IKEA Marketing Case Study Essay Example

IKEA Marketing Case Study Essay Example IKEA Marketing Case Study Paper IKEA Marketing Case Study Paper Burke Case Analysis weaknesses (positioning, weak online sales, etc. ) in the U. S market into a great opportunities. Define the Problem: Adapting to an ever-aging U. S market where the only thing constant, is change. KEA must develop ways to change and position themselves in a way that they are ahead of the power- curve. With companies that have many more locations and convenient one-stop- shopping such as Target and Walter; KEA must develop a competitive market advantage (that spans beyond simply cost and modern product). Furthermore, KEA must overcome the stigma of being a do-it-yourself retailer in order to compete with companies with whom have reputations and a long history of success such as Home Depot. Background of the Situation: KEA has multiple strengths including: A modern image. A green image. A highly efficient operation that is 51 percent self-sufficient. A 7 percent annual growth rate An anti-bureaucratic image that is promulgated by upper management working in hands on Jobs (cashiers, loaders, etc. ) Ahead of the game with a daycare and restaurants to keep customers in the store longer KEA also has several weaknesses: Marketing in primary countries that is not conducive to the U. Gs conservative ways. Average U. S consumer not being the best target for the do-it-yourself approach. Their ways as far as how they market (word of mouth) Kikes sub-par website forces consumers to shop at the nearest location. Not a well trusted name for products such as mattresses Opportunities: Although there are many elderly individuals who do not like the DID approach there are a vast number of young adults, who can be targeted to become lifelong customers. Threats: Losing market-share to larger retailers. More trusted companies following Kikes trend and stealing from the market share Metric to Test Success: KEA targets market segments based on the following: age, lifestyle, the benefit the buyer is seeking, and the income level. For my solution, I believe the metric for success is simply; do over 66% of my college aged students return every 2 to 4 years. Furthermore, does this happen at least twice? An example is when a young adult completes his or her undergrad, do they return to purchase starter furniture(for a first rented apartment or first purchased home) ? Key Issues: High cost of simply adding more brick and mortar locations Even with 9500 different products, customization is still important Solution 1 . ) Simply adding several brick and mortar locations on top of the existing 38 current U. S locations is both costly and a long fix to a problem that may hold a quicker solution. Positives: More locations to operate means larger market to serve (potentially) Would be easier to ship to more places Negatives: High cost of building Time spent is money spent All orders would be shipped from on central distribution center in the Midwest (cost would be the deciding factor of the final location. More focus on countries with a larger market. Easy distribution from a single point Giving away potential buyers and potential customers. Furthermore, some customers you have already acquired and could be life long customers. Solution 3. ) Creating electronic kiosks supplemented by a rep that can travel to large college campuses within a sixty mile radius of college campuses. These Kiosks can feature the same AD benefits of the existing app, such as dimensions and multiple angles. This furniture would be customizable with University specific covers that would not effect that packaging of Kikes already well efficiently cadged, shipped, stored, and distributed products. Orders of a certain cost would then be delivered and assembled free of charge. Can test to see how much customization would really impact U. S consumers. Much more cost effective than building new locations. Targeting customers that may otherwise not purchase furniture due to the extraneous amount of travel Shifting away from the do it yourself stigma by having products assembled on site Potentially creating lifelong customers. Cost of delivery and assembly Liability of delivery and assembly Additional cost of University specific colors and covers may not outweigh the

Battle of White Plains in the American Revolution

Battle of White Plains in the American Revolution The Battle of White Plains was fought October 28, 1776, during the American Revolution (1775-1783). Part of the New York Campaign, the battle came about after British forces landed at Pells Point, NY and threatened to cut off the American line of retreat from Manhattan. Departing the island, the Continental Army established a position at White Plains where it was attacked on October 28. After sharp fighting, the British captured a key hill that compelled the Americans to withdraw. The retreat from White Plains saw General George Washingtons men move across New Jersey before crossing the Delaware River into Pennsylvania. Background In the wake of their defeat at the Battle of Long Island (August 27-30, 1776) and victory at the Battle of Harlem Heights (September 16), General George Washingtons Continental Army found itself camped at the northern end of Manhattan. Moving tentatively, General William Howe elected to begin a campaign of maneuver rather than directly attacking the American position. Embarking 4,000 men on October 12, Howe moved them through Hells Gate and landed at Throgs Neck. Here their advance inland was blocked by swamps and a group of Pennsylvania riflemen led by Colonel Edward Hand. General Sir William Howe. Public Domain Not wishing to force his way through, Howe re-embarked and moved up the coast to Pells Point. Marching inland, they won a sharp engagement over a small Continental force at Eastchester, before pressing on to New Rochelle. Alerted to Howes movements, Washington realized that Howe was in a position to cut his lines of retreat. Deciding to abandon Manhattan, he began moving the main army north to White Plains where he possessed a supply depot. Due to pressure from Congress, he left around 2,800 men under Colonel Robert Magaw to defend Fort Washington on Manhattan. Across the river, Major General Nathanael Greene held Fort Lee with 3,500 men. Battle of White Plains Conflict: American Revolution (1775-1783)Dates: October 28, 1776Armies and Commanders:AmericansGeneral George Washington13,000 menBritishGeneral William Howe14,500 menCasualties:Americans: 28 killed, 126 woundedBritish: 42 killed, 182 wounded The Armies Clash Marching into White Plains on October 22, Washington established a defensive line between the Bronx and Croton Rivers, near the village. Building breastworks, Washingtons right was anchored on Purdy Hill and led by Major General Israel Putnam, while the left was commanded by Brigadier General William Heath and anchored on Hatfield Hill. Washington personally commanded the center. Across the Bronx River, in line with the American right rose Chattertons Hill. Possessing wooded sides and fields on the hilltop, Chattertons Hill was initially protected by a mixed force of militia. Reinforced at New Rochelle, Howe began moving north with around 14,000 men. Advancing in two columns, they passed through Scarsdale early on October 28, and approached Washingtons position at White Plains. As the British neared, Washington dispatched Brigadier General Joseph Spencers 2nd Connecticut Regiment to delay the British on the plain between Scarsdale and Chattertons Hill.  