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© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 219
CHAPTER 7
Creating a Flexible Organization
INSTRUCTOR MANUAL RESOURCES
7.1 A Word from the Authors..................................................................................................... 220
7.2 Transition Guide ................................................................................................................... 220
7.3 Quick Reference Guide......................................................................................................... 221
7.4 Learning Objectives.............................................................................................................. 222
7.5 Brief Chapter Outline............................................................................................................ 222
7.6 Comprehensive Lecture Outline ........................................................................................... 223
7.7 Textbook Answer Keys......................................................................................................... 230
7.7a Concept Checks .................................................................................................. 230
7.7b Discussion Questions.......................................................................................... 233
7.7c Video Case: Zappos Wants to Make Customers (and Employees) Happy......... 235
7.7d Building Skills for Career Success ..................................................................... 236
7.8 Quizzes I and II..................................................................................................................... 238
7.9 Answer Key for Quizzes I and II.......................................................................................... 240
7.10 Classroom Exercises............................................................................................................. 241
7.10a Homework Activities.......................................................................................... 241
7.10b Classroom Activities........................................................................................... 241
7.10c Exercise Handouts .............................................................................................. 241

220 Chapter 7 Creating a Flexible Organization
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
7.1 A WORD FROM THE AUTHORS
Having outlined in the preceding chapter the management of a business organization, in this chapter
we examine the organization itself. First, we define organization from a business perspective. Then
we discuss five dimensions of organizational structure: (1) job specialization, (2) departmentalization,
(3) centralization, (4) span of management, and (5) chain of command.
Next, we discuss the various methods of combining these individual elements within a single busi-
ness structure. We introduce four approaches to organizational structure—line, line-and-staff, ma-
trix, and network—and present the advantages and disadvantages of each. We conclude the chapter
with a brief discussion of how corporate culture, committees, informal groups, and the grapevine
affect an organization.
7.2 TRANSITION GUIDE
New in Chapter 7: Creating a Flexible Organization
 A new Inside Business feature describes W.L. Gore’s culture of individual commitment.
 The two Personal Apps in this chapter can help students apply content to their real life. The first
one discusses the connection between line-and-staff groups in a job, and the second one discuss-
es clues to use when searching for a new job.
 An example about Intel offering short-term job assignments has been added to the section “Al-
ternatives to Job Specialization.”
 A new example about how PepsiCo has divided its products and locations has been added to the
section “Combinations of Bases.”
 An Entrepreneurial Success feature examining how to be a successful delegator has been added.
 A new video case examines how Zappos is focused on making customers and employees happy.
 The Building Skills for Career Success section contains a new Social Media Exercise that de-
scribes how Zappos is customer-centered.

Chapter 7 Creating a Flexible Organization 221
7.3 QUICK REFERENCE GUIDE
Instructor Resource Location
Transition Guide IM, p. 220
Learning Objectives Textbook, p. 183; IM, p. 222
Brief Chapter Outline IM, pp. 222–223
Comprehensive Lecture Outline IM, pp. 223–229
Entrepreneurial Success Successful Leaders Are
Successful Delegators
Textbook, p. 191
Striving for Success Dell Restructures to Jump-Start
Innovation
Textbook, p. 198
Inside Business Autonomy Fosters Innovation and
Success at W.L. Gore
Textbook, p. 184
Marginal Key Terms List Textbook, p. 201
Concept Checks Textbook, pp. 185, 187, 189, 192, 193, 196, 198, and 199
Questions and Suggested Answers, IM, pp. 230–233
Discussion Questions Textbook, p. 202
Video Case (Zappos Wants to Make Customers [and
Employees] Happy) and Questions
Textbook, pp. 203–204
Building Skills for Career Success Textbook, pp. 204–205
Suggested Answers, IM, pp. 236–237
IM Quiz I & Quiz II IM, pp. 238–240
Answers, IM, p. 240
Classroom Exercises IM, p. 241

7.4 LEARNING OBJECTIVES
After studying this chapter, students should be able to:
1. Understand what an organization is and identify its characteristics.
2. Explain why job specialization is important.
3. Identify the various bases for departmentalization.
4. Explain how decentralization follows from delegation.
5. Understand how the span of management describes an organization.
6 Describe the four basic forms of organizational structure.
7. Describe the effects of corporate culture.
8. Understand how committees and task forces are used.
9. Explain the functions of the informal organization and the grapevine in a business.
7.5 BRIEF CHAPTER OUTLINE
I. What Is an Organization?
A. Developing Organization Charts
B. Major Considerations for Organizing a Business
II. Job Design
A. Job Specialization
B. The Rationale for Specialization
C. Alternatives to Job Specialization
III. Departmentalization
A. By Function
B. By Product
C. By Location
D. By Customer
E. Combinations of Bases
IV. Delegation, Decentralization, and Centralization
A. Delegation of Authority
1. Steps in Delegation
2. Barriers to Delegation
B. Decentralization of Authority
V. The Span of Management
A. Wide and Narrow Spans of Management
B. Organizational Height

VI. Forms of Organizational Structure
A. The Line Structure
B. The Line-and-Staff Structure
C. The Matrix Structure
D. The Network Structure
VII. Corporate Culture
VIII. Committees and Task Forces
IX. The Informal Organization and the Grapevine
7.6 COMPREHENSIVE LECTURE OUTLINE
I. WHAT IS AN ORGANIZATION? An organization is a group of two or more people
working together to achieve a common set of goals. A neighborhood dry cleaner owned and
operated by a husband and wife team is an organization. So are IBM, Rubbermaid, and Home
Depot.
A. Developing Organization Charts. An organization chart is a diagram that represents
the positions and relationships within an organization. (See Figure 7-1.)
1. The chain of command is the line of authority that extends from the highest to the
lowest levels of the organization.
2. The positions represented by broken lines are not part of the direct chain of com-
mand; these are advisory, or staff, positions.
3. Many smaller organizations find organization charts useful. Some large organiza-
tions do not maintain complete, detailed charts because:
a) It is difficult to accurately chart a few dozen positions much less the thou-
sands that characterize larger firms.
b) Larger organizations are almost always changing which quickly makes the or-
ganization chart outdated.
Teaching Tip: Enter “organization chart” in your favorite search engine and bring up some exam-
ples of organization charts. Some good ones include the one for the Justice Department (http://www
.justice.gov/agencies/index-org.html) and the one for the United Nations (http://www.un.org/en/
aboutun/structure/org_chart.shtml). Comparing these and the charts you found, what do you think
constitutes a good organization chart?
B. Major Considerations for Organizing a Business. The factors to consider when de-
ciding how to organize a firm include job design, departmentalization, delegation, span
of management, and chain of command.

II. JOB DESIGN
A. Job Specialization. Job specialization is the separation of all organizational activities
into distinct tasks and the assignment of different tasks to different people.
B. The Rationale for Specialization. Specialization is necessary for several reasons.
1. The “job” of most organizations is simply too large for one person to handle.
2. When a worker has to learn one specific, highly specialized task, that individual
can learn it quickly and perform it efficiently.
3. The worker who is doing the same job over and over does not lose time changing
operations.
4. The more specialized the job, the easier it may be to design specialized equipment.
5. The more specialized the job, the easier is the job training.
Teaching Tip: As an example of job specialization, ask your students about the specialization in
their family as they were growing up. Chances are that each member of the family had some tasks
for which they were the family “expert.” For example, were they the computer guru in their house?
C. Alternatives to Job Specialization. Specialization can also have some negative conse-
quences, such as employee boredom and dissatisfaction. Managers can minimize these
issues.
1. Job rotation is the systematic shifting of employees from one job to another.
2. Job enlargement and job enrichment along with other methods used to motivate
employees are discussed in Chapter 10.
III. DEPARTMENTALIZATION. Departmentalization is the process of grouping jobs into
manageable units. Common bases of departmentalization are:
A. By Function. Departmentalization by function groups jobs that relate to the same or-
ganizational activity.
1. Many smaller and newer organizations departmentalize on function.
2. The disadvantages of this method are that it can lead to slow decision making and
it tends to emphasize the department rather than the organization.
B. By Product. Departmentalization by product groups all activities related to a particular
good or service.
C. By Location. Departmentalization by location groups all activities according to the de-
fined geographic area in which they are performed.
D. By Customer. Departmentalization by customer groups all activities according to the
needs of various customer populations.
E. Combinations of Bases. Many organizations use a combination of departmentalization
bases. (See Figure 7-2.)

Teaching Tip: Ask your students if any of them have ever worked for a restaurant or hotel. Ask them
what type of departmentalization they might have encountered. A hotel might have a specific group of
employees who only handle banquets and corporate meetings, which would be an example of customer-
based departmentalization. At a restaurant, things might be arranged by function. As part of the discus-
sion, ask students what improvements they might make.
IV. DELEGATION, DECENTRALIZATION, AND CENTRALIZATION. Delegation as-
signs work and power to other workers.
A. Delegation of Authority
1. Steps in Delegation. Three steps are generally involved in the delegation process.
(See Figure 7-3.)
a) The manager must assign responsibility. Responsibility is the duty to do a job
or perform a task.
b) A manager must grant authority, which is the power, within the organization,
to accomplish an assigned job or task.
Teaching Tip: Ask students if anyone has ever given them the responsibility for accomplishing a
task without giving them the authority to get it done.
c) The manager must create accountability. Accountability is the obligation of a
worker to accomplish an assigned job or task. Accountability is created, but it
cannot be delegated.
2. Barriers to Delegation. For several reasons, managers may be unwilling to dele-
gate work.
a) A manager may not trust the employee to complete the task.
b) A manager may fear that a subordinate will do exceptional work and attract
the attention of top management.
c) Some managers are so disorganized that they simply are not able to plan and
assign work effectively.
Teaching Tip: Consider using “The Delegator” exercise here. It is a five-minute individual quiz that
can be used as the basis for discussion regarding when it is and when it isn’t appropriate to delegate.
B. Decentralization of Authority. The pattern of delegation throughout an organization
determines the extent to which that organization is decentralized or centralized.
1. An organization in which management consciously attempts to spread authority
widely across organization levels is said to be a decentralized organization.

