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 |  موضوع: كتاب The MBA Handbook الأحد 13 فبراير 2022, 2:31 am | |
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The MBA Handbook
Academic and professional skills for mastering management
Ninth Edition
SHEILA CAMERON
The Open University Business School
و المحتوى كما يلي :
Preface xiv
Acknowledgements xvi
Guided tour xviii
PART 1 UNDERSTANDING THE CHALLENGE
1 Orientation to postgraduate management learning and the
role of the handbook 4
2 Theory, practice and ethics in management learning 24
PART 2 TRANSFERABLE PERSONAL SKILLS
3 Managing yourself and other stakeholders 50
4 Managing your time 80
PART 3 TRANSFERABLE LEARNING SKILLS
5 Managing your learning 108
6 Professional development 126
7 Critical use of ideas and information 166
8 Diagrams and infographics 194
9 Teamwork, communication and leadership 224
10 Case studies, complexity and consultancy 272
11 Information from numbers 296
PART 4 SKILLS FOR ASSESSMENT
12 Assessment methods, stakeholders and grades 364
13 Writing for business and assessment 384
BRIEF CONTENTS14 Effective presentations 440
15 Examinations 462
PART 5 COMPLETING YOUR QUALIFICATION AND
USING IT
16 Academic and work-based projects and dissertations 482
17 Applying your skills to your career 540
References 551
Online resources 556
Index 560
vi BRIEF CONTENTSPreface xiv
Acknowledgements xvi
Guided tour xviii
PART 1 UNDERSTANDING THE CHALLENGE
1 Orientation to postgraduate management learning and the
role of the handbook 4
Learning outcomes 5
Introduction 6
Obvious and less obvious challenges of study at this level 6
Engaging with your learning 9
Why this handbook is not a textbook 14
Starting to plan 16
Potential benefits of P/G management study 18
Summary 19
Additional resources 20
Endnote 20
HelpFile 1.1: Diagnosing your learning priorities 21
2 Theory, practice and ethics in management learning 24
Learning outcomes 25
Introduction 26
Educating senior managers – a very short history 26
Challenges to the traditional business education model 28
Knowledge, knowing and learning 30
Managing in a complex, fast-changing world 33
Reflection and professional practice 36
Setting your own learning objectives 39
Revisiting your learning objectives 42
A hierarchy of objectives 44
Summary 45
Additional resources 46
CONTENTSviii CONTENTS
PART 2 TRANSFERABLE PERSONAL SKILLS
3 Managing yourself and other stakeholders 50
Learning outcomes 51
Introduction 52
Systems and stakeholders 52
Assessing your personal management skills 54
Managing your emotions 56
Managing stress 58
Coping with unavoidable stress 61
Developing assertiveness skills 65
Managing organisational stakeholders 71
Managing your relationships with family and friends 74
Managing relationships with your university 76
Managing your emotions 78
Summary 78
Additional resources 78
Endnote 79
4 Managing your time 80
Learning outcomes 81
Introduction 82
Planning skills 83
Control 84
Making time for study 85
If the time simply is not there . . . 90
Basic time management principles 90
Putting principles into practice 101
Summary 103
Additional resources 104
PART 3 TRANSFERABLE LEARNING SKILLS
5 Managing your learning 108
Learning outcomes 109
Introduction 110
Creating an effective work space 110
Developing a study plan 112
If things go wrong 121
Summary 123
Additional resources 123
HelpFile 5.1: Exercises that can be used during study breaks 124CONTENTS ix
6 Professional development 126
Learning outcomes 127
Introduction 128
What is learning? 128
What is management theory and its uses? 131
Models and metaphors for learning 134
Learning styles 135
Single- and double-loop learning 140
Critical engagement 142
Reflection and professional learning 144
Self-authoring 147
Reflective writing 157
Organising your file 161
Summary 162
Additional resources 163
Endnotes 164
7 Critical use of ideas and information 166
Learning outcomes 167
Introduction 168
Efficient reading 168
Selecting reading material 171
Choosing your reading speed 174
Reading critically 177
Taking notes 184
Academic referencing 188
Summary 190
Additional resources 190
Answers to Exercise 7.1 192
8 Diagrams and infographics 194
Learning outcomes 195
Introduction 196
The importance of infographics 196
The magic management box 201
Brain patterns or mind maps 204
Relationship diagrams 207
Rich pictures 208
Systems maps 211
Multiple-cause (and other causal) diagrams 213
Other diagramming techniques 216
Diagramming hazards 216
Integrating images and words 217Summary 220
Additional resources 221
Answers to Exercise 8.1 223
9 Teamwork, communication and leadership 224
Learning outcomes 225
Introduction 226
Key communication skills 226
Active listening 232
Talking 236
Dialogue 237
Effective teams 240
Task and process 241
Behaviours seen in groups and teams 242
Choosing team members 247
Team development 249
Practical aspects of team effectiveness 252
The dangers of group work 252
Developing team-working skills 253
Leadership and influencing skills 255
Negotiation skills 257
The role of informal groups 258
Action learning sets 260
Virtual teams 262
Summary 269
Additional resources 270
10 Case studies, complexity and consultancy 272
Learning outcomes 273
Introduction 274
The purpose of case studies 275
Coping with cases 281
A method for approaching cases 282
From cases to consultancy 293
Summary 293
Additional resources 294
11 Information from numbers 296
Learning outcomes 297
Introduction 298
Diagnosing your current skill level 299
Causes of difficulty 301
Descriptive equations 303
x CONTENTSModelling 303
Understanding probability and statistics 304
Making data more meaningful 306
Distributions and histograms 309
Bar and column charts 314
Pie charts 317
Graphs 318
