The Consumer Society Critique

Table of Contents Title Page Acknowledgments Introduction PART ONE – The Consumer Society Critique I – “THE CULTURE INDUSTRY: ENLIGHTENMENT AS MASS DECEPTION” (1944) ENDNOTES Chapter 2 – “THE DEPENDENCE EFFECT” (1958) II III IV ENDNOTES Chapter 3 – “THE SEXUAL SELL” (1963) ENDNOTES Chapter 4 – “. . . IMAGES WITHOUT BOTTOM . . .” (1988) ENDNOTES PART TWO – The Social Organization of Symbols Chapter 5 – THE IDEOLOGICAL GENESIS OF NEEDS” (1969) 1. CONSUMPTION AS A LOGIC OF SIGNIFICATIONS 2. CONSUMPTION AS A STRUCTURE OF EXCHANGE AND DIFFERENTIATION 3. THE SYSTEM OF NEEDS AND OF CONSUMPTION AS A SYSTEM OF PRODUCTIVE FORCES ENDNOTES 6 Chapter 6 – “ADVERTISING IN THE AGE OF ACCELERATED MEANING” (1996) SIGN WARS: CONSTRUCTING SIGN VALUES THE LOGIC OF APPROPRIATION VALUE ADDED FLOATING SIGNIFIERS AND THE IMAGE BANK SPIRALS OF REFERENTIALITY, SPEED, AND REFLEXIVITY CULTURAL CRISIS AND CONTRADICTION ENDNOTES Chapter 7 – “HUNGER AS IDEOLOGY” (1993) THE WOMAN WHO DOESN’T EAT MUCH PSYCHING OUT THE FEMALE CONSUMER FOOD, SEXUALITY, AND DESIRE AUTHOR’S NOTE ENDNOTES PART THREE – Consumption and Lived Experience Chapter 8 – “OBJECT AS IMAGE: THE ITALIAN SCOOTER CYCLE” (1988) THREE “MOMENTS” THE GENDER OF MACHINERY MEDIATION THE SCOOTER IN USE CONCLUSION ENDNOTES Chapter 9 – “TOUCHING GREATNESS: THE CENTRAL MIDWEST BARRY MANILOW FAN CLUB” (1991) MODERN CELEBRITY TOUCHING GREATNESS CENTRAL MIDWEST BARRY MANILOW FAN CLUB THEMATIC FINDINGS DISCUSSION ENDNOTES REFERENCES 7 Chapter 10 – “THE ACT OF READING THE ROMANCE: ESCAPE AND INSTRUCTION” (1984) ENDNOTES PART FOUR – Consumption and Social Inequality II – “CONSPICUOUS CONSUMPTION” (1899) Chapter 12 – “THE AESTHETIC SENSE AS THE SENSE OF DISTINCTION” (1979; … ENDNOTES Chapter 13 – “DOES CULTURAL CAPITAL STRUCTURE AMERICAN CONSUMPTION?” (1998) DISTINGUISHING BOURDIEU METHODS MATERIALITY AND TASTE WORK AND TASTE DISCUSSION REFERENCES ENDNOTES Chapter 14 – “FALSE CONNECTIONS” (1999) ENDNOTES Chapter 15 – “Toy THEORY: BLACK BARBIE AND THE DEEP PLAY OF DIFFERENCE” (1996) BASIC TRAINING TO MARKET, TO MARKET SHANI AND THE POLITICS OF PLASTIC FROM BELL JAR TO BELL CURVE ENDNOTES PART FIVE – The Liberatory Dimensions of Consumer Society Chapter 16 – “Two CHEERS FOR MATERIALISM” (1999) Chapter 17 – “FEMINISM AND FASHION” (1985) 8 ENDNOTES Chapter 18 – “SHOPPING FOR PLEASURE: MALLS, POWER, AND RESISTANCE” (1989) CONSUMING WOMEN COMMODITIES AND WOMEN CONSPICUOUS CONSUMPTION PROGRESS AND THE NEW PART SIX – The Tendency of Capitalism to Commodify Chapter 19 – “THE FETISHISM OF THE COMMODITY AND ITS SECRET” (1867) THE FETISHISM OF THE COMMODITY AND ITS SECRET ENDNOTES Chapter 20 – “EATING THE OTHER: DESIRE AND RESISTANCE” (1992) Chapter 21 – “THE COOLHUNT” (1997) Chapter 22 – “ADVERTISING AS CULTURAL CRITICISM: BILL BERNBACH VERSUS THE MASS … HOW TO DO IT DIFFERENT ALIENATED BY THE CONFORMITY AND HYPOCRISY OF MASS SOCIETY? HAVE WE GOT A CAR … FROM NAZI CAR TO LOVE BUG ENDNOTES PART SEVEN – New Critiques of Consumer Society Chapter 23 – “VOLUNTARY SIMPLICITY AND THE NEW GLOBAL CHALLENGE” (1993) MISCONCEPTIONS ABOUT THE SIMPLE LIFE COMMON EXPRESSIONS OF ECOLOGICAL WAYS OF LIVING 9 MAINTAINING OURSELVES AND SURPASSING OURSELVES THE PUSH OF NECESSITY AND THE PULL OF OPPORTUNITY HISTORICAL ROOTS OF SIMPLICITY THE RESPONSIBILITY FOR CHANGE ENDNOTES Chapter 24 – “CULTURE JAMMING” (1999) THE REVOLUTIONARY IMPULSE DEMARKETING LOOPS Chapter 25 – “A NEW KIND OF RAG TRADE?” (1997) GARMENT MANUFACTURE AND PRODUCTION ENDNOTES Chapter 26 – “TOWARDS A NEW POLITICS OF CONSUMPTION” (1999) THE NEW CONSUMERISM CONSUMER KNOWS BEST A POLITICS OF CONSUMPTION Chapter 27 – “WHY CONSUMPTION MATTERS” (2000) I. CONSUMER SOCIETY II. POPULATION AND CONSUMPTION III. CHASING THE DREAM IV: SPENDING THE CAPITAL V. HIDDEN CONSUMPTION VI. RENEWABLES VII. ENERGY USE CONCLUSION: OUR ECOLOGICAL FOOTPRINT ENDNOTES Chapter 28 – “ECOLOGY AND NEW WORK: EXCESS CONSUMPTION AND THE JOB SYSTEM” (2000) PERMISSIONS ABOUT THE EDITORS Copyright Page 10 ACKNOWLEDGMENTS We would like to thank a number of people who helped us along the way: Diane Wachtell, who originally suggested the idea of an anthology; Gerry McCauley, our wonderful agent; Matt Weiland, our editor, and Tim Roberts, our production editor, both at The New Press; Susan Bordo, Robert Goldman, and Tom O’Guinn, who provided photos for us; Elisheva Lambert and Jim McNeill, who provided dedicated research assistance; Eric Hall, who secured permissions; and Prosannun Parthas-arathi and Tuba Üstüner. We are especially grateful to those publishers and authors who allowed us to reprint their work free of charge or at reduced rates. 11 INTRODUCTION DO AMERICANS CONSUME TOO MUCH? Douglas B. Holt and Juliet B. Schor Global warming, the conspicuous spending of the newly wealthy, excessive advertising, and, most recently, the “Battle of Seattle” have all conspired to put the question of our consumer lives back into public view. Consumer society— the “air we breathe,” as George Orwell has described it— disappears during economic downturns and political crises. It becomes visible again when prosperity seems secure, cultural transformation is too rapid, or environmental disasters occur. Such is the time in which we now find ourselves. As the roads clog with gas-guzzling SUVs and McMansions proliferate in the suburbs, the nation is once again asking fundamental questions about lifestyle. Has “luxury fever,” to use Robert Frank’s phrase, gotten out of hand? Are we really comfortable with the “Brand Is Me” mentality? Have we gone too far in pursuit of the almighty dollar, to the detriment of our families, communities, and natural environment? Even politicians, ordinarily impermeable to questions about consumerism, are voicing doubts. A year ago, Hillary Clinton got the attention of the world by worrying that the export of American entertainment and consumer products was destroying indigenous cultures; and recently, Vice President Al Gore suggested that Americans should focus less on earning money and spend more time with their families. Polls suggest majorities of Americans feel the country has become too materialistic, too focused on getting and spending, and increasingly removed 12 from long-standing nonmaterialist values. Why are doubts about consumer society reemerging at the end of the twentieth century? Three factors have combined to create the current disquiet. Perhaps most obvious is the new inequality—the top 1 percent of households now own about 40 percent of all wealth, and the top 20 percent are responsible for half the country’s consumer spending. The long boom of the 1990s has resulted in a dazzling display among the nation’s newly rich to outdo one another in ostentatious spending. Each twist and turn of this Veblen- esque competition is duly reported on by the national media, whether it’s thousand-dollar bedsheets, ten-thousand-square- foot homes, or hundred thousand dollar vehicles. The entire nation becomes privy to the ins and outs of hiring butlers and erecting stone walls. The onlookers are alternately attracted and repelled, disliking the values driving the conspicuous consumption but at the same time fearful of falling too far behind in this accelerated race. Households of ordinary means console themselves with affordable luxuries, but all is not well in the kingdom of plastics. On the one hand, the sheer disparities of wealth, income, and situation grow harder to justify, particularly as prosperity feels more assured. Homelessness, hunger, and child poverty continue to nag at Americans’ consciences. Furthermore, the upscaling of the wealthy puts pressure on others to follow suit. Many households find themselves stretched thin, as incomes for the majority have not kept pace with rising consumer standards. Savings rates have fallen, while credit card debt and bankruptcies have skyrocketed. Not only money but also time is in short supply. As lifestyle norms require two earners, and jobs become increasingly demanding, time for family and community is squeezed. The acceleration of daily life, often for purposes of consuming, contributes to a feeling that things are out of control. People look back to an earlier era when there was time enough, even if living standards were less opulent. Many long for a simpler, more authentic, less materialist past. “Balance” has become a defining mantra. The second trend is the relentless commodification of all 13 areas of social life, and the rise of market values. Perhaps the most striking aspect of this trend is the marketization of a wide variety of goods and services that had hitherto been outside the profit nexus. Most prominent among these are the services produced in the household economy, where self- provision had been the norm. Today, as married women are more devoted to paid employment, they begin “outsourcing”—hiring baby-sitters, accountants, gardeners, grocery delivery, and personal shoppers. Households that can afford it substitute time for money. Less and less of daily life is produced at home; more and more of what we consume is commodified, i.e., produced for sale on the market. This commodification of daily life is also occurring in other areas. Health care and education, which were previously provided as public goods to citizens, are given over to private corporations who produce them for profit, as if they were ordinary consumer goods. Public services such as welfare and prisons are run by corporations for the purpose of making money. The production of news, culture, sports, and entertainment is also increasingly commodified. Twenty-five years ago, the public good aspect of book and newspaper publishing coexisted with the need to make money. Now, a handful of megaconglomerates have taken over all the major media. Profitability and reproducing the political legitimacy of the system have become the dominant criteria for cultural production. The mouse is truly eating the world. Indeed, virtually no aspect of social life appears to be immune from these trends. “Personal style” is now a hot market commodity. Trend spotters scour the nation’s inner cities, searching for the successors to the hip-hop innovators of the 1980s. They scrutinize the walk, the talk, the way one’s pants are worn. At lightning speed, style moves from inner city to suburb and back again, a marketed commodity. But it’s not just youth culture that is being replicated and sold. Business gurus urge everyone to perfect their personal style. Brand and market yourself, whomever you are. The relentless drive to commodify is also evident in the commercialization of public space and culture. Advertising 14 and marketing appear almost everywhere—in museums, on public television and radio, in doctor’s offices, on subway platforms, and on restaurant menus. Sports arenas, previously named for communities, now sport corporate logos. Movies are replete with product placements. Public schools, once relatively isolated from corporate advertisers, became their new frontier during the 1990s, as marketers strived for “share of mind” among six-year-olds. Many of the nation’s children now watch commercials in their classrooms (via Channel One), learn from corporate-written curricula, look at advertising on the Internet, or drink the official school soft drink (Coke or Pepsi). Indeed, our deepest personal connections are increasingly dominated by market transactions, whether it’s through surrogate motherhood, the sale of one’s DNA, the booming trade in sex for hire, or the commercialization of religion and spirituality. Little remains sacred, and separate from the world of the commodity. As a result people become ever more desperate to sacralize the profane consumer world around them, worshiping celebrities, collections, and brand logos. The third major development that is reigniting criticism of consumer society is the rapid globalization of the world economy. Beginning with the French general strike of December 1995, grassroots opposition to globalization has begun to intensify. The most dramatic example has been the Battle of Seattle, a mesmerizing confrontation between the agents of corporate globalization (represented by the World Trade Organization) and a coalition of labor, environmental, church, student, and anticonsumerist activists. Protesters in Seattle attacked not only, or even mainly, the export of American jobs, but rather the corporate vision of global consumerism. They questioned the very desirability of the WTO’s stated purpose of increasing incomes through global trade. Rejecting the current system of cheap commodities based on exploiting labor and natural resources, they offered alternative visions of local economies built on sustainable agriculture, locally controlled manufacturing and retailing, and limited material desires. It is significant that 15 the protesters went after Nike, Starbucks, and other mega- brands. They stood against corporate consumerism, in favor of locally owned small businesses; they rejected the idea that one’s personhood is defined by the logo on the shoe; and they argued against the impoverishment of small farmers and producers that globalization has wrought. Perhaps most important has been the link between the spread of consumerism and the ongoing devastation of the natural environment—the connections between air travel and carbon accumulation; the demand for exotic hardwoods and species extinction; meat consumption and soil erosion; toxics and human health hazards. Recent years have been the warmest of the century. Weather patterns have turned extreme, and crocuses are appearing in December. As the planet warms up, so too must the debate about our consumption, the ultimate cause of climate change. Within the academy, a parallel discussion is taking place. Scholars are becoming more attentive to questions about the nature and desirability of consumer society, engaging in an ongoing academic conversation. As they have always been, the public and academic debates are dialectically connected. Sometimes scholars anticipate broader cultural changes; in other moments, such as the current one, political movements have set the agenda for the academic dialogue. In the pages that follow, we’ve selected essays that provide an entry point into these discussions. THE ECONOMIC CRITIQUES: CAPITALISM NEEDS CONSUMERS What drives consumer society? Is it corporations, who by their marketing and advertising campaigns ultimately determine what consumers want? Or is it consumers, whom producers must satisfy in order to stay in business? This deceptively simple question has been at the heart of much of the scholarly literature, and continues to preoccupy both supporters and detractors of consumer society. 16 Throughout the middle decades of the century, from the 1940s until the 1980s, the theme of corporate influence was dominant in the scholarly literature. One of the most influential contributions was the 1944 classic essay “The Culture Industry: Enlightenment as Mass Deception,” by Theodor Adorno and Max Horkheimer, prominent members of the Frankfurt School. Drawing on Marx’s theory of alienation in the workplace, Adorno and Horkheimer argue that employers’ needs for objectified and submissive workers created a parallel need for dominated, passive consumers. Creativity and subjectivity, the hallmarks of the artisanal economy, are simply incompatible with the de-skilling and repetitiveness of mass-production industry. Culture, once brilliant, demanding, and intellectually challenging, becomes soothing, banal, familiar, and entertaining. With astonishing prescience, Adorno and Horkheimer predicted the “dumbing down” of art and culture, the concentration of cultural producers, and the spread of an entertainment society. For Adorno and Horkheimer, the objectification of labor requires the objectification of the consumer. This “paramount position of production” was to assume a central role in other influential critiques of consumer society, such as John Kenneth Galbraith’s The Affluent Society. Galbraith was also posing the question of compatability between production and consumption, but in ways more Keynesian than Marxian. In particular, the phenomenal increases in productivity that fueled mass production had to be accompanied by similarly phenomenal increases in consumer demand. But how to ensure that the endless stream of cars, appliances, and other products would actually be sold? Galbraith’s answer—the dependence effect—is that “the institutions of advertising and salesmanship. . . create desires.” The corporation both creates the want, and satisfies it. Compatibility is ensured because the same institution controls both sides of the market. This was to prove a potent theme in the fifties and early sixties, as the ascendance of Madison Avenue and its turn to ever more sophisticated psychological approaches alarmed many. Books such as Vance Packard’s The Hidden 17 Persuaders and Herbert Marcuse’s One Dimensional Man stressed the seamlessness of the system. In 1963 Betty Friedan produced a brilliant gynocentric companion piece to Adorno and Horkheimer’s androcentric analysis. For the latter, production means factories and male workers; for Friedan, the relevant labor process is the household economy and occupation: housewife. But in both, work is boring, repetitive, unskilled, mundane. Friedan argues that the feminine mystique, and its attendant confinement of women to the home, was driven mainly by the need to sell products. Combing through the motivation research of Ernest Dichter, Friedan reconstructs the marketers’ view of women. They were the backbone of the consumer economy, but career women did not care to spend their lives doing something as trivial and unsatisfying as shopping. Capitalism needed housewives, stunted in their careers, driven to purchase discerningly, manipulated into channeling their considerable creative potential into cake mixes, washing powders, and the choice of breakfast cereal rather than more significant accomplishments in the world of work. Of course marketers promise more than the mundane world of the kitchen. As Stuart Ewen argues in his piece on style, Madison Avenue also offers commodities as the route to pleasure and sexuality, through their ability to create identity, freedom, “fascination and enchantment,” beauty, and style. Consumers are seduced by sophisticated advertising to adopt a host of superfluous preferences for products, which are at heart advertisers’ fictions: Buy style in the marketplace and you can be whoever you want to be. While they differed in many ways, these critical accounts shared certain themes—they described false and true needs, a superficial, surface world of commodities versus an underlying realm of authentic life. Furthermore, in these accounts, the standard defense of the system became illegitimate, for if corporations created needs, particularly in insidious ways, they could hardly be credited for meeting them. There was a better, more authentic, and less consumerist way to live. But it was blocked by corporate power. 18 A second critique was aesthetic. Mass production was derided as lacking quality, taste, and creativity. Thus, consumer society produced neither the good, the true, nor the beautiful. It was a great con game. THE CULTURAL CRITIQUES: MANUFACTURING MEANINGS The economic critiques explain how the profit motive leads to the organization of consumption. They are less compelling in their descriptions of why consumers go along with corporate designs. One answer is that advertisers have been successful because they have been able to embed valued meanings in products. If correct, this argument leads to the important conclusion that meaning does not necessarily emanate from the material or functional aspects of products. As anthropology has been particularly good at showing, human understandings and experiences of what are seemingly objective properties are actually cultural constructions. Goods have symbolic meanings in all societies. However, capitalism poses a new problem—imbuing functionally and materially similar products with different symbolic meanings. The marketer needs to induce the consumer to pay a premium for products that are mere commodities (i.e., mass-produced, identical goods). Despite their emphasis on manipulation, Adorno and Horkheimer understood the importance of symbolic meanings with their recognition that consumers could use consumer goods and marketed imagery to create categories of social difference. It is with Jean Baudrillard, however, that we begin to find a fully articulated theory of the production of social meaning through commodities. The primary target of his damning essays is the argument of most defenders of consumer society—the idea that commodities are produced to respond to individual needs and wants. Such tautological formulations beg the question: How are these needs and wants produced? 