罗宾斯管理学双语教学讲稿3

Three

Organizational Culture and the Environment The Constraints 1. INTRODUCTION.

Managers must be aware that organizational culture and organizational environments will influence both the way an organization is managed as well as its effectiveness. In this chapter, both organizational culture and organizational environment are explored in order to understand the complexities involved with each.

2.THE MANAGER: OMNIPOTENT OR SYMBOLIC?

Two positions on the role that managers play in an organization’s su ccess or failure have been proposed.

The omnipotent view of management says that managers are directly responsible for the success or failure of an organization. This view of managers as omnipotent is consistent with the stereotypical picture of the take-charge executive who can overcome any obstacle in carrying out the organization’s objectives. When organizations perform poorly, someone must be held accountable. Ac cording to this view, that “someone” has been management.

The symbolic view of management takes the view that much of an organization’s success or failure is due to external forces outside managers’ control. 1.What managers do affect greatly are symbolic outcomes.2. Organizational results are influenced by factors outside the control of managers: economy, market changes, governmental policies, competitors’ actions, the state of the particular industry, the control of proprietary technology, and decisions made by previous manager in the organization. 3. The manager’s role is seen as creating meaning out of randomness, confusion, and ambiguity. 4. According to the symbolic view, the actual part that management plays in the success or failure of an organization is minimal.

Reality suggests a synthesis. In reality, managers are neither helpless nor all powerful. Instead, it’s more logical to look at the manager operating within constraints imposed by the organization’s culture and environment. (See Exhibit 3.1.)

3.THE ORGANIZATION’S CULTURE.

Just as individuals have a personality, so, too, do organizations. We refer to an organiza tion’s personality as its culture.

A. Organizational culture is a system of shared meaning and beliefs

within an organization that determines, in large degree, how employees

act. This definition implies:

1. Individuals perceive the organizational culture on the basis of

what they see, hear, or experience within the organization

2. Organizational culture is shared by individuals within the

organization.

https://www.docsj.com/doc/e719065611.html,anizational culture is a descriptive term. It describes rather than

evaluates.

4. Seven dimensions of an organization’s culture have been

proposed (see Exhibit3.2):

a. Innovation and risk taking (the degree to which

employees are encouraged to be innovative and take

risks)

b. Attention to detail (the degree to which employees are

expected to exhibit precision, analysis, and attention to

detail)

c. Outcome orientation (the degree to which managers

focus on results or outcomes rather than on the

techniques and processes used to achieve those

outcomes)

d. People orientation (the degree to which management

decisions take into consideration the effect on people

within the organization)

e. Team orientation (the degree to which work activities

are organized around teams rather than individuals)

f. Aggressiveness (the degree to which people are

aggressive and competitive rather than easygoing and

cooperative)

g. Stability (the degree to which organizational activities

emphasize maintaining the status quo in contrast to

growth)

5. Exhibit 3.3describes how the cultural dimensions can be

combined to create significantly different organizations.

B. Strong vs. Weak Cultures.

1.Strong cultures are possessed by those organizations in which

the key values are intensely held and widely shared.

2. Whether an organization’s cultur e is strong, weak, or somewhere

in between will depend on organizational factors such as size,

age, employee turnover rate, and intensity of original culture.

3. A culture will have increasing impact on what managers do as it

becomes stronger.

4. Most orga nizations have moderate to strong cultures. There’s

high agreement on what’s important, what defines “good”

employee behavior, and so forth.

5. Studies of organizational culture have shown various results.

One found that employees in firms with strong cultures were

more committed to their firm than employees in firms with weak

cultures. Organizations with strong cultures also used their

recruitment efforts and socialization practices to build employee

commitment. And an increasing body of research suggests that

strong cultures are associated with high organizational

performance.

C.The original source of an organization’s culture is usually a reflection of the

vision or mission of the organization’s founders. It results from the interaction between the foun ders’ biases and assumptions and what the first employees subsequently learned from their own experiences.

D. How an Organization’s Culture Continues.

1.Once a culture is in place, practices help maintain it.

2.Hiring practices reflect the culture in terms of fit.

3.Actions of top executives.

4.Employees adapt to an organization’s culture through

socialization—where new employees learn the organization’s

way of doing things.

5.Exhibit 3.4summarizes how an organization’s culture is

established and maintained.

E. How Employees Learn Culture.

1.Culture is transmitted principally through stories, rituals,

material symbols, and language.

2. Organizational stories are one way that employees learn the

culture. These stories typically involve a narrative of significant

events or people.

3. Rituals are repetitive sequences of activities that express and

reinforce the key values of the organization, what goals are most

important, which people are important, and which are

expendable.

4. The use of material symbols is another way in which employees

learn the culture, learn the degree of equality desired by top

management, and find out who is important and the kinds of

behavior that are expected and appropriate.

5. Finally, language is often used to identify members of a culture.

Learning this language indicates members’ willingness to accept

and preserve the culture. This special lingo acts as a common

denominator that unites members of a given culture.

F.How Culture Affects Managers. Because the organizational culture

establishes constraints on what managers can and cannot do, it’s particularly relevant.

