Management

弼馬瘟

- 兩千多年前，我國一些養馬的人在馬廄中養猴，以避馬瘟。據有關專家分析，因為猴子天性好動，這樣可以使一些神經質的馬得到一定的訓練，使馬從易驚易怒的狀態中解脫出來，對於突然出現的人或物、以及聲響等不再驚恐失措。馬是可以站著消化和睡覺的，只有在疲憊和體力不支或生病時才卧倒休息。在馬廄中養猴，可以使馬經常站立而不卧倒，這樣可以提高馬對吸血蟲病的抵抗能力。在馬廄中養猴，以“闢惡，消百病”，養在馬廄中的猴子就是“弼馬瘟”，“弼馬瘟”所起的作用就是“弼馬瘟”效應。1860年，林肯當選為美國總統。有一天，有位名叫巴恩的銀行家前來拜訪林肯，正巧看見參議員蔡思從林肯的辦公室走出來。於是，巴恩對林肯說：“如果您要組閣，千萬不要將此人選入，因為他是個自大的家伙，他甚至認為自己比您還要偉大得多。”林肯笑了：“哦，除了他以外，您還知道有誰認為他自己比我偉大得多的?”“不知道，”巴恩答道：“您為什麼要這樣問呢?” 林肯說：“因為我想把他們全部選入我的內閣。”　　事實上，蔡思確實是個極其自大且妒忌心極重的家伙，他狂熱地追求最高領導權，不料落敗於林肯，最後，只坐了第三把交椅---財政部長。不過，這個家伙確實是個大能人，在財政預算與巨集觀調控方面很有一套。林肯一直十分器重他，並通過各種手段儘量減少與他的衝突。後來，《紐約時報》的主編享利·雷蒙頓拜訪林肯的時候，特地提醒他蔡思正在狂熱地謀求總統職位。林肯以他一貫的幽默口吻對亨利說：“你不是在農村長大的嗎?那你一定知道什麼是馬蠅了。有一次，我和我兄弟在農場里耕地。我趕馬、他扶犁。偏偏那匹馬很懶，老是磨洋工。但是，有一段時間它卻跑得飛快，到了地頭，這才發現，原來有一隻很大的馬蠅叮在他的身上，於是我把馬蠅打落了。我的兄弟問我為什麼要打掉它，我告訴他，不忍心讓馬被咬。我的兄弟說：哎呀，就是因為有那家伙，馬才跑得那麼快的呀。然後，林肯意味深長地對亨利說：“現在正好有一隻名叫‘總統欲’的馬蠅叮著蔡思先生，只要它能使蔡思不停地跑，我還不想打落它。”　　林肯所說的馬蠅實際上就是另外一種“弼馬瘟”。由於馬蠅的存在，馬匹變得更勤快了。　　某種程度上說，企業組織類似於馬群。而那些個性鮮明、我行我素，同時又是能力超強、充滿質疑和變革精神的員工，就是企業中的“馬蠅”，或者是“弼馬瘟”。在一些組織中，他們被叫做“問題員工”，甚至上了“黑名單”，因為他們難於管理。　實際上在一個經濟組織中，也應該配備“弼馬瘟”式的人物，以增強員工的活力，避免疲塌和懈怠，進而增進整個組織的活力。

