Management: A Practical Introduction 9th Edition Kinicki | SOLUTION MANUAL & TEACHING GUIDE by ACADEMIAMILL

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Chapter 1 The Exceptional Manager What You Do, How You Do It CHAPTER CONTENTS Teaching Resource Manual: A Guide to Implementation Career Readiness-Based Personal Development Plan

ii viii

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

Application-Based Activity

Creating a Personal Development Plan

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

The purpose of the Teaching Resource Manual (TRM) is to support you in the delivery of your chosen curriculum in either a face-to-face or online classroom formats. It also was created to help you address some of the following challenges in higher education:     

Addressing the inability to measure student comprehension prior to major assignments such as a midterm or project. Overcoming the inability to tailor your lecture to the topics that students find difficult. Increasing student engagement by providing opportunities for them to apply the knowledge gained in the classroom to real-world scenarios. Providing students with opportunities for self-reflection outside of classroom activities. Increasing students’ critical-thinking and problem-solving skills.

You will learn that we created many different teaching resources you can use either before, during, or after class. Because of the quantity of options, the goal of this implementation guide is to provide an overview of how you might select the many teaching resources at your disposal. So What Assets Can I Choose From? Generally, a typical class session for any course comprises three “touch points:” before, during, and after class. For a face-to-face course, your class session would normally be the day you lecture to students. For an online course, the class session would be when you recorded the lecture or when the live lecture is streamed on the Web. Our teaching resources fall into 16 categories: SmartBook 2.0, Click and Drag Exercises, iSeeIt Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action boxes, Group Exercises, TRM discussion starters, TRM follow-up exercises, Uber Continuing Case, quizzes and tests, Management in Action Cases, Manager’s Hot Seat Videos, and Application-Based Activities (mini-sims). After describing the use of SmartBook 2.0 and Connect® exercises, we discuss how you might use these teaching resources before, during, or after class. Assigning SmartBook 2.0 and Connect® Exercises SmartBook 2.0, (In Connect®, click on Performance / Reports / Assignment Results. Here you can choose SmartBook and choose the assignment you wish to view reports for.) The following reports are available through SmartBook 2.0: Instructor Dashboard. Click on one of the tiles from Assignment Completion, Time on Task, Metacognition, Most Challenging Learning Objectives, and Individual Learners.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Assignment Completion. Shows the total percentage of all learners in the class that have completed the assignments at this point in time.

Time on Task. Provides the user with a class-level view of the estimated time in comparison to the actual average time to completion across the entire class. Metacognition. Shows how aware the learners are of their knowledge, on average across the entire class. Most Challenging Learning Objectives. Shows the number of challenging Learning Objectives across the class, in comparison to the total number of Learning Objectives in the assignment. Individual Learner Report. System provides all the assignment data available for that specific student at that point in time, showing a breakdown of all questions answered in each of the following categories:      

Correct with high confidence Incorrect with high confidence Correct with low confidence Incorrect with low confidence Correct with medium confidence Incorrect with medium confidence 1-iii

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

assign as many assignments as appropriate. determine point values for each question/application exercise individually. make available multiple attempts per assignment with options of accepting the highest score or averaging all the scores together. deduct points for late submissions of assignments (percentage deduction per hour/day/week/so forth) or create hard deadlines. show feedback on exercises/questions immediately or at your preference. provide for study-attempts to allow for completion of the assignment after the due date without assigning a point value.

Some recommendations include:  



Before selecting the option for one attempt only, select unlimited or multiple attempts on the first few assignments to allow students a chance to learn and navigate the system. Provide a low point value for each question because multiple questions are usually assigned for each chapter. A good rule of thumb would be to make “Quiz Questions” worth 1 point each and “Connect® Exercises” worth 5 to 10 points each because these require more time and thought. Select feedback to be displayed after the assignment due date in order to limit students from giving the correct answers to other students while the application exercise is still available.

So When Do I Assign Each Type of Teaching Resource? Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and testing to actually adapting your teaching to student needs? By utilizing the teaching resources outlined below during the three touch points, you can significantly impact students’ learning and create a learning environment that is more engaging, involving, and rewarding. In other words, you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating the greatest impact and assisting students develop higher-order thinking skills. The following recommendations pertain to these mentioned touch points, with an additional matrix that follows. Before Class 1-iv Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

The learning goals we have for students determines our assignments before, during and after class. For example, you may want to focus on mastering content, applying content, or using content to solve problems. Alternatively, you may want to achieve all three goals. Connect® offers a host of additional pre-class assignments to choose from if your goal is mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action boxes, Management in Action Cases, Legal/Ethical Challenge Cases, Uber Continuing Case, and Manager’s Hot Seat Videos. Case Analyses, Click and Drag Exercises, and Video Cases are optimal exercises to be utilized prior to class, as they provide students the opportunity to practice and apply key course concepts. A reading assignment—typically a chapter from the product in use—is a student’s initial exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior to class or an online lecture allows you to gauge their comprehension of the material. Having a better sense before class of which concepts your students are “getting” and which ones they are not, allows you to more effectively and efficiently plan your time with them during class. To ascertain student competency, use the reporting function of SmartBook 2.0, where you can view general results of their performance. Additionally, Connect® exercises, such as Click and Drag Exercises, Video Cases, and Case Analyses offer students a second exposure to important sections of the chapter after their completion of a SmartBook 2.0 assignment. Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for students to understand. These animated videos were developed to further unpack in brief, yet effective, fashion the course topics that most commonly challenge students. Each animated video is accompanied by auto-graded multiple-choice questions that can be assigned to confirm student comprehension. If your learning objectives include fostering application and integrating the concepts discussed with real world practice, then Management in Action or legal/ethical challenge cases contained in the textbook can be assigned so students can think critically and practice applying what they learned in the readings to actual cases. The Management in Action cases are now all “problemfocused.” In other words, the cases contain problems that students can practice solving. These cases also contain multiple-choice questions that can be assigned in Connect® to gauge student comprehension. During Class The TRM offers a host of additional materials and experiential activities you can use to bring chapter content to life. If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities and lecture based on results from the general results report and the metacognitive skills report. This allows for a more tailored class period that enhances student engagement and more 1-v Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

opportunities to resolve gaps in knowledge. We also provide links to online readings that you can use to supplement the content covered in the textbook. They are useful if you desire to provide additional material beyond that covered in the text. If your goal is to create an engaging learning environment filled with student discussion and interactions, we provide multiple resources. First, each major heading in a chapter contains suggested discussion starter questions. These open-ended questions are likely to foster student discussion and engagement. We also provide additional activities (i.e., experiential exercises) for every Example and Practical Action box. If your goal is to provide for additional application of material, the TRM breaks down the textbook Management in Action cases and Legal/Ethical Challenges by providing questions and ideal responses. Connect® also has multiple-choice questions that can be assigned for the Management in Action Cases. Finally, the TRM has a selection of group exercises that allows instructors to focus on team learning methods. If your goal is to jointly engage your students while applying content from the text, you can select a Self-Assessment follow-up activity (all follow-up activities are found in the TRM). These assets are especially useful if you are “flipping” your classroom, wherein the class session is used for application and analysis of key concepts rather than lecture. The Suggested Resources across Teaching Touch Points Matrix provides a quick reference for activities that can be utilized during class. After Class After the face-to-face class session, or online lecture, you can assign Connect® exercises as homework to further reinforce the material covered in the textbook and lecture. You may also want to assign an iSeeIt! Animated Video if you notice that students are struggling with a particular topic, even after class. Students can also be assigned the continuing case for each chapter, which includes assignable multiple-choice and essay-based questions. To further gauge student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus more on defining and explaining material, and the test banks include application and analysis. Moreover, the test banks now include more higher-level Bloom’s questions. Finally, if you are looking to have students think critically to solve real-world problems, then you may want to utilize an Application-Based Activity after class. Application-Based Activities are mini-simulations that allow students to make decisions and see their impact immediately. There are both theory-based questions that have right and wrong answers, and there are also branching questions that allow students to make ideal, sub-ideal, and incorrect decisions based on the theory they’ve learned. A student’s particular path in the activity will depend on the decisions made on the branching questions. Application-Based Activities should be utilized after a student has had at least one pass at the chapter content as they do not introduce new material. Rather, they encourage students to apply, analyze, and evaluate material they already understand.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

A Special Focus on Career Readiness The ninth edition has a new strategic focus on career readiness. The authors’ goal is to provide you the information and teaching resources needed to develop students’ career readiness competencies desired by employers. The authors provide you the following information and resources:     

Chapter 1, Section 1.7, introduces the concept of career readiness and identifies the competencies desired by employers. Career Corner sections in each chapter link chapter content to career readiness competencies. Connect® Click and Drag Exercises that directly relate to career competencies. Self-Assessments directly related to career competencies. These assessments have follow-up activities in the TRM. Career Corner group exercises in the TRM focusing on building career competencies. Many of these exercises can also be utilized in large in-person and online classes.

Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN

This ninth edition of Management: A Practical Introduction includes a new strategic theme around the concept of career readiness in order to address the employers’ complaints of graduating students not possessing the needed skills to perform effectively. We deeply care about this issue and hope that this new feature will assist instructors develop their students’ career readiness. Asking students to create a career readiness development plan is one straightforward way to guide your students toward higher career readiness. Angelo Kinicki has been doing this for years with his students and wants to provide you the guidance to do the same. Creating a personal development plan around career readiness starts with utilizing career readiness-based self-assessments. This enables students to obtain a baseline evaluation of their interpersonal strengths and weaknesses along a host of relevant competencies. The text contains links to 40 Self-Assessments that relate to various career readiness competencies. We recommend that students focus on the competencies that were most frequently discussed in the Career Corner sections of the textbook. They include the following: Understanding the Business, Critical Thinking/Problem Solving, Emotional Intelligence, Positive Approach, and SelfAwareness. The second phase entails the creation of a development plan to build on strengths and reduce weaknesses. The third phase then involves marshalling the resources and support needed to accomplish the plan. Students should determine if they need any tangible resources (e.g., money, time, input from others) in order to work the plan. The final phase focuses on working the plan. We believe that creation of the plan is the desired end result for this course. Working the plan is expected to happen after your class is over. It is strongly recommended that you grade students’ plans. This enables you to assess whether students are on the right track and provides the incentive students need to thoroughly complete their plans. Angelo has found that students do not put much effort into the plan if there are no rewards. He has allocated anywhere from 5 to 10 percent of his overall grade to this assignment. It is recommended that you only grade the logic, thoroughness, and feasibility of the plan rather than the follow-through because execution occurs at a later point in time. The instructor’s and students’ instructions for drafting a personal development plan are located here: Personal Development Plan.

CAREER READINESS

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises iSeeIt! Animated Videos Self-Assessments Case Analyses Video Cases Example and Practical Action BoxesM Group Exercises/Career Group ExercisesM TRM Discussion StartersM TRM Follow-up activities for Case Analyses, Video Cases, Self-Assessments, and Example/Practical Action BoxesM Quizzes/Tests Uber Continuing Case Management in Action CaseM Legal/Ethical Challenge CaseM Manager’s Hot Seat Videos Application-Based Activities

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading. Please note that some resources will require a paid subscription.

CAREER READINESS

Before Class (before Wednesday)  



CAREER READINESS

Assign Chapter 1 in SmartBook 2.0, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling with the most. A Click and Drag Exercise, such as one on “KSAOs Needed for Career Readiness,” can be assigned. This can also be due on Wednesday so that students are able to practice prior to class, and you can also review results prior to lecturing. What is great about this click and drag is that it focuses on career readiness competencies. A Connect® Case Analysis, such as “The ‘Fall’ of Former Yahoo! CEO Marissa Mayer,” can also be included so that students can learn about applying the concepts from the reading to a real-life scenario; therefore, further engaging them prior to the class session. If desired, you can then introduce a follow-up activity, found in the Teaching Resource Manual, during class on Wednesday. A Self-Assessment can be assigned, such as “How Strong Is My Motivation to Lead?” in order to follow up on content covered in the reading and to link back to career readiness. This can set up a class activity to follow on Wednesday. Follow-up activities can be found in the Teaching Resource Manual.

CAREER READINESS

During Class (on Wednesday) 

 

CAREER READINESS

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It



If time allows, and you would like to dive into real situations, you can discuss an Example Box from the text titled, “Efficiency versus Effectiveness: How Did Delta Airlines Deal with the Emergency at Atlanta’s Hartsfield-Jackson Airport?”

After Class (after Wednesday)  

You can assign a Connect® exercise, such as the continuing case on Uber, to reinforce student comprehension of material and also to test application of concepts. You can also assign an online quiz or test on the material.

If you are teaching a completely online course asynchronously, then the in-person class above can be substituted for a recorded online lecture that is customized based on SmartBook 2.0 reporting. Students can be instructed to complete pre-class activities prior to watching the lecture, and post-class activities after the online lecture. A gap can be included between pre-class activities and the recording of the lecture so that reporting can be reviewed. This example is simply a week out of many that will provide for rigorous learning and student impact! You can utilize this format when creating a syllabus and extrapolate the rest of the weeks.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

LEARNING OBJECTIVES

1.1

Identify the rewards of being an exceptional manager.

1.2

List the four principal functions of a manager.

1.3

Describe the levels and areas of management.

1.4

Identify the roles an effective manager must play.

1.5

Discuss the skills of an outstanding manager.

1.6

Identify the seven challenges faced by most managers.

1.7

Define the knowledge, soft skills, attitudes, and other characteristics needed for career readiness and discuss how they can be developed.

1.8

Describe the process for managing your career readiness.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

TEACHING RESOURCES

Section 1.1: Management: What It Is, What Its Benefits Are

Title

Resource Type

Tyson Foods New CEO Talks About Leadership with Supplemental Activity Apple Slows Its Older Phones Facebook and Cambridge Analytica

ONLINE VIDEO

(1 minute) ONLINE ARTICLES

British Petroleum Oil Spills Samsung’s Exploding Phones Controversies at UBER VW Emissions Scandal with Supplemental Activity 1.2: What Managers Do: The Four Principal Functions United Airlines CEO Wants to “De-stress the Travel Lifestyle” with Supplemental Activity

ONLINE VIDEO

(1 minute)

1.3: Pyramid Power: Levels and Areas of Management Leadership and Management: Levels and Types of Management with Supplemental Activity The Levels of Management How Well Do Managers Manage Their Time?

ONLINE VIDEO

(4 minutes) Connect® Click and Drag Group Exercise CAN BE USED ONLINE

ONLINE ARTICLE

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

1.4: Roles Managers Must Play Successfully With New CEO and Executives Coming, Pfizer Announces 2% Jobs Cuts Worldwide with Supplemental Activity Managerial Roles

Connect® Click and Drag

1.5: The Skills Exceptional Managers Need Leadership and Management: Skills Required for Different Levels of Management (Part 2)

ONLINE VIDEO

(4 minutes) with Supplemental Activity Managerial Skills

Connect Click and Drag

1.6: Seven Challenges to Being an Exceptional Manager This Is How Hormel Foods Is Trying to Keep Up with the Times with Supplemental Activity Listing Your Apartment on Airbnb Could Soon Be a Crime in This State

ONLINE VIDEO

(3 minutes) ONLINE VIDEO

(1 minute) with Supplemental Activity Foreign Students Seen Cheating More Than Domestic Ones with Supplemental Activity Seven Challenges to Being an Exceptional Manager How Strong Is My Motivation to Lead?

ONLINE ARTICLE

Connect Click and Drag Self-Assessment CAREER READINESS

with Self-Assessment Activity The “Fall” of Former Yahoo! CEO Connect® Case Analysis Marissa Mayer Fair Oaks Farms Connect® Video Case

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

1.7: Building Your Career Readiness Our Approach to Career Readiness

ONLINE VIDEO

with Self-Assessment Activity KSAOs Needed for Career Readiness

CAREER READINESS

(3 minutes) Connect® Click and Drag CAREER READINESS

To What Extent Do You Accept Responsibility for Your Actions?

Self-Assessment

with Self-Assessment Activity 1.8: Career Corner: Managing Your Career Readiness

CAREER READINESS

Strong Job Skills Make Veterans Hot Hires with Self-Assessment Activity Process for Managing Career Readiness

ONLINE ARTICLE

Connect® Click and Drag CAREER READINESS

KSAOs in Business Occupations

Career Corner Group Exercise CAREER READINESS

Comprehensive Materials Did Major League Baseball Value Money Over Bob Bowman’s Behavior? To Delay or Not to Delay? Uber Case: The Exceptional Manager

Textbook Management in Action Case Textbook Legal/Ethical Challenge Case Uber Continuing Case

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

OVERVIEW OF THE CHAPTER

1.1

Management: What It Is, What Its Benefits Are Management is defined as the pursuit of organizational goals efficiently and effectively. Organizations, or people who work together to achieve a specific purpose, value managers because of the multiplier effect: Good managers have an influence on the organization far beyond the results that can be achieved by one person acting alone. Managers are well paid, with the chief executive officers (CEOs) and presidents of even small and midsize businesses earning good salaries and many benefits.

1.2

What Managers Do: The Four Principal Functions Management has four functions: planning, organizing, leading, and controlling.

1.3

Pyramid Power: Levels and Areas of Management Within an organization, there are four levels of managers: top, middle, and first-line managers. Managers may also be general managers, or they may be functional managers, responsible for just one organizational activity, such as Research & Development, Marketing, Finance, Production, or Human Resources. Managers may work for for-profit, nonprofit, or mutual-benefit organizations.

1.4

Roles Managers Must Play Successfully Managers tend to work long hours at an intense pace; their work is characterized by fragmentation, brevity, and variety; and they rely more on verbal than on written communication. According to management scholar Henry Mintzberg, managers play three roles—interpersonal, informational, and decisional. Interpersonal roles include figurehead, leader, and liaison activities. Informational roles are monitor, disseminator, and spokesperson. Decisional roles are entrepreneur, disturbance handler, resource allocator, and negotiator.

1.5

The Skills Exceptional Managers Need Good managers need to work on developing three principal skills. The first is technical, the ability to perform a specific job. The second is conceptual, the ability to think analytically. The third is human, the ability to interact well with people.

1.6

Seven Challenges to Being an Exceptional Manager Seven challenges face any manager: You need to manage for competitive advantage— to stay ahead of rivals. You need to manage for the effects of globalization and of information technology. You need to manage for diversity in race, ethnicity, gender, and so on, because the future won’t resemble the past. You always need to manage to maintain ethical standards. You need to manage for sustainability—to practice sound 1-5 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

environmental policies. Finally, you need to manage for the achievement of your own happiness and life goals. 1.7

Building Your Career Readiness Companies want to hire career-ready college graduates. In this section we describe a model of career readiness and offer tips for building your readiness.

1.8

Career Corner: Managing Your Career Readiness There are three keys to success in managing one’s career readiness. First, it’s your responsibility to manage your career. Don’t count on others. Second, personal reflection, motivation, commitment, and experimentation are essential. Third, success is achieved by following a process. A process is defined as a series of actions or steps followed to bring about a desired result. The first step of the process entails examining the list of knowledge, skills, attitudes, and other characteristics (KSAOs). The second step requires you to consider how you can use the material covered in a chapter to develop your targeted competencies. The third step involves experimenting with small steps aimed at developing your targeted KSAOs. The final step is to evaluate what happened during your small-step experiments.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

CLASSROOM OUTLINE

Manage U: Using Management Skills for College Success In this chapter, students will read about the four functions of management. These skills can be used to work more successfully on team projects now, and for student success in their future careers. The functions of management aren’t just for workplace application; they can also be used for personal goals. For example, if a student wanted to lose 10 pounds, he or she would create a plan. The plan would include setting dates in one’s calendar, measuring resources (e.g. time, clothes, etc.), having a motivational buddy, and holding oneself accountable with weekly weigh-ins. Possible Topics for Discussion: ● Why would employers seek to hire people with good management skills? You can tie in higher revenues, stock prices, etc. You can also ask students if they want to work with (or for) someone with good management skills, or not. ● How can you strive to improve your managerial skills while working on class projects? The functions of management can be attributed to class projects. Using the Manage U box, you can provide students with the example from Princeton University and walk through it utilizing the different functions of management.

1.1 Management: What It Is, What Its Benefits Are POWERPOINT SLIDES: #1 The Art of Management Defined #2 The Art of Management #4 Rewards of Studying Management #5 Rewards of Practicing Management Section 1.1 defines management and organizations. Good managers have an influence on the organization far beyond the results that can be achieved by one person acting alone. One way that you could begin your coverage of these topics is to have the students watch the Fortune interview of Tyson Foods’ CEO Tom Hayes: “Tyson Foods New CEO Talks About Leadership.” In this approximately 4-minute video, CEO Hayes discusses how company management prepares employees for constant change. For a supplemental activity, have students discuss the managerial challenges that Tom Hayes is going to face in making future acquisitions, focusing on sustainability, and offering customers good quality meat at affordable prices. Topics and Tips for Discussion: 1-7 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE VIDEO

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

1. Describe the biggest challenges that you think that managers at your employer (or a previous one) face. Open this question up to the class as a whole and create bullet points on the board. You can then circle back to this when covering parts of this chapter. 2. Describe how management likely differs for start-up companies versus long-established firms. Facilitate discussion on how the manager’s responsibilities change as the firm grows. 3. Discuss the rewards you should experience as a result of studying management in this course. Good grades, career-readiness, and an ability to be competitive in the job market (just to name a few). Section 1.1 Key Concepts: Management ● Management may be defined as “the art of getting things done through people.” ● Managers operate within an organization, a group of people who work together to achieve some specific purpose. ● More formally, management is defined as (1) the pursuit of organizational goals efficiently and effectively by (2) integrating the work of people through (3) planning, organizing, leading, and controlling the organization’s resources. o To be efficient means to use resources—people, money, raw materials, and the like—wisely and cost-effectively. o To be effective means to achieve results, to make the right decisions and successfully carry them out so that they achieve the organization’s goals. Interactive Classroom Material: EXAMPLE: Efficiency versus Effectiveness: How Did Delta Airlines Deal with the Emergency at Atlanta’s Hartsfield-Jackson Airport? In December 2017, an underground fire caused an 11-hour power outage at Atlanta’s HartsfieldJackson Airport, Delta Airlines’ main hub through which thousands of passengers travel to over 200 cities. This example describes the effects of the power outage and the efficiency and effectiveness Delta’s employees demonstrated. Click for follow-up activity. The Value of Managers

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

● Good managers create value through the multiplier effect: their influence on the organization is multiplied far beyond the results that can be achieved by just one person acting alone. ● Exceptional managers are in high demand, and many do fairly well with respect to financial compensation compared with most workers. The Rewards of Studying Management ● You will understand how to deal with organizations from the outside. ● You will understand how to relate to your supervisors. ● You will understand how to interact with coworkers. ● You will understand how to manage yourself in the workplace. The Rewards of Practicing Management ● You and your employees can experience a sense of accomplishment. ● You can stretch your abilities and magnify your range. ● You can build a catalog of successful products or services. ● You can become a mentor and help others. A mentor is an experienced person who provides guidance to someone new to the work world.

1.2 What Managers Do: The Four Principal Functions POWERPOINT SLIDES: #8 The Management Process (Figure 1.1) Section 1.2 defines the four functions of management: planning, organizing, leading, and controlling. All these functions affect one another, are ongoing, and are performed simultaneously. One way that you could begin your coverage of these topics is to have the students watch the CNBC interview of United Airlines CEO Oscar Munoz: “United Airlines CEO Wants to “Destress the Travel Lifestyle.’” In this short 1-minute video, CEO Munoz discusses how the airline plans on overcoming challenges it’s faced the past couple of years that crippled its stock. For a supplemental activity, have the students discuss the managerial challenges that Oscar Munoz is likely to face in regaining customer confidence and employee trust. Topics and Tips for Discussion: 1. Have the students arrange a time to interview their manager or someone who works in a managerial role. Have them ask the manager to describe how he or she spends a typical work week. Based on their interviews, have the students provide examples of how the person performs the four functions of management. 1-9 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE VIDEO

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

These can either be shared online or in class. 2. Your professor could be considered the manager of your class. Discuss the ways that your professor performs the four management functions for your course. The class should match planning, organizing, leading, and controlling with different ways you manage the class. For example, the class syllabus is a planning and organizing document. 3. Thinking of your current or most recent boss, provide specific examples of how he or she has demonstrated the four management functions. It may increase student engagement if students share these examples with the entire class. Section 1.2 Key Concepts: Management Process ● Managers perform the management process, also known as the four management functions: planning, organizing, leading, and controlling. ● All these functions are described in Figure 1.1 and affect each other, are ongoing, and are performed simultaneously. o Planning is defined as setting goals and deciding how to achieve them. o Organizing is defined as arranging tasks, people, and other resources to accomplish the work. o Leading is defined as motivating, directing, and otherwise influencing people to work hard to achieve the organization’s goals. o Controlling is defined as monitoring performance, comparing it with goals, and taking corrective action as needed.

1.3 Pyramid Power: Levels & Areas of Management POWERPOINT SLIDES: #10 Levels and Areas of Management #11 Four Levels of Management #13 Functional Versus General Managers #14 Managers for Three Types of Organizations Section 1.3 defines the four levels of managers: top, middle, first line, and team leaders. There are two areas of management as well: general and functional managers. Managers may work for for-profit, nonprofit, or mutual-benefit organizations. 1-10 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

One way that you could begin your coverage of these topics is to have the students watch the HumberEDU video “Leadership and Management: Levels and Types of Management.” In this 4minute video, the presenter describes the levels of a traditional management pyramid. For a supplemental activity, you could have the students discuss examples of the most important duties for the top managers, middle managers, and front-line managers for their current or most recent employer. Topics and Tips for Discussion: 1. Discuss how the seven challenges to being an exceptional manager described in Section 1.3 might be different for managers of for-profit, nonprofit, and mutual-benefit organizations. There may be different challenges for every type of organization. For example, is motivation at a non-profit achieved in a different way? 2. Discuss the advantages and disadvantages of working in a functional manager role compared to a general manager. Which type of role would you prefer? Explain why. Student responses will vary here. Section 1.3 Key Concepts: Levels of Management ● Top Managers: Determining Overall Direction o Figure 1.2 indicates the levels and areas of a traditional management pyramid. o Top managers make long-term decisions about the overall direction of the organization and establish the objectives, policies, and strategies for it. o Top managers have titles like “chief executive officer (CEO),” “chief operating officer (COO),” and “president.” o These executives must be future oriented, dealing with uncertain, highly competitive conditions. o These managers are at the summit of the management pyramid. ● Middle Managers: Implementing Policies and Plans o Middle managers implement the policies and plans of the top managers above them and supervise and coordinate the activities of the first-line managers below them. o Titles may be “plant manager,” “district manager,” and “regional manager,” among others. o These managers often have high touch jobs, jobs which deal with people rather than computer screens or voice-response systems, that can directly affect employees, customers, and suppliers. 1-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

● First-Line Managers: Directing Daily Tasks o First-line managers make short-term operating decisions, directing the daily tasks of nonmanagerial personnel. o Examples of job titles for these managers include “departmental head,” “foreman,” “team leader,” or “supervisor.” o Supervisor is the name often given to first-line managers as a whole. ● Team Leaders: Facilitating Team Activities o Teams are small groups of people with complementary skills who are committed to a common purpose. o A team leader is a manager who is responsible for facilitating team activities toward achieving key results. o Team leaders are expected to provide guidance, instruction, and direction to the other team members; to coordinate team efforts; to resolve conflicts; to represent the team to the first-level manager; and to make decisions in the absence of consensus. Connect® Exercise: CLICK & DRAG: The Levels of Management Summary of Activity: Managers are important members of the organization. Within an organization, there are managers at four levels: top, middle, first-line, and team leaders. Each of these levels has different managerial challenges and decisions to make to achieve organizational effectiveness. In this click and drag activity, students will match managers with their correct level of management based on the descriptions provided.

Group Exercise: How Well Do Managers Manage Their Time? There is a group exercise available at the end of this manual that allows students to apply top management level time management. Exercise Objectives: 1. To see how time is allocated in a top management position. 2. To start to think about how you might spend your time in a top management position. 3. To see what you think about this kind of job and what functions are performed. Click for follow-up activity. Areas of Management: Functional Managers versus General Managers ● A functional manager is responsible for just one organizational activity. 1-12 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

● Titles of functional managers may be “Vice President of Production,” “Director of Finance,” or “Administrator for Human Resources.” ● A general manager is responsible for several organizational activities. ● An Executive Vice President over several departments is a general manager. Managers for Three Types of Organizations: For-Profit, Nonprofit, Mutual-Benefit ● Organizations are classified according to the purposes for which they are formed. o For-profit (or business), organizations are formed to make money, or profits, by offering products or services. o The purpose of nonprofit organizations is to offer services to clients, not to make a profit. o Mutual-benefit organizations are voluntary collections of members whose purpose is to advance members’ interests. ● Managers generally do the same types of things regardless of the type of organization, but the measure of success for the organization can be different (e.g., profit or clients served).

1.4 Roles Managers Must Play Successfully POWERPOINT SLIDES: #15 Three Types of Managerial Roles #17 Roles Managers Must Play Successfully Section 1.4 discusses the three roles manager play: interpersonal, informational, and decisional. Interpersonal roles include figurehead, leader, and liaison activities. Informational roles are monitor, disseminator, and spokesperson. Decisional roles are entrepreneur, disturbance handler, resource allocator, and negotiator. One way that you could begin your coverage of these topics is to have the students read the BioSpace article “With New CEO and Executives Coming, Pfizer Announces 2% Jobs Cuts Worldwide.” This article discusses Pfizer’s transition to a senior leadership team while announcing layoffs. For a supplemental activity, you could have the students provide examples of the managerial roles and management skills profiled in the video (or skills that may be necessary in the future). Topics and Tips for Discussion: 1. Describe ways that technology and social media have changed the roles of managers since Mintzberg’s classic study in the 1960s. 1-13 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Social media policies, email, etc. have all changed the roles of managers. 2. Discuss how increasing diversity and globalization are likely to impact the roles that managers must play. Managers now have to integrate a workforce that is more diverse and globalized than ever. 3. Given the textbook’s description of the roles that managers must play successfully, does a managerial career sound interesting to you? Explain your position. Student responses will vary, but it is important to keep the mood in the class positive here! Section 1.4 Key Concepts: The Manager’s Roles: Mintzberg’s Useful Findings ● A manager relies more on verbal than on written communication. o At the time of Mintzberg’s study in the 1960s, most managers tended to get information through phone conversations and meetings. o E-mail makes it possible to communicate almost as rapidly in writing as with the spoken word. ● A manager works long hours at an intense pace. o Long hours at work, typically 50 hours per week, are typical. o Other studies found even longer work weeks. o However, more companies are allowing managers to reduce their working hours and spend more time with their families. ● A manager’s work is characterized by fragmentation, brevity, and variety. o Only about 1/10th of managerial activity took more than an hour. o The executive’s work time has been characterized as “the interrupt-driven day.” o Mintzberg found that time and task management are major challenges for every manager. PRACTICAL ACTION: Mindfulness: How Good Are You At Focusing Your Thoughts, Controlling Your Impulses, and Avoiding Distractions? Do you want to improve your performance at work—or at school? Research has shown that practicing mindfulness can help you do so. Mindfulness is the opposite of multitasking. It involves focusing on one task or conversation at a time rather than splintering your attention as happens when you multitask. Managers at many large organizations, such as LinkedIn, Apple, and Nike report making better decisions and becoming better listeners through practicing 1-14 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

mindfulness. This practical action explains the benefits of mindfulness and explains its relationship to meditation. Click for follow-up activity. Three Types of Managerial Roles: Interpersonal, Informational, & Decisional ● In their interpersonal roles, managers interact with people inside and outside of their work units. o Interpersonal roles include figurehead, leader, and liaison activities. ● In their informational roles, managers receive and communicate information with other people inside and outside of the organization. o Informational roles include monitor, disseminator, and spokesperson. ● In their decisional roles, managers use information to make decisions to solve problems or take advantage of opportunities. o The four decision-making roles are entrepreneur, disturbance handler, resource allocator, and negotiator. ● Table 1.1 describes these various managerial roles. Connect® Exercise: CLICK & DRAG: Managerial Roles Summary of Activity: Managers are required to wear many hats and fulfill many roles. It is important to understand just what roles students may fulfill as a manager, and what the expectations for those roles are in order to successfully perform them. In this click and drag activity, students will match provided managerial roles with their correct grouping.

