Session 1 An introduction to managing

B870   Managing in a changing world

Session 1   An introduction to

managing

Page 2 of 61 9th January 2020

Session 1 An introduction to managing

This publication forms part of the Open University module B870

Managing in a changing world. Details of this and other Open
University modules can be obtained from Student Recruitment,
The Open University, PO Box 197, Milton Keynes MK7 6BJ, United
Kingdom (tel. +44 (0)300 303 5303; email general-
[email protected]).

Alternatively, you may visit the Open University website at

www.open.ac.uk where you can learn more about the wide range
of modules and packs offered at all levels by The Open University.

The Open University,

Walton Hall, Milton Keynes
MK7 6AA

First published 2019

Copyright © 2019 The Open University

All rights reserved. No part of this publication may be reproduced,

stored in a retrieval system, transmitted or utilised in any form or
by any means, electronic, mechanical, photocopying, recording or
otherwise, without written permission from the publisher or a
licence from the Copyright Licensing Agency Ltd. Details of such
licences (for reprographic reproduction) may be obtained from the
Copyright Licensing Agency Limited, 5th Floor, Shackleton House,

Page 3 of 61 9th January 2020

Session 1 An introduction to managing

Hay’s Galleria, 4 Battle Bridge Lane, London SE1 2HX (website

www.cla.co.uk).

Open University materials may also be made available in

electronic formats for use by students of the University. All rights,
including copyright and related rights and database rights, in
electronic materials and their contents are owned by or licensed to
The Open University, or otherwise used by The Open University as
permitted by applicable law.

In using electronic materials and their contents you agree that your
use will be solely for the purposes of following an Open University
course of study or otherwise as licensed by The Open University or
its assigns.

Except as permitted above you undertake not to copy, store in any

medium (including electronic storage or use in a website),
distribute, transmit or retransmit, broadcast, modify or show in
public such electronic materials in whole or in part without the prior
written consent of The Open University or in accordance with the
Copyright, Designs and Patents Act 1988.

Edited and designed by The Open University.

Page 4 of 61 9th January 2020

Session 1 An introduction to managing

WEB077085

1.1

Page 5 of 61 9th January 2020

Session 1 An introduction to managing

Contents
 Introduction

 Learning outcomes

 Session 1 activities

 1.1   Managing?

 1.2   Managing is a serious business

 1.3   Exploring the module themes

 Theme 1   Representations and realities

 Theme 2   Traditional and contemporary

 Theme 3   Unitarism and pluralism

 1.4   ‘Tuning into managing’ explained

 Evaluating popular and social media

 Collecting your thoughts

 Storing your thoughts and artefacts

 Summary

 References

 Acknowledgements

Page 6 of 61 9th January 2020

Session 1 An introduction to managing

Introduction

The smallest of our actions ripple out in ways that we cannot predict.

Welcome to the first session of B870, where you will learn about
different viewpoints surrounding the concept of management and
managing. You will start thinking about the expectations that
underpin the task of managing, and explore the diverse and often
conflicting aspects of these expectations in contemporary times.
These will illustrate the importance of developing a comprehensive
knowledge about what managing means, together with why this
topic has come to be so important.

Page 7 of 61 9th January 2020

Session 1 An introduction to managing

There are certain ways of thinking about management and

managing that are sometimes positioned as though they are
‘natural’, but you will also reflect on the idea that managing (in
common with most activities) is not simply impartial, neutral or
benign. This is partly because the information, knowledge and
behaviours that are brought about by the consequences of
practising management (or managing) affect a wide range of
people and resources.

So, what we do and how we do it, becomes highly important in

ways that include, but also go beyond, thoughts about our own
careers – for example, whether we choose to pay the 'national
minimum wage' or the ‘real living wage’ to those who work for our
organisations, or if we take the time and trouble to ensure that
those making garments for us, often in another country, have safe
working conditions and receive reasonable recompense for their
work.

You will also be introduced to the three module themes, and

examine how the tensions contained within them can be used as
an opportunity to reveal the ‘socially constructed’ nature of
management, and how this kind of knowledge comes to be seen as
natural or legitimate.

Page 8 of 61 9th January 2020

Session 1 An introduction to managing

Learning outcomes
By the end of this session you will be able to:

 identify and evaluate some of the complex challenges

and tensions facing contemporary managers
 critically engage with everyday news items,
synthesising academic ideas with practical action
 demonstrate how integrating academic theories across
a wide range of organisational contexts can promote a
reflective, thoughtful and considered approach for
leading and managing people.

Page 9 of 61 9th January 2020

Session 1 An introduction to managing

Session 1 activities
To help you plan your study of this session, here is a table of the
activities you will be working on. Remember you also need to allow
time for reading the linking material and reflecting on what you
have learned. To help you manage your workload, the approximate
time to complete each section is provided under the section titles.
The total study time for this session is approximately 6 hours as
you have already spend time on the unit introduction and also
need to familiarise yourself with the Virtual Learning Environment
(VLE).