Arriving on the field, Howe immediately recognized the importance of the hill and decided to make it the focus of his attack.  Deploying his army, Howe detached 4,000 men, led by Colonel Johann Ralls Hessians to make the assault. A Gallant Stand Advancing, Ralls men came under fire from Spencers troops which had taken a position behind a stone wall. Inflicting losses on the enemy, they were forced to pull back towards Chattertons Hill when a British column led by General Henry Clinton threatened their left flank.  Recognizing the importance of the hill, Washington ordered Colonel John Haslets 1st Delaware Regiment to reinforce the militia.   As British intentions became clearer, he also dispatched Brigadier General Alexander McDougalls brigade. The Hessian pursuit of Spencers men was stopped on the slopes of the hill by determined fire from Haslets men and the militia. Bringing the hill under intense artillery fire from 20 guns, the British were able to panic the militia leading them to flee from the area. General George Washington. Public Domain The American position was quickly stabilized as McDougalls men arrived on the scene and new line formed with the Continentals on the left and center and the rallied militia on the right. Crossing the Bronx River under the protection of their guns, the British and Hessians pressed on towards Chattertons Hill. While the British attacked directly up the hill, the Hessians moved to envelop the American right flank. Though the British were repulsed, the Hessians flank attack caused the New York and Massachusetts militia to flee. This exposed the flank of Haslets Delaware Continentals. Reforming, the Continental troops were able to beat back several Hessian attacks but were ultimately overwhelmed and forced retreat back to the main American lines. Aftermath With the loss of Chattertons Hill, Washington concluded that his position was untenable and elected to retreat to the north. While Howe had won a victory, he was unable to immediately follow up his success due to heavy rains the next day few days. When the British advanced on November 1, they found the American lines empty. While a British victory, the Battle of White Plains cost them 42 killed and 182 wounded as opposed to only 28 killed and 126 wounded for the Americans. While Washingtons army began a long retreat which would ultimately see them move north then west across New Jersey, Howe broke off his pursuit and turned south to capture Forts Washington and Lee on November 16 and 20 respectively.  Having completed the conquest of the New York City area,  Howe ordered Lieutenant General Lord Charles Cornwallis to pursue Washington across northern New Jersey.  Continuing their retreat, the disintegrating American army finally crossed the Delaware in to Pennsylvania in early December. American fortunes would not improve until December 26, when Washington launched a daring attack against Ralls Hessian forces in Trenton, NJ.

The Impact Bullies have on Learning in the Classroom in Elementary Essay

The Impact Bullies have on Learning in the Classroom in Elementary School - Essay Example There are several reasons as to why, in spite of educationist’s and governmental efforts, there is still little understanding and acceptance of the full impact of bullying. One of the reasons for this is that the definition of bullying is not very specific or agreed upon by all. In the United States itself, different regions have defined bullying differently. For example, in Colorado, it is defined as â€Å"any written or verbal expression, or physical act or gesture, or a pattern thereof, that is intended to cause distress upon one or more students†, and in Georgia, as â€Å"any willful attempt or threat to inflict injury on another person†¦or any intentional display of force such as would give the victim reason to fear or expect immediate bodily harm†. (HRSA, 2003). In the UK, violence and bullying are very closely related, and both acts are said to cause physical or psychological harm – but bullying is mostly applied to such acts that are repetitive in nature. (Hutchinson, 2005). Hence, it can be seen from the above that bullying, is a term that does not have a universal definition. Though, there is a general understanding of what comprises of bullying, the impact that bullying has on those involved, and the recourse that should be undertaken to combat the problem, are still issues that are largely debated upon. Similarly, depending upon the understanding of the definition, the various recourses to bullying are advised by the governments. In 2002, â€Å"serious bullying† along with the possession of an offensive weapon were made the grounds for expulsion from school by the Department for Education and Skills, UK. (BBC News, World Edition, 2006). The Department for Education and Skills, UK, is of the opinion that bullying is  a serious problem which puts the emotional well-being and educational achievement of pupils at risk†. (Department for

Government Essay Example | Topics and Well Written Essays - 750 words - 1

Government - Essay Example In spite of the deliberate effort to keep political parties out, the United States was the first nation to have formally recognized political parties as far back as in 1800. These political parties gained executive powers through elections, and in thirty years political parties were an indispensable part of the American political system. A political party has been defined as â€Å"an autonomous group of citizens having the purpose of making nominations and contesting elections in hope of gaining control over governmental power through the capture of public offices and the organization of the government† (Hukshorn, 1984). Presently, there are two main political parties in the United States -- the Republican and Democratic parties. All elected representatives, whether they be president, congressional representative, state governor or state legislator have to members of either of these two parties. There is no denying the fact that the two-party system in the United States has emerged as a result or reflection of the desire of the electorate that is the people. In other nations of the world which have a two-party system, each party represents conflicting ideological perspectives. In the United States, however, the two parties have tended not to adhere strictly to any one ideology or policy objectives. â€Å"Generally, Republicans have tended to support limiting federal powers and protecting the authority of state and local governments, to take a conservative approach to taxation and spending, and to oppose government interference with free enterprise. In contrast, Democrats have tended to take a more expansive view of the powers of the federal government, to support raising and spending money to address social ills on a national basis, and to favour federal regulation as a tool to improve business practices† (Bibby, 2004). The problem

An Influenced Life Essay Example for Free

