Mullins L.J. Management and organisational behaviour, Seventh edition
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Chapter 21: Organisational Control and Power explores the nature of control and
power as an integral part of the process of management and the people–organisation
relationship. Chapter 21 details the characteristics of an effective control system, and
considers broader perspectives of organisational power including delegation and
empowerment.
Chapter 22: Organisational Development (Culture, Conflict and Change) reviews
the meaning, nature and main features of organisation health and development (OD).
Chapter 22 draws attention to the importance of understanding culture and climate,
organisation conflict and in particular the successful management of change.
Chapter 23: Management Development and Organisational Effectiveness con-
cludes by reviewing the importance of effective management as central to organisation
development and improved work performance. Chapter 23 looks at the nature of man-
agement development, dimensions of organisational effectiveness and reminds us of
the importance of people.
CHAPTER 1 INTRODUCTION
15
Part 8
Improving
Organisational
Performance
Links with other chapters
Chapter 2 introduces the concept of the ‘Peter Principle’
Chapter 3 discusses ‘Taylorism’ and the ideas of scientific management
Chapter 4 consider the organisational setting and the nature of organisations
Chapter 7 discusses Theory X and Theory Y strategies of managerial behaviour
Chapter 8 explains main sources of power and leadership influence
Chapter 18 discusses improving job satisfaction and getting the best out of people
Chapter 22 explores the importance of organisational culture and climate
Links with other chapters
Chapter 2 looks at the use of metaphor to see organisation and management, and also
to the meaning of the term ‘organisational behaviour’
Chapter 3 refers to the structuralist approach to organisations and management
Chapter 11 examines the importance of differences in perception
Chapter 12 discusses equity theory of motivation
Chapter 15 details Woodward’s study of management organisation of firms
Chapter 19 discusses the unitary perspective of the organisation
Chapter 23 examines management development and organisational effectiveness
Links with other chapters
Chapter 2 explores the nature of organisational behaviour and draws attention to the
importance of organisational effectiveness
Chapter 4 examines the organisational setting and nature of organisations
Chapter 6 refers to the nature of management in the public sector
Chapter 7 discusses managerial behaviour and effectiveness
Chapter 10 draws attention to coaching and mentoring, the concept of the learning
organisation, and knowledge management
Chapter 12 examines different theories of motivation
Chapter 19 discusses Investors in People Standard, and also performance appraisal
This book adopts an applied approach to the search for the most appropriate ways of
improving organisational performance and effectiveness. The objective analysis of
organisations is supported, where appropriate, by a more prescriptive stance. For exam-
ple, the underlying need to establish a framework of order and system of command by
which the work of the organisation is undertaken demands that attention be given to
certain basic principles and consideration of structure. General principles and prescrip-
tions apply equally to all types of work organisations which achieve their goals and
objectives through the process of management.
It is possible that the more practically minded reader may wish to concentrate
greater attention on the latter parts of certain chapters. However, even a cursory exam-
ination of earlier sections of the chapter will help provide an understanding of
underlying studies upon which discussion of practical applications is based.
The notes and references given at the end of each chapter are to encourage you to
pursue further any issues of particular interest. A simple numbering system has deliber-
ately been maintained in order to keep the main text uncluttered and easier to follow,
to provide more detailed and specific referencing, and because feedback indicates this
system appears to be favoured by most readers.
You are invited to test your knowledge and understanding of the contents by attempt-
ing the review and discussion questions at the end of each chapter. These questions
provide a basis for revision and review of progress. You are also invited to undertake
the assignment(s) and/or case(s) at the end of each chapter. The questions, assignments
and case studies provide an opportunity to relate ideas, principles and practices to spe-
cific work situations, to think and talk about major issues, and to discuss and compare
views with colleagues. In order to help relate the contents of the chapters to real-life
situations, many of the questions and assignments ask you to support your discussion
with, and/or to give, examples from your own organisation. This can of course be
your own college or college department. Alternatively, you may have work experi-
ence, even part-time or casual employment, in other organisations that you may
draw upon and share with colleagues.
Initiatives such as semesterisation and modularisation are now common in higher educa-
tion. This book provides comprehensive coverage of a wide range of topic areas related to
the effective use of human resources within the work situation. Although there is a logi-
cal flow to the sequencing of topic areas, each Part and each chapter of the book is
self-contained. Accordingly, if you come across some repetition of references to underly-
ing central features of organisational behaviour and modern management this should
provide useful reinforcement of your studies. Main sections are identified clearly within
each chapter and there are detailed headings and sub-headings.
