(Solution Manual) Management

Schermerhor, Bachrach, 14

Business

Solution Manual

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Author(s): Schermerhor, Bachrach

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Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-1 Chapter 1 MANAGEMENT , MANAGERS, AND CAREERS Learning Objectives In studying this chapter, students should consider the following questions and be able to complete the accompanying objectives: Learning Objective 1.1: Summarize the challenges of developin g and maintaining career readiness in the new economy. Learning Objective 1.2: Describe what organizations are like as work settings. Learning Objective 1.3: Discuss what it means to be a manager. Learning Objective 1.4: Explain the functions, roles, an d activities of managers. Learning Objective 1.5: Summarize how we learn and use essential skills for caree r success . Overview Work in the new economy is increasingly knowledge based, and people, with their capacity to bring valuable intellectual capit al to the workplace, are the ultimate foundation of organizational performance. The chapter begins with a s ection on understanding the challenges of working today. The world of work is undergoing dynamic and challenging changes that provide great opportuni ties along with tremendous uncertainty. These changes are due to the impact of important trends regarding worker talent, technological change, globalization, ethical standards, workforce diversity, and careers. After setting up this framework for the chang ing environment in which organizations operate, the chapter goes on to describe organizations as open syste ms which interact with their environments in the process of transforming resource inputs into finished goods and se rvices as product outputs. From th is point, the bulk of the chapter describes m anagers and their work ; detailing that m anager s directly suppo rt, supervise, facilitate and help activate the work efforts of other people in organizations. Next, the chapter explore s the management process consisting of the four functions of planning, organizing, leading, and controlling , followed by the roles and s kills managers need for success. The chapter concludes with a discussion of the essential managerial skills and how they are leaned . Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-2 Lecture Outlin e Teaching Objective: To increase awareness of how a dynamic and changing environment affects organization s, managers, and the management process in the new workplace. Suggested Time: Two hours of class time are typically required to present the material in this chapter. Learning Objective 1: Summarize the challenges of developing and maintaining caree r readiness in the new economy . Talent Technology Globalization Ethics Diversity Careers and Connections Learning Objective 2: Describe w hat organizations are like as work settings . Organizational purpose Organizations as systems Organizational performance Changin g nature of organizations Learning Objective 3: Discuss w hat it mean s to be a manager . What is a manager? Levels of managers Types of managers Managerial performa nce Changing nature of managerial work Learning Objective 4: Explain the functions, roles, and ac tivities of managers . Functions of management Managerial roles and activities Managerial agendas , networks , and social capital Learning Ob jective 5: Summarize h ow we learn and use essential skills for career success . Lifelong Learning and Learning Agility Management Skills Career Readiness Skills Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-3 Supporting Materials Figures • Figure 1.1: Organizati ons as Open Systems Interacting with Thei r Environments • Figure 1.2 : Productivity and the Dimensions of Organizational Performance • Figure 1.3: The Manager’s Challenge – Fulfilling Performance Accountability while Dependent on Others to do the Work Figure 1.4: The Organization Viewed as an Upside -Down Py ramid • Figure 1.5 : Four Functions of Management – Planning, Organizing, Leading, and Controlling • Figure 1.6: Interpersonal, Informational, and Decisional Roles of Managers • Figure 1. 7: Katz’s Essential Managerial Skills – Technical, Human, and Conceptu al • Figure 1.8: Using a Pe rsonal SWOT Analysis for Strategic C areer Planning Thematic Boxes • Analysis: Multiple Generations Meet and Greet in the New World of Work • Ethics: Social Media Searches Linked with Discrimination in Hiring • Choices: Want Vacation? No Problem, Take as Much as You Want • Insight: Self-awareness and the Johari Window Management Learning Review • Summary • Self-Test Career Skills & Competencies • Evaluate Career Situations for New Managers: What Would You Do? • Reflect on the Self -Assessment: Ca reer Readiness “Big 2 0” • Contribute to the Class Exercise: My Best Manager • Manage the Critical Incident : Team Leader Faces Test • Collaborate on a Team Project : The Amazing Great Job Race • Analyze the Case Study : Trader Joe’s: Keeping a Cool Edge Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-4 LECTURE NO TES WOR KING TODAY Learn ing Objective: Summarize the challenges of developing and maintaining career readiness in the new economy. Today’s working environment has changed dramat ically due to the complex world in which we live. No longer can one be compl acent, unskilled, or even expect job security. Innovation, cost competitiveness, and technology are the driving forces today. Career advancement today demands career readiness , which is the skills, competencies, aspirations, and goals that help a person in even rapidly changing environments. Employees also need initiative , self- awareness , and continuous learnin g. TALENT According to management scholars Charles O’Reilly and Jeffrey Pfeffer, high performing companies achieve success by being better than competitors by getting e xtraordinary results from the people working for them. People –– what they know, what they learn, and what they do with it –– are the ult imate foundations of organizational performance. People represent intellectual capital, whic h is the collective brain power or shared knowl edge of a workforce that is used to create value. The intellectual capital equation of Intellectual Capital = Compet ency x Commitment defines today’s workplace. Workers’ talents and capabilities represent com petency, while willingnes s to work hard defines commitment. A knowledge worker is someone whose mind is a critical asset to employers and who adds to the intellec tual capital of the organization. A smart workforce has members with both technical and huma n skills and who work tog ether to solve ever changing problems. TECHNOLOGY We are currently in the fourth industrial age , which means change is driven by the cloud, mobile Internet, automation and robotics, and artificial intelligence. Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-5 The world is dri ven by technology, so one must develop a high Tech IQ, that is, the ability to use technology and commitment to stay informed on the latest technological develop ments. We hold meetings in virtual space, eliminating physical distances. Work is done from h ome or anywhere we might be. We meet as virtual teams, sharing files and information, all without ever meeting face -to-face. GLOBALIZATION The national boun daries of world business have largely disappeared due in part to globalization, which is the wor ldwide interdependence of resource flows, product markets, and business competition that characterizes the new economy. As such, countries and peoples are now interconnected through news, travel, lifestyles, employment, along with, financial and business dealings. Some people ar e not happy about globalization or the interconnectedness it provides. In particular, many people are opposed to the concept of job mi gration , which means jobs shift from one country to another , because countries like the United S tates are losing jobs while other countries like China, India, and the Philippines are gaining jobs. In some cases, reshoring , which means manufacturing and jo bs shift back home from overseas, has occurred particularly when global manufacturing and transp ortation costs increase o r when companies become increasingly concerned about protecting their intellectual property . ETHICS Ethics set moral standards of what is “good” and “right” in the conduct of a person or group. Every week, we learn about the u nethical behavior of busi ness executives that cause great harm to those who entrust them to do the right thing. Much of this is due to the lack of active over sight of management decisions and company actions by boards of directors. As such, it is imperat ive that students realize integrity is the key to leadership and the responsibility for setting the ethical tone of the organization comes from the top. There are two ethics indicators: social responsibility/sustainability practices and corporate governan ce. The first involves t aking care of the earth for future generations. The second is the oversight of top management decisions, corporate strategy, and fina ncial reporting by a company ’s board of directors. DIVERSITY Workforce diversity describes the composition of the workfo rce in terms of differences among members. Today’s increasingly diverse and multicultural workforce should be an asset that, if tapped , creates opportunities for performance gains. Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-6 Unfortunately, positive diversity messages do not always reflect work real ities due to the leaking pipeline problem, prejudice, discrimination, the glass ceiling effect , and implicit/unconscious bias. • The leaking pipeline problem occurs when qualified and high -performing women do not pursue upward caree r paths due to the obstac les they face. • Prejudice is the display of negative, irrational attitudes toward members of diverse populations. • Discrimination actively denies minority members the full benefits of organizational membership. • The glass ceiling effe ct is an invisible barrie r or “ceiling” that prevents women and minorities from rising above a certain level of organizational responsibility. • Implicit or unconscious bias is the embedded prejudice that may not be purposeful but exists. People will develo p these over the course o f a lifetime . These biases tend to be the result of messages people receive when they are young. CAREERS AND CONNECTIONS Colle ge students who are looking for their first full -time job in a tight economy will find the task challe nging. To improve one’s chances, however, internships are often the pathway to success. British scholar Charles Handy uses the analogy of the shamrock organizat ion to describe the career implications for employees in today’s dynamic environment. Each lea f of the shamrock has a d ifferent career implication. Workers must be prepared to prosper in any of the shamrock’s three leaves. 1. The first leaf is a cor e group of full -time employees who follow standard career paths. This group is shrinking. 2. The second le af consists of contract or free -lance workers that provide specialized skills and talents on a contract basis, and then change employers when projects ar e completed. This group is replacing a part of those in the first leaf. 3. The third leaf contains part -time workers who are hired only as needed and for only the number of hours needed. Even though these workers replace some in the first leaf, they are also the first to lose their jobs during economic downturns. Should current trends continue, as a member o f the free-agent and on -demand economy , job changing and flexible contracts will be come a staple of every day life. Early Career Survival Skills of the text describes critical skills for the new workplace: • Mastery: You need be good at something; you need t o be able to contribute s omething of value to your employer. • Networking : You need to know people; networking with others withi n and outside the organiz ation is essential. • Entrepreneurship: You must act as if you are running your own business, spotting ide as and opportunities and pursuing them. Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-7 • Technology: You have to embrace technology; you have to stay up -to-date and fully utili ze all that is available. • Marketing: You need to communicate your successes and progress, both yours personally and those of your work team. • Renewal: You need to learn and change continuously , always improving yourself for the future . DISCUSSION TOPIC Conduct a brainstorming sess ion with students to identify recent examples of each of the preceding characteristics of 21st century w ork environments ( i.e., talent , technology, g lobalization, ethics , diversity, and careers). After generating a sufficient number of examples, focus clas s discussion on the implications of these examples for managerial activities. ORGANIZATIONS Learning O bjective: Describe the nature of organizations as work settings. ORGANIZATIONAL PURPOSE An organization is a collection of people working together to achieve a common purpose. The broad purpose of any organization is to provide quality products and serv ices to customers in a socially responsible way, while ensuring customer satisfaction . ORGAN IZATIONS AS SYSTEMS Organizations are open systems that interact with their environments in the continual process of transformin g resource inputs into product ou tputs in the form of finished goods and/or services. Figure 1.1 in the text illustrates organ izations as open systems. The external environment is a critical element of the open systems view of organizations because it is both a supplier of resources and the source of customers, and has a significant impact on the organization’s operations and ou tcomes. Feedback from the environment tells an organization how well it is doing in meeting the needs of customers . ORGANIZATION AL PERFORMANCE Using resources w ell and serving customers is a process of value creation through organizational performance. When operations add value to the original cost of resource inputs, then: 1. a business organization can earn a profit —that is, sell a product for more than the cost of making it Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-8 2. a nonprofit organization can add wealth to society —that is, provide a public serv ice that is worth more than its cost (e.g., fire protection in a community) A common way to describe how well an organization is performing overall is productivi ty, which is a summary measure of the quantity and quality of work performance with resource utilization taken into account. Performance effectiveness is an output measure of task or goal accomplishment. Performance effi ciency is an input measure of the resource costs associated with goal accomplishment. Figure 1.2 in the text illustrates the r elationship between goal attainment and resource utilization CHANGING NATURE OF ORGANIZATIONS Among recent trends in changes i n organizations, the following or ganizational transitions are especially relevant to your study of management: • Focus on valuing human capital • Demise of “command -and-control” • Emphasis on teamwork • Preeminence of technology • Importance of networking • New workfo rce expectations • Priorities on su stainability MANAGERS Learning Objective: Dis cuss what it means to be a manager. WHAT IS A MANAGER? A manager is a person in an organization who directly supports , supervis es, and helps activate the work efforts and performance accomplishments of other s. The people who are supported and helped by managers are usually called direct reports, team members, work associates or subordinates. These people are the essential human r esources whose tasks represent the real work of the organization. LEVELS OF MAN AGERS Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-9 We find a board of directors whose members are elected by the stockholders to represent their ownership interests. Boards of directors instill corporate governance , by h olding top management accountable for or ganizational performance . Below the boa rd level, top managers are responsible for the performance of an organization as a whole or for one of its larger parts. 1. Common job titles for top managers are chief executive officer (CEO), president, and vice - president. 2. Top managers scan the environment , create and communicate long -term vision, and ensure that strategies and performance objectives are consistent with the organization’s purpose and mission. Reporting to top m anagers are middle managers , who are in charge of relatively large departments o r divisions consisting of several smaller work units. 1. Common job titles for middle managers are clinic directors in hospitals; deans in universities; and division managers, pl ant managers, and regional sales manager s in businesses. 2. Middle managers work wi th top managers and coordinate with peers to develop and implement action plans to accomplish organizational objectives. The first job in management is typically a team leader or supervisor , who is in charge of a sm all work group composed of non -manageria l workers. Though job titles for these managerial positions vary greatly, some of the more common ones are department head, group leader, and unit manager. DISCUSSION TOPIC To illustrate the differences among diffe rent levels management, ask students to identify people they know who have been or are now managers. Have these students describe the nature of the work done by the managers they know. Then have the students analyze these descriptions and classify them acc ording to top managers, middle managers, and team leaders and supervisors. TYPES OF MANAGERS In addition to serving at different levels of authority, managers work in different capacities within organizations. • Line managers are responsible for work that makes a direct contribution to the organ ization’s outputs. • Staff managers use special technical expertise to advise and support the efforts of line workers. • Functional managers have responsibility for a single area of activity, such as finance, marketing , production, human resources, accountin g, or sales. • General Managers are responsible for activities covering many functional areas. • Administrators are managers who work in public or nonprofit organizations. Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-10 DISCUS SION TOPIC Ask the students if they have had any experience as team leaders or s upervisors. After having those with such experience describe their jobs, relate the job components to the list of performance responsibilities of team leaders and supervisors t hat is presented in the box on page 14. Compare the students’ responses to the items on this list. MANAGERIAL PERFORMANCE FIGURE 1. 3 in the text illustrates how managers work as individuals and in a team to perform. All managers help others, working ind ividually and in groups, to achieve prod uctivity while using their talents to ac complish organizational goals. Accountability is the requirement of one person to answer to a higher authority for performance results in his or her area of responsibility. All managers should try to be effective managers , by helping others achieve high performance outcomes while maintaining a high quality of work life environment. Quality of wo rk life is the overall quality of human experiences in the workplace. A high quali ty of work life is one that offers the individual worker such things as: 1. Fair pa y. 2. Safe working conditions. 3. Opportunities to learn and use new skills. 4. Room to grow and progre ss in a career. 5. Protection of individual rights and wellness. CHANGING NATURE OF MANAGERIAL WORK Many trends in organizations require new thinking from those wh o serve as managers. We are in a time when the best managers are known more for “helping” and “supporting” than for “directing” and “order giving.” There is less and less toler ance for managers who simply sit back and tell others what to do. FIGURE 1. 4 in the text illustrates the concept of the “ upside -down pyramid .” THE MANAGEMENT PROCESS Learning Objective: Explain the functions , roles, and activities of managers. The ultimate “bottom line” in every manager’s job is to help an organization achieve h igh performance by best utilizing its human and m aterial resources. FUNCTIONS OF MANAGEMENT Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-11 FIGURE 1.5 in the text illustrates the four functions of management The management process of planning, organizing, leading, and controlling is the use of resour ces to accomplish performance goals. • Planning is the process of setting objectives and determining what should be done to accomplish them. • Organizing is the process of assigning tasks, allocating resources, and coordinating work activities. • Leading is the process of arousing enthusiasm and inspiring eff orts to achieve goals. • Controlling is the process of measuring performance and taki ng action to ensure desired results. DISCUSSION TOPIC Divide students into discussion groups of five to six members. Have e ach group select a different campus organization to analyze. Each group should explore how the chosen campus organization exhibit s planning, organizing, leading, and contro lling. MANAGERIAL ROLES AND ACTIVITIES As illustrated in FIGURE 1. 