1. Abstract
The Management Inventory on Modern Management (MIMM), developed by industrial-organizational psychologist and management training pioneer Donald L. Kirkpatrick in 1989, is an 80-item psychometric instrument designed to evaluate individual knowledge, supervisory philosophy, and managerial principles across contemporary operational contexts. Built around eight distinct structural domains containing ten items each, the inventory encompasses Leadership Styles, Selecting and Training, Communicating, Motivating, Managing Change, Delegating, Decision Making, and Managing Time. The MIMM employs a dichotomous forced-choice response format (Agree vs. Disagree), designed as a criterion-referenced diagnostic assessment capable of identifying managerial training needs, facilitating instructional conference discussions, evaluating management development programs, structuring on-the-job coaching, and assisting in supervisory selection protocols. Grounded historically in classical and neo-human relations management literature—drawing heavily from the conceptual frameworks of Douglas McGregor, Robert R. Blake and Jane S. Mouton, Rensis Likert, Frederick Herzberg, and Abraham Maslow—the MIMM assesses alignment with empirically supported supervisory best practices. Psychometric evaluations of the scale demonstrate strong content and face validity, solid criterion-related differentiation between executive cohorts (e.g., personnel/human resource specialists versus front-line operational managers), and moderate-to-high internal consistency across its foundational domains. The instrument remains a prominent historical and practical artifact in corporate human resource development, training evaluation systems, and organizational behavior assessments.
2. Keywords
Management Inventory on Modern Management, Donald L. Kirkpatrick, supervisory development, leadership style, training needs assessment, management principles, delegation, managerial decision making, organizational communication, management evaluation.
3. Authors
The Management Inventory on Modern Management was authored by Donald L. Kirkpatrick, Ph.D. (1924–2014), Professor Emeritus at the University of Wisconsin–Milwaukee and past President of the American Society for Training and Development (ASTD, now ATD). Internationally renowned for creating the seminal Kirkpatrick Four-Level Evaluation Model (Reaction, Learning, Behavior, and Results) first published in 1959, Kirkpatrick focused his academic and consulting career on supervisory development, adult learning paradigms, and the operational appraisal of human resource interventions.
The inventory was published through Kirkpatrick’s institutional publishing vehicle, Elm Grove Press, situated in Brookfield, Wisconsin. Inquiries regarding archival permissions and derivative utilization of his diagnostic inventories are administered through private corporate repositories and Kirkpatrick Partners, LLC (Newnan, Georgia, USA), which manages the intellectual property associated with the Kirkpatrick evaluation frameworks and assessment batteries.
4. Purpose
The primary purpose of the Management Inventory on Modern Management is to operationalize, diagnose, and benchmark a supervisory candidate’s or practicing manager’s understanding of foundational organizational behavior principles and pragmatic leadership standards. The instrument was intentionally engineered to bridge the divide between theoretical social science research and the applied realities of frontline and mid-level organizational leadership. Rather than measuring static personality traits or affective work dispositions, the MIMM measures applied cognitive mastery, managerial philosophies, judgment protocols, and behavioral inclinations across the complete operational management lifecycle.
In applied organizational and clinical-occupational contexts, the MIMM functions across five specific strategic vectors:
- Training Needs Assessment (TNA): Serving as an objective pre-training diagnostic battery, the inventory identifies organizational knowledge gaps, widespread misconceptions, and inconsistent managerial philosophies within leadership cadres, enabling organizational development specialists to customize educational curricula to targeted developmental deficits.
- Didactic Conference and Seminar Discussion Tool: The items are formulated around contentious, highly nuanced, or counterintuitive managerial dilemmas (e.g., whether delegation eliminates personal accountability, or whether money serves as an absolute motivator). This structure fosters structured debates, peer-to-peer reflections, and critical examination of modern administrative doctrine during corporate workshops.
- Evaluation of Training Program Effectiveness: In alignment with Kirkpatrick’s Level 2 (Learning) Evaluation paradigm, the MIMM provides a standardized metric for pre-test/post-test comparative research designs, measuring the quantitative cognitive acquisition of modern management concepts following educational interventions.
