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A01_BODD8594_07_SE_FM_copy.indd 1 9/20/16 4:45 PM
MANAGEMENT
An Introduction
A01_BODD8594_07_SE_FM.indd 1 9/6/16 5:15 PM

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David Boddy University of Glasgow
MANAGEMENT
An Introduction Seventh Edition
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First published 1998 under the Prentice Hall Europe imprint (print)
Second edition published 2002 (print)
Third edition published 2005 (print)
Fourth edition published 2008 (print)
Fifth edition published 2011 (print)
Sixth edition published 2014 (print and electronic)
Seventh edition published 2017 (print and electronic)
© Prentice Hall Europe 1998

© Pearson Education Limited 2002, 2005, 2008, 2011 (print)
© Pearson Education Limited 2014, 2017 (print and electronic)
The right of David Boddy to be identified as author of this work has been asserted by him in a
ccordance with the Copyright,
Designs and Patents Act 1988.
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ISBN: 978–1–292–08859–4 (print)

978-1-292-08862-4 (PDF)
978-1-292-17766-3 (ePub)
British Library Cataloguing-in-Publication Data

A catalogue record for the print edition is available from the British Library
Library of Congress Cataloguing-in-Publication Data

Names: Boddy, David, author.
Title: Management : an introduction / David Boddy.
Description: Seventh Edition. | New York : Pearson, 2016. | Revised edition
of the author’s Management, 2014.
Identifiers: LCCN 2016030939 | ISBN 9781292088594
Subjects: LCSH: Management.
Classification: LCC HD31 .B583 2016 | DDC 658—dc23
LC record available at https://lccn.loc.gov/2016030939
10 9 8 7 6 5 4 3 2 1
22 21 20 19 18 17
Cover image © Lisa-Blue/Getty Images
Print edition typeset in 10.5/12.5 pt Minion by SPi Global

Printed and bound by L.E.G.O. S.p.A., Italy
NOTE THAT ANY PAGE CROSS REFERENCES REFER TO THE PRINT EDITION

BRIEF CONTENTS
Preface to the seventh edition xiii

Preface to the first edition xvii
Acknowledgements xix
PART 1 AN INTRODUCTION TO MANAGEMENT 3
1 MANAGING IN ORGANISATIONS 4
2 MODELS OF MANAGEMENT 36
Part 1 Case: Apple Inc. 70
Part 1 Employability skills – preparing for the world of work 75
PART 2 THE ENVIRONMENT OF MANAGEMENT 83
3 ORGANISATION CULTURES AND CONTEXTS 84
4 MANAGING INTERNATIONALLY 112
5 CORPORATE RESPONSIBILITY 142

Part 2 Case: BP 168
PART 3 PLANNING 181
6 PLANNING 182
7 DECISION MAKING 206
8 MANAGING STRATEGY 238
9 MANAGING MARKETING 270

Part 3 Case: The Virgin Group 298
PART 4 ORGANISING 311
10 ORGANISATION STRUCTURE 312
11 HUMAN RESOURCE MANAGEMENT 346
12 INFORMATION SYSTEMS AND E-BUSINESS 372
13 CREATIVITY, INNOVATION AND CHANGE 402

Part 4 Case: The Royal Bank of Scotland 430

vi BRIEF CONTENTS
PART 5 LEADING 443
14 INFLUENCING 444
15 MOTIVATING 472
16 COMMUNICATING 506
17 TEAMS 536
Part 5 Case: British Heart Foundation 562
PART 6 CONTROLLING 575
18 MANAGING OPERATIONS AND QUALITY 576
19 CONTROL AND PERFORMANCE MEASUREMENT 606
20 FINANCE AND BUDGETARY CONTROL 632

Part 6 Case: Tesco 653
Glossary 666
References 676
Index 692

CONTENTS
Preface to the seventh edition xiii Summary 65

Preface to the first edition xvii Test your understanding 67
Acknowledgements xix Think critically 67
Develop a skill – self-awareness 67
Read more 68
Go online 69
PART 1
AN INTRODUCTION Part 1 Case: Apple Inc.
Part 1 Employability skills – preparing for
70
TO MANAGEMENT the world of work75
CHAPTER 1 PART 2
MANAGING IN ORGANISATIONS 4
THE ENVIRONMENT
Case study: Ryanair 5
1.0 Management knowledge OF MANAGEMENT
and management skill 6
1.1 Introduction 7
1.2 Managing to add value to resources 8
CHAPTER 3
1.3 Meanings of management 11 ORGANISATION CULTURES
1.4 Specialisation between areas AND CONTEXTS 84
of management 13 Case study: British Broadcasting
1.5 Influencing through the process of managing 16 Corporation (BBC) 85
1.6 Influencing through the tasks of managing 21 3.1 Introduction 86
1.7 Influencing through shaping the context 25 3.2 Cultures and their components 87
1.8 Thinking critically to develop knowledge 3.3 Types of culture 91
and skill 28 3.4 The competitive environment – Porter’s
1.9 Integrating themes 30 five forces 94
Summary 31 3.5 The general environment – PESTEL 98
Test your understanding 33 3.6 Environmental complexity and dynamism 103
Think critically 33 3.7 Stakeholders and corporate governance 104
Develop a skill – networking 33 3.8 Integrating themes 106
Read more 34 Summary 108
Go online 34 Test your understanding 109
Think critically 110
CHAPTER 2 Develop a skill – present a reasoned case 110
MODELS OF MANAGEMENT 36 Read more 110
Case study: innocent drinks 37 Go online 111
2.1 Introduction 38
2.2 Why study models of management? 38 CHAPTER 4
2.3 The competing values framework 42 MANAGING INTERNATIONALLY 112
2.4 Rational goal models 45 Case study: Carlsberg 113

2.5 Internal process models 50 4.1 Introduction 114
2.6 Human relations models 55 4.2 Ways to conduct business internationally 115
2.7 Open systems models 58 4.3 The contexts of international business –
2.8 Integrating themes 63 PESTEL 118

viii CONTENTS
4.4 Legal context – trade agreements 6.6 Specifying what has to be done
and trading blocs 123 to achieve the goals – the means 196
4.5 Socio-cultural context 125 6.7 Implementing what has to be done,
4.6 Hofstede’s comparison of national cultures 127 and monitoring progress 197
4.7 Contrasting management systems 131 6.8 Rational and creative planning processes 199
4.8 Forces driving globalisation 133 6.9 Integrating themes 201
4.9 Integrating themes 137 Summary 203
Summary 138 Test your understanding 204
Test your understanding 139 Think critically 204
Think critically 140 Develop a skill – defining a problem rationally 204
Develop a skill – mindfulness 140 Read more 205
Read more 141 Go online 205
Go online 141
CHAPTER 7
CHAPTER 5 DECISION MAKING 206
CORPORATE RESPONSIBILITY 142 Case study: Ikea 207
Case study: The Co-operative Group 143 7.1 Introduction 208
5.1 Introduction 144 7.2 Managing decisions 209
5.2 Corporate malpractice 144 7.3 Programmed and non-programmed
5.3 Corporate responsibility 145 decisions 214
5.4 Perspectives on individual responsibility 147 7.4 Decision-making conditions 215
5.5 Perspectives on corporate responsibility 150 7.5 Decision-making models 218
5.6 An ethical decision-making model 152 7.6 Biases in making decisions 224
5.7 Stakeholders and corporate responsibility 154 7.7 Group decision making 227
5.8 Corporate responsibility and strategy 156 7.8 Integrating themes 231
5.9 Managing corporate responsibility 161 Summary 233
5.10 Integrating themes 162 Test your understanding 234
Summary 164 Think critically 235
Test your understanding 165 Develop a skill – defining a problem creatively 235
Think critically 166 Read more 235
Develop a skill – clarifying values 166 Go online 236
Read more 167
Go online 167 CHAPTER 8
MANAGING STRATEGY 238
Part 2 Case: BP168 Case study: GKN 239
Part 2 Employability skills – preparing for 8.1 Introduction 240
the world of work 173 8.2 Strategy – process, content and context 241
8.3 Planning, learning and political
perspectives 243
8.4 How do managers develop strategies?
PART 3 246
8.5 Making sense – external analysis 249
PLANNING 8.6 Making sense – internal analysis 251
8.7 Making choices – deciding strategy
at corporate level 254
8.8 Making choices – deciding strategy
CHAPTER 6 at business unit level 258
PLANNING 182
8.9 Making things happen – delivering
Case study: Crossrail 183 strategy 260
6.1 Introduction 184 8.10 Making revisions – implementing
6.2 Why people plan 185 and evaluating 262
6.3 The content of plans 186 8.11 Integrating themes 263
6.4 Gathering information 190 Summary 265
6.5 Setting goals (or objectives) – the ends 193 Test your understanding 266

CONTENTS ix
Think critically 266 Develop a skill – coordinating work 343

Develop a skill – setting clear goals 267 Read more 343
Go online 268
CHAPTER 11
CHAPTER 9 HUMAN RESOURCE MANAGEMENT 346
MANAGING MARKETING 270
Case study: BMW 347
Case study: Manchester United FC 271 11.1 Introduction 348
9.1 Introduction 272 11.2 HRM and performance 348
9.2 Understanding customers and markets 273 11.3 What do HR managers do? 353
9.3 The marketing environment 275 11.4 Human resource planning 355
9.4 Segments, targets and the market offer 280 11.5 Job analysis 355
9.5 Using the marketing mix 282 11.6 Recruitment and selection 357
9.6 The product life cycle 287 11.7 Reward management 362
9.7 Customer relationship management 289 11.8 Equal opportunities and diversity 364
9.8 A marketing orientation 290 11.9 Integrating themes 367
9.9 Integrating themes 293 Summary 368
Summary 294 Test your understanding 369
Test your understanding 295 Think critically 370
Think critically 296 Develop a skill – preparing for an interview 370
Develop a skill – identifying customer needs 296 Read more 371
Go online 297
CHAPTER 12
Part 3 Case: The Virgin Group298
INFORMATION SYSTEMS AND E-BUSINESS 372
Part 3 Employability skills – preparing for
the world of work 303 Case study: Google 373
12.1 Introduction 374
12.2 Converging technologies – new ways
to add value 375
PART 4 12.3 Managing the new opportunities to

add value
ORGANISING 12.4 Types of information systems
378
383
12.5 The internet and e-business 384
12.6 IS, strategy and organisation – the big
CHAPTER 10 picture 392
ORGANISATION STRUCTURE 312 12.7 Integrating themes 395