An Influenced Life Essay An Influenced Life As people grow and develop in their lives, many factors influence their trajectories. These factors manifest themselves in many ways, but some are more prominent than others. I believe that every person, depending the factors that influenced them most strongly, would place more importance on some factors than others. In other words, my essay will be different than other classmates, because I was raised differently than most of them and different things had impacts on my development. Individuals also probably think some are more important factors than others, and these viewpoints depend solely on their lives and their development thus far. My personal view is that some of the most important factors that influence an individual’s development are their innate temperament, the parents they are born to, the consequent family role they possess, the anxiety they bear in life, and the relationships they make – both forced and by their own volition. Read more: Essay explain how children and young people’s development is influenced by a range of personal factors. Although I believe these are some of the most important factors, they are by no means the only things that influence a persons’ development over time. Also worth noting is the fact that these all impact each other as well as singularly influencing an individual. When combined, many factors cause other factors and all influence a persons’ development trajectory. One of these influences is inborn, not decided by outside forces. Temperament is something every human is born with, and it is shown from the moment they start breathing. My sister and I, for example, have somewhat opposite temperaments. As a child I was very loud and loved to talk (which hasn’t changed), and my sister was much quieter and listened much better than I ever could. She was more patient from birth than I will ever be. This chasm between our personalities provides some definition for our life development. Her calm, quiet manner led to little misbehavior and consequent punishment. My quick, sarcastic temper led to much conflict with parents and occasionally teachers, and required containment. This put me in a different trajectory than my sister, as she became easy to deal with, and easy to please. My parents had to take a different approach with me, as my temperament led me to be harder to discipline, please, and control. The temperament of any individual greatly influences a person’s future life development. It influences the way a person reacts and relates to other people, the way they act alone and in company, and their view on the world. Parents are one of the influences I think most would agree impacts development most. Even people who had parents that were not present might agree that the absence itself influenced their life and development. The techniques parents use vary and are quite different from family to family, and occasionally even within families. Parenting impacts development and views of the world because they restrict or allow activities, and provide moral ideas and values in differing strengths, passing on much to their children. As we grow out of childhood, impressions of our parents from a young age remain with us and impact the way we live, act, and interpret others’ behaviors. The two spectrums for parenting styles measure how demanding a parent is, and how responsive a parent is. To me, these can make or break a child’s development. If either is too low, the child will have problems later in life, but if either is too high, there will also be consequences. High responsiveness may produce a needy, incapable adult, while low responsiveness will result in anxiety about love, and mattering. High demanding parenting may result in a high-strung, over-achieving stressed adult, while low demanding will produce an adult with little motivation and drive. Clearly, parenting impacts development and, if possible, should be controlled in order to help children develop correctly and well. As parents begin to treat children differently due to temperament, and children learn more about their parenting styles, the kids in the family begin to learn their roles in the family. These roles can range from simply the â€Å"quiet one† to â€Å"loud one,† or from â€Å"instigator† to â€Å"peace-maker.† Some of the roles can make children feel guilty, unworthy, or bad about themselves, while others make childr en feel proud, confident, and pleased. These differences start at a young age and continue through their lives, even into adulthood. This will also influence relationships and life plans, causing each person to have a different filter per say, which they view the world through. If an individual follows these family roles into adulthood, individuals follow whatever mold they were shaped into as a young person. This can obviously impact development in frightening ways. One can imagine a forty year-old still following his instilled role of a meek, rule-following, shy six year-old, or a twenty-one year-old still behaving as a reckless, authority defying teenager, but with much more damaging and dangerous rebellions. The types of anxiety that a person deals with on a frequent  basis derive from many sources. These factors come from both developmental sources and environmental sources. While environmental sources are inevitable and cannot be avoided, like natural disasters and wars, the developmental sources can be somewhat traced to other developmental factors. If a person carries too much anxiety, they can then begi n to develop harmful relationships and tendencies. Some anxieties that can hurt a persons’ development are worrying about trust, competence, and mattering. All three of these concerns can come from the way an individual is treated and affected by people close to them, and society as a whole, along with some of the traits they were born with. These main three concerns make or break relationships, another developmental factor. However, they also impact the way we develop in all strains of life, especially cognitive development. If someone has anxiety about not mattering or being competent, and this anxiety is reinforced by their relationships, they may truly begin to believe these things. This will begin to impact their work and productivity, starting to truly render them incompetent. Relationships also play a large role in development over time. Of all the factors discussed, I think this may be one of the most obvious, but also one of the most influential. Depending on the individual someone is relating to, and the impacts other developmental factors have on them too, relationships are the dynamic culmination of influences on human devel opment. Relationship models range from secure to insecure, and someone who forms insecure relationships is unlikely to trust anyone, and consequently bear even more anxiety than what led to the insecure relationship. I think relationships influence development because relationships give us friends, role models, and comfort. Relationships make life worth living, but if they are not healthy and secure relationships, the zeal for life may degrade. There are many factors that impact development in many different ways. These influences can have physical, social, cognitive, and emotional consequences, and help us to become the adults we do in life. They eventually all do interrelate and combine to influence each other and our development in many ways. This being said, it is crucial to development to have consistent, good, controlled factors. Although temperament cannot be controlled, parenting styles, family roles, and relationships can be objectively considered and helped, in order to ensure proper development and a productive, competent adult. If every child had these factors controlled  and watched, in order to help them develop the best they could, there would be much less anxiety, unhappiness, and idleness in our society.

