Main Stages of Management Practice and Theory - Coursework Example

Management Name Institution Professor Course Date Should Managers and Management students study the History of Management from a critical perspective? This essay will argue that it is important for Managers and Management students to study the history of management from a critical perspective. Two primary reasons will be presented in support of this argument. Firstly, analyzing past theories allows Managers to learn what theories and practices worked, under what circumstances and importantly, helps managers build current and future theories. The essay draws these arguments out three sections. Section One will use Article 1, Article 2, Article 6 and Article 3 to present a brief summary of the main stages of Management practice and theory. In Section Two, the paper will debate the value of studying Historical management perspectives based on views of Article 1, Article 3, Article 5 and Article 6. The focus of the argument will show that critical analysis of pas management theories allows managers to learn from these and to build the future of management. Section Three will further add to the argument using the views of Article 1, 6 and 4 to support the argument that analyses of historical perspectives of management build critical thinking skills for today’s Managers. A conclusion will provide a summation of the arguments presented in favor of studying the history of management from a critical perspective. MANAGEMENT THEORY AND PRACTICE The study of the History of Management is a course tracing the evolution of management thinking (Bedeian 2004:92). At the turn of the 20th century, management lay largely undefined. Or, more accurately, the most convincing attempt at providing a definition for management was little known. This came from a somewhat surprising source, a French mining engineer called Henri Fayol (1841-1925). The writing of management theory began some years after. The subject was established in Academia, L.P Alford’s articles ( 1992;1993). While Fayol wrestled, Taylor was a man of devotedly practical intent, a problem solver with the broader theoretical question of the nature of management. Fayol and Taylor played an integral part in the conception of Management (Crainer 2003). The origins of scientific management lay in Taylor’s observations of his fellow workers. The pursuit of more – more production, more markets was the managerial quest of the 20th century. Thus it is paramount to say that the present is judged in an unending dialogue with the past and thus as the next Section will expound more on the value of studying History of Management perspectives and a critical analysis of Historical perspectives and its essence in building critical thinking skills for today’s Manager. In the field of management history, some of the approaches have included a discussion of management developments within a particular chronological period; the identification of various ‘schools' of management thought and demonstrating the extent to which management theory and practice have been a direct reflection of the ideas which emerged from these groups. ESTABLISHES COLLECTIVE MEMORY AND TEACHES OF HUMAN NATURE A historical approach widens the opportunity to learn about human nature, about people, as individuals or groups, how they behave, how they can co-operate, how they can be organized, how they can be led” . It would seem that for students, practitioners, and scholars, possessing this knowledge would be beneficial, as it could allow us to mitigate the negative impact of our profession on the institutions and societies in which we operate (GEORGE E 2007: 526). CONTRIBUTES TO THE MORAL GOOD AND GOOD CITIZENSHIP OF STUDENTS It promotes good citizenship. Simply put, managers “have the power to make a difference” (McLaughlin & Thorpe, 2000: 4). The study of history aids in this Development by providing examples and illustrations of the breadth of a manager’s power and influence. It contributes to the moral understanding that is essential for good citizenship through the promotion of historical examples of appropriate citizenship behavior and social responsibility and the disparagement of that which is inappropriate(GEORGE E 2007: 527-528). . INFORMS AND GUIDES RESEARCH Management history and knowledge of relevant contextual factors help to frame suitable questions to ask in our research efforts. A reputable scholar should never commence any kind of task without examining what has been previously done; no perceptive consultant should ever begin an assignment without inquiring into the historical basis of the problem at hand; no executive should ever embark upon an acquisition or merger without a thorough investigation of the historical development of the firm it intends to approach; and no student who hopes to complete a thesis or dissertation should ever omit a review of the literature” Wren (1987) . Yet, despite this admonition, there is a growing sense that the field/study of management suffers in this respect (GEORGE E 2007: 528). A scholar should always strive to be an informed receiver of knowledge (Bedeia 2004:94) ACQUISITION OF KNOWLEDGE AND WISDOM AND THE DEVELOPMENT OF JUDGMENT The study of the History of Management provides students with opportunities to acquire knowledge of their field and its practices, gain wisdom and develop and use judgment. The past can be a powerful resource and teacher. It can provide a safe laboratory in which to experiment, ruminate, and reflect upon what might have been if other courses of action were pursued or the conditions of the time were different. Through its exploration, students add to their understanding of what they “know” of their world, increase in their scholarly understanding of the field, and learn to combine these to make better informed decisions and wiser judgments(GEORGE E 2007: 524) . ILLUSTRATES THE ROLE OF ENVIRONMENTS, RAISES AWARENESS OF POTENTIALITIES, AND COMPLEMENTS TECHNICAL KNOWLEDGE Students are able to acquire insight and knowledge of the modern world and environment(s) we currently live and work in. These insights offer opportunities to practice recognizing and anticipating change and to identify patterns of behavior, actions, and activities within the world and relevant environment(s). As we come to know history and examine the events surrounding theoretical shifts in management beliefs, values, and practice, it is possible that students will become more aware of impending change and better prepared to discuss and examine the potentialities that exist(GEORGE E 2007: 525). . SEEK ORIGINAL SOURCES Another lesson that doctoral students will acquire from studying the history of management is the danger inherent in relying on secondary source materials. Those who study management history know all too well that inaccuracies and myths arise when contemporary scholars fail to use primary sources in their research and rely on textbook accounts or research reviews for their knowledge of the past (Bedeian 2004:94). Factual errors