2. An organization that systematically works to concentrate authority at the upper
levels is a centralized organization.
3. A variety of factors can influence the extent to which a firm is decentralized.
a) The external environment in which the firm operates.
b) The nature of the decision to be made. The riskier or more important the deci-
sions that have to be made, the greater is the tendency to centralize decision
making.
c) The decision-making abilities of lower-level managers.
d) A firm that has practiced centralization or decentralization is likely to main-
tain that same practice in the future.
4. In principle, neither decentralization nor centralization is right. What works for one
organization may or may not work for another.
V. THE SPAN OF MANAGEMENT. The fourth major step of organizing a business is estab-
lishing span of management (or span of control), which is the number of workers who report
directly to one manager.
A. Wide and Narrow Spans of Management. A wide span of management exists when a
manager has a large number of subordinates. A narrow span exists when the manager
has only a few subordinates. Several factors determine the span that is best for a particu-
lar manager.
B. Organizational Height. Organizational height is the number of layers, or levels, of
management in a firm.
1. The span of management plays a direct role in determining an organization’s
height. (See Figure 7-4.)
a) If the span of management is wide, fewer levels are needed, and the organiza-
tion is flat.
b) If the span of management is narrow, more levels are needed, and the result-
ing organization is tall.
2. In a tall organization, administrative costs are higher because more managers are
needed. Communication may become distorted.
3. Managers in a flat organization may have to perform more administrative duties
because there are fewer managers.
VI. FORMS OF ORGANIZATIONAL STRUCTURE. The four basic forms of organizational
structure are line, line-and-staff, matrix, and network.
A. The Line Structure. A line structure is when the chain of command goes directly from
person to person throughout the organization.
1. Managers within a line structure, called line managers, make decisions and give
orders to subordinates to achieve the goals of the organization.

2. A line structure allows line managers to make decisions quickly with direct ac-
countability because the decision maker only reports to one supervisor.
3. The downside of a line structure is that line managers are responsible for many ac-
tivities and therefore must have a wide range of knowledge about all of them. Con-
sequently, line structures are more popular in small organizations rather than in
medium and large size organizations where activities are more numerous and com-
plex.
B. The Line-and-Staff Structure. A line-and-staff structure utilizes the chain of com-
mand from a line structure, but also provides line managers with specialists, called staff
managers.
1. Staff managers provide support, advice, and expertise to line managers. They are
not part of the chain of command but they do have authority over their assistants.
2. Both line and staff managers are needed for effective management, but the two po-
sitions differ in important ways. (See Figure 7-5.)
a) Line managers have line authority, which means that they can make decisions
and issue directives relating to the organization’s goals.
b) Staff managers have advisory authority which means they can provide advice
to line managers. Staff managers also have functional authority allowing them
to make decisions and issue directives about their areas of expertise.
3. Conflict between line managers and staff managers can occur if line managers per-
ceive that staff managers are a threat to their authority or if staff managers perceive
that their recommendations are not being adopted by line managers. There are sev-
eral ways to minimize this conflict.
a) Integrate line and staff managers into one team.
b) Ensure that the areas of responsibility of line and staff managers are clearly
defined.
c) Hold line and staff managers accountable for the results of their activities.
C. The Matrix Structure. The matrix structure combines vertical and horizontal lines of
authority.
1. The matrix structure occurs when product departmentalization is superimposed on
a functionally departmentalized organization. (See Figure 7-6.)
2. Authority flows both down and across and employees report to more than one su-
pervisor.
3. In a matrix structure, people from different departments are assigned to a group,
called a cross-functional team, to work on a new project.
a) Frequently, cross-functional teams are charged with developing new products.
b) The project manager is in charge of the team, but employees on the team also
report to their functional department supervisor.
c) Cross-functional teams may be temporary or permanent.
4. The matrix organization has several advantages.

a) One advantage is added flexibility.
b) This structure can increase productivity, raise morale, and nurture creativity
and innovation.
c) Employees experience personal development by doing a variety of jobs.
5. The matrix organization also has several disadvantages.
a) Having employees report to more than one supervisor can cause confusion
about who is in charge.
b) Like committees, teams may take longer to resolve problems and issues than
individuals working alone.
c) Because more managers and support staff may be needed, a matrix structure
may be more expensive to maintain.
D. The Network Structure. In a network structure (or virtual organization), administration
is the primary function performed. Other functions are contracted out to other organiza-
tions.
1. This type of organization has only a few permanent employees consisting of top
management and a few hourly clerical workers.
2. Leased equipment and facilities are temporary.
3. There is limited formal structure.
4. Flexibility allows an organization to quickly adjust to changes.
5. Managers may face some of the following challenges:
a) Controlling the quality of work performed by other organizations.
b) Low morale and high turnover among hourly workers.
c) A lack of clear hierarchy.
Teaching Tip: Consider using the 30- to 60-minute “Virtual Network Structure” exercise here. This
exercise will allow students to explore the complexities of building a network.
VII. CORPORATE CULTURE. A corporate culture is generally defined as the inner rites, ritu-
als, heroes, and values of a firm.
A. Corporate culture is generally thought to have a very strong influence on a firm’s per-
formance over time.
B. Goffee and Jones identified four types of corporate cultures. (See Figure 7-7.)
1. Networked culture
2. Mercenary culture
3. Fragmented culture
4. Communal culture

Teaching Tip: Use the “What’s My Culture?” group exercise here. It takes approximately 15 to 20
minutes.
C. Some experts believe that cultural change is needed when the company’s environment
changes such as when the industry becomes more competitive, the company’s perfor-
mance is mediocre, or the company is growing rapidly.
VIII. COMMITTEES AND TASK FORCES
A. Several types of committees can be used within an organizational structure.
1. An ad hoc committee is created for a specific short-term purpose, such as review-
ing the firm’s employee benefits plan.
2. A standing committee is a relatively permanent committee charged with perform-
ing a recurring task.
3. A task force is a committee established to investigate a major problem or pending
decision.
B. Committees offer some advantages over individual action.
1. Several members are able to bring more information and knowledge to the task at
hand.
2. Committees tend to make more accurate decisions and to transmit their results
through the organization more effectively.
C. Disadvantages to using committees include the following:
1. Committee deliberations take much longer than individual action.
2. Unnecessary compromise may take place within the committee.
IX. THE INFORMAL ORGANIZATION AND THE GRAPEVINE. Informal organization
describes the pattern of behavior and interaction that stems from personal rather than official
relationships.
A. An informal group is created by the group members themselves to accomplish goals that
may or may not be relevant to the organization.
1. Workers may create an informal group to go bowling, form a union, get a particular
manager fired or transferred, or share lunch.
2. Informal groups can be powerful forces in organizations. Managers should be
aware of informal groups.
B. The grapevine is the informal communications network within an organization.
1. The grapevine is completely separate from—and sometimes much faster than—the
organization’s formal channels of communication.
2. Managers would make a mistake if they tried to eliminate the grapevine. A more
rational approach is to recognize the existence of the grapevine as a part (though an
unofficial part) of the organization.

7.7 TEXTBOOK ANSWER KEYS
7.7a Concept Checks
Concept Check (p. 185)
1. How do large and small organizations use organizational charts differently?
Most smaller organizations find organization charts useful. They clarify positions and report re-
lationships for everyone in the organization, and they help managers track growth and change
in the organizational structure. However, many large organizations, such as ExxonMobil, Kel-
logg’s, and Procter & Gamble, do not maintain complete, detailed charts for two reasons. First,
it is difficult to chart even a few dozen positions accurately, much less the thousands that char-
acterize larger firms. Second, larger organizations are almost always changing parts of their
structure. An organization chart would be outdated before it was completed.
2. Identify the major considerations when organizing a business.
The most important considerations are as follows:
a. Job design. Divide the work that is to be done by the entire organization into separate parts,
and assign those parts to positions within the organization.
b. Departmentalization. Group the various positions into manageable units or departments.
c. Delegation. Distribute responsibility and authority within the organization.
d. Span of management. Determine the number of subordinates who will report to each manager.
e. Chain of command. Establish the organization’s chain of command by designating the posi-
tions with direct authority and those that are support positions.
1. What are the positive and negative effects of specialization?
For a number of reasons, some job specialization is necessary in every organization because the
“job” of most organizations is too large for one person to handle. When a worker has to learn
one specific, highly specialized task, that individual should be able to learn it very efficiently. A
worker repeating the same job does not lose time changing from operations, as the pin workers
did when producing complete pins. The more specialized the job, the easier it is to design spe-
cialized equipment. And finally, the more specialized the job, the easier is the job training.
The most significant drawback is the boredom and dissatisfaction employees may feel when repeat-
ing the same job. Bored employees may be absent from work frequently, may not put much effort
into their work, and may even sabotage the company’s efforts to produce quality products.
2. What are three ways to reduce the negative effects of specialization?
Job rotation, job enlargement, and job enrichment can reduce the negative effects of specialization.