6 in the text, Henry Mintzberg’s ten different managerial roles are organized as : • Interpersonal roles (i.e., figurehead, leader, and liaison) invol ve interactions with people inside and outside the work unit. • Informational roles (i.e., monitor, disseminator, and spokespe rson) involve giving, receiving, and analyzing i nformation. • Decisional roles (i.e., entrepreneur, disturbance handler, resource allo cator, and negotiator) involve using information to make decisions in order to solve problems or address opportunities. There is no doubt that managerial work is a busy, d emanding, and stressful type of work. A summary of research on the nature of manag erial work finds the following about managerial work: • Managers work long hours. • Managers work at an intense pace. • Managers w ork at fragmented and varied tasks. • Managers wor k with many communication media. • Managers accomplish their work largely through inte rpersonal relationships. Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-12 DISCUSSION TOPIC Have students draw on their work, educational, athletic team, or other extracurri cular experiences to identify examples of how pe ople in managerial and leadership positions enact the various interpersonal, informa tional, and decisional roles. MANAGERIAL AGENDAS , NETWORKS, AND SOCIAL CAPITAL According to management scholar John Kotte r, there are two basic challenges that effective managers must master: 1. Agenda setting involves managers’ development of action prior ities for their jobs; these action priorities include goals and plans spanning long and short time frames. 2. Networking is the process of building and maintaining positive relationships with people whose help may be needed to implement one’s work agendas, c reating social capital – a capacity to attract support and help f rom others in order to get things done. Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-13 SKILLS FOR CAREE R SUCCESS Learning Objective: Identify essential manageri al skills and discuss how they are learned. Workers everywhere are expected to become involved, participate fully, demonstrate creativity , and find self-fulfillment in their work. They also need to develop skills, which means workers need to translate their knowledge into action that results in desired performance. LIFELONG LEARNING AND LEARNING AGILITY Learning is a change in behavior that results from experience. Lifelong learning means people are engaged in continuo us learning from their daily experi ences and opportunities . Self-awareness is the real, unbiased understanding of one’s own strengths and weaknesses. Learning agility is the willingness to grow, learn, and be continua lly curious. MAN AGEMENT SKILLS Robert L. Katz described three categories of managerial skills as illustrated in Figure 1. 7: • A technical skill is the ability to use expertise to perform a task with proficiency. • A human skill is the ability to work well in cooperation wit h other people. o Emotional intelligence is the ability to manage ourselves and our relationships effectively. • A conceptual skill is the ability to think analytically and solve complex problems . DISCUSSION TOPIC Have students discuss the roles that te chnical skills, human skills, and conceptual skills pla y in their professors’ performance of their jobs. Then have the students think of their own educational pursuits as a job. What roles do technical skills, human skills, and conceptual skills play in th e students’ performance of their jobs? CAREER READINES S SKILLS FIGURE 1. 8 in the text describes ways someone can use a SWOT analysis to strategically career plan by identifying individual strengths and weaknesses as well as environmental opportunities an d threats. The goal is to help people self -assess and self-regulate as a means to achieve their goals. While ide ntifying weaknesses is difficult for many people, it is important to focus on how weaknesses can be changed to strengths through training, ment oring, or hiring people with strengths to fill in the gaps. Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-14 Summary Learning Objective 1.1: Summarize the challenges of developing and maintaining career readiness in the new economy . • Work in the new economy is increasingly knowledge based, and intell ectual capi tal is the foundation of organization al performance. • Organizations must value the talents and capabilities of a workforc e whose members are increasingly diverse with respect to gender, age, race and ethnicity, able -bodiedness, and lifestyles. • The forces of globalization are bringing increased interdependencies among nations and economies, as customer markets and resource fl ows create intense business competition. • Ever -present developments in inf ormation technology are reshaping organizations, cha nging the nature of work, and increasing the val ue of knowledge workers. • Society has high expectations for organizations and their members to perform with commitment to high ethical standards and in socially responsible ways. • Careers in the new economy req uire great personal initiative to build and main tain skill “portfolios” that are always up -to-date and valuable in a free agent eco nomy. FOR DISCUSSION: What career risks and opportunities is globalization creating for today’s college graduates? Learning Objective 1. 2: Describe what organizations are like as work settings . • Organizations are collections of people working together to achieve a common purpose. • As open systems, organizations interact with their environments in the process of transforming resource inputs into product and service outputs. • Productivity is a measure of the quantity and quality of work performance, with resource costs taken into account. • High -performing organizations achieve both performance effective ness in terms of goal accomplis hment, and performance efficien cy in terms of re source utilization. FOR DISCUSSION: When i s it acceptab le to sacrifice performance efficiency for performance effectiveness? Learning Objective 1. 3: Describe what it mean s to be a manager . • Manage rs directly support and facilitate the work efforts of other people in organizations. • Top managers scan the environment, create strategies , and emphasize long -term goals; middle managers coordinate activities in large departments or divisions; team leaders and supervi sors support performance of front -line workers at the team or work -unit l evel. • Functional managers work in specific areas such as finance or marketing; general managers are responsible for larger multifunctional units; administrators are managers in public or nonprofit organizations. • The upside -down py ramid view of organizatio ns shows operating workers at the top , serving customer needs while being supported from below by various levels of management. • The changing nature of managerial work emphasizes being good at “coaching” and “supporting” others, rat her than simply “directin g” and “ order -giving.” Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-15 FOR DISCUSSION: In what ways should the work of a top manager differ from that of a team leader? Learning Objective 1.4: Describe the functions, roles, and act ivities of managers . • The management process co nsists of the four functions of planning, organizing, leading, and controlling. • Planning sets the direction; organizing assembles the human and material resources; leading provides the enthusiasm and direction ; controlling ensures results. • Managers implem ent the four functions in daily work that is often intense and stressful, involving long hours and continuous performance pressures. • Managerial success requires the ability to perform well in interpersonal, inf ormational, and decision - making roles. • Manager ial success also requires the ability to build interpersonal networks to use them to accomplish well-selected task agendas. FOR DISCUSSION: How might the upside -down pyramid view of organizing affect a manager’ s approach to planning, organizing, leading, a nd controlling? Learning Objective 1. 5: Summarize how we learn and use essential skills for career success. • Careers in the new economy demand continual attention to lifelong learning from all aspects of daily experience and job opportunities. • Skills conside red essential for managers are broadly described as technical —ability to use expertise; human —ability to work well with other people; and conceptual —ability to analyze and solve complex p roblems. • Human skills are equally important for all management levels : while conceptual skills gain importance at higher levels and technical skills gain importance at lower levels. FOR DISCUSSION: Which management skills and competencies do you consider the most difficult to develop, and why? Key Terms Accountability : the requirement of one person to answer to a higher authority for performance results in his or her area of work responsibility. Administrator : a manager in a public or nonprof it organization. Agenda setting : develops action prior ities for accomplishing goa ls and plans. Board of directors : members, elected by stock holders, ensure an organization is run properly. Career readiness : a set of skills, competencies, aspirations, and goals that will advance your care er, even in a rapidly changing environment. Conc eptual skill : the ability to think analytically to diagnose and solve complex problems. Controlling : the process of measuring performance and taking action to ensure desired r esults. Corporate governance : occ urs when a board of directors holds top manageme nt accountable for organizational performance. Discrimination : occurs when minority members are unfairly treated and denied the full benefits of organizational membership. Effective manager : a manager who hel ps others achieve high performance and satisfact ion at work. Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-16 Emotional intelligence : the ability to manage ourselves and our relationships effectively . Ethics : a code of moral principles that sets standards of what is “good ” and “right” as opposed to “bad” or “wrong” in the conduct of a person or group. Free -agent and on -demand economy : an economy where people change jobs often and take “gigs” on flexible contracts wit h a shifting mix of e mployers. Functional managers : managers who have responsibility for a single area of activity , such as finance, marke ting, production, personnel, accounting, or sales . General Managers : managers responsible for complex multifunctional units . Glass ceiling effect : an invisible barrier or “ceiling” that prevents women and min orities from rising above a certain level of org anizational responsibility. Globalization : the worldwide interdependence of resource flows, product markets, and business competition tha t characterizes our economy. Human skill : the ability to work well in cooperation with other people . Intellectual capi tal: the collective brainpower or shared knowledge of a workforce that can be used to create value. Intellectual Capital Equation : Intelle ctual Capital = Competency X Commitment. Knowledge worker : someone who se mind is a critical asset to employers . Leadi ng: the process of arousing enthusiasm and inspiring efforts to achieve goals. Learning: a change in behavior that results from experienc e. Lifelong learning : the process of continuous learning from all of our daily experiences and opportunities. Line man agers : managers who are responsible for work activities that make a direct contribution to the organization’s outputs. Management process : the process of planning, organizing, leading, and controlling the use of resources to accomplish performance goals. Manager : a person in an organization who supports , activate s, and is responsible for the work of others. Middle managers : managers who oversee the work of large departments or divisions. Networking : the proces s of building and maintaining positive relations hips with people whose help may be needed to implement one’s agenda. Open system : a system that interacts with its environment , transformi ng resource inputs from the environment into product outputs. Organiza tion: a collection of people working together to achieve a common purpose. Organizing : the process of assigning tasks, allocating resources, and coordinating work activities. Performance effectiveness : an output measure of task or goal accomplishment. Performance efficiency : an input measure of the reso urce cost associated with goal accomplishment. Planning : the process of setting objectives and determining what should be done to accompli sh them. Prejudice : the display of negative, irrational attitudes towa rd members of diverse populations. Productivity : the quantity and quality of work performance, with resource utilization considered. Quality of work life : the overall quality of human ex periences in the workplace. Self-management : the ability to understand oneself, exercise initiative, accept responsibi lity, and learn from experience. Skill : the ability to translate knowledge into action that results in desired performance. Shamrock organ ization : an organization that operates with a core group of full -time long-term workers supported by others who work o n contracts and part -time. Social capital : a capacity to get t hings done with support and help from others. Staff managers : managers who u se special technical expertise to advise and support the efforts of li ne workers. Team leader : someone in charge of a small work group composed of nonmanagerial workers. Tech IQ : the ability to use technology and commitment to stay informed on the latest t echnological developments. Technical skill: the ability to use experti se to perform a task with proficiency . Top manag ers: guide the performance of an organization as a whole or of one of its major parts. Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-17 Upside -down pyramid : an alternative way of showing operating workers at the top serving customers while managers are at t he bottom supporting these workers. Workforce di versity : describes differences among workers in gender, race, age, ethnicity, religion, sexual orientation, and able -bodiedness. Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-18 SELF -TEST ANSWERS 1. The process of management involves the functions of pla nning, _________ leading, and controlling. (a) accounting (b) creating (c) innovating (d) organizing 2. An effective manager achieves both high -performance results and high levels of _________ among people doing the required work. (a) turnover (b) effec tiveness (c) satisfaction (d) stress 3. Perform ance efficiency is a measure of the _________ associated with task accomplishment. (a) resource costs (b) goal specificity (c) product q uality (d) product quantity 4. The requirement that a manager answer t o a higher -level boss for results achieved by a work team is called __________. (a) dependency (b) accountability (c) authority (d) empowerment 5. Productivity is a measure of the qua ntity and _________ of work produced, with resource utilization taken i nto account. (a) quality (b) cost (c) timelines s (d) value 6. _________ managers pay special attention to the external environment, looking for problems and opportun ities and finding ways to deal with them. (a) Top (b) Middle (c) Lower (d) First -line 7. The accounting manager for a local newspaper w ould be considered a _________ manager, whereas the plant manager in a manufacturing firm would be considered a __________ manager. (a) general, functional (b) middle, top (c) staff, line (d) senior, junior 8. When a team leader clarifies desired work ta rgets and deadlines for a work team, he or she is fulfilling the manag ement function of __________. (a) planning (b) delegating (c) cont rolling (d) supervising 9. The process of building and maintaining goo d working relationships with others who may help implement a ma nager’s work agendas is called __________. (a) governance (b) networking (c) authority (d) entrepreneurship 10. In Katz’ s framework, top managers tend to rely more on their _________ skills t han do first -line managers. (a) human (b) conce ptual (c) decision -making (d) technical Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-19 11. The research of Mintzberg and others concludes that managers __________. (a) work at a lei surely pace (b) have blocks of private time for planning (c) are never free from the pressures of performance responsib ility (d) have the advantages of flexible work hours 12. When someone holds a negative attitude toward minorities , this is an example of __________. When a team leader with a negative attitude toward minorit ies makes a decision to deny advancement opportu nities to a Hispa nic team member , this is an example of __________. (a) discrimination , prejudice (b) emotional intelligence , social cap ital (c) performance efficiency , performance effectiveness (d) prejudic e, discrimination 13. Trends in the new workpla ce include which of the following? (a) more emphasis by manager on giving orders (b) more attention by organizations to valuing people a s human assets (c) less teamwork (d) less concern for work -life balance among the new generation of workers. 14. The m anager’s role in the “upside -down pyramid” view of organizations is best described as providing __________ so that operating workers can directly serve _________. (a) direction, top management (b) leadership , organizational goals (c) support, customers (d) agendas, networking 15. The management function of __________ is being performed when a retail manager measures daily sales in the wom en’s apparel department and compares them with daily sales targets. (a) planning (b) agenda setting (c) controlling (d) delegating 16. Discuss the importance of ethics in the relationship between managers and the people they supervise . Manag ers must value people and respect subordinates as mature, responsible, adult human beings. This is part of their ethical and social responsibility as persons to whom others report at work. The work setting should be organized and managed to respect the rig hts of people and their human dignity. Included among the expectations for ethical behavior would be actions to protect individual privacy, provide freedom from sexual harassment, and offer safe and healthy job conditions. Failure to do so is socially irre sponsible. It may also cause productivity losses due to dissatisfaction and poor wo rk commitments. 17. Explain how “accountability ” operates in the relationship between (a) a team leader and her team members , and (b) the same team leader and her boss. The manager is held accountable by her boss for performance results of her work unit. The manager must answer to her boss for unit pe rformance. By the same token, the manager’s subordinates must answer to her for their individual performance. They are accountable to her. 18. Explain how the “glass ceiling effect” may disadvantage newly hi red African -American college graduates in a larg e corporation. If the glass ceiling effect were to operate in a given situation, it would act as a hidden barrier to advancement beyond a certain level. Managers controlling promotions and advancement Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-20 opportu nities in the firm would not give them to Africa n-American candidates, regardless of their capabilities. Although the newly hired graduates migh t progress for a while, sooner or later their upward progress in the firm would be halted by this invisible barr ier. 19. What is “globalization” and what are i ts implications for working in the new economy? Globalization means that the countries and peop les of the world are increasingly interconnected and that business firms increasingly cross national boundaries in acquiring resources, getting work accomplishe d, and selling their products. This internationalization of work will affect most everyone in th e new economy. People will be working with others from different countries, working in other countries, and cert ainly buying and using products and services pro duced in whole or in part in other countries. As countries become more interdependent economical ly, products are sold and resources purchased around the world, and business strategies increasingly target mark ets in more than one country. 