Frederick Douglass :: essays research papers

Frederick Douglass asserts that he, as an adolescent "understood the pathway from slavery to freedom" upon his comprehension of English reading. To contemporary audiences, this may be a hard concept to grasp, an individual reared from birth as a slave understanding the significance of literacy and equating such with freedom. His cognition of this enormous concept can be explained as such: by breaking the literacy barrier, Douglass raised his status (symbolically) from a subhuman, slave status, to human, a White equal. Because all humans are entitled to certain rights, his symbolic progression from slave to human affords those rights, in particular the right to freedom. Slaves were forbidden to read and slave owners were forbidden to teach slaves to read and write. The existence of such a restriction on educating slaves is proof that the slaveholders felt a need to suppress the capabilities of slaves. As a slave, Douglass was given the opportunity to learn and elevate his status only to have all that, including the invitation to join "high" society snatched away. Such a tease and broken promise of a better day proved to be more than Douglass could bear. He devoted each of his idle moments to mastering the language arts. In addition, as if mastering it were not enough, Douglass meticulously educated other slaves in the English language of reading and writing. Douglass' action was indicative of the significance found in literacy. If he had not put literacy at such high esteem, he would not have taken the time to continue his education and persuade others to pursue theirs. Douglass knew first hand that education was a effective tool of empowe rment especially to slaves—those who had spent their lives without any power. This separation of man from education was a control issue and reclaiming control meant education one's self and his or her peers. Through educating his peers, Douglass demonstrated his knowledge of the underlying power in literacy. Douglass practiced not only reading but also writing his English language.

MANAGERS’ ATTITUDES TOWARDS PEOPLE Essay

The way in which managers approach the performance of their jobs and the behaviour they display towards subordinate staff is likely to be conditioned by predispositions about people, and human nature and work. Drawing on Maslow’s hierarchy of needs model (which is discussed in Chapter 12), McGregor put forward two suppositions about human nature and behaviour at work. He argues that the style of management adopted is a function of the manager’s attitudes towards people and assumptions about human nature and behaviour. The two suppositions are called Theory X and Theory Y, and are based on polar assumptions about people and work. Theory X assumptions about human nature Theory X represents the carrot-and-stick assumptions on which traditional organisations are based, and was widely accepted and practised before the development of the human relations approach. Its assumptions are that: the average person is lazy and has an inherent dislike of work; most people must be coerced, controlled, directed and threatened with punishment if the organisation is to achieve its objectives; the average person avoids responsibility, prefers to be directed, lacks ambition and values security most of all; and  motivation occurs only at the physiological and security levels. The central principle of Theory X is direction and control through a centralised system of organisation and the exercise of authority. McGregor questions whether the Theory X approach to human nature is correct, and the relevance today of management practices which are based upon it. Assumptions based on a Theory X approach, and the traditional use of rewards and sanctions exercised by the nature of the manager’s position and authority, are likely to result in an exploitative or authoritarian style of management. Theory Y assumptions about human nature At the other extreme to Theory X is Theory Y which represents the assumptions consistent with current research knowledge. The central principle of Theory Y is the integration of individual and organisational goals. Its assumptions are: for most people work is as natural as play or rest; people will exercise self-direction and self-control in the service of objectives to which they are committed; commitment to objectives is a function of rewards associated with their achievement; given the right conditions, the average worker can learn to accept and to seek responsibility; the capacity for creativity in solving organisational problems is distributed widely in the population; the intellectual potential of the average person is only partially utilised; and motivation occurs at the affiliation, esteem and self-actualisation levels as well as the physiological and security levels. McGregor implies that a Theory Y approach is the best way to elicit co-operation from members of an organisation. It is the task of management to create the conditions in which individuals may satisfy their motivational needs, and in which they achieve their own goals through meeting the goals of the organisation. McGregor develops an analysis of the implications of accepting Theory Y in regard to performance appraisal, administration of salaries and promotions, participation, staff–line relationships, leadership, management development and the managerial team. MANAGERIAL BEHAVIOUR AND EFFECTIVENESS Managerial strategies Although Theory X and Theory Y are based on polar extremes and are an oversimplification, they do represent identifiable philosophies which influence managerial behaviour and strategies. For example, as Lord Sieff comments: Now and again it is necessary to criticize people, but rather than tick them off, provided you can leave them in no doubt as to what the issue is, I am sure it pays to avoid being censorious but try instead to appeal to the innate capacity for self-criticism. Whatever you do, avoid making a mountain out of a molehill. Most people have the potential to be self-motivating. They can best achieve their personal goals through self-direction of their efforts towards meeting the goals of the organisation. Broadening educational standards and changing social values mean that people today have wider expectations of the quality of working life, including opportunities for consultation