1. What are the four most common bases for departmentalization?
The four most common bases of departmentalization are by function, by product, by location,
and by type of customers. Departmentalization by function groups jobs that relate to the same
organizational activity. Departmentalization by product groups activities related to a particular
good or service. Departmentalization by location groups activities according to the defined ge-
ographic area in which they are performed. Departmentalization by customer groups activities
according to the needs of various customer populations.
2. Give an example of each.
Departmentalization by function groups jobs that relate to the same organizational activity, such
as marketing. Departmentalization by product groups activities related to a particular good or
service. Departmentalization by location groups activities according to the defined geographic
area in which they are performed. Departmentalization by customer groups activities according
to the needs of various customer populations.
1. Identify and describe the three steps in the delegation process.
The three steps involved in delegation are (1) assigning responsibility, which is the duty to per-
form the job or task; (2) granting authority, which is the power within the organization to ac-
complish the task or job; and (3) creating accountability, which is the obligation of a subordi-
nate to accomplish an assigned task or job.
2. Differentiate decentralized organization and centralized organization.
The pattern of delegation throughout an organization determines the extent to which that organ-
ization is decentralized or centralized. In a decentralized organization, management consciously
attempts to spread authority widely across various organization levels. A centralized organiza-
tion, on the other hand, systematically works to concentrate authority at the upper levels.
1. Describe the two spans of management.
A wide span of management exists when a manager has a larger number of subordinates. A nar-
row span exists when the manager has only a few subordinates.
2. What are problems associated with each one?
In a taller organization, administrative costs are higher because more managers are needed.
Communication among levels may become distorted because information has to pass up and
down through more people. Although flat organizations avoid these problems, their managers
may perform more administrative duties simply because there are fewer managers. Wide spans
of management also may require managers to spend considerably more time supervising and
working with subordinates.
1. Describe the four forms of organizational structure.
The four forms of organizational structure are as follows:

 A bureaucratic structure is a management system based on a formal framework of au-
thority that is outlined carefully and followed precisely.
 The matrix structure combines vertical and horizontal lines of authority.
 A cluster structure is a type of business that consists primarily of teams with no or very
few underlying departments.
 In a network structure (sometimes called a virtual organization), administration is the
primary function performed, and other functions such as engineering, production, mar-
keting, and finance are contracted out to other organizations.
2. Give an example of each form.
Examples of a bureaucratic structure could be government agencies, colleges, and universities.
An example of companies that use the matrix structure might be Ford Motor Company when it
assembled a special project team to design and manufacture its global cars. Often, engineering
and construction firms, like Bechtel Corporation, use a matrix structure for their projects.
In a cluster organization, the operating unit is the team, and it remains relatively small. If a team be-
comes too large, it can be split into multiple teams, or individuals can be assigned to other existing
teams. For example, Horizon Live (an e-learning company) uses this form of organization.
A network organization does not manufacture the products it sells. This type of organization
has a few permanent employees consisting of top management and hourly clerical workers.
Leased facilities and equipment, as well as temporary workers, are increased or decreased as the
needs of the organization change. Thus, there is rather limited formal structure associated with a
network organization. Often, start-ups are formed as a network structure.
1. What is corporate culture?
Corporate culture is generally defined as the inner rites, rituals, heroes, and values of a firm. It
can have a powerful influence on how its employees think and act, as well as determine how the
public perceives the organization.
2. Explain the four types of corporate cultures.
There are four distinct types of corporate culture:
a. Networked culture is a relaxed and informal environment. There is a strong commitment
and a feeling of loyalty to the organization, characterized by a base of trust and friendship
among employees.
b. In the mercenary culture, employees are very intense, focused, and determined to win. In
addition to employees working to earn money, feelings of passion, energy, sense of purpose,
and excitement for one’s work play a large role in motivating an organization’s employees.
c. Fragmented culture suggests that employees do not necessarily become friends but have a
high degree of autonomy, flexibility, and equality. Employees in this type of culture consid-
er themselves as working “at” the organization, not “for” it.
d. In the communal culture, the positive traits of the networked culture and the mercenary cul-
ture are combined. Traits such as friendship, commitment, high focus on performance, and
high energy contribute to the organization resulting in an environment where success by
anyone is celebrated by all.

1. What is the difference between a committee and a task force?
An ad hoc committee is created for a specific short-term purpose, such as reviewing the firm’s
employee benefits plan. Once its work is finished, the ad hoc committee disbands. A standing
committee is a relatively permanent committee charged with performing a recurring task. A
firm might establish a budget review committee, for example, to review departmental budget
requests on an ongoing basis. Finally, a task force is a committee established to investigate a
major problem or pending decision.
2. What are the advantages and disadvantages of using committees?
Committees offer some advantages over individual action. Their several members are able to
bring information and knowledge to the task at hand. Furthermore, committees tend to make
more accurate decisions and to transmit their results through the organization more effectively.
However, committee deliberations take longer than individual actions. In addition, unnecessary
compromise may take place within the committee, or the opposite may occur, as one person
dominates (and thus negates) the committee process.
1. In what ways can informal groups affect a business?
Informal groups can be powerful forces in organizations. They can restrict output, or they can
help managers through tight spots. They can cause disagreement and conflict, or they can help
to boost morale and job satisfaction. They can show new people how to contribute to the organ-
ization, or they can help people to get away with substandard performance.
2. How is the grapevine used in a business organization?
The grapevine is the informal communications network within an organization. Information can
be transmitted through the grapevine in any direction—up, down, diagonally, or horizontally
across the organizational structure. Subordinates may pass information to their bosses, an exec-
utive may relay something to a maintenance worker, or there may be an exchange of infor-
mation between people who work in totally unrelated departments. Managers should respond
promptly and aggressively to inaccurate grapevine information to minimize the damage that
such misinformation might do. Moreover, the grapevine can come in handy when managers are
on the receiving end of important communications from the informal organization.
7.7b Discussion Questions
1. In what way do organization charts create a picture of an organization?
Organization charts are diagrams that represent positions in the organization and the relation-
ships among them. They also illustrate the five considerations in the organizing process: spe-
cialization, departmentalization, centralization, span of management, and chain of command.

2. What determines the degree of specialization within an organization?
The degree of specialization within an organization is determined through division of the entire
organization’s work into separate parts and assignment of those parts to positions within the or-
ganization.
3. Describe how job rotation can be used to combat the problems caused by job specialization.
In job rotation, each employee is shifted periodically to a different job. The idea behind job ro-
tation is to provide a variety of tasks so that workers are less likely to get bored and dissatisfied.
4. Why do most firms employ a combination of departmentalization bases?
A departmentalization base is the scheme by which jobs are grouped into units. In fact, few or-
ganizations exhibit only one departmentalization base. The most common bases are function,
product, location, and customer. The decision to use multiple bases is usually based on the spe-
cific needs of the corporation and on the determination of which combination of bases will ena-
ble the organization to accomplish its goals and objectives.
5. What three steps are involved in delegation? Explain each.
The three steps involved in delegation are (1) assigning responsibility, which is the duty to per-
form the job or task; (2) granting authority, which is the power within the organization to ac-
complish the task or job; and (3) creating accountability, which is the obligation of a subordi-
nate to accomplish an assigned task or job.
6. How does a firm’s top management influence its degree of centralization?
If top management consciously attempts to spread authority widely to the lower levels of man-
agement, the firm is decentralized. If top management works to keep authority at the upper lev-
els, the firm is centralized.
7. How is organization height related to the span of management?
If the span of management is generally narrow, more levels of management are needed, result-
ing in a tall organization. If the span of management is wider, fewer levels are needed and the
organization is flat.
8. Contrast line-and-staff and matrix forms of organizational structure.
The line-and-staff structure is characterized by a chain of command line structure coupled with
specialists (staff managers) who support the line managers; departmentalization by function;
formal patterns of delegation; a high degree of centralization; and clearly defined line and staff
positions, with formal relationships between the two.
The matrix structure features vertical and horizontal lines of authority, departmentalization
superimposed on a functionally departmentalized organization, workers who report to more
than one supervisor at a time, and cross-functional teams that include project managers.
9. How does the corporate culture of a local Best Buy store compare to that of a local
McDonald’s?
Best Buy appears to be a mercenary culture in that its workers appear to be goal oriented and
competitive as they sell high-priced electronics products and accessories. McDonald’s is more