  Ac De Ti
tiv sc mi
ity ri ng
tit pti
le on
1. N 1
1 ot ho
W e ur
ha yo
t is ur
an th
d ou
isn gh
’t ts
m on
an m
ag an
in ag
g? in
g
1. Re 1
2 ad ho

Page 10 of 61 9th January 2020

Session 1 An introduction to managing

M Ch ur
an ap 30
ag ter mi
in 1 nu
g in tes
is th
a e
ser Re
io ad
us er
bu for
sin U
es nit
s 1,
M
an
ag
in
g
is
a
ser
io
us
bu
sin
es
s
1. Ta 20
3 ke mi
Th a nu
e sh tes
ser ort
io qu
us iz
bu to
sin ch
es ec
s k
of yo
m ur
an un
ag de

Page 11 of 61 9th January 2020

Session 1 An introduction to managing

in rst
g an
di
ng
of
Ch
ap
ter
1
1. Re 20
4 co mi
Th rd nu
e yo tes
re ur
pr se
es ar
en ch
tat res
io ult
ns s
an on
d th
re e
ali re
tie pr
s es
of en
yo tat
ur io
jo ns
b an
d
re
ali
tie
s
of
yo
ur
jo
b
  1. Li 15
5 st mi
Page 12 of 61 9th January 2020
Session 1 An introduction to managing

M th nu
an e tes
ag dif
in fer
g en
an t
d wa
co ys
ntr th
oll at
in yo
g u
at m
w an
or ag
k e
an
d
ar
e
m
an
ag
ed
at
w
or
k
1. Co 20
6 m mi
E pl nu
M ete tes
A th
bu e
ild int
er: er
w act
he iv
n e
pl ex
ur er
ali cis
sm e

Page 13 of 61 9th January 2020

Session 1 An introduction to managing

lo to
ok un
s pa
lik ck
e th
un e
ita un
ris ita
m ris
t
ap
pe
ar
an
ce
of
yo
ur
o
w
n
or
ga
nis
ati
on
1. Co 25
7 m mi
Th pl nu
ey ete tes
’re th
tal e
ki Tu
ng ni
ab ng
ou int
t o
m m
e! an
ag
in
g
act

Page 14 of 61 9th January 2020

Session 1 An introduction to managing

ivi
ty
an
d
po
st
to
O
pe
nS
tu
di
o
1. Fa 40
8 mi mi
Fa lar nu
mi ise tes
lia yo
ris ur
e sel
yo f
ur wi
sel th
f O
wi pe
th nS
O tu
pe di
nS o
tu an
di d
o th
an e
d O
th U
e lib
O rar
U y
lib
rar
y

Page 15 of 61 9th January 2020

Session 1 An introduction to managing

1.1   Managing?
Allow approximately 1 hour to complete this section.

Before you can really think about what exactly managing or

management is, or might be, it is useful to think about what
managing is not. In other words, is it possible to talk about anything
in our lives that is not managed by someone, somewhere?

Activity 1.1   What is and isn’t managing?

Allow around 1 hour for this activity

Part 1
Make a brief list of things that you have done so far today or did
yesterday, including both work and non-work activity. You should
include all aspects of your day in this list, such as events where
you were a customer, an employee, a parent, a person on public
transport, or even if you were just being ‘you’ at home.

Now cross off all those items that you think relate to management, a
product of managing, or being managed.

Record the items you have left on your list in the text box below.
Compare your notes with the feedback provided.

Provide your answer...

View discussion - Part 1

Page 16 of 61 9th January 2020
Session 1 An introduction to managing

Part 2
Now look for a formal definition of what managing is by searching
for ‘management’ and ‘managing’ in the authoritative Oxford English
Dictionary.

Go to the Dictionaries, thesauri and encyclopaedias section of the OU

library.

 Scroll down to find the link to the Oxford English

Dictionary and click on this (you may be asked to
enter your OU computer username and password).
 Enter the keyword ‘management’ in the search box
and click Go.

Have a quick look at the current definitions of the word and how it
has developed over time, including some of the now-obsolete uses
of the word.

 Now repeat the process with the word ‘managing’.

 How do these definitions relate to the analysis of my
shower and shopping experience?

Part 3
Write a post of no more than 200 words on the following:

Page 17 of 61 9th January 2020

Session 1 An introduction to managing

 what activities (if any) remained on your list after Part

1, and why you felt they escaped from any
relationship with managing
 how your library search informed the analysis of the
shower and shopping experience.

Post in your TGF. Comment on at least two posts from other

students, and note any similarities or differences with yours.
Remember that part of your TMA 01 (and TMA 02) mark is
awarded for interactions in the TGF.

Now you will begin to explore why the practice of managing needs
thinking about very carefully in contemporary times.

Page 18 of 61 9th January 2020

Session 1 An introduction to managing

1.2   Managing is a serious business

Allow approximately 1 hour 50 minutes to complete this section.

You have spent a little while discussing what is and isn’t managing.
You will now look at what managing might mean in terms of
everyday working practices.

Activity 1.2   Managing is a serious business

Allow around 1 hour 30 minutes for this activity

Read Chapter 1 of Reader 1, Managing is a serious business. Come

back to the module website when you have finished and complete
Activity 1.3.

After reading the chapter, complete the short quiz below to check
your understanding of the chapter.

Activity 1.3   The serious business of managing

Allow around 20 minutes for this activity

Based on your reading and your own work/life experience if

applicable, list three changes taking place now that are likely to
affect the way that we work in the future.

Provide your answer...

What kinds of inequalities were raised in Chapter 1?

Page 19 of 61 9th January 2020

Session 1 An introduction to managing

Provide your answer...