http://www.ft.com/cms/s/0/51872476-e123-11e5-9217-6ae3733a2cd1.html#ixzz43mf7XM3F Accenture has a pilot scheme to delegate pay decisions to individual teams, some with as few as 30 members. “This was the area I was a little nervous about, because we don’t want rewards to bec­ome a free-for-all,” admits Ellyn Shook, the group’s chief leadership and human resources officer. Critics question whether the reforms are even focusing on the right problem, since the fact that humans love feedback and hate ratings is not exactly new. W Edwards Deming, the US management expert who revolutionised Japan­ese manufacturing quality, wrote in the 1980s that rating “nourishes short-term performance, annihilates long-term planning, builds fear, demolishes teamwork, nourishes rivalry and politics”. His followers believe companies should repair faulty ways of working, not obsess about individual performance, which is bound to vary. Formal ratings should be dropped, Kelly Allan, a consultant and adviser to The Deming Institute, says: “Once you hear you’re a three out of five you can’t hear anything else: your supervisor might as well be reciting poetry.” GE is collecting views from 30,000 staff who have been trying out a world without ratings. Ms Semper says there is “a lot of momentum” behind its new performance “conversations” and an understanding that ratings may detract from that process. Under GE’s approach, she believes team leaders will have more data with which to reward people appropriately. The same philosophy informs the Cisco and Deloitte programmes, which generate a scatter chart of team performance, rather than a single number, allowing managers to spot outliers and assess how individuals are doing more fairly and accurately. Old habits may be hard to kick, though. Accenture’s feedback shows team leaders still want a framework, which Ms Shook calls “guardrails”, to help them assign pay. Some team leaders, brought up on the old system, may resist the change. An HR executive at one big European company says managers set in the old ways simply use new continuous-feedback tools to record the traditional annual appraisal. Steve Hunt of SAP SuccessFactors, which supplies such tools, says one company had trouble restructuring staff after it ditched its rating system. “They ended up asking ‘Can we use compensation increases as a proxy [for individual performance]?’” he says. “That’s crazy.”

Job
- time study

• define job to be analyzed
• break the job into discrete tasks
• measure the actual time required for each task
• develop a statistically significant sample size of the task work cycles to be measured

managing
- theories

• management guru douglas mcgregor is best known for his formulation of two sets of assumptions about human behaviour: theory X and theory Y. Theory X presents an essentially negative view of employees. It assumes that employees have little ambition, dislike work, wish to shirk responsibilities, and need to be coerced to perform effectively. Theory Y offers a positive view. It assumes that employees are creative, seek responsibility, and can exercise self control and self- direction

- moving into a managerial role involves making changes from the way you previously performed.

• from doing the job to an uncertain supervisory role
• from using technical skills to placing emphasis on people and admin skills
• from using well-developed skills to having to learn new ones
• from being delegated tasks to having to delegate to others
• from controlling the output to managing others, often with more knowledge

- often people fail to recognise and understand these differences or are not helped to develop the necessary skills
- no support from boss

• prepare a non-judgmental description of his/her behaviour - describe in specific rather than vague terms; limit yourself to behavioural descriptions, don't attempt to draw inferences; make it as brief as possible
• disclose your feelings - how do you feel about the effects of the other person's behaviour on you?
• say how this behaviour affects you
• need training

• identify the form of resistance, what arguments does your boss use and why? how could you counter them
• work out a strategy for persuasion - what do you want to achieve? what's involved (step by step)? how will you present your case? when is the best time to broach the subject - is your boss a morning or afternoon person? what happens if answer is no? what's your fallback position should this happen? 
• preparing and making your case

• what training do you want and why? where is it to be held and what's involved? what improvements can be expected? 

•  give examples of how it helped other individuals and departments
• enlisting support from - others in your group; people who have attended similar training; a credible training department 

- leadership

• fiedler argued that a leader's style is relatively fixed.  Any leader prefers one of two styles: 1) a task-oriented or controlling, active, and structured style; 2) a relations-oriented or permissive, passive, and considerate style
• things don't change, we change
• directing and telling people; consulting (involving others in decision making); collaborating (jointly agreeing what needs to be done); delegating (giving people tasks to do with the appropriate authority)
• inspire people (being visible; getting close to the action; talking to customers as well as end users of your products/services; speaking to those who do the job to get their views, ideas, opinions, frustrations and suggestions; supporting people in difficult times) and lead by example (getting people involved; being open-minded, encouraging and showing confidence in any new ideas and suggestions; demonstrating energy; being true)
• sources of leader power

• legitimate power

• reward power

• coercive power

• expert power

• information power

• referent power

• skills

• flexibility, communication, human resources management, conceptualization

• being challenged

• confronting person head on by re-asserting your role as leader
• developing your own skills of persuasion, get individual on your side, working with and not against you. Be more assertive and firmer

•  doing nothing because you are confident of your skills and position, besides, it may be a passing phase; it may not worth the energy; if you give them enough rope they will probably hang themselves

- motivation

• a 2 way process, there are certain things you can do, the rest is down to the individual
• consider the strengths/skills the person has, could you build in more opportunity
• building a challenge into the job - make it broader? delegate some of your work to the person? can he/she take on more
• setting objectives or letting the person set his/her own as an aid to motivation
• offering counselling especially if the problem is outside work and of a personal nature