of a communal culture in that its workers are much more regimented as they work in teams for
the common goal of superior customer service.
10. Which kinds of firms probably would operate most effectively as centralized firms? As
decentralized firms?
Production firms would probably operate most effectively as centralized firms because the de-
gree of specialized technical knowledge required is usually limited. Research firms, by contrast,
need to be decentralized because of the great degree and variety of specialized knowledge re-
quired to do the job in such firms.
11. How do decisions concerning span of management and the use of committees affect organ-
izational structure?
Decisions concerning span of management and the use of committees affect basic organization-
al structure by altering chains of command, delegation chains, individual authorities, accounta-
bilities, and so on.
7.7c Comments on Video Case
Zappos Wants to Make Customers (and Employees) Happy
Suggestions for using this video case are provided in the Pride/Hughes/Kapoor Video Guide.
1. Do you think Zappos is a decentralized or centralized organization? Do you think it
should change? Explain your answer.
Zappos is decentralized because so many decisions are delegated to lower organizational levels.
Employees are encouraged to make decisions on their own, rather than being forced to consult
with higher-level managers and wait for decisions to be made centrally. Students will also rec-
ognize that employees are empowered to engage customers in conversation and create a “wow”
experience instead of strictly following a preset sales script, as would be more typical in a cen-
tralized organization. However, Zappos does centralize its training and carefully monitors per-
formance to keep employees informed on how the business is doing.
If Zappos changes to become a centralized organization, it is likely to lose the flexibility it
needs to make changes quickly as the business environment changes and becomes even more
complex and unpredictable than it is today. Another point is that employees currently make de-
cisions that have relatively minor consequences, such as whether to upgrade a customer to
overnight delivery of an order. Such decisions do not really have to be centralized, and if they
were, transactions would move much more slowly—which, in turn, would probably damage
customer satisfaction.
2. Of the four types of corporate culture, which most closely describes the culture of Zap-
pos? What are the implications for the organization and for managers and employees?
Zappos does not exhibit a mercenary culture, because its employees are not obsessed with com-
pleting tasks and avoiding relationships. Nor does Zappos exhibit a fragmented culture, because
its employees are focused on building relationships rather than maintaining their independence
and being introverted. Although Zappos exhibits some elements of the networked culture—
extroverted and tolerant of ambiguities—it can be best described as a communal culture. In this

type of culture, employees are passionate about their work, identify strongly with the company
and its values, and enjoy working in teams, as at Zappos. The implications for management: Be
sure employees understand and embrace the common values; make working together fun; and
reinforce the focus on creating a “wow” experience for customers.
3. What effect are quarterly meetings and daily posting of performance statistics likely to
have on the grapevine inside Zappos?
By sharing information freely and frequently, and by encouraging questions and comments
from employees during meetings, Zappos is minimizing the possibility that misinformation will
spread via the grapevine. In fact, details that travel via the grapevine are likely to be more accu-
rate and timely when employees receive a lot of information directly from the company and
have the opportunity to discuss issues with management on a regular basis.
7.7d Building Skills for Career Success
1. Social Media Exercise
Zappos has a reputation for being customer-centered, meaning it embraces the notion
that customers come first. One of the ways that is allows employees to communicate with
customers is through its blogs at http://blogs.zappos.com/.
1. Take a look at this blog. What can you tell about the corporate culture of Zappos?
The following information was taken directly from the blog: The words corporate culture
still have many definitions to many people. At the base level, corporate culture is how the
individual team members, teams, and managers act on a daily basis. If you were to write out
a list of actions that you want your people to display on a daily basis, “trust” should be close
to the top. One of the phrases that our manager Robert Richman said that has stuck with me
is, “The quickest way to trust is through transparency.” This culture of trust and transparen-
cy builds employee loyalty and commitment.
2. How do they approach customer service? Do you think it works? Why or why not?
The following information was taken directly from the blog: Having a strong company cul-
ture is great, but the best culture in the world doesn’t matter if you do not take care of your
customers. From the website: “We are not an average company, our service is not average,
and we don’t want our people to be average. We expect every employee to deliver WOW.”
These messages are communicated throughout the organization, and the messages are part
of the culture. When a company embraces a philosophy as part of its core, and the philoso-
phy is not just a message but internal to every part of the organization, it works!
2. Building Team Skills
The organization chart on the following page is a line-and-staff structure. There are three staff
positions: one payroll and billing position and two appointment coordinators. The other posi-
tions are line positions. In this organization, the span of control ranges from zero to seven peo-
ple. The executive vice-president works with builders to establish their programs and provides
the center managers with training, guidelines, and expectations. It is the responsibility of the
managers to run their centers in a courteous and profitable manner.

3. Researching Different Careers
The answers will vary. Emphasize that honesty is important in completing the assessment.
Nothing changes unless a plan is prepared to improve weaknesses. Possessing excellent skills,
knowing how to network, understanding one’s accomplishments, and having a positive attitude
are key factors in being promoted within a company, as well as in being hired to fill a better po-
sition with another company.

7.8 QUIZZES I AND II
Quiz I
True-False Questions
Select the correct answer.
1. T F The step that distributes responsibility and authority within an organization is called
delegation.
2. T F Job specialization is the systematic shifting of employees from one job to another.
3. T F The obligation of a worker to accomplish an assigned job or task is called accountability.
4. T F Span of management and span of control are synonymous terms.
5. T F There are fewer conflicts when the areas of responsibility for line managers and staff
managers are clearly defined.
Multiple-Choice Questions
Circle the letter before the most accurate answer.
6. The line of authority extending from the top to the bottom of the organization is known as a(n)
a. informal organization.
b. line structure.
c. line-and-staff structure.
d. chain of command.
e. matrix structure.
7. In his book, The Wealth of Nations, __________ emphasized the power of specialization.
a. Karl Marx
b. Victor Vroom
c. George Washington
d. Adam Smith
e. Frederick Taylor
8. Grouping all jobs related to the same organizational activity is departmentalization by
a. function.
b. employee.
c. location.
d. customer.
e. product.
9. The act of distributing part of a manager’s work and power to workers is called
a. departmentalization.
b. organizing.
c. delegation.
d. decentralization.
e. job sharing.

10. When authority is spread to lower-level management, a business is said to be
a. centralized.
b. decentralized.
c. progressive.
d. tall.
e. upwardly mobile.
Quiz II
True-False Questions
Select the correct answer.
1. T F Span of management is the number of subordinates who will report to
each manager.
2. T F There seems to be a movement from variety in jobs to more specialization.
3. T F Most small and new organizations base departmentalization on customers.
4. T F When a manager has many subordinates, a wide span of management exists.
5. T F Staff managers usually provide support, advice, and expertise to line managers.
Multiple-Choice Questions
Circle the letter before the most accurate answer.
6. Two or more people working together in a predetermined way to achieve common goals is
known as a(n)
a. organization.
b. chain of command.
c. structure.
d. enterprise.
e. functional arrangement.
7. All of the following are reasons for job specialization except that
a. boredom from repetition is eliminated.
b. special equipment can be produced to do a specific job.
c. most jobs are too large for one person to handle.
d. a specialized job can be efficiently learned.
e. there is no loss of time by switching from one operation to another.
8. Employees at a chemical factory are systematically moved every two weeks among three dif-
ferent departments in the organization. This is called
a. job trading.
b. specialization.
c. departmentalization by function.
d. job enlargement.
e. job rotation.

9. All of the following are departmentalization bases except
a. function.
b. product.
c. location.
d. customer.
e. employee.
10. A subordinate’s obligation to accomplish an assigned job is called
a. accountability.
b. responsibility.
c. job requirements.
d. delegation.
e. authority.
7.9 ANSWER KEY FOR QUIZZES I AND II
Quiz I
True-False Multiple-Choice
1. T 6. d
2. F 7. d
3. T 8. a
4. T 9. c
5. T 10. b
Quiz II
True-False Multiple-Choice
1. T 6. a
2. F 7. a
3. F 8. e
4. T 9. e
5. T 10. a

7.10 CLASSROOM EXERCISES
7.10a Homework Activities
 Developing an Organization Chart. Have students research their favorite sports team on the In-
ternet and develop an organization chart for its management. Have them identify whether it is a
line-and-staff structure, a matrix organization, etc.
 Researching and Following a Company Throughout the Course (continuing assignment).
Have students research how their company is organized. Does it seem to be organized by func-
tion, product, location, customer, or some combination of bases?
 Comparing Organization Charts. Have students contact two very different local organizations
(retailing firm, manufacturing firm, church, civic club, etc.) and interview managers to develop
organization charts for each organization. How do they account for the similarities and differ-
ences between them?
7.10b Classroom Activities
 The Delegator Exercise.
Make enough copies of “The Delegator” handout for each student. In class, each student should
have no more than five minutes to fill out the questionnaire. At the end of five minutes, give stu-
dents the scoring key and discuss the results. This assessment test helps show each student his or
her own willingness to delegate. Every task listed in the test would be a suitable task for an ad-
ministrative assistant to handle. A variation of this test is to see if students’ answers would
change if the administrative assistant had been with them for only six months (or for five years).
 What’s My Culture? Group Exercise.
Place students into groups of four or five and have them review the snippets of information con-
tained in the handout. They should have approximately 15 minutes to consider the values of each
of the five cultures outlined and develop a point of view as to which one or ones they prefer. Af-
ter 15 minutes, ask each group to report their conclusions and review the pros and cons of each
of the cultures outlined.
 Virtual Network Structure Exercise.
Have students form groups of four. Consider assigning background research such as the tasks faced
by a motion picture company, which will give the students an idea of the complexity of tasks in-
volved in bringing a group of contractors together. This is a longer exercise where it might be ap-
propriate to stop at intervals to determine how students are progressing in each of their groups.
 Boxed Insert: Dell Restructures to Jump-Start Innovation
Have students read the information in the Striving for Success feature. Then go to the Dell web-
site at www.dell.com and view the information on its corporate structure. Discuss how Dell is
organized and the impact the restructuring will have on the company’s goals. Is this an effective
restructuring strategy? Why or why not?
7.10c Exercise Handouts Follow on Next Pages