What is the downside of mining ‘big data’?

Having to store it

Most of it won’t be useful

Collecting it might compromise privacy and using it may control

many of our actions

What might be the main benefit of storing ‘big data’?

New jobs will be created

We will be able to predict patterns of behaviour with more certainty

We will be able to control household appliances using our phone

What is a ‘wicked’ problem?

A problem related to what is evil about the world

A problem that is ‘fake’ so that the receiver receives financial

support and attention

A problem for which there is no end solution

How does ‘managing’ differ from ‘management’?

Management refers to a group of managers

Page 20 of 61 9th January 2020

Session 1 An introduction to managing

Management is ‘passive’ and managing is ‘active’ and performed

in the moment

Management is made up of scientific facts whereas managing is

making it up as you go along

Page 21 of 61 9th January 2020

Session 1 An introduction to managing

1.3   Exploring the module themes

Allow approximately 1 hour 30 minutes to complete this section.

In B870 there are three module themes as shown in Figure 1.1:

1. Representations and realities

2. Traditional and contemporary
3. Unitarism and pluralism.

You will notice the module themes are grouped in pairs. There is
always the problem of presenting ideas as binaries and either/or
propositions, because it misleads us into thinking one is right and
the other wrong. Therefore, we are deliberately using the word and
rather than versus, which retains tensions but does not assume an
either/or answer.

Page 22 of 61 9th January 2020

Session 1 An introduction to managing

Figure 1.1   The three module themes

View description - Figure 1.1   The three module themes

The module themes are set out in three separate columns and
shown in the form of ‘pairs’ of concepts. These will run through the
entire module.

The themes are a mechanism to help you ask ‘yes, but’ questions.
However, if you are going to try and avoid ‘either’ ‘or’ binaries
mentioned earlier you should be asking ‘yes, and’ instead. . The
more curious you are and the more you question what you are told,
or what you read, and the more you are practising critical thinking.
This means viewing knowledge in a different light, as being
capable of changing, noticing how it looks from different angles, for
example you could think of it like the changing components in a
kaleidoscope, as shown in Figure 1.2. Such ideas help you
identify, question and challenge what might otherwise be what is
referred to as taken-for-granted knowledge.

Page 23 of 61 9th January 2020

Session 1 An introduction to managing

Figure 1.2   Things can change quickly and distinctively when looking through
a kaleidoscope. Multiple interpretations are available.

View description - Figure 1.2   Things can change quickly and

distinctively when looking through a kaleidoscope. ...

The themes are key to critical thinking because they surface the
possibilities of looking at something this way, that way, or even
another way. The benefits of this become clearer when used in
action, that is, when assimilating knowledge with practical
problems. Module themes also help us appreciate how other
people might interpret the same issues in different ways. This
develops our ability to appreciate broader, multiple (plural) views,

Page 24 of 61 9th January 2020

Session 1 An introduction to managing

and form links across different disciplines or areas of knowledge,

as required in everyday practice.

Another purpose of using module themes is so they can act as a

way of organising the diverse and considerable
information/knowledge that you will be studying throughout B870;
they are what is known as a conceptual framework. You might be
wondering what a conceptual framework is, or how to use one.
One way is to think of it as the three themes representing big coat
hooks.

This means that whenever you come across new ideas or

knowledge (new coats), you can ‘hang’ these onto your hooks, to
organise your thinking and make links between information and as
an aid to memory retrieval. A conceptual framework is not
knowledge-specific, so it can cut across topics and subject matter
– which is why it has multiple uses. Extending our analogy, coat
hooks are also useful for hanging hats, bags, umbrellas, etc. on.

It is important to note how these three themes are not mutually

exclusive, so they are not discrete because there are overlaps and
intersections. Identifying overlaps and connections between the
themes is complex, but a very good sign of being able to
extrapolate information and relate it to more than one idea. It is a
skill you will refine over time.

Theme 1   Representations and realities

Page 25 of 61 9th January 2020
Session 1 An introduction to managing

Read about the first module theme Representation and realities and
then complete the activity below.

The module themes are an important part of your B870 studies.

You may find it convenient to download and print out the module
themes pdf from the Resources tab. This will make it more
convenient for you when you want to refer back to the three
themes when you are studying

Activity 1.4   The representations and realities of

your job
Allow around 20 minutes for this activity

Search for your job description (most organisations have these

specifications available online). Read through it carefully and think

Page 26 of 61 9th January 2020

Session 1 An introduction to managing

about how much it reflects the job that you do every day. Answer
the questions below:

 How far is the description just a representation of your

job?
 To what extent does it reflect the reality of what you do
on a day-to-day basis?
 What is missing from the description, i.e. what do you
spend time on that is not even mentioned in this
document?
 Does it contract you for a specific number of hours per
week, or does it state ‘until the job is completed’? Is
this a fair and accurate representation of the hours
you actually work per day/week?
Provide your answer...

View discussion - Activity 1.4   The representations and realities of your

job

Theme 2   Traditional and

contemporary
Now, read about the second module theme traditional and
contemporary.