Estimating 327
Rounding 327
Fractions, percentages and ratios 328
Using equations 335
Working with brackets 340
Differential calculus 340
Statistical software 342
Further skills development 343
Summary 343
Additional resources 344
HelpFile 11.1: Cracking the code 345
Answers to exercises 351
PART 4 SKILLS FOR ASSESSMENT
12 Assessment methods, stakeholders and grades 364
Learning outcomes 365
Introduction 366
Common anxieties about assessment 366
Stakeholders in assessment 369
Common causes of failure 376
Assessment as communication 382
Summary 382
13 Writing for business and assessment 384
Learning outcomes 385
Introduction 386
Assignment planning 387
Define or refine structure 393
Developing your material 395
Drafting written assignments 402
Using report format 405
Writing essays 413
Writing within a portfolio 414
Writing clear English 415
CONTENTS xiWriting for e-reading 420
Summary 422
Additional resources 422
HelpFile 13.1: Glossary of terms used in examination and assessment questions 424
HelpFile 13.2: Spelling (the right word) 428
HelpFile 13.3: Punctuation and grammar 432
HelpFile 13.4: If English is not your native language 436
Answers to exercises 439
14 Effective presentations 440
Learning outcomes 441
Introduction 442
The risks of presenting 443
Structure 445
Delivery technique 446
Visual aids 448
Handling questions 452
Dealing with nerves 453
Preparation 453
Virtual presentations and vodcasts 454
Group presentations 455
Poster presentations 456
Summary 459
Additional resources 460
15 Examinations 462
Learning outcomes 463
Introduction 464
Objectives of different ‘examinations’ 464
Types of written examination 465
Common causes of failure 467
Exam preparation 471
During the examination 476
Summary 479
PART 5 COMPLETING YOUR QUALIFICATION AND
USING IT
16 Academic and work-based projects and dissertations 482
Learning outcomes 483
Introduction 484
xii CONTENTSCharacteristics of management research 485
Stakeholders in your project or dissertation 487
Factors influencing topic choice 492
Generating possible topics 496
Topic selection 502
Responsibilities and ethics 506
Your formal proposal(s) 509
Literature search 511
Primary data collection 515
Focus groups 520
Questionnaires 520
Research methodology and approach 523
Project management 528
Beginning to draft 534
Writing up 536
Summary 538
Additional resources 539
Endnote 539
17 Applying your skills to your career 540
Learning outcomes 541
Introduction 542
Systems, change and lifelong learning 542
Planning and managing your career 544
Developing your ‘brand’ 545
Networking 546
Summary 550
References 551
Online resources 556
Index 560
CONTENTS xiiiabstract conceptualisation 134–5,
136
abstracts 7, 513
reports 408
academic background, assessment
of 41–2
academic referencing 188–90
academic search engines 172
academic writing style 418
Academy 26
ACAS 59, 82
accidental plagiarism 396–7
accommodative learning style 136
accreditors 370, 371
acknowledgements (reports) 408
acronyms 176
action learning 226
action learning sets 260–2
action research 260
active experimentation 134–5,
136
active listening 232–6
attentive listening 235–6
developing ideas 234
effective listening 234–5
hearing wrongly 233
information transfer and 233
non-listening 232–3
skills for 234–5
social capital and 233
task planning and management
233
active vocabulary 436
activists 137, 139
addition 345
adjourning stage of group
formation 250
agendas 252
aggression 66, 70
algorithms
dissertation topic selection
503, 504
motivation problems 380, 381
Allen, David 96
AMBA (Association of MBA
studies) 548
analyse (examination/assessment
question) 424
Andreas, S. and Faulkner, C. 62
anxiety 366–9
apostrophes 432
appendices (reports) 409, 410, 413
applied research 485
argument maps 181, 182, 185,
186, 199
arguments 178
hidden assumptions 182
mapping of 180–3, 394,
396, 450
Argyris, C. and Schön, D. 134,
140, 141
Aristotle 26
arithmetic
addition 345
brackets 340, 350
decimals 327–8, 329, 346–7
division 330–1, 346
equations 303–4, 320–1, 335–9
fractions 328, 329–32
functions 349–50
indices 348
multiplication 345–6
percentages 332, 347
powers 348
ratios 328, 333–5
sigma 349
square roots 348–9
subtraction 345
assertiveness 55, 65–71
expressing 69–70
preparation 70–1
rights and 66, 68–9
saying no 94
assessment
anxieties about 366–9
as communication 382
of differing skills 372
failure, causes of 376–81
methods of 372
process 370
reflective learning 375
selectivity skills 375–6
stakeholders in 369–76
work-based 372–4, 375
see also examinations
assessment centres 464
asset turnover 334
assignments 373
drafting of 394, 396, 397, 401–2,
401–5
guidelines for 395–6
materials for 395–402
plagiarism, avoiding 396–8
planning for 387–93
report format of 405–13
rich pictures in 391–2
structure of 393–5
terms in common use 424–7
assimilative learning style 136
assumptions 37, 240, 276, 542
in case studies 279, 286
asynchronous working 263–4, 267
guidelines for 268–9
attacks 244
attentive listening 235–6
attitude change 62–3
audiences
for dissertations 536–8
at presentations 446–58, 454
audio-only systems 264
authenticity of leadership 256–7
author websites 173
authors
citing of 412–13
see also references
author’s context 177–8
bar charts 314–17
Baxter Magolda, M.B. 148
INDEXINDEX 561
behaviour
interfering with task or process
needs 244
recording group interactions
244–5
serving process needs 243–4
serving task needs 243
in teams and groups 242–7
Belbin, R.M. 248–9
bell curves 311
Bell Telephone Labs 227–8
bias 178, 493
bibliographic referencing
software 188, 189, 412
bibliography 411–12
biorhythms 111
blogs 157
body language 70, 227, 230, 448
booking in work 96–7, 111
Boolean logic 513
Boston Consulting Group Matrix
202–3
brackets 340, 350, 432