THE DELEGATOR
You are a manager for a busy, medium-sized company. You have recently been ill, and the doctor
has told you that you have to cut your workload in half. Your administrative assistant offers to take
over a number of the jobs you currently handle. The assistant has been with you for one year and has
been an excellent employee. Which activities will you delegate and to what degree? Respond using
the scale below.
0 Do not delegate.
1 Investigate and report back.
2 Investigate and recommend action.
3 Investigate and advise on action planned.
4 Investigate and take action; advise on action taken.
5 Investigate and take action.
____ 1. Reviewing your mail and e-mail, deciding what to discard, what to answer directly,
and what to pass along to you.
____ 2. Screening your calls and voice mail, deciding who gets to talk to you, who leaves a
message, and who is handled personally.
____ 3. Keeping your calendar, setting appointments, and deciding how much time each per-
son needs after discussing it with the caller.
____ 4. Tracking the budget for your department, making sure spending is in line with expec-
tations, and letting you know of any major discrepancy.
____ 5. Coordinating the absence reports for the nonmanagerial employees on the staff, get-
ting the information from each person every two weeks, filling in the forms, and
sending them to Human Resources.
____ 6. Calculating the numbers for the monthly revenue reports, generating revenue figures
and matching them to expense figures, and highlighting the unusual changes for you
to discuss in the comments section of the reports.
____ 7. Handling the inquiries from field operations, including trying to find the answer to
their issues before discussing them with you.
____ 8. Handling inquiries from clients, including trying to find the answers to their issues
before discussing them with you.
____ 9. Supervising the word-processor and the file clerks, coordinating their work loads, and
managing their performance, including discipline if necessary.
____ 10. Tracking your projects and reminding you when deadlines are coming or when some-
thing needs to be followed up.

The scoring for the test is shown here:
Level of Delegation Score
Do not delegate. 0 points
Investigate and report back. 1 point
Investigate and recommend action. 2 points
Investigate and advise on action planned. 3 points
Investigate and take action; advise on action taken. 4 points
Investigate and take action. 5 points
Overall Score
0–25: Not an effective delegator. You will constantly be monitoring other people’s
work rather than getting your own work done. This is a nonproductive stage
to be in for long. The exception to this is with new employees, to make sure
they can handle their responsibilities.
26–35: You will have more time free but will still spend a great deal of time simply
reviewing other people’s work. After a few reviews to make sure the work
is done properly, this is a waste of time.
36–45: You understand delegation. While still maintaining some connection with
the work of subordinates, you are free to focus on the specifics of your job.
46–50: You may be too far removed from the work of subordinates. In some areas,
particularly when it comes to handling client and field concerns, you may
want to have information on what happened and what was done. Delegation
does not mean ignoring what goes on in your department.

What’s My Culture?
In your groups, review and discuss the following corporate cultures. If these short descriptions
were all you knew about each culture, would you consider working there? Why or why not?
Hint: Consider what the “values” (a value being a conviction that certain behaviors are superior
to others) of each of these organizations might be. You have 15 minutes.
1. Joe Powers is the personnel director for ABC Company. The primary job of his department is
to make sure that all procedures are followed as ordered by top management. All procedures
are written down in great detail, and employees are obliged to write reports confirming that
they have followed all procedures correctly.
2. Keith Kelly loves being the CEO of the company he founded several years ago and is com-
mitted to high levels of rapid growth. Highly charismatic, he trusts his “gut” in decision mak-
ing and makes sure he is involved in everything. After all, it is his company and he knows
best!
3. Vicki Smith enjoys working at XYZ Corp. All the bosses and other employees are her
friends. Everybody is so polite, and confrontation is frowned upon. When she was ill, every-
one covered for her. She doesn’t have to worry about being criticized, even if her perfor-
mance is off a little now and then. Better yet, she doesn’t feel pressured to show initiative
and figure out new ways to do things. Everybody knows what to do.
4. Heather Huezo is really excited about her new job. She is young, but knows that she will be
promoted if she is productive and responsive to the marketplace. She has been looking a long
time for a place where people are rewarded based on performance not on seniority. Heather
has always enjoyed being the winner; she is certain that will be the case now.
5. Peter has had a little difficulty explaining his new job to his parents, one of whom was a
teacher and the other in the military. His job is to develop new ideas for the company, to be
creative, and to make mistakes. He has been told if he doesn’t take risks and make any mis-
takes he will be underperforming. “Just keep the ideas coming, young man! If they are good
we will make them work!”

What’s My Culture? Instructor Notes
1. ABC most likely has a fragmented culture, where there is very little trust among employees, in-
cluding top management. In fact, top management appears to be very controlling and suspicious
of the activities of their employees and does not seem to trust them to do their job. It is unlikely
that students would wish to work in such an organization. Some of the values of this organization
might be conformity, obedience, and adherence to rules.
2. Working for Keith Kelly might be great fun. He is charismatic and involved in everything. On
the other hand, it is clear that he always believes he is right. Such an attitude might lead to risk
taking that could have adverse consequences. Students might wish to work for such a company
for a while, but there are real pitfalls in this culture where the boss is king. Some of the values of
this organization might be risk taking, respect for the leader, and growth.
3. Wow, on the surface XYZ sounds like the answer to a dream come true for most employees. Up-
on closer reflection, however, there clearly is no pressure for performance, and innovation does
not seem to be valued. In fact, it is possible that slackers are allowed to remain on the payroll.
Again, this is not an environment conducive to a good future. The values of this organization
might be compassion, concern for employees, and lifelong employment.
4. Heather’s company appears to have some of the characteristics of the “mercenary” culture. The
key to reward is performance, and it would appear to be highly competitive. For the right indi-
vidual, who is willing to perform and enjoys competition, this would be a great place to work.
This culture appears to prize competition, performance, and achievement toward a goal.
5. This is a culture focused on entrepreneurship, creativity, and adaptability. It also appears to be very
tolerant and flexible as long as people exhibit those characteristics. Again, for the right individual,
a great place to work. The values here are creativity, risk taking, flexibility, and tolerance.

Virtual Network Structure
In a network structure, there are a few permanent administrative employees consisting of top man-
agement and clerical services. All other functions, such as manufacturing, marketing, and finance,
are contracted out. In this exercise, you are to construct a virtual network for a hypothetical local live
entertainment company. This company can put on plays, bring in singers or comedians, or even
sponsor sports events.
In your teams of four class members, first decide who will be the president, vice president, treasurer,
and secretary. Then decide what entertainment services you wish to provide to the college communi-
ty. List all of the functions that will have to be performed by outside contractors. Be as detailed as
possible. Finally, choose a spokesperson to present your findings to the class.

Virtual Network Structure Instructor Notes
This exercise can take anywhere from 30 minutes to an hour depending on the level of detail you
request from the students. You may also wish to provide students with background data regarding
how a Hollywood movie gets made, which will give them some idea of the complexity involved. See
http://www.essortment.com/lifestyle/hollywoodmovies_sxmv.htm for an example.
Encourage each team to first focus on specific types of entertainment determining the functions that
must be performed before moving on to a different type. For example, bringing in singers and come-
dians will generate a different set of function needs than will a visit from a circus. They will quickly
find that they cannot get overly ambitious in their efforts. It would also be helpful to have them think
in terms of individual tasks, which can later be placed in groups to be done by specific contractors. A
variation of this exercise could be to assign each team of students a specific event. The events could
include a circus, musical groups, plays, etc.

Other documents randomly have
different content

ihnen Wagenverschiebungen auszuführen; in der Hauptsache dienen sie
dem Wenden von Lokomotiven und dem Übersetzen der Maschinen auf
andere Geleise. Insbesondere an Stellen, wo von einem Stammgleis her
sehr viele Abzweigungen erreichbar sein müssen, wie vor
Lokomotivschuppen, sind die Drehscheiben sehr brauchbare Hilfsmittel.
Sie werden von Hand oder durch mechanische Antriebe bewegt und
sind trotz ihrer schweren Bauart ziemlich leicht zu drehen, da die
Hauptlast nur auf einem Mittelzapfen, dem sogenannten Königsstuhl,
aufruht. In durchgehende Geleise, wie das früher oft vorkam, dürfen
Drehscheiben bei uns heute nicht mehr eingeschaltet sein. Die
Festigkeit ihres Mittellagers und der seitlichen Auflager, die auf einem
Drehkranz laufen, ist nicht so stark, daß man mit großer
Geschwindigkeit über sie hinwegfahren könnte.
Zur Überführung geschlossener Züge von einem Gleis zum anderen
und mit jeder beliebigen Geschwindigkeit sind nur Weichen verwendbar.
Sie gestatten Ablenkungen und das Zusammenführen getrennter
Fahrwege in die gemeinsame Fortsetzung.
Wegen der sehr starken Beanspruchungen, denen die gekrümmten
Weichenstränge ausgesetzt sind, muß der Grund unter ihnen besonders
fest und unerschütterlich gestaltet werden. Hier ist stets bester
Bettungsstoff zu verwenden und sorgfältigstes Stopfen der Schwellen
vorzunehmen. In Preußen werden jetzt unter Weichen fast stets eiserne
Schwellen eingebaut.