- Individualized Supervisory Coaching and Mentoring: Providing executive coaches, human resource development professionals, and senior mentors with granular diagnostic profiles of subordinate supervisors, highlighting blind spots in time conservation, subordinate empowerment, empathetic change implementation, and conflict resolution.
- Supervisory Selection and Succession Planning: Operating as a supplemental, criterion-referenced screening instrument to assess whether candidates transitioning from individual contributor (‘doer’) roles demonstrate the necessary cognitive readiness, human-relations values, and delegation philosophies requisite for first-line supervisory responsibility.
The broader theoretical rationale is anchored in the premise that management effectiveness is driven substantially by adherence to empirical human relations principles rather than reliance on intuitive, authoritarian, or purely idiosyncratic control mechanisms. By establishing an objective inventory of modern principles, the MIMM aims to eliminate antiquated management dogmas that hinder organizational agility, employee engagement, and operational productivity.
5. Psychological Construct
The psychological construct underlying the Management Inventory on Modern Management is multidimensional managerial competence, defined as the cognitive comprehension, normative endorsement, and behavioral alignment with participatory, human-centric, and goal-directed organizational governance. The inventory dissects this overarching construct into eight operational subscales, each encompassing ten targeted items:
Leadership Styles (Items 1–10)
This subscale evaluates the respondent’s orientation toward power distribution, task orientation versus employee consideration, and situational leadership adaptability. It examines whether managers understand the distinction between autocracy and participative governance, the limits of technical task mastery as a qualification for supervisory leadership (Item 1), the true mechanics of Management by Objectives (Item 2), and the equilibrium between task execution and human welfare, referencing empirical models such as the Blake-Mouton Managerial Grid (Item 5) and Douglas McGregor’s Theory X and Theory Y assumptions (Item 6).
Selecting and Training (Items 11–20)
Focusing on human resource acquisition, talent appraisal, and supervisory succession, this subscale assesses awareness of personnel selection heuristics, promotional fallacies, and developmental stewardship. It contrasts the widespread organizational error of promoting individuals based solely on technical tenure or individual performance—highlighting concepts such as the Peter Principle (Item 15)—with holistic diagnostic indicators such as supervisory aptitude, motivation to lead (Item 13), and developmental coaching approaches analogous to professional athletic instruction (Item 20).
Communicating (Items 21–30)
This dimension examines interpersonal and organizational communication competencies. It conceptualizes communication not as a unilateral transmission of administrative directives, but as a bilateral psychological process dependent upon mutual trust, empathetic listening, and psychological safety. Critical items probe understanding of receiver-oriented meaning verification (Item 23), systemic top-down commitment (Item 24), the psychological inadequacy of passive query checks like ‘Do you have any questions?’ (Item 28), and the operational risks associated with communication failures (Item 22).
Motivating (Items 31–40)
Grounded in industrial-organizational motivational paradigms, this subscale measures knowledge of intrinsic versus extrinsic reward mechanisms, psychological self-worth, and performance enablement. It explores the psychological limits of financial compensation as a primary motivator (Items 36–37), the impact of job enrichment (referencing Frederick Herzberg; Item 39), hierarchical human needs (referencing Abraham Maslow; Item 40), and the managerial responsibility to eliminate systemic, extra-individual performance obstacles (Item 35).
Managing Change (Items 41–50)
Evaluating systemic change resistance, psychological transition processes, and strategic implementation, this domain assesses a manager’s awareness of why humans resist organizational alterations (e.g., fear of perceived loss; Item 46). It emphasizes the indispensability of empathy during organizational upheaval (Item 42), the necessity of vertical advocacy and constructive dissent (Items 44–45), and the strategic pacing required when introducing administrative transformations (Item 47).
Delegating (Items 51–60)
This subscale evaluates the psychological and procedural dynamics of empowerment, operational boundary setting, and risk management. It disentangles simple task assignment from formal delegation (Item 51), operationalizing delegation as a simultaneous transfer of functional authority, defined outcomes, and mutual reporting systems (Items 52–54) while reinforcing the foundational governance principle that ultimate organizational accountability remains non-transferable and resides with the delegating manager (Item 60).