In approaching your studies, you need to bear in mind the importance of the organisa-
tional setting, organisational environment and culture. Remember also there are
variations in systems and styles of management, and in the choice of managerial
behaviour. You may wish to consider the following simple, five-stage framework
(Figure 1.2).
PART 1 MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
16
YOUR STUDY OF THE BOOK
Questions,
assignments
and case
studies
A modular
approach
An important and distinctive feature of this book is that it is especially suitable across a
range of different but related modules, including both single or double semester units, and
will help to provide an integrated approach to your studies. The selection and ordering of
chapters can be varied to suit the particular demands of your study courses or your interests.
Organisational
environment
and culture
You are encouraged to complement your reading of the book by drawing upon your
own experience of work organisations. Search for and study examples of management
and organisational behaviour. Look for good and bad examples of management activi-
ties and practices, and consider reasons for their apparent success or failure. Compare
critically the practical examples given in the text and appendices with the procedures
and practices in your own organisation. Consider the manner in which concepts and
ideas presented in this book can best be applied in particular work situations.
Contemporary examples from your own observations should help further your interest
in the subject area and illustrate practical applications to real-life situations.
The effective management of people takes place in the context of the wider environ-
mental setting, including the changing patterns of organisations and attitudes to work.
It is frequently documented that a global economy, increased business competitive-
ness, the move towards more customer-driven markets, advances in scientific
knowledge, especially telecommunications and office automation, have led to a period
of constant change and the need for greater organisational flexibility. This is a recur-
ring theme throughout the book.
The power and influence of private and public organisations, the rapid spread of
new technology, and the impact of various socio-economic and political factors have
attracted increasing attention to the concept of corporate social responsibilities and
business ethics. Increasing attention is also being focused on the ethical behaviour
which underlies the decisions and actions of managers and staff; and many responsible
organisations and professional bodies now choose to publish a Code of Ethics.
The changing nature of organisations and individuals at work has placed increasing
pressure on the awareness and importance of new psychological contracts. Forces of
global competition and turbulent change make employment guarantees unfeasible and
demand a new management philosophy based on trust and teamwork. People are seen
as a responsibility and a resource to be added to. Employees need to abandon the sta-
bility of lifetime employment and embrace the concept of continuous learning and
personal development.
7
According to an ESRC publication, in any analysis of the transformation of Britain’s
employment relations we cannot neglect the changing nature of work. The influence
of technological innovation, work restructuring and job redesign are all helping to
reshape shopfloor attitudes among managers, unions and workers.
8
In their discussion of the twenty-first century organisation, Bouchikhi and Kimberly
refer to the customised workplace which represents a radical departure from commonly
CHAPTER 1 INTRODUCTION
17
Figure 1.2 A basic framework of study
THE CHANGING NATURE OF WORK ORGANISATION
accepted management principles and techniques. They summarise the main differences
between nineteenth, twentieth and twenty-first century management – see Table 1.1.
9
New approaches to management and organisational behaviour
In discussing new approaches to management practices for the next decade, Muzyka
suggests that: ‘Organizational behavior has moved from an emphasis on the structural
aspects of functional and cross-functional organizations to more flexible models,
including enhanced consideration of short-term, high performance teams.’
New ideas of how to motivate and deploy people have developed. A new contract is evolving
that involves the exchange of value. Individuals need to be encouraged and permitted to
achieve: to perform to their highest potential, for their benefit and that of the employer.
Organizations are encouraging staff to craft more flexible, value-laden, and specific rules gov-
erning their relationships.
10
Cloke and Goldsmith refer to the age of traditional management coming to an end and
the decline of hierarchical, bureaucratic, autocratic management. They contend that
management is an idea whose time is up and organisations that do not recognise the
need to share power and responsibility with all their workers will lose them.