Summary 397
Case study: GlaxoSmithKline (GSK) 313
Test your understanding 398
10.2 Strategy, organisation and performance 314
Develop a skill – setting a project agenda 399
10.3 Designing a structure 316
Read more 399
10.4 Dividing work internally – functions,
Go online 400
divisions and matrices 322
10.5 Dividing work externally – outsourcing
and networks 326 CHAPTER 13
10.6 Coordinating work 328 CREATIVITY, INNOVATION AND CHANGE 402
10.7 Mechanistic and organic forms 330 Case study: Dyson 403
10.8 Learning organisations 337 13.1 Introduction 404
10.9 Integrating themes 339 13.2 Creativity and innovation 405
Summary 340 13.3 Sources of innovation 409
Test your understanding 342 13.4 Organisational influences on innovation 413
Think critically 342 13.5 Implementing innovation and change 415

x CONTENTS
13.6 Models of change 419 15.7 Motivating by flexible and high-performance

13.7 Integrating themes 424 work practices 497
Summary 426 15.8 Integrating themes 499
Test your understanding 427 Summary 501
Think critically 427 Test your understanding 502
Develop a skill – identifying stakeholders Think critically 502
and their interests 428 Develop a skill – design a motivating job 503
Read more 429 Read more 503
Go online 429 Go online 504
Part 4 Case: The Royal Bank of Scotland430 CHAPTER 16

Part 4 Employability skills – preparing for COMMUNICATING 506
the world of work 435 Case study: Facebook 507
16.2 Communicating to add value 509
16.3 The communication process 512
PART 5 16.4 Selecting communication channels 515
LEADING 16.5 Communication networks 520
16.6 Interpersonal skills for communicating 525
16.7 Communication and strategy – the wider
context 528
CHAPTER 14 16.8 Integrating themes 531
INFLUENCING 444 Summary 532
Case study: British Museum 445 Test your understanding 534
14.1 Introduction 446 Think critically 534
14.2 Managing and leading depend Develop a skill – present ideas to an audience 534
on influencing 447 Read more 535
14.3 Traits models 450 Go online 535
14.4 Behavioural models 453
14.5 Situational (or contingency) models 456 CHAPTER 17
14.6 Gaining and using power 459 TEAMS 536
14.7 Choosing tactics to influence others 463 Case study: Cisco Systems 537
14.8 Influencing through networks 465 17.1 Introduction 538
14.9 Integrating themes 466 17.2 Types of team 539
Summary 468 17.3 Crowds, groups and teams 542
Test your understanding 469 17.4 Team composition 544
Think critically 470 17.5 Stages of team development 547
Develop a skill – setting goals to influence others 470 17.6 Team processes 551
Read more 471 17.7 Outcomes of teams – for the members 552
Go online 471 17.8 Outcomes of teams – for the organisation 554
17.9 Teams in context 556
CHAPTER 15 17.10 Integrating themes 557
MOTIVATING 472 Summary 559
Case study: The Eden Project 473 Test your understanding 560
15.1 Introduction 474 Think critically 560
15.2 Perspectives on motivation – context and the Develop a skill – observing team processes 560
psychological contract 476 Read more 561
15.3 Behaviour modification 480 Go online 561
15.4 Content theories of motivation 482

Part 5 Case: British Heart Foundation562
15.5 Process theories of motivation 490
Part 5 Employability skills – preparing for the
15.6 Designing work to be motivating 494
world of work 567

CONTENTS xi
19.4 How do you know you are in control? 616

19.5 How to measure performance? 618
PART 6 19.6 Human considerations in control 623

19.7 Integrating themes
CONTROLLING Summary
625
627
Test your understanding 629
CHAPTER 18 Develop a skill – monitoring progress on a task 629
MANAGING OPERATIONS AND QUALITY 576 Read more 630

Go online 630
Case study: Zara 577
18.2 What is operations management? 578 CHAPTER 20
18.3 The practice of operations management 582 FINANCE AND BUDGETARY CONTROL 632
18.4 Operations processes 586 Case study: BASF Group 633

18.5 Process design 589 20.1 Introduction 634
18.6 The main activities of operations 594 20.2 The world outside the organisation 634
18.7 Quality 595 20.3 Reporting financial performance externally 636
18.8 Integrating themes 599 20.4 Managing financial performance internally 642
Summary 601 20.5 Other budgeting considerations 645
Test your understanding 602 20.6 Integrating themes 647
Think critically 602 Summary 649
Develop a skill – assessing what customers Test your understanding 650
mean by quality 603 Think critically 651
Read more 603 Develop a skill – reading a profit and
Go online 604 loss statement 651
Read more 652
CHAPTER 19 Go online 652
CONTROL AND PERFORMANCE
MEASUREMENT 606 Part 6 Case: Tesco653
Case study: Performance measurement Part 6 Employability skills – preparing for
in the NHS 607 the world of work 659
19.1 Introduction 608 Glossary 666
19.2 What is control and how to achieve it? 609 References 676
19.3 Strategies for control – mechanistic Index 692
or organic? 612

PREFACE TO THE
SEVENTH EDITION
This seventh edition takes account of helpful com- Chapter 14 (Influencing) – includes ‘Key ideas’ fea-
ments from staff and students who used the sixth ture on Heimans and Timms’ distinction between
edition, and the suggestions of reviewers (please see ‘old’ and ‘new’ sources of power – and another on
below). The book retains the established structure of Sir Alex Ferguson’s talents in this department.
six parts, and the titles of the 20 chapters also remain Chapter 15 (Motivating) – last section outlines
the same. Within that structure each chapter has been flexible and high-performance work systems re-
updated where necessary, with many new and current spectively, with empirical studies of how they af-
examples both in the narrative and in the ‘Manage- fect organisational outcomes.
ment in practice’ features. New empirical research
maintains the academic quality. The main changes of
this kind are: Academic content This has been extended and
updated where appropriate, with over 90 new refer-
Chapters ences, mostly reporting empirical research to enable
Chapter 1 (Managing in organisations) – introduc- students to develop the habit of seeking the empirical
es the new ‘Develop a skill’ feature in Sections 1.0 evidence behind management ideas. Examples include
and 1.8, and the ‘triple bottom line’ in assessing new research on the effects of management on out-
business performance. comes in Chapter 1, an attempt to change the culture
Chapter 4 (Managing internationally) – new chap- at a Premier League club in Chapter 3, the concepts of
ter case study, Carlsberg, and introduces the idea shared value and the triple bottom line respectively in
of contextual intelligence, which is also cited as a Chapters 1 and 5, the design of strategy workshops in
useful skill to develop. Chapter 8 and the effects of high-performance work
practices in Chapter 15.
Chapter 5 (Corporate responsibility) – more struc-
tured view of corporate responsibility from work by
Rangan (2015), including the idea of shared value. Integrating themes The intention of this section is
Chapter 6 (Planning) – develops distinction be- to provide a way for teachers to guide students with
tween rational and creative approaches to planning a particular interest in one or other of the themes to
and decision making. become familiar with some of the academic literature
Chapter 7 (Decision making) – new ‘Management on the topic, and to see how each theme links in a co-
in practice’ feature based on McDonald’s, to illus- herent way to all of the topics in the text. The section
trate how different types of decision require dif- aims to relate aspects of the chapter to each theme,
ferent methods; the relation between planning and bringing each chapter to a consistent close.
decision making is now explained more clearly and Teachers may want to use this feature by, for ex-
consistently in Chapters 6 and 7. ample, setting a class project or assignment on one of
the themes (such as sustainable performance) and in-
Chapter 11 (Human resource management) – outlines
viting students to draw on the multiple perspectives
empirical studies of how HRM practice affects per-
on the topic that each chapter provides. For example:
formance; and use of social media in recruitment.
Chapter 3 (Section 3.8) provides material on sus-
Chapter 12 (Information systems and e-business) –
tainability from the Stern report.
two new ‘Management in practice’ features (Top-
shop and ASOS) showing the use of social media Chapter 6 (Section 6.9) shows how one company is
in retailing. planning to work more sustainably.
Chapter 13 (Creativity, innovation and change) – Chapter 10 (Section 10.9) shows how sustainability
new chapter case study, Dyson, Appliances and a can be supported by a suitable structure.
new ‘Key ideas’ feature on Stephen Johnson’s book Chapter 15 (Section 15.8) links motivation to sus-
about the sources of innovation. tainability and illustrates it with a company that