1.5 The Skills Exceptional Managers Need To be a terrific manager, what skills should I cultivate? POWERPOINT SLIDES: #18 The Skills Exceptional Managers Need Section 1.5 highlights three principal skills good managers need. The first is technical, the ability to perform a specific job. The second is conceptual, the ability to think analytically. The third is human, the ability to interact well with people.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

One way that you could begin your coverage of these topics is to have the students watch the HumberEDU video “Leadership and Management: Skills Required for Different Levels of Management.” This segment is part 2 of the 4-part video series recommended for use in Section 1.5. In this 4-minute video, the presenter discusses how the skills needed for success in each level of the managerial hierarchy vary. For a supplemental activity, you could have the students discuss how the managerial roles discussed in Section 1.4 could impact the types of skills needed for each level of management. Topics and Tips for Discussion: 1. Provide examples of how you have been able to enhance the skills needed to be an exceptional manager through your coursework. Some example should include staying organized, being responsible, etc. 2. Thinking of your current or most recent manager, provide examples of how he or she demonstrated the most valued traits in managers. Student responses will vary based on experiences. If a student has never worked, he or she may want to reference a previous professor or teacher. Section 1.5 Key Concepts: Principal Managerial Skills ● Technical skills consist of the job-specific knowledge needed to perform well in a specialized field. o Having technical skills seems to be most important at the lower levels of management. ● Conceptual skills consist of the ability to think analytically, to visualize an organization as a whole, and understand how the parts work together. o Conceptual skills are particularly important for top managers. ● Human skills consist of the ability to work well in cooperation with other people in order to get things done. o Human skills are often thought of as soft skills, the ability to motivate, to inspire trust, to communicate with others. o Human skills are necessary for managers of all levels, and developing them may be an ongoing, lifelong effort. Connect® Exercise: CLICK & DRAG: Managerial Skills Summary of Activity:

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Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Managers need to possess a variety of skills, and how much they use those skills depends on what level of management they belong to. In this click and drag activity, students will match managers to appropriate skills based on the descriptions provided. The Most Valued Traits in Managers ● The ability to motivate and engage others. ● The ability to communicate. ● Work experience outside the United States. ● High energy levels to meet the demands of global travel and a 24/7 world. PRACTICAL ACTION: Developing Your Soft Skills Students generally focus on their hard skills, but companies are focusing on necessary soft skills at least as much when recruiting. Unfortunately, they find college graduates to be lacking in essential soft skills such as written and oral communication, giving feedback, handling conflict, and persistence. Companies have earned 250 percent return on their financial investment when they train employees in these skills. They would like to hire new employees who already demonstrate proficiency in soft skills. This Practical Action encourages you to improve on your soft skills to increase your attractiveness for recruiters. Click for follow-up activity.

1.6 Seven Challenges to Being an Exceptional Manager POWERPOINT SLIDES: #19 Challenges to Being an Exceptional Manager #21 Managing for Competitive Advantage #22 Managing for Information Technology #23 Managing for Diversity #24 Managing for Globalization #25 Managing for Ethical Standards #26 Managing for Sustainability #27 Managing for Happiness and Meaningfulness Section 1.6 highlights the seven challenges facing any manager. Managers need to manage for competitive advantage—to stay ahead of rivals. Managers must deal with information technology and address the “new normal” of data. They need to manage for diversity in race, ethnicity, gender, and so on, because the future won’t resemble the past. Managers also need to manage for the effects of globalization, as well as always needing to manage to maintain ethical standards. Moreover, they need to manage for sustainability—to practice sound environmental 1-17 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

policies. Finally, managers need to manage for the achievement of their own happiness and life goals. One way that you could begin your coverage of these topics is to have the students watch the Fortune video “This Is How Hormel Foods Is Trying to Keep Up with the Times.” This 3-minute video profiles the actions taken by Hormel to keep its products relevant for the Millennial generation. For a supplemental activity, have the students discuss specific examples of the managerial challenges facing Hormel Foods. Topics and Tips for Discussion: 1. Thinking of the industry in which you want to work after graduation, discuss how social media and big data are likely to impact this industry over the next decade. Student responses will vary, but it is important to point out that social media and big data will change each and every industry, 2. Discuss ways that you plan to achieve happiness and meaningfulness in your chosen career. Students may want to discuss work-life balance and other types of issues facing employees in a digitized world where people are always accessible. Section 1.6 Key Concepts: Challenge #1: Managing for Competitive Advantage—Staying Ahead of Rivals ● Competitive advantage is the ability of an organization to produce goods or services more effectively than its competitors do, thereby outperforming them in four areas: o Being responsive to customers: The first law of business is, take care of the customer. o Innovation: Finding ways to deliver new or better goods or services is called innovation. o Quality: Making improvements in quality has become an important management idea. o Efficiency: Companies try to produce goods or services using as few employees (and raw materials) as possible. Interactive Classroom Material: EXAMPLE: The Struggle for Competitive Advantage: Airbnb Shakes Up the Hotel Business This example describes challenges managers in the accommodation industry are facing. Airbnb is an example of a disruptive innovation that is threatening the hotels’ competitive advantage in the lodging industry. 1-18 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Click for follow-up activity. Challenge #2: Managing for Information Technology—Dealing with the “New Normal” ● The Internet is the global network of independently operating but interconnected computers, linking hundreds of thousands of smaller networks around the world. ● E-commerce, or electronic commerce, is the buying and selling of services over computer networks, and it has reshaped industries. ● Information technology has made possible e-business, using the Internet to facilitate every aspect of running a business. ● Implications of information technology include: o Managers will need to deal with e-communication (e.g., e-mail, texting, social media) all the time. o There will be challenges in decision making as a result of more and more data. o The rise of artificial intelligence will create more automation in the workforce. o Organizational changes will result in shifts in structure, jobs, goals, and management, including telecommuting and the use of videoconferencing. o There will be an increased emphasis on knowledge management: systems and practices to increase the sharing of knowledge and information throughout an organizational and collaborative computing, using state-of-the-art computer software and hardware to help people work better together. Challenge #3: Managing for Diversity—The Future Won’t Resemble the Past ● Over the coming years, the mix of American racial or ethnic groups will change considerably, becoming more diverse. ● The challenge to a manager is to maximize the contributions of these diverse employees. Challenge #4: Managing for Globalization—The Expanding Management Universe ● Verbal expressions and gestures don’t have the same meaning to everyone throughout the world. ● Not understanding cultural differences can affect how well organizations manage globally. ● Globalization has leveled (i.e., made “flat”) the competitive playing fields between industrial and emerging-market countries. Challenge #5: Managing for Ethical Standards ● With the pressure to meet sales, production, and other targets, managers can face ethical dilemmas. ● Ethical behavior is a very important part of doing business.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

PRACTICAL ACTION: Preparing Yourself to Behave Right When You’re Tempted to Cheat This Practical Action shows that there are all kinds of reasons why people cheat. How we think we may act when put in the position to cheat, and how we actually act, may be very different. There now is research attempting to understand the underlying reasons people act the way they do when it comes to unethical behavior, and how to nudge them toward the right behavior. Click for follow-up activity. Challenge #6: Managing for Sustainability—The Business of Green ● The crises of destabilizing climate change and rising competition for energy have brought the issue of “being green” to increased prominence. ● Sustainability is defined as economic development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Challenge #7: Managing for Happiness & Meaningfulness ● Happiness is getting what you want, or having your desires fulfilled. ● Meaningfulness is achieving a valued sense of one’s self and one’s purpose within the larger context of life and community. ● Many people find being a manager doesn’t make them happy, but being a manager can be one of the greatest avenues to a meaningful life. Connect® Exercise: CLICK & DRAG: Seven Challenges to Being an Exceptional Manager Summary of Activity: Being a great manager takes not only a good educational background and understanding of the organization, but also requires facing several challenges and overcoming them. The textbook outlines seven such challenges to being an exceptional manager. In this Click and Drag exercise, students will match managers with descriptions of accurate challenges.

SELF-ASSESSMENT 1.1 CAREER READINESS How Strong Is My Motivation to Lead? This 10-question Self-Assessment will help to determine students’ interest in being leaders, especially when working in groups. Additional questions on feelings of duty, values, and taking charge are presented. Click for follow-up activity.

CAREER READINESS

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Connect® Exercise: CASE ANALYSIS: The “Fall” of Former Yahoo! CEO Marissa Mayer Summary of Activity: Marissa Mayer was hired in 2012 to help turn around Yahoo! Instead, a series of missteps led to the organization being acquired by Verizon. Nevertheless, Mayer was able to leave Yahoo! with nearly $260 million. Follow-Up Activity: Some follow-up questions to stimulate discussion include: 1. Did Mayer really deserve her $260 million “golden parachute” based on her performance as Yahoo! CEO? 2. How would you have turned around Yahoo! if you were hired as CEO in 2012?

Connect® Exercise: VIDEO CASE: Fair Oaks Farms Summary of Activity: Fair Oaks Farms, which is located in Fair Oaks, Indiana, is Mike and Sue McCloskey’s flagship farm. It includes a dairy-based company, Fairlife, which produces ultra-filtered, nutrient-dense, lactose-free cow milk with reduced sugars and high levels of natural protein and calcium, and a host of other products, including Core Power protein shakes, Fairlife Smart Shakes, and Fairlife YUP!. Follow-Up Activity: Students can be put into groups of 3 to 4 and asked to describe how Fair Oaks Farms overcomes a number of the challenges to being an effective manager. Each group can then share one or two of their thoughts with the class as a whole and instructor can facilitate.

1.7 Building Your Career Readiness POWERPOINT SLIDES: #28 Career Readiness Section 1.7 describes a model of career readiness and offers tips for building students’ career readiness. 1-21 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

One way that you could begin your coverage of these topics is to have the students watch an animated video by the U.S. Chamber of Commerce, “Our Approach to Career Readiness.” This 3-minute video describes the struggle to find qualified talent in the workplace and what the U.S. Chamber of Commerce is doing about it at an early stage in students’ academic careers (even as early as high school). For a supplemental activity, you can have the students discuss if they believe this approach will be successful or not. Topics and Tips for Discussion: 1. Describe someone you believe is successful in his or her career. What makes this person successful? Student responses will vary. This can be someone famous like Bill Gates or a family member. 2. How can you become better prepared for your chosen careers? Why is this important? See if students can reference anything they have learned in the previous sections. Section 1.7 Key Concepts: ● Career readiness represents the extent to which you possess the knowledge, skills, and attributes desired by employers. ● Figure 1.3 describes how employers and college graduates disagree about levels of career readiness (known as the skills gap). ● The three largest gaps were in critical/analytical thinking, written communication, and locating, organizing, and evaluating information, skills that are very important to employers. A Model of Career Readiness ● Knowledge consists of skills in the knowledge category, generally referred to as “hard skills,” encompass the basic knowledge employers expect you to possess. o Types of knowledge desired by employers include information technology application, cross-cultural awareness, computational thinking, understanding the business, and new media literacy. ● Soft skills are defined as interpersonal or “people” skills needed for success at work. o Soft skills include critical thinking/problem solving, oral/written communication, teamwork/collaboration, leadership, and decision making. ● Attitudes are defined as a learned predisposition toward a given object. o Attitudes include ownership/accepting responsibility, self-motivation, proactive learning orientation, showing commitment, positive approach, and career management.

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Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

SELF-ASSESSMENT 1.2 CAREER READINESS To What Extent Do You Accept Responsibility for Your Actions? This Self-Assessment was designed to assess students’ acceptance of responsibility for their actions.

CAREER READINESS

Click for follow-up activity. ● Other characteristics contain a host of personal characteristics that prompt positive impressions among others and help you effectively adapt to personal and work-related changes. o Other characteristics include professionalism/work ethic, resilience, personal adaptability, self-awareness, service/others orientation, openness to change, and generalized self-efficacy. o Resilience is the ability to bounce back from adversity and to sustain yourself when faced with a challenge. Developing Career Readiness There are six categories to development of career readiness: 1. Build self-awareness 2. Learn from educational activities 3. Model others possessing the targeted competencies 4. Learn from on-the-job activities 5. Seek Experience from Student groups and organizations 6. Experiment Connect® Exercise: CLICK & DRAG: KSAOs Needed for Career Readiness Summary of Activity: In this Click and Drag students will match career readiness development categories with the correct description.

1.8 Career Corner: Managing Your Career Readiness POWERPOINT SLIDES: #29 Model of Career Readiness (Figure 1.3) 1-23 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

#30 Model of Career Readiness (Figure 1.4) #31-34 Model of Career Readiness (Table 1.2) #35 Building Your Career Readiness #36 Managing Your Career Readiness (Figure 1.5) Section 1.8 describes a process for managing one’s career readiness. One way that you could begin your coverage is to have the students read a U.S. News & World Report article on veterans and job skills: “Strong Job Skills Make Veterans Hot Hires.” The article mentions that by tapping into education resources and learning how to sell their skills, former service members can take advantage of the keen interest civilian hiring managers have in recruiting them as workers. For a supplemental activity, you can have the students discuss the KSAOs service members may have acquired while in the military. Topics and Tips for Discussion: 1. What mindset do you need to in order to effectively manage your career readiness? One term should stand out—positivity. Nevertheless, student responses may vary with other things they think are necessary to effectively manage career readiness. 2. Is there a particular KSAO that you believe is instrumental to career success, above all others? Explain. Student responses will vary. Section 1.8 Key Concepts: ● There are three keys to success o It’s your responsibility to manage your career. Don’t count on others. o Personal reflection, motivation, commitment, and experimentation are essential. o Success is achieved by following a process. A process is defined as a series of actions or steps followed to bring about a desired result ● Figure 1.5 illustrates a process guide for managing career readiness. 1. Examine the list of knowledge, skills, attitudes, and other characteristics (KSAOs) in Table 1.2 and pick two or three that impact your current performance at school, work, or extracurricular activities. You then need to assess your skill level for these competencies. 2. Consider how you can use the material covered in a chapter to develop your targeted competencies. 3. Experiment with small steps aimed at developing your targeted KSAOs. 4. Evaluate what happened during your small-step experiments.

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Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It



Willingness is at the center of developing career readiness.

Connect® Exercise:

CAREER READINESS

CLICK & DRAG: Process for Managing Career Readiness Summary of Activity: In this Click and Drag students will match the steps in the process for managing career readiness with the correct description.

Career Corner Group Exercise #1: KSAOs in Business Occupations Learning Objective Students will have an enhanced ability to identify the knowledge, skills, attitudes, and other characteristics required for various occupations in Business. Click for follow-up activity.

CAREER READINESS

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

MANAGEMENT IN ACTION DID MAJOR LEAGUE BASEBALL VALUE MONEY OVER BOB BOWMAN’S BEHAVIOR? Problem-Solving Perspective 1. What is the underlying problem in this case from Commissioner Rob Manfred’s perspective? The former head of the MLBAM utilized poor management behavior that was ignored by the previous MLB commissioner due to the money that was being raised by MLBAM leadership. This caused a different type of culture at MLBAM than at MLB; one that was quite poor, discriminatory, and hostile at times. 2. Why do you think Bowman’s behavior was ignored for over 10 years? Former MLB commissioner Bud Selig ignored Bowman’s behavior because MLBAM was prospering under his leadership: The New York Times reported that MLBAM “became the crown jewel of Major League Baseball, the envy of every sports league and one of the most important companies as the broadcast world transitioned to digital streaming. It generates hundreds of millions of dollars in revenue annually…” 3. What would you have done if you were Commissioner Manfred? Student answers will vary. Some students may want to go further than Commissioner Manfred did and do more to not only promote a culture that is free of discrimination and harassment, but to also promote a culture that does not value money over poor workplace behavior. Application of Chapter Content 1. Did Commissioner Bud Selig operate more from a principle of efficiency or effectiveness? Explain your rationale. Selig operated more from a principle of effectiveness. He was more interested in the ends (i.e. the money generated by the MLBAM), which is why he turned a blind eye to Bowman’s improper behavior. 2. Which of the seven challenges to being an exceptional manager did Commissioner Manfred face in dealing with Bowman? How did he handle them? One challenge was managing for diversity. Bowman’s behavior with his women subordinates was improper and Manfred forced him to resign and apologize for it. 1-26 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Another challenge was managing for ethical standards. Bowman’s behavior on the job was unethical, whether or not he was making a lot of revenue for MLB. Manfred did not want to tolerate an unethical manager, even if he was making money for the company. Another challenge was managing for happiness and meaningfulness. Though MLBAM was prospering financially, the workforce, especially women, were probably not feeling the best in that type of workplace. Manfred wants to merge the MLB and MLBAM so that the culture at MLBAM better reflects the culture at MLB, not what Bowman inspired. 3. Which of the three skills exceptional managers need did Bowman most lack? Which ones does Commissioner Manfred most need? Explain your answers. Student answers will vary. It seems Bowman most lacked human skills. He was hostile and inappropriate toward his employees and had poor interpersonal skills. Manfred needed someone with human skills, but also could use someone with conceptual skills. This is because he needed someone running MLBAM that visualized MLB as a whole and understood how all the parts (e.g. MLBAM) worked together. 4. Which of the KSAOs needed for career readiness did Bowman lack? Which ones did he display? Student responses will vary, but all should come from Table 1.2. Some of the KSAOs that Bowman lacked include: oral communication (he was disrespectful toward others and treated his employees poorly), teamwork/collaboration (he talked down to his team), emotional intelligence (he could not behave professionally in many instances), professionalism (he lacked a professional demeanor, even hiring prostitutes to entertain people at baseball games). He displayed critical thinking/problem solving by being able to break past competitors and turn MLBAM into the crown jewel of MLB and the sports world. He also had generalized self-efficacy (which most likely contributed to him talking down to others). 5. Given the facts of this case, do you believe Bud Selig should have been inducted into the Baseball Hall of Fame in 2016? Why or why not? Student answers will vary but should be supported by textbook content on what makes an effective and ineffective manager. If Selig was inducted into the Baseball Hall of Fame based on his management of the league, then he should be judged on business, not baseball, principles.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

LEGAL/ETHICAL CHALLENGE

TO DELAY OR NOT TO DELAY? Solving the Challenge 1.

Deliver the presentation as planned. A key decision here is how to balance loyalty and integrity. You were hired to prepare a warts-and-all report to discover the true state of employee attitudes. Your report presents these facts accurately. As a result of your presentation, the company will better know how to motivate its employees. Presenting it, unvarnished, is the most honest thing you could do. However, you trust and respect the vice president who hired you, and she could be damaged as a result of your report. If you choose this option, you must consider its consequences—to the vice president and to yourself. If you present the true report, your own employment may be jeopardized.

Give the presentation but skip over the negative results. Delivering a sanitized report may spare your vice president from negative consequences. MAY spare. It is possible that her fate has already been sealed. If your report doesn’t supply the ammunition, the boss’s boss will find something else that does. Also consider the consequences to your reputation of presenting an edited presentation. You were hired to evaluate the overall state of employees’ attitudes. If your report is less than honest, the vice president, and any other managers who know your assignment, will know you fudged the results for political reasons.

Go back to the meeting room and announce that your spouse has had an accident at home and you must leave immediately. You tell the group that you just received this message and that you will contact the vice president to schedule a new meeting. This option represents a lie. It would show loyalty to the vice president, but it would clearly jeopardize your integrity if the truth came out.

Invent other options. Discuss. Some students may see significant shades of grey instead of black-and-white “positive” or “negative” choices. If you go ahead with the presentation, giving honest evaluations, can you describe “problem areas” in softer terms? Or can you present employee responses by limiting your interpretation to quantitative results, minimizing subjective judgment? You could stretch out the presentation over two sessions—basic data at one, interpretation in the next? The boss’s boss may not be able to stick around for an extended report. Perhaps let the vice president herself present the strengths and weaknesses, enabling her to appear as the agent of change. People are very creative—you’ll probably get lots of other student suggestions. If there are older nontraditional students in your class (who have experience 1-28 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

in real world business), it would be interesting to see how their choices differ from younger students’ choices.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

TEXTBOOK EXAMPLES

EXAMPLE: Efficiency versus Effectiveness: How Did Delta Airlines Deal with the Emergency at Atlanta’s Hartsfield-Jackson Airport? In December 2017, an underground fire caused an 11-hour power outage at Atlanta’s HartsfieldJackson Airport, Delta Airlines’ main hub through which thousands of passengers travel to over 200 cities. This example describes the effects of the power outage and the efficiency and effectiveness Delta’s employees demonstrated. YOUR CALL 1. Did Delta handle the emergency efficiently? Students should begin by identifying the resources Delta had available: Human resources: managers, regular and emergency staff, booking agents. Physical resources: Food, water, blankets, wheelchairs. Technological resources: Power in the Operations and Customer Center, computing ability in the center. Next students should discuss the ways in which these resources appear to have been deployed and answer questions such as: 1. Were the human resources distributed to maximize their availability to stranded passengers? If it seems there were not enough staff available, should Delta have activated more? Borrowed them from other airlines or airports in the area? How should they balance costs of additional staff against the need for them? 2. Would it have been more efficient to have a central distribution point for physical resources, several linked distribution centers, or should Delta staff have moved about individually seeking out stranded passengers with needs? 3. Should Delta have used the energy and computing power available in the Operations and Customer Center solely for rebooking flights? Could the computing power and energy have been used more efficiently to help the stranded passengers? What should Delta have considered in terms of power usage or sharing? 4. Could the airline have been more effective from a passenger’s point of view? How? The students could start by identifying Delta’s goals and their apparent priority. For example: Consider conditions in the terminal. Restore power. Keep toilet facilities working. Provide food. 1-30 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Provide water. Provide blankets. Ensure any children traveling alone are cared for. Ensure passengers with disabilities are cared for. Consider conditions on the runways: Make sure passengers stranded in planes are okay. Get passengers off the planes and into the terminals. Consider future-oriented activities. Assign personnel to find hotel rooms and provide transportation for as many passengers as possible, clearing the terminal. Get crews to airports where they will be needed to bring planes to Atlanta as needed. Rebook passengers on other airlines as well as on Delta and at other airports as well as Hartsfield Atlanta. After listing goals Delta may have/should have had, students can judge whether Delta acted effectively to achieve them. They can also link the level of achievement of these goals to their discussion of effectiveness. ADDITIONAL ACTIVITY Companies judge the handling of both crises and everyday management on the two criteria of effectiveness and efficiency. Using this exercise, students can begin to appreciate the interconnectedness of effectiveness and efficiency and the outcomes for companies when they are present in varying combinations. Use the pictures below as slides or handouts to stimulate discussion. Divide students into groups of 3 to 5. You can use already existing groups, ad hoc groups, or allow students to self-select into groups based on interest or knowledge of different companies or industries. Handout articles (see suggestions below) about companies’ crisis or day-to-day management or allow students to choose a situation at their own companies or in industries of their choice. Each group should review their chosen situation, and using the first slide, make a list of effective and efficient elements. Next, each group should decide how to classify the company on the second slide. Have each group discuss the ramifications for their company of the company’s effectiveness and efficiency. What would they suggest the company do to improve or sustain its outlook? Have each group present the results of their discussion to the class. Lead a discussion comparing the various companies, their activities, and their expected futures. SUGGESTED ARTICLES ABOUT COMPANY CRISES OR MISSTEPS 1-31 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Apple Slows its Older Phones Facebook and Cambridge Analytica: New York Times CNBC British Petroleum Oil Spills Samsung’s Exploding Phones Controversies at UBER https://www.businessinsider.com/uber-company-scandals-andcontroversies-2017-11 VW Emissions Scandal http://fortune.com/2018/02/06/volkswagen-vw-emissions-scandalpenalties/ Return

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

EXAMPLE: The Struggle for Competitive Advantage: Airbnb Shakes Up the Hotel Business This Example describes challenges managers in the accommodation industry are facing, including managing for competitive advantage. YOUR CALL Which sector, Airbnb or hotels, do you think will prevail in the lodging industry? Students can share their experiences with accommodation-sharing firms, such as Airbnb and Vacation Rentals by Owner, and provide the pros and cons for such a service. Accommodationsharing firms are to date more flexible and less regulated, allowing them a competitive advantage. However, traditional hotels are using legal action to try to regain a competitive advantage by forcing hosts on accommodation-sharing firms to follow the same laws and policies that traditional hotels must follow. Just as Uber has pulled out of certain markets such as Austin, Texas, some accommodation hosts may be forced to not offer their homes on accommodation-sharing sites. Moreover, many people prefer traditional forms of accommodations, and thus traditional hotels will still exist 10 years from now. ADDITIONAL ACTIVITIES One way to build on this Example is to have the students watch the Fortune video “Listing Your Apartment on Airbnb Could Soon Be a Crime in This State.” This 1-minute video summarizes the arguments for and against allowing people to rent out their homes and profiles a recent move in New York to further prevent home sharing. Consider using the following discussion questions:

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1. Discuss the advantages and disadvantages of the proposed legislation in New York which will limit home-sharing opportunities there. 2. Besides using legislation to block competition, provide other recommendations for how traditional hotels can create a competitive advantage. 3. Assume that you wanted to list your residence on Airbnb for an upcoming special event in your town such as graduation that will make it hard for travelers to find hotel rooms in the area. Describe the actions you should take to create a competitive advantage over other home-sharing listings to ensure you are able to rent your space. Another way to build on the Example is to have the students read the article “Airbnb and the Unintended consequences of ‘Disruption.’” This article challenges the common perception that Airbnb is going to destroy the hotel business the way Netflix destroyed Blockbuster. Ask students if they or family members have used Airbnb. Did they like it? Did they use it in a downtown area or away from the downtown? If they used Airbnb, why did they choose it over a traditional hotel? If they used a hotel, why didn’t they use Airbnb? Return 1-34 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

TEXTBOOK PRACTICAL ACTIONS

PRACTICAL ACTION: Developing Your Soft Skills Students generally focus on their hard skills, but companies are focusing on necessary soft skills at least as much when recruiting. Unfortunately, they find college graduates to be lacking in essential soft skills such as written and oral communication, giving feedback, handling conflict, and persistence. Companies have earned 250 percent return on their financial investment when they train employees in these skills. They would like to hire new employees who already demonstrate proficiency in soft skills. This Practical Action encourages you to improve on your soft skills to increase your attractiveness for recruiters. YOUR CALL Review the first paragraph in the Practical Action box. Which of the soft skills listed there would you like to improve by the time you graduate, in order to make yourself a more attractive candidate to prospective employers? Have students meet in groups to discuss which skills they think they are great at and which they feel need definite work! Have the students within their groups compare their answers and see if there is any overlap among the group members. Ask the class as a whole how they feel their school and instruction could help. ADDITIONAL ACTIVITY Assign this article on fiving feedback: https://www.mindtools.com/pages/article/newTMM_98.htm After students have read the article, lead a class discussion about feedback they have received. Ask questions such as: 1. Have you ever had a boss or an instructor who was exceptionally good (or bad) at providing feedback? What did they do differently than others? How did their behavior make you feel? How could they improve? 2. Why is it important to develop skill in providing feedback? What are the consequences for a manager and a company if that manager gives good feedback? Or rotten feedback? Return

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

PRACTICAL ACTION: Mindfulness: How Good Are You at Focusing Your Thoughts, Controlling Your Impulses, and Avoiding Distractions? Do you want to improve your performance at work—or at school? Research has shown that practicing mindfulness can help you do so. Mindfulness is the opposite of multi-tasking. It involves focusing on one task or conversation at a time rather than splintering your attention as happens when you multitask. Managers at many large organizations, such as LinkedIn, Apple, and Nike report making better decisions and becoming better listeners through practicing mindfulness. This practical action explains the benefits of mindfulness and explains its relationship to meditation. YOUR CALL Meditation is a skill that improves with practice. Try this simple technique. It takes only 5 minutes a day, and over time will help you improve your meditative skill. ADDITIONAL ACTIVITIES This activity can be assigned in a variety of ways: 1. Assign all parts. 2. Assign the reading only. 3. Assign the exercises only. 4. Assign the reading to be followed by the exercises. 5. Assign the exercises along with the student log. This is an individual, not a group activity. There are three parts: Have the students read The Muddied Meaning of “Mindfulness” https://www.nytimes.com/2015/04/19/magazine/the-muddied-meaning-of-mindfulness.html Assign this article as homework, to be read along with Chapter 1. Incorporate this article into the discussion of mindfulness in section 1.4 Ask the students: 1. What insights did the article provide beyond what you learned in the text? 2. Do you feel mindfulness can help managers reduce stress and increase performance? Hand out these Mindfulness exercises. Ask the students to practice them for a few days, a couple of weeks, or for the semester, and to keep a journal of their thoughts, feelings, and reactions. When your timeframe is completed, try one or more of the following: Have the students turn in their journal or write a summary of what they learned and achieved. Have students compare what they have learned with group members and have the group submit a short paper on the similarities or differences in what they learned. 1-37 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Lead a class discussion about how the students feel after practicing the exercises over the assigned time. Do they feel the exercises were valuable? How? What is the largest impact doing the exercises has had on their lives as students? MINDFULNESS EXERCISES (Source: Free from Positive Psychology Program. https://positivepsychologyprogram.com/wpcontent/uploads/2017/02/five-senses.pdf ) MINDFULNESS MEDITATION Find a place where you can sit quietly and undisturbed for a few moments. To begin, you might want to set a timer for about 10 minutes, but after some experience, you should not be too concerned about the length of time you spend meditating. Begin by bringing your attention to the present moment by noticing your breathing. Pay attention to your breath as it enters and then leaves your body. Before long, your mind will begin to wander, pulling you out of the present moment. That’s ok. Notice your thoughts and feelings as if you are an outside observer watching what’s happening in your brain. Take note and allow yourself to return to your breathing. Sometimes you might feel frustrated or bored. That’s fine—these are just a few more feelings to notice. Your mind might start to plan an upcoming weekend, or worry about a responsibility. Notice where your thoughts are going and accept what’s happening. Whenever you are able to, return your concentration to your breathing. Continue this process until your timer rings, or until you are ready to be done. BODY SCAN During the body scan exercise, you will pay close attention to physical sensations throughout your body. The goal is not to change or relax your body, but instead to notice and become more aware of it. Do not worry too much about how long you practice but do move slowly. Begin by paying attention to the sensations in your feet. Notice any sensations such as warmth, coolness, pressure, pain, or a breeze moving over your shins. Slowly move up your body—to your calves, thighs, pelvis, stomach, chest, back, shoulders, arms, hands, fingers, neck, and finally your head. Spend some time on each of these body parts, just noticing the sensations. After you travel up your body, begin to move back down, through each body part, until you reach your feet again. Remember, move slowly, and just pay attention. MINDFUL EATING Choose a food you would like to practice with (preferably something you can hold in your hand without getting messy.) something as simple as a single raisin will work well. Move slowly through these steps, taking a moment to focus on each one. Before you pick up your food, notice how it looks on the table in front of you. Notice its color, how the light reflects from its surface, and its size. Now, pick up your food, notice the weight, and how the food feels against your skin. Roll the object between your fingers, or roll it in your hand, and notice its texture. Notice if it’s smooth rough, slick, soft, firm, or if it has any other properties. Hold the food to your nose and pay attention to its smell. Next, place the food in your mouth, on your tongue, but do not eat it. Notice how it feels in your mouth. Does the texture feel the same as on your hand? What do you taste? Roll the food around in your mouth and pay attention to the feeling. Finally, begin to 1-38 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

slowly chew your food. Notice how your teeth sink into it, and how the texture is different inside. Pay close attention to the flavor, and how it spreads across your tongue. Notice how your body changes—does your mouth fill with saliva? Does your tongue feel hot or cold? Continue to chew your food, paying close attention to the many sensations as you finish. FIVE SENSES Use this exercise to quickly ground yourself in the present when you only have a moment. The goal is to notice something that you are currently experiencing through each of your senses. What are 5 things you can see? Look around you and notice 5 things you hadn’t noticed before. Maybe a pattern on a wall, light reflecting from a surface, or a knick-knack in the corner of a room. What are 4 things you can feel? Maybe you can feel the pressure of your feet on the floor, your shirt resting on your shoulders, or the temperature on your skin. Pick up an object and notice its texture. What are 3 things you can hear? Notice all the background sounds you had been filtering out, such as an air-conditioning unit, birds chirping, or cars on the street. What are 2 things you can smell? Maybe you can smell flower, coffee, or freshly cut grass. It doesn’t have to be a nice smell either: maybe there’s an overflowing trash can or sewer. What is 1 thing you can taste? Pop a piece of gum in your mouth, sip a drink, eat a snack if you have one, or simply notice how your mouth tastes. “Taste” the air to see how it feels on your tongue. The numbers for each sense are only a guideline. Feel free to do more or less of each. Also, try this exercise while doing an activity like washing dishes, listening to music, or going for a walk. Return