19 Baudrillard’s answer is that individual desires are disguised expressions of social differences in a system of cultural meanings that is produced through commodities. This “fashion system” is a code—an infinitely variable set of social differences—that people access through consumption. It is not meaningful to talk about authentic versus false needs in Baudrillard’s model, only the extent to which people have been absorbed into the fashion logic. One of the most important implications of this view is that if consumer society is premised upon the production of difference through commodities, then the system is extremely resilient. How can a social movement challenge consumer society without falling prey to the further expansion of fashionable difference through its opposition? Building upon Baudrillard, Roland Barthes, and Judith Williamson’s pioneering discourse analyses of advertisements as mythological systems, Robert Goldman and his coauthor Stephen Papson explicate the ways in which cultural meanings are sold. By positing a set of equivalences, ads reframe public meanings in order to enhance the meanings of “commodity-signs.” From this approach, which is based on detailed analyses of the semiotic mechanics of ads, a new critique emerges. Rather than wants and needs, the conceptual building blocks are meaning and identity. The critic now has ammunition for challenging the meanings of commodities. Susan Bordo uses this method to powerful effect in her analyses of how advertisements work as “gender ideology.” Gendered advertisements represent the idealized woman as thin without having to struggle to be so, and frequently exploit many women’s struggles to take control of their appetites and hunger. Advertising, in Bordo’s argument, is a compelling symbolic arena in which patriarchal ideology, which seeks to maintain control over women’s bodies and sexuality, is continually reproduced as an unintended consequence of advertisers’ seeking out meanings that will sell product. 20 CONSUMERS’ LIVED EXPERIENCES The economic and cultural critiques are functionalist arguments in which consumers are imbricated into systems of superfluous benefits and commodified meanings, respectively. But how is it that people—whom we presume to be reasonably smart, industrious, diverse, and increasingly reflexive and cynical about marketing—allow this to happen? How do their actions as consumers work in concert with marketers’ efforts to reproduce the system? The foregoing approaches do not provide fully satisfactory accounts of that process. A tradition of research initiated by the Centre for Contemporary Cultural Studies at the University of Birmingham (known as the “Birmingham School” or, more broadly, “British Cultural Studies”), pursued the question of how such structures play out in everyday life. Using detailed historical and ethnographic case studies this work links structuralist theories (such as Baudrillard’s) with anthropological accounts of the production of meaning. The Birmingham School’s most influential studies (including those by Stuart Hall, Paul Willis, Dick Hebdige, and others) examine how the everyday cultural practices found in British youth subcultures serve to reproduce class boundaries. This style of analysis is readily extended to broader questions about the organization of consumption in advanced capitalist societies. The essays in this volume offer vivid and nuanced depictions of the ways in which people use commodities to experience, challenge, and transform dominant cultural meanings. Hebdige’s chapter on Italian motor scooters is the most explicit examination of the ways in which commodities are used in everyday life while simultaneously locating these practices within “larger networks of relationships.” His chronicle of the meanings of motor scooters begins with their introduction in Italy as a gendered (for the “new Italian woman”), cosmopolitan, and youthful mode of transportation. Migrating to Great Britain after World War II, the scooters’ design elements, combined with their “Italianness,” make them read as very feminine. These meanings were taken up 21 by the emerging scooter clubs as well as movies (one of the early product-placement successes). This rearticulation produced the scooter as the perfect raw semiotic material for yet another movement, the Mods. The Mods were a highly stylized male youth subculture that fancied accouterments that screamed modern and (slightly) effeminate (in opposition to the vulgarities of the “rockers”). Hebdige continues the structuralist emphasis on meaning embedded in relational oppositions but, in the poststructuralist spirit, demonstrates how these meanings shift dramatically across place and time. Janice Radway’s famous ethnographic study shows how women use romance reading to manage their pleasures and identities within pa-triarchical relations. Digging beneath the common observation that women read romances “to escape,” she describes the ways in which women bracket their demanding family and household care responsibilities— patriarchal constructs naturalized as what women are born to do—in order to gain emotional respite. By entering a fantasy world in which a heroine with burdens similar to her own gets her emotional and identity needs met, the romance reader is able to experience vicariously the pleasures of receiving the care that often goes unreciprocated in her own family. Romances are “exercises in extrapolation. . . experiments [that] explore the meaning and consequences of behavior accepted by contemporary society as characteristically masculine.” In other words, the romances act as little mythologies, providing miraculous resolutions to the contradictory and often emotionally punishing nature of living in a culture dominated by men’s interests. Radway’s analysis, often considered only within the context of gender studies, offers an excellent treatment of the ways in which commodity logic works to capture powerful ideologies and pleasures. In a manner rather opposite that suggested by Galbraith and Ewen, the book market has evolved a carefully tailored formula to provide novels that will deliver the emotional safety valve demanded by women. This analysis entails a critique of consumer culture that addresses how the contradictions produced by patriarchy get channeled into the 22 commodification process rather than generating political, legal, and cultural efforts to push for an egalitarian family structure. Tom O‘Guinn’s study of the Central Midwest Barry Manilow Fan Club delves into a central phenomenon of consumer society: the consumption of celebrity. Informed primarily by cultural anthropology, O’Guinn views celebrity fandom as a modern-day religion. Barry Manilow fans go to great lengths to “touch greatness,” that is, to develop a relationship with the star. While O‘Guinn does not explicitly develop the societal implications of this pervasive and intensive type of activity, we think it provides an illuminating example of consumer society at work. As sociologists have long argued, modern social relations tend to drain absolutist faith. However, the need for the metaphysical moorings that religion provides does not disappear. Consumer society, as perhaps the most powerful locus of cultural meanings now available (along with the nation-state), has become a prime site for the rearticulation of religiosity. Thus, as O’Guinn documents, people from all walks of life engage in a new form of religious practice via famous actors, sports stars and teams, and other media-anointed icons. As a group, these essays push for a more complicated critique of consumer society. If commodities are an important site through which the most consequential discourses of our time move, then they surely cannot be dismissed as superfluous needs, or even as mere constellations of social difference. A compelling critique must focus not on only on the quantity of consumption, but also on what happens when the primary structures of social difference and inequality (gender, nation, race, and class) are channeled through commodities. It is to those questions that we now turn. THE REPRODUCTION OF SOCIAL INEQUALITY 23 Perhaps the most influential statement of the view that consumption structures social difference is Thorstein Veblen’s 1899 Theory of the Leisure Class. With trenchant wit, Veblen argued that in modern society, wealth (rather than military prowess) had become the basis of social esteem. However, wealth is difficult to measure. Therefore, visible expenditure and the display of idleness become the primary means to communicate the possession of riches. The wealthiest display most ostentatiously, and new consumer trends appear first at the top. Then they trickle down the hierarchy. Of course, social hierarchies are not static. Veblen was writing in a time like our own—great fortunes were being made, and the nouveaux riches used luxury consumption (carriages, elaborately dressed servants, fancy dinner parties) to raise their social position. Central to Veblen’s analyses were the ideas that consuming is a means of social communication; that it communicates class and income differences; and that within a society the valuations of goods are widely shared. These premises also underlie Pierre Bourdieu’s monumental work, Distinction: A Social Critique of the Judgement of Taste. Bourdieu, using French consumer surveys, went beyond showing the class patterning of consumption to argue that the very notion of taste is an important aspect of reproducing class differences. For Veblen, it was the cost of an item that was the crucial differentiator. Bourdieu showed that differentiation extended to areas where cost was hardly a factor, as in styles of art, music, decor, and film, and to how, rather than simply what, one consumed. Consumer tastes varied in predictable ways, and depended on “cultural capital”—family upbringing and formal education as well as economic resources. At each place in the social hierarchy, individuals were inculcated into specific taste groups. Bourdieu showed that the class patterning of consumption had become far more sophisticated and complex. Those in the higher reaches of the hierarchy used their superior taste to create “distinction” for themselves, and to distance themselves from those of inferior tastes. Thus, the possession of “good” taste became a 24 mechanism whereby individuals assured their social and economic position; consumption, then, was an integral part of the reproduction of inequality. In Bourdieu’s account, one gained the authority to be a manager, or a professional, not merely by specific skills but also by one’s style of life. Consumption was no longer innocent, trivial, personal, or apolitical, but was directly linked to inequalities in production. Changing how people consume would be a necessary part of any egalitarian social transformation. The contributions by Douglas Holt and Alex Kotlowitz build on these ideas. Holt’s article is the first general application of Bourdieu’s theories to the United States; previous research (e.g., David Halle) had looked at individual cultural forms, such as painting, and concluded that Bourdieu was wrong. By contrast, Holt finds clear class differences among his informants, which are expressed in the ways in which they consume (even more than what they choose). Those high in cultural capital apply a formal aesthetic sensibility to their consumption of food, decor, and mass media, in contrast to the functional aesthetic (emphasis on qualities such as durability) of low cultural capital consumers. Cultural elites also display more cosmopolitanism and connoisseurship in their choice of foods, travel, reading material, and decor. They seek out idiosyncratic consumer opportunities because they are much more sensitive about constructing a distinctive individual style. Those low in cultural capital remain willing participants in mass culture and mass taste. Kotlowitz, writing from a more Veblenian tradition, describes how the same labels and styles are now coveted by very different people—the impoverished African-American youth of inner-city Chicago and middle-class suburban kids both demand Hilfiger, Coach, Nike, and Hush Puppies. Veblen’s simple trickle down from rich to poor has been inverted, even exploded, but visible symbols of status are alive and well. Returning to the theme of the earlier critiques, Kotlowitz argues that the fashion bond between the ghetto and suburban youth is a false one, as the economic deprivation, racism, and social isolation of the urban poor leaves them substantively miles away from the middle-class kids. 25 Ann duCille’s penetrating piece also takes up the theme of racial differences. Looking at the history of how the Mattel corporation has introduced “multicultural” Barbies, duCille makes a sophisticated argument about the ways in which consumer society constructs categories of race. A “black” Barbie can have certain features (“pearly white teeth”), but not others (short or uncombable hair). As Mattel has moved into the lucrative “ethnic” market, it has done so in highly constrained and stereotypical ways, permitting only the “discursively familiar.” Ethnic Barbies retain the bodies and class status of the normative (white) Barbie. The currently trendy commodification of “difference,” duCille reminds us, is both an “impossible space,” and an “anti-matter.” Barbies remain mired in a relational hierarchy—as little girls put it, the white Barbie is the real one. CONSUMING AS LIBERATION Nearly all the premises of critics of consumer society were challenged in the academic debates of the 1980s and 1990s. Veblen, whose influence in the American literature had been profound, was a ritual target of attack. Academics argued that consumption was not a form of social communication, that people were unable to read the “code” of consumer meanings, that advertisers had little control over how consumers constructed meaning. The old social hierarchies were dead; consumption had become a democratic exercise in which anybody could be anything merely by donning the right outfit or car or style. These accounts challenged the Veblenian idea that consumer innovation flowed from top to bottom, they argued against the view that group identities were formed through consumer patterns, and they emphasized the use of commodities to construct individual, creative selves. Instead of being a passive form of mass conformity, consuming was seen as a resistant, liberatory, and creative act. Scholars wrote about the pleasure, enjoyment, escape, and fantasy of consuming. Bourdieu’s hierarchies of taste were seen to have broken down, as high 26 art collapsed into mass culture. It was an anything-goes, chaotic world. Some argued that production and consumption were no longer part of a unified structure; consumption had eclipsed production as the driving force, with production relegated to a relatively minor and adaptive role. The classic critiques were denounced as elitist, moralistic, ascetic, puritanical, mechanical, and out of touch with the consumer experience. (This is the position represented by James Twitchell.) In a related, but more critical vein, a wide variety of work in mass communication and cultural studies has advocated a liberatory view, suggesting that many progressive political possibilities germinate in popular consumption. Elizabeth Wilson and John Fiske represent this view. One of the most common arguments against consumer critics is that they are ascetic (often academic) elites whose status is constructed in opposition to hedonic pleasures. Therefore they aim to deny the bounty of capitalism to the hoi polloi. James Twitchell has become a witty, if not always persuasive, debunker of this anti-hedonist bias among consumer critics. In some ways, his argument is similar to that found in influential anthropological accounts, such as those of Mary Douglas and Douglas Isherwood or Grant McCracken, which take the view that material goods are the primary vehicle for experiencing meaning. What Twitchell adds is a positive spin on this manufactured meaning system, a pure consumer attitude: we love to spend, stuff is our new religion, it makes us happy, it gives us purpose, and, besides, it’s our nature to be materially acquisitive. Forget the dour, puritanical attitudes to spending. The consumer is king and virtually anything goes. Relax and enjoy the ride. Elizabeth Wilson stakes out a feminist politics of fashion that can be readily generalized to a politics of consumption. Wilson argues against an unproductive division between a puritanical moralism that labels as oppressive any normative pressures to be fashionable and a liberal populism that welcomes all forms of pleasure (à la Twitchell). She demonstrates, in arguments that are closely aligned to those of Baudrillard and Barthes, the impossibility of escaping the 27 fashion system either through “feminist style” or through expressing “personal preferences.” Like Bourdieu, she locates feminist style in its appropriate milieu as the dress of cultural elites. Her arguments—that fashion is always impregnated with social meanings and aesthetic considerations, and that it can be played for pleasure as much as for social position—make fashion a form of aesthetic agency that allows for sociopolitical critique as well as a search for alternative ways of living. The pointlessness of fashion, which Veblen hated, is precisely what makes it valuable. It is in this marginalized area of the contingent, the decorative, and the futile, that not simply a new aesthetic but a new cultural order may seed itself. Out of the “cracks in the pavement of cities grow the weeds that begin to rot the fabric, i.e., aesthetic creativity.” John Fiske is frequently cited as offering the most celebratory view of the ways in which structures of social domination can be resisted through consumption. Drawing upon Antonio Gramsci and Michel de Certeau, Fiske analyzes a variety of consumer activities—shopping, watching television, fashion, listening to rock music—to view “tactical raids” on patriarchal capitalism. Fiske finds that subordinated groups (women, people of color, the working class) use commodities to pursue their own socio-cultural interests, albeit in ways that will never threaten the political- economic underpinnings of the system. In the analysis of mall shopping we excerpt, a careful reading will reveal that Fiske’s arguments are more subtle than he is often given credit for. Fiske is concerned with redressing the structuralist emphasis on consumer society as an oppressive system that tends to avoid any consideration of how the oppressed are actually managing their lives within this oppression. To his credit, Fiske demands that elite critics recognize that the oppressed use cultural strategies to compensate for what they are denied economically and politically. What Fiske does not address, however, is the political and economic effects of the pursuit of interest through sociocultural identity. 28 EVERYTHING A COMMODITY? THE POSTMODERN MARKET Much of the debate about consumer society has centered on questions of quantity—excessive consumption, proliferation of new needs. But a second theme, stemming from Marx and Georg Lukacs, emphasizes that at the center of consumer society is a process—goods become commodities, moving through a “circuit” specific to capitalist economies. While this process has occurred since the beginnings of capitalism, vast new arenas are now being commodined—from education and health care to culture itself. The papers in this section reveal the ways in which culture, embodied in concepts such as personal identity, alterity, dissent, and style, have all become grist for the marketer’s mill. These are the new commodities that the market is capitalizing on. In a prescient and sophisticated contribution on this theme, bell hooks analyzes the ways in which racial and cultural differences are sold in contemporary America, through a “consumer cannibalism” in which white middle- class consumers want to “eat” the commodified other: white college boys aspire to be transformed by erotic sexual encounters with black women’s bodies; bored suburbanites crave the exotic primitive sold in apparel catalogues. Blackness and primitiveness stand in for true pleasure, which consumer culture, despite its hedonistic tendencies, is now unable to deliver. While hooks acknowledges that these trends represent an opening that does challenge white supremacy and gender structures, she also warns that they often contain new, subtle messages of racism and sexism. Malcolm Gladwell’s essay describes how the consumption of otherness is now occurring through the search for the newest, coolest trends, a search carried out largely in the inner cities and in youth subcultures. This account of contemporary marketing practices reveals how much the market has changed in the last forty years. In a forthcoming paper, one of us (Holt) has argued that this postmodern marketplace differs in fundamental ways