xiv PREFACE TO THE SEVENTH EDITION
includes measures of sustainability in its manage- theoretical model in the chapter showing the underly-
ment reward system. ing rationale for developing this skill; and (2) an es-
Chapter 18 (Section 18.8) argues that all waste is tablished model of skill development, which informs
the result of a failure in operations, which there- the structure of the ‘Develop a skill’ feature at the end
fore needs to be the focus of improving sustainable of each chapter. Both ideas are explained in Chapter 1
performance. – in Sections 1.0 and 1.8 respectively. The skills are
listed here by chapter:
Case studies These have been revised and updated Chapter 1 – Networking
where appropriate, and three are completely new – Chapter 2 – Self-awareness
BBC (Chapter 3), Carlsberg (Chapter 4) and Dyson Chapter 3 – Presenting a reasoned case
Appliances (Chapter 13).
Chapter 4 – Mindfulness
Chapter 5 – Clarifying values
Revel for Management by David Boddy is based on
this textbook and is an interactive learning environment, Chapter 6 – Defining a problem rationally
seamlessly blending world-class content, interactive Chapter 7 – Defining a problem creatively
learning activities, assessments and analytics to enable Chapter 8 – Setting clear goals
students to learn, apply and develop critical thinking
Chapter 9 – Identifying customer needs
skills in one interactive experience. Delivered online, via
mobile and iPad, REVEL presents content in manage- Chapter 10 – Coordinating work
able pieces with integrated quizzing, so students can Chapter 11 – Preparing for an interview
read a little, do a little and check their understanding at Chapter 12 – Setting a project agenda
regular intervals on concepts to yield a higher impact on
Chapter 13 – Identifying stakeholders and their
learning. REVEL gives educators access to student and
interests
class performance information and can be integrated
into teaching in a various ways to improve engagement, Chapter 14 – Setting goals to influence others
comprehension, application and critical thinking. Chapter 15 – Designing a motivating job
Chapter 16 – Presenting ideas to an audience
Features Many of the ‘Management in practice’ fea-
Chapter 17 – Observing team processes
tures have been updated and renewed, as have some
‘Key ideas’. There are over 90 new references and ad- Chapter 18 – Understanding what customers mean
ditional suggestions for the ‘Read more’ section. Sev- by quality
eral of the case questions and activities have been re- Chapter 19 – Monitoring progress on a task
vised to connect more closely with the theories being Chapter 20 – Reading a Profit and Loss Statement
presented. The learning objectives provide the struc-
I do not envisage that many will work on the skills
ture for the ‘Summary’ section at the end of each chap-
in every chapter – it is a resource to be used as teachers
ter, and for the ‘Test your understanding’ feature.
think best. The ‘Instructors manual’ includes a sugges-
tion on how it could complement the academic con-
Test your understanding As before, there is a set of tent of a course.
questions at the end of each chapter to help students
assess their progress towards the learning objectives. Read more For students who want to read more
about the topic. The format varies, but usually in-
Think critically A section at the end of the first cludes a mix of classic texts, one or two contemporary
chapter presents the components of critical thinking ones and a couple of academic papers that represent
– assumptions, context, alternatives and limitations. good examples of the empirical research that underlies
These themes structure the ‘Think critically’ feature study of the topic.
at the end of each chapter.
Go online Each chapter concludes with a list of the
Develop a skill This is the major innovation in this websites of companies that have appeared in it, and a
edition, introduced in response to the belief that stu- suggestion that students visit these sites (or others in
dents and employers are seeking more connections be- which they have an interest) to find more information
tween academic work and employment. The feature is related to the chapter. This should add interest and
consistently based on two theoretical structures: (1) a help retain topicality.

PREFACE TO THE SEVENTH EDITION xv
Part case studies The Part case studies are intended ● Team working
to help students engage with text material throughout ● Communicating
the Part. The common principle is to encourage stu- ● Self-management.
dents to develop their ‘contextual awareness’ by see-
To help do this, students are asked to work through
ing how organisations act and react in relation to,
tasks that link the themes covered in the Part to the
among other things, their environment. The common
six skills (sometimes called capabilities and attributes)
structure therefore is:
that many employers value. The layout should help
● The company – material on the company and ma- students to record their progress in developing these
jor recent developments. skills, and articulate them to employers during the se-
● Managing to add value – some ways in which man- lection processes.
agers appear to have added value. The basis of these tasks is the enlarged Part case
● The company’s context – identifying between three study described above. The Employability section
and five contextual factors. builds on this by setting alternative tasks relating to
● Current management dilemmas – drawing on the the Part case study (to be chosen by the student or
previous sections to identify pressing issues. the instructor as preferred). That task in itself relates
● Part case questions – now in two groups – the first to the business awareness theme – and concludes by
looking back to the material in the text, the second asking the student to write a short paragraph giving
more focused on the company, and so perhaps of- examples of the skills (such as information gathering,
fering a link to ‘employability skills’ – see below. analysis and presentation) they have developed from
this task, and how to build this into a learning record.
As well as supporting individual learning, these ex-
The other skills are developed by successive tasks
tended cases could be suitable for group assignments
that ask them to reflect on how they worked on the
and other forms of assessment.
‘Business awareness’ task – solving problems, thinking
critically and so on.
Employability skills Each Part continues to con- I do not envisage that many will work through all
clude with a section on ‘Employability skills – pre- of these tasks in every Part – it is a resource to be used
paring for the world of work’. This is a response to as teachers and their students think best. I hope that
the growing expectations that universities and col- teachers and students find this new feature valuable,
leges do more to improve the employability of their and look forward to feedback and comments in due
students. The organising principle is to provide a course.
structured opportunity for the student to develop and
record evidence about six commonly cited employ-
List of reviewers We would like to express thanks to
ability skills:
the original reviewers and review panel members who
● Business awareness have been involved in the development of this book.
● Solving problems We are extremely grateful for their insight and helpful
● Thinking critically recommendations.

PREFACE TO THE
FIRST EDITION
This book is intended for readers who are undertaking tional management community. So the text recognises
their first systematic exposure to the study of manage- European experience and research in management.
ment. Most will be first-year undergraduates follow- The case studies and other material build an aware-
ing courses leading to a qualification in management ness of cultural diversity and the implications of this
or business. Some will also be taking an introductory for working in organisations with different manage-
course in management as part of other qualifications rial styles and backgrounds.
(these may be in engineering, accountancy, law, infor-
mation technology, science, nursing or social work)
Integrated perspective
and others will be following a course in manage-
ment as an element in their respective examination To help the reader see management as a coherent
schemes. The book should also be useful to readers whole, the material is presented within an integrative
with a first degree or equivalent qualification in a non- model of management and demonstrates the relation-
management subject who are taking further studies ships between the many academic perspectives. The
leading to Certificate, Diploma or MBA qualifications. intention is to help the reader to see management as
The book has the following three main objectives: an integrating activity relating to the organisation as a
● to provide newcomers to the formal study of man- whole, rather than as something confined to any one
agement with an introduction to the topic; disciplinary or functional perspective.
● to show that ideas on management apply to most While the text aims to introduce readers to the
areas of human activity, not just to commercial en- traditional mainstream perspectives on management,
terprises; which form the basis of each chapter, it also recognis-
● to make the topic attractive to students from many es that there is a newer body of ideas that looks at de-
backgrounds and with diverse career intentions. velopments such as the weakening of national bound-
aries and the spread of information technology. Since
Most research and reflection on management has they will affect the organisations in which readers will
focused on commercial organisations. However, there spend their working lives, these newer perspectives
are now many people working in the public sector are introduced where appropriate. The text also rec-
and in not-for-profit organisations (charities, pressure ognises the more critical perspectives that some writ-
groups, voluntary organisations and so on) who have ers now take towards management and organisational
begun to adapt management ideas to their own areas activities. These are part of the intellectual world in
of work. The text reflects this wider interest in the which management takes place and have important
topic. It should be as useful to those who plan to enter practical implications for the way people interpret
public or not-for-profit work as to those entering the their role within organisations. The text introduces
commercial sector. these perspectives at several points.
European perspective Relating to personal experience

The book presents the ideas from a European perspec- The text assumes that many readers will have little, if
tive. While many management concepts have devel- any, experience of managing in conventional organ-
oped in the United States, the text encourages readers isations, and equally little prior knowledge of relevant
to consider how their particular context shapes man- evidence and theory. However, all will have experi-
agement practice. There are significant cultural difference of being managed and all will have managed
ences that influence this practice, and the text alerts activities in their domestic and social lives. Wherever
the reader to these – not only as part of an increas- possible the book encourages readers to use and share
ingly integrated Europe but as part of a wider interna- such experiences from everyday life in order to explore

xviii PREFACE TO THE FIRST EDITION
the ideas presented. In this way the book tries to show provides many opportunities for readers to develop
that management is not a remote activity performed skills of gathering data, comparing evidence, reflect-
by others, but a process in which all are engaged in ing and generally enhancing self-awareness. It not
some way. only transmits knowledge but also aims to support
Most readers’ careers are likely to be more frag- the development of transferable skills through indi-
mented and uncertain than was once the case and vidual activities in the text and through linked tutorial
many will be working for medium-sized and smaller work. The many cases and data collection activities
enterprises. They will probably be working close to are designed to develop generic skills such as commu-
customers and in organisations that incorporate di- nication, teamwork, problem solving and organising –
verse cultures, values and interests. The text therefore while at the same time acquiring relevant knowledge.

ACKNOWLEDGEMENTS
This book has benefited from the comments, criti- and in this edition it was revised by the author. In the
cisms and suggestions of many colleagues and review- fifth edition Dr Steve Paton contributed new material
ers of the sixth edition. It also reflects the reactions to Chapters 13 and 19. In the sixth and in this edition
and comments of students who have used the material both chapters were revised by the author. Chapter 20
and earlier versions of some of the cases. Their advice (Finance and budgetary control) was created by Doug-
and feedback have been of immense help. las Briggs: in the fifth edition it was revised by Dr Steve
Most of the chapters were written by the author, Paton, in the sixth edition by Janan Sulaiman and in
who also edited the text throughout. Chapter 11 this edition by Tom Ellsworth. I also thank Dickon
(Human resource management) was created by Profes- Copsey, Employability Officer in the College of Social
sor Phil Beaumont and then developed by Dr Judy Pate Sciences, University of Glasgow, for his advice on the
and Sandra Stewart: in this edition it was revised by the employability material at the end of each Part. Errors
author. Chapter 18 (Managing operations and qual- and omissions are my responsibility.
ity) was created by Professor Douglas Macbeth and
developed in the fourth edition by Dr Geoff Southern David Boddy
and in the fifth edition by Dr Steve Paton: in the sixth University of Glasgow, March 2016
Publisher’s acknowledgements
We are grateful to the following for permission to review, Academy of Management Perspectives, vol. 22,
produce copyright material: no. 4, pp. 45–62 (Ambec, S. and Lanoie, P. 2008), ©
2008 by Academy of Management (NY); Figure 5.6
Figures from ‘Implicit’ and ‘Explicit’ CSR: A Conceptual
Framework for a Comparative Understanding of
Figure 2.2 from Becoming a Master Manager: A Corporate Social Responsibility, Academy of Man-
Competency Framework, 3rd edn, Wiley, New York agement Review, vol. 33, no. 2, pp. 404–24 (Matten,
(Quinn, R.E., Faerman, S.R., Thompson, M.P. and D. and Moon, J. 2008), © 2008 by Academy of Man-
McGrath, M.R. 2003) p. 13, reproduced with per- agement (NY); Figure 6.7 from Managing Informa-
mission of John Wiley & Sons Inc.; Figure 4.4 from tion Systems:Strategy and Organisation, 3rd edn, FT/
Clustering countries on attitudinal dimensions – A re- Prentice Hall, Harlow (Boddy, D., Boonstra, A, and
view and synthesis, Academy of Management Review, Kennedy, G. 2009) p. 258, Figure 9.5, © Pearson Edu-
vol. 10, no. 3, pp. 435–54 (Ronen, S. and Shenkar, O. cation Ltd 2002, 2005, 2009; Figure 11.1 from How
1985), © 1985, Academy of Management; Figure 5.2 does Human Resource Management Influence Organ-
adapted from adapted from Business and Society: Eth- isational Outcomes? A Meta-Analytic investigation
ics and Stakeholder Management, 9th edn, Cengate of mediating mechanisms, Academy of Management
Learning (Carroll, A.B abd Buchholz, A.K., 2015) © Journal, vol. 55, no. 6, pp. 1264–94 (Jiang, K., Lepak,
2015 Cengage Learning, Inc., reproduced by permis- D.P., Jia J. and Baer, J.C. 2012), Academy of Manage-
sion, www.cengage.com/permissions; Figure 5.3 from ment; Figure 14.4 from How to choose a leadership
Corporate social responsibility: evolution of a defini- pattern:should a manager be democratic or autocratic
tional construct, Business & Society, vol. 38(3), p. 268- - or something in between?, Harvard Business Review,
295 (Carroll, A.B 1999), © 1999 by Sage Publications, Vol. 37(2), pp. 95–102 (Tannenbaum, R and Schmidt,
reprinted by permission of Sage Publications; Figure W.H 1973), © 1973 Harvard Business School Publish-
5.5 from Does it pay to be green? A systematic over- ing Corporation, all rights reserved, reprinted by per-