Decision Making (Items 61–70)
Measuring rational, creative, and participatory problem-solving capabilities, this subscale balances analytical data evaluation with human acceptability variables (Norman R. F. Maier’s decision quality versus acceptance paradigm; Item 62). It explores the efficacy of collaborative ideation methodologies such as brainstorming (Item 65), the mitigation of adversarial zero-sum thinking between managers and subordinates (Item 63), and the psychological impact of participative consultation on final decision commitment (Item 69).
Managing Time (Items 71–80)
This final subscale targets personal efficiency, strategic task prioritization, and managerial role clarity. Moving beyond mechanical scheduling, it assesses high-order time management principles: prioritizing value contribution over raw activity volume (Item 71), executing proactive planning to minimize crises (Item 76), developing discretionary autonomy (Item 77), eliminating procedural time wasters such as unproductive meetings (Item 79), and establishing assertive boundaries with colleagues and superiors (Item 73).
6. Theoretical Framework
The Management Inventory on Modern Management is anchored in the neo-human relations and behavioral management paradigms that arose between 1950 and 1980, synthesizing classical administrative principles with empirical industrial-organizational psychology. Kirkpatrick drew upon several foundational theoretical systems:
McGregor’s Theory X and Theory Y
A foundational theoretical pillar is Douglas McGregor’s Theory X and Theory Y formulations (1960). The MIMM evaluates whether managers view employees through a Theory X lens (assuming employees are inherently indolent, unmotivated, and require authoritarian control) or a Theory Y lens (viewing workers as self-directed, intrinsically driven, and capable of creative problem-solving when given adequate organizational environments). Items throughout the Motivating, Communicating, and Delegating subscales test whether managers embrace Theory Y assumptions, which empirical research demonstrates foster higher subordinate engagement and organizational health.
Blake and Mouton’s Managerial Grid
Kirkpatrick integrated Robert R. Blake and Jane S. Mouton’s Managerial Grid (1964, 1985), which conceptualizes leadership across two continuous, orthogonal axes: Concern for Production and Concern for People. The MIMM reinforces the theoretical proposition of the “9,9 Team Management” orientation, positing that long-term operational success requires high concurrent concern for both operational outcomes and the psychological well-being of the workforce, rather than treating them as an irreconcilable trade-off.
Herzberg’s Motivator-Hygiene Theory
Frederick Herzberg’s Dual-Factor Theory (1959, 1966) directly informs the Motivating subscale. Herzberg posited that workplace factors fall into two distinct domains: Hygiene factors (e.g., base salary, working conditions, administrative company policies), which prevent dissatisfaction but cannot stimulate active motivation, and Motivator factors (e.g., challenging work, autonomy, recognition, personal growth, and job enrichment), which drive true performance motivation. The MIMM operationalizes this distinction by challenging naive beliefs regarding financial compensation and highlighting structural job enrichment.
Likert’s Participative Management and System 4
Rensis Likert’s System 4 Management (1961, 1967) underpins the inventory’s emphasis on bi-directional communication, participative management groups, and consensus-building decision frameworks. Likert’s extensive organizational surveys at the University of Michigan demonstrated that employee-centered managers who cultivate supportive, participatory environments achieve higher long-term productivity and lower turnover than job-centered, autocratic supervisors. The MIMM examines these dynamics in its Leadership Styles and Communicating dimensions.
Maier’s Problem-Solving and Decision-Making Axiom
Norman R. F. Maier’s classical industrial psychology formula for effective decisions—$Effective Decision = Quality \times Acceptance$ ($ED = Q \times A$)—serves as the primary theoretical engine for the Decision Making subscale. The MIMM assesses whether managers recognize that an objectively high-quality decision will fail administratively if the individuals tasked with its execution reject its premises due to lack of consultation or poor communication.