 

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Managing and Using Information Systems

Managing and Using Information Systems

A STRATEGIC APPROACH

Sixth Edition

Keri E. Pearlson KP Partners

Carol S. Saunders W.A. Franke College of Business Northern Arizona University Dr. Theo and Friedl Schoeller Research Center for Business and Society

Dennis F. Galletta Katz Graduate School of Business University of Pittsburgh, Pittsburgh, PA

ffirs.indd 1 12/1/2015 12:34:39 PM

 

 

VICE PRESIDENT & DIRECTOR George Hoffman EXECUTIVE EDITOR Lise Johnson DEVELOPMENT EDITOR Jennifer Manias ASSOCIATE DEVELOPMENT EDITOR Kyla Buckingham SENIOR PRODUCT DESIGNER Allison Morris MARKET SOLUTIONS ASSISTANT Amanda Dallas SENIOR DIRECTOR Don Fowley PROJECT MANAGER Gladys Soto PROJECT SPECIALIST Nichole Urban PROJECT ASSISTANT Anna Melhorn EXECUTIVE MARKETING MANAGER Christopher DeJohn ASSISTANT MARKETING MANAGER Puja Katariwala ASSOCIATE DIRECTOR Kevin Holm SENIOR CONTENT SPECIALIST Nicole Repasky PRODUCTION EDITOR Loganathan Kandan

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ISBN: 978-1-119-24428-8 (BRV) ISBN: 978-1-119-24807-1 (EVALC)

Library of Congress Cataloging-in-Publication Data Names: Pearlson, Keri E. | Saunders, Carol S. | Galletta, Dennis F. Title: Managing and using information systems: a strategic approach / Keri E. Pearlson, Carol S. Saunders, Dennis F. Galletta. Description: 6th edition. | Hoboken, NJ : John Wiley & Sons, Inc., [2015] | Includes index. Identifiers: LCCN 2015041210 (print) | LCCN 2015041579 (ebook) | ISBN 9781119244288 (loose-leaf : alk. paper) | ISBN 9781119255208 (pdf) | ISBN 9781119255246 (epub) Subjects: LCSH: Knowledge management. | Information technology—Management. | Management information systems. | Electronic commerce. Classification: LCC HD30.2 .P4 2015 (print) | LCC HD30.2 (ebook) | DDC 658.4/038011—dc23 LC record available at http://lccn.loc.gov/2015041210

Printing identification and country of origin will either be included on this page and/or the end of the book. In addition, if the ISBN on this page and the back cover do not match, the ISBN on the back cover should be considered the correct ISBN.

Printed in the United States of America

10 9 8 7 6 5 4 3 2 1

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To Yale & Hana

To Rusty, Russell, Janel & Kristin

To Carole, Christy, Lauren, Matt, Gracie, and Jacob

ffirs.indd 3 12/1/2015 12:34:39 PM

 

 

iv

Information technology and business are becoming inextricably interwoven. I don ’ t think anybody can talk meaningfully about one without the talking about the other.

Bill Gates Microsoft 1

I ’ m not hiring MBA students for the technology you learn while in school, but for your ability to learn about, use and subsequently manage new technologies when you get out .

IT Executive Federal Express 2

Give me a fi sh and I eat for a day; teach me to fi sh and I eat for a lifetime .

Proverb

Managers do not have the luxury of abdicating participation in decisions regarding information systems (IS). Managers who choose to do so risk limiting their future business options. IS are at the heart of virtually every business interaction, process, and decision, especially when the vast penetration of the Web over the last 20 years is considered. Mobile and social technologies have brought IS to an entirely new level within fi rms and between individuals in their personal lives. Managers who let someone else make decisions about their IS are letting someone else make decisions about the very foundation of their business. This is a textbook about managing and using information written for current and future managers as a way to introduce the broader implications of the impact of IS.

The goal of this book is to assist managers in becoming knowledgeable participants in IS decisions. Becoming a knowledgeable participant means learning the basics and feeling comfortable enough to ask questions. It does not mean having all the answers or having a deep understanding of all the technologies out in the world today. No text will provide managers everything they need to know to make important IS decisions. Some texts instruct on the basic technical background of IS. Others discuss applications and their life cycles. Some take a comprehensive view of the management information systems (MIS) fi eld and offer readers snapshots of current systems along with chapters describing how those technologies are designed, used, and integrated into business life.

This book takes a different approach. It is intended to provide the reader a foundation of basic concepts relevant to using and managing information. This text is not intended to provide a comprehensive treatment on any one aspect of MIS, for certainly each aspect is itself a topic of many books. This text is not intended to provide readers enough technological knowledge to make them MIS experts. It is not intended to be a source of discussion of any particular technology. This text is written to help managers begin to form a point of view of how IS will help or hinder their organizations and create opportunities for them.

The idea for this text grew out of discussions with colleagues in the MIS area. Many faculties use a series of case studies, trade and popular press readings, and Web sites to teach their MIS courses. Others simply rely on one of the classic texts, which include dozens of pages of diagrams, frameworks, and technologies. The initial idea for this text emerged from a core MIS course taught at the business school at the University of Texas at Austin. That course was considered an “appetizer” course—a brief introduction into the world of MIS for MBA students. The course had two main topics: using information and managing information. At the time, there was no text like this

Preface

1 Bill Gates, Business @ the Speed of Thought. New York: Warner Books, Inc. 1999. 2 Source: Private conversation with one of the authors.

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vPreface

one; hence, students had to purchase thick reading packets made up of articles and case studies to provide them the basic concepts. The course was structured to provide general MBA students enough knowledge of the MIS field so that they could recognize opportunities to use the rapidly changing technologies available to them. The course was an appetizer to the menu of specialty courses, each of which went much more deeply into the various topics. But completion of the appetizer course meant that students were able to feel comfortable listening to, contributing to, and ultimately participating in IS decisions.

Today, many students are digital natives—people who have grown up using information technologies (IT) all of their lives. That means that students come to their courses with significantly more knowledge about things such as tablets, apps, personal computers, smartphones, texting, the Web, social networking, file downloading, online purchasing, and social media than their counterparts in school just a few years ago. This is a significant trend that is projected to continue; students will be increasingly knowledgeable the personal use of technologies. That knowledge has begun to change the corporate environment. Today’s digital natives expect to find in corporations IS that provide at least the functionality they have at home. At the same time, these users expect to be able to work in ways that take advantage of the technologies they have grown to depend on for social interaction, collaboration, and innovation. We believe that the basic foundation is still needed for managing and using IS, but we understand that the assumptions and knowledge base of today’s students is significantly different.

Also different today is the vast amount of information amassed by firms, sometimes called the “big data” prob- lem. Organizations have figured out that there is an enormous amount of data around their processes, their interac- tions with customers, their products, and their suppliers. These organizations also recognize that with the increase in communities and social interactions on the Web, there is additional pressure to collect and analyze vast amounts of unstructured information contained in these conversations to identify trends, needs, and projections. We believe that today’s managers face an increasing amount of pressure to understand what is being said by those inside and outside their corporations and to join those conversations reasonably and responsibly. That is significantly different from just a few years ago.

This book includes an introduction, 13 chapters of text and mini cases, and a set of case studies, supplemental readings, and teaching support on a community hub at http://pearlsonandsaunders.com. The Hub provides faculty members who adopt the text additional resources organized by chapter, including recent news items with teaching suggestions, videos with usage suggestions, blog posts and discussions from the community, class activities, addi- tional cases, cartoons, and more. Supplemental materials, including longer cases from all over the globe, can be found on the Web. Please visit http://www.wiley.com/college/pearlson or the Hub for more information.

The introduction to this text defends the argument presented in this preface that managers must be knowledge- able participants in making IS decisions. The first few chapters build a basic framework of relationships among business strategy, IS strategy, and organizational strategy and explore the links among them. The strategy chapters are followed by ones on work design and business processes that discuss the use of IS. General managers also need some foundation on how IT is managed if they are to successfully discuss their next business needs with IT pro- fessionals who can help them. Therefore, the remaining chapters describe the basics of information architecture and infrastructure, IT security, the business of IT, the governance of the IS organization, IS sourcing, project management, business analytics, and relevant ethical issues.