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Students should discuss the ways they can nudge themselves into the right behavior. Fear of punishment, the desire to do good, etc. are good ways to start on this. ADDITIONAL ACTIVITIES One way that you could build on this Practical Action is to have the students read The Wall Street Journal article “Foreign Students Seen Cheating More Than Domestic Ones” This article discusses the various factors that contribute to cheating on college campuses. Consider using the following discussion questions: According to the article, 60 percent of all students on U.S. campuses admit they cheated at least once in the last year. From what you have observed, how and why do students cheat? Discuss how school administrators and/or professors can work to reduce cheating. One possible reason for the cheating in college classes is that it is high reward, low-risk behavior, given the lack of action taken against some cheaters. Discuss what schools could do to change this perception. Return

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SELF-ASSESSMENTS

SELF-ASSESSMENT 1.1

CAREER READINESS

How Strong Is My Motivation to Lead? This Self-Assessment is intended to help students reflect on whether they have a strong internal motivation to lead other people. STUDENT QUESTIONS 1. Do results match your desire to assume leadership roles at school, work, and home? Explain. Student responses here will differ; however, all students should have a better understanding of the components of management. 2. Which of the three dimensions do you think is most likely to affect your future success as a leader? Student responses will differ here. Some will respond with information technology if they think that is the direction we are going in today’s world. Others may be more ethics or diversity related. Overall, the strongest response may be managing for a competitive advantage as it can include all the above. There really would not be a least predictor of managerial success, but students can have their own opinions here. 3. You can increase your motivation to lead by increasing the scores on the three lowest-rated items in the survey. Identify these items and develop a plan for how you can change your behavior in leadership situations at school and work. Work the plan and get feedback about your effectiveness. Student responses will differ. SUPPLEMENTARY ACTIVITIES Students should be assigned to groups based on their Self-Assessment scores. Students with high motivation to lead should be grouped together and students with a low motivation to lead should also be grouped together. Students who scored highly should discuss what they do at work to exhibit their motivation to lead. Students who scored low should discuss what they can do at work to increase their motivation to lead. Both groups should present to the class as a whole. Instructor can lead discussion and point out how students can increase their motivation to lead. Return

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

SELF-ASSESSMENT 1.2 Do I Take Ownership and Responsibility for My Actions? People are more likely to diligently work toward accomplishing their goals and accept performance feedback when they accept responsibility for their actions. They also are less likely to blame others for their mistakes or poor performance. This self-assessment allows students to determine their status regarding this important attitude. STUDENT QUESTIONS 1. Do you have a strong attitude about accepting responsibility for your actions? Do you agree with these results? Explain your thinking. Student responses will vary based on their assessment results. 2. What can you do to increase the strength of this attitude? Student responses will be based on their assessment results, but they should be using language from Table 1.2 when showing how they plan on increasing the strength of the ownership and responsibility for actions attitude. Students can also point to the process described in Figure 1.5. 3. How might you demonstrate that you have this attitude during a job interview? Students should point out during an interview that they take responsibility for their actions, are open to constructive feedback on how they can improve, and are focused on accomplishing their goals. SUPPLEMENTARY ACTIVITIES Students should be assigned to groups based on their Self-Assessment scores. Students with high and low scores should be mixed together. Groups should discuss how having a workforce that takes ownership and responsibility for its actions (from the CEO down) will assist organizations in keeping their customers satisfied. Each group should role-play a manager and an employee having a feedback session after the employee has made a mistake that cost the company some revenue. The employee should be able to take responsibility for the mistake and take ownership of it. The two students who role playing in the group can then switch roles and the employee can portray an inability to take responsibility (i.e. blame others). Return

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GROUP EXERCISE

HOW WELL DO MANAGERS MANAGE THEIR TIME? Objectives • • •

To see how time is allocated in a top management position. To start to think about how you might spend your time in a top management position. To see what you think about this kind of job and what functions are performed.

Introduction Managers must allocate their time appropriately. If as a manager you continuously misallocate your time in terms of work coordination, your company will not reach its goals, or at the very least, you will not achieve your own goals and may become a liability to the organization. So, you must understand how to allocate your time wisely. Instructions The following is from Charles Handy’s Understanding Organizations: A senior manager’s diary: One senior division manager sat down to review what he regarded as the major responsibilities of his job. He listed six key areas for himself: 1. Relations with head office: communicating with the top managers. 2. Long-term and strategic planning: the plans that position the company over time. 3. Operational responsibilities for particular ongoing activities: the day-to-day activities of the company. 4. Co-coordinating function: working with other parts of the company to complete a task or tasks. 5. Standard setting, performance, morale priorities: setting up quality standards and other types of standards, operationalizing performance appraisals, and developing a climate where employees want to work. 6. External relations: working with customers, watching what competitors are doing, dealing with pressure groups, and working with suppliers. As a group, estimate in percentages how you think this senior manager allocated his time to these six key areas. (The senior manager’s percentages are included at the end of this exercise.) 1. ___ percent

4. ___ percent

2. ___ percent

5. ___ percent

3. ___ percent

6. ___ percent

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Questions for Discussion 1. How do your percentages compare to the senior division manager’s time allocation? 2. Why do you think that 1, 3, and 4 take so much of his time? 3. In this changing world do you think that more time should be spent on 2, 5, and 6? 4. How do managers “know” how to allocate their time? In his position, would you allocate your time differently? Why or why not? Answers After outlining the six key areas of responsibility in his job, the division manager then analyzed his diary for the previous 3 months and came up with the following approximate percentages of time spent on each of the key areas: 1. 20 percent

4. 25 percent

2. 10 percent

5. 5 percent

3. 35 percent

6. 5 percent

Adapted and modified by Anne Cowden, PhD, from Charles Handy’s Understanding Organizations (New York: Penguin, 1993), p. 338.

Tip for online classes: Online classes: Post this activity as an online discussion board. Groups should submit their percentages in a shared group space. They can then respond to the questions as a group and instructor can share highlights of group answers as an email blast to the class.

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Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

CAREER CORNER GROUP EXERCISES

KSAOS IN BUSINESS OCCUPATIONS Learning Objective 

Students will have an enhanced ability to identify the knowledge, skills, attitudes, and other characteristics required for various occupations in Business.

Introduction We have been discussing knowledge, skills, attitudes and other characteristics (KSAOs) that pertain to career readiness. At the same time, there are other more task-specific KSAOs needed for all jobs. The purpose of this exercise is to extend students’ understanding of KSAOs by asking them to investigate KSAOs for various careers in business (e.g. accounting, marketing/sales, human resources, etc.). Students will use the Internet to access the Bureau of Labor Statistics Occupational Outlook, as well as job search websites. Instructions The primary purpose of this exercise is for your students to gain a better understanding of the career readiness-based KSAOs needed in different jobs. 1. Put students in groups of 3 to 4 and have each group select a specific job title or profession they might pursue after graduation. Jobs in business fields such as accounting, sales, marketing, human resources, supply chain, data analytics, computer analyst, etc. should be used. You may want to form the groups based on their academic majors. This would put like-minded people in the same groups, creating more interest to complete the task. Alternatively, you can select the occupation for each group. We suggest varying the occupations pursued across groups to make the final presentations more interesting. 2. Have students review Table 1.2 (Description of KSAO Skills Needed for Career Readiness) in the book so they can recall career readiness-based KSAOs. 3. Ask each group to research the career readiness-based KSAOs needed to advance in the profession. Suggested resources for garnering this information are the following sources:  The Bureau of Labor Statistics Occupational Outlook Handbook (https://www.bls.gov/ooh/) provides occupational profiles that include what professionals do, their type of work environment, how to enter the occupation, pay, and other characteristics of workers within the given occupation.  Job search sites like Monster.com or Glassdoor.com provide current job descriptions. 4. Ensure that students are researching Business-related jobs as that may be more related to what they will pursue in the future. Moreover, students should review occupational 1-45 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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profiles and job descriptions of more than one listed position to get a more comprehensive idea of the KSAOs required in the occupation. 5. Have each group prepare a 5-minute presentation summarizing the career readiness-based KSAOs needed for a job in the profession. Students can use PowerPoint if it helps make their point. 6. Groups should present to the class. Facilitate a class discussion using the following questions:  What unique KSAOs are required to be successful in the occupation?  Based on your findings, what specific steps will you take to improve your career readiness? Increase your knowledge? Improve your skills? Tips for online and large in-person classes: Online classes: Post this activity as an online discussion board for each group. Groups should prepare a PowerPoint presentation and upload to their shared group space. Instructor can then provide feedback and also post all the presentations to a file that all students in the class can view. Large classes with larger groups: Groups may have to be increased to 5-6 and there may be duplication of the jobs; so only one group with the same job type should be chosen. Step 6 (facilitation) is instrumental to keep the class engaged. The audience will be less engaged if students just present back-to-back with limited interaction with observing students.

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Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

UBER CONTINUING CASE

Chapter 1: The Exceptional Manager This part of the Uber cumulative case focuses on Chapter 1 and provides an introduction to the challenges the organization is facing. This cumulative case’s real-world application of management knowledge and skills is designed to help you develop critical-thinking ability and realize the practical power of sound managerial skills for solving problems in your job and career. The case includes five multiple-choice questions and two essays-based questions. The essaybased questions can also be used in class to spur discussion: 1. In future parts of the cumulative case you will learn that Uber ousted its founder, Travis Kalanick, as CEO and replaced him with a new leader. What impact does this have on the company based on the Seven Challenges to Being an Exceptional Leader? Student answers may vary here, but students need to choose some of the challenges and describe how they will be different under a new leader. For example, will Uber’s new CEO have a different view on ethics? If so, how will that impact challenges such as challenge 5 and 7? Moreover, will the new leader have a different view of how to achieve a competitive advantage? Could it be through a different global strategy, for example? This would impact challenges 1 and 4. 2. Khosrowshahi is determined to dominate the industry by developing self-driving cars. Draft a SMART goal that will represent his wishes and make sure to explain each element of the goal. Student answers may vary here, but they need to choose either planning, organizing, leading, or controlling and view some of the challenges from that perspective. For example, if the company is losing value, is it because it is not meeting its goals? If so, the controlling function may be utilized to devise corrective action. Another example would be challenge 5 on managing for ethical standards. The leading function of management dictates that managers can motivate, direct, and otherwise influence people in the organization. Should managers use this function to steer clear of future ethical dilemmas?

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

MANAGER’S HOT SEAT VIDEO

WORK-LIFE BALANCE Students may complete the “Work-Life Balance” Manager’s Hot Seat exercises in Connect® for this chapter. Introduction Many organizations recognize the need for work-life balance. This scenario explores this very issue, as well as prompts discussion about corporate culture. In addition, the case shows one approach for delivering negative news to disgruntled employees. Learning Objectives 1. To recognize the need and importance for employees to balance work and family/life. 2. To analyze the influences of corporate culture. 3. To identify effective approaches for delivering negative news. Scenario Description Overview Samantha Peters, technical director at Quantum Gaming, a video-game company, is conducting a scheduling meeting where she must ask employees to put in a serious amount of extra time to meet a valued customer’s request. In addition to various challenges of her leadership, a discussion of the Quantum Gaming's overall responsibilities to its workers, corporate culture, and work-life balance issues sidetrack the meeting. The employees pressure Samantha to make a decision right then and there; however, she cannot confirm their requests before talking to upper management. Profile 



Samantha Peters—Technical Director, Quantum Gaming—has been a technical director at Quantum Gaming for 12 years, managing a creative force of 40 people. Graham Hulbert—Programmer, Quantum Gaming—has been in the company’s design department for 21 years and is a little resentful of Peters for holding the position of technical director, although he hasn’t shown any ambition for the position himself. 1-48

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

Miranda Cortez—Animator, Quantum Gaming—started working in the team two years ago after returning from unpaid maternity leave. Before that, she had been working for the marketing department’s design team, but found her position too stressful and creatively limited. Tom Anderson—Modeler/Designer, Quantum Gaming—has been at the company since he graduated from university last fall. He’s still a little shellshocked about being in the working world.

Discussion Questions Leaning Objective #1 To recognize the need and importance for workers to balance work and family/life. Why is it important for Quantum Gaming workers to ask for a balance between work demands and their life? Why is it a smart move on the part of Quantum Gaming to help workers strike this balance? Student discussion will vary based on students’ own lives and experiences. Those who have been in the workforce for some time may have different responses than students who are just entering the workforce or have only been in school. In general, however, workers should have a balance between work and family/life. In order to reduce turnover and increase employee satisfaction, Quantum Gaming should strive to help employees strike a balance. The cost of constantly hiring new employees and training them far outweighs the small cost of offering current employees flexible work time, telecommuting options, or extended career breaks.

Leaning Objective #2 To analyze the influences of corporate culture.

What is the corporate culture of Quantum Gaming based on the meeting? Is this a place where you would like to work? Why or why not? Corporate culture is a set of values, attitudes, and philosophies, and it varies from one organization to the next. For Quantum Gaming, the organization clearly values their bottom line more than the mental well-being of their employees. If it didn’t, Quantum would have resolved personnel issues after losing two employees to a competitor and contributing to one employee’s breakdown. The culture of valuing money also comes through in the way projects have been scheduled. Quantum Gaming has taken on more and more projects 1-49 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

before current ones are finished in an effort to bring in more business and increase revenues. Finally, Quantum values the bottom line by pandering wholeheartedly to Arcadian’s last-minute request to change their game’s central character. The answer to the second question will vary by students’ personalities. While most probably wouldn’t enjoy the working conditions at Quantum Gaming, some will thrive in it.

Leaning Objective #3 To identify effective approaches for delivering negative news. How effective was Samantha’s approach in delivering the negative news? One effective approach for delivering negative news is to describe the situation, present a possible alternative or compromise (if available), and then ask for input or action from the audience. Samantha might consider the context of delivering the negative news by asking questions such as whether she has a good relationship with the team or whether the organization treats them well overall. Samantha’s approach wasn’t initially successful. She immediately jumps in with the bad news—that the team will have to put everything aside and work extra-long hours for the next two weeks. In the follow-up interview, even she recognizes that she might have approached the delivery of the bad news in a different way by first asking hypothetically about the extra work and how the team might cope if they were asked to change the project. Samantha also uses negative words (i.e., “unfortunately”) that signal to the team a negative is coming before she even announces it.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

APPLICATION-BASED ACTIVITY

There are no application-based activities for this chapter.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

CREATING A PERSONAL DEVELOPMENT PLAN Prepared by Angelo Kinicki©

Background on Personal Development Personal development is an active, circular process that one pursues in order to improve a small set of targeted skills or competencies. In the current context, we are interested in developing competencies associated with career readiness. Chapter 1 discussed the 27 competencies associated with career readiness: These competencies were categorized into the knowledge, soft skills, attitudes, and other characteristics (KSAOs) needed to become career ready. The overall goal of this assignment is to assist you in creating a development plan targeted at improving your career readiness. The development process is generally segmented into four interrelated phases or steps: (1) assessing competencies to identify strengths and weaknesses, (2) identifying developmental activities to build on strengths and reduce deficiencies, (3) providing support and coaching to individuals while they are trying to develop, and (4) executing the plan and reassessing development at a later point in time. Let us consider these four phases in more detail. The assessment phase generally entails the use of self-assessment surveys. Your text contains links to 40 Self-Assessments that relate to various career readiness competencies. The purpose of these assessments is to obtain a baseline evaluation of your interpersonal strengths and weaknesses along a host of relevant competencies. The key decision in this phase is to select the set of competencies you want to develop. We recommend one of two approaches. The first is to focus on two of the following competencies based on the frequency with which these competencies were discussed in the Career Corner sections within your textbook: Understanding the Business, Critical Thinking/Problem Solving, Emotional Intelligence, Positive Approach, and Self-Awareness. The second approach is to go to O*Net Online at www.onetonline.org. This career management site allows you to search hundreds of job titles to determine the knowledge, skills, and abilities needed to perform these jobs. It also discusses the tasks and work activities associated with these jobs. You can search the job titles for the occupation you desire after graduation and locate the relevant information about KSAOs needed to do the job. Once here, you can pick one or two career readiness competencies needed to perform the job. The second phase entails the creation of a development plan to build on strengths and reduce weaknesses. This plan should specifically identify what you intend to do in order to develop yourself. There are six generic categories of developmental activities you should consider using when creating your plan. They are: 1. Learning from on-the-job or school-related activities. Examples include:  Seek new assignments that require one of your targeted competencies.  Improve an existing process or system. 1-52 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

5. 6.

 Represent your team at a meeting or formal presentation.  Serve as a coach to another student/employee.  Ask to lead a project.  Make presentations and facilitate meetings.  Volunteer for special projects or committees.  Volunteer to complete tasks that stretch your skills.  Transfer to another job in order to obtain new skills and experience. Learn from off-the-job activities. Examples include:  Join community groups.  Volunteer in an organization that would allow you to try your targeted skills.  Make presentations to professional or civic organizations.  Volunteer in religious and/or charitable organizations. Model others who possess the targeted competencies. This may involve:  Identifying people in the class/organization who possess the desired competency and then interview them. Try to learn how they execute the competency.  Follow people around who possess the targeted competency to observe their behavior.  Try out new behaviors and then discuss results with your fellow students, teacher, and/or a coach. Educational activities.  Take formal courses or attend training seminars.  Watch training videos and documentaries.  Read books, magazines, and journal articles in search of developmental ideas. Your textbook is a good source. You can consult the references in this book to find more detailed information on a variety of topics.  Searching the Internet or Amazon can also help to identify relevant source materials. Experiment. Try out new behaviors and ways of working and see what happens. Discuss results with others. Consult the detailed feedback that comes with the Self-Assessment being used. This feedback provides specific recommendations for how you might improve the KSAO being measured.

The third phase involves marshalling the resources and support needed to accomplish the plan. You will need to determine if you need any tangible resources (e.g., money, time, input from others) in order to work the plan. A fellow student, work colleague, your teacher, and or a coach can be very helpful during this step. You also need to consider the barriers that may impede your ability to execute the plan. We have created an action plan form to use when finalizing your development plan. The final phase focuses on working the plan. It is very important to commit to your own personal development in order to foster the motivation needed to complete the plan. After a designated period of time, say one to two months, you should reassess your progress in developing the targeted competencies. It is recommended that you get feedback about your progress from 1-53 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

someone other than yourself (e.g., your team members, friends, family members, professors, or people from the company in which you intern). This assignment requires you to work on all these four phases. Let us now consider a process for helping you identify which of the career readiness competencies to focus your developmental activities.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Getting Started Once you have taken the relevant Self-Assessments, it is important to categorize your scores into strengths and weaknesses. The feedback report for each assessment will assist in making this determination. As you look over the feedback from each assessment, concentrate on what you want to capture from your data—what stands out as most useful and valuable in terms of improving your career readiness. Select both Strengths and Liabilities. Strengths are things you do well and enjoy. Liabilities are things you may avoid and don’t come to you naturally; liabilities can also represent natural strengths that are over used.

Choose Development Areas People typically think about development as “fixing”—improving problem areas or overcoming “weaknesses.” Development is not only about working on weaknesses, it also is about building strengths—capitalizing on what you do well and getting even better at it so that you can become a star contributor to an organization. If we have a company of people working on weaknesses and nobody is working on strengths, we could end up with a company full of mediocre people! To be competitive, organizations need people who are also working on strengths, becoming even better in areas that make an important contribution to organizational goals. As you think about development areas, be sure to consider your strengths. Because of your specific career goals, there may be a higher payoff to working on a specific strength. The issue is: Where can you and your future/current organization get the biggest payoff from your efforts? Here are the steps to follow: 1. Set aside time to read and think about the questions listed below. Your objective is to consider all of the feedback you received from the assessments and then decide on two competencies that are priority areas for building your career readiness over the next four months. 2. Take out a separate sheet of paper for notes and record your answers to the questions listed below. You do not have to answer every question; these are helpful questions to guide your thinking about priority areas to develop. 3. Consider this general question when selecting priority development areas. “Would working on these areas support my current and future career goals, my performance goals at school or work, and/or my effectiveness at personally influencing others? Could working on these areas improve my ability to obtain a job after graduation, working with others on school/work projects, or meeting personal/family needs? A. Strengths: Which competencies were evaluated as strengths? Is this an important competency you need to model for others? Is it an area you want to improve in 1-55 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

order to gain recognition and support? If you were to focus on this strength and improve it, would it enhance your current or future success and influence? B. Liabilities or weaknesses: What competencies were rated lowest? Are there problem areas where improvement is needed? Would working on these problem areas improve your current or future job performance? What is the biggest roadblock to your career success based on your assessments? What can happen if you don’t act on your weaknesses? What are the areas you need to focus on to improve your ability to manage change, work with others, and influence others? Do you really want to improve? Do you really believe that you need to improve these areas? Are you motivated to change? 4. You are now ready to select two KSAOs for development. Do not select until you reconsider the general question that was posed earlier: “Would working on these areas support my current and future career goals, my performance goals at school, work, and/or my effectiveness at personally influencing others? Could working on these areas improve my success in my future internship, working with others, or meet personal/family needs? 5. Write the label or description of the competency/style/behavior in the space below. Development Areas: Competency 1: _____________________________________________________

Competency 2: _____________________________________________________

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Preparing a Personal Development Plan There are three subtasks associated with this step. 1. Begin by writing your Leadership Style Summary Paragraph (this needs to be submitted with your detailed development plan). Write a paragraph self-description about strengths and talents, leadership style, and potential areas for improvement or modification. Write it as though someone else were describing you. Example: Tyler’s strengths are that he is structured, efficient, and direct. He enjoys working with others to organize details and operations to get the job done. His leadership style emphasizes taking charge quickly and adapting past experiences to solve problems. Some other strengths as a leader are that he is loyal to the organization’s mission and its people, is thorough and wellorganized, and runs the organization on solid facts. Some liabilities are that he may not realize when he’s too focused on rules and regulations that have outlived their original intent and when he should look at overall goals and results, rather than over focusing on operating costs. He may also resist change, and he may be too selective in expressing appreciation. Overall, he displays a well-developed level of emotional intelligence. However, there are notable highs and lows. His strengths are in the areas of stress tolerance and problem solving. Possible areas for improvement are in empathy and flexibility. 2. Determine the developmental actions you will employ. Consider the six generic types of developmental activities discussed earlier and determine which ones are best suited for your targeted competencies. It is recommended that you obtain input/feedback about your plan before submitting it for final evaluation. You are encouraged to meet with one or more of your team members, work colleagues, friends, family, or your professor to share your assessment results and discuss developmental opportunities. It is key that your developmental actions are specific. For example, don’t say “read a book on communication.” Instead, you are expected to select a particular book and then outline what you might do with what you learn. We provide a sample development plan as a model. 3. Complete the personal development plan posted on Blackboard. The key is to be thoughtful, detailed, and realistic.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Personal Development Plan Development Areas (List the competencies/ styles/behaviors targeted for improvement)

List the Action Steps Required (What will you do to improve in this area?)

Target Dates Start

1. 1.

Success Criteria (How will success be measured?)

Assertiveness (Weakness)

Read the book. The assertiveness workbook: How to express your ideas and stand up for yourself at work and in relationships / Randy J. Paterson”

Join Toastmasters and complete Project 9 (Persuade with Power) and Project 10 (Inspire Your Audience)

Complete the exercises in the book. Choose 5 action items from the book and put them into practice. After one week, ask for feedback from the team on those particular items and verify if they agree to the changes in behavior.

Jan 2019

Resources Required/ Potential Barriers to Resolve

Completion

Mar 2019

The book. The assertiveness workbook: How to express your ideas and stand up for yourself at work and in relationships / Randy J. Paterson

Introversion. Often thinking too much and not speaking up.

At the end of the speech, get ratings from Toastmaster’s audience. Rating should be 4 or above from 70% of audience.

Getting elected to student government position.

Date: Jan 3, 2019

Compromising. Prone to appeasement / conciliation.

Jan 2019

May 2019

People-pleasing. Prone to avoid potential conflict situation.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Getting ideas pushed through the student government body 60% of the time.

50% of time, people should accept my suggestions.

100 % of times, I should be able to say NO if something inconvenient is asked of me.

Apply for student government position and put into practice assertiveness to convince the interviewer.

Convince class to support me. If elected, use the student government position to push ideas.

Express my opinion when I disagree with someone on an issue.

Learn to say NO. If something inconvenient is asked DO say “NO.”

Self-esteem. Lack of selfesteem and self-confidence.

Jan 2019

Feb 2019

Jan 2019

Jun 2019

Jan 2019

July 2019

Aggressiveness. In trying to be assertive, need to make sure that conduct is not turning aggressive. Need to listen and respect others’ opinions.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Problem Solving / Analytical Skill (Strength)

Complete one Sudoku a week.

Target 50% improvement on Sudoku solving time.

Take feedback from the audience and other evaluators and also figure out if there was something that I might have missed out on any issues. The misses should be less than 10%.

Join Toastmasters and take up the role of speech evaluator. Critically evaluate each speech and put forth evaluation in front of the audience.

Watch the comments section. Should be able to match the analysis expressed on the comments 70% of the time.

Analysis should match with team and the class 70% of the time.

Choose two New York Times opinion columns a month, preferably showing numbers, charts etc. Form opinions in support or against the views of the columnist. Then write a paragraph stating the arguments for that opinion. Volunteer to come up with the problem statement for each case in the Management class.

Jan 2019

Jul 2019

Jan 2019

Jun 2019

Jan 2019

Oct 2019

Time Management. Few of these activities will depend on my effective time management. With increasing workload, I may tend to deviate from the plan.

Role Availability. Due to space constraint, Evaluator role may not be available in Toastmasters.

Feedback. It may not be possible to ask for separate feedbacks from members of Toastmasters club.

Jan 2019 Aug 2019

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Apply two recommendations from Management book to develop cognitive fitness: a)

Exposure to new experiences. Engage in 1 activity every month that I have never done before. Possible options could be playing golf, watching American football, volunteering for Net impact club activities, learning languages, etc.

Should be able to meet the target 100% every month for the next 10 months.

Jan 2019

Mar 2019

Jan 2019

Oct 2019

b) Exercise. Make 3 visits to gym every week.

Should meet target 70% of the time.

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Jan 2019

Oct 2019

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Personal Development Plan Development Areas

List the Action Steps Required (What will you do to improve in this area?)

Success Criteria (How will success be measured?)

Target Dates

(List the competencies/

Date:_______________

Resources Required/ Potential Barriers to Resolve

styles/behaviors

Start

Completion

targeted for improvement)

Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

Chapter 2 Management Theory Essential Background for the Successful Manager CHAPTER CONTENTS Teaching Resource Manual: A Guide to Implementation Career Readiness-Based Personal Development Plan

ii viii

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Textbook Practical Actions

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

Addressing the inability to measure student comprehension prior to major assignments such as a midterm or project.  Overcoming the inability to tailor your lecture to the topics that students find difficult.  Increasing student engagement by providing opportunities for them to apply the knowledge gained in the classroom to real-world scenarios.  Providing students with opportunities for self-reflection outside of classroom activities.  Increasing students’ critical-thinking and problem-solving skills. You will learn that we created many different teaching resources you can use either before, during, or after class. Because of the quantity of options, the goal of this implementation guide is to provide an overview of how you might select the many teaching resources at your disposal. So What Assets Can I Choose From? Generally, a typical class session for any course comprises three “touch points:” before, during, and after class. For a face-to-face course, your class session would normally be the day you lecture to students. For an online course, the class session would be when you recorded the lecture or when the live lecture is streamed on the Web. Our teaching resources fall into 16 categories: SmartBook 2.0, Click and Drag Exercises, iSeeIt Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action boxes, Group Exercises, TRM discussion starters, TRM follow-up exercises, Uber Continuing Case, quizzes and tests, Management in Action Cases, Manager’s Hot Seat Videos, and Application-Based Activities (mini-sims). After describing the use of SmartBook 2.0 and Connect® exercises, we discuss how you might use these teaching resources before, during, or after class. Assigning SmartBook 2.0 and Connect® Exercises SmartBook 2.0, (In Connect®, click on Performance / Reports / Assignment Results. Here you can choose SmartBook and choose the assignment you wish to view reports for.) The following reports are available through SmartBook 2.0: Instructor Dashboard. Click on one of the tiles from Assignment Completion, Time on Task, Metacognition, Most Challenging Learning Objectives, and Individual Learners. Assignment Completion. Shows the total percentage of all learners in the class that have completed the assignments at this point in time. 2-ii Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

Correct with high confidence Incorrect with high confidence Correct with low confidence Incorrect with low confidence Correct with medium confidence Incorrect with medium confidence

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

Some recommendations include:  



Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

The following recommendations pertain to these mentioned touch points, with an additional matrix that follows. Before Class The learning goals we have for students determines our assignments before, during and after class. For example, you may want to focus on mastering content, applying content, or using content to solve problems. Alternatively, you may want to achieve all three goals. Connect® offers a host of additional pre-class assignments to choose from if your goal is mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action Boxes, Management in Action Cases, Legal/Ethical Challenge Cases, Uber Continuing Case, and Manager’s Hot Seat Videos. Case Analyses, Click and Drag Exercises, and Video Cases are optimal exercises to be utilized prior to class, as they provide students the opportunity to practice and apply key course concepts. A reading assignment—typically a chapter from the product in use—is a student’s initial exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior to class or an online lecture allows you to gauge their comprehension of the material. Having a better sense before class of which concepts your students are “getting” and which ones they are not, allows you to more effectively and efficiently plan your time with them during class. To ascertain student competency, use the reporting function of SmartBook 2.0, where you can view general results of their performance. Additionally, Connect® exercises, such as Case Analyses, Click and Drag Exercises, and video cases, offer students a second exposure to important sections of the chapter after their completion of a SmartBook 2.0 assignment. Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for students to understand. These animated videos were developed to further unpack in brief, yet effective, fashion the course topics that most commonly challenge students. Each animated video is accompanied by auto-graded multiple-choice questions that can be assigned to confirm student comprehension. If your learning objectives include fostering application and integrating the concepts discussed with real world practice, then Management in Action or legal/ethical challenge cases contained in the textbook can be assigned so students can think critically and practice applying what they learned in the readings to actual cases. The Management in Action cases are now all “problemfocused.” In other words, the cases contain problems that students can practice solving. These cases also contain multiple-choice questions that can be assigned in Connect® to gauge student comprehension. During Class

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

The TRM offers a host of additional materials and experiential activities you can use to bring chapter content to life. If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities and lecture based on results from the general results report and the metacognitive skills report. This allows for a more tailored class period that enhances student engagement and more opportunities to resolve gaps in knowledge. We also provide links to online readings that you can use to supplement the content covered in the textbook. They are useful if you desire to provide additional material beyond that covered in the text. If your goal is to create an engaging learning environment filled with student discussion and interactions, we provide multiple resources. First, each major heading in a chapter contains suggested discussion starter questions. These open-ended questions are likely to foster student discussion and engagement. We also provide additional activities (i.e., experiential exercises) for every Example and Practical Action box. If your goal is to provide for additional application of material, the TRM breaks down the textbook Management in Action cases and legal/ethical challenges by providing questions and ideal responses. Connect® also has multiple-choice questions that can be assigned for the Management in Action cases. Finally, the TRM has a selection of group exercises that allows instructors to focus on team learning methods. If your goal is to jointly engage your students while applying content from the text, you can select a Self-Assessment follow-up activity (all follow-up activities are found in the TRM). These assets are especially useful if you are “flipping” your classroom, wherein the class session is used for application and analysis of key concepts rather than lecture. The Suggested Resources across Teaching Touch Points Matrix provides a quick reference for activities that can be utilized during class. After Class After the face-to-face class session, or online lecture, you can assign Connect® exercises as homework to further reinforce the material covered in the textbook and lecture. You may also want to assign an iSeeIt! Animated Video if you notice that students are struggling with a particular topic, even after class. Students can also be assigned the continuing case for each chapter, which includes assignable multiple-choice and essay-based questions. To further gauge student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus more on defining and explaining material, and the test banks focus more on application and analysis. Moreover, the test banks now include more higher-level Bloom’s questions. Finally, if you are looking to have students think critically to solve real-world problems, then you may want to utilize an Application-Based Activity after class. Application-Based Activities are mini-simulations that allow students to make decisions and see their impact immediately. There are both theory-based questions that have right and wrong answers, and there are also branching questions that allow students to make ideal, sub-ideal, and incorrect decisions based on the theory they’ve learned. A student’s particular path in the activity will depend on the 2-vi Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

decisions made on the branching questions. Application-Based Activities should be utilized after a student has had at least one pass at the chapter content as they do not introduce new material. Rather, they encourage students to apply, analyze, and evaluate material they already understand. A Special Focus on Career Readiness The ninth edition has a new strategic focus on career readiness. The authors goal is to provide you the information and teaching resources needed to develop students’ career readiness competencies desired by employers. The authors provide you the following information and resources:      

Chapter 1 introduces the concept of career readiness and identifies the competencies desired by employers. Career Corner sections in each chapter link chapter content to career readiness competencies. Connect® exercises that directly relate to career competencies. Self-Assessments directly related to career competencies. These assessments have follow-up activities in the TRM. Career Corner group exercises in the TRM focusing on building career competencies. Many of these exercises can also be utilized in large in-person and online classes. A step-by-step career readiness-based personal development plan in the TRM.

Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises

CAREER READINESS

iSeeIt! Animated Videos Self-Assessments Case Analyses Video Cases Example and Practical Action BoxesM Group Exercises/Career Group ExercisesM

CAREER READINESS

TRM Discussion StartersM TRM Follow-up activities for Case Analyses, Video Cases, Self-Assessments, and Example/Practical Action BoxesM Quizzes/Tests Uber Continuing Case Management in Action CaseM Legal/Ethical Challenge CaseM Manager’s Hot Seat Videos Application-Based Activities Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading. 2-ix Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager



Assign Chapter 2 in SmartBook 2.0, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling with the most, as can be seen in the reporting function of SmartBook 2.0 by going to “Reporting” then clicking the “LearnSmart” tab. A Click and Drag Exercise, such as one on “Management History—Understanding the Business,” can be assigned. This can also be due on Tuesday evening so that students are able to practice prior to class, and you can also review results prior to lecturing. What is unique about this Click and Drag Exercises is that it examines career readiness. A Connect® Case Analysis, such as “Best Buy Uses Management Theories to Improve Corporate Performance,” can also be included so that students can learn about applying the concepts from the reading to a real-life scenario; therefore, further engaging them prior to the class session. If desired, you can then introduce a follow-up activity, found in the Teaching Resource Manual, during class on Wednesday. A Self-Assessment can be assigned, such as “What is Your Orientation Toward Theory X/Theory Y?” in order to follow-up on content covered in the reading. This can set up a class activity to follow on Wednesday. Follow-up activities can be found in the Teaching Resource Manual (TRM).

During Class (on Wednesday) 

 

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager



If time allows, and you would like to dive into real situations, you can discuss an Example box from the text titled, “Operations Management at Intel.” There is an additional in-class activity in the TRM as well.

After Class (after Wednesday)  

You can assign a Connect® exercise, such as the continuing case on Uber, to reinforce student comprehension of material and to also test application of concepts. You can also assign an online quiz or test on the material.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

LEARNING OBJECTIVES

2.1

Describe the development of current perspectives on management.

2.2

Discuss the insights of the classical view of management.

2.3

Describe the principles of the behavioral view of management.

2.4

Discuss the two quantitative approaches to solving problems.

2.5

Identify takeaways from the systems view of management.

2.6

Explain why there is no one best way to manage in all situations.

2.7

Discuss the contributions of the quality-management view.

2.8

Define how managers foster a learning organization.

2.9

Describe how to develop the career readiness competency of understanding the business.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

TEACHING RESOURCES

Section

Title

Resource Type

2.1: Evolving Viewpoints: How We Got to Today’s Management Outlook The Future of Leadership and Management in the 21st-Century Organization

ONLINE ARTICLE

with Supplemental Activity Holacracy Video

ONLINE VIDEO

with Supplemental Activity (5 minutes) 2.2: Classical Viewpoint: Scientific and Administrative Management Ford and Taylor Scientific Management

ONLINE VIDEO

with Supplemental Activity

(7 minutes)

2.3: Behavioral Viewpoint: Behaviorism, Human Relations, and Behavioral Science The Year They Discovered People

ONLINE VIDEO

with Supplemental Activity (14 minutes) Hawthorn Studies

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

What Is Your Orientation toward Theory X/Theory Y?

Self-Assessment

with Self-Assessment Activity The Origins of Our Open Office Hellscape with Supplemental Activity 4 Tips to Keep You Sane at the Open Space Office

ONLINE ARTICLE

ONLINE VIDEO

(6 minutes) ONLINE VIDEO

(2 minutes) 2.4: Quantitative Viewpoint: Management Science and Operations Research FedEx Ground Operations Management Talent Network

Online Website

with Supplemental Activity Life at FedEx Ground

ONLINE VIDEO

(1 minute) Life at FedEx Ground 2

ONLINE VIDEO

(2 minutes) 10 Supply Chain Disasters with Supplemental Activity

ONLINE ARTICLE

2.5: Systems Viewpoint Sports Authority Shutting Down With Giant Going-Out-OfBusiness Sale

ONLINE VIDEO

(1 minute)

with Supplemental Activity Sports Authority Plans to File for Bankruptcy Protection

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

with Supplemental Activity On the Trail: Petrified Forest National Park

ONLINE VIDEO

with Supplemental Activity

(5 minutes)

The Systems Viewpoint

Connect® Click and Drag

Best Buy Uses Management Theories to Improve Corporate Performance

Connect® Case Analysis

2.6: Contingency Viewpoint Getting Serious about EvidenceBased Public Management

ONLINE ARTICLE

with Supplemental Activity HR Gets Creative to Hire Manufacturing Workers Is It Too Late for Big Data Ethics? with Supplemental Activity Do You Know How Much Private Information You Give Away Every Day?

ONLINE ARTICLE

with Supplemental Activity 2.7: Quality-Management Viewpoint Revolutionizing Quality Management with Supplemental Activity NICE Introduces the Market’s First Enterprise Quality Management Solution That Works With Any Recording Platform and Data Source

ONLINE VIDEO

(1 minute) ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

To What Extent Is Your Organization Committed to Total Quality Management?

Self-Assessment

with Self-Assessment Activity Which Are the Best Companies to Work for in the United States and Why?

Group Exercise

Danny Meyer

Connect® Video Case

CAN BE USED ONLINE

2.8: The Learning Organization in an Era of Accelerated Change Tanya Staples, head of LinkedIn Learning

ONLINE ARTICLE

with Supplemental Activity LinkedIn Learning

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

Are You Working for a Learning Organization?

Self-Assessment

ONLINE ARTICLE

with Self-Assessment Activity The Learning Organization

Connect® Click and Drag

ONLINE VIDEO

2.9 Career Corner: Managing Your Career Readiness How to Answer, “What Do You Know about Our Company?”

ONLINE VIDEO

with Supplemental Activity

(2 minutes)

Management History— Understanding the Business

Connect® Click and Drag

Understanding the Business

Career Corner Group Exercise CAN BE USED ONLINE

Comprehensive Materials The Downfall of Sears

Textbook Management in Action Case

What Should You Do about an Insubordinate Employee?

Textbook Legal/Ethical Challenge

Uber Case: Management Theory

Uber Continuing Case

ONLINE VIDEO

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

OVERVIEW OF THE CHAPTER

2.1

Evolving Viewpoints: How We Got to Today’s Management Outlook After studying theory, managers may learn the value of bringing rationality to the decisionmaking process. This chapter describes two principal theoretical perspectives—the historical and the contemporary. Studying management theory provides understanding of the present, a guide to action, a source of new ideas, clues to the meaning of your managers’ decisions, and clues to the meaning of outside events.

2.2

Classical Viewpoint: Scientific and Administrative Management The three historical management viewpoints we will describe are (1) the classical, described in this section; (2) the behavioral; and (3) the quantitative. The classical viewpoint, which emphasized ways to manage work more efficiently, had two approaches: (a) scientific management and (b) administrative management. Scientific management, pioneered by Frederick W. Taylor and Frank and Lillian Gilbreth, emphasized the scientific study of work methods to improve the productivity of individual workers. Administrative management, pioneered by Charles Spaulding, Henri Fayol, and Max Weber, was concerned with managing the total organization.

2.3

Behavioral Viewpoint: Behaviorism, Human Relations, and Behavioral Science The second of the three historical management perspectives was the behavioral viewpoint, which emphasized the importance of understanding human behavior and of motivating employees toward achievement. The behavioral viewpoint developed over three phases: (1) Early behaviorism was pioneered by Hugo Munsterberg, Mary Parker Follett, and Elton Mayo. (2) The human relations movement was pioneered by Abraham Maslow (who proposed a hierarchy of needs) and Douglas McGregor (who proposed a Theory X and Theory Y view to explain managers’ attitudes toward workers). (3) The behavioral science approach relied on scientific research for developing theories about behavior useful to managers.

2.4

Quantitative Viewpoint: Management Science and Operations Research The third and last category under historical perspectives consists of quantitative viewpoints, which emphasize the application to management of quantitative techniques, such as statistics and computer simulations. Two approaches of quantitative management are management science and operations management.

2.5

Systems Viewpoint Three contemporary management perspectives are (1) the systems, (2) the contingency, and (3) the quality-management viewpoints. The systems viewpoint sees organizations as a system, either open or closed, with inputs, outputs, transformation processes, and feedback. The systems viewpoint has led to the development of complexity theory, the 2-7 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

study of how order and pattern arise from very complicated, apparently chaotic systems. The contingency viewpoint emphasizes that a manager’s approach should vary according to the individual and environmental situation. It is a forerunner to evidence-based management. The quality-management viewpoint has two traditional approaches: quality control, the strategy for minimizing errors by managing each stage of production, and quality assurance, which focuses on the performance of workers, urging employees to strive for zero defects. A third quality approach is the movement of total quality management (TQM), a comprehensive approach dedicated to continuous quality improvement, training, and customer satisfaction. 2.6

Contingency Viewpoint The second viewpoint in the contemporary perspective, the contingency viewpoint, emphasizes that a manager’s approach should vary according to the individual and environmental situation.

2.7

Quality-Management Viewpoint The quality-management viewpoint, the third category under contemporary perspectives, consists of quality control, quality assurance, and especially the movement of total quality management (TQM), dedicated to continuous quality improvement, training, and customer satisfaction.

2.8

The Learning Organization in an Era of Accelerated Change Learning organizations actively create, acquire, and transfer knowledge within themselves and are able to modify their behavior to reflect new knowledge. There are three ways you as a manager can help build a learning organization.

2.9

Career Corner: Managing Your Career Readiness The career competency of understanding the business is defined as the extent to which one understands a company’s business and strategies and the needs of its stakeholders. It comes into play whenever a candidate interviews for a job. Candidates should learn seven things about a company before showing up at a job interview: (1) the company’s mission and vision statements, (2) the company’s core values and culture, (3) the history of the company, (4) key organizational players, (5) the company’s products, services, and clients, (6) current events and accomplishments, and (7) comments from current or previous employees.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

CLASSROOM OUTLINE

Manage U: What Type of Work Environment Do I Prefer? A people-focused organization stems from Theory Y, which is a view of the organization that considers employees to be capable, creative, responsible, and motivated to work and learn. In contrast, Theory X suggests that workers are resistant and unwilling and need to be monitored and controlled in order to achieve anything. A part of self-awareness, which is a career competency employers desire in college graduates, is better understanding what type of organizational work environment one prefers. Possible Topics for Discussion: ● Would you like to work for a company that follows a people-focused, Theory Y view of its employees? Most students will probably agree that they want to work for a company that follows a people-focused view of its employees. REI, the maker of outdoor and camping gear, is a good example of a people-focused organization. In describing how to get hired there, the company says, “We’re looking for passionate and knowledgeable employees who want to work with purpose and a shared belief that a life outdoors is a life well lived. We hire people who intentionally direct their skills and experience toward a greater good. People who are already living by our values—authenticity, integrity, quality, respect, balance and service.” ● What about Theory X? Most students probably would not want to work at a Theory X organization because they do not feel like they will be valued. Some students may, however, say that control is important, especially in particular occupations like air traffic controllers. However, it is important to differentiate control mechanisms from Theory X. ● What questions might you ask a recruiter to determine whether a company believes in a Theory Y or Theory X view of its employees? Some good questions to ask include questions about autonomy, independence, flexible work arrangements, etc. Other questions can go to toward the organizational structure, work layout, and incentive mechanisms.

2.1 Evolving Viewpoints: How We Got to Today’s Management Outlook POWERPOINT SLIDES: #3 Six Practical Reasons for Studying This Chapter 2-9 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

#4 The Two Overarching Perspectives: Historical and Contemporary #5 The Historical Perspective: Three Viewpoints Section 2.1 describes two principal theoretical perspectives—the historical and the contemporary. There are six reasons for studying theoretical perspectives: 1) understanding of the present, 2) guide to action, 3) source of new ideas, 4) clues to meaning of your managers’ decisions, 5) clues to meaning of outside events, and 6) producing positive results. One way that you could begin your coverage of these topics is to have the students read the Forbes article “The Future of Leadership and Management in the 21st-Century Organization.” In this article, Brent Gleeson, a Navy SEAL, speaker and bestselling author, discusses how the leadership and management needs of today’s successful companies have changed. For a supplemental activity, you could have the students watch the 50-second video “How to Be a Leader” that is embedded in the article and discuss how concepts such as delegation, communication, enthusiasm, and accountability have evolved through the years. Topics and Tips for Discussion: 1. There is an old adage that “Those who fail to learn from history are doomed to repeat it.” How can that sentiment be applied to the study of management? You can discuss companies that have failed to adapt to changing times in the past (e.g. Kodak) and what that means for today’s organizations. Discussion can also center around ethical scandals of the past (e.g. Enron) and the impact it has had on decision making today. 2. What do you see as the idea that will have the most profound impact on management practice over the next 10 to 15 years? Defend your point of view. Student responses will vary but allowing them to have an open discussion will be good for student engagement. Section 2.1 Key Concepts: The Handbook of Peter Drucker ● Peter Drucker was the creator and inventor of modern management. ● Drucker proposed that management should be treated as a profession, like medicine or law. ● He was the first person to give us a handbook to manage complex organizations. Six Practical Reasons for Studying This Chapter ● Understanding of the present. ● Guide to action. ● Source of new ideas. ● Clues to meaning of your managers’ decisions. 2-10 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

● Clues to meaning of outside events. ● Producing positive results.

Interactive Classroom Material: EXAMPLE: Zappos Holacracy: A Success or a Failure?

ONLINE VIDEO

Most companies are organized in traditional hierarchies, from the CEO through layers of management down to non-supervisory workers. Tony Hsieh introduced a revolutionary type of structure called a holacracy at Zappos. Most other companies resist trying out radical new structures, worried they won’t work. Although Zappos’ holacracy has had problems, it is also viewed favorably by many employees, and Hsieh says his only regret is not introducing it sooner. Click for follow-up activity. Two Overarching Perspectives about Management ● The historical perspective includes three viewpoints—classical, behavioral, and quantitative. ● The contemporary perspective also includes three viewpoints—systems, contingency, and quality-management.

2.2 Classical Viewpoint: Scientific & Administrative Management POWERPOINT SLIDES: #6 Classical Viewpoint: Scientific Management #7 Scientific Management #8 The Gilbreths and Motion Studies #9 Administrative Management—Charles Clinton Spaulding #10 Administrative Management—Henri Fayol #11 Administrative Management—Max Weber #12 Why the Classical Viewpoint Is Important #13 The Problem with the Classical Viewpoint Section 2.2 describes the classical viewpoint. This viewpoint emphasized ways to manage work more efficiently and had two approaches: (a) scientific management, and (b) administrative management. Scientific management emphasized the scientific study of work methods to improve the productivity of individual workers. Administrative management was concerned with managing the total organization. 2-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

One way that you could begin your coverage of these topics is to have the students watch the video “Ford and Taylor Scientific Management.” This 7-minute video describes steps taken to make cars quickly and at a low price using the principles of scientific management. For a supplemental activity, have the students debate the extent to which they agree with Taylor’s views that “Hardly a workman can be found who doesn’t devote his time to studying just how slowly he can work.” Topics and Tips for Discussion: 1. Thinking of your current or most recent position, provide examples of how you could apply the principles of scientific management to perform your work more efficiently. Students should not just think of assembly lines and manufacturing when applying scientific management. You can encourage them to think of processes and procedures at offices, restaurants, and retail establishments. 2. What comes to your mind when you hear the word “bureaucracy”? Do you feel the term’s negative connotation is warranted? Defend your point of view. Most students will feel bureaucracy is a negative term, but there are some important uses for this concept. One example is the military, where it has shown signs of success. You may want to encourage students to look at some of the positive aspects of bureaucracy, such as structure and oversight. Section 2.2 Key Concepts: The Classical Viewpoint ● The classical viewpoint emphasized finding ways to manage work more efficiently. ● This view had two branches—scientific and administrative. ● In general, classical management assumes that people are rational. Scientific Management ● Scientific management emphasized the scientific study of work methods in order to improve the productivity of individual workers. ● Frederick Taylor believed that managers could eliminate soldiering, deliberately working at less than full capacity, by applying four principles of science. o Evaluate a task by scientifically studying each part of the task. o Carefully select workers with the right abilities for the task. o Give workers the training and incentives to do the task with the proper work methods. o Use scientific principles to plan the work methods. ● Taylor used motion studies, in which he broke down each worker’s job into basic physical units, and then trained workers to use the best possible methods. 2-12 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

● He suggested using a differential rate system in which more efficient workers earned higher wages. ● Taylor believed that, if used correctly, the principles of scientific management could enhance productivity. ● Frank and Lillian Gilbreth, a husband-and-wife team of industrial engineers, expanded on Taylor’s motion studies, using movie cameras to film workers at work. ● Frank Gilbreth coined the term “therblig,” physical motions you perform from time to time. ● By identifying the therbligs in a job, Frank and Lillian Gilbreth were able to eliminate motions while reducing fatigue. Administrative Management ● Administrative management is concerned with managing the total organization rather than individual workers. ● Henry Fayol was the first to systemize the study of management behavior, and he identified the major functions of management—planning, organizing, leading, and controlling. ● German sociologist Max Weber described a bureaucracy as a rational, efficient, ideal organization based on principles of logic. ● A better-performing organization should have five positive bureaucratic features: o A well-defined hierarchy of authority. o Formal rules and procedures. o A clear division of labor. o Impersonality. o Careers based on merit. The Problem with the Classical Viewpoint: Too Mechanistic ● The essence of the classical viewpoint was that work activity could be approached rationally. ● The flaw with this viewpoint is that it is mechanistic: it tends to view humans as cogs within a machine. ● Human needs are not given importance. ● However, this approach demonstrated that scientific methods, time and motion studies, and job specialization could be used to boost productivity.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

2.3 Behavioral Viewpoint: Behaviorism, Human Relations, & Behavioral Science POWERPOINT SLIDES: #15 Behavioral Viewpoint: Behaviorism, Human Relations, and Behavioral Science #16 Early Behaviorism—Hugo Munsterberg #17 Early Behaviorism—Mary Parker Follett #18 Early Behaviorism—Elton Mayo #19 The Human Relations Movement #20 Douglas McGregor—Theory X versus Theory Y #21 The Behavioral Science Approach Section 2.3 describes the behavioral viewpoint. This viewpoint emphasized the importance of understanding human behavior and of motivating employees toward achievement. This viewpoint developed over three phases: early behaviorism; the human relations movement; and the behavioral science approach. One way that you could begin your coverage of these topics is to have the students watch the classic video The Year They Discovered People. This 14-minute video from 1974 examines the Hawthorne studies through the eyes of the men and women who worked in the plants at the time. Another video, called Hawthorne Studies covers the Hawthorne studies with the context of what else was going on in America at that time. For a supplemental activity, you could have students debate whether firms have made any progress since the time of the Hawthorne studies in finding the right balance between the worker and his job. Have students defend their positions. Topics and Tips for Discussion: 1. Explain how the behavioral viewpoint discussed in Section 2.3 is different from the classical viewpoint you learned about in Section 2.2. The behavioral viewpoint emphasized understanding human behavior and motivating employees while the classical viewpoint emphasized efficiency. 2. Describe how you could apply the principles of behavioral science to evaluate the impact of open-plan offices. Students should discuss how an open-plan office would allow for more collaboration between employees, a greater sense of unity, etc. Section 2.3 Key Concepts: The Behavioral Viewpoint

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Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

● The behavioral viewpoint emphasized the importance of understanding human behavior and of motivating employees toward achievement. ● The behavioral viewpoint developed over three phases: early behaviorism, the human relations movement, and behavioral science. The Work of Hugo Munsterberg ● Called “the father of industrial psychology,” Munsterberg suggested that psychologists could contribute to industry in three ways: o Study jobs and determine which people are best suited to specific jobs. o Identify the psychological conditions under which employees will do their best work. o Devise management strategies that would influence employees to follow management’s interests. ● His ideas led to the field of industrial psychology, the study of human behavior in work places. The Work of Mary Parker Follett ● Mary Parker Follett was a social worker and social philosopher who believed in power sharing among employees and managers. ● Instead of following the usual hierarchical arrangement, Follett thought organizations should become more democratic. ● Her most important ideas were that: o Organizations should be operated as “communities.” o Conflicts should be resolved by having managers and workers talk over differences and find solutions, a process she called integration. o The work process should be under the control of workers with the relevant knowledge. The Work of Elton Mayo ● Conducted by Elton Mayo at Western Electric’s Hawthorne plant, the Hawthorne studies began with an investigation into whether workplace lighting level affected worker productivity. ● Mayo hypothesized the Hawthorne effect—employees worked harder if they received added attention. ● Although the design of the studies has been criticized, they drew attention to the importance of “social man” and how managers using good human relations could improve worker productivity. The Human Relations Movement

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

● The human relations movement proposed that better human relations could increase worker productivity. ● One human relations theory was proposed by Abraham Maslow in his hierarchy of needs, which included physiological needs, safety, social needs, esteem, and self-actualization. ● Another human relations theory was Theory X versus Theory Y as proposed by Douglas McGregor. o Theory X represents a pessimistic, negative view of workers—workers are considered to be irresponsible, hate work, and would rather be led than lead. o Theory Y represents an optimistic, positive view of workers. o Theory X/Theory Y is important because it helps managers understand how their beliefs affect their behaviors.

Self-Assessment 2.1 What Is Your Orientation toward Theory X/Theory Y? This 16-question Self-Assessment gauges students’ orientations toward Theory X/Y management behaviors. Questions on responsibility, initiative, ambition, and self-motivation are presented. Click for self-assessment activity. The Behavioral Science Approach ● The human relations movement came to be considered too simplistic for practical use. ● Behavioral science relies on scientific research for developing theories about human behavior that can be used to provide practical tools for managers. Interactive Classroom Material: EXAMPLE: Application of Behavioral Science Approach: The Open-Plan Office— Productivity Enhancer or Productivity Killer? Organizations began experimenting with open-plan office spaces in the 1950s, and up to 80 percent of offices today utilize this idea. The question to be answered is: Do open-space floor plans actually contribute to better communication, higher productivity, and better interpersonal relations? Are the potential benefits outweighed by noise (both audio and visual) and lack of privacy? Click for follow-up activity.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

2.4 Quantitative Viewpoints Management Science & Operations Management POWERPOINT SLIDES: #23 Quantitative Viewpoints #24 Management Science #25 Operations Management Section 2.4 describes quantitative viewpoints, which emphasize the application to management of quantitative techniques, such as statistics and computer simulations. Two approaches of quantitative management are management science and operations management. One way that you could begin your coverage of these topics is to have the students review the FedEx Ground Operations Management Talent Network website: “Operations Management Talent Network.” This website includes facts and figures on FedEx Ground. For an in-class exercise, have the students watch the Life at FedEx Ground and Life at FedEx Ground 2 video clips found on the web page. Ask students why motivation, inspiration, and constant engagement is important in operations management. Topics and Tips for Discussion 1. Provide examples of how your employer (or a previous one) has used management science and/or operations management to improve its operations. Remind students that management science and operations management is not for just large-scale organizations and that the daily operations of a small business may be impacted by proper utilization of these concepts. 2. Discuss how the quantitative views on management could be applied to address the unique challenges that online retailers experience. Online retailers sometimes struggle with the backend supply-chain-management of their operations. The quantitative views can be utilized for proper management. For example, Best Buy and Target now utilize actual storefronts close to residential areas from which they perform online deliveries. Section 2.4 Key Concepts: Quantitative Viewpoints ● Quantitative viewpoints emphasize the application to management of quantitative techniques, such as statistics and computer simulations. ● This field grew out of operations research (OR) used during World War II to effectively allocate limited military resources.

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Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

● Two branches of quantitative management are management science and operations management. Management Science: Using Mathematics to Solve Management Problems ● Management science, or operations research, focuses on using mathematics to aid in problem solving, decision making, and strategic planning. ● Management science stresses the use of rational, science-based techniques and mathematical models to improve decision making and strategic planning. Operations Management: Being More Effective ● Operations management focuses on managing the production and delivery of an organization’s products or services more effectively. ● Operations management is concerned with work scheduling, production planning, facilities location and design, and optimum inventory levels. Interactive Classroom Material: EXAMPLE: Operations Management at Intel Intel is an example of a company that emphasizes effective operations management in the search for efficiency and productivity in all areas of the company: quality control, scheduling, inventory management, and supply chain management. Click for follow-up activity.

2.5 Systems Viewpoint POWERPOINT SLIDES: #27 The Contemporary Perspective #28 Systems Viewpoint #29 Closed versus Open Systems Section 2.5 discusses the systems viewpoint, one of the three contemporary perspectives. The systems viewpoint sees organizations as a system, either open or closed, with inputs, transformation processes, outputs, and feedback. The systems viewpoint has led to the development of complexity theory, the study of how order and pattern arise from very complicated, apparently chaotic systems. One way that you could begin your coverage of these topics is to profile the decision of Sports Authority to first file bankruptcy and then decide to close all its retail locations. You could have the students watch the 1-minute USA Today video “Sports Authority Shutting Down With Giant Going-Out-Of-Business Sale” and/or have the students read The Wall Street Journal article “Sports Authority Plans to File for Bankruptcy Protection.” For an in-class exercise, you could 2-18 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

have the students apply systems theory and discuss how Sports Authority failed to be successful, even with sales of fitness apparel increasing due to the “athleisure” trend. Topics and Tips for Discussion 1. Thinking of your current or most recent employer, describe how the organization used feedback to ensure competitive advantage. Feedback can come from different stakeholders, not just customers. For example, many times upper management fails to listen to what lower-level employees are mentioning about what they see on the ground. 2. Use systems theory to identify the most important systems parts for your university or academic institution. Specifically, describe important inputs, transformational processes, outputs, and feedback important to your school’s success. Student responses will vary, but it may be good to show any organizational diagrams representing all the parts of your institution, if one is available. 3. Is a university an open or closed system? Students may choose one or the other, or both. Universities tend to be open systems that incorporate research and experience from the outside, but an argument can be made that academics can at time be narrow in their views and not change as quickly as industry does. Section 2.5 Key Concepts: The Systems Viewpoint ● A system is a set of interrelated parts that operate together to achieve a common purpose. ● The systems viewpoint regards the organization as a system of interrelated parts. ● The organization is both: a collection of subsystems, parts making up the whole system, and a part of the larger environment. The Four Parts of a System ● Inputs are the people, money, information, and materials required to produce an organization’s goods or services. ● Transformation processes are the organization’s capabilities in management and technology that are applied to converting inputs into outputs. ● Outputs are the products, services, profits, losses, employee satisfaction or discontent, and the like that are produced by the organization. ● Feedback is information about the reaction of the environment to the outputs that affect the inputs.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

Connect® Exercise CASE ANALYSIS: Best Buy Uses Management Theories to Improve Corporate Performance Summary of Activity: The Internet of things affects all of our lives, particularly when it comes to online shopping. This trend in turn has put great pressure on big box retail stores like Best Buy to compete with the likes of Amazon. This case analysis asks students to read about what Best Buy has done to compete with organizations like Amazon. Students will respond to five multiple-choice questions after reading the case. Follow-Up Activity: Students should be put into groups of 3 or 4. Each group should be tasked with creating a strategy for how a well-known organization can better compete online with Amazon. Best Buy has already been used by the case, but students can pick other organizations such as Macy’s, Target, Wal-Mart, Costco, etc. Students can review the companies’ websites and should strategize what else the company can do to compete with Amazon. Instructor can select a couple groups to present to the class. Closed Versus Open Systems ● A closed system has little interaction with its environment; that is, it receives very little feedback from the outside. ● Any organization that ignores feedback from the environment risks failure. ● Nearly all systems are open systems rather than closed systems. ● An open system continually interacts with its environment. ● Open systems have the potential of producing synergy, which occurs when two or more forces combined create an effect that is greater than the sum of their individual effects. Complexity Theory: The Ultimate Open System ● The systems viewpoint has led to the development of complexity theory, the study of how order and pattern arise from very complicated, apparently chaotic systems. ● It recognizes that complex systems are networks of interdependent parts that interact with one another according to simple rules. ● The discipline is used in management to understand how organizations adapt to their environments. Connect® Exercise CLICK AND DRAG: The Systems Viewpoint Summary of Activity: The systems viewpoint sees organizations as a system, either open or closed, with inputs, outputs, transformation processes, and feedback. In this Click and Drag exercise, students will 2-20 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

put the steps of the systems viewpoint process in the correct order based on a provided minicase.

Interactive Classroom Material: EXAMPLE: Do Nudges Achieve Results? Using the Systems Viewpoint to Find Out This example looks at the outcome to student loan repayments in a closed vs. an open system. Borrowers missed payments in the closed system where they did not have access to information. A small, inexpensive nudge lead to big changes in behavior. Researchers sent emails to student loan borrowers who had missed their first payments reminding them that they had missed a payment and directed them to information about different repayment plans. The result was a four-fold increase in applications for repayment plans. Click for follow-up activity.