11
The nature and importance of e-business
What is an e-business? When you get down to it, an e-business is an organisation that
connects critical business systems directly to their customers, employees, partners and
suppliers, via intranets, extranets and over the Web. As customers, employees, suppli-
ers and distributors are all connected to the business systems and information they
PART 1 MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
18
19th century 20th century 21st century
Theory of personhood Interchangeable muscle A subordinate with a Autonomous and
and energy hierarchy of needs reflexive individual
Information and The province of Management-dominated Widely diffused
knowledge of management alone and shared on a limited
basis
The purpose of work Survival Accumulation of wealth Part of a strategic
and social status life plan
Identification With the firm and/or with Identify with a social The disenfranchised
the working class group and/or the firm self
Conflict Disruptive and to be Disruptive but tolerated A normal part of life
avoided and can be settled
through collective
bargaining
Division of labour Managers decide, Managers decide, Employees and
employees execute employees execute managers decide
thoughtfully and execute
Power Concentrated at the top Limited, functional Diffused and shared
sharing/empowerment
Table 1.1 Contrasting the paradigms
Source: Bouchikhi, H. and Kimberly, J. R., ‘The Customized Workplace’, in Chowdhury, S., Management 21C, Financial Times Prentice Hall
(2000), p. 215.
need, e-business actually transforms and integrates key business processes. In short,
the definition of e-business is: ‘the transformation of key business processes using
Internet technologies’.
Why e-business? First, organisations of all sizes are impacted by globalisation and
deregulation, which lowers barriers to entry and dramatically reshapes the competitive
landscape. Second, people now have a broader array of choices and therefore are
becoming more sophisticated and more demanding – both in what they want from a
supplier but also how they choose to acquire goods and services. Thus, the need to
change your organisation to stay ahead of competition is vital. Every process of an
enterprise – from employee training to product development – is going to be subject to
this transformation. E-business strategy organisations must unlock the power of the
information and data that exist – interactions with websites, file cabinets, desk draw-
ers, databases, and the collective experience of employees. This intellectual capital is a
most valuable asset, but only when it is leveraged for competitive advantage.
12
Kermally suggests that becoming an e-business is now an imperative for all types of
organisations, large and small. The key success factor lies in not emulating established
habits. Leadership in the new economy needs to:
■ enthuse employees;
■ empower and respect employees;
■ create trust throughout the organisation;
■ understand the importance of knowledge as a source of business energy;
■ identify and leverage intangible assets;
■ be a custodian of corporate governance in the age of the Internet;
■ be willing to engage in ‘constructive destruction’, since e-business requires constant
renewal of its business model.
13
It is important, however, to remember the human element to business and that it is
people who have to decide what information is actually needed, to ensure the best use
of technology, and to design systems that work for them and their organisations. ‘It’s
people who manage knowledge – not computers.’
14
The use of separate topic areas is a recognised academic means of aiding study and
explanation of the subject. In practice, however, the activities of an organisation and
the job of management cannot be isolated neatly into discrete categories. The majority
of actions are likely to involve a number of simultaneous functions that relate to the
total processes of management.
15
Consider, for example, a manager briefing departmental staff on an unexpected,
important and urgent task which has to be undertaken quickly. Such a briefing is likely
to include consideration of goals and objectives, organisation structure, management
system, process of delegation and empowerment, systems of communication, leadership
style, motivation and control systems. The behaviour of the staff will be influenced by a
combination of individual, group, organisational and environmental factors.
Topic studies in organisational behaviour should not be regarded, therefore, as
entirely free-standing. Any study of organisation and management inevitably covers
several aspects, and each study can be used to a greater or lesser extent to confirm gen-
eralisations made about particular topic areas. The use of the same studies to illustrate
different aspects of management and organisational behaviour serves as useful revision
and reinforcement, and helps to bring about a greater awareness and understanding of
the subject.
CHAPTER 1 INTRODUCTION
19
THE STUDY OF MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
You will probably be aware that a feature of the study of management and organisational
behaviour is the invariable difficulty in identifying a single solution to a particular prob-
lem. The absence of one, right answer can make study of the subject complex and
frustrating; but the area of study can also be interesting and challenging, stimulating cre-
ative thought and ideas, and it can be related to your own work experience.
A useful model for the study of management and organisational behaviour is to see
the organisation as an open system (see Chapter 4). The open system approach views
the organisation within its broader, external environment and places emphasis on
multiple channels of interaction. It provides a means of viewing the total organisation
and of embracing different dimensions of analysis. The open system model provides a
perspective for a managerial approach to organisational behaviour. It helps in the
search for the most appropriate ways of influencing the behaviour of people within an
organisational setting.