xx ACKNOWLEDGEMENTS
mission of Harvard Business Review; Figure 15.3 from Table 17.1 from Groups that Work (and Those that
The psychology of the employment relationship; an Don’t), Jossey-Bass, San Francisco, CA (Hackman,
analysis based on the psychological contract, Applied J.R) p. 489, reprinted with permission of John Wiley
Psychology, Vol. 53(4), pp. 541–55 (Guest, D.E 2004), & Sons, Inc; Table 17.3 from Team Roles at Work,
© 2004 John Wiley & Sons, reproduced with permis- 2nd edn, Butterworth/Heinemann, Oxford (Belbin,
sion of Blackwell Scientific in the format Republish in R.M 2010) p. 22, Table 3.1, with permission of Bel-
a book via Copyright Clearance Center; Figure 15.5 bin Associates.
from One more time:how do you motivate employ-
ees?, Harvard Business Review, Vol.65(5), pp. 109–20
Text
(Herzberg, F 1987), ©1987 Harvard Business School
Publishing Corporation, all rights reserved, reprinted p. 188 from Financial Times, 29/04/2013, p. 25, © The
by permission of Harvard Business Review; Figure Financial Times Limited. All Rights Reserved.
16.4 from The selection of communication media as
an executive skill, Academy of Management Execu-
tive, Vol. 11(3), pp. 225–32 (Lengel, R.H and Daft, Photographs
R.L 1988), © 1988 by Academy of Management (NY),
(Key: b – bottom; c – centre; l – left; r – right; t – top)
Academy of Management; Figure 18.4 adapted from
123RF.com: hxdbzxy; Alamy Images: Action Plus
Link manufacturing process and product lifecycles,
Sports Images 271, Elly Godfroy 191tr, geogphotos
Harvard Business Review, Vol. 57(1), pp. 133–40
191br, Jack Sullivan 445, 562, Matthew Chattle 191bl,
(Hayes, R.H and Wheelwright, S.C 1979), © 1979
Mike Booth 653, Philip Dubois 473, Prisma Bildagen-
Harvard Business School Publishing Corporation, all
tur AG 5, Tim Ayers 430, tony french 191tl, vario im-
rights reserved, reprinted by permission of Harvard
ages GmbH & Co.KG 633; Co-operative Group: 143;
Business Review.
Edificio Inditex: 577; Getty Images: Ben Stansall/AFP
313, Chris Ratcliffe/Bloomberg 183, 239, Christopher
Tables Furlong 608, David Paul Morris/Bloomberg 298, Gise-
la Schober 347, Josh Edelson/AFP 507, Kim Kulish/
Table 1. from Ryanair profits take off to beat ex- Corbis 373, Mario Proenca/Bloomberg 537, Sean Gal-
pectations, Financial Times 26/05/2015 (Nathalie lup 70, Susana Gonzalez/Bloomberg 168; IKEA Ltd:
Thomas and Peter Wells); Table 13.1 from Assess- 207; innocent drinks: 37; James Dyson Foundation:
ing the work environment for creativity, Academy 403; Shutterstock.com: A.Zhernosek.FFMstudio.
of Management Journal, Vol. 39(5), pp. 1154–84 com, Eric Broader Van Dyke, Gilmanshin, gyn9037,
(Amabile, T.M, Conti, R., Coon, H., Lazenby, J and Zastolskiy Victo.
Heron, M 1996), p. 116, Academy of Management; All other images © Pearson Education

M01_BODD8594_07_SE_C01.indd 2 31/08/16 8:54 pm
Part 1
An Introduction
to Management
Introduction
This Part considers why management exists and what it contributes to human wealth
and well-being. Management is both a universal human activity and a distinct occupa-
tion. We all manage in the first sense, as we organise our lives and deal with family and
other relationships. As employees and customers we experience the activities of those
who manage in the second sense, as members of an organisation with which we deal.
This Part offers some ways of making sense of the complex and contradictory activity
of managing.
Chapter 1 clarifies the nature and emergence of management and the different ways in
which people describe the role. It explains how management is both a universal human
activity and a specialist occupation. Its purpose is to create wealth by adding value to
resources, which managers do by influencing others – the chapter shows how they
do this. It begins and ends with ideas about using the material throughout the book
to begin developing practical management skills, which should help you approach
graduate recruiters with confidence.
Chapter 2 sets out the main theoretical perspectives on management and shows how
these complement each other despite the apparently competing values about the nature
of the management task. Be active in relating these theoretical perspectives to real
events as this will help you to understand and test the theories.
The Part Case study is Apple Inc., one of the world’s most valuable and innovative
companies, which illustrates how those managing it have been able to add value
so s uccessfully over many years – and also the challenges it now faces from new
competitors.
M01_BODD8594_07_SE_C01.indd 3 31/08/16 8:54 pm

Chapter 1
Managing in
Organisations
Aim
To introduce the tasks, processes and context of managerial work in organisations.
Objectives
By the end of your work on this chapter you should be able to outline the concepts
below in your own terms and:
1 Understand that this text provides an opportunity to develop management skills

as well as management knowledge
2 Explain that the role of management is to add value to resources
3 Give examples of management as a universal human activity and as a distinct role
4 Compare the roles of general, functional, line, staff and project managers, and
of entrepreneurs
5 Compare how managers influence others to add value to resources through:
a. the process of managing;
b. the tasks (or content) of managing; and
c. the contexts within which they and others work
6 Explain the elements of critical thinking and understand how to use these to
develop your networking skills
7 Suggest the implications of the integrating themes of the book for managing
Key terms
This chapter introduces the following ideas:
management skills functional manager

organisation line manager
tangible resources staff manager
intangible resources project manager
competences entrepreneur
value stakeholders
management as a universal human activity networking
manager management tasks
management critical thinking
management as a distinct role sustainability
role triple bottom line
general manager corporate governance
Each is a term defined within the text, as well as in the glossary at the end of the book.
M01_BODD8594_07_SE_C01.indd 4 31/08/16 8:54 pm

Case study Ryanair www.ryanair.com
In 2015 Ryanair, based in Dublin, reported that it

had carried over 90 million passengers in the 12
months to the end of March, 11 per cent more than
in the previous year. Revenue had grown by 12
per cent and profit by 66 per cent. It believed this
growth reflected managers’ efforts to improve pas-
sengers’ experience, such as renewing the website
and allowing them to take on board an extra small
item.
Tony Ryan (1936–2007) founded the company in
1985 with a single aircraft flying passengers from
Ireland to the UK. Ryan, the son of a train driver,
left school at 14 to work in a sugar factory, before © Prisma Bildagentur AG/Alamy Images
moving in 1954 to work as a baggage handler at Aer
Lingus, the state-owned Irish airline. By 1970 he was are between airports in other countries – in contrast
in charge of the aircraft leasing division, lending Aer to established carriers, which depend on passen-
Lingus aircraft and crews to other airlines. This gave gers travelling to and from the airline’s home country
him the idea, which he quickly put into practice, to (Barrett, 2009, p.80). The company has continued
create his own aircraft leasing company. As Guinness to grow, regularly opening routes to destinations it
Peat Aviation this became a world player in the avia- thinks will be popular. It refers to itself as ‘the world’s
tion leasing industry, and is now part of GE Capital. largest international scheduled airline’, and continues
In 1985 he founded Ryanair, to compete with to seek new bases and routes.
his former employer. Southwest Airlines in the US In May 2015 the chairman of the board presented
inspired this move by showing that a new business the company’s results for the latest financial year.
could enter the industry to compete with established,
Measures of financial performance in recent finan-
often state-owned, airlines. Tony Ryan turned Ryanair
cial years (ending 31 March)
into a public company in 1997 by selling shares to
investors. 2015 2014
In the early years the airline changed its business
Passengers (millions) 90.6 81.7
several times – initially competing with Aer Lingus in
a conventional way, then a charter company, and at Revenue (millions of Euros) 5,654 5,037
times a freight carrier. The Gulf War in 1990 discour-
Profit after tax (millions of Euros) 867 523
aged air travel and caused the company financial
problems. Rather than close the airline he and his Earnings per share (Euro cents) 62.59 36.96
senior managers (including Michael O’Leary, who is
Sources: Financial Times, 27 May 2015; Kumar (2006); Doganis
now Chief Executive) decided it would be a ‘no-frills’ (2006); company website.
operator, discarding conventional features of air travel
such as free food, drink, newspapers and allocated
seats. It would serve customers who wanted a func-
tional and efficient service, not luxury.
Case questions 1.1
In 1997 changes in European Union regulations ● Identify examples of the resources that Ryanair
enabled new airlines to enter markets previously uses, and of how managers have added value
dominated by national carriers such as Air France to them (refer to Section 1.2)
and British Airways. Ryanair management saw this ● Give examples of three points at which man-
as an opportunity to open new routes between Dublin agers changed the focus of the company and
and continental Europe, which they did very quickly. how it works.
Although based in Ireland, 80 per cent of its routes
M01_BODD8594_07_SE_C01.indd 5 31/08/16 8:54 pm