20. You have just been hired as the new head of an audit team for a national accounting firm. With four years of experience, you feel technically well prepared for the assignment. However, this is your first formal appoin tment as a “manager.” Things are complicated at the moment. The team has 12 members of diverse demographic and cultural backgrounds, as well as work experience. There is an intense workload and lots of performance pressure. How will this situation challenge yo u to develop and use essential managerial skills and related competencies to successfully manage the team to high levels of auditing perfo rmance ? One approach to this question is through the framework of essential management skills offered by Katz. At the first level of ma nagement, technical skills are important, and I would feel capable in this respect. However, I would expect to learn and refine these skills through my work experiences. Human skills, the ability to work well with other people, will also b e very important. Given the diversity anticipate d for this team, I will need good human skills. Included here would be my emotional intelligence , or the ability to understand my emotions and those of others when I am interacting with them. I will also have a leadership responsibility to help others on t he team develop and utilize these skills so that the team itself can function effectively. Final ly, I would expect opportunities to develop my conceptual or analytical skills in anticipation of higher -level a ppointments. In terms of personal development, I should recognize that the conceptual skills will increase in importance relative to the technic al skills as I move upward in management responsibility. The fact that the members of the team will be diverse, with some of different demographic and cultural backgrounds from my own, will only increase the importance of my abilities in the human skills a rea. It will be a challenge to embrace and value differences to create the best work experience for everyone and to fully value everyone’s potential contributio ns to the audits we will be doing. Conceptually I will need to understand the differences and tr y to utilize them to solve problems faced by the team, but in human relationships I will need to excel at keepin g the team spirit alive and keeping everyone co mmitted to working well together over the life of our projects. Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-21 MANAGEMENT SKILLS AND COMPETEN CIES: MAKE YOURSELF VALUABLE EVALUATE CAREER SITUATIONS: WHAT WOULD YOU DO? Students’ answers will vary based upon their individual experiences SELF ASSESSM ENT : CAREER READINESS If students are realistic and honest with themselves and/or obtain feedba ck from another person’s assessment of their career readiness, this exercise can be used to motivate students to apply the theory and concepts learned from this course directly to their personal growth , which will increase their managerial competence . CLASS EXERCISE: MY BEST MANAGER Preparation Working alone, make a list of the behavioral attributes that descr ibe the “best” manager you have ever had. This c ould be someone you worked for in a full -time or part -time job, summer job, volunteer job, stude nt organization, or elsewhere. If you have trouble identifying an actual manager, make a list of behavioral attr ibutes of the manager you would most like to wor k for in your next job. 1. Make of list of the behavioral attributes that describe the “worst” m anager you have ever had. 2. Write a short synopsis of things that this bad manager actually did or said that wo uld qualify for “Believe it or not, it’s really true!” status. 3. If you also made a list of attributes for your “best” manager, write a quick s ummary of the most important differences that quickly sort out your best from your worst. Activity Form into gr oups as assigned by your instructor, or work wit h a nearby classmate. Share your list of attributes and listen to the lists of others. Be sure t o ask questions and make comments on items of special interest. Work together in the group to create a master li st that combines the unique attributes of the “b est” and/or “worst” managers experienced by members. Have a spokesperson share that list with th e rest of the class for further discussion. Share the “Believe it or not!” stories provided by group members. Instructor’s Note This exercise is designed to he lp break the ice in class and to get students thinking about what differentiates good managers f rom poor ones. Hopefully, they will develop a sense of purpose or directions through which their study of manage ment and the total course experience become more personally meaningful. Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-22 The exercise can be done informally in smaller classes (up to 45 -50) as stated. It can also be done in modified form in larger lecture settings. In the large lecture, we recommend that you not use small group discussions, but rather use random questioning to create a master list on the blackboard. This list becomes a basis for total class discussion and your personal reactions. In discussing the results, take advantage of the opportunit y to convey the logic of your course outline as well as how you plan to use the book and other supporting materials. In smaller classes, have st udents introduce themselves in their work groups. Be comfortable with the “brainstorming” nature of the exercise . Don’t overdo it by making it too complicated or overly definitive. It is simply a way to start students thinking and talking about being good managers. What follows is one instructor’s report on using the exercise. Exercise Report Students were assigne d into four groups to work on the exercise. Rath er than follow exact exercise procedures, they were given the task to list ten characteristics t hat described the best managers for whom group members have worked. The group part of the exercise worked very w ell and took approximately 15 minutes to complet e. At the conclusion of the group brainstorming stage, spokespersons were asked to report on eac h group’s list. The meaning of each item was discussed as it was being presented. A total of eight items was obt ained from the four groups in approximately 20 m inutes. MANAGE THE CRITICAL INCIDENT: TEAM LEADER FACES TEST It’s happened again for the seco nd time in a week. Charles walked into your cubicle and started a rant about his not getting enough support from you as his team leader. Before you could say an ything, he accused you of playing favorites in assigning projects and not giving him the respect he deserved for his seniority and expertise. Then he gave you an angry look, turned around, and stomped off . You let it go the last time he exploded like this. And after cooling down, he came by later to apologize and give you a fist - bump of reconciliatio n. You’ve since learned, however, that the other team members have been on the receiving end of his outbursts an d are starting to complain to one another about him. Charles is your top software engineer and has a lo t of technical expertise to off er the tea m and you. He’s a valuable talent, but his behavior has become intolerable. It’s time for action. Questions How do you handle Charles and the full team in thes e circumstances? Does this call for direct confrontation between you and him? If so, how do you handle it? If not, how do you handle it? Is this something that the team as a whole needs to get involved with? If so, how do you proceed as team leader? How ca n you use each of the management functions to best deal with this situation? How can essential managerial skills help you succeed in this and similar situations? COLLABORATE ON THE TEAM ACTIVITY: THE AMAZIN G GREAT JOB RACE The fantastic variety of jobs out there for the well -prepared candidate is almost unimaginable. But our lives have gotten bus y— really complicated! We spend time with work, school work, meetings, friends, Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-23 family, video games, listening t o music, watching