brain dump approach 392
brain patterns 204–7
brainstorming 288–9, 391–2
dissertation topics 497
branding 545–6
breakeven chart 342
breakeven point 321, 340
broadcasting 454–5
Brown, D. and Kusiak, J. 290
budgie syndrome 205
business schools 29
Butterfield cycle 149
Butterfield, Dr Reg 149
Buzan, Tony and Barry 204–7
calculators 345–8
Cameron, Julia 99, 473–5
Cameron, S. and Price, D. 185,
485
cancelling 329–30
capital letters 432
capitalism 542
capitalist managerialist
approach 29
career
objectives 545
planning and managing 544–5
career paths 40–1
case studies 27
assumptions 279, 286
communication in 279
complexity in 276, 277–8
contextual awareness 279–80
coping with 281–2
critical application of ideas
278–9
diagnosis in 285–6
dissatisfaction with 282
examinations 466–7
failure in 282
groups 279
guidelines for 292–3
historic 280
ideas and 278–9
intended learning 276–7
limitations of 280–1
method for 282–92
brainstorming 288–9
criteria for proposals 287–8
description 284–5
diagnosis 285–6
divergence and convergence
290
evaluating options 290–1
generating alternatives 288
idea-generation techniques
289–90
identifying themes 284
implementation strategy
291–2
layer matrix 285–6
pre-diagnostic questions 284
preparation 283
presentation of findings
292–3
problem statement 287
scanning the case 283
understanding the task 283
‘Which?’-type approach 291
planning in 292
purpose of 275–81
seen case studies 466–7
value of 274
case teaching method 275
catalogues 514
catastrophe factor 494, 504
categorical data 526
causal loop 215
cause and effect thinking 52
chairpersons 250–1
challenges 544
change 542–4
change catalyst 58
Chartered Institute of Personnel
and Development (CIPD)
119
Learning and Development
Survey (2007) 231
Checkland, Peter 208–9
checklists 98
citation indexes 513
citing 189
claims of authors 178–80
assessing validity of 182
clarification 234
clarity 98
in report writing 415, 416, 418
of speech 447
classic rational management
model 39
clients 373
for dissertations 498–502, 505
ethical responsibilities to 508
as research stakeholders 488–9
closed questions 518
Clutterbuck, D. and Kernaghan,
S. 280
cocktail party effect 175
Coghlan, D. and Brannick, T. 260
cognitive housekeeping 145, 152
cognitive therapy 18–19
cogs metaphor 132, 134, 144, 154
collaborative learning 37
collaborative working 265–6
colons 433
column charts 314–17
commas 433
comment (examination/
assessment question) 424
communication
in case studies 279
culture and 228
developing ideas 234
dialogue and 229
effective 230, 230–1
feelings and 226–7
hearing and listening 228562 INDEX
communication (continued)
messages 230
multiple channels of 227–8
non-verbal signals 229, 230
online, guidelines for 237
processes in 227
receiving information 228–9,
230
sending information 228–9,
229–30
skills 23, 226–31
task planning and management
233
transmission medium/channel
230–1
see also dialogue; listening
skills; talking skills
compare (examination/
assessment question) 424
compatibility (e-submissions)
421
competencies 28–9, 129
assessment of 41–2
portfolios for 374
complete-finisher (team role) 249
complex organisational and wider
contexts 7
complexity 21, 32–6
in case studies 276, 277–8
compound interest 336
computer graphics 200
computer-marked examinations
466
concentration 113–14, 234
concepts 131
in assignments 391–3
conclusions 23
in presentations 446
in reports 410–11
concrete experience 134–5, 136
confidentiality 508, 519
confirmatory bias 228
conflict avoidance 66, 67
conflicts 243
constructionist view 31, 33
consultancy 277, 293
problem statements 287
skills for 293
content planning 387–90
contents list (reports) 407
context 52, 276
author’s 177–8
case studies and 279–80
understanding 116–17
continuing professional
development (CPD) 119–20
continuous learning 35
continuum model 158
contrast (examination/assessment
question) 425
contributions 243, 267–8, 269
control 84–5
conventions 198–9, 201
convergent diagrams 199–200
convergent learning style 136
Cook, S.D.M. and Seely Brown, J. 32
coordinator (team role) 248
copyright 455
corrective action 10
correlation coefficients 324–6
critical approach 8, 21
critical engagement 142–4
critical evaluation 154–5
critical path analysis 292, 528,
529–30
critical reading 22, 177–84
assessing value 183–4
author’s context 177–8
claims 178–80
mapping the argument 180–3
questions for consideration 183–4
critical reflection 154–7
questions for 155
critical thinking 30, 117–18, 142,
151, 177
for assignments 400
critically appraise/evaluate
(examination/assessment
question) 425
criticise (examination/assessment
question) 425
cultural conditioning 41–2
cultural obligations 506
culture matrix 203
current ratio 334–5
dashes (punctuation) 433
data
adequacy of 527
categorical 526
dissertation proposal 510
interquartile range 307–8
interval 526
making meaningful 306–9
measures of the centre 306–7
nominal 526
ordinal 526
planning 524–7
primary 516–19, 525
qualitative 525
quantitative 525, 526
range 307
ranked 526
ratio 526–7
requirements 524
sampling 527
secondary 525
textual 525–6
validity of 527–8
dates (reports) 407
deadlines 98
Deal, T. and Kennedy, A. 203
decimals 327–8, 329, 346–7
deep learning 144–7
define (examination/assessment
question) 425
delegation 93
delegation plans 93
delivery technique
(presentations) 446–8
dependent variables 321
describe (examination/
assessment question) 425
descriptive equations 303
descriptive theory 133, 134
Dewey, J. 32, 140, 199
diagnosis
case studies 285–6
dissertations 502
diagrammatic notes 186–7
diagrams/infographics
argument maps 180–3
artistic skills and 200
for assignments 400–1
brain patterns 204–7
for case studies 286
conventions 198–9, 201
definition of 196
difficulties with 217–18
for dissertations 537INDEX 563