In the study of management and organisational behaviour you will come across many
theories. However, you should not be put off by the use of the word ‘theory’. Most
rational decisions are based on some form of theory. Theory contains a message on
how managers might behave. This will influence attitudes towards management prac-
tice and lead to changes in actual patterns of behaviour. Theory helps in building
generalised models applicable to a range of organisations or situations. It further
provides a conceptual framework and gives a perspective for the practical study of
the subject. Thus theory and practice are inseparable. Together they lead to a better
understanding of factors influencing patterns of behaviour in work organisations and
applications of the process of management.
16
However, to be of any help to the practising manager, theory has to be appropriate.
For example, Lee refers to:
... the danger of adopting theories because they are teachable, rather than because they are
effective ... (however) without appropriate theory, there would be very little communication of the
insights of scientific theory to practising managers.
17
Although it is not always easy to establish their exact origins, ideas do percolate
through to best practice.
18
Patching suggests that all managers who think about what they do are practical stu-
dents of organisational theory.
Theory is not something unique to academics, but something we all work with in arriving at our
attitudes, beliefs and decisions as managers. It seems obvious to most of us that some theories
are better than others. Many managerial discussions which we undertake in meetings focus
upon trying to agree upon which theory will be best for a particular decision.
19
Case studies are increasingly popular as a part of the study of management and organ-
isational behaviour. According to Mumford, the case method is, with the exception of
lectures, clearly the most widely used method in management education.
21
There are a
variety of types of case studies and they may be presented in a number of different
ways. Case studies range from, for example, a brief account of events which may be
actual, contrived or a combination of both; ‘armchair’ cases based on hypothetical but
realistic situations, and developed to draw out and illustrate particular points of prin-
ciple; to complex, multi-dimensional cases giving a fuller descriptive account of actual
situations in real organisations. The term ‘case study’ may be extended to include criti-
cal incident analysis, role-play and the in-tray (or in-basket) exercise, although these
are more methods of training. A case study may require you to work on an individual
basis or it may involve group work. It may also specify that you are to assume a partic-
ular role, for example as a senior or departmental manager or consultant.
PART 1 MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
20
No single right
answer
The relevance
of theory
THE USE OF CASE STUDIES
20
Whatever the nature or form of case studies, a major objective of their use is usually
the application of theoretical knowledge to practical situations and/or the integration
of knowledge drawn from a number of related disciplines or areas of study. Case studies
are basically problem analysis and decision-making exercises. They provide a test of the
ability to distinguish real issues from less significant matters. There is unlikely to be a
single, right answer.
Case studies, therefore, provide the participants with an opportunity to demonstrate
analytical ability, logical thinking, judgement and persuasiveness and skills of com-
munication in the presentation of answers. If the case study is undertaken as a group
exercise, it also provides a means of assessing both the performance of the group as a
whole and the ability of individuals to work effectively as members of the group.
22
In reviewing the relevance of the case study method, Orpen suggests that although it
may be regarded as out of date by many management teachers and managers, a major
reason why cases must form the important element in any management programme is
that managing has to do with problem-solving rather than just learning to do things.
Although it is often difficult to accomplish, the movement from the lecture method to
the case study method of teaching is one that has to be made. ‘After all, management
is ultimately about doing the right thing in the circumstances – something learnt by
doing cases – not just digesting ideas from teachers.’
23
According to Hazard, the case method is least suited to knowledge transmission, and
those institutions that have chosen to teach exclusively by cases do themselves and
their students a disservice. Case learning works best with older, more experienced stu-
dents and allows participants to develop skills, to listen to other people, and to
understand that there are many ways of approaching a single problem. Case teaching
should be viewed as the first step in an action learning hierarchy.
24
The level and depth of analysis, and the type of answer required, will depend upon the
particular case study and the reasons for its use. However, despite variations in the
nature and format of case studies it is possible to suggest general guidelines on how to
tackle them.
1 Read the whole of the case study. Try to get a ‘feel’ for what it is about and note
what the question(s) ask(s) you to do. Check on the time allowed.
2 Read the case study a second time. Look at the material carefully and try to identify
with the situation. Check again on exactly what you are required to do and
instructions on how to present your answer. For example, if a report is called for,
your answer should be presented in proper report form. Check whether you are to
assume a specific role and if your answer is to be directed at a specified audience –
for example, a senior manager, the board of directors or a committee.
3 If there are a number of different parts to the case study you should apportion
available time and ‘weight’ your answers accordingly.