television, surfing the Intern et, going to concerts, social engagements, and so on! It seems like our calendars are always ful l with activities, leaving less time available to figure out what we really want from a first “real” job and a c areer. You might say or hear: “I haven’t got tim e for that —I need a job now . . . !” It’s easy to overestimate how much you can get done at the last minute. There may also be lots of uncertainty as to what kind of job you really want. Thinking about likes and dislikes, talents and areas of deficit, goal s, aspirations, wants, needs, understanding yourself and what makes you happy —all take time. It also takes time spent in the right ways. A job that looks really great to you might require a series of classes that you haven’t taken, an internship that you haven’t done, software that you don’t know, or a foreign language you don’t speak. If you spend t ime thinking about what you want, searching for what’s out there, and figuring out now what you’ll need in order to be prepared when you graduate, you just migh t find yourself running and winning the Amazing Great Job Race. Instructions 1. Reflect: What c lasses have you enjoyed the most? What did you like most about them? How was your thinking challenged in these c ourses? What work experiences have been most sat isfying for you? Why? 2. Share: Listen without criticism to how others in the group answered the se reflection questions. Share your answers and listen to the comments of others. Turn group discussion into a b rainstorming session about the kinds of jobs eac h member might like to do and the careers they might pursue. 3. Debate: Push each other to ident ify baseline requirements for jobs that might be good fits for them. Ask: What classes would you need to take to be in a position to compete for these jobs? Wha t kinds of internships would you need to participate in order to gain experience and access? Wha t tests and certifications might be necessary? How much time would these preparations take so that you are ready to compete for your best job with other candida tes who might want it also? CASE STUDY : TRADER JOE’S : KEEPING A COOL EDGE The case for this c hapter describes Trader Joe’s, a gourmet, specialty and natural foods store with a unique culture and devoted cu stomers. Instructors may consider suggesting stu dents visit the Trader Joe’s website at www.traderjoes.co m for further preparation as they prepare case answers. If there isn't a Trader Joe's in your area, consider sh owing one of the videos posted on YouTube by cus tomers and people that would like Trader Joe's to locate in their community. Discussion Questio ns 1. What ways does Trader Joe’s demonstrate the importance of each responsibility in the management process – planning, organizing, leading and controlling? Planning is the process of setting performance objectives and actions taken to accomplish them. References to their commitment to thrift, cost savings and “relentless pursuit of value” (“Every penny we save i s a penny you save”) and ways they demonstrate t hat commitment are numerous in the case. Their simple four -part philosophy and approach to stock ing guides purchasing plans. Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-24 Organizing involves arranging resources to accomplish organizational goals efficien tly. Compensation at Trader Joes is high for the industry. This usually allows employers to hire better qualified employees even in a tight labo r market, reducing training and turnover expenses. Their training programs (Trader Joe’s University) help develo p employee potential to support their “promote -from-within ” policy. Leading inspires people to work hard to achieve high performance. One respon sibility of leadership that Trader Joe’s takes seriously is establishing a strong culture. Employees and custome rs alike are drawn to the chain’s “charming blen d of low prices, tasty treats and laid -back but enthusiastic customer service.” Not only is the attitude casual, employee dress and store décor are a nautical and tropical theme. The company hires employees t o fit the culture with desired soft skills such as “ambitious, adventurous, enjoy smiling and have a strong sense of values.” Controlling measur es performance to ensure the desired results. Control, hand in hand with planning measure the success of the pla n by measuring results. Store size, inventory co ntrol and aggressive cost cutting are measured and adjusted as necessary. 2. What lessons does the T rader Joe’s story offer to aspiring entrepreneurs who want to get off to a good start in any industry? Lessons from the Trader Joe’s story to aspiring ent repreneurs: know your market/products, find the best in the industry and focus on cost containme nt, and take care of the customers. 3. Problem Solving At the age of 22 and newly graduated from college, Hazel has just accepted a job with Trader Joe’s as a shift leader. She’ll be supervising four team members who fill part -time jobs in the produce sec tion. Given Trader Joe’s casual and nontraditional work environment, what skills will she need, what should she do, and what should she avoid doing in the first few days of work to establish herself as a successful team leader? Hazel needs to study the uni que culture of Trader Joe's to reduce the perception that she has arrived as an outsider. With a culture as stro ng as Trader Joe's, she needs to fit in quickly and learn the way they do things. Hazel also should study her job description and the job descri ptions of her team members so she understands their roles. Trader Joe's has a promote -from -within policy. If Hazel is a new Trader Joe's employee, she needs to understand that she may have received the job in place of an employee that had applied for a promotion. Sensitivity should be used in dealing with existing employees. Learning as much as she can from other su pervisors should be top priority. Hazel needs t o avoid making new policies or changing procedures. Existing employees are more familiar with th e way things are done at Trader Joe's than she is at this point. This is an opportunity to learn from her employ ees. 4. Further Research Study news reports to find more information on Trader Joe’s management and organization practices. Look for comparison s with its competitors and try to identify whether or not Trader Joe’s still has the right management approach a nd business model for continued success. Are the re any internal weaknesses in the Trader Joe’s management approach or new practices by external competitors, or changing industry forces that might cause future problems? Schermerhorn & Bachrach / Manage ment, 1 4th Instructor’s Guide Copyright © 20 21 John Wiley & Sons, Inc. 1-25 Students are directed to research Tra der Joe’s and make comparisons with competitors. Caution students to conduct their online research with objective media sources. The college lib rary may offer free searches such as EBSCO Host that access a large number of periodicals including industry publications that may provide thorough and accurate comparisons as well as current industry trends.