fishbone 205–6, 215
graphs 202
guidelines for 218–19
hazards 216
images 196, 197, 217
importance of 196–201
of inter-relationships 196
magic management box 201–4
mind maps 204–7
multi-cause 213–16
omissions from 198
relationship 207–8
relevance trees 205, 206
reports and presentations
197–8, 409–10
rich pictures 208–10
rough and smooth of 200
simplifying situations 201
symbols 198–9, 201
systems maps 211–13
techniques (other) 216
Venn 211, 212, 213
words and 197, 198, 199, 217
dialogue 8–9, 37, 226, 229,
237–40
asking helpful questions 240
characteristics of 238
skills for 239
suitable climate for 239–40
value of diversity in 238–9
diaries 100–1
dictionaries 419, 437
diet 65
differential calculus 340–2
differential equations 337
differentiation 341–2
digests, online 173
disagreements 243
discuss (examination/assessment
question) 425
Disraeli, B. 304
dissertations 378
clients and 488–9, 498–502,
505
definition of 484
diagnosis in 502
drafting of 533–4
ethics and 506–9
failure, reasons for 491
feasibility of 494
feedback on 491
focus groups 520
formal proposal for 509–10
group members 490
institutions and 488
learning opportunities 496
literature search 511–15
methodology/approach 523–8
milestones 491
originality of 505
primary data collection
516–19
project management 528–34
questionnaires 520–3
responsibilities 506–9
risks of 494–6
scope of 493
stakeholders and 487–91
supervisors and 490–1
topic choice 492–6
topic generation 496–502
topic selection 502–6
writing up 536–8
see also projects
distributions 309–14
divergent diagrams 199
divergent learning style 136
diversity 238–9
divide and conquer approach 97
division 330–1, 346
double-loop learning 134,
140–2
drafting
assignments 394, 396, 397,
401–2, 401–5
conciseness of 404
dissertations 533–4
easy targets, setting 403
first steps 402–3
guidelines for 402
procrastination 402
redrafting 403, 404–5
skeletal 402
dyscalculia 301
e-reading 420–1
e-submissions 421
eating mindfully 64
effective listening 234–5
effective reading 176
effective teams 240–1
effectiveness 96–9
efficiency 96
efficient reading 168–70, 177
effort
appropriate direction of 91–2
effective 95
redirection of 92–5
electronic text 177
elephant jobs 97
emergencies 122–3
emotional awareness 56
emotional intelligence (EI)
57, 256
emotions, managing 55, 56–8, 78
emotive language (writing style)
418–19
empathy 57–8, 256
employers 370, 371
energising stage of meetings 252
English
grammar 415–16, 418, 419,
432–5, 438
power of 419–20
report writing 415–20
as second language 368, 382,
415, 436–8
spelling 386, 415, 419, 428–31,
537–8
standard of 367–8
Entwistle, N. 145
environment 52–3
environmental damage 29
epistemology 30, 523
equals 347
equations 335–9
descriptive 303
graphs and 320–1
modelling and 303–4
ergonomics 110
espoused theory 141, 142
essays 413–14
purchasing 398
estimating 327
in project management 530
ethical issues 22
ethics 33–4
dissertations and 506–9, 510
evaluate (examination/
assessment question) 426564 INDEX
evidence 398–9
authenticity of 415
in portfolios 414–15
evidence-based practice 286
examinations 372, 464–79
careful reading of questions
476, 477
computer-marked 466
during 476–9
failure, causes of 467–71
illegible handwriting and 470
knowledge and 468
objectives of 464–5
open-book 466
panic during 470
practising for 473–5
preparation for 471–7
seen case studies and 466–7
stress of 464, 467–8
structure of 478
time allocation 476–7
time management 468–9
unavoidable problems 470–1
viva voce/oral 465
written 465–7
see also assessment
Excel 199, 308, 309, 314, 325, 342
exclamation marks 433
exercise 64–5, 89, 114
for examinations 475–6
for study breaks 124–5
expectancy theory 133, 180
experiences 543
experiential learning cycle 32,
132, 134–5, 140
explain (examination/assessment
question) 426
explanatory theory 133
exponential scale 315
extreme listening 235–6
eye movements 168, 169
facts 240
learning 114–15
failure
of assessments, causes of 376–81
dissertations and 378
of examinations, causes of 467–71
external factors and 377
fear of 368–9
motivation, loss of 378–9
peer support and 379
personal limitations 377–8
projects and 378
pursuit of perfection 369
theses and 378
family and friends 508
support from 74–6
A Farewell to Arms (Hemingway)
402–3
fast-changing world 32–6
Fayol, H. 83, 85
feasibility (dissertations) 494
feedback 254–5
from dissertation supervisors
491
from tutors 421
feelings 152–4, 234, 239
communication and 226–7
filtering 280
financial calculators 348–9
first person (writing style) 419
fishbone diagrams 205–6, 215
Fisher, R. and Ury, W.L. 258
fitted lines (in graphs) 321–3
flipcharts 451–2
float 530
focus groups 520
Fog Index 416–17
forecasting 83, 326–7
formal groups 259
formal proposals (dissertations)
509–10
forming stage of group formation
249
fractions 328, 329–32
frameworks 132
Friedman, Milton 29, 33, 34
full stops 433–4
full-time students, motivation
of 378
functions (mathematical) 349–50
future roles (career) 40–1
general search engines 172
Giles, K. and Hedge, N. 436, 437
goals 10
Goleman, Daniel 57–8, 239, 256
Google 63
Google Drive 450
Google Scholar 171, 172, 514
grades 369, 373, 378, 379, 381
grammar 415–16, 418, 419, 432–5,
438
Grant, R.E. 132
graphs 202, 318–27
correlation coefficients 324–6
equations and 320–1
fitting lines to data points 321–3
forecasting 326–7
linear regression 323–4
‘greater than, or equal to’ symbol
350
‘greater than’ symbol 350
group members, as research
stakeholders 490
group presentations 455–6
group projects 533
group sessions 117
group work 252–3
groups 226
behaviour 242–7
case studies and 279
chairperson 250–1
definition 240
informal 258–9
role types 248–9
see also teams
groupthink 253, 269, 282
hard information 376
Harvard MBA 26–7