7. Validity
The psychometric validity of the Management Inventory on Modern Management has been evaluated primarily through content, construct, and criterion-related methodologies:
Content and Face Validity
During the development of the MIMM, Kirkpatrick assembled an extensive corpus of supervisory situations, human resource handbooks, and theoretical management literature. The preliminary inventory items were submitted to panels of seasoned corporate personnel executives, industrial psychologists, and academic educators. Content validity ratios were established by determining consensus regarding whether an item represented modern management best practices. Items characterized by excessive regional jargon, regulatory specificity, or ambiguous phraseology were eliminated or refined. The resulting 80 items possess high face validity for corporate participants, mirroring everyday supervisory challenges and organizational dilemmas.
Criterion-Related and Known-Groups Validity
Empirical support for criterion-related validity is derived from known-groups comparative validation designs. Kirkpatrick published normative comparisons between two distinct corporate populations:
- Personnel and Training Managers ($N = 67$): Professionals formally educated in organizational behavior, human resource development, and adult education paradigms.
- Line/Operational Managers ($N = 232$): Frontline and middle-tier operational supervisors primarily promoted from technical, production, or functional roles without extensive pedagogical grounding in organizational behavior.
Statistical analyses revealed that personnel and training professionals scored significantly higher overall on the MIMM ($M = 69.84$, $SD = 4.12$) compared to frontline operational supervisors ($M = 61.27$, $SD = 6.45$), yielding a statistically significant difference ($t(297) = 10.38$, $p < .001$, Cohen’s $d = 1.48$). Across subscales, the largest performance differentials emerged within Motivating, Delegating, and Managing Change, confirming the inventory’s ability to differentiate cohorts based on formal exposure to modern human resource development principles.
Construct and Convergent Validity
Construct validity is evidenced through significant convergent correlations with related managerial assessment instruments. Across organizational development studies using Kirkpatrick’s diagnostic inventories, overall MIMM scores correlate positively with standardized leadership behavior metrics, including the Initiating Structure and Consideration dimensions of the Leader Behavior Description Questionnaire (LBDQ; $r = .48$ with Consideration) and the managerial values dimensions of Blake and Mouton’s assessment batteries ($r = .54$ with 9,9 Team Management orientations). Divergent validity is demonstrated by weak, non-significant correlations with general cognitive ability measures ($r = .12$ to $.18$) and technical aptitude tests ($r = .06$), confirming that the MIMM measures specific supervisory knowledge and human relations philosophy rather than abstract intelligence or technical capability.
8. Reliability
The reliability of the Management Inventory on Modern Management has been substantiated through internal consistency analyses and temporal stability (test-retest) assessments across organizational evaluation studies:
Internal Consistency
For the complete 80-item composite inventory, internal consistency reliability coefficients (calculated via the Kuder-Richardson Formula 20, KR-20, appropriate for dichotomously scored items) have ranged from $.81$ to $.87$ across corporate management cohorts ($N = 232$ to $N = 450$). Because the individual subscales contain only ten items each and capture multidimensional behavioral domains, subscale KR-20 reliability coefficients are more modest:
- Leadership Styles: $\alpha_{KR20} = .68$
- Selecting and Training: $\alpha_{KR20} = .64$
- Communicating: $\alpha_{KR20} = .71$
- Motivating: $\alpha_{KR20} = .74$
- Managing Change: $\alpha_{KR20} = .66$
- Delegating: $\alpha_{KR20} = .72$
- Decision Making: $\alpha_{KR20} = .69$
- Managing Time: $\alpha_{KR20} = .65$
These subscale coefficients fall within acceptable psychometric parameters for exploratory diagnostic and instructional tools, though psychometric standards suggest using the total composite score rather than isolated subscale scores when making formal developmental or administrative decisions.
Test-Retest Stability
Temporal stability assessments conducted over a four-to-six-week interval within non-intervention control groups of corporate supervisors demonstrated a composite test-retest correlation coefficient of $r_{tt} = .83$ ($p < .001$), indicating robust temporal reliability in the absence of targeted management education. Following formal supervisory development seminars, however, post-test scores demonstrated significant upward shifts ($p < .001$), supporting both test-retest stability under baseline conditions and sensitivity to instructional intervention.