As you can see from Knights and Willmott’s framework, we are all
controlled to some extent in our work, despite illusions otherwise.
Even if you are the owner of the business, you are indirectly
Page 27 of 61 9th January 2020
Session 1 An introduction to managing

managed through the market, and by your customers who will

judge your output/product/service. This is especially the case now
where virtual and social media sites invites frank reviews from
customers, whether on the entertainment value of a book or the
skills of a surgeon. Even though studying is an entirely voluntary
activity, as an Open University student, you are regulated and
managed in many ways. Here are some short examples so you
can assimilate theory with practice.

Direct control is uncommon. d. If B870 had an exam, rather than

an end-of-module assessment (EMA), you would to turn up and sit
your exam. An invigilator would visibly check that all students were
adhering to the regulatory processes, for example not
communicating with other students. The invigilator would be the
personification of direct control. Bureaucratic control is very
common at The Open University. Like all bureaucratic structures it
is founded upon principles of fairness by applying clear rules
(Weber, 1946). Bureaucracies have been criticised for being rigid
and continually moving ‘customers’ from one department to
another with no one ultimately being responsible for them. A few
examples of bureaucratic control in The Open University are: the
registration process; usernames; cut-off dates; TMA submission
forms and procedures; and module guides.

Cultural control enculturates and socialises you into being an Open

University student. The role of a student involves generic
Page 28 of 61 9th January 2020
Session 1 An introduction to managing

assumptions such as: a desire to learn; a willingness to complete

the work; an interest in the subject. In short, to perform the student
role. However, OU students often form a strong attachment to this
unique university and even fall in love with the transformational
opportunities for ‘second chancers’ or ‘lifelong learners’. This
means becoming more culturally embedded within the institution.
For example, I completed my first degree with the OU while I had a
full-time job, and decided that if I ever became an academic I
would want to return to my alma mater.

Control through output is arguably the most dominant form of

control (alongside bureaucracy). As students, you are not watched
by your tutor. Nobody knows if you are at the gym instead of
studying B870; they won’t be knocking on the door complaining
you are not working hard enough, or sending a report home saying
‘could do better’. The real test is output which is assessment. Your
assignment scores (together with residential or online school
equivalent) are what you will be ultimately judged on. Everything
else – how, where, when or even if you work, is left entirely up to
you. Studying the module is not separate from assessment, so
self-discipline and self-regulation become fundamental as a way of
managing ourselves.

Activity 1.5   Managing and controlling at work

Allow around 15 minutes for this activity

Page 29 of 61 9th January 2020

Session 1 An introduction to managing

With this example of studying for the OU in mind, complete the

table. Provide instances where you might be controlling or
managing others, and how you are also being controlled/managed
at work.

Forms of control Managing others Being managed

Direct control Provide your answer... Provide your answer...
Bureaucratic control Provide your answer... Provide your answer...
Cultural control Provide your answer... Provide your answer...
Control through output Provide your answer... Provide your answer...

You can probably find lots of different examples for each of the
four forms of control. Which one is most dominant in your
workplace?

Provide your answer...

Theme 3   Unitarism and pluralism

Now read about the third module theme Unitarism and pluralism and
then complete the activity below.

In their research paper ‘Divided yet united’, Kirk et al. (2018)

explored the processes by which divergent activists came together
to protest the extraction of shale gas (fracking) in the UK. The
activists converged so they appeared united in resisting fracking
and making a unitarist (single) stand against the practice.
However, their reasons for protesting fracking and strategies of

Page 30 of 61 9th January 2020

Session 1 An introduction to managing

resisting were divergent and plural. Kirk et al. noted differences in

1) their concerns and 2) the strategies employed.

In regards to the first [concerns], established NGOs [non-

governmental organisations] tended to demonstrate greatest
concern over the effect fracking may have on climate change,
while grassroots community groups framed it more towards locally
specific concerns such as contamination of local water supplies
and aquifers, air pollution from vent flaring and increased traffic,
industrialisation of the countryside, destruction of property values
and degradation of areas of natural beauty.

(Kirk et al., 2018, p. 14)

In other words, a closer and more nuanced analysis of the protest

showed that concerns about fracking represented as unitarist were
plural in reality. They ranged from the outright rejection of fracking
on environmental grounds through to more parochial issues raised
by those living locally.

Activity 1.6   EMA builder: when pluralism looks

like unitarism
Allow around 20 minutes for this activity

Now it is your turn to apply these ideas to your own organisational

practices.

Page 31 of 61 9th January 2020

Session 1 An introduction to managing

1. Draw up a list of the different departments in your

organisation (or one you are familiar with).
2. Divide people into subsections within those
departments – or by roles in the organisation, such as
senior management team, finance director,
accountants, sales people, marketing, etc.
3. Who else works in the organisation (for example
cleaners, canteen staff, receptionists, trade unionists,
shareholders)?
4. Finally, make a list based on your best guess about
the different agendas that these people might have
towards the organisation, or even for going to work.
5. In view of your answers to questions 1–4, do you think
any sort of organisation can be unitarist?

You may wish to save this as evidence of how one of the module
themes helped you analyse specific issues. This could form part of
the research you need to do for your audio recording as part 2 of
your EMA.

Page 32 of 61 9th January 2020

Session 1 An introduction to managing

1.4   ‘Tuning into managing’ explained

Allow approximately 1 hour 30 minutes to complete this section.

Studying, thinking and reflecting about managing in a changing

world should not be confined to the hours you spend formally doing
‘OU study’. Rather, feeling curious and immersing yourself in
different facets of what managing means should be an ongoing
practice, whenever content ‘pops up’ or feels relevant to you.