occur for varying reasons. Perhaps the most disturbing is the failure of contemporary writers to incorporate new discoveries into textbooks and other published materials (Bedeian 2004:94). Taylor’s scientific management is a great asset to any manager as from his observations of his fellow workers. He noticed that they engaged in what was then called “soldiering”. Instead of working as hard and as fast as they could, they deliberately slowed down. After all, they had no incentive to go faster or to be more productive. It was in their interest, Taylor said, to keep “their employers ignorant of how fast work can be done”... Nineteen out of 20 workmen throughout the civilized world firmly believe that it is for their best interests to go slow instead of to go fast. They firmly believe that it is for their interest to give as little work in return for the money that they get as is practical”, Taylor later wrote in The Principles of Scientific Management. Time was measured – and announced – by managers. The pursuit of more – more production, more markets – was the managerial quest of the 20th century. Taylor provided the means. The ends were assumed and accepted by virtually all who considered them. In practice, scientific management often boosted production. A more rounded appreciation of Weber could encourage a better appreciation that organizations can contain both bureaucratic and non bureaucratic elements based on a clear understanding of the potential strengths and weaknesses of the form. Thus studies from these past scholars can really benefit a Manager. The next section will support the argument that a critical analysis builds critical thinking skills for today’s managers. Thus the study of History of Management builds up a Manager’s skill and ways of running his organization. He thinks critically and makes a good research before applying any directive or order he sorts to give out. It helps him to confirm if a certain managerial technique he wishes to apply worked before and if it’s beneficial to his organization (Stuart 2003) . History of management study will help managers be able to provide an integrative framework be it behavioral, functional or quantitative. It is safe to conclude that Study of History Management is very important tool that every managerial student should take up, I will discuss this in the next section . CONCLUSION This apparent disconnect or disinterest with history may explain why many students dismiss the relevance of classical theory and often fail to recognize the progressive nature and evolution of management thought. To many, this knowledge is deemed superfluous, irrelevant, and heavily discounted in the world of today. They criticize historical study and ascribe to the sentiments that “it is merely antiquarianism: that yesterday’s events might be interesting or entertaining, but are of little use or relevance to contemporary or future affairs. In the field of management history, some of the approaches have included a discussion of management developments within a particular chronological period. The study of history management should be included in the managerial studies since it offers invaluable lessons which help propel manager forwards towards success. Thus With only the cost of one’s intellectual efforts, the insights of these and other scholars of the past are available to repeatedly engage, delight, and pique one’s curiosity at a moment’s notice. Establishing a link with such great minds reinforces the continuity of generations across time and allows the repeated tapping of our discipline’s greatest minds (Stinchcombe 1982). “If business is to be fully professional, the past must be used to inform and guide actions in the present; the building of successful business institutions requires that the lessons from mistakes in the past are not repeated in the future because of ignorance of the past” (Warren & Tweedale 2002: 218). This disposition is troubling from a professional development standpoint if we accept that “The tasks of a business school are to train men for the practice of management (or some special branch of management) as a profession, and to develop new knowledge that may be relevant to improving the operation of business” (Gordon & Howell 1959). Worthy (1955) sheds some light on this matter when he says, “What is needed is not preoccupation with the past but a better understanding of how the present evolved out of the past and how the future is in a process of evolving out of the present. The businessman needs a more acute sense of where business is going, and he cannot have that in proper degree without knowing where it has been.” If we put forth the effort we will learn of the character and the characters in our past. We will earn of the light and the dark in our field. We will learn of our successes and our failures. We will learn of and vicariously witness the evolution of management thought and perhaps be better informed as we press forward. It is this darkness we must strive to avoid so that we don’t repeat the wrongs of the past and proceed into the future without direction. (Daniel 1987) Historical study can develop communication skills (language ability, writing proficiency), an ability to evaluate evidence and a healthy scepticism to received opinion and propaganda.. Business/management history is multi-disciplinary and concerned with long-term change and offers a more Modern managers operating in a world of high-speed decision-making need to be aware of how long-tem changes have affected enterprises practical focus. Management history supplements management theory's principles for managing organizations by offering ‘portrayals of reality against which those principles may be tested and experienced vicariously”. Clearly, the employment of an historical perspective adds a further important dimension to management/business research and teaching, particularly in the realm of theoretical explanation and methodology. Many trained historians have found their way into business schools and management departments in Universities – the opportunity is there for the taking. . Bibliography Arthur G.B, 2004. The Gift Professional Maturity. Academy of Management Learning and Education, 2004, Vol. 3, No. 1, 92–98. Cristina M. G & Amy E. H, 2011. Frederick Winslow Taylor: Reflections on the Relevance of The Principles of Scientific Management 100 Years Later. Giannantonio and Hurley-Hanson. Daniel A. W, 1987. Management History: Issues and Ideas for Teaching Research. Journal Of Management Blair J.D & Hunt J.G (ed) George E. S, 2007. Management History and Historical Context: Potential Benefits of Its Inclusion in the Management Curriculum. Academy of Management Learning & Education, Vol. 6, No. 4, 522–533. Stuart C, 2003. One hundred years of management. Business Strategy Review, 2003, Volume 14 Issue 2, pp 41-49 Stephen C. &Todd B, 2011. The Relevant Past: Why the History of Management Should Be Critical for Our Future. Academy of Management Learning & Education, Vol. 10, No. 1, 77–93. Read More