1. The link between corporate values and managerial behavior is

fairly straightforward.

2. The culture conveys to managers what is appropriate behavior.

3. A n organization’s culture, particularly a strong one, constrains a

manager’s decision-making options in all managerial functions.

(See Exhibit3.5.)

4.CURRENT ORGANIZATIONAL CULTURE ISSUES FACING MANAGERS.

Four current cultural issues managers should consider:

A.Creating an Ethical Culture. (See Exhibit3.6 for suggestions on how

managers can create a more ethical culture).

1. Content and strength of an organization’s culture influence its

ethical climate and ethical behavior of its members.

2. Strong organizational culture will exert more influence on

employees than a weak one.

3. An organizational culture most likely to shape high ethical

standards is one that’s big in risk tolerance, low to moderate in

aggressiveness, and focuses on means as well as outcomes.

B.Creating an Innovative Culture

1. What does an innovative culture look like? Swedish researcher

Goran Ekvall provides these characteristics:

a. Challenge and involvement

b. Freedom

c. Trust and openness

d. Idea time

e. Playfulness/humor

f. Conflict resolution

g. Debates

h. Risk-taking

B.Creating a Customer-Responsive Culture

1. What does a customer-responsive culture look like? Research shows

the following six characteristics that are routinely present: (see

Exhibit3.7for managerial actions to make their cultures more

customer responsive).

a. Type of employee

b. Few rigid rules, procedures, and regulations

c. Widespread use of empowerment

d. Good listening skills

e. Role clarity

f.Employees who are conscientious in desire to please

customers

B.Spirituality and Organizational Culture

1. Workplace spirituality is the recognition that people have an inner

life that nourishes and is nourished by meaningful work that takes

place in the context of community.

2. Five cultural characteristics evident in spiritual organizations

a. Strong sense of purposes

b. Focus on individual development

c. Trust and openness

d. Employee empowerment

e. Toleration of employee expression

5. THE ENVIRONMENT.

The impact of the external environment on a m anager’s actions and behaviors cannot be overemphasized. There are forces in the environment that play a major role in shaping man agers’ endeavors.

A. The environment is defined as outside institutions and forces outside

the organization that potentially affect an organization’s performance.

1. The specific environment is that part of the environment that

includes the constituencies that are directly relevant to the

achievement of an organiza tion’s goals.

a. The specific environment is unique and changes with

conditions.

b. It also varies depending on the niche the organization

serves with respect to the range of products or services it

offers and the markets it serves.

c. The main constituencies include customers, suppliers,

competitors, and pressure groups.

1) Suppliers include firms that provide materials

and equipment as well as providers of financial

and labor inputs. Managers seek to ensure a

steady flow of the needed materials, equipment,

financial, and labor inputs at the lowest possible

price.

2) Customers are the reasons that organizations

exist, as they absorb the outputs. They obviously

represent potential uncertainty, particularly if

their tastes and desires change.

3) Competitors cannot be ignored. They’re an

important environmental force to monitor and

respond to. Most organizations have one or

more competitors.

4) Pressure groups also cannot be ignored by

managers. Changes in social and political

movements influence the power that these

pressure groups have on organizations.

2. The general environment includes the broad economic,

political/legal, sociocultural, demographic, technological, and

global conditions.

a. Economic conditions include interest rates, inflation

rates, changes in disposable income, stock market

fluctuations, and the general business cycle, among

other things.

b. Political/legal conditions include the general political

stability of countries in which an organization does

business and the specific attitudes that elected officials

have toward business. Federal, state, and local

governments can influence what organizations can and

cannot do (See Exhibit3.9for a listing of significant

legislation affecting businesses.)

c. Sociocultural conditions include the changing

expectations of society. Societal values, customs, and

tastes can change, and managers must be aware of these

changes.

d. Demographic conditions, including physical

characteristics of a population, such as gender, age, level

of education, geographic location, income and family

composition, can change, and managers must adapt to

these changes.

e. Technological conditions include the changes that are

occurring in technology.

f. Global factors include global competitors and global

consumer markets.

B. How the Environment Affects Managers.

Environments are not all the same. They differ in the amount of environmental uncertainty, which is defined as the degree of change and complexity in an organi zation’s environment. (See Exhibit3.10.)

1. Degree of change is measured as dynamic or complex. If the

components in an organization’s environment change frequently,

it’s a dynamic environ ment. If change is minimal, the

environment is called a stable one.

2. The other dimension of uncertainty relates to the degree of

environmental complexity, which is defined as the number of

components in an organiza tion’s environment and the extent of

an organization’s knowledge about its environmental

components.

3. If the number of components is minimal and there’s minimal

need for sophisticated knowledge, the environment is classified

as simple. If there are a number of components, they are not

similar, and there is a high need for sophisticated knowledge, the

environment is complex.

4. Because uncertainty is a threat to organizational effectiveness,

managers try to minimize it

C. The more obvious and secure an organization’s relationships become

with external stakeholders, the more influence managers will have over

organizational controls.