6 Chapter 1 Managing in Organisations
1.0 Management knowledge and management skill
Knowing management theory can help your career, but will not in itself bring success or
satisfaction. Putting what you know into practice – using it to add value to resources –
depends on skill. A good degree will show potential employers that you understand the
theory, but they expect you to demonstrate some of the skills required to use that theory to
Management skills deal with practical problems. Management skills are identifiable sets of actions that indi-
are identifiable sets of
actions that individuals
viduals perform to produce an outcome they value. They show the person has expertise,
perform to produce an dexterity – the reliable ability to do something to an acceptable standard. Jiang et al. (2012)
outcome they value. reviewed the evidence from over one hundred studies of the link between skill and perfor-
mance, and found, as they expected, that practices to enhance employees’ training and
education had a positive effect on their skills, including management skills. That, in turn,
had a positive effect on organisational performance.
Henry Mintzberg (1975), an influential management teacher and scholar, advocated
including skills development in management courses at universities. He proposed that
while potential managers must learn substantial amounts of academic theory through
reading and attending lectures, this does not make them managers. They should also
be given the opportunity to begin developing core management skills, to prepare for
employment.
Employers seek employees who can work independently and cope with complex and
difficult situations. Their representative body, the Confederation of British Industry (CBI)
(CBI and Universities UK, 2009) consistently identifies two broad types of management
skill that new graduates require – business awareness and social awareness – Section 1.8
explains these.
A person’s competence in each of these areas – academic theory, business awareness,
social awareness – is enhanced by the skill of critical thinking. This is essential to developing
theoretical knowledge: it is equally essential to developing business and social awareness,
which are easy to state but challenging to apply in complex conditions. Figure 1.1 shows
this relationship.
This text includes material to help you develop these skills – in ‘Develop a skill’ at the
end of each chapter, and in the ‘Employability skills’ sections at the end of each part.
Key ideas How we develop skill
Whetten and Cameron (2011) show that individuals develop skill through five steps:
● Assessment. To show learners their present level of skill, and to motivate improvement.
● Learning. To know the theory and research showing why the skill is valuable.
● Analysis. To help learners see links between skills used and results achieved.
● Practice. To give learners the chance to practice and adapt skills to suit the way they work, and to local
circumstances. Feedback enables further improvement.
● Application. To give learners the chance to use new skills in practical situations (Whetten and Cameron,
2011, pp. 35–7).
In a training course designed to develop skills, learners repeat these steps many times to gain confidence
in using them. In a degree course designed to develop theoretical knowledge, there is not time for that. How-
ever, the ‘Develop a skill’ feature at the end of each chapter uses this model to help you to begin connecting
one piece of theory to a management skill. It also helps you to understand how you can begin to develop any
skill by following these five steps.
M01_BODD8594_07_SE_C01.indd 6 31/08/16 8:54 pm

Introduction 7
Academic
knowledge
Critical thinking
Business awareness Social awareness

Figure 1.1
skills skills Critical thinking
helps to develop
knowledge and skill
1.1 Introduction
Ryanair illustrates several aspects of management. Entrepreneur Tony Ryan, who had
already created one business, saw a further opportunity and created an organisation to
take advantage of it. He persuaded others to provide resources – especially money for
the aircraft and the costs of operating it – and organised these into a service that he sold
to customers. The business changed frequently in the early years, and under the current
chief executive, Michael O’Leary, it has continued to be innovative in how it operates,
quick to identify new routes and imaginative in identifying new sources of revenue.
Entrepreneurs thrive on innovation as they try to make the most of opportunities.
Managers in established businesses often face the different challenge of how to meet more
demand with fewer resources. Those managing the United Nations World Food Programme
struggle to raise funds from donor countries: aid is falling while hunger is increasing. In
almost every public healthcare organisation, managers face a growing demand for treat-
ment, but fewer resources with which to provide it.
All organisations – from new ones like Facebook to established ones such as Royal
Dutch Shell or Marks & Spencer – depend on people at all levels who can run the
c urrent business efficiently, and also innovate. This book is about the knowledge
and skills that enable people to meet these expectations, and so build a satisfying and
rewarding career.
Figure 1.2 illustrates the themes of the chapter. It represents the fact that people draw
resources from the external world and transform them into outputs, which they pass
back to the environment. The value they obtain in return (money, reputation, goodwill,
etc.) enables them to attract new resources to continue in business (shown by the feed-
back arrow from output to input). If the outputs do not attract sufficient resources, the
enterprise will fail.
The chapter begins by examining the significance of managed organisations in our
world. It then outlines what management means and introduces theories about the nature
of managerial work. It introduces four integrating themes, which conclude each chapter of
the book – entrepreneurship, sustainability, internationalisation and governance. Finally,
it explains how the book will help you understand how you can develop the skills you need
for a rewarding and satisfying career.
M01_BODD8594_07_SE_C01.indd 7 31/08/16 8:54 pm

8 Chapter 1 Managing in Organisations
External environment
Organisation
Output
Input • Goods
• People Managing • Services
• Finance transformation • Reputation
• Materials processes • Waste
etc. etc.
Figure 1.2
Managing
organisation and Feedback
environment
Activity 1.1 What is ‘management’?
Record a few notes summarising what you think ‘management’ means.

● Think of instances in which you have encountered ‘management’ – such as when
you have been managed in your school, university or job.
● Alternatively, reflect on an occasion when you have managed something, such as a
study project. Keep the notes so you can refer to them.
1.2 Managing to add value to resources
An organisation is a We live in a world of managed organisations. We experience many every day – domestic
social arrangement for
achieving goals that
arrangements (family or flatmates), large public organisations (the postal service), small busi-
create value. nesses (the newsagent), large businesses (the jar of coffee), or a voluntary group (the club we
attended). They affect us and we judge their performance. Did the transaction work smoothly
or was it chaotic? Was the service good, reasonable or poor? Will you go there again?
Key ideas Joan Magretta on the innovation of management
What were the most important innovations of the past century? Antibiotics and vaccines that doubled, or
even tripled, human life spans? Automobiles and aeroplanes that redefined our idea of distance? New agents
of communication, such as the telephone, or the chips, computers and networks that are propelling us into
a new economy?
All of these innovations transformed our lives, yet none of them could have taken hold so rapidly or spread
so widely without another. That innovation is the discipline of management, the accumulating body of thought
and practice that makes organisations work. When we take stock of the productivity gains that drive our pros-
perity, technology gets all of the credit. In fact, management is doing a lot of the heavy lifting.
Source: Magretta (2013), p. 1.
M01_BODD8594_07_SE_C01.indd 8 31/08/16 8:54 pm

Another random document with
no related content on Scribd:
TABLE II.
The spread of influenza in 1918.
Authority
Month. Date. Country. City.
quoted.
McNalty,
March China
Carnwath.
Japanese McNalty,
Navy Carnwath.
Jour. Am. Med.
Japan
Assn.
Civilian
France Population at MacNeal.
Chaumont
5 United States
Kansas Camp Funston Opie.
Missouri Kansas City V. C. Vaughan.
Illinois Chicago Frost.
Ohio Columbus V. C. Vaughan.
Michigan Detroit V. C. Vaughan.
18 Georgia Camp Greenleaf V. C. Vaughan.
Atlanta V. C. Vaughan.
28 S. Carolina Camp Sevier W. T. Vaughan.
Public Health
30 Kansas Haskell
Reports.
Various points
Public Health
April United States from Norfolk
Reports.
to Louisiana
Mississippi Camp Shelby V. C. Vaughan.
Forbes and
Georgia Camp Hancock
Snyder.
San Quentin
30 California Stanley.
Prison
France Netter.
Chauffard.
Messary.
Longcope.
Brest (American
1 Expeditionary V. C. Vaughan.
Forces)
British
Expeditionary Carnwath.
Forces
Allied Western Public Health
Front Reports.
German
1 Western Gins.
Front
May France Chaumont Zinsser.
Glasgow
Scotland Carnwath.
Dunlop,
Office
International
Spain Madrid
d’Hygiène
Publique.
Greece Athens Filtzos.
Teissoniere,
Macedonia French Army Beguet and
Jolly.
Egyptian
Egypt Expeditionary Benjafield.
Forces
Italian Navy MacNeal.
June England Portsmouth Carnwath.
Public Health
15 Birmingham
Reports.
Office
1 Switzerland Zürich
International
d’Hygiène
Publique.
Deutsche. med.
1 Germany Frankfurt, A. M.
Wehnschr.
Strasbourg
3 Rose.
(Alsace)
25 Bonn Koepchen.
{Berlin
At the end
{North & Deutsche. med.
of the
South Wehnschr.
month
Germany
Late Austria Vienna Bohm.
Public Health
15 Norway Christiania
Reports.
Public Health
15 China(?) Chefoo
Reports.
Public Health
16 Brazil Santos
Reports.
22 India Bombay Public Health
Reports.
Porto Rico Atiles.
Philippine
Hernando
Islands
July 1 Germany Dresden Schmorl.