and participation in decisions which affect them. Managers should develop practices based more on an accurate understanding of human behaviour and motivation. The Theory Y approach, however, is not a ‘soft’ option. In practice it is often difficult  to achieve successfully. It can be frustrating and time-consuming, and mistakes will occur. Since 1952 I’ve been stumbling around buildings and running primitive Theory Y departments, divisions, and finally one whole Theory Y company: Avis. In 1962, after thirteen years, Avis had never made a profit (except one year when they jiggled their depreciation rates). Three years later the company had grown internationally (not by acquisitions) from $30 million in sales to $75 million in sales, and had made successive annual profits of $1 million, $3 million, and $5 million. If I had anything to do with this, I ascribe it all to my application of Theory Y. And a faltering, stumbling, groping, mistake-ridden application it was. Robert Townsend6 Demands of the situation The two views of Theory X and Theory Y tend to represent extremes of the natural inclination of managers towards a particular style of behaviour. In practice, however, the actual style of management behaviour adopted will be influenced by the demands of the situation. Where the job offers a high degree of intrinsic satisfaction or involves a variety of tasks, an element of problem-solving and the exercise of initiative, or where output is difficult to measure in quantitative terms, an informal, participative approach would seem to be more effective. It is more likely to lead to a higher level of staff morale. In many cases this would apply to work of a scientific, technical or professional nature. Where commitment to the goals of the organisation is almost a prerequisite of membership, such as in certain voluntary or charity organisations, for example, then a Theory Y approach would clearly seem to be most appropriate. Use of a Theory X approach However, even if a manager has a basic belief in Theory Y assumptions there may be occasions when it is necessary, or more appropriate, to adopt a Theory X approach. When the nature of the job itself offers little intrinsic reward or limited opportunities to satisfy higher-level needs, a more dictatorial style of management might work best. Some jobs are designed narrowly, with highly predictable tasks, and output measured precisely. This is the case, for example, with many complex production processes in manufacturing firms. With these types of jobs a Theory X approach may be needed if an adequate level of performance is to be maintained. MANAGERIAL BEHAVIOUR AND EFFECTIVENESS The cynic might describe efforts to turn Theory Y into practice as doing with difficulty what comes naturally to the Japanese. There, excellent managers apply principles of behaviour which translate perfectly into western language – and which have long been echoed in the progressive areas of the west. Yet you still encounter the old ostrich attitudes that caused western companies so much damage in the past: for instance, the argument that to emulate Japan is impossible because of its peculiar culture. But the famous national enthusiasm for good business and effective management isn’t simply a product of Japan’s culture. After all, sloppy western habits, like investing too little in productive capacity, new products, training, quality and marketing are hardly cultural – not unless bad business economics are built into the western mentality. Robert Heller 12 THE MANAGERIAL/LEADERSHIP GRID ® One means of describing and evaluating different styles of management is the Blake and Mouton Managerial Grid ® (see Figure 7.1). First published as the Managerial Grid in 1964, restated in 1978 and 198513 and republished in 1991 as the Leadership Grid,14 the Grid provides a basis for comparison of managerial styles in terms of two principal dimensions: concern for production; concern for people. Concern for production is the amount of emphasis which the manager places on accomplishing the tasks in hand, achieving a high level of production and getting results or profits. This is represented along the horizontal axis of the Grid. Concern for people is the amount of emphasis which the manager gives to subordinates and colleagues as individuals and to their needs and expectations. This is represented along the vertical axis of the Grid. Five basic combinations ‘Concern for’ is not how much concern, but indicates the character and strength of assumptions which underlie the manager’s own basic attitudes and style of management. The significant point is ‘how’ the manager expresses concern about production or about people. The four corners and the centre of the Grid provide five basic combinations of degree of concern for production coupled with degree of concern for people (see Figure 7.1(a)). the impoverished manager (1,1 rating), low concern for production and low concern for people; the authority–compliance manager (9,1 rating), high concern for production and low concern for people; the country club manager (1,9 rating), low concern for production and high concern for people; the middle-of-the-road manager (5,5 rating), moderate concern for production and moderate concern for people; and the team manager (9,9 rating), high concern for production and high concern for people. Managers with a 1,1 rating tend to be remote from their subordinates and believe in the minimum movement from their present position. They do as little as they can with production or with people. Too much attention to production will cause difficulties with staff and too much attention to the needs of staff will cause problems with production. Team management Thoughtful attention to the needs of people for satisfying relationships leads to a comfortable, friendly organisation atmosphere and work tempo. Concern for people Work accomplishment is from committed people; interdependence through a ‘common stake’ in organisation purpose leads to relationships of trust and respect. Middle-of-the-road management Adequate organisation performance is possible through balancing the necessity to get work out while maintaining morale of people at a satisfactory level. Impoverished management Authority–compliance management Exertion of minimum effort to get required work done is appropriate to sustain organisation