2.6 Contingency Viewpoint POWERPOINT SLIDES: #30 Contingency Viewpoint #31 Evidence-Based Management Section 2.6 describes the contingency viewpoint, which emphasizes that a manager’s approach should vary according to the individual and environmental situation. One way that you could begin your coverage of this view of management is to have the students read the Governing article Getting Serious About Evidence-Based Public Management. This article describes how some government leaders are using evidence-based policymaking, while the vast majority are not. For a supplemental activity, have students discuss how evidence-based management can be utilized to solve some of today’s most challenging political issues. Topics and Tips for Discussion 1. Compare and contrast the contingency viewpoint with the classical viewpoint and the behavioral viewpoint described earlier in the chapter. Students should be able to understand that the contingency viewpoint is not separate from the classical and behavioral viewpoints. Instead, it says that a manager’s approach should vary according to the situation. So at times, either approach may be utilized. 2. Assume that you want to convince your current or most recent employer to allow its employees to telecommute (i.e., work from home) one day each week. Describe how you could use evidence-based management to support your proposal. 2-21 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

Students should discuss what types of evidence they would use (e.g. credible sources describing how telecommuting can be positive for organizational efficiency). Section 2.6 Key Concepts: Contingency Viewpoint ● The classical viewpoints assumed that their approaches were “the one best way” to manage organizations. ● The contingency viewpoint emphasizes that a manager’s approach should vary according to—that is, be contingent on—the individual and environmental situation. ● The contingency viewpoint addresses problems on a case-by-case basis and varies the solution accordingly. Interactive Classroom Material: EXAMPLE: The Contingency Viewpoint: Manufacturers Pitch Parents to Recruit Their Kids This Example discusses how some companies facing labor shortages for key, technical jobs are encouraging parents to ask, “Do all children need to attend a four-year college?” Some organizations are actively courting parents with information sessions about jobs in their companies and offers of part time jobs and tuition help for technical schools. Click for follow-up activity. Insights from Gary Hamel ● According to Gary Hamel of the Management Innovation Lab, management ideas are not fixed; they are a process. ● Hamel suggests that management should be innovative, and this process begins by identifying core beliefs people have about the organization. ● Discovering these core beliefs can be achieved by asking the “right” questions: o Is this a belief worth challenging? o Is this belief universally valid? o How does this belief serve the interests of its adherents? o Have our choices and assumptions conspired to make this belief self-fulfilling? Evidence-Based Management ● Evidence-based management means translating principles based on best evidence into organizational practice, bringing rationality to the decision-making process. ● Managers should rely on the hard facts about what works and what doesn’t rather than merely accepting conventional wisdom about management. Interactive Classroom Material: 2-22 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

2.7 Quality-Management Viewpoint POWERPOINT SLIDES: #32 Quality-Management Viewpoint #33 Total Quality Management (TQM) #34 Six Sigma and ISO 9000 Section 2.7 describes the quality-management viewpoint. This viewpoint consists of quality control, quality assurance, and the movement of total quality management (TQM) dedicated to continuous quality improvement, training, and customer satisfaction. One way that you could begin your coverage of these topics is to show the Nice Quality Central video Revolutionizing Quality Management. The video describes what Nice Quality Central does for clients, which usually consist of call centers. More information on the actual Nice Quality Central product can be found here: NICE Introduces the Market’s First Enterprise Quality Management Solution That Works With Any Recording Platform and Data Source. As a follow-up activity, have the class discuss their experiences with calls from call centers. A majority of the class will most likely feel as if these calls, soliciting feedback or selling a product or service, are a burden. How does the class believe the Nice Quality Central product, and total quality management as a whole, can improve the experience for potential customers who receive calls? Topics and Tips for Discussion 1. Describe the quality control measures or TQM approaches used by your employer (or a previous one), and discuss how they impact management practices at the firm. Student responses will vary based on what approach their organizations used. If there was no specific TQM measure they can think of, have them think of what should happen in order to make the organization more effective. 2. Discuss how your school could apply the principles of TQM. How should an academic institution measure quality? Should quality be measured by school rankings? Admissions selectivity? Student GPA? Percent of students employed after graduation? 2-23 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

3. Think of a recent business with which you had a bad customer experience. Discuss how the principles of TQM could be applied to improve experiences for future customers. This can be anything: coffee shop, airline, utility, cell phone company, etc. Section 2.7 Key Concepts: Quality Control and Quality Assurance ● Quality refers to the total ability of a product or service to meet customer needs. ● Quality control is defined as the strategy for minimizing errors by managing each stage of production. ● This uses statistical sampling to locate errors by testing just some of the items in a particular production run. ● Quality assurance focuses on the performance of workers, urging employees to strive for “zero defects.” ● This has been less successful because employees often have no control over the design of the work process. Total Quality Management ● W. Edwards Deming and Joseph M. Juran were pioneers in introducing quality management to manufacturing. o Deming believed that quality stemmed from “constancy of purpose” along with statistical measurement and reduction of variations in the production process. o He also proposed the “85-15 rule”—when things go wrong, there is an 85 percent chance that the system is at fault, only a 15 percent chance that the individual worker is at fault. o Juran defined quality as “fitness for use” and suggested that companies should concentrate on satisfying the real needs of customers. ● Total quality management (TQM) is a comprehensive approach—led by top management and supported throughout the organization—dedicated to continuous quality improvement, training, and customer satisfaction. ● TQM has four components: o Make continuous improvement a priority. o Get every employee involved. o Listen to and learn from customers and employees. o Use accurate standards to identify and eliminate problems. ● The total quality management viewpoint emphasizes infusing concepts of quality throughout the total organization in a way that will deliver quality products and services to customers. 2-24 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

Six Sigma ● A rigorous statistical-analysis process that measures and reduces defects in and improves manufacturing and service-related processes. ● Relies on two processes: o DMAIC: series of steps called Define, Measure, Analyze, Improve, and Control, which is intended to improve existing processes. o DFSS (Design for Six Sigma): managers can employ to create new products or processes. 

Discussed further in Chapter 16

Connect® Exercise VIDEO CASE: Danny Meyer Summary of Activity: In this case, first students will watch a video on Danny Meyer, the founder of Shake Shack, and they will learn about Meyer’s forward-thinking management style. They will then respond to multiple-choice questions. Follow-up Activity: Instructors should have students consider these follow-up questions: 1. What problems do you see with going cashless in a restaurant? Do you think Danny Meyer’s response in the video will suffice? 2. Dining outside the United States usually consists of marginal or no tips. Do you think this impacts the level of service received? If time allows, have a class discussion about these questions.

SELF-ASSESSMENT 2.2 To What Extent Is Your Organization Committed to Total Quality Management? This 16-question self-assessment will gauge students’ current employers’ commitment to total quality management. If students are not currently employed, they can utilize past employers or their university experience. Questions on continuous employee improvement, strategic plans, and allocation of resources are presented. Click for self-assessment activity.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

Group Exercise: Which Are the Best Companies to Work for in the United States and Why? There is a group exercise available at the end of this manual that describes the best companies to work for. Exercise Objectives: 1. To assess your group’s awareness of the best companies to work for in the United States in 2017. 2. To discover the different perceptions of these companies and their management practices. Click for follow-up activity.

2.8 The Learning Organization in an Era of Accelerated Change POWERPOINT SLIDES: #35 The Learning Organization #36 How to Build a Learning Organization Section 2.8 describes learning organizations. Learning organizations actively create, acquire, and transfer knowledge within themselves and are able to modify their behavior to reflect new knowledge. Managers in learning organizations build a commitment to learning, work to generate ideas with impact, and work to generalize ideas. One way that you could begin your coverage of these topics is to have students read the Forbes interview with Tanya Staples, head of LinkedIn Learning. The interview details LinkedIn Learning, an American massive open online course website offering video courses taught by industry experts in software, creative, and business skills. It was founded by Lynda Weinman as lynda.com before being acquired by LinkedIn in 2015. As a follow-up activity, have students visit the LinkedIn Learning website and explore for a few minutes. Then instructor should lead a discussion of how this website can contribute to transforming a company into a learning organization. Topics and Tips for Discussion 1. Critique the extent to which your manager (or a previous one) demonstrates the managerial roles and functions that foster a learning organization. Students should discuss if the manager has a commitment to learning at the organization, generating ideas with impact, and working to generalize ideas. If not, what could the manager, or organization as a whole, have done better?

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Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

2. Discuss how learning organizations would be better able to deal with the managerial challenges discussed in Chapter 1. Here are the challenges from Chapter 1: Managers need to manage for competitive advantage—to stay ahead of rivals. Managers must deal with information technology and address the “new normal” of data. They need to manage for diversity in race, ethnicity, gender, and so on, because the future won’t resemble the past. Managers also need to manage for the effects of globalization, as well as always needing to manage to maintain ethical standards. Moreover, they need to manage for sustainability—to practice sound environmental policies. Finally, managers need to manage for the achievement of their own happiness and life goals. Section 2.8 Key Concepts: Learning Organizations ● Organizations, like people, must continually learn new things or face obsolescence. ● A learning organization is an organization that actively creates, acquires, and transfers knowledge within itself and is able to modify its behavior to reflect new knowledge. ● Managers in learning organizations: o Constantly scan their external environments for new knowledge and try to actively infuse their organizations with new ideas and information. o Actively work at transferring knowledge throughout the organization, reducing barriers to sharing information and ideas. o Encourage employees to use the new knowledge to change their behavior and help achieve organizational goals. How Managers Build a Learning Organization ● To create a learning organization, managers must perform three key functions or roles: (1) build a commitment to learning, (2) work to generate ideas with impact, and (3) work to generalize ideas with impact. o To build a commitment to learning, managers must lead the way by investing in learning, publicly promoting learning, and creating rewards for learning. o Ideas with impact add value for customers, employees, and shareholders. o To generalize ideas with impact, managers can reduce the barriers to learning by creating a psychologically safe and comforting environment that increases the sharing of successes, failures, and best practices. Connect® Exercise CLICK AND DRAG: The Learning Organization Summary of Activity: 2-27 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

A learning organization is an organization that actively creates, acquires, and transfers knowledge within itself and is able to modify its behavior to reflect new knowledge. In this Click and Drag exercise, students will match managers with the proper aspects of learning organizations based on the provided descriptions.

SELF-ASSESSMENT 2.3 Are You Working for a Learning Organization? This 12-question Self-Assessment concerns the learning environment of students’ places of employment. If a student is not currently employed, past employers or current university experiences can be utilized. Questions on sharing of ideas, frequency of meetings, and storage of information are presented. Click for follow-up activity.

2.9 Career Corner: Managing Your Career Readiness POWERPOINT SLIDES: #37 Model of Career Readiness #38 Managing Your Career Readiness Section 2.9 describes the career competency of understanding the business and the seven things one should know before showing up for a job interview: (1) the company’s mission and vision statements, (2) the company’s core values and culture, (3) the history of the company, (4) key organizational players, (5) the company’s products, services, and clients, (6) current events and accomplishments, and (7) comments from current or previous employees. One way that you could begin your coverage of these topics is to have students watch the Forbes video How to Answer “What Do You Know about Our Company?”. The website details 10 questions that students should ask during an interview. As a follow-up activity have students research a popular organization (e.g. Google, Microsoft, etc.) and then pair up with another student. Students should then do mock interviews for 2-minutes each, asking each other questions as described by the video. Topics and Tips for Discussion 1. Have you ever been asked what you know about an organization during an interview? If so, how did you respond? Students responses will vary. Instructor should see if students responded in the manner described in the Forbes video above. Did they get the job based on their response? 2-28 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

2. How can you learn more about organizations? Company websites and Wikipedia will be mentioned the most. Instructor should point out that news articles and third-party websites (e.g. Glassdoor) are also good sources of information. Understanding the business ● This competency was defined in Table 1.2 (Chapter 1) as the extent to which you understand a company’s business and strategies and the needs of its stakeholders. Seven things one should know before showing up for a job interview: 1.

the company’s mission and vision statements.

the company’s core values and culture.

the history of the company.

key organizational players.

the company’s products, services, and clients.

current events and accomplishments.

comments from current or previous employees.

Connect® Exercise CLICK AND DRAG: Management History—Understanding the Business Summary of Activity: This Click and Drag provides an opportunity for students to review what they need to know about an organization before a job interview. Students will match key understanding the business principles with the correct scenario.

Career Corner Group Exercise: Understanding the Business Learning Objectives: 1. Students will deepen their understanding of the career competency of understanding the business. 2. Students will develop a generalizable process for interview preparation. Click to view activity.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

MANAGEMENT IN ACTION

THE DOWNFALL OF SEARS Problem Solving Perspective 1. What is the underlying problem in this case from Edward Lampert’s perspective? From Lampert’s perspective online shopping was a major disruptor in the entire industry and Sears, like others, was a victim of it. However, Lampert’s own management strategy is most likely to blame. According to Forbes, Lampert pursued the wrong strategies, assuming the goal was to improve Sears’ profitability and long-term survival. 2. What are the key causes of Sears’ decline? Some major reasons students may bring up include: o Sears did not invest in its stores. A writer described Sears Holdings as having “all the charm of a dollar store without the prices, nor even the service, and with even more disengaged employees…” o Lampert segmented the company into 30 autonomous business units such as menswear, shoes, and home furnishings. Each had its own executive staff and board of directors. Rather than fostering collaboration, this structural arrangement led to “cutthroat competition and sabotage.” o Another aspect of Lampert’s strategy was to spend on technology rather than on stores (which he did not see much value in, rather, he liked the value of the real estate they sat on). According to one writer, “Lampert saw real estate value as the key, and he has managed the two chains as a value play ever since, ignoring the fundamentals of running a retail business.” o The combination of convenience, selection, speed, and low prices available through online shopping has been a disruptive force for Sears and other retailers. 3. Do you think Lampert can turn the company around? Why or why not? Student answers will vary, but he most likely cannot turn the company around. Sears is closing more and more stores, and not to just stay lean, but because it does not have any operating capital left. Sears is “hemorrhaging money” according to Business Insider. “Sales are down 45 percent since early 2013, its debt load has spiked to $4 billion, and the company is losing well over $1 billion annually.” Lampert would really have to redo Sears’ entire business model if he wants to turn things around. For example, he would 2-30 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

have to do something similar to when Sears went from catalog to storefront, but now possibly something in the online arena. Application of Chapter Content 1. What does the Human Relations Movement suggest went wrong at Sears? The human relations movement proposed that better human relations could increase worker productivity. At Sears, Lampert segmented the company into 30 autonomous business units such as menswear, shoes, and home furnishings. Each had its own executive staff and board of directors. Rather than fostering collaboration, this structural arrangement led to “cutthroat competition and sabotage. Incentives were tied to the success of the individual business divisions, which often came at the expense of other parts of the company.” A former executive told The New York Times that “…managers would tell their sales staff not to help customers in adjacent sections, even if someone asked for help. Mr. Lampert would praise polices like these,” said the executive. This obviously hurt human relations at the organization. 2. Use the four parts of a system to diagnose the company’s decline. Provide support for your conclusions. The four parts of a system include inputs, transformational processes, outputs, and feedback: Inputs: Sears was hemorrhaging money and could not spend on stores. Lampert was investing what the company had left in technology instead of people and stores. Stores were valued for the real estate they sat on, not interior. Transformational processes: Lampert was motivating sabotage instead of collaboration based on his incentive structure. Lampert was managing the company from his home instead of being in the office. Outputs: Employees were dissatisfied and revenue was down significantly. Feedback: This is to be determined. We do know the company is closing stores in reaction to its outputs. Is Sears going to change their business model? 3. To what extent did Sears use a total quality management perspective in running its business? Explain. Total quality management (TQM) is a comprehensive approach—led by top management and supported throughout the organization—dedicated to continuous quality improvement, training, and customer satisfaction. Sears did not use a total quality management perspective in running its business. Instead of making continuous improvements in its stores, it invested in the wrong things, like iPads. Employees did not trust management or each other, due to the financial structure put in place to incentivize them. Lampert did not listen and learn from employees; he wasn’t even in the office most 2-31 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

the time. Finally, the company did not use accurate standards to identify and eliminate problems. For example, there is no evidence of the organization benchmarking against companies like Amazon. Instead, Sears continued with its storefront strategy. 4. What key lessons from this chapter could Lampert have used to improve Sears’s performance following the merger with Kmart? Explain. Student responses will vary, but some examples include: o The Human Relations movement would have said that Lampert should not encourage competition between employees as this will stifle collaboration and hurt the company in the long run. o Operations Management would have said that Lampert should have focused on effective ways to sell products in stores, and that includes making sure the stores are visually pleasing for customers. o Evidence-based Management would have said that Lampert did not need to invest in technology such as iPads. Instead, he needed to invest in the online marketplace.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

LEGAL/ETHICAL CHALLENGE

WHAT SHOULD YOU DO ABOUT AN INSUBORDINATE EMPLOYEE? Solving the Challenge 1. Meet with Jim to review his behavior. Tell him that any more acts of insubordination will result in termination. Don’t make a big deal about these events, and don’t include documentation in his personnel file. Meeting with Jim is of course a priority. However, since this is such an important matter related to both expense and personnel decisions, it would be a mistake not to make a big deal about the issues. Obviously, Jim is not taking the matter as seriously as it needs to be taken, and you need to make this clear to him. Including clear notes in his personnel file about this matter is important because you need to document the fact that he is not meeting expectations in case the matter continues and/or he needs to be terminated. Having documentation about these matters is always a good idea. 2. Put Jim on the list of people to be laid off. Although the company will have to pay him a severance check, it reduces the chance of any lawsuit. This will all depend on what the metrics are for laying off individuals. Here, it seems to be performance; so, if Jim’s behavior is indicative of a lack of performance, then this could be a possibility. However, it seems Jim’s behavior would fall under the category of insubordination, which usually means you need to terminate him “for cause” instead of laying him off. If proper documentation has been kept on Jim’s insubordination, there should be no fear of a lawsuit. Overall, it is important that you first meet with Jim to see why he has been insubordinate before putting him on any termination lists, whether or not for cause. 3. Call your human resource representative and discuss the legality of firing Jim. Jim was insubordinate in hiring a consultant and irresponsible for not submitting his list of potential employees to be laid off. If human resources agrees, I would fire Jim. This is a possibility due to Jim’s egregious insubordination. However, this decision needs to be made after meeting with Jim to see why he was insubordinate and irresponsible. Was this an oversight (i.e., negligence) or purposeful? Also, what is Jim’s track record in the past? All of this should be taken into consideration before pursuing termination. 4. Reprimand Jim by putting him on a Performance Improvement Plan (PIP). This plan outlines specific changes Jim needs to make going forward, and it gives him a chance to make up for his poor decisions. This again involves meeting with Jim to see the reasons behind his actions (or inactions). If he is being disorganized about deliverables, such as the list you needed, and/or not 2-33 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

paying attention when you give him directives about cutting expenses, that may be something you can work with him on through a performance improvement plan. However, if you discover that Jim is purposefully being insubordinate and possibly sabotaging the team, then you may not want to provide him with a chance to make up for his behavior. 5. Invent other options. Discuss. Whatever creative options students come up with, they should include the need to first meet with Jim and discuss the matter before making any serious personnel decisions, such as a performance improvement plan or even termination.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

TEXTBOOK EXAMPLES

EXAMPLE: Zappos Holacracy: A Success or a Failure? Most companies are organized in traditional hierarchies, from the CEO through layers of management down to non-supervisory workers. Tony Hsieh introduced a revolutionary type of structure called a holacracy at Zappos. Most other companies resist trying out radical new structures, worried they won’t work. Although Zappos’ holacracy has had problems, it is also viewed favorably by many employees, and Hsieh ways his only regret is not introducing it sooner. YOUR CALL 1. Holacracy appears to be working at Zappos. Flat structures also work for other large organization, such as W. L. Gore. Why do you think, then, that many organizations resist using flat structures? Do you think studying management theory could help you answer this question? Why or why not? Try leading the discussion into a comparison of structures that reflect: The Classical Viewpoint: Hierarchies that grow and grow and grow as companies continue to seek efficiencies particularly from economies of scale. Ask students what advantages and disadvantages this type of structure might offer. Holacracy eliminates most of the hierarchical structure, flattening organizations, doing away with traditional departments and job titles. The Behavioral Viewpoint: The emphasis shifted to motivating workers. Holacracies allow workers to define their own jobs, to direct their own careers, to choose what they want to work on, to act as an entrepreneur. Would this be motivational for workers? For the students? The Contingency Viewpoint: This viewpoint states that, in contradiction to Scientific Management and the Classical Viewpoint, there is no one best way to manage. Organizations should adopt structures that reflect the reality of their current and future environments, not past environments. Ask students how Zappos choice of a holacracy structure reflects today’s work environment. They may suggest such environmental realities as the fast pace, constant, change, need to be continually responsive to customers, and the desire of Millennials and the new Gen Z (aka: digital natives, Gen C, the connected generation) to have more control over their work lives. 2. Do you think studying management theory could help you answer this question? Why or why not? Students should be encouraged to consider the six practical reasons for studying theoretical perspectives outlines: 1. To understand the present—How does a holacracy reflect current pressures? 2. As a guide to action—Could the company you work for implement such a radical structural change? 2-35 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

3. As a source of new ideas—What new ways of motivating workers would exist in a holacracy? 4. To understand management’s decisions—What would push a top management team to consider such a step? 5. To understand what is going on in the outside environment—What are the pressures from the external environment that are impacting your company? 6. To product positive results— Should you also consider what the negative results might be? ADDITIONAL ACTIVITIES 1. Have students go to https://www.holacracy.org/ and watch the 5-minute video on the home page.

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You can also ask them to click on “What is Holacracy” at the top of the home page and read the material. Ask them: What are the pressures that drove these companies to consider holacracy? How do employees seem to be reacting to this structure? What do they see as the positive outcomes for themselves? What are the positive outcomes for the companies that have adopted holacracy? 2. Have students view videos or read articles prepared by and about Zappos (see the list with links below). Follow this with a discussion of what students feel about elements of holacracy: what scares them about working in such an environment? What would motivate them about working in such an environment? What do they see as the most positive and most negative aspects of holacracy. A Little Bit About Holacracy | Zappos.com (video)—Zappos.com, Mar 2018 Zappos: a Workplace Where Noone and Everyone is the boss (audio)—National Public Radio, July 2015

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Here’s What Happened to Zappos’ HR Boss When the Company got Rid of Managers— Business Insider, Feb 2016 Banishing the Bosses Brings Out Zappos’ Hidden Entrepreneurs—Forbes, Apr 2016 The Zappos Holacracy Experiment—Harvard Business Review, Jul 2016 Here’s How the ‘Self-Management’ System that Zappos Is Using Actually Works—Business Insider, Jun 2015 Tony Hsieh Got Rid of Bosses at Zappos—and That’s Not Even His Biggest Idea—Washington Post, Dec 2015 Return.

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Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

EXAMPLE: Application of Behavioral Science Approach: The Open-Plan Office— Productivity Enhancer or Productivity Killer? Organizations began experimenting with open-plan office spaces in the 1950s, and up to 80 percent of offices today utilize this idea. The question to be answered is: Do open-space floor plans actually contribute to better communication, higher productivity, and better interpersonal relations? Are the potential benefits outweighed by noise (both audio and visual) and lack of privacy? YOUR CALL 1. If so, many U.S. employees now work in open offices, yet behavioral science studies largely show they are not a productive or beneficial arrangement, why do you suppose they continue to be so prevalent? What kind of office arrangements do you think would work best and why? Have students utilize the ideas of Munsterberg, Follett, Mayo, Maslow, and McGregor to analyze why the open-office plan became so popular. Munsterberg: They reflect management’s attempt to find the best psychological conditions for workers. Follett: They reflect her emphasis on organizations as “communities,” and her suggestion that employees and managers should work together in harmony. Mayo: again, an attempt to devise that best possible conditions for workers Maslow: Satisfaction of the need for belongingness. McGregor: a reflection of Theory Y’s emphasis on managing for creativity. 2. What kind of office arrangements do you think would work best and why? Lead students to discuss the layouts in the offices where they work. Can they imagine working in an open plan office? Would they enjoy it? Why or why not? ADDITIONAL ACTIVITIES 1. Have students watch this video “The Origins of Our Open Office Hellscape.” Then have them answer a series of questions, either individually or in groups: What was the basic idea behind open offices? What was right about early open offices? What went wrong? (you might have them compare Frank Lloyd Wright’s concept with todays’ office plans.) 2. Have students watch the following video: 4 Tips to Keep You Sane at the Open Space Office. Ask if any of them work or have worked in an open-plan office. If so, ask them if they implemented any of the suggestions in the video.

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Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

EXAMPLE: Operations Management at Intel Intel is an example of a company that emphasizes effective operations management in the search for efficiency and productivity in all areas of the company: quality control, scheduling, inventory management, and supply chain management. YOUR CALL In Chapter 1, we described the problem of “efficiency versus effectiveness.” Does it seem that Intel has chosen efficiency over effectiveness, or does it demonstrate both? Efficiency—the means. Efficiency is the means of attaining the organization’s goals. To be efficient means to use resources—people, money, raw materials, and the like—wisely and cost-effectively. Effectiveness—the ends. Effectiveness regards the organization’s ends, the goals. To be effective means to achieve results, to make the right decisions, and to successfully carry them out so that they achieve the organization’s goals. Ask them how the information on Intel reflects these definitions. ADDITIONAL ACTIVITIES 1. Have your students read 10 Supply Chain Disasters. 2. Individually, or in groups, have them answer the following questions, then lead a class discussion comparing their answers. Which of these 10 do you think was the worst disaster? Why? What similarities do you see in the cause of the problems? What is the most important thing you learned reading these? Return.

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Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

EXAMPLE: Do Nudges Achieve Results? Using the Systems Viewpoint to Find Out This example looks at the outcome to student loan repayments in a closed vs. an open system. Borrowers missed payments in the closed system where they did not have access to information. A small, inexpensive nudge lead to big changes in behavior. Researchers sent e-mails to student loan borrowers who had missed their first payments reminding them that they had missed a payment and directed them to information about different repayment plans. The result was a four-fold increase in applications for repayment plans. YOUR CALL Can you think of an idea in which you’d like to try small nudges? Keeping track of medical appointments may be good to try small nudges on. For example, what if patients were asked to write down their own appointments instead of being given an appointment card? A study showed that this reduced the number of wasted appointments by 18 percent. Students could physically enter all assignments or test dates rather than just reading a prepared schedule. You could try having them do this at the beginning or end of each week. This could lead to more on-time submissions, better study habits, and fewer emails to instructors. ADDITIONAL ACTIVITIES 1. One way that you can build on this Example is to have the students watch the CBS Sunday Morning segment “On the Trail: Petrified Forest National Park.” This 5-minute video profiles how the Petrified Forest National Park in Arizona uses nudges to encourage park visitors not to remove the petrified wood from the park. Consider using the following discussion questions: 2. Discuss why emphasizing the threat of a curse for removing petrified wood might have backfired for the park. 3. Provide recommendations on how the park could apply systems theory to reduce the amount of petrified wood being removed from the park. 4. The number of visitors to U.S. national parks has increased dramatically over the last several years. Discuss how the national parks could apply systems theory to ensure they operate as open systems. Return.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

EXAMPLE: The Contingency Viewpoint: Manufacturers Pitch Parents to Recruit Their Kids This Example discusses how some companies facing labor shortages for key, technical jobs are encouraging parents to ask, “Do all children need to attend a four-year college?” Some organizations are actively courting parents with information sessions about jobs in their companies and offers of part time jobs and tuition help for technical schools. YOUR CALL 1. Are there any downsides to their appeal to parents? What other contingency approaches can you suggest to help solve their recruiting problem? Students may respond with ideas such as: Students who want a four-year degree or who have dreams of a career that requires a four-year degree may be denied this as their parents seek easier financials. Many of these jobs are in manufacturing and may be in danger of obsolescence due to technological innovations. 2. What other contingency approaches can you suggest to help solve their recruiting problem? First: review with students why this example reflects contingency theory. Ask them: What are the contingencies in this situation? Whose viewpoints do the contingencies reflect—the company? The parents? The students? Next, have them make suggestions of other ways companies can solve their recruiting problems. Here is an additional article about creative recruiting in case students are curious or you want some interesting additional facts: HR Gets Creative to Hire Manufacturing Workers. ADDITIONAL ACTIVITIES Have students read Why the Traditional 4-Year Degree Isn’t Cutting It Anymore. Break the students into groups and have them discuss the following questions. Then lead a class discussion comparing their answers. What do you see as the pros and cons of a four-year degree? How much do you know about paying back your student loans? What career do you want? How will your major prepare you for that career? Return.

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

TEXTBOOK PRACTICAL ACTIONS

PRACTICAL ACTION: Evidence-Based Management: Big Data Big Data refers to vast, complex data sets that companies are mining to spot trends and help with decision making in many areas. It can be used to tailor advertising, to match consumers with their perfect vacation, and to manage first responders. However, the data being gathered is so allencompassing that questions of how to use it ethically and how to keep it secure are arising. YOUR CALL Do you think the application of Big Data could stifle managers’ creativity? First have students recall that creativity is one of the soft skills employers often look for when hiring. Before discussing this question, have students watch Is Big Data Killing Creativity. This is a 14minute TedX talk by Michael Smith at Harvard College.

ONLINE VIDEO

Next, ask them what they think of when they think of data mining. Do they see this as a passive activity where numbers are just crunched and managers hope something good pops out? Or can managers approach the activity in a more creative manner? If so, how? ADDITIONAL ACTIVITIES How is Big Data being used in knowledge construction? Assign Is It Too Late for Big Data Ethics? This looks at the use of Big Data in academia. This would be a particularly appropriate article and discussion if you have students interested in doing research while in college or interested in a research-based career.

ONLINE ARTICLE

After students have read this article, ask: Is it too late? Do you agree or disagree with this article? Can different paradigms about replicability be reconciled? What does this article suggest about how research is being done vs. how it “should” be done? For a more business-focused discussion of the ethical use of Big Data, assign 6 Ethical Questions About Big Data. After students have read this article, ask: Do you think the six questions presented are enough? Which is the most important? What should be done about companies that misuse Big Data? For an individual level discussion, assign Do You Know How Much Private Information You Give Away Every Day? 2-41 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

This article may shock students and get them wondering about their own personal privacy, about what they want companies to know about them, and how to protect their own data from Big Data. Return.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

SELF-ASSESSMENTS

SELF-ASSESSMENT 2.1 What Is Your Orientation toward Theory X/Theory Y? This Self-Assessment is designed to reveal students’ orientation as a manager—whether it tends toward Theory X or Theory Y. STUDENT QUESTIONS 1. To what extent do you think your results are an accurate reflection of your beliefs about others? Are you surprised by the results? Student feelings will differ based on their results on the assessment. Some students may be surprised at how much they may be Theory X or Y oriented. For those who are more Theory Y motivated, they may be surprised at how much they believe employees can contribute to the workplace, whether through creativity and/or an increase in motivation. For those who are more Theory X motivated, they may be surprised at how little they trust employees and believe in close supervision. 2. As a leader of a student or work-related project team, how might your results affect your approach toward leading others? Explain. Student responses will differ based on their assessment results. Those with a Theory X orientation should take the approach of close supervision of team member responsibilities, the setting of clearly defined responsibilities, and the limitation of flexibility in project duties. Those with Theory Y orientation should take the approach of accountability, yet flexibility for team members to set their own goals and approaches to getting the job done. 3. If an employee doesn’t seem to show ambition, can that be changed? Discuss. Student responses will depend on their orientation toward Theories X or Y. Those with a Theory X orientation may believe that employee ambitions, or lack of them, cannot be changed. These students may accept this lack of ambition and instead opt for close supervision and accountability. Those with a Theory Y orientation may believe that employees can be motivated to be more ambitious in getting the job done. This is because Theory Y oriented individuals believe that employees do want to do well and can be motivated without micromanagement. SUPPLEMENTARY ACTIVITY Students should be put into groups based on their Self-Assessment scores. Students who scored highly should be grouped together, and students who did not score well should be grouped together. Students who scored well should discuss what their organization is doing to proactively create, acquire, and transfer knowledge. What is their organization doing especially effectively? 2-43 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

A list of organizational learning initiatives can be drafted. Students who did not score highly should discuss how to better create, acquire, and transfer knowledge: What could their current organization be doing wrong? A list of recommendations can be made. Each group should share their lists with the class. Return.