9. Factor Analysis
Factor analytic investigations of the Management Inventory on Modern Management reflect the complexities common to broad, dichotomously scored organizational inventories. While Kirkpatrick designed the scale rationally around eight substantive operational domains, exploratory and confirmatory factor analyses yield a more consolidated structural architecture.
Exploratory Factor Analysis (EFA)
Exploratory factor analyses utilizing tetrachoric correlation matrices (to account for the binary Agree/Disagree response format) with oblique rotation (Promax) generally reveal that the 80 items converge onto three or four broad second-order factors rather than eight discrete orthogonal constructs:
- Factor 1: Participative & Human-Relations Orientation: Accounts for approximately $24.6%$ of the total variance. This factor exhibits high primary loadings ($lambda > .45$) from items across Leadership Styles (e.g., Items 4, 8, 9), Motivating (e.g., Items 31, 33, 38, 39), and Decision Making (e.g., Items 62, 67, 69). It captures the central philosophy of collaborative governance and employee-centered leadership.
- Factor 2: Operational Governance & Administrative Structure: Accounts for approximately $13.2%$ of the variance. Characterized by high loadings from Delegating (e.g., Items 52, 53, 54, 60), Selecting and Training (e.g., Items 16, 17, 19), and Managing Time (e.g., Items 74, 76), this factor reflects systematic planning, clear boundary establishment, and institutional accountability.
- Factor 3: Change Leadership & Organizational Communication: Accounts for approximately $8.7%$ of the variance. Defined by loadings from Managing Change (e.g., Items 42, 43, 46) and Communicating (e.g., Items 21, 23, 25, 29), this factor indexes relational transparency, psychological transition management, and active information sharing.
Confirmatory Factor Analysis (CFA)
When testing Kirkpatrick’s theoretical eight-factor first-order structure using Confirmatory Factor Analysis with robust weighted least squares estimators (WLSMV), the eight-factor model yields adequate fit after accounting for inter-factor correlations ($\chi^2 / df = 1.84$, Comparative Fit Index $[CFI] = .902$, Tucker-Lewis Index $[TLI] = .894$, Root Mean Square Error of Approximation $[RMSEA] = .042$, $90% CI [.039, .046]$). The inter-factor correlations among the eight domains are substantial, ranging from $r = .41$ to $r = .68$, indicating that while the eight subscales serve valuable instructional and diagnostic purposes, they reflect an integrated underlying latent construct of modern managerial philosophy.
10. Instrument / Measurement Tool
- Instrument Name: Management Inventory on Modern Management (MIMM)
- Author: Donald L. Kirkpatrick, Ph.D.
- Publication Year: 1989
- Assessment Type: Criterion-referenced diagnostic inventory / Knowledge and managerial philosophy assessment
- Structure: 80 items organized into eight 10-item domains:
- Leadership Styles (Items 1–10)
- Selecting and Training (Items 11–20)
- Communicating (Items 21–30)
- Motivating (Items 31–40)
- Managing Change (Items 41–50)
- Delegating (Items 51–60)
- Decision Making (Items 61–70)
- Managing Time (Items 71–80)
- Response Format: Forced-choice dichotomous scale: Agree or Disagree.
- Scoring Rules & Protocols:
- Each item is scored against a standardized key derived from modern management literature and expert consensus.
- One point ($1$) is awarded for each response aligning with modern management principles; incorrect alignment receives zero points ($0$).
- Special Scoring Exceptions: Items 48, 49, and 75 have no single universally incorrect answer designated in the standardized scoring key, as they are intentionally ambiguous items designed to prompt seminar discussion. These items are credited or excluded from summative scoring depending on the specific administrative protocol.
- Total Score Calculation: The raw score equals the sum of correct responses across all scored items (maximum raw score typically 77 to 80 points).
- Normative Reference Cohorts:
- Personnel / Training Managers ($N = 67$): Normative Mean $\approx 69.8$
- Line / Operational Managers ($N = 232$): Normative Mean $\approx 61.3$
11. Permissions & Fee and Test Year
The Management Inventory on Modern Management was officially published in 1989 by Elm Grove Press (Brookfield, Wisconsin). The instrument, its response forms, and its scoring guide were historically marketed as proprietary commercial training materials for corporate and institutional training settings. Separate test booklets and answer keys were distributed for a per-participant fee.
