Adler, P. S. (1993). "Time and Motion Regained." Harvard Business Review,(January-February): 97-108.

• counters routine standardized work is demotivating
• self-managed teams, SOP's, taylorism to the workers

Barker, J., R. (1993). "Tightening the iron cage: concertive control in self-managing teams." Administrative Science Quarterly, 38: 408-437.

• over time self-managed teams created value system that controlled their efforts
• value consensus became normative rules for new members
• coordinators became more like old supervisors
• rationalized control without old hierarchy

Barley, S. R. (1992). "Design and Devotion: Surges of Rational and Normative Ideologies of Control in Managerial Discourse." Administrative Science Quarterly, 37: 363-399.

• alternate normative (economic contraction) and rational (economic expansion)

Bowen, D. E., G. E. J. Ledford, et al. (1991). "Hiring for the Organization, Not the Job." Academy of Management Executive, 5(4): 35-51.

• hire for fit to organization
• assess organizational environment, infer type of person, design rites of passage, reinforce fit at work

Eccles, R. and N. Nohria (1992). Beyond the Hype,. Cambridge, Harvard Business School Press.

• today's rhetoric - smaller is better, less diversifiction, competition replaced by collaboration, formal authority diminished, time cycles shorter
• most 1950's concerns are same as today
• most paint past as different than the present
• indulge in the excitement of imaginary revolutions

Hackman, J. R. (1975). "On the Coming Demise of Job Enrichment" in E. L. Cass and F. G. Zimmer. Men and Work in Society. New York, Van Nostrand Reinhold Company: 97-115.

• work redesign changes behavior, allows other org. changes, rehumanize work,
• but sometimes work isn't changed, no attention paid to surrounding work system, not systematically evaluated, projects managed to old traditions
• need management commitment, focus on target jobs, specific plans, contingency plans

Hackman, J. R. (1985?). "Designing work for individuals and for groups" in J. R. Hackman, E. E. Lawler and L. W. Porter. Perspectives on behavior in organizations. New York, McGraw-Hill Book Company: 242-258.

• key attributes -- meaningfulness, responsibility, feedback on outcomes
• job dimensions -- skill variety, task identity and significance, feedback, autonomy
• outcomes -- satisfaction, motivation, work effectiveness
• group work -- high enough expertise, large enough but not too large, interpersonal skills, balance of diversity
• factors - reward group effort, challenging objectives, training, information

Hackman, J. R. and R. Wagemen (1995). "Total Quality Management: Empirical, Conceptual and Practical Issues." Administrative Science Quarterly, 40: 309-342.

• improve quality by focus on work processes, analysis of variability, management by fact, learning and continuous improvement
• key interventions are identify customer requirements, supplier partnerships, cross-functional teams, scientific methods, process tools
• firms do more team stuff and less scientific methods

Hardin, G. (1968). "The Tradegy of the Commons." Science, 162(December): 1243-1248.

• self-maximizing gains by individuals of common source destroys the resource
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Kerr, S. (1975). "On the Folly of Rewarding A, While Hoping for B." Academy of Management Journal, 18(4): 769-783.

• reward behavior wanting to discourge, not rewarding desired behavior

Lawler, E. E. I. and S. A. Morhman (1985). "Quality Circles After the Fad." Harvard Business Review,(January-February): 65-71.

• QC often start OK but suggestions not implemented
• unstable structures -- best to be short-term, rotated membership

Rohlen, T. (1973). "The Education of a Japanese Banker" in Unknown. The Future of Organization Design: 526-534.

• hardships used in socialization process

Roy, D. F. (1959). "Banana Time: Job Satisfaction and Informal Interaction." Human Organization, 18: 158-168.

• workers keep away boredom through ritualistic routines to build job satisfaction

Wiggenhorn, W. (1990). "Motorola U: When Training Becomes an Education." Harvard Business Review, 5(4): 35-51.

• change company to see lack of training as poor performance
• training in basic literacy and math skills