Given the acceleration of security breaches, readers will find a new chapter on IS security in this sixth edition of the text. Also, the material on analytics and “big data” has been extensively updated to reflect the growing impor- tance of the topic. Further, the chapter on work design has been reorganized and extensively revised. Each of the other chapters has been revised with newer concepts added, discussions of more current topics fleshed out, and old, outdated topics removed or at least their discussion shortened.

Similar to the fifth edition, every chapter begins with a navigation “box” to help the reader understand the flow and key topics of the chapter. Further, most chapters continue to have a Social Business Lens or a Geographic Lens feature. The Social Business Lens feature reflects on an issue related to the chapter’s main topic but is enabled by or fundamental to using social technologies in the enterprise. The Geographic Lens feature offers a single idea about a global issue related to the chapter’s main topic.

No text in the field of MIS is completely current. The process of writing the text coupled with the publication process makes a book somewhat out‐of‐date prior to delivery to its audience. With that in mind, this text is written

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vi Preface

to summarize the “timeless” elements of using and managing information. Although this text is complete in and of itself, learning is enhanced by combining the chapters with the most current readings and cases. Faculty are encouraged to read the news items on the faculty Hub before each class in case one might be relevant to the topic of the day. Students are encouraged to search the Web for examples related to topics and current events and bring them into the discussions of the issues at hand. The format of each chapter begins with a navigational guide, a short case study, and the basic language for a set of important management issues. These are followed by a set of managerial concerns related to the topic. The chapter concludes with a summary, key terms, a set of discussion questions, and case studies.

Who should read this book? General managers interested in participating in IS decisions will find this a good reference resource for the language and concepts of IS. Managers in the IS field will find the book a good resource for beginning to understand the general manager’s view of how IS affect business decisions. And IS students will be able to use the book’s readings and concepts as the beginning in their journey to become informed and success- ful businesspeople.

The information revolution is here. Where do you fit in?

Keri E. Pearlson, Carol S. Saunders, and Dennis F. Galletta

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vii

Books of this nature are written only with the support of many individuals. We would like to personally thank several individuals who helped with this text. Although we ’ ve made every attempt to include everyone who helped make this book a reality, there is always the possibility of unintentionally leaving some out. We apologize in advance if that is the case here.

Thank you goes to Dr. William Turner of LeftFour , in Austin, Texas, for help with the infrastructure and architecture concepts and to Alan Shimel, Editor‐in‐Chief at DevOps.com for initial ideas for the new security chapter.

We also want to acknowledge and thank pbwiki.com. Without its incredible and free wiki, we would have been relegated to e‐mailing drafts of chapters back and forth, or saving countless fi les in an external drop box without any opportunity to include explanations or status messages. For this edition, as with earlier editions, we wanted to use Web 2.0 tools as we wrote about them. We found that having used the wiki for our previous editions, we were able to get up and running much faster than if we had to start over without the platform.

We have been blessed with the help of our colleagues in this and in previous editions of the book. They helped us by writing cases and reviewing the text. Our thanks continue to go out to Jonathan Trower, Espen Andersen, Janis Gogan, Ashok Rho, Yvonne Lederer Antonucci, E. Jose Proenca, Bruce Rollier, Dave Oliver, Celia Romm, Ed Watson, D. Guiter, S. Vaught, Kala Saravanamuthu, Ron Murch, John Greenwod, Tom Rohleder, Sam Lubbe, Thomas Kern, Mark Dekker, Anne Rutkowski, Kathy Hurtt, Kay Nelson, Janice Sipior, Craig Tidwell, and John Butler. Although we cannot thank them by name, we also greatly appreciate the comments of the anonymous reviewers who have made a mark on this edition.

The book would not have been started were it not for the initial suggestion of a wonderful editor in 1999 at John Wiley & Sons, Beth Lang Golub. Her persistence and patience helped shepherd this book through many previous editions. We also appreciate the help of our current editor, Lise Johnson. Special thanks go to Jane Miller, Gladys Soto, Loganathan Kandan, and the conscientious JaNoel Lowe who very patiently helped us through the revision process. We also appreciate the help of all the staff at Wiley who have made this edition a reality.

We would be remiss if we did not also thank Lars Linden for the work he has done on the Pearlson and Saunders Faculty Hub for this book. Our vision included a Web‐based community for discussing teaching ideas and post- ing current articles that supplement this text. Lars made that vision into a reality starting with the last edition and continuing through the present. Thank you, Lars!

From Keri: Thank you to my husband, Yale, and my daughter, Hana, a business and computer science student at Tulane University. Writing a book like this happens in the white space of our lives—the time in between everything else going on. This edition came due at a particularly frenetic time, but they listened to ideas, made suggestions, and celebrated the book ’ s completion with us. I know how lucky I am to have this family. I love you guys!

From Carol: I would like to thank the Dr. Theo and Friedl Schoeller Research Center of Business and Society for their generous support of my research. Rusty, thank you for being my compass and my release valve. I couldn ’ t do it without you. Paraphrasing the words of an Alan Jackson song (“Work in Progress”): I may not be what you want me to be, but I ’ m trying really hard. Just be patient because I ’ m a work in progress. I love you, Kristin, Russell, and Janel very much!

From Dennis: Thanks to my terrifi c family: my wife Carole, my daughters Christy and Lauren, and my grand- daughter Gracie. Also thanks to Matt and Jacob, two lovable guys who take wonderful care of my daughters. Finally, thanks to our parents and sisters ’ families. We are also blessed with a large number of great, caring neighbors whom we see quite often. I love you all, and you make it all worthwhile!

Acknowledgments

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viii

Dr. Keri E. Pearlson is President of KP Partners , an advisory services fi rm working with business leaders on issues related to the strategic use of information systems (IS) and organizational design. She is an entrepreneur, teacher, researcher, consultant, and thought leader. Dr. Pearlson has held various positions in academia and industry. She has been a member of the faculty at the Graduate School of Business at the University of Texas at Austin where she taught management IS courses to MBAs and executives and at Babson College where she helped design the popular IS course for the Fast Track MBA program. Dr. Pearlson has held positions at the Harvard Business School, CSC, nGenera (formerly the Concours Group), AT&T , and Hughes Aircraft Company . While writing this edition, she was the Research Director for the Analytics Leadership Consortium at the International Institute of Analytics and was named the Leader of the Year by the national Society of Information Management (SIM) 2014.

Dr. Pearlson is coauthor of Zero Time: Providing Instant Customer Value—Every Time, All the Time (John Wiley, 2000). Her work has been published in numerous places including Sloan Management Review, Academy of Management Executive, and Information Resources Management Journal . Many of her case studies have been published by Harvard Business Publishing and are used all over the world. She currently writes a blog on issues at the intersection of IT and business strategy. It ’ s available at www.kppartners.com.

Dr. Pearlson holds a Doctorate in Business Administration (DBA) in Management Information Systems from the Harvard Business School and both a Master ’ s Degree in Industrial Engineering Management and a Bachelor ’ s Degree in Applied Mathematics from Stanford University.

Dr. Carol S. Saunders is Research Professor at the W. A. Franke College of Business, Northern Arizona University in Flagstaff, Arizona, and is a Schoeller Senior Fellow at the Friedrich‐Alexander University of Erlangen‐Nuremberg, Germany. She served as General Conference Chair of the International Conference on Information Systems (ICIS) in 1999 and as Program Co‐Chair of the Americas Conference of Information Systems (AMCIS) in 2015. Dr. Saunders was the Chair of the ICIS Executive Committee in 2000. For three years, she served as Editor‐in‐Chief of MIS Quarterly . She is currently on the editorial boards of Journal of Strategic Information Systems and Organization Science and serves on the advisory board of Business & Information Systems Engineering. Dr. Saunders has been recognized for her lifetime achievements by the Association of Information Systems (AIS) with a LEO award and by the Organizational Communication and Information Systems Division of the Academy of Management. She is a Fellow of the AIS.

Dr. Saunders ’ current research interests include the impact of IS on power and communication, overload, virtual teams, time, sourcing, and interorganizational linkages. Her research is published in a number of journals including MIS Quarterly, Information Systems Research, Journal of MIS, Communications of the ACM, Journal of Strategic Information Systems, Journal of the AIS, Academy of Management Journal, Academy of Management Review, Communications Research , and Organization Science .

Dr. Dennis F. Galletta is Professor of Business Administration at the Katz Graduate School of Business, University of Pittsburgh in Pennsylvania. He is also the Director of the Katz School ’ s doctoral program and has taught IS Management graduate courses in Harvard ’ s summer program each year since 2009. He obtained his doctorate from the University of Minnesota in 1985 and is a Certifi ed Public Accountant. Dr. Galletta served as President of the Association of Information Systems (AIS) in 2007. Like Dr. Saunders, he is both a Fellow of the AIS and has won a LEO lifetime achievement award. He was a member of the AIS Council for fi ve years. He also served in leadership roles for the International Conference on Information Systems (ICIS): Program Co‐Chair in 2005 (Las Vegas) and Conference Co‐Chair in 2011 (Shanghai); as Program Co‐Chair for the

About the Authors

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ixAbout the Authors

Americas Conference on Information Systems (AMCIS) in 2003 (Tampa, Florida) and Inaugural Conference Chair in 1995 (Pittsburgh). The Pittsburgh conference had several “firsts” for an IS conference, including the first on‐line submissions, reviews, conference registration and payment, placement service, and storage of all papers in advance on a website. Dr. Galletta served as ICIS Treasurer from 1994 to 1998 and Chair of the ICIS Execu- tive Committee in 2012. He taught IS courses on the Fall 1999 Semester at Sea voyage (Institute for Shipboard Education) and established the concept of Special Interest Groups in AIS in 2000. In 2014, he won an Emerald Citation of Excellence for a co‐authored article that reached the top 50 in citations and ratings from the fields of management, business, and economics.

Dr. Galletta’s current research addresses online and mobile usability and behavioral security issues such as phishing, protection motivation, and antecedents of security‐related decision making. He has published his research in journals such as Management Science; MIS Quarterly; Information Systems Research; Journal of MIS; European Journal of Information Systems; Journal of the AIS; Communications of the ACM; Accounting, Management, and Information Technologies; Data Base; and Decision Sciences and in proceedings of conferences such as ICIS, AMCIS, and the Hawaii International Conference on Systems Sciences. Dr. Galletta’s editorship includes working as current and founding Coeditor in Chief for AIS Transactions on Human‐Computer Interaction and on editorial boards at journals such as MIS Quarterly, Information Systems Research, Journal of MIS, and Journal of the AIS. He is currently on the Pre‐eminent Scholars Board of Data Base. He won a Developmental Associate Editor Award at the MIS Quarterly in 2006. And during the off‐hours, Dr. Galletta’s fervent hobby and obsession is digital pho- tography, often squinting through his eyepiece to make portrait, macro, Milky Way, and lightning photos when he should be writing.

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x

Contents

Preface iv Acknowledgments vii About the Authors viii

Introduction 1

The Case for Participating in Decisions about Information Systems 2 What If a Manager Doesn’t Participate? 5 Skills Needed to Participate Effectively in Information Technology Decisions 6 Basic Assumptions 8 Economics of Information versus Economics of Things 12 Social Business Lens 14 Summary 15 Key Terms 16

1 The Information Systems Strategy Triangle 17

Brief Overview of Business Strategy Frameworks 19 Business Models versus Business Strategy 21 Brief Overview of Organizational Strategies 25 Brief Overview of Information Systems Strategy 26 Social Business Lens: Building a Social Business Strategy 27 Summary 28 Key Terms 29 Discussion Questions 29 Case Study 1‐1 Lego 30 Case Study 1‐2 Google 31

2 Strategic Use of Information Resources 33

Evolution of Information Resources 34 Information Resources as Strategic Tools 36 How Can Information Resources Be Used Strategically? 37 Sustaining Competitive Advantage 43 Social Business Lens: Social Capital 47 Strategic Alliances 47 Risks 49 Geographic Box: Mobile‐Only Internet Users Dominate Emerging Countries 50 Co‐Creating IT and Business Strategy 50

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xiContents

Summary 51 Key Terms 51 Discussion Questions 51 Case Study 2‐1 Groupon 52 Case Study 2‐2 Zipcar 53

3 Organizational Strategy and Information Systems 55

Information Systems and Organizational Design 58 Social Business Lens: Social Networks 63 Information Systems and Management Control Systems 63 Information Systems and Culture 66 Geographic Lens: Does National Culture Affect Firm Investment in IS Training? 70 Summary 71 Key Terms 71 Discussion Questions 71 Case Study 3‐1 The Merger of Airtran by Southwest Airlines: Will the Organizational Cultures Merge? 72 Case Study 3‐2 The FBI 73

 

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Design Considerations Now and in the Future

Design Considerations Now and in the Future

Refer to the module readings and this article retrieved from the Hunt Library, Towards Virtual Ergonomics: Aviation and Aerospace (Links to an external site.). You can choose between the text or PDF file.

· Submit a two-page paper (not including cover and reference pages) on applying ergonomics and the human factors concepts and considerations in engineering and design, with the human in mind in the aviation and aerospace industry. Apply APA formatting.

· Determine what issues in engineering and design problems exist today.

· Review what is meant by “systems thinking, design thinking, humanistic thinking, and scientific thinking”; provide examples on how this thinking could improve human performance and aviation safety.

· Explore automation and its impact on human performance.

· Finally, identify new technology being used in design efficiency and human performance in all aspects of the aviation industry.

Your paper will automatically be evaluated through Turnitin when you submit your assignment in this activity. Turnitin is a service that checks your work for improper citation or potential plagiarism by comparing it against a database of web pages, student papers, and articles from academic books and publications. Ensure that your work is entirely your own and that you have not plagiarized any material!

Save your assignment using a naming convention that includes your first and last name and the activity number. Do not add punctuation or special characters.

Rubric

SFTY 320 8.2 Writing Assignments Rubric V2

SFTY 320 8.2 Writing Assignments Rubric V2
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeOrganization and Context

Should provide an effective and concise overview/introduction; develops a coherent, central theme that is expressed in a structured, organized, and logical manner.

20.0 pts

Exceeds Standards

17.0 pts

Meets Standards

14.0 pts

Does Not Meet Standards

 

20.0 pts
This criterion is linked to a Learning OutcomeKnowledge and Comprehension

Should address given assignment requirements; there should be evidence from course content and from valid, external sources should be used.