Throughout this module you will be asked to watch or listen out for
contemporary topics relevant to managing in general. Each week
you will identify one piece of media that is specific to the session

Page 33 of 61 9th January 2020

Session 1 An introduction to managing

you are studying, for example on culture, marketing, ethics and

leadership. These can be found from a number of sources:

 news websites
 newspapers
 the radio
 online videos or podcasts
 photographs
 TV programmes
 advertisements: in print, online or on broadcast media
 a conversation on the train or in the office.

Managing is around us everywhere, so it should be quite easy to

amass a fair amount of material. You will need to be discerning.
You will be given 2–3 hours of time per unit (30 minutes per
session) to upload and collate your material into OpenStudio.

This becomes the resource file for your learning journal – a large
section of your EMA. The subject matter for tuning into managing
will change every session, depending on what topic you are
studying; for example, if you are studying culture then you need to
find a piece of media about managing and culture.

In effect you are collecting examples of managing through a variety

of media, where each piece will become part of a more developed
learning journal. For the learning journal, every excerpt of media
will include a 175-word analysis, providing a synthesis between the
Page 34 of 61 9th January 2020
Session 1 An introduction to managing

session-related B870 academic ideas, concepts and theories and

the real-life examples of practice you have identified.

Page 35 of 61 9th January 2020

Session 1 An introduction to managing

Page 36 of 61 9th January 2020

Session 1 An introduction to managing

Tuning into managing activities are vital, because they form the
basis of your learning journal, which is the largest part of your
EMA. In order to check you are on track and performing this task
well, the first four weeks of your learning journal, relating to
Sessions 2, 3, 4 and 5 of Unit 1, will be submitted as part of TMA
01, and you will receive feedback and a mark. After this you can
make appropriate changes to these sessions before resubmitting
them as part of your final learning journal for your EMA.

Tuning into managing will broaden out your development and

learning beyond the specified hours of OU studies, and will help
you to identify the ‘real world’ application of what you are studying,
as well as creating an opportunity for reflection. Studying, learning
and reflecting on managing are continuous endeavours.

Let us consider a few concrete examples of how tuning into

managing might work in practice. First, I will share what happened
when I tuned in (while writing parts of this module), and then I will
ask you to practise this yourself.

Here is an example of how I managed to tune into managing and

translate it into practice.

One Monday I was taking a break to drive to the gym. On the way
there I heard a really interesting conversation on Radio 4 with the
owner of Lush – Mark Constantine. Mark was talking about the
problems of ethical companies/multinationals selling out to other
Page 37 of 61 9th January 2020
Session 1 An introduction to managing

multinational corporations who might not necessarily adopt similar

values, for example The Body Shop. He was speaking about his
plans to ensure this kind of sale does not happen to Lush. I was
intrigued by this, knowing that several sessions on ethics were
going to be included later in the B870 module. When I got home I
immediately started to research Lush and Mark Constantine, and
wrote some material around the ideas I found. You will encounter
the result of my thoughts in Session 2 of Unit 3, all of which were
due to a stroke of serendipity, involving my decision to tune into
the radio at that particular moment.

Activity 1.7   They’re talking about me!

Allow around 25 minutes for this activity

Think for a moment about the question, ‘Who am I?’ This is a

question concerning identity, and one aspect is central to who you
are right now, this moment: a student. ‘Managing’ yourself as a
student is challenging, and requires ongoing discipline and
sacrifice, but also hopefully enables you to enjoy a rich set of
experiences where you start to think differently, about new ideas
and possibilities, especially when it comes to the world of work.

Imagine now that it is 5 September and you are sitting on the

train.You have bought a copy of the Financial Times to read on the
way home. (Do you think I have fallen into my own trap here and

Page 38 of 61 9th January 2020

Session 1 An introduction to managing

succumbed to a somewhat traditional, even stereotypical,

representation of an MBA student?)

You open the paper and see the following article: ‘Manage your ego
– and more advice for MBA students’ by Janina Conboye (2017). Now
read the article.

What are your thoughts about the way that MBA students have
been portrayed? How might you analyse these ideas?

Provide your answer...

View discussion - Activity 1.7   They’re talking about me!

Evaluating popular and social media

When it comes to drawing on secondary media sources, you will
need to make judgements about their validity and trustworthiness.
For example, what is the authority of the author?

You should use the PROMPT criteria to consider your examples.

Take a look at the advice provided by the library to learn more
about the criteria and help you with your Evaluation using PROMPT.

The PROMPT criteria will help your decision-making when finding

and using external media. PROMPT is flexible enough to use with
a variety of different resources. Click on each of the letters in
PROMT to reveal more information.

Page 39 of 61 9th January 2020

Session 1 An introduction to managing

Collecting your thoughts

Here are some general guidelines for creating and collecting your
own resources as you proceed through the module.

1. Create and collect material regularly throughout the

module: get in the habit of viewing the world around
you from the perspective of managing. You will be
surprised and challenged by what you see. Collecting
and creating material in each session will develop
your learning and ensure that you are prepared for
your EMA.
2. Vary the kinds of materials you create or collect to
make a more interesting and dynamic set of
resources.
3. Connect what you create or collect with the concepts
you are studying at the time, so that they are relevant
to the material in that session.