1. Stakeholders are any constituencies in the organization’s

external environment that are affected by, or have a vested

interest in, the organization’s de cisions and actions. (See

Exhibit3.11 for an identification of some of the most common

ones.)

2. Stakeholder relationship management is important for two

reasons:

a. It can lead to improved predictability of environmental

changes, more successful innovation, greater degrees of

trust, and greater organizational flexibility to reduce the

impact of change.

b. It is the “right” thing to do, because organizations are

dependent on external stakeholders as sources of inputs

and outlets for outputs and should be considered when

making and implementing decisions.

3. Stakeholder relationships are managed using four steps:

a. Identify external stakeholders

b. Determine the specific interests of each stakeholder

group

c. Decide how critical these interests are to the

organization

d. Determine what specific approach managers should use

to manage each relationship based on criticalness of

stakeholder and environmental uncertainty.

1. Refer to Exhibit 3.3. How would a first-line manager’s job differ in these two

organizations? How about a top-level manager’s job?

In Organization A, there’s strong attention to detail and little innovation and risk taking. Teamwork would not be encouraged, and employees would be viewed as

a means to an end. Strict controls would be placed on workers, and task

achievement would be most important. The supervisor would not have much latitude and would do things “by the book.”

In Organization B, innovation and risk taking are highly encouraged.

The supervisor would have more autonomy in how to achieve goals. Employees would be given the opportunity to provide input, and a team approach is used.

People are viewed as important contributors. T he supervisor’s job would be more like that of a coach, encourager, and facilitator.

2. Describe an effective culture for (a) a relatively stable environment and (b) a

dynamic environment. Explain your choices.

An effective culture for a relatively stable environment would likely emphasize outcomes such as quality and productivity and have strong attention to detail. It wouldn’t need to have high levels of innovation and risk taking or aggressiveness.

On the other hand, an effective culture for a dynamic environment would likely emphasize aggressiveness, innovation and risk taking, and team orientation. To stay on top of the continual environmental changes, this organization’s culture would need to celebrate work behaviors that kept the organization on top.

3. Classrooms have cultures. Describe your class culture using the seven

dimensions of organizational culture. Does the culture constrain your instructor? How?

Answers to this question will vary. Have students look at the seven dimensions of organizational culture described in the text and rate them from high to low for the class. One point you might want to explore is what role the instructor plays in establishing the culture of the classroom. Then, relate this to what role a manager might play in establishing the culture of an organization or organizational unit.

4. Can culture be a liability to an organization? Explain.

A culture in which the organization exits (or the organization’s culture) could be

a liability in extreme cases. In a global environment one can see where this

could have an impact. For example, if the society (and organizational cultures) discriminates against certain ethnic groups or on the basis of gender or engages in exploitation of workers, this could create a backlash from consumers in other nations (see for example Reebok and Nike’s troubles regarding manufacturing in emerging nations).

5. Why is it important for managers to understand the external forces that are

acting on them and their organization?

The external environment consists of many factors that have an impact on the organization. Political and legal factors (government regulations), demographics (that can affect labor supply), technological improvements, and other factors directly affect the management of the organization including planning and decision-making.

6.“Businesses are built on relationships.” What do you think this statement

means? What are the implications for managing the external environment?

Organizations depend on their environment and their stakeholders as a source of inputs and a recipient of outputs. Good relationships can lead to organizational

outcomes such as improved predictability of environmental changes, more successful innovations, greater degrees of trust among stakeholders, and greater flexibility in order to act to reduce the impact of change. Also, relationship management and the maintaining of good relationships have been proven by many researchers to have an effect on organizational performance. The high-performing companies tend to consider the interests of all major stakeholder groups as they make decisions.

7.What would be the drawbacks to managing stakeholder?

The term boundary spanner refers to the fact that managers must span (bridge) the boundary between the organization and its environment. When managers are being boundary spanners, or are utilizing stakeholder management or stakeholder partnering, the boundaries of the organization are going to become more flexible and permeable. This could lead to or ganizational information being “leaked” or known outside of the organization. And, in addition, these relationship management techniques all require mangers’ time, which can be a very limited commodity to begin with.

罗宾斯管理学知识要点完整版

管理学知识要点第一篇绪论 第一章管理与组织导论 1、管理者的定义和分类 2、管理的定义 3、管理的4大职能 4、明茨伯格的管理角色理论3个方面 5、卡茨的3种管理技能 6、权变理论权变变量 7、组织的定义 第二章管理的昨天和今天 1、管理的历史背景 2、泰罗的科学管理4条原则 3、亨利·法约尔的14条管理原则 4、马克思韦伯的官僚制组织 5、组织行为的4个早期倡导者各自的理论简述 6、霍桑实验梅奥的结论

7、当今管理面临的9个趋势质量管理、学习型组织是重点第二篇定义管理者的领地 第三章组织文化与环境：约束力量 1、组织文化的定义 2、组织文化的7个评价维度 3、文化如何影响管理决策 4、具体环境和一般环境的构成 5、利益相关者的定义 6、利益相关者与管理者关系重要的原因 7、如何管理与利益相关者关系4个步骤 第四章全球环境中的管理 1、3种不同的全球观念 2、多国公司与跨国公司 3、组织走向全球化的3个阶段 4、民族文化的4个维度 第五章社会责任与管理道德 1、社会责任的定义