30.0 pts

Exceeds Standards

17.0 pts

Meets Standards

14.0 pts

Does Not Meet Standards

 

30.0 pts
This criterion is linked to a Learning OutcomeAnalysis, Evaluation, and Application

Should identify and analyze issues and relationships between factors with examples; supports argument based upon solid body of evidence; should apply to real-life situations and defined, if required.

30.0 pts

Exceeds Standards

17.0 pts

Meets Standards

14.0 pts

Does Not Meet Standards

 

30.0 pts
This criterion is linked to a Learning OutcomeStyle and Mechanics

Mechanics of style should enhance content understanding, and writing skillfully supports the message and is in required format. Citations and references present and IAW APA.

20.0 pts

Exceeds Standards

19.0 pts

Meets Standards

14.0 pts

Does Not Meet Standards

 

20.0 pts
Total Points: 100.0

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argumentative research paper

The essay is where you make a claim; this argumentative research paper can be related to any of the themes/concepts you have learned in class or in another area related to advertisement and communication; your thesis must be uniquely original. What do you wish to say? Your goal is to convince me on why your idea is correct by using substantial, quality reasoning (topic sentences).

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NEGOTIATION, EIGHTH EDITION

E I G H T H E D I T I O N

Negotiation R O Y J . L E W I C K I B R U C E B A R R Y D AV I D M . S A U N D E R S

 

 

 

Negotiation

eighth edition

Roy J. Lewicki The Ohio State University

Bruce Barry Vanderbilt University

David M. Saunders Queen’s University

 

 

NEGOTIATION, EIGHTH EDITION

Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright ©2020 by McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions ©2015, 2010, and 2006. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

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Library of Congress Cataloging-in-Publication Data

Names: Lewicki, Roy J., author. | Saunders, David M., author. | Barry, Bruce,  author. Title: Negotiation / Roy J. Lewicki, The Ohio State University, David M.  Saunders, Queen’s University, Bruce Barry, Vanderbilt University. Description: Eighth edition. | New York, NY : McGraw-Hill Education, [2020] Identifiers: LCCN 2018050087| ISBN 9781260043648 (alk. paper) |  ISBN 1260043649 (alk. paper) Subjects: LCSH: Negotiation in business. Classification: LCC HD58.6 .L49 2020 | DDC 658.4/052—dc23 LC record available at https://lccn.loc.gov/2018050087

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iii

Dedication

We dedicate this book to all negotiation, mediation, and dispute resolution professionals who try to make the world a more peaceful and prosperous place.

And to John W. Minton (1946–2007): friend, colleague, and co-author.

 

 

iv

About the Authors

Roy J. Lewicki is the Irving Abramowitz Memorial Professor of Business Ethics Emeritus and Professor of Management and Human Resources Emeritus at the Max M. Fisher Col- lege of Business, The Ohio State University. He has authored or edited 40 books, as well as numerous research articles and book chapters. Professor Lewicki has served as the presi- dent of the International Association for Conflict Management, and he received its Lifetime Achievement Award in 2013. He received the Academy of Management’s Distinguished Educator Award in 2005 and has been recognized as a Fellow of the Academy of Manage- ment, International Association of Conflict Management, and Organizational Behavior Teaching Society for his contributions to the fields of negotiation and dispute resolution.

Bruce Barry is the Brownlee O. Currey Jr. Professor of Management at the Owen Gradu- ate School of Management at Vanderbilt University. His research on negotiation, ethics, power, influence, and justice has appeared in numerous scholarly journals and volumes. Professor Barry is a past president of the International Association for Conflict Manage- ment and a past chair of the Academy of Management Conflict Management Division. He is editor in chief of the scholarly journal Business Ethics Quarterly and sits on the editorial boards of several others.

David M. Saunders has served as dean of Smith School of Business at Queen’s Univer- sity since July 2003. Under his strategic leadership, the school has experienced dramatic growth, including the addition of new and innovative MBA, professional Master’s, and exec- utive education programs. In support of Smith’s mission to develop outstanding leaders with a global perspective, Dr. Saunders has internationalized the school, adding 80 strategic partnerships around the globe and naming of the Smith School of Business after a $50 million gift from Stephen J.R. Smith. Most recently, he co-developed the Analytics Climate Assessment Tool (ACAT), which is used to assess organizations’ technological capacity, skill sets, and analytics culture to compete effectively with business analytics in the era of Big Data. ACAT guides the creation of tailored executive education programs to enhance organizations’ analytics culture, strategy, and leadership.

 

 

v

Preface

Welcome to the eighth edition of Negotiation! Those familiar with the seventh edition will note that there has been no substantial change in the fundamental organization of this book. We continue to emphasize negotiator ethics as a core concept that any student of negotiation should read and understand. The authors have carefully organized Negotiation to coordinate with the previous edition of Negotiation: Readings, Exercises and Cases, seventh edition. The Readings book will no longer be published in paper form, but its contents are available online to be adopted separately or paired with versions of the Negotiation text. A condensed version of this text is also available as Essentials of Negotiation, seventh edition, which will be available in 2020.

New Features and Content Changes Faculty familiar with previous editions will also note the following other changes:

• The entire book has been revised and updated. The authors reviewed every chapter, utilizing extensive feedback from faculty who have used previous editions of the book. The content in some of the chapters has been reorganized and rewritten to present the material more coherently and effectively.

• In our continued effort to enhance the book’s readability, we have also updated many of the features that offer lively perspectives on negotiation dynamics.

• We have included learning objectives at the beginning of each chapter and added an outline of the key sections of each chapter on the first page as well.

• A shorter version of this text, Essentials of Negotiation, seventh edition, can also be used in conjunction with the readings book.

• Finally, adopters should become fully aware of McGraw-Hill’s CREATE service. CREATE allows any adopter to “mix and match” selected chapters from Negotiation, Essentials of Negotiation, or the seventh edition of Negotiation: Readings, Exercises and Cases into their own custom text. These custom texts are ideal for negotiation courses of different lengths, for different student audiences, and for instructors who want to combine text, readings, and selected exercises and cases into a single “course in a box.” We encourage instructors to contact their local McGraw-Hill Education representative for further information, or visit the website at www.mheducation.com or create.mheducation.com.

Support Materials Instructional resources—including a test bank, chapter outlines, PowerPoint slides, and extensive resource materials on teaching negotiation skills for new instructors—are available to accompany this volume on the Connect website, connect.mheducation.com

 

 

vi Preface

Using Create, McGraw-Hill’s custom publishing service, instructors can build a text tailored to individual course needs incorporating materials from the three texts in this series. Create allows instructors to customize teaching resources to match the way they teach! With McGraw-Hill Create, create.mheducation.com, you can easily rear- range chapters; combine material from other content sources; and quickly upload content you have written, like your course syllabus or teaching notes. Find the content you need in Create by searching through thousands of leading McGraw-Hill textbooks. Arrange your book to fit your teaching style. Create even allows you to personalize your book’s appear- ance by selecting the cover and adding your name, school, and course information. Order a Create book and you’ll receive a complimentary print review copy in three to five business days or a complimentary electronic review copy (eComp) via email in about one hour. Go to create.mheducation.com today and register. Experience how McGraw-Hill Create empow- ers you to teach your students your way.

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Contents vii

Once again, this book could not have been completed without the assistance of numerous people. We especially thank

• Many of our colleagues in the negotiation and dispute resolution field, whose research efforts have made the growth of this field possible and who have given us helpful feedback about earlier editions to improve the content of this edition.

• The work of John Minton, who helped shape the second, third, and fourth editions of this book and passed away in the fall of 2007.

• The staff of McGraw-Hill Education, especially our current senior editor, Michael Ablassmeir; Laura Spell, our associate portfolio manager who can solve almost any problem and content project manager, Melissa Leick; and Marla Sussman at Integra-CHI, who has provided strong editorial assistance as the authors struggle with the ongoing changes in the process of revising manuscript and creating readable prose.

• Our families, who continue to provide us with the time, inspiration, and opportunities for continued learning about effective negotiation and the personal support required to sustain this project.

Roy J. Lewicki Bruce Barry David M. Saunders

Acknowledgments

vii

 

 

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x

Contents in Brief

1. The Nature of Negotiation 1

2. Strategy and Tactics of Distributive Bargaining 32

3. Strategy and Tactics of Integrative Negotiation 73

4. Negotiation: Strategy and Planning 110

5. Ethics in Negotiation 143

6. Perception, Cognition, and Emotion 191

7. Communication 229

8. Finding and Using Negotiation Power 256

9. Influence 285

10. Relationships in Negotiation 318

11. Agents, Constituencies, and Audiences 348

12. Coalitions 384

13. Multiple Parties, Groups, and Teams in Negotiation 405

14. Individual Differences I: Gender and Negotiation 435

15. Individual Differences II: Personality and Abilities 454

16. International and Cross‐Cultural Negotiation 476

17. Managing Negotiation Impasses 509

18. Managing Difficult Negotiations 537

19. Third‐Party Approaches to Managing Difficult Negotiations 558

20. Best Practices in Negotiations 592

Bibliography 603

Name Index 658

Subject Index 671

 

 

xi

Contents

Chapter 1 The Nature of Negotiation 1

A Few Words about Our Style and Approach 3

Joe and Sue Carter 4

Characteristics of a Negotiation Situation 6

Interdependence 9

Types of Interdependence Affect Outcomes 10

Alternatives Shape Interdependence 10

Mutual Adjustment 12

Mutual Adjustment and Concession Making 13

Two Dilemmas in Mutual Adjustment 14

Value Claiming and Value Creation 15

Conflict 18

Definitions 18

Levels of Conflict 18

Functions and Dysfunctions of Conflict 19

Factors That Make Conflict Easy or Difficult to Manage 20

Effective Conflict Management 20

Overview of the Chapters in This Book 26

Chapter Summary 30

Chapter 2 Strategy and Tactics of Distributive Bargaining 32

The Distributive Bargaining Situation 34

The Role of Alternatives to a Negotiated Agreement 37

Settlement Point 38

Bargaining Mix 39

Discovering the Other Party’s Resistance Point 39

Influencing the Other Party’s Resistance Point 40

Tactical Tasks 41

Assess the Other Party’s Target, Resistance Point, and Costs of Terminating Negotiations 42

Manage the Other Party’s Impressions of Your Target, Resistance Point, and Cost of Terminating Negotiations 44

Modify the Other Party’s Perceptions of His or Her Target, Resistance Point, and Cost of Terminating Negotiations 46

Manipulate the Actual Costs of Delaying or Terminating Negotiations 47

Positions Taken during Negotiation 49

Opening Offers 49

Opening Stance 50

Initial Concessions 51

Role of Concessions 52

Pattern of Concession Making 54

Final Offers 55

Commitment 56

Tactical Considerations in Using Commitments 56

Establishing a Commitment 57

Preventing the Other Party from Committing Prematurely 59

Finding Ways to Abandon a Committed Position 60

Closing the Deal 61

Provide Alternatives 61

Assume the Close 62

Split the Difference 62

Exploding Offers 62

Sweeteners 62

 

 

xii Contents

Assessing the Quality of the Agreement 63

Hardball Tactics 63

Dealing with Typical Hardball Tactics 64

Typical Hardball Tactics 65

Distributive Bargaining Skills Applicable to Integrative Negotiations 71

Chapter Summary 71

Chapter 3 Strategy and Tactics of Integrative Negotiation 73

An Overview of the Integrative Negotiation Process 74

Creating a Free Flow of Information 74

Attempting to Understand the Other Negotiator’s Real Needs and Objectives 75

Emphasizing Things in Common between the Parties and Minimizing the Differences 76

Searching for Solutions That Meet the Needs and Objectives of Both Sides 77

Key Steps in the Integrative Negotiation Process 77

Step 1: Identify and Define the Problem 78

Step 2: Surface Interests and Needs 81

Step 3: Generate Alternative Solutions 85

Step 4: Evaluate and Select Alternatives 92

Assessing the Quality of the Agreement 96

Factors That Facilitate Successful Integrative Negotiation 96

Some Common Objective or Goal 97

Faith in One’s Problem‐Solving Ability 97

A Belief in the Validity of One’s Own Position and the Other’s Perspective 98

The Motivation and Commitment to Work Together 98

Trust 100

Clear and Accurate Communication 102

An Understanding of the Dynamics of Integrative Negotiation 103

Section Summary 104

Why Integrative Negotiation Is Difficult to Achieve 104

The History of the Relationship between the Parties 104

A Belief That an Issue Can Only Be Resolved Distributively 106

The Mixed‐Motive Nature of Most Negotiating Situations 106

Short Time Perspectives 107

Distributive Bargaining versus Integrative Negotiation 107

Chapter Summary 108

Chapter 4 Negotiation: Strategy and Planning 110

Goals—The Focus That Drives a Negotiation Strategy 112

Direct Effects of Goals on Choice of Strategy 112

Indirect Effects of Goals on Choice of Strategy 114

Strategy—The Overall Plan to Achieve One’s Goals 114

Strategy versus Tactics 115

Unilateral versus Bilateral Approaches to Strategy 115

The Dual Concerns Model as a Vehicle for Describing Negotiation Strategies 115

Understanding the Flow of Negotiations: Phases 118

Getting Ready to Implement the Strategy: The Planning Process 122

1. Defining the Negotiating Goal 124

2. Defining the Major Issue Related to Achieving the Goal 125

 

 

Contents xiii

3. Assembling the Issues, Ranking Their Importance, and Defining the Bargaining Mix 127

4. Defining the Interests 128

5. Knowing Your Alternatives (BATNAs) 129

6. Knowing Your Limits, Including a Resistance Point 129

7. Analyzing and Understanding the Other Party’s Goals, Issues, and Resistance Points 130

8. Setting One’s Own Targets and Opening Bids 132

9. Assessing the Social Context of Negotiation 135

10. Presenting the Issues to the Other Party: Substance and Process 138

Chapter Summary 141

Chapter 5 Ethics in Negotiation 143

A Sampling of Ethical Quandaries 144

What Do We Mean by “Ethics,” and Why Do They Matter in Negotiation? 145

Ethics Defined 145

Applying Ethical Reasoning to Negotiation 146

Ethics versus Prudence versus Practicality versus Legality 147

Four Approaches to Ethical Reasoning 148

End‐Result Ethics 148

Duty Ethics 151

Social Contract Ethics 153

Personalistic Ethics 154

Section Summary 155

What Questions of Ethical Conduct Arise in Negotiation? 155

Ethically Ambiguous Tactics: It’s (Mostly) All about the Truth 156

Identifying Ethically Ambiguous Tactics and Attitudes toward Their Use 160

Deception by Omission versus Commission 162

The Decision to Use Ethically Ambiguous Tactics: A Model 163

Why Use Deceptive Tactics? Motives and Consequences 165

The Power Motive 165

Other Motives to Behave Unethically 166

The Consequences of Unethical Conduct 168

Explanations and Justifications 170

What Factors Shape a Negotiator’s Predisposition to Use Unethical Tactics? 173

Demographic Factors 173

Personality Differences 177

Moral Development and Personal Values 179

Contextual Influences on Unethical Conduct 180

How Can Negotiators Deal with the Other Party’s Use of Deception? 186

Chapter Summary 190

Chapter 6 Perception, Cognition, and Emotion 191

Perception 192

Perception Defined 192

Perceptual Distortion 193

Framing 195

Types of Frames 196

How Frames Work in Negotiation 197

Another Approach to Frames: Interests, Rights, and Power 199

The Frame of an Issue Changes as the Negotiation Evolves 201

 