SELF-ASSESSMENT 2.2 To What Extent Is Your Organization Committed to Total Quality Management? This Self-Assessment is designed to gauge the extent to which organizations students have in mind are committed to total quality management (TQM). STUDENT QUESTIONS 1. Which of the five dimensions is most and least important to the organization? Are you surprised by this conclusion? Explain. Students’ responses will vary based on the results of their assessments. Often students will be surprised to find that their company values one dimension more than the dimension the student thought would be most valued. This often occurs with processes and policy/strategy versus employees. 2. Based on the three lowest-rated items in the survey, what advice would you give to senior leaders in the company? Students should advise the organization to properly allocate resources, provide assistance for employees to achieve strategic resources, and reward employees for quality. This advice can be tailored based on the lowest-rated items in the survey. 3. Considering all of the questions in the survey, which three do you think are most important in terms of fostering TQM in a company? Why? Students’ responses will differ, but they should outline the concepts discussed in the response to question 2. SUPPLEMENTAL ACTIVITY Students should be grouped based on their Self-Assessment scores. Each group should represent a TQM dimension. Students who scored highly on one dimension should not be in a group representing that particular dimension. Students should review the following scenario:

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

BRS Solutions Corp. is a large telecommunications company. The organization’s executives promote revenue and profitability over other measurements. Bonuses are provided for employees based only on sales numbers, and resources are allocated based on seniority with the company. Employees are tasked with getting the job done as fast as possible, and if resources can make things go faster, upper management will comply. Facilities are cleaned annually and technology is only relied on when it does not cost the organization much. Lastly, suppliers and clients are looked at as expenses and revenues, respectively. Then, using their assigned dimension, students should recommend improvements that would assist BRS Solutions Corp. Each group should share its recommendations with the class. Return.

SELF-ASSESSMENT 2.3 Are You Working for a Learning Organization? This Self-Assessment provides a measure of the extent to which an organization of a student’s choice is a learning organization. STUDENT QUESTIONS 1. What are the strengths and weaknesses of this company in terms of being a learning organization? Students should base their analyses on strengths and weaknesses associated with information acquisition, information distribution, information interpretation, knowledge integration, and organizational memory. 2. If you were CEO of this organization, what changes would you make based on your survey results? Explain. Student changes would be based on survey results, but should include learning from stakeholders (i.e., customers, suppliers, employees, etc.), exchanging knowledge, dialogue and reasoning, and effective retention of information. 3. What suggestions would you make for how this organization might (1) build a commitment to learning, (2) work to generate ideas with impact, and (3) work to generalize ideas with impact? Discuss. The manager can reduce the barriers to learning among employees and within the organization. This involves creating a psychologically safe and comforting environment that increases the sharing of successes, failures, and best practices. This can be accomplished through increased feedback between managers and subordinates, increased group meetings within departments and among departments, and a flatter hierarchy.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

4. How does the learning score for the organization probably compare with the scores of other organizations you are familiar with? Student answers will differ based on the learning score achieved. Students may be surprised to find that their organization focuses on certain learning dimensions instead of others. SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. Students who scored highly should be grouped together and students who did not score highly should be grouped together. Students who scored well should discuss what their organization is doing to proactively create, acquire and transfer knowledge. Students who did not score highly should discuss how to better create, acquire and transfer knowledge. What could their current organization be doing wrong? Each group should share with the class as a whole. Return.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

GROUP EXERCISE

WHICH ARE THE BEST COMPANIES TO WORK FOR IN THE UNITED STATES AND WHY? Objectives ● To assess your group’s awareness of the best companies to work for in the United States in 2017. ● To discover the different perceptions of these companies and their management practices. Introduction To pick their 100 Best Companies to Work For, Fortune partners with the Great Place to Work Institute to conduct the most extensive employee survey in corporate America. Any company that is at least five years old and has more than 1,000 U.S. employees is eligible for consideration. Companies nominated for Best Companies to Work For lists must go through an application process and are selected and ranked predominantly on the basis of employees’ response to the Trust Index© Survey (2/3 of the score) which measures employee perception of the workplace. The Culture Audit©, completed by management and evaluated by an independent Great Place to Work team, accounts for approximately 1/3 of the total score. Companies receiving high scores on these assessments appear on the lists; the highest scores enjoy the highest rankings. The 100 best companies are chosen on the basis of aggregating information from three criteria. The first is a subjective assessment of each company’s policies and organizational culture. The second is an evaluation of the company based on a 57-item survey given to a random sample of at least 400 employees from each company. The survey assesses topics such as job satisfaction, camaraderie, and attitudes toward management. The third criterion is an evaluation of each company’s demographic makeup and pay and benefits. Overall, each company is scored in four areas: “credibility (communication to employees), respect (opportunities and benefits), fairness (compensation, diversity), and pride/camaraderie (philanthropy, celebrations).” In this exercise, you will consider the extent to which the top 10 companies to work for in 2017 possess these characteristics. Instructions Four key organizational characteristics are used to rank all companies being considered as the best place to work: ● Credibility ● Respect ● Fairness 2-47 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

● Pride/Camaraderie Below is a list, in random order, of the top 10 companies to work for in 2017. After forming groups, your first task is to have each individual guess these companies’ rankings based on the attributes listed above. (Number 1 is the highest ranking and number 10, the lowest.) If you do not know anything about some of these companies, we suggest that you search the Internet prior to conducting your evaluations. Next, share your rankings and come to a consensus ranking. Here are the companies, in random order:          

Genetech Quicken Loans Google Baird Edward Jones Acuity The Boston Consulting Group Wegmans Food Markets Ultimate Software Salesforce

Questions for Discussion 1. What similarities and differences do you see in management approaches across these companies? 2. What theories discussed in this chapter are being used by these companies? 3. How different was the group ranking from the individual rankings? Why do you think this occurred? 4. Why did the group order its ranking in the way that it did? 5. How close was the group ranking to Fortune’s? Your instructor has the results. 6. Which of these companies would each of you like to work for? Explain your rationale. Source: “100 Best Companies to Work For 2017”, Fortune Magazine, http://fortune.com/bestcompanies/2017/ Tip for online and large in-person classes: Online classes: Post this activity as an online discussion board. Groups should come to a consensus in a shared group space. They can then respond to the questions as a group and instructor can share highlights of group answers as an email blast to the class. In the email blast, also include the actual Fortune rankings.

ONLINE CLASS

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

Large in-person classes: Instructor can post the randomly generated companies above on the screen and split students up into larger groups (i.e. 5-6). The questions for discussion can also be shortened; for example, question 6 can be eliminated.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

CAREER CORNER GROUP EXERCISE

UNDERSTANDING THE BUSINESS Learning Objectives  

Students will deepen their understanding of the career competency of understanding the business. Students will develop a generalizable process for interview preparation.

Introduction The goal of this exercise is to help students differentiate themselves from other interviewees by focusing on the career readiness competency of understanding the business. The steps in the exercise offer students a generalized approach for demonstrating knowledge of the business for any future potential employer by asking them to research what matters to an organization. The exercise also asks students to answer five diagnostic questions that will enable them to apply their understanding about a company’s business during an interview. This ability will clearly assist students in demonstrating their understanding about a business during future interviews. Students will need access to the Internet for this exercise. Instructions The primary purpose of this exercise is to broaden your students’ understanding of how business works by conducting research on a specific company. First, each group will research a given company utilizing the rubric presented in Section 2.9 Career Corner: Managing Your Career Readiness:       

The company’s mission and vision statements. The company’s core values and culture. The history of the company? Key organizational players. The company’s products, services, and clients. Current events and accomplishments. Comments from current or previous employers.

Students may not be able to find the answers to all of these, but should try using the company’s website, Wikipedia, and other websites to find as much as possible.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

Start the activity with a class discussion on how to prepare for a job interview. Encourage the students to be specific in describing their process. If there is time, have your students read INC’s “27 Most Common Job Interview Questions and Answers.”

II.

Put students into groups of 4 or 5. Ask each group to select a company to research. We suggest prompting the groups to pick a company they are interested in. Alternatively, you can select 4 or 5 companies that will be participating in your campus’ career fair.

III.

Have each group research the following seven questions: 1. What are the company’s mission and vision statement? 2. What are the company’s core values and culture? 3. What are the key historical facts of the company? 4. Who are the key organizational players? 5. What are the company’s products? Who are their customers? 6. What are the company’s current challenges? What are their current accomplishments? 7. What do the company’s current and former employees have to say about the company?

IV.

Ask each group to answer these five interview questions based on their research: 1. What is the biggest challenge facing the company’s industry? 2. Where do you see this company in five years? 3. If you were the CEO, what would be your top 3 priorities and why? 4. What about our company makes you want to work here? 5. What questions do you have for me?

Have each group prepare a 5 to 10-minute presentation that: 1. Summarizes their answers to the above questions. 2. Includes two questions for the interviewer.

VI.

Select two or three groups to present to the class.

VII.

Facilitate a class discussion on interview preparedness using the following questions: 1. How did researching the seven questions help you tailor your responses to the interview questions? 2. How did you generate the questions to ask the interviewer? 3. Besides the company website, which websites were the most helpful in finding the information needed to answer the seven questions? 4. How can you incorporate this process into your proactive learning behavior?

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

Post this activity as an online discussion board. Groups should utilize a shared space to post their research and can discuss their individual responses to the common interview questions. The shared space can also be used to create a PowerPoint presentation that summarizes the group’s answers. Instructor can review all the presentations and then choose a couple to share with the entire class. There can then be an overall class discussion (on the class discussion board) and students can respond to the questions in Part VII.

ONLINE CLASS

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

UBER CONTINUING CASE

Chapter 2: Management Theory This part of the Uber cumulative case focuses on Chapter 2 and provides parallels to management theory. This continuing case’s real-world application of management knowledge and skills is designed to help students develop critical-thinking ability and realize the practical power of sound managerial skills for solving problems. The case includes five multiple-choice questions and two essay-based questions. The essaybased questions can also be used in-class to spur discussion. 1. Compare and contrast the management styles of Kalanick and Khosrowshahi. How are they different? Do they share any similarities? Explain. Student answers may vary here, but students need to choose from the viewpoints discussed in the chapter. Many students may point to how Kalanick fostered a more classical environment where efficiency was achieved through pitting workers against each other. Khosrowshahi, on the other hand, may adhere more to a contingency viewpoint based on him listening and observing what was happening at the company before deciding how to move forward. An argument can also be made that Khosrowshahi is more keen on creating a learning organization that values inputs from all angles and supports differences in views among the workforce. There may indeed be some similarities as well. Both managers adhere to the behavioral viewpoint of management, except Kalanick was motivating employees in one way and Khosrowshahi is attempting to motivate in another. 2. Assume you are Uber’s new CEO. Utilize the four components of total quality management to ensure riders have safe rides. Total quality management (TQM) is based on four components: (1) making continuous improvement a priority; (2) getting every employee involved; (3) listening and learning from customers and employees; and (4) using accurate standards to identify and eliminate problems. First, Uber’s senior leadership needs to make sure that rides are safer, meaning less accidents and reports of inappropriate driver or passenger behavior. Second, leadership needs to make sure all stakeholders, no matter what their background and position with the organization, are involved in the discussion—especially drivers, who are independent contractors. Third, the company needs to listen to feedback from these stakeholders and refer to data from all the rides in order to make decisions on what controls to put in place. Finally, there needs to be accurate standards in place to measure whether or not there are less incidents on the road. If there isn’t any improvement, Uber needs to find out why there hasn’t been improvement and what the organization can do to accomplish this improvements. 2-53 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

MANAGER’S HOT SEAT No Manager’s Hot Seat for this chapter.

Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful Manager

APPLICATION-BASED ACTIVITY

There are no application-based activities for this chapter.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager’s Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

Chapter 3 The Manager’s Changing Work Environment and Ethical Responsibilities Doing the Right Thing CHAPTER CONTENTS

Teaching Resource Manual: A Guide to Implementation Career Readiness-Based Personal Development Plan

ii viii

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 3 The Manager’s Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

Addressing the inability to measure student comprehension prior to major assignments such as a midterm or project.  Overcoming the inability to tailor your lecture to the topics that students find difficult.  Increasing student engagement by providing opportunities for them to apply the knowledge gained in the classroom to real-world scenarios.  Providing students with opportunities for self-reflection outside of classroom activities.  Increasing students’ critical-thinking and problem-solving skills. You will learn that we created many different teaching resources you can use either before, during, or after class. Because of the quantity of options, the goal of this implementation guide is to provide an overview of how you might select the many teaching resources at your disposal. So What Assets Can I Choose From? Generally, a typical class session for any course comprises three “touch points:” before, during, and after class. For a face-to-face course, your class session would normally be the day you lecture to students. For an online course, the class session would be when you recorded the lecture or when the live lecture is streamed on the Web. Our teaching resources fall into 16 categories: SmartBook 2.0, Click and Drag Exercises, iSeeIt Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action boxes, Group Exercises, TRM discussion starters, TRM follow-up exercises, Uber Continuing Case, quizzes and tests, Management in Action Cases, Manager’s Hot Seat Videos, and Application-Based Activities (mini-sims). After describing the use of SmartBook 2.0 and Connect® exercises, we discuss how you might use these teaching resources before, during, or after class. Assigning SmartBook 2.0 and Connect® Exercises SmartBook 2.0, (In Connect®, click on Performance / Reports / Assignment Results. Here you can choose SmartBook and choose the assignment you wish to view reports for.) The following reports are available through SmartBook 2.0: Instructor Dashboard. Click on one of the tiles from Assignment Completion, Time on Task, Metacognition, Most Challenging Learning Objectives, and Individual Learners. Assignment Completion. Shows the total percentage of all learners in the class that have completed the assignments at this point in time. 5-ii Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager’s Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

Correct with high confidence Incorrect with high confidence Correct with low confidence Incorrect with low confidence Correct with medium confidence Incorrect with medium confidence

With Connect®, you can build your own course, make changes to the course throughout the semester, and use auto-grading. Connect® integrates with other Learning Management Systems, 5-iii Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager’s Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

include Blackboard®, Canvas, and D2L. Students can study anytime with the free ReadAnywhere app, create personalized study plans, and the Connect® Calendar and Report tools will help keep them on track. Connect® gives you a wide array of flexibility in making assignments and creating grading policies. You may choose to:      

Some recommendations include:  



So When Do I Assign Each Type of Teaching Resource? Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and testing to actually adapting your teaching to student needs? By utilizing the teaching resources outlined below during the three touch points, you can significantly impact students’ learning and create a learning environment that is more engaging, involving, and rewarding. In other words, you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating the greatest impact and assisting students develop higher-order thinking skills. The following recommendations pertain to these mentioned touch points, with an additional matrix that follows. Before Class 5-iv Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager’s Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

The learning goals we have for students determines our assignments before, during and after class. For example, you may want to focus on mastering content, applying content, or using content to solve problems. Alternatively, you may want to achieve all three goals. Connect® offers a host of additional pre-class assignments to choose from if your goal is mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action boxes, Management in Action Cases, Legal/Ethical Challenge Cases, Uber Continuing Case, and Manager’s Hot Seat Videos. Case Analyses, Click and Drag Exercises, and Video Cases are optimal exercises to be utilized prior to class, as they provide students the opportunity to practice and apply key course concepts. A reading assignment—typically a chapter from the product in use—is a student’s initial exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior to class or an online lecture allows you to gauge their comprehension of the material. Having a better sense before class of which concepts your students are “getting” and which ones they are not, allows you to more effectively and efficiently plan your time with them during class. To ascertain student competency, use the reporting function of SmartBook 2.0, where you can view general results of their performance. Additionally, Connect® exercises, such as Click and Drag Exercises, Video Cases, and Case Analyses offer students a second exposure to important sections of the chapter after their completion of a SmartBook 2.0 assignment. Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for students to understand. These animated videos were developed to further unpack in brief, yet effective, fashion the course topics that most commonly challenge students. Each animated video is accompanied by auto-graded multiple-choice questions that can be assigned to confirm student comprehension. If your learning objectives include fostering application and integrating the concepts discussed with real world practice, then Management in Action or legal/ethical challenge cases contained in the textbook can be assigned so students can think critically and practice applying what they learned in the readings to actual cases. The Management in Action cases are now all “problemfocused.” In other words, the cases contain problems that students can practice solving. These cases also contain multiple-choice questions that can be assigned in Connect® to gauge student comprehension. During Class The TRM offers a host of additional materials and experiential activities you can use to bring chapter content to life. If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities and lecture based on results from the general results report and the metacognitive skills report. This allows for a more tailored class period that enhances student engagement and more 5-v Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager’s Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 3 The Manager’s Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 3 The Manager’s Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises iSeeIt! Animated Videos Self-Assessments

CAREER READINESS

Case Analyses Video Cases Example and Practical Action BoxesM

CAREER READINESS

Group Exercises/Career Group ExercisesM TRM Discussion StartersM TRM Follow-up activities for Case Analyses, Video Cases, Self-Assessments, and Example/Practical Action BoxesM Quizzes/Tests Uber Continuing Case Management in Action CaseM Legal/Ethical Challenge CaseM Manager’s Hot Seat Videos Application-Based Activities

Kinicki/Williams, Management, 9e: Chapter 3 The Manager’s Changing Work Environment and Ethical Responsibilities: Doing the Right Thing Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M, which require manual grading. Please note that some resources will require a paid subscription.



Assign Chapter 3 in SmartBook, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling with the most, as can be seen in the reporting function of SmartBook by going to “Reporting” then clicking the “LearnSmart” tab. A click and drag exercise, such “Focusing on the Greater Good and Being More Ethical,” can be assigned. This can also be due on Wednesday so that students are able to practice prior to class, and you can also review results prior to lecturing. This click and drag exercise supports career readiness competencies. A Connect® case analysis, such as “Blue Bell Is Accused of ‘Recall Creep’ in Its Handling of Ice Cream Contamination,” can also be included so that students can learn about applying the concepts from the reading to a real-life scenario; further engaging them prior to the class session. If desired, you can then introduce a follow-up activity (found in the Teaching Resource Manual) during class on Wednesday. A self-assessment can be assigned, such as “Assessing My Perspective on Ethics,” in order to follow up on content covered in the reading and to link back to career readiness. This can set up a class activity to follow on Wednesday. Follow-up activities can be found in the Teaching Resource Manual (TRM).

CAREER READINESS

During Class (on Wednesday) 

 

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 3 The Manager’s Changing Work Environment and Ethical Responsibilities: Doing the Right Thing



Manager’s Hot Seat videos can be utilized to open up class discussion. Many of these Hot Seats cover frequent, yet controversial topics, and they ask students to describe what their decision-making process would be in those situations. Many times, students will recommend conflicting approaches to solving the issues in the videos; therefore, there is more class engagement. For the planning chapter, one recommended Manager’s Hot Seat is “Groping for Answers.” If time allows, and you would like to dive into real situations, you can discuss an Example Box from the text titled, “Local Communities as Stakeholders: Does Amazon Really Need the Tax Break?” There is an additional in-class activity in the TRM that gives you a CBS video to show and have a follow-up class discussion.

After Class (after Wednesday)  

If you are teaching a completely online course asynchronously, then the in-person class above can be substituted for a recorded online lecture that is customized based on SmartBook reporting. Students can be instructed to complete pre-class activities prior to watching the lecture, and postclass activities after the online lecture. A gap can be included between pre-class activities and the recording of the lecture so that reporting can be reviewed. This example is simply a week out of many that will provide for rigorous learning and student impact! You can utilize this format when creating a syllabus and extrapolate the rest of the weeks.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

LEARNING OBJECTIVES

3.1

Describe the triple bottom line of people, planet, and profit.

3.2

Identify important stakeholders inside the organization.

3.3

Identify important stakeholders outside the organization.

3.4

Explain the importance of ethics and values in effective management.

3.5

Describe the concept of social responsibility and its role in today’s organizations.

3.6

Discuss the role of corporate governance in assessing management performance.

3.7

Describe how to develop the career readiness competency of professionalism/work ethic.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

TEACHING RESOURCES

Section

Title

Resource Type

3.1: The Triple Bottom Line: People, Planet, & Profit Saltwater Brewery “Edible Six Pack Rings” with Supplemental Activity

ONLINE VIDEO

(2 minutes)

3.2: The Community of Stakeholders Inside the Organization Les Moonves and the Failures of the CBS Board

ONLINE ARTICLE

with Supplemental Activity The Organization’s Environment

Connect Click and Drag

3.3: The Community of Stakeholders Outside the Organization A Stakeholders’ Strike

ONLINE VIDEO

with Supplemental Activity (9 minutes) Is Tech Making Us Dumb?

ONLINE VIDEO

with Supplemental Activity (4 minutes) 3.4: The Ethical Responsibilities Required of You as a Manager Small Nudges Can Create Ethical Behavior with Supplemental Activity

ONLINE VIDEO

(11 minutes)

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

Four Approaches to Resolving Ethical Dilemmas

Connect Click and Drag

Solving an Ethical Dilemma

Group Exercise

How Organizations Can Promote Ethics

Connect Click and Drag

Assessing My Perspective on Ethics

Self-Assessment 1 CAREER READINESS

with Self-Assessment Activity 3.5: The Social Responsibilities Required of You as a Manager What Is “Corporate Social Responsibility”? The Kids of Lowe’s Can Tell You. with Supplemental Activity

ONLINE VIDEO

(2 minutes)

Carroll’s Corporate Social Responsibility

Connect Click and Drag

How Does Being Good Pay Off?

Connect Click and Drag

Salesforce CEO on Using Business for Social Activism

ONLINE VIDEO

with Supplemental Activity

(7 minutes)

Assessing Your Attitudes toward Corporate Responsibility

Self-Assessment 2 CAREER READINESS

with Self-Assessment Activity Blue Bell Is Accused of “Recall Creep” in Its Handling of Ice Cream Contamination

Connect Case Analysis

with Self-Assessment Activity Amy’s Kitchen

Connect Video Case

3.6: Corporate Governance

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

Corporate Governance 2.0

ONLINE ARTICLE

with Supplemental Activity If You Don’t Understand People, You Don’t Understand Business. with Supplemental Activity

ONLINE VIDEO

(30 minutes)

3.7: Career Corner: Managing Your Career Readiness Want to Be Respected for Your Work Ethic? Do This 1 Thing in the Job Interview

ONLINE ARTICLE

with Supplemental Activity Focusing on the Greater Good and Being More Ethical

Connect Click and Drag

Enhancing your Professionalism/Work Ethic Competency

Career Corner Group Exercise

Boosting Positive Emotions

Career Corner Group Exercise

CAREER READINESS

Comprehensive Materials Who’s to Blame for College Basketball’s ‘Dark Underbelly’?

Textbook Management in Action

Should You Apply to Have Your Student Loans Forgiven?

Textbook Legal/Ethical Challenge

Uber Continuing Case: Work Environment and Ethical Responsibilities

Uber Continuing Case

Ethics: Let’s Make a Fourth Quarter Deal

Manager’s Hot Seat Video

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

Managerial Ethics: A Hazardous Debate

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

OVERVIEW OF THE CHAPTER

3.1

The Triple Bottom Line: People, Planet, & Profit Many businesses, small and large, are beginning to subscribe to a new standard of success—the triple bottom line, representing people, planet, and profit. This outlook has found favor with many young adults (Millennials) who are more concerned with finding meaning than material success.

3.2

The Community of Stakeholders Inside the Organization Managers operate in two organizational environments—internal and external—both made up of stakeholders, the people whose interests are affected by the organization. The first, or internal, environment consists of employees, owners, and the board of directors.

3.3

The Community of Stakeholders Outside the Organization The external environment of stakeholders consists of the task environment and the general environment. The task environment consists of customers, competitors, suppliers, distributors, strategic allies, employee organizations, local communities, financial institutions, government regulators, and special-interest groups. The general environment consists of economic, technological, sociocultural, demographic, political—legal, and international forces.

3.4

The Ethical Responsibilities Required of You as a Manager Managers need to be aware of what constitutes ethics, values, the four approaches to ethical dilemmas, and how organizations can promote ethics.

3.5

The Social Responsibilities Required of You as a Manager Managers need to be aware of the viewpoints supporting and opposing social responsibility and whether being and doing good pays off financially for the organization.

3.6

Corporate Governance Corporate governance is the system of governing a company so that the interests of corporate owners and other stakeholders are protected. Members of the board of directors, both insiders and outsiders, should be chosen to act ethically. Company directors should be clearly independent in their authority from the CEO by insisting on strong financial reporting systems and more accountability.

3.7

Career Corner: Managing Your Career Readiness The career readiness competency most directly linked with ethical behavior is professionalism/work ethic. Focusing on the greater good and on being more ethical includes reducing one’s carbon footprint, fostering positive emotions, spending time in nature, getting enough sleep and exercise, expanding awareness of social realities, fulfilling 3-6 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

promises, and avoiding those who lack integrity. One can also be an ethical consumer by purchasing Fair Trade items, bringing in one’s own grocery bags, only purchasing items that are ethically made or sourced, and not buying knockoffs.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

CLASSROOM OUTLINE

Manage U: Increase Ethical Behavior by Fostering an Ethical Climate Employees need the right environment, or organizational climate, to flourish. Employees at Wells Fargo created 3.5 million unauthorized new accounts in 2016 in order to achieve ambitious goals set by management. In the end, 5,300 employees were fired from the organization. An important lesson from this scandal is that one must show integrity and ethics in an unethical climate. If one works in a company like Wells Fargo where people are doing unethical things, it takes courage to confront the culprits. Moreover, as a manager one should model ethical behavior because an organization’s ethical climate is shaped by managerial actions. Possible Topics for Discussion: ● To what extent did Wells Fargo have an ethical climate? Wells Fargo had an unethical climate. Management put employees under extreme pressure to achieve ambitious goals and turned a blind eye to what was happening. The sheer volume of the number of fraudulent accounts (3.5 million) and the number of involved employees (at least 5,300) makes it unlikely that upper management did not know something odd was happening at the company. ● Why do you think employees failed to challenge the unethical organizational practices? Employees may have decided it was worth it to cheat in order to meet the company’s high (and perhaps unrealistic) expectations. They may have reasoned that the harm to each customer was small compared to the gains to themselves of posting stellar performances. And repetition may have made each transgression easier to rationalize than the last one. ● How can you model ethical behavior to others at school? One of the first thoughts students may have is related to cheating. Cheating in an academic environment may not be illegal, per se, but it is surely unethical and can have grave consequences. By avoiding unethical shortcuts in order to earn a good grade in class, students are modeling ethical behavior. Other thoughts students may have include contribution to team assignments, participation in class, and treatment of classmates.

3.1 The Trip Bottom Line: People, Planet, & Profit POWERPOINT SLIDES: #3 The Triple Bottom Line: People, Planet, Profit

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

Section 3.1 describes the triple bottom line, consisting of the 3 Ps of people, planet, and profit. Success in these areas can be measured through a social audit. The concept of the triple bottom line is important to many Millennials. One way that you could begin your coverage of these topics is to have the students watch the video Saltwater Brewery “Edible Six Pack Rings.” This 2-minute video published by Eco Warrior discusses Saltwater Brewery’s release of edible six-pack rings which are 100 percent biodegradable and edible. A ring is made of barley and wheat; hence, even if it ends up in the sea, it can be safely eaten by marine life. For a supplemental activity, you could have the students discuss how the emphasis on the triple bottom line helps Saltwater Brewery achieve competitive advantage and helps its owners achieve meaning in their lives. Topics and Tips for Discussion: 1. Evaluate the extent to which your company (or a previous one) performs on each of the dimensions of the triple bottom line. What recommendations for improvement would you provide to the firm? Students should include people, planet, and profit in their evaluation. A social audit is the best approach to measure performance. This can be done as a class discussion or individually. Goals and metrics can also be developed for each individual organization. These can be used for the social audit. 2. Discuss the reasons why Millennials seem to have a greater need for meaning than other generational cohorts. Student responses will vary. Some may describe changes in social standards through the years, and others may describe historical events such as the Great Recession for the reasons. Section 3.1 Key Concepts: The Triple Bottom Line ● The triple bottom line—representing people, planet, and profit (the 3 Ps)—measures an organization’s social, environmental, and financial performance. ● In this view of corporate performance, an organization has a responsibility to its employees and to the wider community (people), is committed to sustainable (green) environmental practices (planet), and includes the costs of pollution, worker displacement, and other factors in its financial calculations (profit). ● Social audit is a systematic assessment of a company’s performance in implementing socially responsible programs. The Millennials’ Search for Meaning ● The notion of the triple bottom line has particular appeal to many Millennials. ● Research shows that many Millennials are less focused on financial success than they are on making a difference and having meaningful lives. 3-9 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

3.2 The Community of Stakeholders Inside the Organization POWERPOINT SLIDES: #4 The Community of Stakeholders #5 Internal Stakeholders Section 3.2 discusses one of the two organizational environments that managers operate in— internal. The internal environment consists of the following stakeholders: employees, owners, and the board of directors. One way that you could begin your coverage of these topics is to have the students read the Chief Executive article, “Les Moonves and the Failures of the CBS Board.” The article describes the CBS board of directors’ failure to address misconduct allegations against CEO Les Moonves. For a supplemental activity, you could have the students provide specific recommendations for what the board should have done to rein in Moonves and set a better example at CBS. Topics and Tips for Discussion: 1. Describe the internal stakeholders of organizations, and identify possible sources of conflict between these stakeholders. Employees, executives, owners, board of directors, and others sometimes have conflicting interests. For example, employees may want higher salaries, but the board of directors, who represent the shareholders, want a higher profit for the organization, so they may oppose a raise. 2. “The purpose of a business is to make a profit.” Evaluate the extent to which you agree with that statement. Defend your point of view. Student views will differ here. It is important for the students to take this statement and apply it to different internal stakeholders as different stakeholders may have different views of it. Section 3.2 Key Concepts: Stakeholders ● Stakeholders are the people whose interests are affected by an organization’s activities. ● Managers operate in two organizational environments made up of various stakeholders: internal stakeholders and external stakeholders. ● Figure 3.1 identifies key internal and external stakeholders. Internal Stakeholders ● Internal stakeholders consist of employees, owners, and the board of directors, if any. 3-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

o In many forward-looking organizations, employees are considered the most important resource. ● The owners of an organization consist of all those who can claim it as their legal property. o Owners can be sole proprietorships, partnerships, private investors, or employee owners. o The goal of the owners is to make a profit. ● In a corporation, the board of directors, whose members are elected by the stockholders, hires the chief executive. o In a nonprofit organization, the board may be called the board of trustees or board of regents. o Board members help set the organization’s overall strategic goals and approve the major strategic decisions. o The directors may be executives of the firm or outsiders. Connect® Exercise CLICK AND DRAG: The Organization’s Environment Summary of Activity: In this Click and Drag activity, students will drag each component of an organization’s environment to the appropriate area on a provided chart.