2、共享价值观的4个作用 3、组织走向绿色的4个方式 4、调节管理道德的4个因素 5、改善道德行为的方法 第三篇计划 第六章制定决策：管理者工作的本质 1、决策制定过程的8个基本步骤识别决策问题→确认决策标准→为决策标准分配权重→开发备选方案→分析备选方案→选择备选方案→实施备选方案→评估决策结果 2、决策具有普遍性分布在管理的4种职能中 3、问题和决策的类型结构良好问题和程序化决策;结构不良问题和非程序化决策 4、4种决策风格命令型;分析型;概念型;行为型 第七章计划的基础 1、计划的定义182 2、良好目标的特征189 3、目标设立的步骤190 4、计划工作的权变因素191

罗宾斯管理学

第一章管理与组织导论 一、管理及其具体含义 管理是在特定的组织内外环境下，通过协调和监督他人的活动，能够有效率和有效果地与别人一起或者通过别人实现组织目标的过程。 管理的定义包含三层含义：（1）过程代表了一系列进行中的有管理者参与的职能或目标。这些职能划分为计划、组织、领导和控制；（2）协调他人的工作区分了管理岗位和非管理岗位。（3）管理活动强调效率和效果。效率是指正确地做事，不浪费资源，以最小投入获取最大产出；效果是指做正确的事，通过完成任务而使组织达到目标。效率注重过程，效果注重结果。因此，管理当局不能只是关注达到和实现组织目标，还要尽可能有效率地完成工作。 二、管理的职能 1)计划是设立和明确组织目标，制定实现组织目标的 途径和方案。计划是管理的起点，确定目标和途径 是计划职能的两大任务。 2)组织是为了实现计划活动所规定的目标，实施计划 活动所制定的行动方案，管理者必须进行的工作安 排。 3)领导是指和别人一起或通过别人完成目标，包括激 励下属，影响工作中的个体或团队，选择有效的沟 通方式等。 4)控制是指监控，比较，纠正。比较包括衡量和评估 工作绩效，并与预定的目标相比较。 三、管理角色（09简述） 管理角色是指特定的管理行为类型。明茨伯格发展出了10种管理行为，并将其进一步组合为三个方面：人际关系、信息传递和决策制定。 1)人际关系角色包含了人与人以及其他具有礼仪性 和象征性的职责，包括挂名首脑、领导者和联络者。 挂名首脑：是象征性首脑，必须履行许多法律性或 社会性的例行义务。 领导者：负责激励下属，人员配备、培训以及有关 的职责。 联络者：维护自行发展起来的外部信息和消息来 源，从中得到帮助和信息。 2)信息传递角色包括接受、收集和传播信息。三种 信息传递角色包括监听者、传播者和发言人。 监听者：寻求和获取各种内部和外部信息，以便透 彻地理解组织与环境。 传播者：将从外部人员和下级那里获取的信息传递 给组织的其他人员。 发言人：向外界发布组织的计划、政策、行动以及 结果。 3)决策制定角色是作出抉择的活动，包括四种决策 制定角色，即企业家、混乱驾驭者、资源分配者、 谈判者。 企业家：寻求组织和环境中的机会，制定“改进方 案”以发起变革。 混乱驾驭者：当组织面临重大的、意外的混乱时， 负责采取纠正行动。 资源分配者：负责分配组织的各种资源——制定和 批准所有有关的组织决策。 谈判者：在主要的谈判中作为组织的代表。 四、管理技能与管理层次之间的关系（06名词解释） 管理者：管理者是这样的人，他通过协调和监督他人的活动达到与别人一起或者通过别人实现组织目标的目的。管理者的工作可能意味着协调一个部门的工作，也可能意味着监督几个单独的个人，还可能包含一个团队的活动。 管理者的技能分为技术技能、人际技能和概念技能。技术技能指使用某一专业技术和知识完成任务的技能；人际技能指处理人际关系的技能；概念技能指洞察企业与环境的技能。 管理层次也称组织层次，是指从最高一级领导职务到最低一级管理组织的各个职位等级，管理人员按层次分为基层管理者，中层管理者，高层管理者。 1)基层管理者的主要职责是给下属作业人员分派具体 任务，直接指挥和监督现场作业活动。 2)中层管理者的主要职责是贯彻执行高层管理者所制 定的决策，特别关注日常的管理工作； 3)高层管理者是对整个组织的管理负有全部责任的 人，职责是制定组织总目标和战略等； 管理技能的相对重要性随管理者在组织中层次的不同而不同。对于基层管理人员，技术技能最重要，人际技能也非常有益，但概念技能的要求则相对较弱。对于中层管理人员，技术技能的重要性下降，人际技能的要求变化不大，但概念技能显得更为重要。对于高层管理人员，概念技能和人际技能最为重要，技术技能相对无足轻重。尤其在大企业中，高层主管可以充分借助下属人员的技术技能，因而对其自身的技术技能要求不高。但在小企业中，即使是高层管理人员，技术技能也仍然是非常重要的。 五、管理者工作的变化 当前随着经济的发展，管理者工作发生了巨变，现在的管理者关注的内容较以前有所变化，如日益重要的顾客和创新越来越受到关注和研究。

