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• 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