You will be able to neatly store these items in OpenStudio for

future reference. Once you have uploaded your media you will see
there is also space to include text. You can write your 175 word
analysis immediately here, or if you re short of time you can make
rough bullet point notes to help you develop your analysis later.

Page 40 of 61 9th January 2020

Session 1 An introduction to managing

Storing your thoughts and artefacts

We suggest that you use OpenStudio to store all the different types
of media you will choose. You can also add text here so that all the
information is contained in one place for easy access when
required (TMA01 and EMA).

You will have space to do this during each session as a 30-minute

activity slot ‘Tuning into Managing’ is provided in each session.

OpenStudio is like a digital version of a conventional file or scrap-

book. You will use the OpenStudio online environment to:

 record and store the information you collect

 share the images, visuals or other media that are
specified by your tutor when you submit your
assignment.
 add in your textual analysis (or rough notes so that you
can develop them later).

In OpenStudio, you will mainly use the following tabs:

 My Content tab: by selecting the My Content tab, you

will bring up a drop-down menu for ‘My Activities’.
 My Activities: this is your personal, activity-specific
space. You will find folders in the ‘My Activities’ area,
one for each of the Tuning into managing activities for
each of the sessions.
Page 41 of 61 9th January 2020
Session 1 An introduction to managing

When you post material, the post is private between you and your
tutor. Any material you want to use in your TMA or EMA will need
to be shared with your tutor.

If you use an external video source (such as YouTube) you will

need to share the URL with OpenStudio so that your tutor can
access it. Depending on the video platform you may be able to
include a time specific link using the ‘Share’ or ‘Embed’
functionality. For example, if you have a YouTube video that is 60
minutes long and the part you are interested in occurs at 7 minutes
in, please submit a YouTube link to open studio that starts at the 7
minutes point. When using YouTube the share button under videos
allow you to enter the start time before you copy the link.

In order to keep your analysis focused on the particular aspects of

media that is relevant, please ensure that each audio and video
clip is kept to 3 minutes in length.  You should follow the guidance
showing you how to place a ‘start’ and ‘end’ time in any link, but
where this is not possible please state clearly to your tutor what
part is relevant.  For example, your tutor will not be able to watch a
90 minute film clip to guess which parts you may be referring
to. The length of your analysis (175 words) for each session
necessarily requires your excerpt of media to be tightly focused.

If you use a video platform (such as BBC iPlayer) that does not
allow you to create time specific links, then please mention the

Page 42 of 61 9th January 2020

Session 1 An introduction to managing

relevant timings (start and end) in the OpenStudio description field

so that your tutor knows which part of the video is relevant and
should be focused on.

Activity 1.8   Familiarising yourself with

OpenStudio and the OU library
Allow around 40 minutes for this activity

Part 1
Look through the OpenStudio User Guide, which has details on how
to use OpenStudio. Refer to this user guide regularly. You can post
any comments or queries about OpenStudio in the TGF discussion
that your tutor will open.

Part 2
One great way of finding contemporary material related to
managing, working and/or organising is to search through the
dedicated News databases, which can be accessed through the
OU library.

1. Access the OU library, using your assigned username

and password.
2. Go to the News sources page on the Library website to
find a link to 'Nexis UK'
3. Select News on the Nexis homepage

Page 43 of 61 9th January 2020

Session 1 An introduction to managing

4. The 'News' page is a arranged in a series of sections.

Find the By Type section and select Major World
Publications
5. A list of newspapers will now appear. Choose the
Select sources to search option, and choose the
newspaper(s) you'd like to search. (The list contains
the printed and online editions of some titles, e.g. The
Times (London) and thetimes.co.uk)
6. Type whistleblower into the 'Enter search terms' box
and select the search icon (a magnifying glass).

A search results page will now appear listing the titles of articles
published in the newspapers you selected. Use the options on
the Narrow by menu to refine your search results. For example:

 Use the Timeline to instruct Nexis to display content

published during a specified timescale, such as the
last six months
 Select a topic from the Subject filter, such as 'Business
News' or 'Company Activities & Management'
 Use the Industry option to refine results by activity, e.g.
'Business & Finance'. Alternatively, select Company to
find news stories about a particular organisation. 

Select the title of an article to view content in full. This page

includes options to print or download content.

Page 44 of 61 9th January 2020

Session 1 An introduction to managing

Note: you could narrow your search results down by adding other
keywords to the search.

If you wish to find out more about searching online newspapers,

use the Digital Skills for Study (DiSS) activity Searching online
newspapers.

You now know how to search for news items in the library, which is
extremely useful for obtaining resources for ‘Tuning into
managing’, particularly if it is something that you remember
reading in the recent past. Other sources such as iPlayer, BBC
Sounds, social media, general Google searches, YouTube and of
course Google Scholar can help you locate items you have either
watched or heard recently, which you may want to import into your
OpenStudio electronic ‘scrapbook’.

In the case of YouTube, time specific links can be created using

the ‘share’ button (underneath the player):

Page 45 of 61 9th January 2020

Session 1 An introduction to managing

For example, say you are interested in the video from 1:00
onwards, you would therefore move the player to 1:00 and press
‘share’ which will bring up a screen similar to the one below:

Page 46 of 61 9th January 2020

Session 1 An introduction to managing

Ensure you have the checkbox ticked (without this the link will not
be time specific) and copy the link into OpenStudio. As video
platforms outside of the university's control can change at anytime,
please include the timed URL in both the URL and description
fields in OpenStudio to ensure your tutor focuses on the relevant
time of the video.