Office
International
Italy
d’Hygiène
Publique.
13 Sweden Malmo
Frost and
Gothenburg
Sydenstricker.
Public Health
Late 27 Netherlands Flushing
Reports.
Public Health
China Chungking
Reports.
India Calcutta Malone.
Jour. Am. Med.
August India Punjab
Assn.
Public Health
3 West Indies Guadeloupe
Reports.
United States Boston Second Spread.
Frost and
September Denmark
Sydenstricker.
Republic of Public Health
11
Salvador Reports.
Frost and
16 Honduras
Sydenstricker.
Frost and
25 Bermuda
Sydenstricker.
Frost and
30 Jamaica
Sydenstricker.
Frost and
Mexico Santa Cruz
Sydenstricker.
Frost and
21 Canada Victoriaville
Sydenstricker.
Quebec
Hamilton
Public Health
30 Portugal Lisbon
Reports.
28 Morocco Tangier Frost and
Sydenstricker.
South Africa Frost and
14
Union Sydenstricker.
Public Health
16 Senegal Dakar
Reports.
Public Health
16 Sierra Leone Freetown
Reports.
Korea Schofield.
West and South
United States
from Boston
Governor’s
October Early Alaska Annual
Report.
Frost and
1 Russia Archangel
Sydenstricker.
Peru Lima Soldan.
Frost and
Uruguay Montevideo
Sydenstricker.
Frost and
25 Venezuela
Sydenstricker.
Frost and
11 Guatemala
Sydenstricker.
Frost and
12 Costa Rica Limon
Sydenstricker.
Begota, Frost and
26 Colombia
Barranguilla. Sydenstricker.
Frost and
Cartagena, Peru.
Sydenstricker.
Camagney, Frost and
9 Cuba
Nuevitas Sydenstricker.
Public Health
22 Azores
Reports.
Canary
18
Islands
Frost and
19 Madagascar
Sydenstricker.
Frost and
17 Australia
Sydenstricker.
Frost and
19 New Zealand
Sydenstricker.
Frost and
Hawaii Honolulu
Sydenstricker.
November British Rose.
Guiana
Dutch Frost and
Paramaribo
Guiana Sydenstricker.
Frost and
22 Samoa Apia
Sydenstricker.
Frost and
Arabia Aden
Sydenstricker.
Iceland Erlendsson.
Paraguay, Frost and
December Paraguay
Asuncion Sydenstricker.
La Plata, Puerto
Dominican Frost and
19 Plata, Santo
Republic Sydenstricker.
Domingo
Lapland Macklin.
Society Frost and
8
Islands Sydenstricker.
Tonga Frost and
3
Islands Sydenstricker.
Frost and
Fiji Islands
Sydenstricker.
During its course through Europe influenza had developed a
greatly heightened virulence and toward the end of August it again
appeared in the United States apparently traveling in a reverse
direction from that of its first spread and, entering the country at
Boston, it spread to the West and South until the entire country was
covered. The West Indies were invaded early in August and in the
same month the disease had spread through India as far as the
Punjab. In September the epidemic continued through the West
Indies, attacked Mexico and Canada, and had attained such remote
localities as the South Africa Union, Senegal and Korea. In October
the spread was particularly distributed through South America, and
in this month again remote localities such as Alaska, New Zealand,
the Hawaiian Islands, Australia, and Madagascar were reached.
Islands, which although not very remote, were isolated except for the
arrival of occasional ships, such as Cuba, the Azores and the Canary
Islands, were first reported attacked in October. In November the
spread continued throughout the world, and among the more remote
localities should be mentioned Samoa, Arabia, Iceland. In December,
Lapland, the Society Islands and the Fiji Islands were invaded (see
Chart XI).
CHART XI.
Cinematogram showing the spread of

influenza in 1918 from a presumptive
primary focus in the United States.
It is particularly of interest to follow the spread of the disease in