- team building

• difference between cooperative group (people work together; feelings aren't part of work; conflict is accommodated; trust and openness are measured; information passed on a need-to-know basis; goals/objectives are either personal or unclear) and an effective team (people trust each other; feelings expressed openly; conflict is worked through; people support each other; information shared freely; objectives common to all)

- planning

• fundamental management process that influences an organisation's mission, goals, and objectives, and determines a future course of action. Planning is dynamic and continually responds to changes in the business environment. Planning makes it possible for an organisation to achieve a coordinated system where all levels of the organisation has input into operationalizing its mission, goals and objectives; control and manage the future in a manner consistent with the organisation's capabilities and resources; develop a sophisticated management information system that will increase its information processing capacity; define organisational and performance objectives to achive higher quality and productivity.
• backward scheduling

• start and due dates as well as the required capacity for individual jobs are developed by calculating processing times and required capacities sequentially from the last job back to the first

• things always go wrong

• think of something you have organised successfully - what did you try to do? why was it a success? consider something that did not go well - what did you try to do? what happened and why?  from the two, what do you conclude makes a good plan? It could be that it was well thought out; you identified everything you had to do; you anticipated what could go wrong and made contingencies; it was realistic given the resources and timescales; you involved others at every stage
• setting yourself objectives (must be specific, measurable, achievable, challenging)
• listing your actions - what exactly have you got to do? what resources will you need? what are the critical parts of your plan? what could go wrong and why? how might you overcome any problems? 

•  talking to those involved - get their ideas and commitment
• putting the plan into action - monitor it at every stage, if things aren't going right or according to plan - then make changes 

quality management
- costs

• prevention - salaries of personnel engaged in quality assurance, training, and surveys
• appraisal costs - direct costs of measuring quality such as sampling, inspection, and testing
• internal failure costs - costs of rework and scrap
• external failure costs - costs of warranty or replacement, liability suits, and loss of customers

performance appraisal
- purposes

• feedback
• development
• documentation
• designed to support employees, the appraisers and the organisation

- six steps

• establish performance standards with employees
• manager and employee set measurable goals
• measure actual goals
• compare actual performance with standards
• discuss the appraisal with the employees
• if necessary, initiate corrective action

- model of japan hr firm あしたのチーム (introduced at   jetro sem  on  21mar19)

• 4E 

• engagement
• empowerment
• education
• evaluation   

• change

• target x self-determined x reward

• behavioral traits of those who are capable in business scene

• core/common competency

• personal maturity: staying calm; honesty; attention to detail; carefulness; stress tolerance; strong determination; straightforwardness; thoughtfulness; business manner

• flexibility/decision making: action-oriented; independent thinking; willingness to take risks; flexibility; acceptance; personal development; willingness to face challenges; reverse thinking; make quick decisions; steadfast in achieving goals 

• specialised competency

•  interpersonal (customer) / business operation: friendliness/humor; making a good first impression; presentation capabilities; listening skills; negotiation skills; establishing new clients; keeping clients; increasing sales for existing clients; assessment of people; networking

•  accomplishment of tasks: acquisition of expertise and innovative technique; writing skills; calculation and processing skills; stable performance; processing speed; cost awareness; handling problems; scheduling; improve work flow/quality; business planning skills
•  strategy/thought: depth and breadth of viewpoints; creative thinking; analysis of situations/problems; finding solutions; risk management; proposing concepts; management of resources; applying creative ideas; diligent thought and consideration

• management competency 

• leadership/managers: sharing of ideals and directions; participation in business; instructing and training subordinates/newcomers;distribution of authority; care for subordinates/newcomers; good communication; giving commands and following through; relationship with management; fair treatment of subordinates/newcomers; recruiting and promotion; tracking and reviewing of goals; disagreement with staff; systematic management; task management; training successors

• team work : relationships with supervisor/senior colleagues; team spirit; mood maker; uniting a team; constitutional strength 
• information: gathering information; organising information; communicating information; utilizing and sharing information; dissemination of information 

Journal/magazine

- http://www.managementtoday.co.uk/

Resources

-http://wiki.mbalib.com/