For example:

If you are using a platform such as BBC iplayer which does not
allow time specific links, then provide a link to the video in the
description, mentioning the relevant time in a similar manner to the
one above.

For example:

Page 47 of 61 9th January 2020

Session 1 An introduction to managing

Page 48 of 61 9th January 2020

Session 1 An introduction to managing

Summary
This session has developed the idea of managing as being an
activity that is omnipresent (literally all around us), complex,
dynamic and socially constructed, while often being represented as
simple, objective and relatively static. You have also learned how
to identify some of the changing trends within contemporary
working lives associated with globalisation and technology, as well
as those related to ideas of flexible, but potentially exploitative
ways of working.

You have been introduced to the various reasons why we have

included module themes for B870, and explored the specific
themes themselves along with relevant examples.

In addition, you have become acquainted with the idea of Tuning

into managing as a beneficial task, where some of your learning
can take place outside your ‘official’ study time. This will help you
join up the dots between ‘real world’ examples and academic
theories in order to help you become a reflective practitioner.

Finally, you have examined some of the resources available to you

as a student, specifically how to access the library and search
through the news databases, and how to use the electronic
scrapbook OpenStudio.

Now go to Session 2 Managing from the past to the present.

Page 49 of 61 9th January 2020
Session 1 An introduction to managing

References
Conboye, J. (2017) ‘Manage your ego – and more advice for MBA
students’, Financial Times,. Available at:
www.ft.com/content/e0e599a6-8cdd-11e7-9084-d0c17942ba93
(Accessed: 5 September 2017)

Kirk, J., Nyberg, D. and Wright, C. (2018) ‘Divided yet united:

discursive processes balancing convergence and divergence in
social movement mobilising’. 13th Organization Studies summer
workshop – Responding to displacement, disruption and division:
organizing for social and institutional change., Doryssa Seaside
Resort, Samos, Greece, 24–26 May.

Page 50 of 61 9th January 2020

Session 1 An introduction to managing

Acknowledgements
Grateful acknowledgement is made to the following sources:

Every effort has been made to contact copyright holders. If any

have been inadvertently overlooked the publishers will be pleased
to make the necessary arrangements at the first opportunity.

Important: *** against any of the acknowledgements below means

that the wording has been dictated by the rights holder/publisher,
and cannot be changed.

Intro image for unit 1: Cartoonist Group

Unit 1 rippling water image: ifong / Shutterstock

Unit 1 kaleidoscope: *** From Pixabay. Covered under Creative

Commons licence CC0 1.0 Universal (CC0 1.0) Public Domain
Dedication

Unit 1 under pressure: McCallig, Shaun / Cartoon Stock

Module Themes

The fall and rise of Reginald Perrin: Radio Times / Contributor /

Getty Images

Class system sketch - John Cleese, Ronnie Barker, Ronnie

Corbett: ITV / Shutterstock
Page 51 of 61 9th January 2020
Session 1 An introduction to managing

Representation of managers from the 1970's: ClassicStock / Alamy

Stock Photo

Mr Benn cartoon: catwalker / Shutterstock

Laptops on table: Rawpixel.com / Shutterstock

Woman at desk: warrengoldswain / 123RF

People round desk: OPOLJA / Shutterstock

Crowdfunding: Andrey_Popov / Shutterstock

Typists: Bert Hardy Advertising Archive / Getty Images

Under new business: www.CartoonStock.com

Love your work: Artur Szczybylo / 123RF

Matryoshka dolls - 1 doll & stacked: Helen Sessions / Alamy Stock

Photo

Matryoshka dolls - 1 doll : Lars Kastilan / 123RF.com

Page 52 of 61 9th January 2020

Session 1 An introduction to managing

Activity 1.1   What is and isn’t

managing?
Part 1
Discussion
 How did you get on with this task? Did you find it
tricky?
 Were you able to list anything that wasn’t managed?
 Do you think there is a difference between the
activities of managing, management, organising,
organisation and leading?
 Can they be disentangled or do they just morph into
each other?
 Is managing just having more responsibility for
organising, i.e. thinking about how and when things will
get done, and by who?

As you might have gathered, these are difficult and complex

questions, which you will be contemplating throughout this unit,
and module.

I would like to share my own results in relation to this part of the

activity.

Page 53 of 61 9th January 2020

Session 1 An introduction to managing

The first thing I did this morning was have a shower. A pretty
private and individual action you might think, and definitely nothing
to do with managing. In showering I was, of course, managing (and
organising) myself, with several different aims: minimising odour;
trying to keep clean; and managing my appearance to look
presentable. There was also a (seemingly insignificant) matter of
the warm water being piped out of my shower, partly because I
had tried to manage the performance of my boiler by having it
serviced, and organised the delivery of oil to fuel the boiler. The
water itself did not just appear from nowhere; a series of pipes and
a network of processes were involved in pumping, filtering,
cleaning, etc., all of which require a degree of organisation,
maintenance and planning. The shampoo I put in my hair was a
product and the result of managing people within a series of
activities including sourcing, manufacturing, marketing, supplying,
operations and retailing. I procured the item in a supermarket,
predicting that it would be a resource that I would need in the
future …

Well, I only got as far as the shower, but hopefully you can
appreciate how we cannot escape from managing ourselves and
others, or from being managed in each and every part of life. Other
examples might include the frustrating task of managing children
out of the house on time to get the school bus; or how my
shopping experience at the supermarket is ‘managed’ as
marketing ploys entice me into buying two of something I didn’t
Page 54 of 61 9th January 2020
Session 1 An introduction to managing

need any of (buy-one-get-one-free offers). Or, how the

supermarket subtly transferred their labour process and costs to
me to manage because there were only self-service tills available.
Note how these experiences of managing all occurred before I
even entered the formal arena of my working life.