137. Rech ts weic h e 138. L inks w e ich e
139. Doppe lw eich e

Die am häufigsten vorkommende Form der Ablenkung ist die
einfache Weiche. Sie stellt sich, je nach der Richtung des abzweigenden
Gleises, als Rechts- oder Linksweiche dar (gesehen gegen die Spitze).
Wegen Platzmangels ist es in Bahnhöfen oft nicht möglich, zwei
aufeinander folgende Weichen, die also vom Stammgleis in zwei
Abzweigungen geleiten, hintereinander anzuordnen, sondern man muß
sie so zusammenschieben, daß die Spitzen in ganz kurzem Abstand
aufeinander folgen. Alsdann entsteht die verschränkte Doppelweiche.
Wenn das Stammgleis nicht gerade, sondern an der Abzweigungsstelle
gleichfalls gekrümmt ist, ergibt sich eine Anordnung, die man
Zweibogenweiche nennt.
An den Stellen, wo zwei Geleise einander in gleicher Höhe kreuzen,
sieht man gern die Möglichkeit des Übergangs von einem zum andern
vor. Die Anbringung von Weichen an solchen Stellen ist jedoch nur
möglich, wenn der Kreuzungswinkel ein gewisses Maß nicht
überschreitet. So kann z. B. eine rechtwinklige Kreuzung nicht ohne
Anlage von längeren Überführungsgeleisen mit Weichen ausgerüstet
werden. Wohl aber ist dieses bei schiefwinkligen Kreuzungen möglich.
Hier kann man, je nach Bedarf, eine einfache oder eine doppelte
Kreuzungsweiche einbauen.
Die auf Bild 144 wiedergegebene Kreuzung gestattet selbst nur
Fahrten von A nach B und von A´ nach B´, sowie in umgekehrter
Richtung. Die einfache Kreuzungsweiche aber erschließt auch die
Möglichkeit, von A´ nach B zu fahren. Will man nun ferner den vierten
Weg, nämlich den von A nach B´ eröffnen, so muß eine doppelte
Kreuzungsweiche (Bild 145) eingebaut werden.
Die Ablenkungsvorrichtung selbst besteht an den heutigen Weichen
immer aus zwei beweglichen, gleich langen Zungen, die meist an ihren
Wurzeln drehbar im Zungenstuhl gelagert sind und ihre seitliche
Bewegung auf untergelegten Gleitplatten ausführen können. Statt der
Weichen mit Drehstühlen, die häufiger Nacharbeitung bedürfen,
kommen immer mehr federnde Zungenweichen zur Anwendung; nach
Ausschneiden des Schienenfußes an der Drehstelle federt die in
Zungenform gehobelte Schiene selbst genügend durch, um die
notwendige kleine Bewegung zu gestatten.
Die Zungen sind an den Spitzen miteinander durch eine Stange
verbunden und können durch eine Stellvorrichtung bewegt werden.

Wenn die eine Zunge an ihrer Backenschiene anliegt, muß die andere
von der zugehörigen Backenschiene genügend weit abstehen, damit die
Spurkränze der Räder durch die Lücke hindurchlaufen können.
140. Zw e ibogenw e ic he

141. Rech tw in kl ige Kre u zu n g
Diejenige Stelle des Gleises, an der die Abzweigung beginnt, die
Weichenspitze, bedarf einer äußerst sorgfältigen Durcharbeitung. Nach
jahrzehntelangen Versuchen verfährt man in Preußen heute so, daß
man zur gänzlichen Vermeidung von Stößen die Fahrkante der
Backenschiene an der Ablenkungsstelle unverändert durchlaufen läßt.
Die Zungen laufen, damit die Richtungsänderung der Fahrzeuge ganz
allmählich eintritt, sehr schlank aus. Dadurch werden die Zungen an der
Spitze stark verschwächt, so daß sie hier nicht imstande sind, eine Last
zu tragen. Um nun ein Verbiegen zu vermeiden, das gerade an dieser
Stelle äußerst gefährlich wäre, sorgt man dafür, daß die Zunge von dem
Raddruck nicht erreicht werden kann, solange sie nicht genügend
tragfähig ist. Darum schlägt die Zungenspitze nicht in der Höhe der
Fahrfläche an die Backenschiene an, sondern ihre Oberkante senkt sich
hier ab, so daß die Zunge unterschlägt. Von rückwärts gesehen erreicht
die Zunge die Höhe der Fahrebene erst dann, wenn sie eine genügende
Breite besitzt, um Lasten tragen zu können. Die Verschiebung des über
die unterschlagende Weichenspitze gleitenden Fahrzeugs erfolgt
dadurch, daß der Spurkranz durch die sich allmählich verbreiternde
Zunge seitlich abgedrängt wird.

142. Weic he m i t He r zs tü ck
143. S ch ie fw in kl ige Kre uzu n g

Bei jeder Abzweigung müssen notwendigerweise die Innenschienen
der beiden Geleise einander durchschneiden. An dieser Stelle muß also
gleichfalls Raum für die Spurkränze geschaffen werden. Es ist daher
notwendig, daß hier die Fahrkanten, von denen die Räder fest geführt
werden, eine Unterbrechung erleiden.
Jede dieser sehr schwierigen Überschneidungs- und
Unterbrechungsstellen wird als besonderer Bauteil ausgebildet. Man
nennt ihn das Herzstück. Jeder seiner Teile muß mit äußerster Sorgfalt
hergerichtet werden, weil hier je ein Rad einer jeden Achse über eine
Lücke hinweg muß, bei deren Überschreitung es die feste Führung auf
der Laufschiene verliert.
144. Ein fa che Kreuz u n gs w e ich e
Zum leichteren Verständnis der nun folgenden Ausführungen
betrachte man Bild 147. Die an der Lücke fehlende Tragfläche der
gewöhnlichen Laufschiene wird durch die abgebogenen Flügelschienen
ersetzt, welche die Fortsetzung der Laufschienen bilden. Infolge seiner
Breite greift der Radkranz, während er über die Lücke hinweggeht, auf
die Flügelschienen über und wird von ihnen getragen, bis er die
Herzstückspitze überschritten und nun eine neue Auflagefläche erreicht
hat. Wären die Flügelschienen nicht vorhanden, so müßte das Rad an
der Unterbrechungsstelle tief einsinken und mit furchtbarer Gewalt
gegen die Herzstückspitze schlagen. Auch diese ist an ihrer schmalsten
Stelle aus denselben Gründen wie die Zungenspitze etwas nach unten
gesenkt.

145. Doppe l te Kre u z un gs w e ich e
Während die Flügelschienen also die fehlende, gewöhnliche
Tragfläche für das Rad ersetzen, ist der gegenüber jeder Lücke an dem
nicht unterbrochenen Strang angebrachte Radlenker (Bilder 137 und
folgende) diejenige Vorkehrung, welche für die gleichfalls fehlende
Führung an der Fahrkante eintritt. Der Radlenker verhindert durch
seitliche Begrenzung des Spielraums für das äußere Rad, daß das
andere führungslose Rad in unzulässiger Weise seitlich ausweicht. Es
entstünde ja ohne diese Vorkehrung für das über die Herzstücklücke
hinweggehende Rad die Gefahr, sich soweit zu verschieben, daß der
Spurkranz gegen die Spitze des Herzstücks schlüge, oder gar auf dessen
falscher Seite anliefe.
146. S c hn i tt durch e ine
Weic he n s pi tze m i t
u nter s ch la ge n de r Zu n ge

Trotz aller dieser Vorkehrungen ist es aber doch ein Wunder, daß
die Herzstücke von den außerordentlich schweren Lokomotiven, die wir
heute besitzen, mit einer Geschwindigkeit von hundert Kilometern in der
Stunde und mehr durchfahren werden können. Nur eine Edelzucht jedes
kleinsten Bestandteils durch jahrzehntelange geistige Durchdringung
der geringsten Vorgänge, die sich beim Durchfahren der Herzstücke
abspielen, und eine kaum genug zu bewundernde Güte des Baustoffs
für diese machen eine solche Beanspruchung möglich.
Neuerdings bringt man die Herzstücklücken in durchlaufenden
Schnellzuggeleisen dadurch zum Verschwinden, daß man eine der
Flügelschienen beweglich macht. Wir wollen annehmen, daß die
wagerecht liegende Laufschiene auf Bild 147 zu einem solchen
Hauptgleis gehört. Alsdann ist die nach oben ragende Flügelschiene
drehbar. Sie wird durch starke Federn gegen die Herzstückspitze
gepreßt. Die Räder, welche über das durchgehende Gleis laufen, finden
alsdann eine glatte, ununterbrochene Fahrbahn vor. Diejenigen Räder
aber, die aus dem Nebenstrang durch das Herzstück fahren wollen,
müssen mit ihren Spurkränzen die federnde Laufschiene wegdrücken,
damit die Spurkränze hindurchkönnen. Eine solche Vorrichtung kann
daher nur an solchen Stellen angebracht werden, wo das schneidende
Nebengleis stets mit geringer Geschwindigkeit durchfahren wird. Die
federnde Laufschiene trägt sehr viel zum ruhigen Laufen schneller Züge
bei.
147. Ra d im H er z s tü c k