罗宾斯管理学双语教学讲稿2

Two Management Yesterday and Today 1. HISTORICAL BACKGROUND OF MANAGEMENT. There are many examples from past history that illustrate how management has been practiced for thousands of years. The Egyptian pyramids and the Great Wall of China are good examples of projects of tremendous scope and magnitude that employed tens of thousands of people. How was it possible for these projects to be completed? The answer is management. Regardless of what managers were called at the time, someone had to plan what was to be done, organize people and material, lead and direct the workers, and impose controls to ensure that things were done as planned. Other examples of early management practices can be seen at the Arsenal of Venice. For instance, assembly lines, accounting systems, and personnel functions are just a few of the processes and activities in organizations at that time that are also common to today’s organizations. Organizations and managers have been around for thousands of years. Adam Smith, author of the classical economics doctrine, The Wealth of Nations, argued brilliantly about the economic advantages that division of labor (the breakdown of jobs into narrow, repetitive tasks) would bring to organizations and society. The Industrial Revolution can be thought of as possibly the most important pre-twentieth-century influence on management. The introduction of machine powers, combined with the division of labor, made large, efficient factories possible. Planning, organizing, leading, and controlling became necessary. Exhibit 2.1 presents six major approaches to management. 2. SCIENTIFIC MANAGEMENT. Scientific management is defined as the use of the scientific method to define the “one best way” for a job to be done. A. Important Contributions Frederick W. Taylor is known as the “father” of scientific management. Taylor’s work at the Midvale and Bethlehem Steel companies motivated his interest in improving efficiency. a. Taylor sought to create a mental revolution among both workers and managers by defining clear guidelines for improving production efficiency. He defined four principles of management (Exhibit2.2). b. His “pig iron” experiment is probably the most widely cited example of scientific management. c. Using his principles of scientific management, Taylor was able to define the one best way for doing each job. d. Overall, Taylor achieved consistent improvements in productivity in the range of 200 percent. He affirmed the role of managers to plan and control and of workers to perform as they were instructed.

罗宾斯《管理学》第九版

第一章管理与组织导论 一、谁是管理者 管理者是组织中这样的成员，他告诉别人该做什么以及怎么样去做。管理者（manager）是这样的人，他们通过协调和监督其他人的活动达到组织目的。 管理者通常分为基层管理者、中层管理者和高层管理者。 二、什么是管理 管理（management）通过协调和监督他人的活动，有效果和有效率地完成工作。 效率（efficiency）是指以尽可能少的投入获得尽可能多的产出。效果通常指的是“正确地做事”，即不浪费资源。 效果（effectiveness）通常指“做正确的事”，即所从事的工作和活动有助于组织达到其目标。 在成功的组织中高效率和高效果是相辅相成的。 三、管理者做什么 1、管理职能（亨利.法尔约）。 2、管理角色（亨利.明茨伯格）。 3、管理技能（罗伯特.卡茨）。 技术技能：熟练完成特定工作所需要的特定领域的知识和技术。 人际技能：包括与单独的个人或群体中的其他成员和睦相处的能力。 概念技能：管理者对抽象、复杂情况进行思考和概念化的技能。 四、什么是组织 组织（organization）是对人员的一种精心安排，以实现某些特定的目的。 组织的三个特征：明确的目的、人员、精细的结构。 现在的组织更倾向于依靠灵活的工作安排、雇员工作团队、开放的沟通系统和供应商联盟。

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《商务阅读》等相关课程。 1.3 课程对毕业要求的支撑 依据《管理学导论》课程性质和课程目标两项来分解课程对毕业要求的支撑，具体分解见表1-1。 表1-1 课程对毕业要求的支撑 二课程目标 2.1 课程目标 《管理学导论》课程理论联系实际，即理论性较强同时又密切结合商业实际操作，注重商务沟通和加强理论基础与专业知识之间的联系。本课程可以划分为“企业环境、企业决策、企业管理”三个阶梯式学习内容，三个阶梯既有分离又有融合，共设立四个课程目标。 课程目标1：掌握管理学理论基础知识和商业思维模式。能够根据企业发展与创新的特征，运用不同商业分析方法建立合适的分析模型，能对不同商业案例

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第2章：管理环境 本章主要讲述管理学与环境的关系，包括宏观环境和微观环境对管理决策的影响。介绍了政治、法律、经济、技术等因素对组织和管理的影响。 第3章：管理者的角色 本章主要介绍了管理者的角色和职责，包括计划、组织、领导和控制等方面的内容。还讨论了管理者的能力要求和领导风格选择的问题。 第4章：决策与管理 本章着重讲述决策的过程和方法，包括问题诊断、信息收集、方案评估和选择等步骤。介绍了常见的决策问题和解决方法。 第5章：组织结构与设计 本章探讨了组织结构的概念和原理，介绍了各种常见的组织结构形式，并讨论了组织设计的原则和方法。