 

xiv Contents

Cognitive Biases in Negotiation 204

1. Irrational Escalation of Commitment 205

2. Mythical Fixed‐Pie Beliefs 206

3. Anchoring and Adjustment 208

4. Issue Framing and Risk 208

5. Availability of Information 210

6. The Winner’s Curse 210

7. Overconfidence 211

8. The Law of Small Numbers 212

9. Self‐Serving Biases 212

10. Endowment Effect 215

11. Ignoring Others’ Cognitions 215

12. Reactive Devaluation 216

Managing Misperceptions and Cognitive Biases in Negotiation 216

Mood, Emotion, and Negotiation 219

Chapter Summary 228

Chapter 7 Communication 229

Basic Models of Communication 230

Distortion in Communication 231

What Is Communicated during Negotiation? 234

1. Offers, Counteroffers, and Motives 235

2. Information about Alternatives 235

3. Information about Outcomes 236

4. Social Accounts 236

5. Communication about Process 236

Are Negotiators Consistent or Adaptive? 237

Does It Matter What Is Said Early in the Negotiation? 237

Is More Information Always Better? 238

How People Communicate in Negotiation 239

Characteristics of Language 239

Use of Nonverbal Communication 241

Selection of a Communication Channel 243

How to Improve Communication in Negotiation 248

The Use of Questions 249

Listening 252

Role Reversal 253

Special Communication Considerations at the Close of Negotiations 254

Avoiding Fatal Mistakes 254

Achieving Closure 254

Chapter Summary 255

Chapter 8 Finding and Using Negotiation Power 256

Why Is Power Important to Negotiators? 257

A Definition of Power 258

Sources of Power—How People Acquire Power 262

Informational Sources of Power 264

Power Based on Personality and Individual Differences 265

Power Based on Position in an Organization (Structural Power) 268

Power Based on Relationships 277

Contextual Sources of Power 278

The Consequences of Unequal Power 281

Dealing with Others Who Have More Power 282

Chapter Summary 283

Chapter 9 Influence 285

Two Routes to Influence: An Organizing Model 286

 

 

Contents xv

The Central Route to Influence: The Message and Its Delivery 287

Message Content 287

Message Structure 290

Persuasive Style: How to Pitch the Message 292

Peripheral Routes to Influence 296

Aspects of Messages That Foster Peripheral Influence 297

Source Characteristics That Foster Peripheral Influence 298

Aspects of Context That Foster Peripheral Influence 306

The Role of Receivers—Targets of Influence 312

Understanding the Other’s Perspective 313

Resisting the Other’s Influence 314

Chapter Summary 317

Chapter 10 Relationships in Negotiation 318

Challenging How Relationships in Negotiation Have Been Studied 319

Forms of Relationships 323

Four Fundamental Relationship Forms 324

Key Elements in Managing Negotiations within Relationships 327

Reputation 327

Trust 330

Justice 341

Relationships among Reputation, Trust, and Justice 344

Section Summary 344

Repairing a Relationship 344

Chapter Summary 347

Chapter 11 Agents, Constituencies, and Audiences 348

The Number of Parties in a Negotiation 349

How Agents, Constituents, and Audiences Change Negotiations 350

Audiences: Team Members, Constituents, Bystanders, and Others 350

Tactical Implications of Social Structure Dynamics: The Negotiator’s Dilemma 363

Advice to Agents on Managing Constituencies and Audiences 365

Clarify the Role Expectations and Performance Contract 365

Clarify Authority to Make Agreements 366

Manage Constituency Visibility and Communication 366

Communicate Indirectly with Audiences and Constituents 370

Communicate Directly to the Other Party’s Constituency 374

Communicate Directly to Bystanders 375

Build Relationships with Audiences, Constituents, and Other Agents 378

When to Use an Agent 380

Managing Agents 380

Chapter Summary 382

Chapter 12 Coalitions 384

A Situation with More Than Two Parties 385

What Is a Coalition? 386

Types of Coalitions 387

How and Why Coalitions Form and Develop 388

When Do Coalitions Form? 388

How Do Coalitions Develop? 393

 

 

xvi Contents

Standards for Coalition Decision Making 398

Power and Leverage in Coalitions 399

How to Build Coalitions: Some Practical Advice 400

Chapter Summary 404

Chapter 13 Multiple Parties, Groups, and Teams in Negotiation 405

The Nature of Multiparty Negotiations 406

Differences between Two‐Party Negotiations and Multiparty Negotiations 407

What Dynamics Can Make a Multiparty Negotiation Effective? 411

Managing Multiparty Negotiations 413

The Prenegotiation Stage 414

The Formal Negotiation Stage—Managing the Process and Outcome 416

The Agreement Stage 426

Interteam Negotiations 429

Chapter Summary 434

Chapter 14 Individual Differences I: Gender and Negotiation 435

Defining Sex and Gender 436

Research on Gender Differences in Negotiation 437

Male and Female Negotiators: Theoretical Perspectives 437

Empirical Findings on Gender Differences in Negotiation 439

Overcoming Gender Differences 448

Motivational Interventions 449

Cognitive Interventions 449

Situational Interventions 450

Section Summary 450

Do Gender Differences Really Exist? 451

Chapter Summary 452

Chapter 15 Individual Differences II: Personality and Abilities 454

Personality and Negotiation 455

Conflict Style 456

Social Value Orientation 457

Interpersonal Trust 459

Self‐Efficacy and Locus of Control 460

Self‐Monitoring 461

Machiavellianism 462

Face Threat Sensitivity 463

Epistemic Motivation 464

The “Big Five” Personality Factors 464

Section Summary 466

Abilities in Negotiation 466

Cognitive Ability 466

Emotional Intelligence 468

Perspective‐Taking Ability 469

Cultural Ability 470

An Alternative Approach: Studying Experienced Negotiators 472

A Concluding Note 474

Chapter Summary 475

Chapter 16 International and Cross‐Cultural Negotiation 476

International Negotiation: Art and Science 479

What Makes International Negotiation Different? 480

Environmental Context 480

Immediate Context 483

 

 

Contents xvii

Conceptualizing Culture and Negotiation 485

Culture as Learned Behavior 485

Culture as Shared Values 486

Culture as Dialectic 489

Culture in Context 490

The Influence of Culture on Negotiation: Managerial Perspectives 491

Definition of Negotiation 491

Negotiation Opportunity 491

Selection of Negotiators 492

Protocol 492

Communication 492

Time Sensitivity 492

Risk Propensity 493

Groups versus Individuals 494

Nature of Agreements 494

Emotionalism 495

Section Summary 495

The Influence of Culture on Negotiation: Research Perspectives 495

Effects of Culture on Negotiation Outcomes 496

Effects of Culture on Negotiation Process and Information Exchange 497

Effects of Culture on Negotiator Cognition 499

Effects of Culture on Negotiator Ethics and Tactics 500

Effects of Culture on Conflict Resolution 501

Section Summary 502

Culturally Responsive Negotiation Strategies 502

Weiss’s Culturally Responsive Strategies 504

Low Familiarity 504

Moderate Familiarity 505

High Familiarity 506

Chapter Summary 507

Chapter 17 Managing Negotiation Impasses 509

The Nature of Difficult‐to‐Resolve Negotiations and Why They Occur 510

The Nature of Impasse 510

What Causes Impasses and Intractable Negotiations? 511

Characteristics of the Issues 513

Characteristics of the Parties 514

Characteristics of the Negotiation Environment 516

Characteristics of the Negotiation Setting 517

Fundamental Mistakes That Cause Impasses 517

Preventing Impasses 519

How to Resolve Impasses 519

Agreement on the Rules and Procedures 521

Reducing Tension and Synchronizing De‐escalation 522

Improving the Accuracy of Communication 523

Controlling Issues 526

Establishing Common Ground 529

Enhancing the Desirability of Options to the Other Party 534

Section Summary 535

Chapter Summary 536

Chapter 18 Managing Difficult Negotiations 537

Managing the Shadow Negotiation and Social Contract 539

Power Moves 541

Process Moves 541

Appreciative Moves 541

Section Summary 541

 

 

xviii Contents

Responding to the Other Side’s Hard Distributive Tactics 541

Call Them on It 542

Ignore Them 542

Respond in Kind 542

Offer to Change to More Productive Methods 543

Section Summary 543

Responding to Irrationality 543

Responding When the Other Side Has More Power 544

The Special Problem of Handling Ultimatums 546

Responding to Anger 547

Responding When the Other Side Is Being Difficult 548

Ury’s Breakthrough Approach 549

Responding to Difficult People 552

Having Conversations with Difficult People 552

Duplicitous Negotiations 555

Chapter Summary 556

Chapter 19 Third‐Party Approaches to Managing Difficult Negotiations 558

Adding Third Parties to the Two‐Party Negotiation Process 559

Benefits and Liabilities of Third‐Party Intervention 560

When Is Third‐Party Involvement Appropriate? 561

Which Type of Intervention Is Appropriate? 562

Types of Third‐Party Intervention 564

Formal Intervention Methods 564

 

Read the project research below. Discuss possible project/research ideas identifying the different angles.

Read the project research below. Discuss possible project/research ideas identifying the different angles.

Prerequisite:

The case study in chapter 4. The case study introduces the process of completing a data visualization project.

Project:

You’re responsible for creating a Data Visualization project plan and implementation. You have to plan the process and the implementation of the project. You should identify a data visualization problem and a corresponding data set. You’re responsible for building a project plan for a company. The project should include a graph/chart of the final product. You should provide a detailed project plan and a PowerPoint presentation.

 

Data Visualisation

Data Visualisation

 

 

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© Andy Kirk 2019

First edition published 2016. Reprinted four times in 2016, twice in 2017, three times in 2018, and three times in 2019.

Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.

Library of Congress Control Number: 2018964578

British Library Cataloguing in Publication data

A catalogue record for this book is available from the British Library

ISBN 978-1-5264-6893-2 ISBN 978-1-5264-6892-5 (pbk)

At SAGE we take sustainability seriously. Most of our products are printed in the UK using responsibly sourced papers and boards. When we print overseas we ensure sustainable papers are used as measured by the PREPS grading system. We undertake an annual audit to monitor our sustainability.

 

 

Contents

Acknowledgements vii

About the Author ix

Discover Your Textbook’s Online Resources xi

Introduction 1

PART A FOUNDATIONS 13

1 Defining Data Visualisation 15

2 The Visualisation Design Process 31

PART B THE HIDDEN THINKING 59

3 Formulating Your Brief 61

4 Working With Data 95

5 Establishing Your Editorial Thinking 119

PART C DEVELOPING YOUR DESIGN SOLUTION 133

6 Data Representation 135

7 Interactivity 203

8 Annotation 231

9 Colour 249

10 Composition 277

Epilogue 295

References 301

Index 303

 

 

 

Acknowledgements

I could not have written this book without the unwavering support of my wonderful wife, Ellie,

and my family. The book is dedicated to my inspirational Dad who sadly passed away before

its publication. I want to acknowledge the contributions of the thousands of data visualisation

practitioners who have created such a wealth of exceptional design work and smart writing. I

have been devouring this for over a decade now and I am constantly inspired by the talents

and minds behind it all. I also want to express my gratitude to the people and organisations

who have granted me permission to reference and showcase their visualisation work in this

book. Sincere thanks to the many people at Sage who have played a role in making this book

grow from the first proposal and now to a second edition. Finally, to you the readers, I am

hugely thankful that you chose to invest in this book. I hope it helps you in your journey to

learning about this super subject.

 

 

 

About the Author

Andy Kirk is a freelance data visualisation specialist based in Yorkshire, UK. He is a visualisation

design consultant, training provider, teacher, author, speaker, researcher and editor of the

award-winning website visualisingdata.com.

After graduating from Lancaster University in 1999 with a BSc (hons) in Operational Research,

Andy’s working life began with a variety of business analysis and information management

roles at organisations including CIS Insurance, West Yorkshire Police and the University of

Leeds.

He discovered data visualisation in early 2007, when it was lurking somewhat on the fringes of

the Web. Fortunately, the timing of this discovery coincided with his shaping of his Master’s

(MA) degree research proposal, a self-directed research programme that gave him the opportu-

nity to unlock and secure his passion for the subject.

He launched visualisingdata.com to continue the process of discovery and to chart the course

of the increasing popularity of the subject. Over time, this award-winning site has grown to

become a popular reference for followers of the field, offering contemporary discourse, design

techniques and vast collections of visualisation examples and resources.

Andy became a freelance professional in 2011. Since then he has been fortunate to work with

a diverse range of clients across the world, including organisations such as Google, CERN,

Electronic Arts, the EU Council, Hershey and McKinsey. At the time of publication, he will have

delivered over 270 public and private training events in 25 different countries, reaching more

than 6000 delegates. Alongside his busy training schedule, Andy also provides design consul-

tancy, his primary client being the Arsenal FC Performance Team, since 2015.

In addition to his commercial activities, he maintains regular engagements in academia.

Between 2014 and 2015 he was an external consultant on a research project called ‘Seeing

Data’, funded by the Arts & Humanities Research Council and hosted by the University of

Sheffield. This study explored the issues of data visualisation literacy among the general public

and, inter alia, helped to shape an understanding of the human factors that affect visualisation

literacy and the effectiveness of design.

Andy joined the highly respected Maryland Institute College of Art (MICA) as a visiting lecturer

in 2013 teaching a module on the Information Visualisation Master’s Programme through to

2017. From January 2016, he taught a data visualisation module as part of the MSc in Business

Analytics at the Imperial College Business School in London through to 2018. As of May 2019,

Andy has started teaching at University College London (UCL).