membership. Efficiency in operations results from arranging conditions of work in such a way that human elements interfere to a minimum degree. In Opportunistic management, people adapt and shift to any Grid style needed to gain the maximum advantage. Performance occurs according to a system of selfish gain. Effort is given only for an advantage or personal gain. 9+9: Paternalism/maternalism Reward and approval are bestowed to people in return for loyalty and obedience; failure to comply leads to punishment Figure 7.1   The Leadership Grid (Source: Blake, R. R. and McCanse, A. A. (1991) Leadership Dilemmas – Grid Solutions, Gulf Publishing Co., Houston (1991), Grid Figure, p. 29, Paternalism Figure, p. 30, Opportunism Figure, p. 31. Reproduced by permission of Grid International, Inc.) MANAGERIAL BEHAVIOUR AND EFFECTIVENESS Managers with a 9,1 rating are autocratic. They tend to rely on a centralised system and the use of authority. Staff are regarded as a means of production and motivation is based on competition between people in order to get work done. If staff challenge an instruction or standard procedure they are likely to be viewed as unco-operative. The 1,9 rating managers believe that a contented staff will undertake what is required of them and achieve a reasonable level of output. Production is secondary to the avoidance of conflict and maintenance of harmony among the staff. Managers will seek to find compromises between staff and solutions acceptable to everyone. Although innovation may be encouraged, they tend to reject good ideas if likely to cause difficulties among the staff. The 5,5 rating is the middle-of-the-road management with the approach of ‘live and let live’ and a tendency to avoid the real issues. This style of  management is the ‘dampened pendulum’ with managers swinging between concern for production and concern for people. Under pressure, this style of management tends to become task management (9,1). Where this strains relations and causes resentment from staff, however, pressure is eased and managers adopt a compromise approach. If there is a swing too much the other way (towards 1,9) managers are likely to take a tighter and more hardened approach. Managers with a 9,9 rating believe in the integrating of the task needs and concern for people. They believe in creating a situation whereby people can satisfy their own needs by commitment to the objectives of the organisation. Managers will discuss problems with the staff, seek their ideas and give them freedom of action. Difficulties in working relationships will be handled by confronting staff directly and attempting to work out solutions with them. These five styles of management represent the extremes of the Grid. With a nine-point scale on each axis there is a total of 81 different ‘mixtures’ of concern for production and concern for people. Most people would come up with a score somewhere in an intermediary position on the Grid. Two additional grid styles 1991 edition of the Grid also covers two additional styles: opportunism and 9+9 paternalism/maternalism, which take account of the reaction of subordinates. In opportunistic management, organisational performance occurs according to a system of exchanges, whereby effort is given only for an equivalent measure of the same. People adapt to the situation to gain maximum advantage of it. (See Figure 7.1(b).) In 9+9 paternalistic/maternalistic management, reward and approval are granted to people in return for loyalty and obedience; and punishment is threatened for failure to comply (see Figure 7.1(c)). A summary of the seven basic combinations of the Grid is given in Table 7.1. FRAMEWORK FOR PATTERNS OF BEHAVIOUR The Managerial Grid provides a framework in which managers can identify, study and review their patterns of behaviour. Instead of viewing management styles as a dichotomy of ‘either/or’, Blake and Mouton claim that the Managerial Grid illustrates that the manager can gain the benefits of maximising, simultaneously, methods which are both production-oriented and people-oriented. The 9,9 position, although an ideal, is worth working for. Based on their experience of using the original Grid, Blake and Mouton give three reasons why it is important to consider which style of management is used to achieve production through people. THE ROLE OF THE MANAGER The 7-S organisational framework In order to get people to accept solutions, the manager needs continually to co-ordinate and balance in order to compromise conflicting values. The  leader creates excitement in work and develops choices that give substance to images that excite people. In their relationships with other people, managers maintain a low level of emotional involvement. Leaders have empathy with other people and give attention to what events and actions mean.  Managers see themselves more as conservators and regulators of the existing order of affairs with which they identify, and from which they gain rewards. Leaders work in, but do not belong to, the organisation. Their sense of identity does not depend upon membership or work roles and they search out opportunities for change. The differences between leadership and management have been applied by Watson to the 7-S organisational framework of: strategy, structure, systems, style, staff, skills and superordinate (or shared) goals. Watson suggests that whereas managers tend towards reliance on: strategy, structure, systems, leaders have an inherent inclination for utilisation of the ‘soft’ Ss of : style, staff, skills, and shared goals. Watson also suggests, although cautiously, that 7-S management could be seen as the province of leaders. Managers will not ordinarily be capable of achieving sufficient mastery of all seven factors to attain a consistently high level of organisational performance. Distinction between management and leadership Based on experience of management approaches in both commerce and the military, Hollingsworth questions how many managers consider themselves first and foremost as leaders, relegating ‘manager’ to their job title. He argues that commercial managers need to learn from the armed forces if they wish to be viewed as leaders. Having accepted that there are some links between management and leadership, Hollingsworth lists six ‘fundamental differences’. A manager administers – a leader innovates. A manager maintains – a leader develops. A manager focuses on systems and structure – a leader focuses on people. A manager relies on control – a leader inspires trust. A manager keeps an eye on the bottom line – a leader has an eye on the horizon. A manager does things right – a leader does the right thing. Not everyone would agree with this list. Robinson, for example, suggests that if the word ‘manager’ is replaced by ‘administrator’ then the lists works. However, whatever your view the list makes for a helpful basis for critical discussion on the nature of management and leadership.25 In Chapter 6 we discussed management as getting work done through the efforts of other people. To be an effective manager it is necessary to exercise the role of leadership. A common view is that the job of the manager requires the  ability of leadership CHAPTER 8 THE NATURE OF LEADERSHIP THE QUALITIES OR TRAITS APPROACH The first approach assumes that leaders are born and not made. Leadership consists of certain inherited characteristics, or personality traits, which distinguish leaders from their followers: the so-called Great Person theory of leadership. The qualities approach focuses attention on the man or woman in the job and not on the job itself. It suggests that attention is given to the selection of leaders rather than to training for leadership. For example, Drucker (writing originally in 1955) makes the point that: Leadership is of utmost importance. Indeed there is no substitute for it. But leadership cannot be created or promoted. It cannot be taught or learned. There have been many research studies into the common traits of leadership. However, attempts at identifying common personality, or physical and mental, characteristics of different ‘good’ or ‘successful’ leaders have met with little success.Investigations have identified lists of traits which tend to be overlapping, contradictory or with little correlation for most features. It is noticeable that ‘individuality’ or ‘originality’ usually features in the list of traits. This itself suggests that there is little in common between specific personality traits of different leaders. It is perhaps possible therefore to identify general characteristics of leadership ability, such as self-confidence, initiative, intelligence and belief in one’s actions, but research into this area has revealed little more than this. In a series of interviews with headhunters, and senior figures in industry and the city, Management Today came up with a list of Britain’s most powerful women in business. A conclusion from the list is that the ‘top 50 women do not fit any pattern. They wield the kind of power and influence that defies stereotypes.’ Limitations of the traits approach There are two further limitations with this approach. First, there is bound to be some subjective judgement in determining who is regarded as a ‘good’ or ‘successful’ leader. Second, the lists of possible traits tend to be very long and there is not always agreement on the most important. Even if it were possible to identify an agreed list of more specific qualities, this would provide little explanation of the nature of leadership. It would do little to help in the development and training of future leaders. Although there is still some interest in the qualities, or traits, approach, attention has been directed more to other approaches to leadership. The qualities or traits approach gives rise to the questions: whether leaders are born or made; and whether leadership is an art or a science. The important point, however, is that these are not mutually exclusive alternatives. Even if there are certain inborn qualities which make for a good leader, these natural talents need encouragement and development. Even if leadership is something of an art, it still requires the application of special skills and techniques. THE FUNCTIONAL (OR GROUP) APPROACH This approach to leadership focuses attention not on the personality of the leader, nor on the man or woman in the job, per se, but on the functions of leadership. Leadership is always present in any group engaged in a task. The functional approach views leadership in terms of how the leader’s behaviour affects, and is affected by, the group of followers. This approach concentrates on the nature of the group, the followers or subordinates. It focuses on the content of leadership. WORK MOTIVATION AND REWARDS Maslow’s hierarchy of needs model Once a lower need has been satisfied, it no longer acts as a strong motivator. The needs of the next higher level in the hierarchy demand satisfaction and become the motivating influence. Only unsatisfied needs motivate a person. Thus Maslow asserts that ‘a satisfied need is no longer a motivator’. Not necessarily a fixed order Although Maslow suggests that most people have these basic needs in about the order indicated, he also makes it clear that the hierarchy is not necessarily a fixed order. There will be a number of exceptions to the order indicated. For some people there will be a reversal of the hierarchy, for example: Self-esteem may seem to be more important than love to some people. This is the most common reversal of the hierarchy. It is often based on the belief that the person most loved is strong, confident or inspires respect. People seeking love try to put on a show of aggressive, confident behaviour. They  are not really seeking selfesteem as an end in itself but for the sake of love needs. For some innately creative people the drive for creativity and self-actualisation may arise despite lack of satisfaction of more basic needs. Higher-level needs may be lost in some people who will continue to be satisfied at lower levels only: for example, a person who has experienced chronic unemployment. Some people who have been deprived of love in early childhood may experience the permanent loss of love needs. A need which has continued to be satisfied over a long period of time may be undervalued. For example, people who have never suffered from chronic hunger may tend to underestimate its effects, and regard food as rather an unimportant thing. Where people are dominated by a higher-level need this may assume greater importance than more basic needs. People with high ideals or values may become martyrs and give up everything else for the sake of their beliefs. Maslow claims that the hierarchy is relatively