Harvard referencing system 188,
412–13
Hayek, Friedrich von 29
hazards, diagramming 216
Hemingway, Ernest 402–3
Herzberg, F. 179, 180, 182
hidden agendas 131
hierarchy of objectives 44–6
histograms 310–11
honesty 256–7
Honey, P. and Mumford, A. 136–8
house referencing style 188
HR (human resources) 72–3
humour 244
ideas 243
case studies and 278–9
experimenting with 9
testing of 543
identify (examination/assessment
question) 426INDEX 565
illegible scripts 470
illustrate (examination/
assessment question) 426
images 196, 197
immediate bosses 73
implementation 291–2
implementer (team role) 248
impulsive level of mind 147
independent variables 321
indexes 175, 185, 189, 407, 512–13,
514
Fog Index 416–17
indices 348
influencing skills 255–7
infographics see diagrams/
infographics
informal action learning sets
261
informal groups 258–9
informal meetings 101
informal study groups 379
information 243, 276
from numbers 298
hard 376
interviews for 516–19
search engines and 172
soft 376
information transfer 233
insecurity 368
institutions, as research
stakeholders 488
instrumental learning 142, 145
instrumental level of mind 147
intended learning 276–7
interest
of audiences during
presentations 447
demonstration of (listening)
232–3, 234
dissertation topics 492
interpersonal skills 40, 117, 226,
250, 293, 372, 542
interpret (examination/
assessment question) 426
interquartile range 307–8
interruptions 101, 234, 244, 245
interval data 526
interviewers 153
interviews
effective 518
guidelines for 519
for information 516–19
types 516–18
introductions
in presentations 445
in reports 408–9
inverted commas 434
Ishikawa fishbone diagram 205–6,
215
issue description (dissertation
proposal) 509
IT staff 77
iteration 284
Jantsch, E. 205
jargon 399, 418
job enrichment 180
job satisfaction 179
journals 173
referencing of 412
judgements 154–5, 234, 235
jug and mug educational model
21, 31
Kabat-Zinn, Jon 63
Kahneman, D. 32
Kegan, R. 147–8
Kellaway, Lucy 303
Kepner, C.H. and Tregoe, B.B.
246, 277
key job areas 92
keywords (literature search)
511–12
Kline, N. 151, 235, 240
knowing 31, 32
knowledge 30–1
for examinations 468
knowledge creation 129
knowledge management 129–30
Kolb, D. 32, 36, 132, 134–5, 141,
144, 154
learning styles 135–6, 140
Learning Styles Inventory (LSI)
136
Korzybski, A. 143
language
emotive/sensationalist 418–19
English as second 368, 382, 415,
436–8
jargon 399, 418
writing style 415–20
Lawler, E.E. and Porter, L. 133
leadership 58, 129, 226, 255–7
authenticity of 256–7
skills for 256
Lean Six Sigma 215
learning
context 116–17
critical thinking and 117–18
definition of 36, 128–9
effective workspace for 110–12
engaging with 9–10
facts 114–15
failures and 121–3
group sessions and 117
models and metaphors for
134–5
nature of 128–31
objectives (for study sessions) 113
perspective and 129–30
planning of 9–10, 16–17
scheduling considerations
113–14
single- and double-loop 134,
140–2
study plans 112–20
study times 111
styles 135–40
as a system 52
techniques 115
theories 116
learning events 151
learning files 37–8
organising 161–2
learning journals 157, 544
learning logs 118–21, 144
learning objectives
clarity about 118
revisiting 43–4
setting 38–42
for study sessions 113
learning opportunities
(dissertations) 496
Learning Styles Inventory (LSI) 136
learning support staff 77
legal obligations 506
legibility (e-submissions) 421
‘less than or equal to’ symbol 350
‘less than’ symbol 350
levels of mind 147
Lewin, K. 131
library catalogues 172566 INDEX
library staff 77
lifelong learning 542–4
lifestyle 64–5
linear programming techniques
337
linear regression 323–4
link terms 513–14
LinkedIn 548
linking (writing style) 417–18
liquidity 334
list (examination/assessment
question) 426
listening skills see also 75, 236
literature review evaluation
checklist 515
literature search 511–15
link terms and logic 513–14
plagiarism, avoiding 515
types of sources 512
logarithmic scale 315
logic 513–14
logs 118–21, 144, 535
Luthans, F. 83, 546
magic management box 201–4
main sections
in presentations 445–6
in reports 409–10
management
emotions 56–8
personal skills 54–6
management education 26–46
criticisms of 29
danger of 28
in a fast-changing world 32–6
values of 29–30
management ethics 8
management learning see
learning
management research 484
categories of 486
characteristics of characteristics
of 485–7
dimensions of 485
management theory 33, 116, 117,
131–4
types of 131–3
management values 33–4
margins (e-submissions) 421
markets 33
materials for assignments
395–402
critical thinking 400
diagrams 400–1
drafting of 401–2
organising 401
organising notes and evidence
401
plagiarism, avoiding 396–8
sourcing evidence widely 398–9
theory 399–400
mathematics
bar and column charts 314–17
brackets 340
current skill level 299–300
data, making meaningful 306–9
descriptive equations 303
differential calculus 340–2
difficulty, causes of 301–2
distributions 309–14
equations 303–4, 320–1, 335–9
estimating 327
fractions 328, 329–32
further skills development 343
graphs 318–27
histograms 310–11
modelling 303–4
percentages 332
pie charts 317–18
probability and statistics 304–5
ratios 328, 333–5
rounding 327–8
statistical software 342
symbols 299, 303, 345–50
The MBA Handbook 27
MBAs 27, 28
benefits of 18–19
challenges to traditional
business model 28–30
Harvard model 26–7
narrow focus of 34–5
traditional model 31, 32–3, 34, 35
mean value 306, 307
meaning-making 145
median value 306, 307
meditation 63–4
meeting commitments 100
meetings 100
agendas 252
informal 101
online 263–5
physical comfort at 252, 265
seating arrangements 252
stages of 252
stamina of team members 252
Mehrabian, A. 227–8, 231
mentors 73
metaphors 52, 131–2, 143
cogs metaphor 132, 134, 144
for learning 134–5