4 Approach your analysis of the case study with an open mind. Be conscious of any
bias or prejudice you may have and avoid any predispositions which may influ-
ence your perception of the case material. Do not jump to hasty or unfounded
conclusions. Do not formulate firm opinions or solutions until you have collated
all the available evidence.
5 Adopt a brainstorming approach and take the case apart by exploring all reason-
ably possible considerations. Remember there may be a number of separate
problems with separate causes and a number of alternative courses of action. There
is not necessarily a single ‘correct’ or ‘model’ answer.
6 You may need to search for hidden meanings and issues which are not at first read-
ily apparent. Do not, however, make things unnecessarily complicated. Do not take
the ‘obvious’ for granted and do not neglect simple responses which help to pro-
vide a satisfactory answer to the question as worded.
CHAPTER 1 INTRODUCTION
21
Objectives of
use of case
studies
Guidelines on
tackling case
studies
7A particular feature of case study work is that you are likely to have only limited
information. You should, therefore, make a point of studying all the details given
in the case material, first, to make certain of the facts; and second, to identify what
deductions or inferences can be drawn from these facts. You may feel it necessary
to make certain assumptions. If so, these assumptions should follow reasonably
from the case material and serve only to help clarify the situation. Even if you are
not specifically requested to do so, it is recommended that you make clear any nec-
essary assumptions as part of your answer.
8 The case study may set out deliberately to present a tangle of information, events
or situations which need to be unravelled in order to clarify links and relation-
ships, and to distinguish causes from effects, and symptoms from problems.
Concentrate on what you see to be the more important matters as opposed to any
irrelevant detail or possible red herrings which may confuse the real issues.
9 In your analysis of the case material you may find it helpful to emphasise key
words or phrases, including emotive language and actions. You may also find it
helpful to:
– list the people involved and draw a pen picture of them from the available infor-
mation; and
– trace the sequence and timing of events which have led to the present situation.
The use of margin notes, underlining, numbering and/or lettering, colours or high-
lighting pens may all be useful but you should be careful not to make your analysis
confused or too complicated.
10 Where appropriate, relate your analysis of the case material to your theoretical
studies, general points of principle and the work of leading writers. For example,
you might find the PESTEL analysis discussed in Chapter 4 or the SWOT analysis
discussed in Chapter 5 helpful in tackling case studies. It is always valuable to be
able to draw upon practical experience but make sure it is relevant to the particular
circumstances. You may still be able to make use of knowledge gained from experi-
ence not related directly to the case study, but avoid the temptation to distort your
perception of the situation as described to suit your own personal experience.
11 Bearing in mind the question, clearly identify existing or potential difficulties or
problem areas and indicate where you see the need for most urgent action. Where
you have identified a number of possible courses of action indicate your re-
commended priorities. Bear in mind also practical considerations such as timing,
cost and existing personalities. Where appropriate give reasons in support of your
recommendations.
12 Draw up a plan of key points as the basis of your answer.
13 The use of visual displays such as diagrams, charts or tables may enhance the
presentation of your answer. But make sure such visual displays are accurate and
clear and relate directly to your analysis of the case material, and to the question as
worded. Every visual display should be given a meaningful title, and serve to help
the reading and interpretation of your answer. Do not be tempted to use visual dis-
plays for their own sake or to spend too much time on an over-elaborate display at
the expense of more important matters.
14 Allow time to read through and check your work.
PART 1 MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
22
Discuss critically what you believe are the main factors to bear in mind with, and particular
difficulties presented by, the study of management and organisational behaviour. Where pos-
sible, give practical examples based on your own experience.
REVIEW AND DISCUSSION QUESTION
CHAPTER 1 INTRODUCTION
OBJECTIVES
Completing this exercise should help you to enhance the following skills:
Recognise different ways in which people think.
Explain and justify your approach to making decisions.
Participate in a small group discussion.
EXERCISE
Five figures are shown below.
You are required to:
1 Select the one that is different from all the others.
2 Discuss in small groups reasons for the individual selections and be prepared to justify
your own decision.
3 See if you can reach a consensus on a single group answer.
DISCUSSION
■ To what extent did members of the group understand the thought processes of others?
■ If you were persuaded to change your mind on what basis was this decision made?
■ What conclusions do you draw from this exercise?