universal among different cultures, but he recognises that there are differences in an individual’s motivational content in a particular culture. THE INDIVIDUAL Degrees of  satisfaction Maslow points out that a false impression may be given that a need must be satisfied fully before a subsequent need arises. He suggests that a more realistic description is in terms of decreasing percentages of satisfaction  along levels of the hierarchy. For example, arbitrary figures for the average person may be: satisfied 85 per cent in physiological needs; 70 per cent in safety needs; 50 per cent in love needs; 40 per cent in esteem needs; and 10 per cent in self-actualisation needs. There is a gradual emergence of a higher-level need as lower-level needs become more satisfied. The relative importance of these needs changes during the psychological development of the individual. Maslow subsequently modified his views by noting that satisfaction of self-actualisation needs by growth-motivated individuals can actually enhance these needs rather than reduce them. Furthermore, he accepted that some higher-level needs may still emerge after long deprivation of lowerlevel needs, rat her than only after their satisfaction. Evaluation of Maslow’s theory Based on Maslow’s theory, once lower-level needs have been satisfied (say at the physiological and safety levels) giving more of the same does not provide motivation. Individuals advance up the hierarchy as each lower-level need becomes satisfied. Therefore, to provide motivation for a change in behaviour, the manager must direct attention to the next higher level of needs (in this case, love or social needs) that seek satisfaction. Applications to the work situation However, there are a number of problems in relating Maslow’s theory to the work situation. These include the following: A useful basis  for evaluation People do not necessarily satisfy their needs, especially higher-level needs, just through the work situation. They satisfy them through other areas of their life as well. Therefore the manager would need to have a complete understanding of people’s private and social life, not just their behaviour at work. There is doubt about the time which elapses between the satisfaction of a lower-level need and the emergence of a higher-level need. Individual differences mean that people place different values on the same need. For example, some people prefer what they might see as the comparative safety of working in a bureaucratic organisation to a more highly paid and higher status position, but with less job security, in a different organisation. Some rewards or outcomes at work satisfy more than one need. Higher salary or promotion, for example, can be applied to all levels of the hierarchy. Even for people within the same level of the hierarchy, the motivating factors will not be the same. There are many different ways in which people may seek satisfaction of, for example, their esteem needs. Maslow viewed satisfaction as the main motivational outcome of behaviour. But job satisfaction does not necessarily lead to improved work performance. Although Maslow did not originally intend that the need hierarchy should necessarily be applied to the work situation, it still remains popular as a theory of motivation at work. Despite criticisms and doubts about its limitations, the theory has had a significant impact on management approaches to motivation and the design of organisations to meet individual needs. It is a convenient framework for viewing the different needs and expectations that people have, where they are in the hierarchy, and the different motivators that might be applied to people at different levels. The work of Maslow has drawn attention to a number of different motivators and stimulated study and research. The need hierarchy model provides a  useful base for the evaluation of motivation at work. For example, Steers and Porter suggest a list of general rewards and organisational factors used to satisfy different needs (see Table 12.1).29 WORK MOTIVATION AND REWARDS Applying Maslow’s need hierarchy Needs levels General rewards Organisational factors 1 Physiological Food, water, sex, sleep a. Pay b. Pleasant working conditions c. Cafeteria 2. Safety Safety, security, stability, protection a. Safe working conditions b. Company benefits c. Job security 3. Social Love, affection, belongingness a. Cohesive work group b. Friendly supervision c. Professional associations 4. Esteem Self-esteem, self-respect, prestige, status a. Social recognition b. Job title c. High status job d. Feedback from the job itself 5. Self-actualisation Growth, advancement, creativity a. Challenging job b. Opportunities for creativity c. Achievement in work d. Advancement in the organisation Saunders contends that despite the time that has elapsed, Maslow’s theory remains watertight.  When prehistoric man first took shelter in a cave and lit a fire, he was satisfying his lowest – physiological and safety needs. When a Buddhist achieves a state of nirvana, she is satisfying the fifth and highest – self-actualisation †¦The cave these days might be a three-bedroom semi with garden and off-street parking, but the fact remains that once we’ve got enough to feed, clothe and house our families money is a low-level motivator for most people. The dash for cash is soon replaced by the desire for recognition, status and ultimately (although Maslow reckoned that a lot of us never get this far) the need to express yourself through your work. Pyramid of employee commitment Revisiting and developing Maslow’s hierarchy, Stum looked at the dynamic between an individual and the organisation, and proposes a new employee/employer social contract that enables organisations to improve employee commitment and retention. The five levels of workforce needs hierarchy are shown in a ‘Performance Pyramid’. Safety/security – the need to feel physically and psychologically safe in the work environment for commitment to be possible; Rewards – the need for extrinsic rewards in compensation and benefits; Affiliation – the intrinsic need for a sense of belonging to the work team or organisation; Growth – addressing the need for positive individual and organisational change to drive commitment; Work/life harmony – the drive to achieve a sense of fulfilment in balancing work and life responsibilities.