methodology/methodologies 116
data planning 524–7
definition 523
dissertations 523–8
Microsoft Academic 171
milestones 532, 533
mind maps 204–7, 401, 477, 501
for assignments 391
versus note-taking 205
mindfulness 63–4
Mintzberg, H. 28
mnemonics 176
mode value 306–7
modelling 303–4
models 132
for learning 134–5
Monbiot, G. 29
monitor-evaluator (team role) 248
Mont Pelerin society 29, 30
Moon, J.A. 145
Morgan, G. 132
morning pages technique 99, 475
motivation 7, 57, 133, 145
algorithm for 381
failure and 378–9
resources for 379
self-help and 380
self-help groups and 379
theory of 179
motivation-hygiene theory
179–80
multi-tasking 98
multiple-cause diagrams 213–16,
286, 400
multiplication 345–6
naive realist view 31
Naughton, J. 450
navigation (e-submissions) 421
needs 179INDEX 567
negative automatic thoughts
(NATs) 62
negotiation skills 257–8
principles for 258
nerves (presentations) 453
net present value (NPV) 337
network diagrams 529, 530
networking 546–50
successful, guidelines for 549
sustaining and extending
548–50
visibility 546
neuro-linguistic programming
(NLP) 62
nominal data 526
Nominal Group Technique 289
non-communication 232
non-critical path 530
normal distributions 311
norming stage of group formation
249
‘not equal to’ symbol 350
‘not listening’ 232–3, 244
‘not working’ 97
note-taking 184–8
active 184
annotating 185
approaches to 185–6
avoiding accidental plagiarism
187–8
in diagram form 186–7
filing of 189
highlighting 185
importance of 184
materials for assignments 401
versus mind maps 205
types of 184
notes
for literature search 514
for presentations 447–8
for revision 472–3
noticing 145
numbers 298–9
describing 306
information from 298
interpreting 22
skills development and 302
see also mathematics
numerical data 9
nurturing stage of meetings 252
objective trees 44–6
objectives 243
career 545
conflicts between 45, 61
of examinations 464–5
for group sessions 117
hierarchy of 44–6
shared, in teams 247–8
SMART objectives 43–4, 84
for virtual teams 267
see also learning objectives
obligations 506
Occam’s razor 180
online collaboration 265–6
challenges 266–8
online communication,
guidelines for 237
online conferencing systems 262
online digests 173
online essays 174
online meetings 263–5
ontology 523
open-book examinations 466
open questions 518
Open University 178
oral examinations 372, 465
ordinal data 526
organisational action learning
sets 260–1
organisational resources 73–4
organisational stakeholders 71–5
organisational support 71–4
outline (examination/assessment
question) 427
over-contributors 244
overcommitment 93–4
overload 83
overseas students 415
panic attacks/disorder 470
paragraphs (reports) 407, 417
paralinguistics 227, 228
parameters (literature search)
511–12
Pareto’s 80:20 rule 158, 369
Parker, M. 29
Parkinson, C.N. 247
part-time students, motivation
378–9
participants (dissertations) 508
passive vocabulary 436
peak activity stage of meetings 252
peers, support from 379
Penrose, Roger 303
percentages 332, 347
percentiles 308
perception 31–2
perfectionism 94–5
performing stage of group
formation 249
personal development files 37–8,
162
personal development records
119–20
personal learning system 52
environment and 53
personal management skills 9, 54
assessing 54–6
audit 54–6
personal obligations 506
personal reflection 157
pie charts 317–18
plagiarism 174, 188
accidental 396–7
avoiding 187–8, 396–8, 515
reasons for 397
planning 9–10, 16, 16–17, 54
career 544–5
in case studies 292
in project management 528
study time 89
of time 92
planning assignments 387–93
brainstorming 391–2
content planning 387–90
guidelines for 387
requirements and constraints
387, 390
themes and concepts 391–3
planning fallacy 93, 112, 387, 494
planning skills 84
guidelines for 84
plant (team role) 248
Plato 26, 237
podcasts 454–5
political sensitivities 495, 503
Porter, M.E. 132
portfolio thinking 374, 375
portfolios 374, 375
writing within 414–15568 INDEX
positional bargaining 258
Post-its, for writing ideas
down 289
poster presentations 442, 456–8
design 457–8
power squared 348
PowerPoint 449, 450
Powtoon 451
practical business research 485
practice-oriented research 143
practising
for examinations 473–5
for group presentations 455–6
skills 543
pragmatism 32
pragmatists 138, 140
pre-structured notes 185
predictive theory 132
preparation
assertiveness and 70–1
case studies and 283
for examinations 471–7
for presentations 453–4
prescriptive theory 133
presentation software 449–52
presentations 442–60
audience interaction 444–5
delivery technique 446–8
diagrams 199
group 455–6
infographics 197–8
main section of 445–6
nerves 453
pacing of 444
podcasts 454–5
poster 442, 456–8
preparation for 453–4
problems with 445
questions during 452
risks of 443–5
software for 449–52
strengths of 445
structure of 445–6
types of 465–7
unsatisfactory 443–4
virtual 454–5
visual aids for 444, 449–52
presenteeism 60
Prezi 451
primary data collection 516–19, 525
primary sources 512
PRIME 29
prime time 97
probability 304–5
probing questions 518
problem solving 277
problem statements 287
process, in teams 242
procrastination 96–7
professional development 128–63
critical engagement 142–4
learning styles 135–40
management theory 131–4
models and metaphors for
learning 134–5
organising files 161–2
reflection and professional
learning 144–7
reflective writing 157–61
self-authoring 147–57
professional institutes 173, 370–1
professional obligations 506
professional practice 35–8
profit 29
profit margin 334
progress 243, 244
project design (dissertation
proposal) 510
project experience 484
project management 528–34
charts for 532–3
estimating 530
group projects 533
identifying necessary activities
529
logs 535
milestones 532
schedules 530–3
slack in 531–2
project name (dissertation