3.3 The Community of Stakeholders Outside the Organization POWERPOINT SLIDES: #6 External Stakeholders #7–9 The Task Environment #13–14 The General Environment Section 3.3 describes the external environment, which consists of the task and general environments. The task environment consists of customers, competitors, suppliers, distributors, strategic allies, employee associations, local communities, financial institutions, government regulators, and special-interest groups. The general environment consists of economic, technological, sociocultural, demographic, political–legal, and international forces. One way that you could begin your coverage of these topics is to have the students watch the video “A Stakeholders’ Strike.” This 9-minute video from the New York Times demonstrates the power that customers can have over a business by profiling the customer boycott at the Market Basket grocery store chain that successfully brought about a change in upper management. For a 3-12 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

supplemental activity, you can have the students analyze the reasons why the customer boycott was successful at Market Basket and explore the role of social media in increasing the bargaining power of customers. Topics and Tips for Discussion: 1. Discuss the elements of the task environment that are most likely to impact your academic institution over the next 5 to 10 years. How could your school best deal with those challenges? Student responses will vary. Some examples include changes in student preferences, different mediums of course delivery (i.e. in-person versus online), government regulations related to financial aid, etc. Schools will need to address these challenges proactively if they want to remain competitive. 2. Discuss how the forces in the general environment over the next 5 to 10 years will impact your current employer or a company for which you want to work after graduation. Students should use examples stemming from changes in technology (which happen quite quickly), changes based on a globalized economy, differences in sociocultural needs in 2020 versus 2000, etc. 3. Discuss how companies can best harness the power of social media to keep abreast of trends in the external environment. Social media provides an outlet for customers to voice their needs, experiences (good and bad), and also for competitors to showcase new products and services. Companies need to have dedicated social media teams to monitor and report out on these, and many large organizations, from Bank of America to Target already do. Section 3.3 Key Concepts: External Stakeholders ● The external stakeholders are people or groups in the organization’s external environment that are affected by it. ● This environment consists of the task environment and the general environment. Task Environment ● The task environment consists of 11 groups that present you with daily tasks to handle. ● Customers are those who pay to use an organization’s goods or services. ● Competitors are people or organizations that compete for customers or resources, such as talented employees or raw materials. ● A supplier is a person or organization that provides supplies—raw materials, services, equipment, labor, or energy—to other organizations. Interactive Classroom Material: 3-13 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

EXAMPLE: Technology Changes Everything This Example examines the disruption caused by technological advances. It explains the Internet of Things (IoT), the billions of electronic devices capable of linking and sharing data, and suggests security and privacy are major concerns for customers. It looks at driverless cars as emblematic of major changes just on the horizon. Click for follow-up activity.

● A distributor is a person or organization that helps another organization sell its goods and services to customers. o In some industries there is little competition, and the distributor has a lot of power over the price of the product. o The Internet has allowed some manufacturers to cut out the middleman and sell directly to customers. ● The term strategic allies describes the relationship of two organizations that join forces to achieve advantages neither can perform as well alone. ● Employee organizations such as unions and associations represent another external stakeholder. ● Local communities are important stakeholders since they often rely on companies for jobs, contributions to the tax base, and/or financial support. o Many cities offer incentives to attract employers. o If a community gives a company tax breaks in return for the promise of new jobs and the firm fails to do so, the community might use clawbacks to rescind the tax breaks. ● Financial institutions are another stakeholder. o Financial institutions such banks, savings and loans, and credit unions provide capital to new ventures. o Venture capital is money provided by investors (i.e., venture capitalists) to startup firms and small businesses with high risk but perceived long-term growth potential, in return for an ownership stake. o Crowdfunding, or crowdsourcing, is raising money for a project or venture by obtaining many small amounts from many people (“the crowd”). o Established companies also need loans, but they rely on lenders such as commercial banks, investment banks, and insurance companies. ● Government regulators are regulatory agencies that establish ground rules under which organizations may operate. o Many agencies, boards, and commissions have the legal authority to prescribe or proscribe the conditions under which you may conduct business.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

o Such regulators are stakeholders because they affect the activities of the organization and are in turn affected by it. ● Special-interest groups are groups whose members try to influence specific issues, and they are an important stakeholder. o These groups may try to exert political influence, or they may organize picketing and boycotts—holding back their patronage—of certain companies. o People for the Ethical Treatment of Animals (PETA) is an example of a specialinterest group. The General Environment ● The general environment, or macroenvironment, includes six forces: economic, technological, sociocultural, demographic, political–legal, and international. ● Economic forces consist of general economic conditions and trends—unemployment, inflation, interest rates, and economic growth—that may affect an organization’s performance. ● Technological forces are new developments in methods for transforming resources into goods or services, for example, biotechnology. ● Sociocultural forces are influences and trends originating in a country’s, a society’s, or a culture’s human relationships and values which may affect an organization. ● Demographic forces are influences on an organization arising from changes in the characteristics of a population, such as age, gender, ethnic origin, sexual orientation, occupation, income family size, and the like. ● Political–legal forces are changes in the way politics shape laws and how those laws affect organizations. o Some countries have more fully developed legal systems than others. o American companies may be more willing to advance their interests in using the legal system, as in suing competitors. ● International forces are changes in the economic, political, legal, and technological global system that may affect an organization.

3.4 The Ethical Responsibilities Required of You as a Manager POWERPOINT SLIDES: #15 The Ethical Responsibilities Required of You as a Manager #16 Defining Ethics and Values #17 Five Most Common Unethical Behaviors at Work #18 Conflicting Values 3-15 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

#19-22 Four Approaches to Deciding Ethical Dilemmas #24 The Sarbanes-Oxley Reform Act #25 How Do People Learn Ethics? #26 How Organizations Can Promote Ethics Section 3.4 discusses what constitutes ethics and values. There are four approaches to deciding ethical dilemmas: the utilitarian approach, the individual approach, the moral-rights approach, and the justice approach. To promote ethics, an organization can create a strong ethical climate, screen prospective employees, have a code of ethics, use ethics training programs, and reward ethical behavior. One way that you could begin your coverage of these topics is to have the students watch the video “Small Nudges Can Create Ethical Behavior.” In this 11-minute video, Dr. Sreedhari Desai describes three nudges that have been shown to reduce unethical behavior in the workplace: infusing accountability, displaying moral symbols, and using reminders of childhood. For a supplemental activity, you could have the students describe examples of these nudges that they have observed at their current or previous employer and have them evaluate the extent to which they believe that these ethical nudges are successful. Topics and Tips for Discussion: 1. Describe the three most significant ethical dilemmas you face at your company (or faced at a previous employer). Student responses will vary but should hopefully include dilemmas that have an ethical component and not simply illegality. 2. Assume that one of your colleagues has agreed to sell you a copy of all the exam questions for your next exam in this course. Apply the four approaches to deciding ethical dilemmas to determine if it would be ethical for you to buy the questions and use them to study for the exam. Students responses will vary, but should include utilitarian, individual, moral-rights, and justice approaches. The expectation is that all the approaches will lead to them not buying the exam, but there may be different considerations of why. Section 3.4 Key Concepts: Ethics and Values ● An ethical dilemma is a situation in which you have to decide whether to pursue a course of action that may benefit you or your organization but that is unethical or even illegal. ● Ethics are the standards of right and wrong that influence behavior, standards which may vary between countries and between cultures. ● Ethical behavior is behavior that is accepted as “right” as opposed to “wrong” according to ethical standards. ● Ethical dilemmas often develop because of an organization’s value system, the pattern of values within the organization. 3-16 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

● Values are the relatively permanent and deeply held underlying beliefs and attitudes that help determine a person’s behavior. ● Values and value systems are the foundations for ethics and ethical behavior. ● Organizations may have two important value systems that can conflict: the value system stressing financial performance versus the value system stressing cohesion and solidarity in employee relationships. Four Approaches to Deciding Ethical Dilemmas: ● The utilitarian approach is guided by what will result in the greatest good for the greatest number of people. o Managers often use financial performance as the best definition of what constitutes “the greatest good.” o While this may be good for the bottom line, it may also result in damage to workforce morale and the loss of experienced employees. ● The individual approach is guided by what will result in the individual’s best long-term interests, which ultimately is considered in everyone’s self-interest. o You will act ethically in the short run to avoid others harming you in the long run. o However, one person’s short-term self-gain may not be good for everyone in the long term. ● The moral-rights approach is guided by respect for the fundamental rights of human beings. o Problems occur when rights are in conflict, such as employer and employee rights. o The justice approach: respecting impartial standards of fairness. ● The justice approach is guided by respect for impartial standards of fairness and equity. o One consideration is whether an organization’s policies are administered impartially and fairly. o The gap between a CEO’s pay and the pay of average workers is seen as an issue of fairness. Connect® Exercise CLICK AND DRAG: Four Approaches to Resolving Ethical Dilemmas Summary of Activity: In this Click and Drag exercise students will review ethical dilemmas and match the corresponding approach to each.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

This Group Exercise, available at the end of this manual, applies the four approaches to studying ethical dilemmas. Exercise Objective To further students’ understanding regarding the four approaches to deciding ethical dilemmas. Click for follow-up activity. White-Collar Crime 

At the beginning of the 21st century, U.S. business was rocked by an array of scandals like Enron and WorldCom, followed by insider trading and Ponzi scheme scandals.



Insider trading is the illegal trading of a company’s stock by people using confidential company information.



A Ponzi scheme is when cash from newer investors is used to pay off old ones.



Public outrage over executives’ actions led to Congress passing the SarbanesOxley Act of 2002 (SarbOx or SOX).

Sarbanes-Oxley Act of 2002

● The Sarbanes-Oxley Act of 2002 established requirements for proper financial record keeping for public companies and penalties of as much as 25 years in prison for noncompliance. ● SarbOx requires a company’s chief executive officer and chief financial officer to personally certify the organization’s financial reports, among other requirements. ● It also requires the company to have established procedures and guidelines for audit committees. The Work of Laurence Kohlberg 

Psychologist Laurence Kohlberg has proposed three levels of personal moral development.

o Level 1, preconventional—people at this level tend to follow rules and to obey authority; managers tend to expect obedience for obedience’s sake. o Level 2, conventional—people at this level are conformist, generally following others’ expectations; managers lead by encouragement and cooperation. o Level 3, postconventional—people at this level are independent and follow their own values and standards. 

Most managers are at Level 2 of moral development. Only about a fifth of American managers reach Level 3.

How Organizations Can Promote Ethics

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

● An organization may promote high ethical standards on the job by creating a strong ethical climate, by screening prospective employees, by instituting ethics codes and training programs, and by rewarding ethical behavior by protecting whistle-blowers. ● An ethical climate represents employees’ perceptions about the extent to which work environments support ethical behavior. o Managers can promote ethical climates through the policies, procedures, and practices that are used on a daily basis. ● Companies can try to screen out dishonest employees by checking references, using EVerify (illegal immigrant check), and using personality and integrity testing. ● A code of ethics consists of a formal written set of ethical standards guiding an organization’s actions. o The purpose of a code of ethics is to clearly state top management’s expectations for all employees. ● A whistle-blower is an employee, or even an outside consultant, who reports organizational misconduct to the public. Connect® Exercise CLICK AND DRAG: How Organizations Can Promote Ethics Summary of Activity: In this Click and Drag exercise, students will review scenarios from a fictional organization and match them with appropriate ways companies can promote ethical behavior.

Interactive Classroom Material: EXAMPLE: The Whistle-Blowing Photographer This Example details how Simon Edelman of the Department of Energy (DOE) took two photos which when published led to a large scandal at the Department of Justice. Edelman made the decision to post the photos because he believed the public had a right to the information of collusion within the organization. He was essentially fired by the DOE and is now suing for wrongful termination. Click for follow-up activity.

SELF-ASSESSMENT 3.1 CAREER READINESS Assessing My Perspective on Ethics This 10-question Self-Assessment helps to measure students’ ethical ideology. Questions on risks, harm, moral standards, and “rightness” are presented. 3-19 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

Click for follow-up activity.

3.5 The Social Responsibilities Required of You as a Manager POWERPOINT SLIDES: #27 The Social Responsibilities Required of You as a Manager #28 Carroll’s Global Corporate Social Responsibility Pyramid #29-30 Types of Social Responsibility #31 How Does Being Good Pay Off? Section 3.5 discusses corporate social responsibility, including an organization’s economic, legal, ethical, and philanthropic responsibilities. Social responsibility also includes climate change, sustainability, and natural capital. There are differing views as to whether corporate social responsibility is worthwhile, but research does show positive impacts on sales, employees’ work efforts, stock prices, profits, and other measures. One way that you could begin your coverage of these topics is to have the students view the Lowe’s video, “What Is ‘Corporate Social Responsibility’? The Kids of Lowe’s Can Tell You.” As a supplemental activity have students explain how corporate social responsibility initiatives can provide an organization like Lowe’s with a competitive advantage. Is corporate social responsibility a source of revenue, an expense, or both? Why or why not? Topics and Tips for Discussion: 1. Summarize the benefits to firms of displaying ethical behavior and high social responsibility. Student responses will vary, but benefits will include increase customer and employee satisfaction with the organization, which will have financial benefits to the organization. Other benefits include assistance to the community and world. 2. Assume you want to learn more about a firm’s corporate social responsibility prior to accepting a job offer. How would you go about determining if the firm’s corporate social responsibility (CSR) is consistent with your values? A great place to find a company’s CSR statement is on its website. After evaluating the statement, students should determine if they also share those values. Bringing this up at an interview is also a plus. It shows that the student has done his or her research. Section 3.5 Key Concepts: Corporate Social Responsibility ● Social responsibility is a manager’s duty to take actions that will benefit the interests of society as well as of the organization. 3-20 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

● Corporate social responsibility (CSR) is the notion that corporations are expected to go above and beyond following the law and making a profit. Carroll’s Global Corporate Social Responsibility Pyramid ● Archie Carroll developed a global corporate social responsibility pyramid, with the levels economic, legal, ethical, and philanthropic. ● Figure 3.3 describes the levels in the pyramid. ● Carroll suggests that the priorities of the organization should be to: o Be a good global corporate citizen, as defined by the host country’s expectations. o Be ethical in its practices, taking host-country and global standards into consideration. o Obey the law of host countries as well as international law. o Make a profit consistent with expectations for international business. Connect® Exercise CLICK AND DRAG: Carroll’s Corporate Social Responsibility Summary of Activity: In this Click and Drag activity, students will read descriptions of fictitious socially responsible manager behavior, and match each with the corresponding area of Carroll’s Corporate Social Responsibility Pyramid. Is Social Responsibility Worthwhile? Opposing and Supporting Viewpoints ● Economist Milton Friedman argued that the only social responsibility of businesses is to maximize profits; otherwise, they will become distracted and fail to achieve their goals. ● In contrast, economist Paul Samuelson argued that a company must be concerned for society’s welfare, as well as for corporate profits. ● Those who support corporate social responsibility would argue: o Because businesses create problems, they should help solve them. o Businesses often have the resources to solve problems in ways that the nonprofit sector does not. o Being socially responsible gives businesses a favorable public image that can help head off government regulation. Connect® Exercise CLICK AND DRAG: How Does Being Good Pay Off? Summary of Activity: In this Click and Drag activity, students will match up the benefits of corporate social responsibility with each individual action. 3-21 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

Interactive Classroom Material: EXAMPLE: Corporate Social Responsibility: Salesforce.com Wants to Change the Way the World Works This Example profiles how Salesforce has adopted business conduct principles and a code of conduct that supports ethical business practices, anticorruption, antidiscrimination, and rejects forced or involuntary labor. The organization also has a foundation that donates 1 percent of the company’s resources, 1 percent of employees’ time, and 1 percent of the firm’s technology to improve communities worldwide. The company also strives to reduce carbon emissions and focuses on fostering employee success. Click for follow-up activity. One Type of Social Responsibility: Climate Change, Sustainability, & Natural Capital ● Climate change refers to major changes in temperature, precipitation, wind patterns, and similar matters occurring over several decades. ● Global warming refers to the rise in global average temperature near the Earth’s surface, caused mostly by increasing concentrations in the atmosphere of greenhouse gases, such as carbon emissions from fossil fuels. ● Today, going green has entered the business mainstream, where sustainability programs are producing not only environmental benefits but also cost savings, revenue growth, and competitive advantages. ● Natural capital is the value of natural resources, such as topsoil, air, water, and genetic diversity, which humans depend on. ● We are approaching the planet’s limitations, with human activity threatening to exceed the earth’s capacity to generate resources and absorb wastes. Another Type of Social Responsibility: Philanthropy, “Not Dying Rich” ● Philanthropy is making charitable donations to benefit humankind. ● Several wealthy individuals, such as Bill Gates and Mark Zuckerberg, have signed the Giving Pledge, a commitment to dedicate a majority of their wealth to philanthropy. ● Not only do wealthy individuals and companies practice philanthropy, ordinary individuals do so as well. How Does Being Good Pay Off? ● Research shows consumers are more apt to buy from companies that are socially responsible and are willing to pay extra for products and services from companies that give back to society. ● When managers exhibit ethical leadership, that is leadership that is directed by respect for ethical beliefs and values for the dignity and rights of others, employees report higher levels of organizational commitment, job satisfaction, trust in the leader, and motivation. 3-22 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

● Findings of research on how being good can pay off can be found in Table 3.1.

SELF-ASSESSMENT 3.2 CAREER READINESS Assessing Your Attitudes toward Corporate Social Responsibility This 10-question Self-Assessment helps to determine students’ attitudes toward corporate social responsibility. Questions on moral standards, ethical considerations, and business survival are presented. Click for follow-up activity.

Connect® Exercise CASE ANALYSIS: Blue Bell Is Accused of “Recall Creep” in Its Handling of Ice Cream Contamination Summary of Activity: In this case analysis, students will read about Blue Bell’s major listeria contamination problem across all of its three major plants in 2015. The organization was criticized for its late response to the problem. Follow-Up Activity: Students should be divided into small groups of five. Ask students to discuss what happened at Blue Bell and to create a new protocol for the organization in case there is another contamination incident. The protocol should specifically address problems identified in the case and should be a couple paragraphs long. The protocol can be summarized if the instructor would like groups to share with the class.

Connect® Exercise VIDEO CASE: Amy’s Kitchen Summary of Activity: In this Video Case, students will first watch a video on Amy’s Kitchen, a family-owned, privately held company that manufactures organic and non-GMO convenience and frozen foods. Students will then respond to follow-up multiple-choice questions. Follow-Up Activity: Students should be divided into small groups. They should assume they are a task force for a world-renowned manufacturer of baby formula that has yet to develop a line of organic and nonGMO products. The group should draft a one-page plan of action on how it will convince various

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stakeholders to buy in to this new line of products, assuming they will have less of a profit margin than their traditional baby formula.

3.6 Corporate Governance POWERPOINT SLIDES: #32 Corporate Governance Section 3.6 discusses corporate governance. Corporate governance is the system of governing a company so that the interests of corporate owners and other stakeholders are protected. Company directors should be clearly separated in their authority from the CEO by insisting on strong financial reporting systems and more accountability. One way that you could begin your coverage of these topics is to have the students read the Harvard Business Review article “Corporate Governance 2.0.” This article provides recommendations on how to improve corporate governance. For a supplemental activity, you could have the students discuss how managing a company for the long term would improve corporate governance and describe how companies could improve the performance of their board of directors. Article Citation: Subramanian, G. (2015). Corporate governance 2.0. Harvard Business Review, 93(3), 96-105. Product #: R1503G-PDF-ENG Topics and Tips for Discussion: 1. Propose action steps that firms could take to ensure that boards of directors have incentives to act ethically. Students can discuss the ability of shareholders to vote on and have a check on the board of directors. Also, by tying company performance closely to share price, directors, who may have stocks in the company, will benefit by acting ethically. However, this can also backfire and cause them to behave unethically as well because they have a financial interest. 2. Think of a company that you trust. Describe the reasons why you trust the managers of that firm to act ethically. Student responses will vary based on their experiences and values. Section 3.6 Key Concepts: Corporate Governance 3-24 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

● Corporate governance is the system of governing a company so that the interests of corporate owners and other stakeholders are protected. ● A key corporate governance challenge is to ensure that boards of directors be chosen to act ethically. ● Outside directors, which are supposed to be elected from outside the firm, may still be handpicked by the CEO, making it hard for them to remain independent. ● More attention is being paid to strengthening corporate governance so that directors are clearly separated in their authority from the CEO. Interactive Classroom Material: EXAMPLE: Corporate Governance: Good and Bad: HD Supply Holding, Fox News This Example tells two very different stories. The board of directors at HD Supply Holding took note of hacking at Equifax and used it as the spur to examine their own company, beef up security, and plug any gaps before their company, its owners, or customers could be damaged by a cyberattack. This story contrasts with the actions of the board at Fox News when Bill O’Reilly was accused of paying several women to hush accusations of sexual misconduct—behavior that the board allegedly knew about but did not act on. Click for follow-up activity. The Need for Trust ● Employees, customers, and other stakeholders must have trust in the company. ● Trust is demonstrated through: o How likely the people you’re dealing with are to serve your interests. o How much they have demonstrated concern for others. o How well they delivered on their promises. o How much they try to keep their word. o How effectively they communicate these skills.

3.7 Career Corner: Managing Your Career Readiness POWERPOINT SLIDES: #33 Model of Career Readiness #34–35 Managing Your Career Readiness Section 3.7 discusses the link between career readiness and this chapter: professionalism/work ethic. The relevant aspect of this competency for this chapter is “demonstrated integrity, ethical behavior, and concern for the greater good.” 3-25 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

One way that you could begin your coverage of this topic is to assign the Inc. article, “Want to Be Respected for Your Work Ethic? Do This 1 Thing in the Job Interview.” As a supplemental activity, students can be put into pairs and asked to role play an interview. Students can choose a well-known organization with one student being the interviewer and one being the interviewee. There should be two-way conversation and material from the Inc. can should be utilized. This should be done for one minute and then the students should switch roles. If time allows, instructor can have pairs present to the class on their experience.

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Topics and Tips for Discussion: 1. What questions should you ask at an interview to assess an organization’s ethical tendencies? Students can ask an interviewer about the company’s position on ethical dilemmas, whistle-blowing, and other matters. It is important not to make it seem as if the candidate is accusing the company of an ethical issue. The conversation should be more around the firm’s general views on ethics. 2. How can students focus on being more ethical in their careers? Student responses will vary based on their experiences and values. Instructor can introduce some of the topics in the chapter, such as what students can experiment with implementing (e.g. fostering positive emotions, getting the proper amount of sleep, etc.) Section 3.7 Key Concepts: Focusing on the greater good and on being more ethical ● Reduce your carbon footprint. ● Foster positive emotions in yourself and others. ● Spend time in nature. ● Get enough sleep. ● Increase levels of exercise. ● Expand awareness of social realities. ● Fulfill promises and keep appointment. ● Avoid people who lack integrity. Connect® Exercise CLICK AND DRAG: Focusing on the Greater Good and Being More Ethical Summary of Activity: In this Click and Drag activity, students will match up the opportunities to focus on the greater good and being more ethical with proper examples. Become an ethical consumer. 3-26 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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   

Purchase Fair Trade items. Bring your own grocery bags. Don’t purchase items that aren’t ethically made or sourced. Don’t buy knockoffs.

Career Corner Group Exercise #1: Enhancing Your Professionalism/Work Ethic Competency

CAREER READINESS

Learning Objectives 1. Students will enhance their understanding of the career competency of professionalism/work ethic. 2. Students will develop practical actions aimed at increasing ethical behavior and focusing on the greater good. Click for follow-up activity.

Career Corner Group Exercise #2: Boosting Positive Emotions Learning Objectives 1. Students will explore techniques for boosting positive emotions 2. Students will gain a better understanding of how the generation of positive emotions makes them feel. Click for follow-up activity.

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Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

MANAGEMENT IN ACTION WHO’S TO BLAME FOR COLLEGE BASKETBALL’S “DARK UNDERBELLY”? Problem-Solving Perspective 1. What is the underlying problem in this case from the federal government’s perspective? The underlying problem is the illegal use of financial incentives exchanged between a corporation (i.e., a sportswear company) and a university (which can be a state-owned institution) for the unfair benefit of either or both parties in a competitive marketplace. One reason this problem is so alarming is that there is evidence to indicate such underthe-table payments are a widespread problem originating from various sources: coaches, sportswear teams, the athletes themselves—all of who should be held accountable to some level, but possibly to a varying degree of levels that the federal government must determine. It also appears that the problem has been spreading unabashedly and claimed to be one of the “worst-kept secrets” in college sports, which may expose the issue that the NCAA is not a legally ruling body in the same way as is the federal government. A resulting challenge, then, is how to curtail such behavior and, ultimately, eliminate the opportunities and exploitation driving this corruption while these behaviors likely do not violate federal laws. 2. Why do you think assistant coaches play such a significant role in these scandals? Assistant coaches, compared to head coaches, 1) operate more outside of the spotlight, 2) have a much stronger motivation to impress through good recruitment, and 3) feel less of the “holier than thou” effect, as they are subordinates to head coaches who, in many high-profile cases, are viewed as royalty (e.g., Pitino). Additionally, assistant coaches are more so specifically assigned tasks such as managing the players outside of the actual games whereas head coaches are the external face of the team and more so responsible for making public appearances, managing practices, and leading during games. 3. How do you think the NCAA and the Commission on College basketball should move forward to prevent these things from happening in the future? The tip line is certainly a good start, to allow whistle-blowers the opportunity to speak up. The NCAA also needs to have a better system for tracking and auditing such transactions. While it is likely unfeasible that sportswear deals could be handled by a 3-28 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

special NCAA department responsible for all related transactions, it is possible that the NCAA could require university leadership to more be more closely involved and monitor team finances as oversight of the athletic departments themselves. Another opportunity to curtail such behavior, is to regulate the transactions more openly. There is an ongoing debate over whether college athletes should be able to receive payments, albeit in a fairer structure than star players versus other teammates or star teams versus others (e.g., every college athlete getting a stipend or payment). Application of Chapter Content 1. How do you think the basketball teams’ task environment, particularly competitors, allies, customers, regulators, and media, played into the corruption in the NCAA? The task environment consists of stakeholders who create tasks that must be accomplished by the focal entity(ies). In this case, the focal entities are the individual NCAA basketball teams. The tasks at hand include recruiting and keeping players as well as trying to win as many games as possible. One set of stakeholders for the teams are the competitors, or other teams, that are vying for the best talent and potential revenue to be generated by the players’ and team’s success. The old adage “everybody else is doing it” fits into the competitive picture here, as teams that do not break the rules feel as though they are (and may actually be) at a disadvantage in recruiting and, subsequently, in performing. Another set of stakeholders are teams’ allies, which is a bit of a misleading term here because the biggest “allies” are sportswear sponsors who support the team by tempting them with sponsorships and huge amounts of money that can too easily end up being improperly funneled directly to players and their families. While it is permissible for teams to receive such sponsorship, it is not so for individual players. Alumni of teams’ schools are likely the most influential “customers” that feed into the corruption equation, as they both implicitly and explicitly demand a great “product” from these teams in exchange for the money they donate. Similarly, the media play a role in driving teams to do whatever it takes to succeed by only advertising and broadcasting games with teams that are generally successful or, at the very least, have top-talented players on the team. Underlying all of these pressures are the regulators who, in the case of the NCAA, are adamant that paying college athletes breaks the spirit of amateur competition—an inflexibility that leaves teams feeling like they must break the rules in order to be competitive.

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2. Are the high school recruits who accepted bribes from apparel companies and coaches purely victims in this situation, or should their behavior also be considered unethical? Explain your answer using one of the four approaches to deciding ethical dilemmas. The decision by high-school recruits (and their parents/guardians) to accept bribes most closely aligns with the individual approach to ethical dilemmas. It could be argued that the bribes will help the athlete’s self-interest in the short-term (e.g., able to pay for trainers, buy quality sportswear) and long-term (i.e., basketball career). The justifications that follow may include the fact that the income from a basketball career can be used to support the athlete’s family, home community, etc. and that such a career may inspire other young athletes to reach for their own dreams. Ultimately, the highschool recruits (and their parents/guardians) should be held accountable for unethical actions because it is their responsibility to know, even if just through knowledge of similar situations, and look into the governing rules, hiring legal counsel if necessary. Through the lens of the justice approach to ethical dilemmas, an argument could be made that a player accepted a bribe because “all the other top players are doing it.” Again, though, this argument does not withstand the counterarguments that a bribe was accepted by choice of the individual player/parents/guardians and not a choice made by the competition. Hence, even under this approach, there still lies a high level of accountability on the player/parents/guardians. 3. What might the NCAA do to promote higher ethical standards among its schools, coaches, players, and allies? One option would be for the NCAA to directly protect the young players by providing clear articulation of the rules, providing resources (such as legal counsel pertaining to contracts), and being clear about consequences for breaking the rules. Without young talent being recruited and inundated by such lucrative offers, there is no opportunity for scandal. This, however, may not deter schools, coaches, and allies (e.g., sportswear companies) from trying to skirt the rules to gain access to these young players. In order to deter the other stakeholders, the NCAA must place very strict sanctions on entities who are found to have broken the rules. Certainly, the consequences for schools, coaches, and sportswear companies must be stronger than those on the individual, young athletes. Such punishments, however, must directly impact the exact outcomes which rule breakers are trying to make flourish—these include ticket sales, media exposure, alumni donations, and sportswear contracts. For example, the NCAA could prohibit a team’s games from being televised for a set period of time, require that a certain amount of previous alumni donations go to other parts of the university and even to charities, or limit which sportswear companies can have contracts with NCAA teams for a certain 3-30 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

period of time. The fine line here, of course, is that the NCAA does not want to devastate college athletes’ careers (especially those entirely uninvolved in the wheeling and dealing) by applying heavy sanctions.

4. How do you think the scandal has and will continue to affect customers, players’ attitudes on the court, and NCAA sales? In some ways, unfortunately, the NCAA is too big to fail. Considering it is a limited number of teams that have gotten into trouble, the overall infrastructure of the NCAA will remain relatively unscathed. Certainly, as pointed out in the course material, a crucial lynchpin in this whole process is trust, and some customers (i.e., fans) likely have lost trust and enthusiasm toward the violating teams and coaches. For well-established programs with loyal fans, though, it is possible that even the fans have a “we’re above the law” attitude. Lastly, the players’ attitudes may be impacted directly by a diminishing trust for coaches—both that that the coaches care less about the players and more about financial windfalls, and that the coaches only care about specific players who bring in high media ratings and wins rather than the team as a whole. It is important to remember, however, that across the NCAA basketball landscape, a very minute percentage of coaches have been implicated by such scandals (at least as of now).

5. What specific actions of various actors in the scandal eroded the trust the public had in the NCAA? The clearest and most documented actions that eroded the public’s trust in the NCAA were the under-the-table payments made to agents, coaches, and parents. The payments were intended to, and seemingly did, influence where athletes chose to play basketball. These payments crossed in many different directions. In some cases, agents and sportswear companies paid coaches to recruit top athletes to play for their teams. In return, the agents and sportswear companies gained priority access to these athletes for both short- and long-term gain. In other cases, payments went from coaches to athletes and their families to entice the athletes to commit to playing for the coaches’ teams. In other cases, sportswear companies (or representatives such as Jim Gatto), paid athletes and families directly to get them to commit to specific teams. Across all of these scenarios, the public was under the assumption that teams were recruiting good athletes based on the merit of their programs and that players were selecting teams based on their personal desires and belief in the merit of those programs. The scandals have placed all of these assumptions in to question.