Although you may have been able to come up with a type of event
that doesn’t require managing, you might be closer to being
persuaded that management and managing is more or less
omnipresent. At this point then, searching for a definition of what
we mean by these terms is useful.

Back to - Part 1

Page 55 of 61 9th January 2020

Session 1 An introduction to managing

Activity 1.4   The representations

and realities of your job
Discussion
How did you get on with this activity? Were you surprised by the
results?

Very often a job description excludes many of the tasks that are
carried out, meaning that work is often carried out beyond the
formal contract. As an academic, part of being a ‘good citizen’ is to
review articles other academics have submitted for a journal, to
advise whether they should be accepted for publication in that
journal. A decent review can take up to half a day, or even more.
Reviewing articles is represented as a task that is part of a quid
pro quo relationship, because other academics also spend their
time reviewing articles I submit. The realities are that it is unpaid
labour. The publisher of the journal makes the money, while peer
reviewing is an unpaid activity; that is, the University does not
include it as part of the formal workload. Reviewing is part of the
everyday reality of being an academic, but it is not recognised by
our employer through our ‘job description’. This is so, despite
published research being the bedrock on which universities are
built.

Page 56 of 61 9th January 2020

Session 1 An introduction to managing

Interestingly, the difference between the representations and

realities of everyday working life are surfaced if employees ‘work to
rule’, which is a less dramatic version of going on strike, and
should not involve any loss of pay. Working to rule means working
strictly to your contracted hours and job description; so not carrying
out those invisible but fundamental ‘extra parts’ that many people
feel they have to do just to get the job done. Working to rule is a
huge threat to employers, precisely because so much of the work
we do goes unacknowledged in terms of pay and recognition, but
is nevertheless done because there are circumstances where
employees feel either their job security is threatened or
morally/ethically obliged to work above and beyond. Of course,
some contracts have a loophole inserted into them, to cover any
associated activities not specifically listed. In Denmark, France and
Norway, collective action on a work-to-rule basis is illegal.

Back to - Activity 1.4   The representations and realities of your job

Page 57 of 61 9th January 2020

Session 1 An introduction to managing

Activity 1.7   They’re talking about

me!
Discussion
For the most part the text contains some quite sage advice,
especially about being open to new ideas. There are a few parts
that might rankle you, such as ‘Some MBAs [students] arrive
thinking they already know everything. They are just doing an MBA
to get the qualification to further their career. But eventually they
learn there is more to it.’ Perhaps the representation of MBA
students as being homogenous and a bit over-confident might not
match with the realities of your experience so far, in relation to your
peers and yourself. Far from feeling overconfident, you might still
be experiencing a little trepidation about your future studies. If you
find a relevant article like this while ‘tuning in’ and would appreciate
further comment on it, or a range of opinions, you could share it in
your TGF. Alternatively, you can store it and use it as a resource
for one of the module assessments.

So, whenever you see or hear text/conversations or practices

associated with managing that interest you (or that set in motion a
flurry of ideas relating to what you have learned or already think),
save them – in the form of a photo, note, link or screenshot. Later
you can import them into OpenStudio – the electronic ‘scrapbook’
facility that the OU provides for you – as part of your resource file
Page 58 of 61 9th January 2020
Session 1 An introduction to managing

(or ‘evidence’), which will be invaluable when it comes to writing up

your learning journal for Part 1 of the EMA. You will get a reminder
in every session to upload your content to OpenStudio, but the
activity of tuning in should be ongoing.

Back to - Activity 1.7   They’re talking about me!

Page 59 of 61 9th January 2020

Session 1 An introduction to managing

Figure 1.1   The three module

themes
Description
The three module themes are written on what looks like three pull-out drawers with
handles, as though in a filing cabinet. The first is labelled ‘Representations and
Realities’, the second ‘Traditional and Contemporary’ and the third ‘Unitarist and
Pluralist’. It infers that ideas, theories, models and concepts can be stored in these
drawers for later retrieval.

Back to - Figure 1.1   The three module themes

Page 60 of 61 9th January 2020

Session 1 An introduction to managing

Figure 1.2   Things can change

quickly and distinctively when
looking through a kaleidoscope.
Multiple interpretations are
available.
Description
There is a static picture of a kaleidoscope that shows purple, green and white patterns,
with a central point. The further away from the central point you go, the more intricate
the pattern becomes. However, because it is a kaleidoscope, you know that this is just
a moment in time before everything will change.

Back to - Figure 1.2   Things can change quickly and distinctively when

looking through a kaleidoscope. Multiple interpretations are available.

Page 61 of 61 9th January 2020