Europe. Perhaps the chief characteristic is the distribution equally to
the north and south of France, a country which appears to have been
invaded early. In May it spread to Scotland and to Spain, Greece and
Egypt. In June the spread was in three directions, to England and
Norway on the North, to Switzerland, Germany and Austria on the
East, and again into Spain and Italy on the South.
The correctness of the foregoing description of the spread of
influenza depends first, upon the accuracy of the authorities quoted,
and particularly upon our having discovered the earliest report for
each country. The author believes that the information as obtained
for the United States represents nearly the true state of affairs, and
that the error present is negligible. The information obtained for
France is based upon the statements of excellent investigators,
Netter, Chauffard and Massary, for the French population, and
MacNeal, Zinsser and Longcope, for the American Expeditionary
Forces. Here the statements agree both for the military and for the
civil population that there was no widespread influenza in France
much before April 1st. Also, the author feels that the information for
England and Scotland is authoritative and will not later be changed.
It is based particularly upon the excellent reports by Carnwath, who
has investigated the subject in great detail. The excerpts from the
German literature, although not abundant, are practically
unanimous in agreeing as to the date of invasion in Germany. The
reports from the remaining countries of Europe have been less
abundant, and frequently the author has been forced to rely upon a
report by only one individual; but while the date may be in error, yet
the month of occurrence is probably correct.
For other continents, Asia, Africa and South America, the reports
as far as they go appear reliable, but it is impossible to prove that at
an earlier date there was not a very mild epidemic in some one of
these localities, similar to the earlier epidemic in the United States,
which escaped detection. It is particularly important, in view of the
1889 experience, that we obtain if possible fuller information on the
earliest time of the appearance of the disease in China and other
parts of Asia, and that we determine whether there was a spread
from that continent to America previous to March, 1918.
Several factors have added considerably to the difficulty in tracing
the site of origin of the 1918 epidemic and its direction of spread. The
principal of these have been the speed of modern travel, the
character of modern commerce, and the existence of a state of war.
The channels of the commerce of today radiate nearly from all points
to all other points of the civilized world. No longer are there a few
preeminent lanes of travel, such as there were in 1580 when the
epidemic spread clearly from Constantinople to Venice and on to
Hungary and Germany, finally finding its way to Norway, Sweden,
Denmark and Russia. The war has made it difficult to know
accurately the date and direction of spread in enemy countries. We
have practically no information, except that in the public press, from
Russia and the Balkan States. By October of 1918 the severe form of
the disease had become prevalent in every continent, and by
December it had reached the farthest islands of the Southern Pacific
ocean.
The apparent difference in the direction of spread between 1889
and 1918 makes comparison of rapidity difficult. But if we take as our
starting point the time at which each epidemic became prevalent in
commercial centers of Europe and the time at which it finally
reached localities well off the usual paths of commerce we will see
that there is some difference, the disease spreading more rapidly in
the recent epidemic, but that the difference is no greater than could
be accounted for by the more modern means of communication.
From April, 1918, when the disease appeared in France, to October,
when it was reported in Madagascar, is six months. From October,
1889, with the disease prevailing in Petrograd, to July, 1890, when it
appeared in Madagascar, is nine months. It required seven months
after the disease became epidemic in France this time for it to appear
in Iceland, and nine months in 1889–90.
The earliest recorded epidemic of influenza in the United States in
the spring of 1918 (but which was not recognized to be such until
later) appears to have been that at Camp Funston, described by Opie
and his associates as having appeared in that Camp March 5th. The
epidemic swept quickly throughout the Camp and spent itself as
rapidly. A second wave appeared in April and in May a third, both of
which were almost entirely limited to newly drafted men brought
into camp subsequent to the preceding outbreaks. Correlated with
each of these three outbreaks was a period of increased incidence of
pneumonia and bronchitis, frequently occurring in influenza cases.
These complicating diseases were prevalent in the organizations
attacked by the influenza and maintained the same relation to the
length of service of the men affected.
The next report of influenza in the United States was from the
Oglethorpe camps, beginning about March, 18, 1918. Within two
weeks every organization in Camp Forrest and the Reserve Officers
Training Camp was affected. After about three weeks the epidemic
subsided rapidly. Fourteen hundred and sixty-eight cases were sent
to the hospital out of a total strength of 28,586. It is estimated that
2,900 cases had occurred. The clinical symptomatology and the
epidemic characteristics were described in detail.
On March 28th the author had occasion to observe a similar
epidemic at Camp Sevier, South Carolina, which appears to have
attacked a smaller proportion of the troops in camp, but which
showed the same epidemiologic picture. A note in the Public Health
Reports states that on March 30, 1918, the occurrence of eighteen
cases of influenza, of severe type, from which three deaths resulted,
was reported at Haskell, Kansas. This is the earliest report we have
been able to find concerning the disease in civil communities. That
for Chicago was practically contemporary. The Commissioner of
Health of Chicago states in his special report on the autumn
epidemic, that in March, 1918, distinct epidemics resembling
influenza were observed in certain portions of that city.
According to Public Health Reports, fevers of an undetermined
nature were reported during April and May at various points from
Norfolk to Louisiana. “An examination of the records and reports of
the physicians who had treated these cases leads to the belief that
these fevers were mainly influenza of mild type.” It is possible,
however, that all cases reported were not of the same disease, and in
one locality in Louisiana dengue may have occurred.
Fleisher states that during the latter part of March and early part
of April, 1918, there occurred at Camp Wadsworth an epidemic of
measles and practically concomitant with it an epidemic form of
bronchopneumonia associated with empyema. During this time
there were some 200 cases of measles and twenty-one cases of
bronchopneumonia or empyema in which a hemolytic streptococcus
was the causative agent. He makes no mention of any epidemic of
influenza either in mild or severe form, occurring at this period.
Forbes and Snyder reported that during the month of April, 1918, a
highly contagious, but comparatively mild infection of the
respiratory tract was epidemic in Camp Hancock. Several thousand
men in the command were infected, but relatively few were ill
enough to be sent to the hospital. The only fatal case occurred early
in the epidemic, and it was the observations made in this case which
prompted the study made by Forbes and Snyder.
The fatal case had the subjective symptoms familiar to influenza.
The physical findings were similar to those occurring in influenza in
the later epidemics. The leucocyte count was 4,300. A blood culture
showed in twenty-four hours a heavy growth of small non-motile,
gram-negative bacilli which the authors concluded to be Bacillus
influenzae. The leucocyte counts made at five hour intervals on a
later date were respectively, 3,400, 2,200 and 2,300. A second blood
culture taken on April 10th, a day later, also showed a pure culture of
the same organism. The leucocyte count had risen to 5,600. At
necropsy a confluent bronchopneumonia was found. There was no
pleural effusion and the other viscera showed nothing remarkable.
Bacillus influenzae was recovered from cultures taken from the lung
and spleen.
Throughout this epidemic the clinical picture of the disease was
characteristic. Nearly every patient gave as the initial symptoms
backache, headache, slight cough or sore throat. Conjunctivitis and a
marked injection of the soft palate were noted in ninety per cent. of
the cases. In addition, a slight or moderate general adenopathy was
often observed. The face was flushed and in a few cases the skin of
the thorax presented a mild erythema. In three cases a provisional
diagnosis of scarlet fever was made until the blood count showed a
leucopenia. Leucopenia was characteristic of all cases.
During the early April epidemic at this camp, nasopharyngeal
cultures showed an organism resembling Bacillus influenzae in
seventeen out of thirty-three cases, but the identity of the organism
was not established by subcultures. In ten cases in which sputum
examinations were made, Bacillus influenzae was found in only four;
streptococci were present in six. Blood cultures on twenty
consecutive non-fatal cases, only one of which was complicated by
bronchopneumonia, were all negative.
V. C. Vaughan reports that at Camp Shelby, Hattiesburg, Miss.,
there was in April a division of troops numbering about 26,000. An
epidemic of mild influenza struck this camp in April, 1918, and
within ten days there were about 2,000 cases. This included not only
those who were sent to the hospitals, but also those who were cared
for in barracks. This was the only division that remained in this
country without change of station from April until the fall of 1918.
During the summer this camp received 20,000 recruits. In October,
1918, the virulent form of influenza reached this camp. It confined
itself almost exclusively to the recruits of the summer, and scarcely
touched the men who had lived through the epidemic of April. Not
only the 2,000 who had the disease in April, but the 24,000 who
apparently were not affected, escaped the fall epidemic.
Vaughan also remarks that in March and April of 1918 there was
an unusually high death rate from pneumonia in Atlanta, Ga., Kansas
City, Mo., Detroit, Mich., and Columbus, Ohio, while in the autumn
epidemic these cities suffered rather less than the average. In view of
the experience at Camp Shelby he reasons that there was probably
mild influenza in these cities in March and April of 1918. It may be
stated that in the mortality statistics for 1918, the abnormally high
death rates for respiratory diseases during March and April were
present throughout the registration area of the United States.
The first reports that we have been able to discover concerning
influenza on the Pacific Coast are for the month of April. Stanley
reports three successive waves of epidemic influenza at San Quentin
Prison, Cal. The first began on April 30, 1918, with the entrance into
the institution of a prisoner who was sick on admission.
Following the disease in its possible spread to the next continent
we are inclined to conclude that it was carried to France with the
great body of men traveling to that country from the United States.
MacNeal and Longcope both report that in the first outbreak in the
American Expeditionary Forces the earliest recorded epidemic
appeared about April 1, 1918, in a rest camp near Bordeaux. It
reached its height April 22d and ceased May 5th. According to V. C.
Vaughan a mild epidemic of influenza and pneumonia prevailed at
Brest and in that vicinity from April 1st to July 31st, 1918. During this
time fifty cases of influenza, twenty-six of which developed
pneumonia, with two deaths were admitted to the United States
Naval Base Hospital at Brest. The disease was prevalent at the same
time among the French civil, military and naval groups in the same
locality. We see then that in the American Expeditionary Forces at
any rate the disease first occurred in two base ports receiving troops
from the United States. In May, 1918, a second outbreak was
reported from Tours, which lasted from May 1st to May 24th and
affected 117 persons. Zinsser reports an epidemic at Chaumont
during May and from this time until July more or less extensive
epidemics occurred throughout the entire American Expeditionary
Forces.
Longcope remarks that the disease was likewise prevalent at this
time among the French population and in parts of the British Army.
The Influenza Committee of the British Advisory Board determined
that in the first British Army the disease became prevalent around
May 18th. Carnwath states that in the British Army in France the
epidemic began by a few local outbreaks in the first and second
Armies in April and May, 1918. Later it spread to the first, third and
fourth Armies and affected a very large proportion of the troops.
Small describes two epidemics of influenza in one of the largest
General Hospitals of the British Expeditionary Force in France. He
says that the first wave began in April, 1918.
The fact that MacNeal, as we have previously recorded, believed
that there was influenza in France in 1917, must not be overlooked.
Those earlier cases were scattered and did not so far as we know
occur in the form of small epidemics. Even if these were true
influenza it is reasonable to assume that they were sporadic cases
and were not genetically associated with the epidemic spreading
from America and daily increasing in virulence, which we are now
following. MacNeal concludes that epidemic influenza in France
originated from the endemic foci existing there, and that the disease
was probably carried from Europe to the United States by shipping.
The author’s opinion regarding the first direction of spread is that
the reverse condition was the actual process. Zinsser likewise holds
the latter view.
A most important observation made by MacNeal is that French
physicians practicing among the civilian population were perfectly
familiar with the disease when it appeared at Chaumont in April,
1918, that they designated it as La Grippe, and stated that it had been
extensively prevalent in the civilian population of Chaumont from
March 15th to May 15th, 1918. These observations of influenza
occurring in France at almost the same date as the first outbreaks in
the United States is a matter of great interest. It has also been stated
by McNalty and by Carnwath, who quotes Kabeshima and Lee, that
the disease was prevalent in epidemic form in China and Japan in
March, 1918. We have here three foci from which the disease may
have primarily originated. There are two possibilities; first, that it
originated in all three foci (and perhaps others), and spread to all
parts of the world from each; second, that the virus, distributed
throughout the world, acquired high virulence in all three localities,
causing small epidemic outbreaks, but that the virus from only one of
these places finally became so exalted as to cause the pandemic. Did
the pandemic disease originate simultaneously in France, in China
and in the United States? One fact seems certain, that the influenza
which attacked our troops in Europe was influenza imported from
the United States. We have seen that it first appeared in the
American Expeditionary forces at the base ports. Alberto Lutraria,
Health Commissioner of Italy, has reported that the disease was
brought to that country from America. A point of significance is the
fact that during March and April there was an unusually large troop
movement from the United States to the American Expeditionary
Forces.
MacNeal says: “The suggestion that the epidemic was introduced
from America is supported by the fact that it appeared at a time
when large numbers of Americans were arriving in Europe, which is
indeed an outstanding feature correlated in time with the onset of
the epidemic.”
According to the report of the Influenza Committee, the disease
was first seen in epidemic form in April and May in the British
Armies in France, but that was not the first time that Pfeiffer’s
bacillus had appeared within the armies. It had frequently been
found in cases of bronchopneumonia, especially during the winter of
1916–17. Carnwath remarks that it is doubtful whether much
importance from an epidemiologic point of view attaches to these
sporadic findings of the influenza bacillus. In an outbreak of measles
and rubella—complicated by purulent bronchitis—which attacked
men belonging to the draft of troops from New Zealand between
January 1st and March 8th, 1918, the bacillus influenzae was present
in twenty-four of the forty sputa examined, and was grown in culture
in twenty-one cases. Sellards made somewhat similar observations
on measles patients at Camp Devens.
Concerning the French population, Chauffard, Messary and
Netter, all remark that the first cases in France developed in April
with possibly some cases before that time, and that there were
undoubtedly cases in the German Army in April.
We see then that by April the disease has been transferred to
France and is prevalent in the various armies. It is natural to assume
that the battle front would present no great obstacle to the spread of
the disease into the German Army. Gins remarks that the disease was
present on the German West front among the troops as early as
April, 1918, and that it spread from there more rapidly to the South
than to the North.
During the month of May we observe the spread of the disease to
Great Britain, where Carnwath, who has made an exhaustive study of
the spread in Great Britain, believes that it was imported by the
troops from France. Its first recorded appearance in Glasgow was in
May. Dunlop, in reporting the successive epidemics in Scotland,
observed that in addition to the three well marked epidemics there
was a mild one recognizable in Glasgow in May, and that in that city
the death rate rose from 14.1 to 20.1, and the weekly number of
deaths from pneumonia and bronchitis from 36 to 107.
In England the disease first attracted attention in June, appearing
first in the coast towns, chiefly at the beginning among the military
and naval forces. The civilian population was severely affected only
later. The ports which were earlier attacked were Portsmouth,
Southampton and Liverpool. Inland towns suffered more severely
later.
In the same month that the disease broke out in Scotland it
appeared in Spain. The Inspector General of Health in that country
reported that an epidemic of the disease began at Madrid in the last
half of May, 1918, at a period when there was an unusually large
gathering of people in the city. Within a short time it had spread
rapidly through all the provinces. The increase in death rate became
marked on the 27th of May and reached its peak on the 31st, at which
time the rate was twice that of the average annual death rate for that
period of the year. During the following week there was some
oscillation around the peak and then the curve fell away. The
epidemic was particularly severe at Madrid, Badajoz, and Seville. It
was mild at Barcelona.
MacNeal remarks: “In Spain the disease appeared in epidemic
form about the middle of May and this outbreak received great
publicity, sufficient to lead to the popular appellation of Spanish
influenza. The very rapid and extensive spread of the disease in
Spain would indicate that it had been introduced from without rather
than transformed from the endemic state in that country. This also
appears to accord with the view of those who have studied the
epidemic in Spain.”
Filtzos reports that influenza first appeared in Greece toward the
end of May, 1918. The symptoms were slight and the people who
were attacked suffered for three or four days with fever, accompanied
by nervous symptoms. It was called at the time “Spanish Fever”.
Beginning with September the epidemic became worse and caused a
considerable rise in mortality. Complications with
bronchopneumonia appeared. The decrease in incidence began
toward the middle of December, 1918.
According to Benjafield, the pandemic first commenced in the
Egyptian Expeditionary Force in May, 1918, but the maximum
incidence was not reached until September and October. The cases
during the earlier period of the epidemic were on the whole mild in
type and of short duration, only a very small proportion being
complicated by bronchopneumonia. The epidemic continued from
November, through February, 1919, but the number of cases showed
a marked decrease during the last two months.
The month of June saw the spread into England which we have
already described, and the continuation from the German West front
back into the enemy territory.
Rose reports that on the 3d of June, 1918, in Strasbourg the first
cases of influenza were reported in his hospital and that by the 15th
of the month the disease was practically epidemic. Wachter in
reporting cases from Frankfurt a. M. says that the cases of influenza
in that city appeared from the beginning of June, 1918. Schmorl
remarks that influenza became epidemic in Dresden in the beginning
of July, 1918. According to Koepchen, the disease was epidemic in
Bonn the 25th of June.
An editorial comment in the Deutsche medizinische
Wochenschrift, July 4, 1918, remarks that the influenza pandemic
“which probably has spread from Spain in the last few days” has
appeared in several places in Germany in the South and the North,
and in Berlin. According to the information received up to that time
the disease was of short duration and without severe complications.
The issue of July 11th reports that the influenza epidemic appears to
have already passed its peak in Berlin and that in Süddeutschland
the spread of the epidemic has become very wide.
The Office International d’Hygiène Publique records that the
pandemic spread throughout Switzerland towards the end of June,
1918, after having invaded a certain number of European states,
coming from various army fronts. It was at first of mild severity.
Böhm states that the deaths from pneumonia and influenza in
Vienna began to show an increase in the week ending July 30th. In
August they returned to the normal rate. The second wave occurred
in Vienna in the middle of September.
From the information at our disposal we are unable to determine
from what direction the pandemic entered either Switzerland or
Austria. The point of entry into Switzerland is of relatively little
importance in tracing the spread on the continent of Europe.
Presumably it entered from the north or northwest. The disease
appeared in Berne in June, reaching its height in that canton in the
middle of July and dying out in August (Sobernheim and
Novkaovie).
Information of the place of entrance into Spain is also rather
indefinite. We are told that Barcelona was one of the cities attacked
early. Barcelona is situated on the Mediterranean near the French
border and is quite directly connected by commerce with Marseilles
and other French ports on the Mediterranean.
In June the disease had also spread to Norway and outside of
Europe to the West Indies, South America, India and China. A short
notice in the Public Health Reports tells us that epidemic influenza
with an estimated number of 1,500 cases began in Christiania,
Norway, about June 15th.
Atiles relates that influenza appeared in Porto Rico in June, soon
after the arrival of a ship from Spain. It spread rapidly, and it is
estimated that at one time fully eight per cent. of the entire
population had the disease simultaneously, and that forty per cent. of
the population were affected during the epidemic.
The Health Officer at Bombay made report in July, 1918, on an
influenza-like disease then spreading throughout India. It was stated
that the disease was introduced into Bombay from overseas by a
transport which arrived May 31, 1918; that by June 22d the disease
had become epidemic at Bombay, and that it was present in July,
1918, at Calcutta and Madras.
The rapid spread from Europe to distant India may be accounted
for with the same mechanism as that by which the disease was
spread from America to France and from France to England, viz. by
army transports. The occurrence of the disease in Porto Rico appears
to have been definitely connected with the arrival of a ship from
Spain. A very short notice in the Public Health Reports tells us that
influenza was reported present at Santos, Brazil, June 16, 1918. We
are not informed as to how it reached that place.
We have discovered no mention of influenza in China in June. It
was reported present in Chungking, China, July 27th. and at that
time one-half of the population was stated to be affected. Dengue
was reported prevalent at Chefoo, China, during the two weeks
ended June 15, 1918, and a report from Shanghai of the same date
describes the prevalence of a disease resembling dengue and
affecting about 50 per cent. of the population. The disease in these
two latter places may have been influenza.
The epidemic made its appearance in Korea in September, 1918.
Schofield and Cynn, who report the epidemic, believe that the
infection came from Europe via Siberia. The disease spread from
North to South along the line of the Southern Manchurian Railway.
In August the disease was re-introduced into the United States and
by the end of that month it had acquired a foothold in Boston and
vicinity and rapidly spread to other parts of the country. The
pandemic had crossed the Atlantic in both directions in six months’
time.
In 1918 as in 1889 there are excellent descriptions of the
conveyance of the disease by vessels. The transfer from Spain to
Porto Rico has been mentioned. Escomel says that the outbreak in
Rio de Janeiro was ascribed to infection from a steamship from
Spain, the same boat which later visited Buenos Ayres and started
the epidemic in the latter city.
According to a report to the Journal of the American Medical
Association from Mexico the epidemic invaded that country from the
North at Laredo and followed the course from North to South. From
a similar source the same Journal reports that the influenza spread
from Buenos Ayres as a primary focus to Paraguay and there
acquired greater virulence.
Hernando reports from the Philippine Islands that influenza was
estimated to have attacked forty per cent. of the total population of
7,000,000 the mortality being about 2.5 per cent. of those attacked.
The epidemic really began in June, although it did not assume great
severity until October. The group of ages that suffered most were
those between ten and twenty-nine years. The disease did not seem
to be imported, since cases were returned before any ships arrived
from infected countries, although after the importation of cases it
assumed a more severe form. The June epidemic seemed to confer a
certain degree of immunity during the second outbreak of the disease
in October.
Erlendsson reports that the influenza when it appeared in Iceland
in November, 1918, corresponded in character with that in other
portions of the world. Macklin gives an interesting description of the
epidemic as it occurred in Lapland. The onset in that territory was
probably in November. He found that many individuals recovered in
two or three days and were about their work again feeling perfectly
well. If, however, they contracted pneumonia, about fifty per cent.
died.
“The Laplanders had a very thorough if unsympathetic way of
dealing with their cases. The settlements were composed of wooden
huts, small but generally well made and warm. A common type
consisted of but one room, used by the family for all purposes. Better
class Laps had better huts, with two or three rooms. In each
settlement one of the single-room huts had been set apart, and into
this each case of sickness as it arose was unceremoniously pushed;
and none were permitted to return to their own huts until completely
recovered. Whilst there they received practically no attention, and no
healthy person ever entered to attend to their wants. Occasionally a
bowl of water or reindeer milk was hastily passed in at the door, or a
huge chunk of reindeer meat thrown in, uncooked and uncarved.
“We visited every settlement within our reach and entered these
huts. The stench on opening the door met one like a poison blast and
the rooms were nearly always ill lighted and dark. The patients lay
littered about the floor in a crowded mass, fully dressed in clothes
and boots (most of them had no socks), and with no other cover but
an occasional greasy rug. Although the outside air was cold and the
ground snow-covered, the temperature inside, maintained by the
combined mass of bodies, was generally sufficiently high. The
patients in these huts included both sexes and all ages; some, when
we entered, sat up and with flushed faces and dull,
uncomprehending eyes watched us listlessly. Others lay restlessly
twisting about, quite incapable of taking any interest or of answering
any questions.”
The epidemic struck Alaska in October, invading first the towns of
the sea coast, being very evidently brought thither by steamer. Travel
to the interior was stopped and so the latter escaped, to a great
extent, the outbreak. At Kodiak and on Cook Inlet, the mortality was
extremely high. Whole villages of esquimaux lost their entire adult
population. Many infants were frozen in their dead mothers’ arms.
Influenza in China.—We have been able to follow the pandemic
quite consecutively as it has spread around the world, from a first
outbreak in the United States in March, 1918. We repeat that the
disease was presumably present in Europe and elsewhere previous to
that time, as it was in America, but the particular virus which
ultimately acquired sufficient virulence to produce the pandemic
may well be that which came from North America. Did this virus
arise from an endemic focus in this continent, or was it transported
to us at a somewhat earlier date from Asia?
McNalty states that influenza was present in China and in the
Japanese Navy in March of 1918. He gives no reference. Carnwath
makes the same statement and gives as reference the report of
Kabeshima and Lee. The author has not been able to obtain this
report.
The Health Officer of Shanghai made the following report for May,
1918: “Towards the end of the month, reports were received of
outbreaks of ‘fever’ which rapidly affected a large proportion of the
employees of various offices, shops, police stations, etc. As a result of
clinical and laboratory observations of cases admitted to the Chinese
Isolation Hospital the disease was recognized as epidemic influenza.
The same disease was reported to have appeared in Peking before
reaching Shanghai, but subsequent reports showed that most of the
river ports were almost simultaneously infected; that is to say the
rate of spread conformed to the rate of conveyance by railways and
boats of infected persons;”