第6章：管理控制与系统 本章讲述了管理过程中的控制和反馈机制，介绍了管理控制的概念和方法。还介绍了系统理论在管理控制中的应用。 第7章：领导与管理 本章主要介绍了领导与管理之间的关系，讨论了领导能力和领导风格的重要性。还探讨了如何培养和发展领导能力。 第8章：团队与团队建设 本章讨论了团队的概念和特点，介绍了团队建设的原则和方法。还介绍了团队合作和团队动力的重要性。 第9章：人力资源管理 本章主要讲解了人力资源管理的基本原理和方法，包括招聘、培训、绩效管理、激励和薪酬等方面的内容。还介绍了员工关系管理和员工福利问题。 第10章：管理创新与变革 本章重点讨论了管理创新和变革的重要性，介绍了创新和变革的步骤和方法。还讨论了管理创新对组织和团队的影响。

罗宾斯管理学双语教学讲稿3

Three Organizational Culture and the Environment The Constraints 1. INTRODUCTION. Managers must be aware that organizational culture and organizational environments will influence both the way an organization is managed as well as its effectiveness. In this chapter, both organizational culture and organizational environment are explored in order to understand the complexities involved with each. 2.THE MANAGER: OMNIPOTENT OR SYMBOLIC? Two positions on the role that managers play in an organization’s su ccess or failure have been proposed. The omnipotent view of management says that managers are directly responsible for the success or failure of an organization. This view of managers as omnipotent is consistent with the stereotypical picture of the take-charge executive who can overcome any obstacle in carrying out the organization’s objectives. When organizations perform poorly, someone must be held accountable. Ac cording to this view, that “someone” has been management. The symbolic view of management takes the view that much of an organization’s success or failure is due to external forces outside managers’ control. 1.What managers do affect greatly are symbolic outcomes.2. Organizational results are influenced by factors outside the control of managers: economy, market changes, governmental policies, competitors’ actions, the state of the particular industry, the control of proprietary technology, and decisions made by previous manager in the organization. 3. The manager’s role is seen as creating meaning out of randomness, confusion, and ambiguity. 4. According to the symbolic view, the actual part that management plays in the success or failure of an organization is minimal. Reality suggests a synthesis. In reality, managers are neither helpless nor all powerful. Instead, it’s more logical to look at the manager operating within constraints imposed by the organization’s culture and environment. (See Exhibit 3.1.) 3.THE ORGANIZATION’S CULTURE. Just as individuals have a personality, so, too, do organizations. We refer to an organiza tion’s personality as its culture. A. Organizational culture is a system of shared meaning and beliefs within an organization that determines, in large degree, how employees act. This definition implies: 1. Individuals perceive the organizational culture on the basis of what they see, hear, or experience within the organization 2. Organizational culture is shared by individuals within the organization. https://www.docsj.com/doc/e719065611.html,anizational culture is a descriptive term. It describes rather than evaluates. 4. Seven dimensions of an organization’s culture have been proposed (see Exhibit3.2):

罗宾斯管理学双语教学讲稿10

Ten Organizational Structure and Design 1. INTRODUCTION. Organizational structure can play an important role in an organization’s success. The process of organizing—the second management function—is how an organization’s structure is created. 2. DEFINING ORGANIZATIONAL STRUCTURE. Managers are seeking structural designs that will best support and allow employees to effectively and efficiently do their work. A. Before we look at the elements of organizational structure and design, we need to define some important terms. 1. Organizing is the process of creating an organization’s structure. That process has several purposes, as shown in Exhibit 10.1. 2. An organizational structure is the formal arrangement of jobs within an organization. 3. Organizational design is the process of developing or changing an organization’s structure. It involves decisions about six key elements: work specialization, departmentalization, chain of command, span of control, centralization/decentralization, and formalization. We need to take a closer look at each of these structural elements. B. Work specialization is the degree to which tasks in an organization are divided into separate jobs. Most managers today see work specialization as an important organizing mechanism but not as a source of ever- increasing productivity. C. Once work tasks have been defined, they must be grouped together in some way through a process called departmentalization—the basis on which jobs are grouped in order to accomplish organizational goals. There are five major ways to departmentalize. (Exhibit 10.2) 1. Functional departmentalization is grouping jobs by functions performed. 2. Product departmentalization is grouping jobs by product line. 3. Geographical departmentalization is grouping jobs on the basis of territory or geography. 4. Process departmentalization is grouping jobs on the basis of product or customer flow. 5. Customer departmentalization is grouping jobs on the basis of common customers. 6. Two popular trends in departmentalization include: a. Customer departmentalization continues to be a highly popular approach because it allows better monitoring of customers’ needs and responding to those changes in needs. b. Cross-functional teams, a hybrid grouping of individuals who are experts in various specialties (or