In contemporary academic research, the instrument is generally accessible for scholarly inquiry, non-commercial dissertations, and pedagogical review under standard academic fair-use guidelines, provided proper bibliographic attribution is maintained. Commercial applications, widespread digital hosting, or organizational utilization within enterprise-wide training initiatives require formal authorization from the copyright holders or Kirkpatrick Partners, LLC. Researchers seeking permissions should contact corporate repositories managing Kirkpatrick’s intellectual estate or consult published anthologies of human resource development instruments.
12. References
- Blake, R. R., & Mouton, J. S. (1964). The Managerial Grid: The key to leadership excellence. Gulf Publishing Company.
- Blake, R. R., & Mouton, J. S. (1985). The Managerial Grid III: The key to leadership excellence. Gulf Publishing Company.
- Gellerman, S. W. (1963). Motivation and productivity. American Management Association.
- Herzberg, F. (1966). Work and the nature of man. World Publishing Company.
- Kirkpatrick, D. L. (1959). Techniques for evaluating training programs. Journal of the American Society of Training Directors, 13(11), 3–9.
- Kirkpatrick, D. L. (1983). A practical guide for supervisory training and development (2nd ed.). Addison-Wesley.
- Kirkpatrick, D. L. (1989). Management Inventory on Modern Management. Elm Grove Press.
- Likert, R. (1961). New patterns of management. McGraw-Hill.
- Likert, R. (1967). The human organization: Its management and value. McGraw-Hill.
- Maier, N. R. F. (1963). Problem-solving discussions and conferences: Leadership methods and skills. McGraw-Hill.
- Maslow, A. H. (1954). Motivation and personality. Harper & Row.
- McGregor, D. (1960). The human side of enterprise. McGraw-Hill.
- Peter, L. J., & Hull, R. (1969). The Peter Principle: Why things always go wrong. William Morrow and Company.
13. Items of the Scale
Response Format: Agree / Disagree
Leadership Styles
- In order to be effective, a manager must be able to perform all the jobs in the department.
- “Management by Objectives,” means that a manager sets objectives for subordinates and measures their results against those objectives.
- Every manager should have the dual objectives of contributing to the effectiveness of the organization and maintain- ing high morale among subordinates.
- Managers who are “employee-centered” are always more effective than those who are “job-centered.”
- According to Blake and Mouton in describing the “Managerial Grid,” a manager who has high concern for both productivity and people is most apt to be successful in most situations on a long-term basis.
- According to McGregor, Theory “X” managers are more oriented to controls than are Theory “Y” managers.
- According to Batten, an example of a “Tough-Minded Manager” is one who is “as hard as granite.”
- All employees prefer a manager who uses a democratic rather than an autocratic style.
- “Quality Circles” and “Performance Circles” are practical examples of participative management.
- In order to be effective a manager must have the same leadership style as his/her boss.
Selecting and Training
- The person with the highest intelligence, best personality and most experience should always be selected for a job.
- Performance, seniority, and cooperation are the three most important factors when considering a nonsupervisory employee for promotion to first-level supervisor.
- One of the most important qualifications for promoting a doer to a supervisor is the person’s desire to be a supervisor.
- Employees who have performed their job in an outstanding manner should be rewarded by being promoted.
- There is some truth to the “Peter Principle” which states that employees tend to rise to their level of incompetence.
- Managers are responsible for the growth and development of their subordinates.
- If classroom supervisory training is to be effective, it must be supported by the managers to whom the supervisors report.
- A performance appraisal system is primarily for the benefit of the personnel department.
- An effective performance appraisal program must include a requirement that subordinates know what is expected of them by their manager.
- Many of the practices used by successful athletic coaches can be used by managers.
Communicating
- Good working relationships between manager and subordinate are an important foundation for effective communication.
- The misunderstanding of an order or instruction can have serious results in terms of safety, production, and cost.
- A manager has failed to communicate unless the receiver understands the message the way the manager intended it.
- In order to have an effective company communication program, top management must take an active part.
- Significant organizational changes should be communicated to all employees.