Wo Weichen vorhanden sind, besteht die Möglichkeit, daß ein
Fahrzeug, welches auf dem einen Gleis steht, dem Nebengleis so nahe
kommt, daß es von einem auf diesem laufenden Fahrzeug gestreift
werden könnte. Um diese Gefahr auszuschließen, sind an allen
Gleisüberschneidungen weiß und rot gestrichene Grenz- oder
Merkpfähle angebracht, die anzeigen, wie weit ein Fahrzeug höchstens
vorgeschoben werden darf, ohne daß es in die Umgrenzung des lichten
Raums für das Nachbargleis hineinragt.
Über die Signale an den Weichen und über die besonderen, sehr
ausgedehnten Sicherungseinrichtungen an diesen, sowie über den
Zusammenhang zwischen Weichenlage und Signalstellungen wird in
Abschnitt 21 ausführlich zu sprechen sein.
148. H er zs tü ck
14. Die Lokomotive
Nunmehr haben wir die Straße kennen gelernt, die gebaut sein
mußte, damit unser Schnellzug seine Fahrt vom Anhalter Bahnhof in
Berlin nach München antreten konnte. Denn trotz der außerordentlichen
Mühen und Anstrengungen, die man an die Herrichtung einer
Eisenbahnstraße wendet, ist diese doch kein Selbstzweck. Sie stellt für
sich nur ein ruhendes, nutzloses Gebilde dar. Und doch hat man

allmählich die Erde mit einem dichten Netz dieser dürren, bräunlichen
Dammstreifen überzogen — weil sie der Schemel sind für die Füße eines
höheren.
149. Anfa hre nde r S chn e l lzu g
Erst die schnelle Bewegung auf der gebahnten Straße füllt den
Begriff „Eisenbahn“. Das an strotzendem Leben, behender Kraft und
eindrucksvoller Wirkung reichste Gebilde, das je aus Menschenhand
hervorging, ist es, das ganz allein die brausende Bewegung auf dem
stählernen Pfad hervorruft.
Wir haben vorhin den zur Abfahrt fertigen Schnellzug betrachtet.
Die Bahnhofshalle, in der er stand, das Gleis, auf dem seine Räder
aufruhten, die großen D-Wagen selbst, sie alle waren nur unbeseelte
Gebilde aus Holz und Eisen. Die Lokomotive allein ist im Bereich der
Schienenwelt eine Persönlichkeit. Das atmende, pochende Leben erst,
das in ihrem wohlgebildeten Leib eingeschlossen ist, bringt die herrliche
Erscheinung des über die Schienen sausenden Zugs zustande, ihre
Riesenkraft allein macht die lastenden Wagenburgen leicht beweglich.
Winden wir uns nunmehr durch das Gewühl, welches auf dem Steig
des Anhalter Bahnhofs um den zur Fahrt nach Halle bereiten Schnellzug
herrscht, und beschauen wir das ungeheure Pferd, das vor ihn gespannt
ist.

Welch eine andere Maschine sehen wir hier vor uns, als die es
gewesen, welche vor noch nicht 90 Jahren beim Wettkampf zu Rainhill
von dem Meister Stephenson zum Sieg geführt wurde. Die „Rakete“
leistete zehn Pferdestärken. Unsere Schnellzuglokomotive vermag mehr
zu leisten als 1200 Pferde. Im Kessel der „Rakete“ drückte der Dampf
mit einer Pressung von 3,3 Kilogramm auf jedes Quadratzentimeter, und
man fürchtete damals schon ein Zerspringen. Heute ist der Dampf im
Kessel bis zu 16 Atmosphären angespannt. Das Gewicht der Maschinen
ist von 8000 Kilogramm auf 120000 Kilogramm gestiegen. Die
Höchstgeschwindigkeit vor dem Zug, die damals 40 Kilometer in der
Stunde betrug, ist auf 120 Kilometer angewachsen.
Erbaut von J. A. Maffei in München
150. Die s ch ne l ls te L o kom otive
Diese für die bayerische Staatsbahn erbaute Vierzylinder-Verbund-Lokomotive
erreichte auf ebener Strecke mit einem daranhängenden Zug von 150000
Kilogramm Gewicht eine Stunden-Geschwindigkeit von 155 Kilometern. Dienst-
Gewicht 84000 Kilogramm; Achsanordnung 2 B 2

Erbaut von J. A. Maffei in München
151. Vier zyl inder-Ver bu n d-L okom otive de r G otth a rd-
B a h n
Dienstgewicht 76400 Kilogramm; Achsanordnung 1 D
Die schöne Frances Anne Kemble, die mit Georg Stephenson auf
der „Rakete“ mitfahren durfte, sprach in dem Brief, den sie über dieses
Erlebnis an ihre Freundin schrieb, und der in Abschnitt 4 mitgeteilt
wurde, von der „kleinen und munteren Maschine“, die nur „aus einem
Kessel, einer Bank und einem Faß dahinter“ bestehe. „Ein einziger
kleiner Stahlhebel,“ so bemerkte sie, „ist zur Lenkung des Ganzen
vorhanden.“ Wer heute eine Fahrt auf der Lokomotive zu beschreiben
hat, kommt mit so einfachen Wendungen den Tatsachen nicht mehr
nahe. Die geistige Arbeit von vielen Geschlechtern der
Eisenbahntechniker ist jetzt in dem Hebelgewirr der Lokomotive
vereinigt. Sie ist weder klein noch munter, sondern riesenhaft gefügt
und trägt den tiefen Ernst nutzbaren und unentbehrlichen Schaffens im
Dienst der Menschheit auf dem kühnen Antlitz, das unsere durch ihren
Anblick stark erregte Vorstellungskraft ihrem Körper anfügt. Die
Schilderung ihres Baus und ihres Arbeitens läßt sich nicht mehr in ein
paar Sätzen zusammenfassen.
Bevor wir diese Beschreibung beginnen, wollen wir noch einen
Augenblick bei dem Namen verweilen, den die Maschine heute trägt,
der aber zu Lebzeiten des Fräuleins Kemble noch nicht in der heutigen
Art gebräuchlich war.
Es gibt nur sehr wenige Benennungen, die sich, allen
Sprachgrenzen zum Trotz, so weit über die Erde verbreitet haben, wie
das Wort „Lokomotive“. Es ist aus zwei lateinischen Worten gebildet,
dem der klassischen Zeit entstammenden Wort locus = Ort und dem
spät-lateinischen motivus = beweglich. In der Patentschrift, die
Stephenson im Jahre 1815 einlieferte, spricht er von einer „construction of
locomotive engines“. Der heutige Name wird hier als Eigenschaftswort
gebraucht. Erst um 1840 fängt dieses, nach einem Aufsatz von
M e t z e l t i n in den „Hanomag-Nachrichten“, an, sich zum Hauptwort
umzuwandeln. Von da an beginnt sein Siegeslauf durch die Länder
zahlreicher Völker, gleichgültig ob sie eine romanische oder eine
germanische Sprache reden. Der Engländer sagt heute „the locomotive“,

der Franzose „la locomotive“, im italienischen heißt es „la locomotiva“, in
Portugal „a locomotiva“; der Rumäne spricht von einer „locomotiva“, der
Holländer sagt „de locomotief“, der Däne und Schwede „locomotivet“. Nur im
Spanischen findet sich eine Abweichung; hier heißt es „la locomotora“.
Erbaut von der Hannoverschen Maschinenbau-Aktien-Gesellschaft (Hanomag) als 8000.
Lokomotive
152. Zwi l l in gs -S ch ne l lzug-L okom otive de r
o lden burgis c h e n Sta a ts ba hn
Dienst-Gewicht 72000 Kilogramm; Achsanordnung 1 C 1; Ventil-Steuerung
Auch wir Deutschen haben uns dem allgemeinen Gebrauch in
dieser Beziehung angeschlossen, was ja bei unserer bedauerlich
leichten Hinneigung zu Fremdworten wahrlich kein Wunder ist. Die
Bezeichnung „Lokomotive“ ist so tief in unseren Sprachschatz
eingedrungen, daß bis zum heutigen Tag ein wirklich deutsches
Ersatzwort hierfür fehlt. In Verdeutschungs-Wörterbüchern findet man
wohl „Dampfwagen“ und „Dampfroß“ angegeben. Beide sind für den
wirklichen Gebrauch nicht verwendbar. Das Wort „Dampfwagen“ ist
durch die technische Sprachübung für eine besondere Gattung von
Eisenbahnfahrzeugen belegt, nämlich für solche, bei denen die
Dampfmaschine und der zur Aufnahme von Fahrgästen bestimmte
Wagenkasten baulich zu einem untrennbaren Ganzen vereinigt sind.
„Dampfroß“ ist eine ausschließlich in gehobener, dichterischer Sprache
zulässige Wendung, und auch hier ist sie nicht gerade schön, weil der
bildliche Vergleich, den sie ausdrückt, durch allzu häufige Benutzung
bereits stark abgeblaßt ist.