(完整)罗宾斯管理学

管理学 第一篇管理导论 第一章管理与组织导论 1.管理者：通过协调和监管其他人的活动以达到组织目标的人 2.基层管理者：最底层的管理人员,管理着非管理雇员所从事的工作,即生产产品或者向顾客提供服务，通常被称为主管，区域经理，部门经理或办公室主任。 3.中层管理者：包括所有处于基层和高层之间的各个管理层次的管理者，管理基层管理者，可能具有地区经理，项目主管，工厂厂长或者事业部主任的头衔. 4.高层管理者：负责为整个组织作出决策，制定计划和目标，从而影响整个组织，典型头衔通常是执行副总裁，总裁，执行董事，首席运行官,首席执行官. 5.组织：是对人员的精心安排,以实现某个特定目的。 6.组织的特征：明确的目标，精细的结构，人员. 7.管理：指的是协调和监管他人的工作活动,从而使他们有效率，有效果地完成工作. 8.效率：是指以尽可能少的投入获得尽可能多的产出,通常指“正确地做事"。 9.效果：通常是指“做正确的事"，即所从事工作活动有助于组织达到其目标。 10.管理职能：计划,组织，领导，控制. 计划——定义目标,确定战略，制定计划以协调活动 组织-—决定需要做什么，怎么做，谁去做 控制-—监控活动以确保它们按计划完成 11.明茨伯格的管理角色：人际关系角色,信息传递角色，决策制定角色. 人际关系角色-—涉及人与人的关系以及其他礼仪性的和象征性的职责，包括挂名首脑（代表人），领导者和联络者。 信息传递角色——涉及收集，接受和传播信息，包括监听者，传播者和发言人 决策制定角色——需要作出决策或选择，包括企业家，混乱驾驭者，资源分配者和谈判者。 12.罗伯特.卡茨的管理技能：技术技能,人际技能，概念技能。 技术技能-—是指熟练完成特定工作所需的特定领域的知识和技术，对于基层管理者更为重要。 人际技能——包括自己单独或在团队中与其他人和睦相处的能力，对于中层管理者更为重要。

斯蒂芬·P·罗宾斯第九版《管理学》讲义

斯蒂芬·P·罗宾斯《管理学》笔记 第Ⅰ篇绪论 第一章管理者与组织导论 一、谁是管理者 （1）管理者：组织中指挥他人活动的人，他们拥有各种头衔。 （2）操作者：非管理人员，他们直接从事某项工作或任务，不具有监督别人工作的责任。（3）组织：指一种有人们组成的，具有明确的和系统性结构的实体。 （4）管理者分类：基层管理者中层管理者高层管理者。 二、什么是管理和管理者做什么 １、管理的定义： （1）管理：同别人一起或通过别人使活动完成得更有效的过程。这一过程体现在计划、组织、领导和控制的职能成基本活动中。 （2）效率：只输入与输出关系，涉及使完成活动的职员最小化。（方法） 效果：与活动的完成，即与目标的实现相联系。（结果） 两者关系：管理不仅关系到使活动达到目标，而且要做得尽可能有效率。低水平管理绝大多数是由于无效率和无效果，或者是通过牺牲效率来取得效果。 ２、管理的职能： （1）计划：确定目标，制定目标，制定战略，以及开发分计划以协调活动。 （2）组织：决定需要做什么，怎么做，由谁去做。 （3）领导：指导和激励所有参与者以及解决冲突。 （4）控制：对活动进行监控以确保其按计划完成。 ３、管理者角色（亨利·明茨伯格）： （1）管理者角色：特定的管理行为范畴 ①涉及人际关系：挂名首脑、领导者、联络者 ②涉及信息传递：监听者、传播者、发言人 ③涉及决策制定：企业家、混沌驾御者、谈判者 （2）管理者角色与传统管理职能理论的关系： ①职能方法仍然代表着将管理者的工作概念化的最有效方法。 ②管理者角色实质上与四种职能是一致的。 ４、有效的管理者与成功的管理者（弗雷德·卢森斯） ①成功的管理者（提升最快的管理者）强调网络关系活动； 而有效的管理者（绩效最佳的管理者）强调沟通。 ②两者关系的意义：这个结果指出社交和政治技巧对于在组织中晋升是重要的［从传统管理、沟通、人力资源管理、网络联系活动者］随着层次的晋升，从事更多计划、组织、控制、而从事更少领导。 ５、管理者工作的普遍性 (1)管理具有某些一般的性质： ①无论在组织的哪一个层次上，所有管理者都履行着四种职能，区别仅在于对每种职能强调的程度随管理者在等级结构的位置而变化。

罗宾斯《管理学》

罗宾斯《管理学》 Standardization of sany group #QS8QHH-HHGX8Q8-GNHHJ8-HHMHGN#

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1、决策制定过程的8个基本步骤（识别决策问题→确认决策标准→为决策标准分配权重→开发备选方案→分析备选方案→选择备选方案→实施备选方案→评估决策结果） 2、决策具有普遍性（分布在管理的4种职能中） 3、问题和决策的类型（结构良好问题和程序化决策，结构不良问题和非程序化决策） 4、4种决策风格（命令型，分析型，概念型，行为型） 第七章计划的基础 1、计划的定义(182) 2、良好目标的特征（189） 3、目标设立的步骤（190） 4、计划工作的权变因素（191） 第八章战略管理 1、战略管理的定义 2、战略管理过程的8个步骤 3、组织战略的3种类型 4、公司大战略 5、竞争优势和5种竞争力量 6、3种竞争战略 第九章：计划工作的工具和技术 1、评估环境的3种技术（环境扫描，预测和标杆） 2、分配资源的4种技术（预算，排程，盈亏平衡分析和线性规划）