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We combine innovative learning technology with trusted

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Preface to the seventh edition xiii

PART 1 AN INTRODUCTION TO MANAGEMENT 3

PART 2 THE ENVIRONMENT OF MANAGEMENT 83

3 ORGANISATION CULTURES AND CONTEXTS 84

4 MANAGING INTERNATIONALLY 112

5 CORPORATE RESPONSIBILITY 142

PART 3 PLANNING 181

7 DECISION MAKING 206

8 MANAGING STRATEGY 238

9 MANAGING MARKETING 270

PART 4 ORGANISING 311

10 ORGANISATION STRUCTURE 312

11 HUMAN RESOURCE MANAGEMENT 346

12 INFORMATION SYSTEMS AND E-BUSINESS 372

13 CREATIVITY, INNOVATION AND CHANGE 402

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PART 5 LEADING 443

PART 6 CONTROLLING 575

18 MANAGING OPERATIONS AND QUALITY 576

19 CONTROL AND PERFORMANCE MEASUREMENT 606

20 FINANCE AND BUDGETARY CONTROL 632

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Preface to the seventh edition xiii Summary 65

TO MANAGEMENT  the world of work75

2.4 Rational goal models 45 Case study: Carlsberg 113

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Think critically 266 Develop a skill – coordinating work 343

PART 4 12.3 Managing the new opportunities to

ORGANISATION STRUCTURE 312 12.7 Integrating themes 395

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13.6 Models of change 419 15.7 Motivating by flexible and high-performance

Part 4 Case: The Royal Bank of Scotland430 CHAPTER 16

15.1 Introduction 474 Think critically 560

psychological contract 476 Read more 561

15.3 Behaviour modification 480 Go online 561

15.4 Content theories of motivation 482

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19.4 How do you know you are in control? 616

PART 6 19.6 Human considerations in control 623

TO MANAGEMENT the world of work75

Part 4 Case: The Royal Bank of Scotland430 CHAPTER 16