This study, first published in 1997, examines the relationship between the style of management used and the level of productivity, measured in terms of the organization’s financial stability. Other variables examined include the age of the top level managers, their educational level, the size and age of the organization, and the organization’s physical parameters. By determining whether or not productivity is affected by the use of a participative style of management, the author is laying the groundwork for making companies more competitive.

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Introduction to Business covers the scope and sequence of most introductory business courses. The book provides detailed explanations in the context of core themes such as customer satisfaction, ethics, entrepreneurship, global business, and managing change. Introduction to Business includes hundreds of current business examples from a range of industries and geographic locations, which feature a variety of individuals. The outcome is a balanced approach to the theory and application of business concepts, with attention to the knowledge and skills necessary for student success in this course and beyond. This is an adaptation of Introduction to Business by OpenStax. You can access the textbook as pdf for free at openstax.org. Minor editorial changes were made to ensure a better ebook reading experience. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution 4.0 International License.

Describes the Vroom-Jago model for participation in management, a revision of the Vroom-Yetton model developed in 1973.

As issues of employee involvement and participation once more evoke considerable controversy, this textbook provides an accessible overview of the main strands, perspectives and debates in current thinking and practice. It adopts a comparative international approach, addressing developments in the United Kingdom and mainland Europe, the United States and elsewhere. The authors identify two main strands of evolution: one driven by managerial interests in enhancing and controlling employee commitment and performance; the other deriving from employees' attempts to influence high-level organizational decision-making. In particular, they examine and analyze: the background of key concepts, issues and philosophies underpinning these different strands; the range of current employee involvement methods, from the individualistic and management-led to more regulated collective approaches; and the rationales and responses of employees, unions and employers to the various initiatives. Throughout the book the authors evaluate the contrasting philosophies and practices in the context of the rapidly evolving organizational and economic landscapes of advanced industrialized countries. Relevant factors include declines in manufacturing industries, deregulation of labour markets, intensifying international competition and the ever-increasing globalization of enterprise.

When people are truly engaged in their work they give more discretionary effort' and make a huge difference to their company. They ask, 'What's in it for us?' instead of 'What's in it for me?'. Yet an engaged workforce is as rare as it is valuable. This groundbreaking global study shows that most people are not engaged and don't contribute as much value as they could - not because they're lazy, but because their managers don't know how to draw the best out of them. Using real-world examples, the authors show that consistently better engagement really is possible.'

Employee participation encompasses the range of mechanisms used to involve the workforce in decisions at all levels of the organization - whether direct or indirect - conducted with employees or through their representatives. In its various guises, the topic of employee participation has been a recurring theme in industrial relations and human resource management. One of the problems in trying to develop any analysis of participation is that there is potentially limited overlap between these different disciplinary traditions, and scholars from diverse traditions may know relatively little of the research that has been done elsewhere. Accordingly in this book, a number of the more significant disciplinary areas are analysed in greater depth in order to ensure that readers gain a better appreciation of what participation means from these quite different contextual perspectives. Not only is there a range of different traditions contributing to the research and literature on the subject, there is also an extremely diverse sets of practices that congregate under the banner of participation. The handbook discusses various arguments and schools of thought about employee participation, analyzes the range of forms that participation can take in practice, and examines the way in which it meets objectives that are set for it, either by employers, trade unions, individual workers, or, indeed, the state. In doing so, the Handbook brings together leading scholars from around the world who present and discuss fundamental theories and approaches to participation in organization as well as their connection to broader political forces. These selections address the changing contexts of employee participation, different cultural/ institutional models, old/'new' economy models, shifting social and political patterns, and the correspondence between industrial and political democracy and participation.

The first International Handbook of Educational Leadership and Administration (Leithwood et al.) was published in 1996 and quickly became something of a best seller for reference works within education. Such success, we suggest, was at least partly due to the unprecedented global waves of concern for improving schools launched in the mid 1980's, combined with a widespread belief in leadership as the single most powerful contribution to such improvement. The roots of this belief can be found in evidence produced by the early "effective schools" research, although there is a "romance" with leadership! as an explanation for success in many non-school enterprises, as well. During the two-year period during which this current handbook was being written, activity in the realms of school leadership, school improvement, and leadership development gained further momentum. The English government created its new National College of School Leadership, and several Asian nations announced new initiatives in leadership selection, preparation, and development.