 

 

 

Discover Your Textbook’s Online Resources

Want more support around understanding and creating data visualisations? Andy Kirk is here

to help, offline and on!

Hosted by the author and with resources organized by chapter, the supporting website for this

book has everything you need to explore, practice, and hone your data visualisation skills.

• Explore the field: expand your knowledge and reinforce your learning about working

with data through libraries of further reading, references, and tutorials.

• Try this yourself: revise, reflect, and refine your skill and understanding about the chal-

lenges of working with data through practical exercises.

• See data visualisation in action: get to grips with the nuances and intricacies of work-

ing with data in the real world by navigating instalments of the narrative case study and

seeing an additional extended example of data visualisation in practice. Follow along with

Andy’s video diary of the process and get direct insight into his thought processes, chal-

lenges, mistakes, and decisions along the way.

• Chartmaker directory: access crowd-sourced guidance that aims to answer the crucial

question ‘which tools make which charts?’ with this growing directory of examples and

technical solutions for chart building.

Ready to learn more? Go beyond the book and dive deeper into data visualisation via the rest

of Andy’s website (www.visualisingdata.com), which contains data visualisation tools

and software, links to additional influential further reading, and a blog with monthly

collections of the best data visualisation examples and resources each month.

 

 

 

Introduction

The primary challenge one faces when writing a book about data visualisation is to determine

what to leave in and what to leave out. Data visualisation is a big subject. There is no single

book to rule it all because there is no one book that can truly cover it all. Each and every one

of the topics covered by the chapters in this book could (and, in several cases, do) exist as books

in their own right.

The secondary challenge when writing a book about data visualisation is to decide how to

weave the content together. Data visualisation is not rocket science; it is not an especially

complicated discipline, though it can be when working on sophisticated topics and with

advanced applications. It is, however, a complex subject. There are lots of things to think about,

many things to do and, of course, things that will need making. Creative and journalistic

sensibilities need to blend harmoniously with analytical and scientific judgement. In one

moment, you might be checking the statistical rigour of an intricate calculation, in the next

deciding which shade of orange most strikingly contrasts with a vibrant blue. The complexity

of data visualisation manifests in how the myriad small ingredients interact, influence and

intersect to form a whole.

The decisions I have made when formulating this book’s content have been shaped by my own

process of learning. I have been researching, writing about and practising data visualisation for

over a decade. I believe you only truly learn about your own knowledge of a subject when you

have to explain it and teach it to others. To this extent I have been fortunate to have had

extensive experience designing and delivering commercial training as well as academic teaching.

I believe this book offers an effective and proven pedagogy that successfully translates the

complexities of this subject in a form that is fundamentally useful. I feel well placed to bridge

the gap between the everyday practitioners, who might identify themselves as beginners, and

the superstar talents expanding the potential of data visualisation. I am not going to claim to

belong to the latter cohort, but I have certainly been a novice, taking tentative early steps into

this world. Most of my working hours are spent helping others start their journey. I know what

I would have valued when I started out in this field and this helps inform how I now pass this

on to others in the same position I was several years ago.

There is a large and growing library of fantastic books offering different theoretical and

practical viewpoints on this subject. My aim is to add value to this existing collection by

approaching the subject through the perspective of process. I believe the path to mastering data

visualisation is achieved by making better decisions: namely, effective choices, efficiently made.

I will help you understand what decisions need to be made and give you the confidence to

make the right choices. Before moving on to discuss the book’s intended audience, here are its

key aims:

 

 

2 DATA VISUALISATION

• To challenge your existing approaches to creating and consuming visualisations. I will

challenge your beliefs about what you consider to be effective or ineffective visualisation. I

will encourage you to eliminate arbitrary choices from your thinking, rely less on taste and

instinct, and become more reasoned in your judgements.

• To enlighten you I will increase your awareness of the possible approaches to visualising

data. This book will broaden your visual vocabulary, giving you a wider and more sophisti-

cated understanding of the contemporary techniques used to express your data visually.

• To equip is to provide you with robust tactics for managing your way through the myriad

options that exist in data visualisation. To help you overcome the burden of choice, an

adaptable framework is offered to help you think for yourself, rather than relying on inflex-

ible rules and narrow instruction.

• To inspire is to open the door to a subject that will stimulate you to elevate your ambition

and broaden your confidence. Developing competency in data visualisation will take time

and will need more than just reading this book. It will require a commitment to embrace

the obstacles that each new data visualisation opportunity poses through practice. It will

require persistence to learn, apply, reflect and improve.

Who Is This Book Aimed At? Anyone who has reason to use quantitative and qualitative methods in their professional or

academic duties will need to grasp the demands of data visualisation. Whether this is a large

part of your duties or just a small part, this book will support your needs.

The primary intended audiences are undergraduates, postgraduates and early-career researchers.

Although aimed at those in the social sciences, the content will be relevant to readers from

across the spectrum of arts and humanities right through to the natural sciences.

This book is intended to offer an accessible route for novices to start their data visualisation

learning journey and, for those already familiar with the basics, the content will hopefully

contribute to refining their capabilities. It is not aimed at experienced or established visualisation

practitioners, though there may be some new perspectives to enrich their thinking: some content

will reinforce existing knowledge, other content might challenge their convictions.

The people who are active in this field come from all backgrounds. Outside academia, data

visualisation has reached the mainstream consciousness in professional and commercial

contexts. An increasing number of professionals and organisations, across all industry types

and sizes, are embracing the importance of getting more value from their data and doing more

with it, for both internal and external benefit. You might be a market researcher, a librarian or

a data analyst looking to enhance your data capabilities. Perhaps you are a skilled graphic

designer or web developer looking to take your portfolio of work into a more data-driven

direction. Maybe you are in a managerial position and though not directly involved in the

creation of visualisation work, you might wish to improve the sophistication of the language

you coordinate or commission others who are. Everyone needs the lens and vocabulary to

evaluate work effectively.

 

 

INTrODUcTION 3

Data visualisation is a genuinely multidisciplinary discipline. Nobody arrives fully formed with

all constituent capabilities. The pre-existing knowledge, skills or experiences which, I think,

reflect the traits needed to get the most out of this book would include:

• Strong numeracy is necessary as well as a familiarity with basic statistics.

• While it is reasonable to assume limited prior knowledge of data visualisation, there should

be a strong desire to want to learn it. The demands of learning a craft like this take time

and effort; the capabilities will need nurturing through ongoing learning and practice.

They are not going to be achieved overnight or acquired alone from reading this book.

Any book that claims to be able magically to inject mastery through just reading it cover to

cover is over-promising and likely to under-deliver.

• The best data visualisers possess inherent curiosity. You should be the type of person who

is naturally disposed to question the world around them. Your instinct for discovering and

sharing answers will be at the heart of this activity.

• There are no expectations of your having any prior familiarity with design principles, but

an appetite to embrace some of the creative aspects presented in this book will heighten the

impact of your work. Time to unleash that suppressed imagination!

• If you are somebody fortunate to possess already a strong creative flair, this book will guide

you through when and crucially when not to tap into this sensibility. You should be willing

to increase the rigour of your analytical decision making and be prepared to have your

creative thinking informed more fundamentally by data rather than just instinct.

• No particular technical skills are required to get value from this book, as I will explain

shortly. But you will ideally have some basic knowledge of spreadsheets and experience of

working with data irrespective of which particular tool.

This is a portable practice involving techniques that are subject-matter agnostic. Throughout

this book you will see a broad array of examples from different industries covering many

different topics. Do not be deterred by any example being about a subject different to your

own area of interest. Look beyond the subject and you will see analytical and design choices

that are just as applicable to you and your work: a line chart showing political forecasts

involves the same thought process as would a line chart showing stock prices changing or

average global temperatures rising. A line chart is a line chart, regardless of the subject

matter.

The type of data you are working with is the only legitimate restriction to the design methods

you might employ, not your subject and certainly not traditions in your subject. ‘Waterfall

charts are only for people in finance’, ‘maps are only for cartographers’, ‘Sankey diagrams are

only for engineers’. Enter this subject with an open mind, forget what you believe or have been

told is the normal approach, and your capabilities will be expanded.

Data visualisation is an entirely global community, not the preserve of any geographic region.

Although the English language dominates written discourse, the interest in the subject and

work created from studios through to graphics teams originates everywhere. There are cultural

influences and different flavours in design sensibility around the world which enrich the field

but, otherwise, it is a practice common and accessible to all.

 

 

4 DATA VISUALISATION

Finding the Balance Handbook vs Manual

The description of this book as a ‘handbook’ positions it as distinct from a tutorial-based man-

ual. It aims to offer conceptual and practical guidance, rather than technical instruction. Think

of it more as a guidebook for a tourist visiting a city than an instruction manual for how to fix

a washing machine.

Apart from a small proportion of visualisation work that is created manually, the reliance on

technology to create visualisation work is an inseparable necessity. For many beginners in

visualisation there is an understandable appetite for step-by-step tutorials that help them

immediately to implement their newly acquired techniques.

However, writing about data visualisation through the lens of selected tools is hard, given the

diversity of technical options that exist in the context of such varied skills, access and needs.

The visualisation technology space is characterised by flux. New tools are constantly

emerging to supplement the many that already exist. Some are proprietary, others are open

source; some are easier to learn but do not offer much functionality; others do offer rich

potential but require a great deal of foundation understanding before you even accomplish

your first bar chart. Some tools evolve to keep up with current techniques; they are well

supported by vendors and have thriving user communities, others less so. Some will exist as

long-term options whereas others depreciate. Many have briefly burnt brightly but quickly

become obsolete or have been swallowed up by others higher up the food chain. Tools come

and go but the craft remains.

There is a role for all book types and a need for more than one to acquire true competency in

a subject. Different people want different sources of insight at different stages in their

development. If you are seeking a text that provides instructive tutorials, you will learn from

this how to accomplish technical developments in a given technology. However, if you only

read tutorial-based books, you will likely fall short in the fundamental critical thinking that will

be needed to harness data visualisation as a skill.

I believe a practical, rather than technical, text focusing on the underlying craft of data

visualisation through a tool-agnostic approach offers the most effective guide to help people

learn this subject.

The content of this book will be relevant to readers regardless of their technical knowledge and

experience. The focus will be to take your critical thinking towards a detailed, fully reasoned

design specification – a declaration of intent of what you want to develop. Think of the

distinction as similar to that between architecture (design specification) and engineering

(design execution).

There is a section in Chapter 3 that describes the influence technology has on your work and

the places it will shape your ambitions. Furthermore, among the digital resources offered online

are further profiles of applications, tools and libraries in common use in the field today and a

vast directory of resources offering instructive tutorials. These will help you to apply technically

the critical capabilities you acquire throughout this book.

 

 

INTrODUcTION 5

Useful vs Beautiful

Another important distinction to make is that this book is not intended to be seen as a beauty

pageant. I love flicking through glossy ‘coffee table’ books as they offer great inspiration, but

often lack substance beyond the evident beauty. This book serves a different purpose to that.

I believe, for a beginner or relative beginner, the most valuable inspiration comes more from

understanding the thinking behind some of the amazing works encountered today, learning

about the decisions that led to their conceptual development.

My desire is to make this the most useful text available, a reference that will spend more time

on your desk than on your bookshelf. To be useful is to be used. I want the pages to be dog-

eared. I want to see scribbles and annotated notes made across its pages and key passages

underlined. I want to see sticky labels peering out above identified pages of note. I want to see

creases where pages have been folded back or a double-page spread that has been weighed

down to keep it open. It will be an elegantly presented and packaged book, but it should not

be something that invites you to look but not touch.

Pragmatic vs Theoretical

The content of this book has been formed through years of absorbing knowledge from as

many books as my shelves can hold, generations of academic work, endless web articles,

hundreds of conference talks, personal interactions with the great and the good of the

field, and lots and lots of practice. More accurately, lots and lots of mistakes. What I pres-

ent here is a pragmatic distillation of what I have learned and feel others will benefit from

learning too.

It is not a deeply academic or theoretical book. Experienced or especially curious practitioners

may have a desire for deeper theoretical discourse, but that is beyond the intent of this

particular text. You have to draw a line somewhere to determine the depth you can reasonably

explore about a given topic. Take the science of visual perception, for example, arguably the

subject’s foundation. There is no value in replicating or attempting to better what has already

been covered by other books in greater quality than I could achieve.

An important reason for giving greater weight to pragmatism is because of the inherent

imperfections of this subject. Although there is so much important empirical thinking in this

subject, the practical application can sometimes fail to translate beyond the somewhat artificial

context of a research study. Real-world circumstances and the strong influence of human

factors can easily distort the significance of otherwise robust concepts.

Critical thinking will be the watchword, equipping you with the independence of thought

to decide rationally for yourself which solutions best fit your context, your data,

your message and your audience. To accomplish this, you will need to develop an

appreciation of all the options available to you (the different things you could do) and a

reliable approach for critically determining what choices you should make (the things you

will do and why).

 

 

6 DATA VISUALISATION

Contemporary vs Historical

I have huge respect for the ancestors of this field, the dominant names who, despite primitive

means, pioneered new concepts in the visual display of statistics to shape the foundations of

the field being practised today. The field’s lineage is decorated by pioneers such as William

Playfair, W. E. B. Du Bois, Florence Nightingale and John Snow, to name but a few. To many

beginners in the field, the historical context of this subject is of huge interest. However, this

kind of content has already been covered by plenty of other book and article authors.

I do not want to bloat this book with the unnecessary reprising of topics that have been covered

at length elsewhere. I am not going to spend time attempting to enlighten you about how we

live in the age of ‘Big Data’ and how occupations related to data are or will be the ‘sexiest jobs’

of our time. The former is no longer news, the latter claim emerged from a single source. There

is more valuable and useful content I want you to focus your time on.

The subject matter, the ideas and the practices presented here will hopefully not date a great

deal. Of course, many of the graphic examples included in the book will be surpassed by newer

work demonstrating similar concepts as the field continues to develop. However, their worth

as exhibits of a particular perspective covered in the text should prove timeless. As time passes

there will be new techniques, new concepts and new, empirically evidenced rules. There will be

new thought-leaders, new sources of reference and new visualisers to draw insight from. Things

that prove a manual burden now may become seamlessly automated in the near future. That is

the nature of a fast-growing field.

Analysis vs Communication

A further distinction to make concerns the subtle but critical difference between visualisation

used for analysing data and visualisation used for communicating data.