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管为学生开办各种形式的讲座，从而激发学生的英语学习兴趣。 二、改革教学方法，充分利用现代化教学手段 根据教学内容和学生的具体情况采用恰当的教学方法和先进的教学手段，可以营造良好的课堂气氛，有助于教学效果的提高。双语教学不仅要使学生学习专业知识，而且要提高其运用英语的技能。要达到应有的教学效果，双语课程教师务必改革教学方法，使用先进的教学手段。首先，双语课教师要注重师生互动参与和学生自主学习习惯的培养。为了使课堂上师生之间能够进行更好地互动，教师应提前给学生列出参考书目，并将课程难点、重点及学习要求告知学生，以便学生及早做好准备；每次上课教师都应对下一次上课做出严格的预习要求，上课时教师也应多采取一些提问、小组讨论等教学方式，并鼓励同学们大胆用英语进行讨论和回答问题，可以适当降低语言表达的规范性和流畅度方面的要求，而着重信息的准确表达上。其次，鼓励双语课教师采用多案例教学方式。案例教学不但有助于提高学生学习的积极性，加深学生对专业知识的理解，培养其分析和解决问题的能力，而且能提高其运用英语的能力。第三，双语课教师应充分利用多媒体等现代化教学手段。图文并茂的教学课件不但能节约教师大量的英文板书时间，信息量大，而且生动形象，易于学生理解，能提高同学们的学习兴趣和课堂教学效率和效果。因而，在我们的多媒体教室有限的情况下，双语课程要优先予以安排。 三、满足考研学生需要，加大练习力度

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管理学课程双语教学统计分析与探讨 管理学课程双语教学统计分析与探讨 摘要：本文通过对管理学课程的双语教学进行统计分析，探讨了双语教学在管理学课程中的优势和挑战。研究发现，双语教学能够提高学生的语言水平和专业知识，培养学生的跨文化交际能力。然而，双语教学也面临挑战，如师生双方的语言水平不平衡、教学资源的不足等。在此基础上，本文提出了有效应对挑战的策略，并就双语教学的未来发展进行了展望。 关键词：双语教学；管理学课程；统计分析；优势；挑战；策略 一、引言 随着全球化的进程，国际交流与合作日益频繁，双语教学逐渐成为高等教育中的重要教学模式，被广泛应用于各个学科领域。而管理学作为一门跨学科的学科，更是受益于双语教学的模式。本文通过对管理学课程的双语教学进行统计分析，旨在探讨双语教学对管理学课程的影响，同时分析双语教学所面临的挑战，并提出相应的解决策略。 二、双语教学在管理学课程中的统计分析 双语教学在管理学课程中的应用得到了广泛的认可和支持。通过对不同学期、不同年级及不同专业的管理学课程进行统计分析，可以发现双语教学对学生的语言水平和专业知识的提高有较为显著的影响。在管理学课程中，双语教学注重培养学生的跨文化交际能力，使学生能够适应国际化的工作环境。 然而，统计分析也显示出双语教学在管理学课程中存在一些挑战。首先，由于师生双方的语言水平存在差异，教学效果可能会受到一定的影响。其次，双语教学所需的教学资源和师

资力量也存在一定的不足，对学校和教师提出了更高的要求。因此，针对这些挑战，有必要制定相应的策略。 三、双语教学在管理学课程中的优势与挑战 1. 优势 (1) 提高语言水平：双语教学使学生在学习管理学的同时，也能够提升他们的外语表达能力。通过与外籍教师进行语言交流和学习，学生能够更好地掌握专业术语和表达方式。 (2) 丰富教学内容：双语教学能够引入更多的国际案例和资料，帮助学生更好地了解国际管理理论和实践，增加他们的国际视野。 (3) 培养跨文化交际能力：管理学作为一个全球性的学科，双语教学能够培养学生具备跨文化交际的能力，使他们在跨国企业和跨文化工作环境中能够更好地应对挑战。 2. 挑战 (1) 师生语言水平差异：由于师生双方的语言水平存在差异，双语教学的教学效果可能受到一定的影响。 (2) 教学资源不足：双语教学所需要的教学资源和师资力量可能会出现短缺现象，对学校和教师提出了更高的要求。 四、应对双语教学挑战的策略 为了克服双语教学所面临的挑战，可以采取以下策略： 1. 加强师资队伍建设：学校需要提供更多的培训机会， 提升教师的语言水平和教学能力。同时，可以考虑引进更多的外籍教师，提供丰富的教学资源。 2. 优化教学资源配置：学校应该增加双语教学所需的教 学资源投入，如语言实验室、多媒体教室等。同时，还可以加强与其他学校、机构的合作，共享教学资源。 3. 设立语言辅导课程：为了提高学生的语言水平和专业