PERSONAL AWARENESS AND SKILLS EXERCISE
Visit our website www.booksites.net/mullins for further questions, annotated weblinks,
case material and Internet research material.
23
PART 1 MANAGEMENT AND ORGANISATIONAL BEHAVIOUR
24
NOTES AND REFERENCES
1. Cited in Robinson, G. ‘Managers Under the Spotlight’,
The British Journal of Administrative Management,
September/October 1997, p. 5.
2. Bickerstaffe, G. ‘Mastering Management’, Financial
Times, 27 October 1995, p. 2.
3. Foong, K. and Yorston, R. ‘Human Capital Measurement
and Reporting A British Perspective’, London Business
School, June 2003, p. 3.
4. ‘Accounting for People’, Report of the Task Force on
Human Capital Management, DTI, October 2003, p. 3.
5. Ibid., p. 2.
6. Drummond, H. Introduction to Organizational Behaviour,
Oxford University Press (2000).
7.
Ghoshal, S., Bartlett, C. A. and Moran, P. ‘Value Creation:
The New Millennium Management Manifesto’, in
Chowdhury, S. Management 21C, Financial Times Prentice
Hall (2000), pp. 121–40.
8. Taylor, R. ‘The Future of Employment Relations’,
Economic and Social Research Council, September
2001, pp. 7–8.
9. Bouchikhi, H. and Kimberly, J. R. ‘The Customized
Workplace’, in Chowdhury, S. Management 21C,
Financial Times Prentice Hall (2000), pp. 207–19.
10. Muzyka, D. ‘Thriving on the Chaos of the Future’, in
Pickford, J. (ed.) Financial Times Mastering Management
2.0, Financial Times Prentice Hall (2001), p. 8.
11. Cloke, K. and Goldsmith, J. The End of Management: and
the Rise of Organizational Democracy, Jossey-Bass (2002).
12. For an account of key issues in e-business, see for
example: ‘Accenture’, supplement to Management Today,
January 2001.
13. Kermally, S. ‘E-strategy is Key to Future Success’,
Professional Manager, July 2001, pp. 28–9.
14. Fitzsimmons, G. ‘It’s People Who Manage Knowledge –
Not Computers’, The British Journal of Administrative
Management, March/April 2000, p. 16.
15. A similar view is taken by Watson, T. J. Organising and
Managing Work: organisational, managerial and strategic
behaviour in theory and practice, Financial Times Prentice
Hall (2002).
16. See, for example: Billsberry, J. (ed.) ‘There’s Nothing So
Practical as a Good Theory: How Can Theory Help
Managers Become More Effective?’ in The Effective
Manager: Perspectives and Illustrations, Sage Publications
(1996), pp. 1–27; and Naylor, J. Management, Financial
Times Pitman Publishing (1999), pp. 18–20.
17. Lee, R. A. ‘There is Nothing so Useful as an Appropriate
Theory’, in Wilson, D. C. and Rosenfeld, R. H. Managing
Organizations: Text, Readings and Cases, McGraw-Hill
(1990), p. 31.
18. Crainer, S. ‘The Rise of Guru Scepticism’, Management
Today, March 1996, pp. 48–52.
19. Patching, K. Management and Organisation Development,
Macmillan Business (1999), p. 11.
20. Based on Mullins, L. J. ‘Tackling Case Studies’, Student
Administrator, vol. 1, no. 5, June 1984. See also:
Ainsworth, A. ‘Tackling Case Studies’, Supplement to
Chartered Secretary, January 2000.
21. Mumford, A. ‘When to Use The Case Method’,
ECCHO: The Newsletter of the European Case Clearing
House, Autumn/Fall 1997, pp. 16–17.
22. See, for example: Easton, G. Learning From Case Studies,
Second edition, Prentice-Hall (1992).
23. Orpen, C. ‘Reconsidering the Case-Study Method of
Management Teaching’, Journal of European Business
Education, Buckinghamshire Business School, vol. 9,
no. 2, May 2000, pp. 56–64.
24. Hazard, H. ‘An Action Learning Teacher Reflects on
Case Teaching’, ECCHO: The Newsletter of the European
Case Clearing House, Issue No. 22, Autumn/Fall 1999,
pp. 5–7.
FT
Use the Financial Times to enhance your understanding of the context and practice of management and
organisational behaviour. Refer to article 7 in the BUSINESS PRESS section at the end of the book for
relevant reports on the issues explored in this chapter.