Before a visualiser can confidently decide what to communicate to others, he or she needs to

have developed an intimate understanding of the qualities and potential of the data. In certain

contexts, this might only be achieved through exploratory data analysis. Here, the visualiser

and the viewer are the same person. Through visual exploration, interrogations of the data can

be conducted to learn about its qualities and to unearth confirmatory or enlightening

discoveries about what insights exist.

Visualisation for analysis is part of the journey towards creating visualisation for

communication, but the techniques used for visual analysis do not have to be visually

polished or necessarily appealing. They are only serving the purpose of helping you truly

to learn about your data. When a data visualisation is being created to communicate to

others, many careful considerations come into play about the requirements and interests of

the intended audience. This influences many design decisions that do not exist alone with

visual analysis.

For the scope of this book the content is weighted more towards methods and concerns about

communicating data visually to others. If your role is concerned more with techniques for

 

 

INTrODUcTION 7

exploratory analysis rather than visual communication, you will likely require a deeper

treatment of the topic than this book can reasonably offer.

Another matter to touch on here concerns the coverage of statistics, or lack thereof. For many

people, statistics can be a difficult topic to grasp. Even for those who are relatively numerate

and comfortable working with simple statistical methods, it is quite easy to become rusty

without frequent practice. The fear of making errors with intricate statistical calculations

depresses confidence and a vicious circle begins.

You cannot avoid the need to use some statistical techniques if you are going to work with data.

I will describe some of the most relevant statistical techniques in Chapter 4, at the point in your

thinking where they are most applicable. However, I do believe the range and level of statistical

techniques most people will need to employ on most of their visualisation tasks can be

overstated. I know there will be exceptions, and a significant minority will be exposed to

requiring advanced statistical thinking in their work.

It all depends, of course. In my experience, however, the majority of data visualisation

challenges will generally involve relatively straightforward univariate and bivariate statistical

techniques to describe data. Univariate techniques help you to understand the shape, size and

range of a single variable of data, such as determining the minimum, maximum and average

height of a group of people. Bivariate techniques are used to observe possible relationships

between two different variables. For example, you might look at the relationship between gross

domestic product and medal success for countries competing at the Olympics. You may also

encounter visualisation challenges that require a basic understanding of probabilities to assist

with forecasting risk or modelling uncertainty.

The more advanced applications of statistics will be required when working with larger

complicated datasets, where multivariate techniques are employed simultaneously to model the

significance of relationships between multiple variables. Above and beyond that, you are

moving towards advanced statistical modelling and algorithm design.

Though it may seem unsatisfactory to offer little coverage of this topic, there is no value in

reinventing the wheel. There are hundreds of existing books better placed to offer the depth

you might need. That statistics is such a prolific and vast field in itself further demonstrates

how deeply multidisciplinary a field visualisation truly is.

Chapter Contents The book is organised into three main parts (A, B and C) comprising ten chapters and an

Epilogue. Each chapter opens with a preview of the content to be covered and closes with a

summary of the most salient learning points to emerge. There are collections of further

resources available online to substantiate the learning from each chapter.

For most readers, especially beginners, it is recommended that you start from the beginning

and proceed through each chapter as presented. For those setting out to begin working on their

own visualisation, you might jump straight into Chapters 2–5 to ensure you are fully prepared

Recommendations for Improvement

Week 3 – Assignment

Recommendations for Improvement

[WLOs: 1, 2, 3, 4] [CLOs: 3, 4, 5]

Prior to beginning work on this assignment, please review the related grading rubric.

For this assignment, you will complete the Chapter 8 Case: Control of “thresholds for evaluation” (TFE’s) at Hallenvale Hospital and Chapter 9 Discussion Question 7, parts b, c, and g.

Control of TFE’s at Hallenvale Hospital Case

This case requires you to assess the infection rate at the hospital and do the following:

  • Calculate the average percent of infections.
  • Create an appropriate control chart with upper and lower control limits, plot the data in a Control Chart (using Excel), and determine if the process is in control.
  • Determine what actions management should take.
  • Determine an appropriate TFE for management to use to monitor future data.

Question 7

These questions require that you evaluate different approaches to improving process performance and develop a recommendation on how to proceed. The question and its parts are listed below. Identify and discuss what would be the most appropriate tool (e.g., 7 QC Tools used for kaizen or others) to use to attack each of these problems:

B. The publication team for an engineering department wants to improve the accuracy of its user documentation but is unsure of why documents are not error free.

C. A rental car agency is getting numerous complaints about the length of time that customers have to wait to obtain a car. They need to get a better handle on the factors that relate to the wait time.

G. A travel agency is interested in gaining a better understanding of how call volume varies by time of year in order to adjust staffing schedules.

In your recommendations for each scenario, examine techniques (e.g., a Six Sigma technique, “lean” strategies, etc.) to improve input and supplier quality, and incorporate a customer-focused approach to Quality Management concepts.

Each conclusion should incorporate at least one scholarly reference supporting the recommendations made. Across the three recommendations, use at least three scholarly sources in addition to the text.

The Recommendations for Improvement paper

  • Must be two to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Required Resource

Text

Evans, J. R., & Lindsay, W. M. (2017). Managing for quality and performance excellence (10th ed.). Mason, OH: South-Western Cengage.

  • Chapter 5: Process Focus (except Process Control, Process Improvement, or Managing Supply Chain Processes)
  • Chapter 6: Statistical Methods in Quality Management
  • Chapter 8: Measuring and Controlling Quality
  • Chapter 9: Process Improvement and Six Sigma

Recommended Resources

Articles

Cheng, K-M. (2010). Application of the Six Sigma process to service quality improvement in fitness clubs: A managerial perspective. International Journal of Management, 27(3), 528-540. Retrieved from http://www.theijm.com/

  • The full-text, full-length version of this article is available through the ABI/INFORM database in the Ashford University Library. This article provides information about Six Sigma and may assist you in your discussions and/or assignment this week.

Pearl, R. (2014, March 27). Offshoring American health care: Higher quality at lower costs? (Links to an external site.) Forbes. Retrieved from http://www.forbes.com/sites/robertpearl/2014/03/27/offshoring-american-health-care-higher-quality-at-lower-costs/

Multimedia

O’Loughlin, E. [Eugene O’Loughlin]. (2012, September 25). How to… draw a basic control chart in Excel 2010 (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=zvp8qmH3Eos

Spider Diagrams

Hi, everyone,

In Week 5, you’ll take a look at literature reviews (a.k.a., the synthesis of sources) in the “real world,” and gain some practical advice on writing one. You’ll watch a video about strategies for synthesizing sources in a paper. You’ll also research three articles that feature a literature review, which will be the focus of your first discussion.

Your second discussion for this week will focus on helping you find categories for your synthesis essays (WA #3 and WA #4).

In the third discussion, you’ll also learn about “Spider Diagrams,” a way to graphically plan out your categories for your synthesis.

When you’re done with your discussions, you’ll submit your first draft of WA #3, the “Six-Source Essay.”

 

 

 

Week 5, Discussion #1: Analyzing the results of three research studies

 

 

This discussion task is designed to help you analyze some research studies on the topic on which you will be writing WA #3.

To complete this task, you find three articles through UMUC’s OneSearch that report on research studies.  Many scholarly articles are actually reports of the findings of a research study. For this reason it should not be difficult to find three such articles.  For example, if your topic is teleworking (which is a very general topic), you could easily find three studies on teleworking.  If your topic is white-collar crime, you could find three studies on the very general topic of white-collar crime.

After you find your three articles, please read over the three articles and complete the following for each one:

· list the source in APA format

· list key terms in the article

· describe the focus of the study

· describe the methodology the author used

· summarize the study’s findings

· write your reflections on the article itself.  Comment on whether you found the study difficult to interpret, whether you understood the methodology, or other items that might be of interest to your fellow classmates.

This task will help you become more familiar with finding research studies on your topic, reading them over, gleaning the main points of them, and summarizing their findings.  These skills will be helpful as you continue to research for WA#3.

 

 

 

 

Week 5, Discussion #2: Developing Categories for the Literature Review

 

Previous  Next 

In this discussion topic, we will explore some resources that are designed to help students understand the concept of a literature review. Please browse these resources and then complete the discussion post below.

· the article by Ted Zorn and Nittaya Campbell, “Improving the Writing of Literature Reviews through Literature Integration Exercise”

 

https://drive.google.com/open?id=1eVoEOEPoXht90EAO5Hbr18pzHzPT35Xs 

· — this article is available in the e-reserves section of this class.  To access the article, please take the following steps:

· the tutorial from The University of North Carolina on writing literature reviewshttps://www.lib.ncsu.edu/tutorials/litreview/

 

 

· the tutorial from UMUC’s Effective Writing Center on writing the literature review.  http://polaris.umuc.edu/ewc/web/writ_synth.html

 

 

 

After reviewing the material on the Literature Review posted above, please return to your annotated bibliography and begin developing “categories” to help you to organize your sources. Post one category below and list several sources that might fill that category. Remember that some sources may fall into more than one category. Please feel free to post questions or concerns because your instructor wants to help you. Please respond generously to at least two of your fellow classmates.

 

 

Week 5, Discussion #3: Applying the Spider Diagram

 

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You can use a spider diagram to help you to structure your discussion of sources for writing Essay No.4, the synthesis of multiple sources essay (literature review). The spider diagram can also help in coming up with gaps and unanswered questions that you found as a result of writing it.

A spider diagram is a visual tool usually used for planning your writing. However, you can also use it for evaluating and thinking about a topic in detail.

To use the spider diagram, please print out your draft of writing assignment #4. Then place a piece of paper in front of you and complete the tasks listed below.

For more information on the Spider Diagram, please visit the link https://www.telegraph.co.uk/education/educationadvice/9839678/Spider-diagrams-how-and-why-they-work.html

 

 

Write your idea/title/topic/thesis in the center of a piece of paper. Draw a circle around it. For the purposes of this exercise, you will use the topic of your Literature Review.

· Draw a “leg” from the central “body” of your Literature Review topic towards the top right hand corner of the page. Label this “leg” with the first topic/category that you dealt with in your Review.

· Add more legs moving clockwise around the page until all the sections have been included, with the final one being somewhere near the top left of the page.

· Now divide each “leg” up into smaller “legs” with all the points that you made in each section. (Again work clockwise from the top left so that the sequence of ideas is maintained).

· Finally, please be sure that one section is devoted to identifying any gaps or niches in the research literature in your synthesis of sources essay (literature review), or WA#3.

· You may have to redraw your spider diagram several times until you find a structure that works for you. Make sure that you find a proposal structure that suits the needs of your Niches and Gaps paper. Please post your spider diagram below.

· Respond to this discussion topic with one paragraph describing how this task might have helped you or why it did not help you in organizing your thoughts for WA#3.

 

 

 

Writing Assignment #3 The Six-Source Essay: Expanded Synthesis

Click Link for instructions

https://drive.google.com/open?id=1EgBXFGKvn6AaXZNIkBxEF-4UNu7yR6jp

 

 

Order a Similar Paper

create a reference list

For this week’s Weekly Assignment, you are asked to draft an outline and create a reference list due Monday, April 6 at 10 pm. Create an outline of your paper with main topics and sub topics clearly organized. You must list at least 6 sources in APA format as well in this submission (See the Outline worksheet posted on iLearn for more information)

a. 1 source should be the class textbook b. 1 source should be the popular press article you found c. 4 sources should be from scholarly sources or academic journals (see the list of scholarly

sources for some options of where to look for articles)

Make sure your outline addresses all the required parts of the paper including:

a. An introduction and conclusion b. A clear description of the issue or topic. Explain why the topic is a something worth

investigating (you can reference your popular press article here). Present a review of the issue/topic and inform the reader of how it came to be. Describe how the issue/topic matters. Why is it an issue or concern?

c. Compare and contrast the issue using specific information or details (with appropriate sources) from both the manager side and the employee side of the issue. Why would this issue/concern matter to a business? To an employee? What impact would this issue have on the business or on the employee?

d. How should companies manage or act regarding this issue/topic? Use sources throughout this section to justify your thoughts. This section needs to be VERY detailed and thoroughly discussed.

 

REMEMBER – this paper is supposed to allow you to demonstrate that you can use HUMAN RESOURCES strategies to solve issues in the real workplace. Think about your issue and how it relates to the material we have covered to this point (or the material that is in the textbook) and think through HUMAN RESOURCE solutions that can help.

 

You can see a sample outline on the next page.

 

 

A sample outline (this is only a sample, your outline DOES NOT need to be in this exact order or with these exact points – the best outlines are ones that YOU structure based on your material ensuring that you have covered all of the relevant points):

Topic: Use this space to summarize your topic in a sentence or two

I. Introduction II. What is the issue

a. A piece of evidence that helps to describe what the issue is (include citation) b. A second (you could have a third or fourth as well) piece of evidence that helps to describe

what the issue is (include citation) i. You could list subpoints for any of your evidence. Be sure to cite any evidence you

present ii. This could be another subpoint – note you could have more than two pieces of evidence

to help describe what the issue is III. Why is this an issue

a. A piece of evidence that helps to describe why the issue is (include citation) b. A second piece of evidence that helps to describe why the issue is (include citation)

i. You could list subpoints for any of your evidence. Be sure to cite any evidence you present

IV. The Employee side of the issue a. A piece of evidence that helps to describe what the employee side of the issue is (include

citation) b. A second (you could have more than two) piece of evidence (include citation)

i. You could list subpoints for any of your evidence. Be sure to cite any evidence you present

V. The Employer side of the issue a. A piece of evidence that helps to describe what the employee side of the issue is (include

citation) b. A second (you could have more than two) piece of evidence (include citation)

i. You could list subpoints for any of your evidence. Be sure to cite any evidence you present

VI. The suggestion of what the business should do to handle the issue (there could be more than one suggestion listed in different paragraphs). How does this suggestion help employers? How does this suggestion help employees? a. Make sure you have at least one piece of evidence that helps to describe why this solution will

help resolve the issue (include citation) b. A second (you could have more than two) piece of evidence (include citation)

i. You could list subpoints for any of your evidence. Be sure to cite any evidence you present

ii. This could be another subpoint VII. Discuss the pros (or advantages) of solution 1 (and 2 if you have more than one solution). What are

the benefits of implementing this solution? a. Use evidence to support you points and list citations

VIII. Discuss the cons (or disadvantages) of solution 1 (and 2 if you have more than one solution). What are the benefits of implementing this solution? a. Use evidence to support you points and list citations

IX. Conclusion