proposal) 509
projects 378
choice of 484
definition of 484
stakeholders in 487–91
see also dissertations
PROMPT 178
proportions (bar charts) 316
public speaking 368, 442
see also presentations
punctuation 432–5
pure research 485
qualitative data 525
quantitative data 525, 526
question marks 434
questionnaires 517, 520–3
designing 522
incentives for 522
for project management 529
response rates 522–3
questions
after presentations 448, 452
closed 518
deconstructing 387, 388, 389
in examinations, careful
reading of 476, 477
in examinations, failure to
answer 469–70
helpful 240
open 518
planning answers to 477–8
probing 518
useful 22
quotations (referencing authors)
413
random variation 305
range 307
interquartile 307–8
ranked data 526
rapid reading 169, 170, 174, 175
rapid scanning 175
ratio data 526–7
rational management model 39
The Rational Manager (Kepner and
Tregoe) 246
ratios 328, 333–5
reading
critical 22, 177–84
effective 176
efficient 168–70, 177
exam questions 476, 477
eye movements and 168–9
note taking and 184–8
rapid 169, 170, 174, 175
skills 159–60
speed 168–70, 174–6
reading materials
e-reading 420–1
evaluation of 174
keywords 171, 172
measures of effectiveness 174
online resources 172–3INDEX 569
options 171–2
purpose 171
selecting 7, 22, 171–4
reading speed 168–70, 174–6
to increase understanding 175
learning by heart 175–6
note-taking 175
overview 175
rapid scanning 175
real-life projects 23
realist view 31, 33
reality 31
receiver 228–9, 230
recommendations (reports) 411
recorded learning 37–8
references
bibliographic software for 189,
412
Harvard style 188, 412–13
non-academic sites 174
for reports 188, 189, 394, 396,
401, 411–12
referencing, academic 188–90
reflect on (examination/
assessment question) 427
reflection 543
critical 154–7
feelings in 152–4
ideas and events 150
professional learning and 144–7
professional practice and 36–8
role of theory in 154
subjects for 150–2
successful, elements for 150
time for 149–50
reflection-in-action 148, 149
reflection-on-action 148, 149, 160
reflection on practice 8, 23
reflective conversations 160
reflective learning 375
reflective log 8
reflective observation 134–5, 136
reflective practice 134
The Reflective Practitioner (Schön)
36
reflective process 148–9
reflective writing 157–61
reflectors 137–8, 139
regression lines 323–4
related diagrams 401
relationship building 56
relationship diagrams 207–8, 401
relationships
managing, with family and
friends 74–6
managing, with university 76–7
wider network support 76
relaxation 63–4
before exams 476
techniques 453
relaxation stage of meetings 252
relevance trees 205, 206, 512
reports 386
abstracts in 408
acknowledgements in 408
conclusions in 410–11
contents lists in 407
dates in 407
diagrams in 197–8, 409–10
drafting of see drafting
format of 388, 405–13
paragraphs in 407, 417
recipients of 388
recommendations in 411
references for 188, 189, 394,
396, 401, 411–12
section titles in 407
subheadings in 409
subsection titles in 407
summaries for 408, 421
title pages in 406–7
repositories, online 173
requirements of examinations
471–2
research
applied 485
as a circular process 486–7
clients as stakeholders 488–9
funding for 178
group members as stakeholders
490
institutions as stakeholders 488
outcomes, symmetry of 493–4
practical business 485
practice-oriented 143
supervisors as stakeholders 490–1
see also management research
research funding 178
resource investigator (team role)
248
resources and capabilities model
132
response rates (questionnaires)
522–3
responsibilities
in dissertations 506–9
to stakeholders 507, 508
of teams 243
Return on Capital Employed
(ROCE) 333–4
Return on Investment (ROI)
333–4
Revans, R. 260–2
review mechanisms 243
revision
active 472–3
plans 472
rich pictures 208–10, 284
for assignments 391–2
rights, assertiveness and 66, 68–9
risk evaluation 22
risks
client-selected dissertations 499
dissertations 494–6
rote learning 115, 176
rounding 327–8
run-throughs 455–6
sampling 527
Saunders et al. 485, 486
scapegoating 253, 282
schedule
practical considerations 113–14
for project management 530–3
for study 111–12
Schön, D. 36, 134, 148
scientific calculators 348
scope (dissertations) 493
search engines
general 172
specialist 172
secondary data 525
secondary sources 512
section titles (reports) 407
seen case studies 466–7
selectivity skills 375–6
self-assessment 54–6
self-authoring 147–57
reflection, making time for
149–50
reflective process 148–9
self-awareness 57, 229–30, 256
self-esteem 233, 235, 368570 INDEX
self-help 380
self-help groups 379
self-motivation 256
self-regulation 57, 256
self-transforming level of mind
147
semi colons 434–5
semi-structured interviews 516,
517
sender 228–9, 229–30
senior managers, education
of 26–7
sensationalist language (writing
style) 418–19
sense-making 129–30, 145
sentences (writing style) 416–17
Shannon, C.E. 227
shaper (team role) 248
shared documents 265–6
shareholder value 33, 33–4
sigma 349
significant figures 328
silence 234–5
simplicity (writing style) 415–18
single-loop learning 134, 140–2
single-task working 98
Six Sigma 215
size limits (e-submissions) 421
skills
active listening 234–5
communication 23, 226–7, 386
dialogue 239
influencing 255–7
interpersonal 40, 117, 226, 250,
293, 372, 542
leadership 256
listening 75, 236
negotiation 257–8
personal management 54–6
planning 84
social 58, 256
talking 236–7
teamwork 226, 253–4
sleep 65, 89
SlideDog 451
SMART objectives 43–4, 84
social capital 233, 547
social media 548
social needs 241–2
social skills 58, 256
socialised level of mind 147
societal assumptions 156
Socrates 237
Sofo et al. 260–1
soft information 376
soft systems methodology
(SSM) 208
solution tree approach 290
solutions 281, 286
speaker, active listening to 234–5
