in learning. This article will argue that management teachers need to try and understand how managers think about managing. It will describe the beliefs reported by some middle managers that have implications for management teaching. Beliefs are defined as the acceptance of something as true or real that is not a demonstrable fact.

In today′s rapidly changing and high‐pressured environment, managers need to learn to think more strategically about what they should be doing in their jobs. Shows how managers can take a strategic view of their work by first recognizing the flexibility and freedom in the job and then the choices they are making, and describes a tool which has been used to help many managers review their choices. Suggests how managers can view more strategically the different lines of action open to them by reviewing three aspects of their behaviour: (1) how they divide their time between people in their networks; (2) where they focus their attention most often; and (3) where they try to have an impact. Concludes that it is especially useful for managers to engage in strategic thinking when they are new to their jobs, later when they have accomplished their initial objectives, and after a change occurs in the job or its context.

Very, very slowly managers are beginning to realise the infinite complexity of their jobs and with this realisation has come a loss of self‐confidence. So writes Stephen Aris, reviewing a new book, The Reality of Management, by Rosemary Stewart (Heinemann, 25s.) in The Manager for September. The traditional view of managers, says Mr. Aris, was that they were masters of their own destiny and that work‐people, being naturally lazy, had to be bribed or prodded to give of their best. Today, says Mr. Aris, one third of the working population are employed in large scale organisations and it is becoming quite obvious that old style empirical intuitive leadership just will not do; companies are too large and too complex for any one man to understand and control properly.