Überhaupt kann heute keine Ersatzbildung, welche die Worte
„Dampf“ oder auch „Feuer“ in sich schließt, also etwa „Feuerwagen“,
mehr in Gebrauch genommen werden, da sie für die elektrische
Lokomotive keinesfalls passend sein würde. Ob vorgeschlagene
Neubildungen wie „Beweger“, „Treibling“ oder „Treibzeug“ sich jemals
die deutsche Sprache werden erobern können, muß abgewartet
werden. Wünschenswert bliebe es natürlich, daß unsere so
überquellend reiche Muttersprache auch an dieser Stelle den
eingedrungenen Fremdling erfolgreich vertriebe. Bemerkenswert ist
noch der Hinweis von Metzeltin, daß einstmals in Deutschland ein Streit
darüber getobt hat, ob man „die Lokomotive“ oder „das Lokomotiv“
sagen solle. Heute ist dieser Kampf ja vollständig zugunsten des
weiblichen Geschlechts entschieden. Aber an der Bahnstrecke Salzburg-
Hallein gibt es noch immer ein „Gasthaus zum Lokomotiv“. — —
Erbaut von der Hanomag
153. S chwere Gü te r z ug-Te nde r-L okom otive de r
java n is c he n Sta a ts ba h n
Achsanordnung 1 F 1
Wir haben uns die Erlaubnis erwirkt, in den Führerstand der
Lokomotive hinaufsteigen zu dürfen. Sobald wir nach Überwindung der
steilen Stufen auf der eisernen Plattform angelangt sind, blicken wir
zuerst durch das länglich runde Fenster an der rechten Seite der
vorderen Abschlußwand des Führerstands hinaus auf die Strecke.

154. Ma l let-L oko motive der Ar ica - L a Pa z B a hn in
C hi le
Dienstgewicht 62600 Kilogramm; Achsanordnung C + C
Wie ganz anders stellt sich uns der Eisenbahnkörper jetzt dar,
als wir ihn gewöhnlich, in unserer Eigenschaft als einfache Reisende,
zu sehen gewohnt sind! Alles heitere gesellschaftliche Treiben, das
wir eben noch am Zug beobachtet haben, ist verschwunden. Kalt
und streng recken sich die Schienen über der mit größter Sauberkeit
hingebreiteten Bettung aus. Man kann zwar, wenn man zur Seite
blickt, die Bahnsteige auf der Ankunftsseite des Anhalter Bahnhofs
sehen, aber diese haben plötzlich die hervortretende Bedeutung,
welche sie für jeden Reisenden besitzen, vollständig verloren. Sie
sind bescheidene Auswüchse am endlos sich ausreckenden
Streckenkörper geworden.
Mit haarscharfer Deutlichkeit heben sich die Arme der Signale
vom leuchtenden Sommerhimmel ab. Man begreift plötzlich, welche
ungeheure Bedeutung diesen Zeichengebern innewohnen kann,
wenn sie sinnvoll bedient und in ihren wechselnden Stellungen
richtig verstanden werden. Zu den Füßen der Signalmaste wimmelt,
wie das Unterholz im Hochwald, das Gestrüpp der Weichenlaternen
mit ihren weißen Pfeilen, viereckigen und runden Scheiben. Die sanft
geschwungenen Bogen der Weichen selbst durchschneiden die
glatten Schienenstränge in einem tollen Durcheinander; sie bringen,
so scheint es, Verwirrung in die geraden Geleise, so etwa wie ein

ABC-Schütze die Sauberkeit der vorgezogenen Linien vernichtet,
wenn er auf der Seite seines Schreibhefts Zeichenübungen anstellt.
Aber wir wissen schon, daß die Anordnung jeder dieser vielen
Dutzende von Weichenlagen genauester Überlegung entsprungen
ist.
Weit mehr noch werden wir verwirrt, wenn wir uns nun im
Führerstand selbst umblicken. Da sind massige und zierliche Hebel
zu sehen, große und kleine Räder, Handgriffe, die hinauf, hinab,
nach rechts oder nach links bewegt werden können, Zifferblätter,
Klappen und allerhand Kurbeln. Nur wenige dieser Vorrichtungen
sind bezeichnet, so daß wir uns vorläufig über ihre Wirksamkeit nicht
klar werden können.
Aber jetzt hat der Aufsichtsbeamte draußen auf dem Bahnsteig
das Zeichen zur Abfahrt gegeben, und wir haben nun Gelegenheit,
den Lokomotivführer beim Bedienen einer großen Zahl dieser
Hilfswerkzeuge zu beobachten. Während die Maschine anfährt, gibt
er uns einige Erläuterungen.
Zunächst dreht er an einer blanken, mit einem breit gezahnten
Rad versehenen Kurbel, die unter seinem Fenster angebracht ist. Es
bewegt sich draußen eine Stange, die fast bis zur Vorderwand des
Kessels reicht. Sie legt die Dampfsteuerung der Maschine durch
Verstellen der Schieber so um, daß der nun alsbald in die Zylinder
tretende Dampf die Lokomotive zum Vorwärtsfahren bringt. Bis
dahin haben die Schieber in der Mitte, in Abschlußstellung,
gestanden. Ein Drehen der Kurbel nach der anderen Seite hätte
Rückwärtsfahrt verursacht. Sobald die richtige Schieberstellung
erreicht ist, fällt ein kräftiger Daumen in eine Vertiefung des
gezahnten Rads und hält Kurbel und Steuerungsstellung
unverrückbar fest.

155. Güter zug-L oko motive für Venezuela
mit Tender auf zwei Drehgestellen. Dienstgewicht 21300 Kilogramm;
Achsanordnung 1 C. Kessel sehr hoch liegend; Sonnendach am Führerstand
Erbaut von A. Borsig in Berlin-Tegel
156. „Zuges pi tzte“ L okomo tive
der Paris-Lyon-Mittelmeer-Bahn. Achsanordnung 2 C. Die abgeschrägten Flächen
sollen eine möglichst widerstandslose Durchschneidung der Luft herbeiführen.
Durch Zug an einem kleinen Griff öffnet der Führer nun Ventile,
die sich ganz vorn an den Zylindern befinden. Sofort tropft, was wir
allerdings von unserem Stand aus nicht beobachten können, Wasser
auf den Bahnkörper hinunter. Es ist der Niederschlag, der sich in den
Zylindern beim Stillstand der Maschine aus dem erkalteten Dampf
gebildet hat; dieser muß bei den ersten Kolbenhüben einen freien

Ausweg finden, damit keine schädlichen Wasserschläge gegen die
Zylinderwände entstehen.
Dann ist der große Augenblick gekommen, in dem der
mächtigste, auch für das Auge stark vortretende, blanke Hebel in der
Mitte des Führerstandes bewegt wird: der Regler. Er gibt dem im
Kessel schon ungeduldig brausenden, hochgespannten Dampf den
Weg zu den Zylindern frei. Erst zischt es aus den immer noch
offenen Zylinderhähnen hinaus, dann läuft die Maschine, deren
ungeheures Gewicht bisher wuchtig und anscheinend unverrückbar
auf den Schienen geruht hat, langsam an, die Last der Wagen
unwiderstehlich hinter sich her ziehend. Draußen auf dem Bahnsteig
beginnt das Abschiedswinken, aber hier im Führerstand bemerken
wir nichts davon. Der Führer hält den Reglerhebel fest gepackt und
öffnet, indem er ihn auf einer kleinen kreisförmigen Gleitbahn
verschiebt, das Dampfventil immer weiter. Dann schließt er die
Zylinderhähne, das Zischen dort vorn hört auf, so daß man nun allein
das Ausstoßen des von seiner Arbeit in den Zylindern kommenden
Dampfs aus dem Blasrohr unter dem Schornstein hört. Noch einmal
wird an dem Steuerungshebel gedreht, bis der daran angebrachte
Zeiger auf einer Zahleneinteilung eine bestimmte Ziffer anzeigt. Jetzt
ist die Steuerung in jene Stellung gebracht, die erfahrungsgemäß
den geringsten Dampfverbrauch sicherstellt. Die Maschine befindet
sich in voller Fahrt.
Mit der Tabakspfeife im Mund steht der Führer hinter seinem
Fenster. Der Blick, der sich ihm von dort auf die Strecke öffnet, ist
nicht völlig frei. Er kann das Gleis erst in einer Entfernung von
mehreren Metern erblicken, denn zunächst streckt sich vor dem
Fenster der mächtige Leib des Kessels aus, der alles unter ihm
liegende zudeckt. Die Maschine wiegt sich bei dem Laufen über die
Schienenstöße auf ihren Federn, und der Beschauer bemerkt auf
einmal, wie richtig doch das abgegriffene Bildwort „Dampfroß“ den
Eindruck der laufenden Maschine wiedergibt. Sie hüpft und springt
wirklich wie ein Pferd, die Kesselwölbung gleicht dem Rücken eines
Rosses, und die Mähne wird durch die wehenden, flatternden
Wölkchen gebildet, die aus dem Schornstein dringen.

Erbaut von der Maschinenfabrik Eßlingen
157. L oko motive mi t z wei Da mpfdo men
die durch ein Rohr verbunden sind. Achsanordnung 2 B
Jetzt sind es einzig die Signale, nach denen der Führer emsig
späht. Sie allein können ihm durch ihre Stellung anzeigen, ob die
Strecke für ihn frei ist, oder ob er anhalten soll. Hier und da nur wirft
er einen Blick auf die Zifferblätter der zahlreichen Druckmesser, die
vor seinen Augen angebracht sind und den Dampfdruck im Kessel,
im Schieberkasten, die Luftpressung in dem großen Bremsbehälter
sowie in der Bremsleitung anzeigen.

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