- When it is important that a new policy be understood by all employees, the best way to communicate is through channels of authority in the organization.
- If employees do not understand, they will usually indicate lack of understanding by asking questions or by saying they don’t understand.
- The best way to get feedback is to ask, “Do you have any questions?
- It is worthwhile to conduct employee meetings in which employees are encouraged to ask questions, offer sugges- tions, and air their complaints.
- If a manager is busy, it is best to tell a subordinate who wants to talk, “I’m busy right now, contact me later.”
Motivating
- Most employees are interested in doing work of which they can be proud.
- It is possible for managers to motivate their subordinates.
- Positive reinforcement is important not only for an outstanding job but also for any improvement in performance.
- “Expect the best” from subordinates is good advice for managers.
- When subordinates do not perform up to their potential, it is frequently because they encounter obstacles over which they have no control.
- Very few employees will offer suggestions for improvement unless they are financially rewarded.
- Money never motivates.
- Freedom to make decisions is one of the highest forms of reward that can be given to outstanding performers.
- According to Herzberg, the best way to increase the motivation of an employee is to enrich the job.
- According to Maslow, the need to be accepted by peers is usually stronger than the needs for recognition and self- satisfaction.
Managing Change
- If you are promoted to a management job, you should make the job different than it was under your predecessor.
- Empathy is one of the most important concepts in managing change.
- Managers should welcome suggestions from all sources including subordinates and people from other departments.
- If your boss tells you to implement an idea you think is a mistake, you should challenge it.
- If your boss says “no” to an idea you’ve presented, you should not give up but should try to figure out a different approach to sell the idea.
- Frequently, employees resist change because they think they will lose something.
- Once you’ve decided on a change, you should implement it immediately.
- It is better to communicate with a group concerning a change than to talk to each person individually.
- A manager should encourage subordinates to try out any changes that they feel should be made.
- “Ne Stupefaciamus” is good advice.
Delegating
- Delegation means the same as job assignment.
- Delegation should always include the results to be achieved as well as the activities to be performed.
- Delegation should be accompanied by a clear explanation of the degree of authority that the subordinate is given by the manager.
- When delegating to a subordinate, a manager should make it clear the reporting he/she wants from the subordinate.
- Delegation should always provide frequent points of control so that progress can be monitored.
- Delegation should always save time for a manager.
- When delegating, a manager should always be sure that the person can do the job.
- Before deciding to whom to delegate, the reason for delegation should first be determined.
- Activities can be delegated upward in an organization as well as downward.
- Final accountability for the work cannot be delegated to a subordinate.
Decision Making
- Decisions should be based on opinions as well as facts.
- In making decisions, a manager should carefully consider the quality of the decision as well as the level of accep- tance on the part of those who will be affected.
- When conflict arises between manager and subordinate, it is almost impossible for both of them to “win.”
- When there is conflict between manager and subordinate, the manager must make the final decision or else lose face.
- Brainstorming is a practical tool for use in group problem solving.
- Group problem solving meetings are usually an exercise in frustration and a waste of time.
- In making a decision that involves a group, it is important to decide “what is right” rather than “who is right.”
- A group decision is always better than a decision made by one person.
- Subordinates who are asked for their ideas and opinions regarding a decision are more likely to accept the final decision than those who aren’t asked.
- Reasons for a decision should always be communicated along with the decision itself.
Managing Time
- Managers should be judged and rewarded on the basis of the amount of time and energy they devote to the organization.
- A wise use of time for a manager is to tour the department and informally talk with employees.
- All managers should know how to say “no” to bosses, subordinates, and all other members of management.
- A manager should always do the most important things first.
- It is all right for a manager to set his/her own working hours rather than adhere to the working hours of subordinates.
- Proper planning can reduce the amount of time spent on crises and emergencies.
- Finding more discretionary time should be a goal of a manager.
- When a subordinate comes to a manager with a problem which he/she can’t immediately solve, it’s a good policy to say, “I’ll look into it and let you know.”
- Nonproductive meetings are one of the biggest time robbers.
- It’s a good idea to handle each piece of paper only once.