speaker’s block 443
specialist search engines 172
specialist (team role) 249
speed reading 168, 169, 175
spell checkers 419, 428–31, 537–8
spelling 386, 415, 419, 428–31,
537–8
spiders 172
sponsors 370, 371
spreadsheets 308–9, 342
square roots 348–9
stakeholders 33, 34, 53–4, 276
in assessment 369–76
central 54
in dissertations 487–91
external 53
organisational 53, 71–5
in projects 487–91
responsibilities to 507, 508
standard deviation 311–13
Starbucks 29–30, 34
statistical significance 313–14
statistical software 342
statistics 304–5
STEEPLE 116
STEP framework 116
stolen time 99–100
storming stage of group
formation 249
strategic learning approach 146
strengths and weaknesses 6,
39–40, 41, 62, 162
feedback on 254–5
for teamwork 253–4
stress
assessing 60
causes of 59–60
of examinations 464, 467–8
managing 55, 58–61
unavoidable, coping with 61–5
stressors 61
structure
of assignments 393–5
of examination answers 478
of presentations 445–6
structured interviews 517
student association staff 77
students 77
study breaks 97–8, 114
exercises during 124–5
study decisions 75
study groups 259
study habit 110
study plans 110, 112–20, 120
study schedules 111–12
study time 15, 82, 111
effective 121
estimates of 85–6
free 88–9
personal maintenance and
89–90
planning 89
time management and 85–90
use of 86–8
subconscious bias 179
subheadings (reports) 409
subsection titles (reports) 407
subtraction 345
summaries
for reports 408, 421
for revision 473
supervisors
dissertation proposals for
509–10
as research stakeholders 490–1
support
emotional 78
from family and friends 74–6
from wider network 76
organisational 71–4
surface learning 144–7
surveys 520, 521
SWOT framework 39, 198, 546
symbols 198–9, 201, 299, 303,
345–50
symmetry (research outcomes)
493–4
synchronous virtual working 269
systems 52–4
systems dynamics diagrams 215INDEX 571
systems maps 211–13
systems theory 142
systems thinking 7, 22, 52, 389
tacit theory 144
talking 232
talking skills 236–7
tallies 309–10
tangent to the curve 341
tasks 241–2
teachers see tutors
team worker (team role) 248
teams
action learning sets 260–2
behaviour 242–7
chairperson 250–1
definition of 240
development of 249–51
effective 226, 240–1, 252, 255
expertise 247
group type 248–9
group work, dangers of 252–3
informal groups 258–9
leadership and 255–7
members, choosing 247–9
negotiation skills 257–8
role types 248–9
shared objectives of 247–8
task and process 241–2
virtual 262–9
see also communication;
groups; meetings
teamwork 8, 226
developing skills for 253–5
effectiveness, feedback on
254–5
skills 226
strengths and weaknesses
253–4
see also communication
techniques for learning 115
tertiary sources 512–13
text 236–7
text-only systems 264
textual data 525–6
thematic notes 185–6
themes, in assignments 391–3
theoretical relevance (dissertation
proposal) 510
theorists 138, 139–40
theory 373
in assignments 399–400
critical reflection on 154–7
levels of use 399
potential of 132
questions for engaging with 156
in reflection, role of 154
role of 33–4
scientific basis of 131
value of 134
see also management theory
theory and experience 162
theory and practice 21
theory-in-action 141, 142, 144
theses 378
think tanks 30
thinking 9, 10
developing 543
thinking aloud 235
thought processes 7
three-minute essays 186
threshold concepts 400
time
for assignments 394–5
interruptions 101
planning of 92
prime 97
for reflection 149–50
see also study time
time management 6–7, 55, 82–104
control 84–5
effective use of time 91
effectiveness 96–9
efficiency 96
effort 91–2, 92–5, 95
examinations 468–9
files 102
habits 102
improving 101–2
limited options and 90
omitting unnecessary activities
95
planning skills 84
principles 90–104, 101–4
study time 85–90
in virtual teams 267
wastage 99–100, 100–1
Time Manager International 97
time use logs 88
timekeeping 243
title page (reports) 406–7
topics (dissertations)
choice of 492–6
generation of 496–502
selection of 502–6
traditional business education
model 28–30
training managers 72–3
transferable skills 14
transformative learning 145
Tuckman, B.W. 249
Tufte, E. 450
tutors 77, 122, 142
assessment and 370, 371
case studies and 281
ethical responsibilities to 508
two-by-two box 201–2
understanding others 58
unlearning 130, 200
unstructured interviews 517
value chain 132
value (dissertation proposal)
to the organisation 509
to the researcher 510
variables 349
Venn diagrams 211, 212, 213
video conferencing 262
video plus audio systems 264
virtual classrooms 454
virtual groups 226
virtual learning environment
(VLE) 37, 157, 226, 263,
264
virtual meeting systems 263–4,
265
virtual presentations 454–5
virtual teams 262–9
challenges of online
collaboration 266–8
collaborative working on
shared documents 265–6
effective online meetings
263–5
objectives 267
rules of engagement 267
sense of membership 266–7
teambuilding stages 266
time management 267572 INDEX
visual aids 444, 449–52
visual representations 196
see also diagrams/infographics
viva voce examinations 465
vlogging 548
vocabulary 436–7
wastage (of time) 99–100, 100–1
ways of knowing 147
weaknesses see strengths and
weaknesses
Weaver, W. 227
Wharton, Joseph 26
Which?-type diagrams 503, 505
wicked problems 242
Wikipedia 171
wikis 265
work-based assessment 372–4,
375
work-based portfolios 374
work overload 61, 62
work-related stress 58
working space, organising 96
writing 368
academic style 418
assignments see assignments
checking of 419
clear English 415–20
concisely 404
dissertations 536–8
for e-reading 420–1
essays 413–14
first person 419
within a portfolio 414–15
stress of 402–3
written communication
skills 386
written examinations 372, 465–7
types of 465–7
Yankelovich, D. 237
yoga 64
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