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LEGAL/ETHICAL CHALLENGE

SHOULD YOU APPLY TO HAVE YOUR STUDENT LOANS FORGIVEN? Solving the Challenge: 1. Apply for loan forgiveness and hope that the broad language of the law will make an exception for your state college education and loan. Besides, what’s wrong with asking? If the statute has a fraudulent claim clause, which would say something in the lines of you “cannot file a claim if it is reasonably impossible for your situation to fit the intent of the law,” then you may not want to file a claim in this situation because the school does not seem to have violated state law. However, if there is no fraudulent claim clause, it may be worth a shot! 2. Apply for loan forgiveness. After all, you aren’t benefitting from your education; someone should have told you that you needed a graduate degree in psychology to get a good job; and there is no clear definition of fraud. Not being told that psychology positions require graduate degrees does not violate state law and is not false advertising. Another point to keep in mind is that in order to earn a graduate degree in psychology you would have most likely needed the undergraduate degree anyway. However, if you were lied to and shown “facts” that individuals with an undergraduate psychology degree earned jobs in the field, this may be a different story. It is important to also see if there is further language in the law that states what the burden of proof is (i.e., clear and convincing evidence, beyond a reasonable doubt, etc.). 3. Don’t apply. You were never promised a job, and you made the decision to major in psychology. You could have chosen a field with more job opportunities. This seems to be the most accurate. The law seems to be there to assist those who were lied to in advertisements, academic advising, or career counseling through the university. This seems to have happened at quite a few private (for-profit) institutions. The law does not seem to cover those that did not research their field of study and its requirements. 4. Invent other options. Discuss. Students may come up with creative interpretations of the law.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

TEXTBOOK EXAMPLES

EXAMPLE: Technology Changes Everything This Example describes technology’s disruption of not only the service industry, but the world’s access to knowledge as well. Computerization is already changing manufacturing, but interestingly, it is beginning to change medicine as well, such as with gene modification. Mobile devices are also changing communication and social skills. YOUR CALL Which technological change do you think is apt to affect you personally during the next decade? What kind of strategies for change will managers have to adopt? Student answers may vary. Technology is causing drastic changes in medicine, travel, communication, and even the legal world, among other areas. Managers will have to be open to change, and understand both the advantages and disadvantages of a technology-run world. Moreover, change continues to create competitive advantages in not only the aforementioned industries, but in most businesses. ADDITIONAL ACTIVITIES One way to build on this Example is to have the students watch the video “Is Tech Making Us Dumb?” This 4-minute video from a local news channel describes some of the skills that are negatively impacted by our reliance on technology. Consider using the following discussion questions: 1. Describe the ways you believe that your social skills may be impacted, both positively and negatively, by your smartphone and social media usage. 2. Assume that you are a manager, and you want to make your employees more comfortable with face-to-face networking with people they don’t know. Discuss how you could improve your employees’ social interaction skills. 3. Describe, using specific examples, the types of skills profiled in the video that may be negatively impacted by technology. Would you add other skills to this list? Explain your point of view. Return.

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Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

EXAMPLE: The Whistle-Blowing Photographer This Example details how Simon Edelman of the Department of Energy (DOE) took two photos which, when published, led to a large scandal at the Department of Justice. Edelman made the decision to post the photos because he believed the public had a right to the information of collusion within the organization. He was essentially fired by the DOE and is now suing for wrongful termination. YOUR CALL 1. What are some of the reasons someone might become a whistle-blower? Students may view whistle-blowers along a continuum from an individual who cannot allow even the smallest unethical act to go unreported through those who may ignore something for a while, until the act becomes too egregious to ignore, through a self-centered individual who hopes to get a reward of some sort for being a whistle-blower—money or fame. 2. Why would someone choose not to be? This one will be fairly easy: fear. Whistle-blowers frequently face retaliation even though it is illegal for organizations to seek revenge. They face the loss of jobs and of friends. They may be vilified by the press. It is scary to consider being a whistle-blower. 3. What would you have done in Edelman’s position? This discussion should be lively and based on the students’ own ethical depths. ADDITIONAL ACTIVITIES Depending on the size of your class, you can assign this activity to either individuals or groups. Have the students go online and look up examples of whistle-blowers. They should choose one story that interests them and prepare a quick presentation of the facts of the case, the outcomes for the company, and the outcomes for the whistle-blower. (10 minutes) Have the students present their findings (@ 5 minutes each). Lead a discussion asking what similarities and differences they noted among the examples and why these might occur. Here are some examples of famous whistle-blowing cases if you prefer to assign names to the individuals/groups: Alayne Fleischmann, JP Morgan Chase Karen Silkwood, Kerr-McGee Nuclear Power Plant Sherron Watkins, Enron Herve Falciani, HSBC Mark Felt (Deep Throat) Nixon/Watergate Daniel Ellsberg, The Pentagon Papers Frank Serpico, New York City Police Department Frank Whitacre, Archer Daniels Midland 3-34 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Jeffrey Wigand, Brown & Williamson, tobacco industry William Sanjour, EPA Cynthia Cooper, Worldcom Courtland Kelley, General Motors Richard M Bowen III, Citigroup Return.

EXAMPLE: Corporate Social Responsibility: Salesforce.com Wants to Change the Way the World Works This Example profiles how Salesforce has adopted Business Conduct Principles and a Code of Conduct that supports ethical business practices, anticorruption, antidiscrimination, and rejects forced or involuntary labor. The organization also has a foundation that donates 1 percent of the company’s resources, 1 percent of employees’ time, and 1 percent of the firm’s technology to improve communities worldwide. The company also strives to reduce carbon emissions and focuses on fostering employee success. YOUR CALL Do you believe corporate social responsibility really has benefits? Can you think of any highly profitable and legal businesses that do not practice any kind of social responsibility? Corporate social responsibility surely has benefits. These benefits do not only include human and global benefits, such as reducing global warming or feeding the hungry, but also financial benefits. Going green can attract new customers, and there are actually profits in green technology, as well as company efficiencies that can be gained. For example, Coca-Cola has embraced the idea of climate change as an economically disruptive force and is focused on water conservation techniques, along with other measures. Students may have different ideas of companies that do not practice any kind of social responsibility. Some companies are more famous for their CSR practices than others, but some names that have been brought up before are Apple, BP, and JP Morgan Chase. ADDITIONAL ACTIVITIES One way to build on this Example is to have the students watch the CBS This Morning segment “Salesforce CEO on Using Business for Social Activism.” In this 7-minute video, Salesforce.com CEO Marc Benioff discusses the new era of corporate social activism. Consider using the following discussion questions: 1. Do you agree with Marc Benioff that CEOs today should not focus exclusively on shareholder wealth? Defend your point of view. 2. Discuss the advantages and disadvantages of CEOs being advocates for social issues, such as Indiana's Religious Freedom Restoration Act referred to in the video. 3-35 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

3. Provide examples of what Marc Benioff likely believes are the economic, legal, ethical, and philanthropic responsibilities of Salesforce.com. Return.

EXAMPLE: Corporate Governance: Good and Bad: HD Supply Holding, Fox News This Example tells two very different stories. The board of directors at HD Supply Holding took note of hacking at Equifax and used it as the spur to examine their own company, beef up security, and plug any gaps before their company, its owners, or customers could be damaged by a cyberattack. This story contrasts with the actions of the board at Fox News when Bill O’Reilly was accused of paying several women to hush accusations of sexual misconduct—behavior that the board allegedly knew about but did not act on. YOUR CALL How would you compare the ethical values and standards that appear to be in place in each of these two companies? Students will immediately praise HD Supply and condemn Fox News. Ask them why the boards of directors of a company would act in such an underhanded manner, as Fox News appears to have done. Bring up Table 3.1 that presents the positive outcomes for acting ethically. Ask students to analyze the two companies as to what positive and negative effects they would incur based on the elements in the table. ADDITIONAL ACTIVITIES Assign students to watch “If You Don’t Understand People, You Don’t Understand Business.” This is a long video (30 minutes). However, Simon Simek is an inspiring and interesting speaker. In this video Simek discusses trust. This is a great way to end the chapter. Ask students: 1. What is the most important concept you got from this talk? Why is it important? 2. How can you apply what you have learned from Simek to your life now—at home, at school, with your friends, at work? You can come back to this video when discussing leadership later in the course! Return.

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Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

TEXTBOOK PRACTICAL ACTIONS

There are no Practical Actions for this chapter.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

SELF-ASSESSMENTS

SELF-ASSESSMENT 3.1 Assessing My Perspective on Ethics This survey is designed to assess students’ views about ethics. STUDENT QUESTIONS 1. Are your views more idealistic or more relativistic? Student responses will differ here based on their assessment results. 2. What do you think about students cheating on homework assignments in school? What about cheating on exams? Students will generally have a negative view on cheating, but it would be good for them to expand on their ethical perception. 3. Are your answers consistent with your score? Explain. Student responses will differ based on their results. 4. What can you say during an interview to demonstrate an ethical orientation? Student responses will differ based on their experiences. Students can talk about an ethical dilemma they faced and how they successfully resolved it. They can also describe their own ethical decision-making process and their ethical compass. SUPPLEMENTAL ACTIVITY Students should be assigned to groups based on their Self-Assessment scores. Students with high idealism scores should be grouped together, and students with high relativism should be grouped together. Each group should create a code of ethics for an organization of its choosing. How can a stronger ethical climate be created through codification? What types of employees would you be looking for? Are there training programs that can be developed? What types of rewards should be provided for ethical behavior? What protections for whistle-blowers can be provided? Each group should present its code of ethics to the class. The instructor should look for differences in the codes of ethics based on the group leaning more toward idealism or relativism. Return.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

SELF-ASSESSMENT 3.2 Assessing Your Attitudes toward Corporate Responsibility This Self-Assessment measures students’ attitudes toward corporate responsibility. STUDENT QUESTIONS 1. Where do you stand on corporate social responsibility? Students’ responses will differ based on their assessment results. Some students may be surprised to see that they scored low on their attitude CSR. 2. What life events have influenced your attitudes toward corporate social responsibility? Discuss. Student upbringing, values, and morals may have a significant influence on their attitudes toward CSR, but specific events may have made the difference. This can include experience working at organizations with high or low CSR, or witnessing newsworthy events that called for a philanthropic cause. 3. Based on the three lowest-rated items in the survey, how might you foster a more positive attitude toward social responsibility? Explain. Responses will differ here based on what the lowest-rated items were. In general, students should understand that they should strive to be profitable while obeying the law, being ethical, and being a good global corporate citizen. In other words, they should be capitalistic, but also do what is required and expected by stakeholders. If possible, doing what is desired would complete the CSR pyramid. 4. What can you say during an interview to demonstrate a positive attitude toward corporate responsibility? Students should be prepared to discuss new methods in corporate social responsibility (e.g. changes in energy usage or manufacturing of materials). Moreover, students should review a company’s CSR statement on their website or through news reports and tell the interviewer how those values are in line with his or her own values. SUPPLEMENTAL ACTIVITY Students should be assigned to groups based on their Self-Assessment scores. Students with a positive attitude toward CSR should be grouped together, and students with a low attitude toward CSR should be grouped together. Groups who exhibited positive CSR should discuss what their organizations have done to promote CSR. Groups who exhibited low CSR should discuss what their organizations could do to promote CSR. Both groups should use Carroll’s CSR topics (or pyramid) to structure their discussion around. Each group should share with the class. 3-39 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

Return.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

GROUP EXERCISE

SOLVING AN ETHICAL DILEMMA Objective 

To further students’ understanding regarding the four approaches to deciding ethical dilemmas.

Introduction Our personal values impact the determination of what is ethical. Researchers have identified four approaches to deciding ethical dilemmas that are grounded in values. They are: the utilitarian approach, the individual approach, the moral rights approach, and the justice approach. This exercise provides students the opportunity to solve an ethical dilemma from the vantage point of each of these four approaches to deciding ethical dilemmas. Instructions 1. Students should remain at their desks and read the scenario below. 2. You are a struggling writer. Several of your short stories are published thanks to winning entries in various writing contests. You are majoring in creative writing and English; your peers are also writers. Recently, you entered a university sponsored writing contest and placed third, another person in your class took home the grand prize. At first you were not upset, but a friend called you last week and told you she read the winning entry and it was remarkably similar to a story you published on the Internet a few months ago. You obtain a copy and sure enough, the plot is the same, the major characters are pretty much the same (though their names are different), and the only real difference you find is that the story takes place in a different city than yours. Although your original words were not used, you feel your classmate plagiarized your story. Tomorrow is the banquet honoring the winners of the contest, and your classmate will of course be there. What are you going to do? 3. Have each student decide what he or she would do based on each of the four approaches to deciding ethical dilemmas. In other words, students come up with four solutions, each one based on one of the approaches to deciding ethical dilemmas. 4. Break students into groups of three or four. 5. Have students openly discuss what they would do for each approach, and then derive consensus recommendations. Questions for Discussion 1. To what extent did the group develop different recommendations for each approach? 2. Was it difficult for the group to reach a consensus on how to handle the situation based on each approach? Explain. 3-41 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

3. To what extent did individuals’ values impact the selection of solutions? 4. What is your takeaway from this exercise? Source: Adapted from R. Kreitner and A. Kinicki. (2004). Organizational Behavior (6th ed.), New York, NY: McGraw-Hill, p. 175.

Tips for online classes: Online classes: The scenario can be posted on a discussion board for students to review. Each student can respond to the scenario with their four approaches. Students can then be placed into an online group space to discuss their different approaches. A consensus-based approach can be developed in a shared group space. If the instructor wishes, the consensus approach of each group can be shared with all the groups via an email blast.

ONLINE CLASS

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

CAREER CORNER GROUP EXERCISES

CAREER CORNER GROUP EXERCISE 1: ENHANCING YOUR PROFESSIONALISM/WORK ETHIC COMPETENCY

Learning Objectives  

Students will enhance their understanding of the career competency of professionalism/work ethic. Students will develop practical actions aimed at increasing ethical behavior and focusing on the greater good.

Introduction The goal of this exercise is to help students improve their focus on the greater good and to be more socially responsible in their actions. This activity has two steps. The first step asks students to consider what it means to have integrity, to be ethical, and to demonstrate social responsibility. The second focuses on developing a list of specific actions that students can exhibit to reinforce these patterns of behavior. Instructions The primary purpose of this exercise is to encourage students to make focusing on the greater good an everyday occurrence. This is done through the establishment of routine activities that facilitate these behaviors. I. Start the activity with a class discussion on the importance of integrity, ethical behavior and socially responsibility. If there is time, show your students the following TEDtalk: “The social responsibility of business by Alex Edmans part of TEDX.” II. Put students into groups of four or five. Ask each group to discuss what they do to demonstrate integrity, ethical behavior and concern for the greater good. Engage their critical thinking skills by presenting them with the eight goals outlined below: (You may want to assign the eight goals across the groups to ensure that all of them are considered.) 1. Reduce their carbon footprint. 2. Foster positive emotions in themselves and others 3. Spend time in nature. 4. Get the proper amount of sleep. 5. Increase the time spent exercising. 6. Expanding their awareness of social realities. 3-43 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

7. Fulfill promises and keep appointments 8. Avoid people who lack integrity. III. Have each group select four of the eight goals. Ask each group to develop a set of activities that will encourage them to incorporate behaviors that accomplish these goals into their daily routines. 1. Have each group prepare a 5- to 10-minute presentation that provides a blueprint for incorporating these actions into their daily activities IV. Select two or three groups to present to the class. V. Facilitate a class discussion on professionalism/work ethic using the following questions: 1. How did critically thinking about the greater good improve your awareness of how you can improve professionalism/work ethic? 2. How did you generate the activities to reinforce your chosen goals? 3. How will you incorporate these activities into your daily routine? 4. What are the obstacles of incorporating these activities into your daily lives, and how can you overcome them? VI. Wrap-up the discussion by suggesting each group should track their progress in these areas by periodically conducting a social audit.

CAREER CORNER GROUP EXERCISE 2: BOOSTING POSITIVE EMOTIONS

Learning Objectives  

Students will explore techniques for boosting positive emotions. Students will gain a better understanding of how the generation of positive emotions makes them feel. CAREER READINESS

Introduction Positive emotions build an individual’s long-lasting psychological, intellectual, physical and social resources (Fredrickson, 2001)i. Fredrickson’s broaden and build theory of positive emotions suggests that positive emotions broaden a person’s awareness and openness. This broadening, in turn, encourages novel, exploratory and varied thoughts and actions. Over time this process builds a person’s skills and resources such as resilience, the ability to cope with negative emotions, and overall health and happiness. This dyadic exercise utilizes self-reflection and sharing to stimulate habits that spark positive emotions. 3-44 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

Instructions The primary purpose of this exercise is to encourage students to make positivity a habit. This activity has three steps. The first is self-reflection. The second step entails sharing this experience with a partner. The third step is a short debrief focusing on the benefits of recognizing and celebrating positive emotions. 1. Start the activity by having the students watch “Getting Stuck in the Negatives (and how to get unstuck,” a 10-minute TEDxUCDavis talk by Alison Ledgerwood. Ask the students if they are a “glass is half-full or half-empty person.” 2. Give the students 5 minutes to self-reflect on situations where they experienced positive emotions. Have the students record 3 to 5 positive-emotive situations on paper. 3. Put the students in pairs. Have the students take turns in describing their experiences to their partner for 5 to 10 minutes. 4. Facilitate a class discussion using the following questions:  Have the students raise their hand if they are a glass is half-full person. Ask, “How easy was it to come up with multiple instances where you experienced a positive emotion?”  Ask the students who did not raise their hand the same question. Prompt the students to realize that half-full/half-empty is an issue of framing.  How did reflecting on situations where you experienced positive emotions make you feel? Did you re-experience the moment of accomplishment, feeling proud, happy, etc.? Did you smile? 1

Fredrickson, B.L. The Role of Positive Emotions in Positive Psychology: The Broaden-and Build Theory of Positive Emotions. American Psychologist 56:3, 218-226.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

UBER CONTINUING CASE

Chapter 3: Work Environment and Ethical Responsibilities This part of the Uber continuing case focuses on Chapter 3 and discusses the company work environment and ethical responsibilities. This continuing case’s real-world application of management knowledge and skills is designed to help students develop critical-thinking ability and realize the practical power of sound managerial skills for solving problems. The case includes five multiple-choice questions and two essay-based questions. The essaybased questions can also be used in-class to spur discussion: 1. Utilize the triple bottom line to measure Uber’s performance. Make sure to incorporate examples from the case in your response. Students should identify the three measurements involved with the triple bottom line— people (social), planet (environmental) and profit (financial performance). The case specifies examples of issues Uber is facing in these areas: When it comes to people, its treatment of its employees, including drivers, seems to have been problematic. For example, a former software engineer at Uber filed suit against the company in May 2018 over alleged sexual harassment, race discrimination, and pay inequity. Moreover, Uber has engaged in scores of lawsuits to fight accusations ranging from wage theft to fundamental questions of worker classification—as in whether a driver is entitled to employee benefits such as overtime pay and reimbursement for expenses. Finally, Uber has paid ransom to hackers who have stolen information instead of reporting them to the authorities. This information may have included customer information, which points to Uber’s negligence in protecting its customers’ private data. When it comes to the planet, Uber may be making pollution worse. For example, research released in 2017–18 suggests that Uber and other ride-hailing companies may be removing people from public transportation and adding more cars to the streets, increasing traffic congestion and environmental pollution. Finally, there is profit. Students may argue that Uber’s treatment of its people and planet, from wage theft and classification of drivers, to disregarding the environment, can be attributed to its focus on profits instead of other areas of the triple bottom line. 2. Assume you are Uber’s new CEO. How can you promote ethics at the organization? Students should point to some of these four specific areas when answering this question: (1) create a strong ethical climate; (2) screen prospective employees; (3) institute ethics codes and training programs; and (4) reward ethical behavior and protect whistle-blowers. Students should provide examples to support each area they mention. 3-46 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

MANAGER’S HOT SEAT ETHICS: LET’S MAKE A FOURTH QUARTER DEAL Students may complete the “Ethics: Let’s Make a Fourth Quarter Deal” Manager’s Hot Seat exercises in Connect® for this chapter. Introduction This scenario provides a depiction of the ethical dilemmas that may arise when two legitimate organizational goals are in conflict: generating revenue and legal business practices. The manager in this situation is presented with a risky course of action that, if it worked, would have tremendous benefits for his company and department. Interpersonal communication styles and influence tactics are also demonstrated and provide a stimulus for discussion among students. Learning Objectives 1. To analyze the causes of ethical dilemmas 2. To evaluate influence techniques and communication styles 3. To apply principles of ethical decision making Scenario Description: Overview A Wall Street trading company, Smith/Blackwell, is coming to the end of their fourth quarter. BesTel Inc. has offered to invest four million dollars with Smith/Blackwell, which would not only save the department from lay-offs, but would create year-end bonuses for the manager’s team, which in recent months has been plagued by very low morale. In order to process the investment before year’s end, some procedural steps would need to be “abbreviated/skipped/ignored.” The shareholders of BesTel will not meet until mid-January and thus cannot approve the investment until then. Therefore, Gina presents a situation by which she can side-step procedure to arrive at the advantageous outcome for the department, and she wants Jason’s support. While the chairman of the board, Jack, has assured Gina that the vote will pass and that he’s talked to the key shareholders personally, the truth is, he does not have the power to make this decision without the board’s actual vote. Profile

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing



Jason Powell, Director of New Accounts, manages a team of 25 people. He has held the position for four years, but in the past two years, investments have fallen by over 50 percent departmentwide.



Gina Travers, Assets Manager. Gina has been working in the financial industry for over nine years. She has been with Smith/Blackwell for four years and was hired by Powell. To date, for the year 2002, Gina has brought in 3.5 million dollars in investments.

Discussion Questions Learning Objective #1: To analyze the causes of ethical dilemmas What is the source of this conflict, and what role has the organization played to contribute to this dilemma? The account representative is very motivated to make this deal go through because the organization has tied her bonuses and salary increases to the dollar amount of investments she brings to the company. The manager also is rewarded if his department makes sales. On the other hand, he has the responsibility to protect the company’s assets and reputation by engaging in lawful business agreements. Thus, these competing goals set up difficult ethical decisions for the manager and employees. Which of the “Concepts in Ethical Behavior” are relevant to this scenario? Why? While most would be considered in this scenario, students’ answers will vary. Certainly, professional ethics would be a driving factor in this case because there are rules and procedures to which individuals in this profession are bound. Also, organizational stakeholders should be considered because if the company engages in an unlawful deal, the reputation and ultimate longevity of the company could be at risk. On the other hand, some of the employees may lose their jobs if revenue doesn’t come in this quarter. Learning Objective #2: To evaluate influence techniques and communication styles Describe Gina’s initial approach with Jason. What influence tactic does she use initially? Was it successful? Initially, Gina relies on the common goals she and Jason share with regard to making their fourth quarter numbers to save the department from potential lay-offs. Her emotion and elation at the solution is an attempt to appeal to Jason emotionally so that he’ll gloss over the important details that may prevent the deal. Clearly, she was not successful, as he began to examine the deal more closely. How does Gina handle Jason’s hesitation to move forward on the deal? How does her reaction affect Jason?

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

Gina gets flustered and does not use a rational case to argue her point. She begins to get defensive and uses a “bulldozer” approach to influencing Jason rather than a thoughtful, rational one. This causes Jason to become even more skeptical of the deal, and he becomes increasingly reluctant. He does effectively stay calm and does not raise his voice. Learning Objective #3: To apply principles of ethical decision making Consider each of the principles to guide ethical conduct. Analyze this situation from both Gina’s and Jason’s perspectives using these principles. Which model did Gina rely on most heavily? Answers will vary. An argument could be made for any of the models. Gina’s comment about the “greater good” resembles the utilitarian model. However, the negative consequences of the action could impact even more people than those who might enjoy positive consequences. Jason might argue the moral rights position in that not allowing the shareholders to vote before the deal is done violates their rights.

Kinicki/Williams, Management, 9e: Chapter 3 The Manager's Changing Work Environment and Ethical Responsibilities: Doing the Right Thing

APPLICATION-BASED ACTIVITY

MANAGERIAL ETHICS: A HAZARDOUS DEBATE I. Introduction As part of their manufacturing process, the Total Paper Company uses a chemical which is safe for the environment. However, their management team is proposing a switch to a new chemical in order to maximize shareholder value. This new chemical would save the organization a lot of money, but it may be harmful for the environment. As the plant manager, students will decide whether or not to make the switch to this new chemical. II. Learning Objective 1. Evaluate an ethical dilemma utilizing the ethical decision-making tree. III. Scoring Dimensions The following theoretical concepts from the chapter are covered and scored in the simulation: Theoretical Concepts

Percentage of Simulation

Legal

34%

Maximize Shareholder Value

33%

Ethics

33%

IV. Follow-up Activity Students can be assembled into groups of 4 to 5 in order to create a Total Paper Company Code of Ethics document that will contain its approach to ethical dilemmas and its values. A good step-by-step process for creating a code of ethics is available at https://www.wikihow.com/Develop-a-Code-of-Ethics. The length of the code of ethics can be determined by the amount of time instructor has available. It is recommended that the document be no shorter than half a page.

Fredrickson, B.L. The Role of Positive Emotions in Positive Psychology: The Broaden-and Build Theory of Positive Emotions. American Psychologist 56:3, 218-226.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

Chapter 4 Global Management Managing across Borders CHAPTER CONTENTS Teaching Resource Manual: A Guide to Implementation Career Readiness-Based Personal Development Plan

ii viii

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

Assignment Completion. Shows the total percentage of all learners in the class that have completed the assignments at this point in time.

Correct with high confidence Incorrect with high confidence Correct with low confidence Incorrect with low confidence Correct with medium confidence 4-iii

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders



Incorrect with medium confidence

assign as many assignments as appropriate.



determine point values for each question/application exercise individually.



make available multiple attempts per assignment with options of accepting the highest score or averaging all the scores together.



deduct points for late submissions of assignments (percentage deduction per hour/day/week/so forth) or create hard deadlines.



show feedback on exercises/questions immediately or at your preference.



provide for study-attempts to allow for completion of the assignment after the due date without assigning a point value.

Some recommendations include: 

Before selecting the option for one attempt only, select unlimited or multiple attempts on the first few assignments to allow students a chance to learn and navigate the system.



So When Do I Assign Each Type of Teaching Resource? Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and testing to actually adapting your teaching to student needs? By utilizing the teaching resources 4-iv Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

outlined below during the three touch points, you can significantly impact students’ learning and create a learning environment that is more engaging, involving, and rewarding. In other words, you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating the greatest impact and assisting students develop higher-order thinking skills. The following recommendations pertain to these mentioned touch points, with an additional matrix that follows. Before Class The learning goals we have for students determines our assignments before, during and after class. For example, you may want to focus on mastering content, applying content, or using content to solve problems. Alternatively, you may want to achieve all three goals. Connect® offers a host of additional pre-class assignments to choose from if your goal is mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action boxes, Management in Action Cases, Legal/Ethical Challenge Cases, Uber Continuing Case, and Manager’s Hot Seat Videos. Case Analyses, Click and Drag Exercises, and Video Cases are optimal exercises to be utilized prior to class, as they provide students the opportunity to practice and apply key course concepts. A reading assignment—typically a chapter from the product in use—is a student’s initial exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior to class or an online lecture allows you to gauge their comprehension of the material. Having a better sense before class of which concepts your students are “getting” and which ones they are not, allows you to more effectively and efficiently plan your time with them during class. To ascertain student competency, use the reporting function of SmartBook 2.0, where you can view general results of their performance. Additionally, Connect® exercises, such as Click and Drag Exercises, Video Cases, and Case Analyses offer students a second exposure to important sections of the chapter after their completion of a SmartBook 2.0 assignment. Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for students to understand. These animated videos were developed to further unpack in brief, yet effective, fashion the course topics that most commonly challenge students. Each animated video is accompanied by auto-graded multiple-choice questions that can be assigned to confirm student comprehension. If your learning objectives include fostering application and integrating the concepts discussed with real world practice, then Management in Action or legal/ethical challenge cases contained in the textbook can be assigned so students can think critically and practice applying what they 4-v Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

learned in the readings to actual cases. The Management in Action cases are now all “problemfocused.” In other words, the cases contain problems that students can practice solving. These cases also contain multiple-choice questions that can be assigned in Connect® to gauge student comprehension. During Class The TRM offers a host of additional materials and experiential activities you can use to bring chapter content to life. If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities and lecture based on results from the general results report and the metacognitive skills report. This allows for a more tailored class period that enhances student engagement and more opportunities to resolve gaps in knowledge. We also provide links to online readings that you can use to supplement the content covered in the textbook. They are useful if you desire to provide additional material beyond that covered in the text. If your goal is to create an engaging learning environment filled with student discussion and interactions, we provide multiple resources. First, each major heading in a chapter contains suggested discussion starter questions. These open-ended questions are likely to foster student discussion and engagement. We also provide additional activities (i.e., experiential exercises) for every Example and Practical Action box. If your goal is to provide for additional application of material, the TRM breaks down the textbook Management in Action cases and Legal/Ethical Challenges by providing questions and ideal responses. Connect® also has multiple-choice questions that can be assigned for the Management in Action Cases. Finally, the TRM has a selection of group exercises that allows instructors to focus on team learning methods. If your goal is to jointly engage your students while applying content from the text, you can select a Self-Assessment follow-up activity (all follow-up activities are found in the TRM). These assets are especially useful if you are “flipping” your classroom, wherein the class session is used for application and analysis of key concepts rather than lecture. The Suggested Resources across Teaching Touch Points Matrix provides a quick reference for activities that can be utilized during class. After Class After the face-to-face class session, or online lecture, you can assign Connect® exercises as homework to further reinforce the material covered in the textbook and lecture. You may also want to assign an iSeeIt! Animated Video if you notice that students are struggling with a particular topic, even after class. Students can also be assigned the continuing case for each chapter, which includes assignable multiple-choice and essay-based questions. To further gauge 4-vi Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus more on defining and explaining material, and the test banks include application and analysis. Moreover, the test banks now include more higher-level Bloom’s questions. Finally, if you are looking to have students think critically to solve real-world problems, then you may want to utilize an Application-Based Activity after class. Application-Based Activities are mini-simulations that allow students to make decisions and see their impact immediately. There are both theory-based questions that have right and wrong answers, and there are also branching questions that allow students to make ideal, sub-ideal, and incorrect decisions based on the theory they’ve learned. A student’s particular path in the activity will depend on the decisions made on the branching questions. Application-Based Activities should be utilized after a student has had at least one pass at the chapter content as they do not introduce new material. Rather, they encourage students to apply, analyze, and evaluate material they already understand. A Special Focus on Career Readiness The ninth edition has a new strategic focus on career readiness. The authors’ goal is to provide you the information and teaching resources needed to develop students’ career readiness competencies desired by employers. The authors provide you the following information and resources:     

Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises

CAREER READINESS

iSeeIt! Animated Videos Self-Assessments CAREER READINESS

Case Analyses Video Cases Example and Practical Action BoxesM Group Exercises/Career Group ExercisesM TRM Discussion Starters

CAREER READINESS

TRM Follow-up activities for Case Analyses, Video Cases, Self-Assessments, and Example/Practical Action BoxesM Quizzes/Tests Uber Continuing Case

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders Management in Action CaseM Legal/Ethical Challenge CaseM Manager’s Hot Seat Videos CAREER READINESS

Application-Based Activities Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading. Please note that some resources will require a paid subscription.

CAREER READINESS

Before Class (before Wednesday) 



Assign Chapter 4 in SmartBook, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling with the most, as can be seen in the reporting function of SmartBook by going to “Reporting” then clicking the “LearnSmart” tab. A Click and Drag exercise, such as one on “Cross-cultural competency,” can be assigned. This can also be due on Wednesday so that students are able to practice prior to class, and you can also review results prior to lecturing. This Click and Drag exercise supports career readiness competencies. A Connect® case analysis, such as “Costco Plans to Grow Its International Markets,” can also be included so that students can learn about applying the concepts from the reading to a real-life scenario; therefore, further engaging them prior to the class session. If desired, you can then introduce a follow-up activity, found in the Teaching Resource Manual during class on Wednesday. An iSeeIt! Animated Video can also be assigned to reinforce content covered in the reading. For chapter 4, the relevant video is on “Global Expansion” and includes four auto-graded, multiple-choice questions that can be assigned. 4-x

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

During Class (on Wednesday) 

 



You can deliver a short, yet effective, lecture and focus on areas that students are really struggling with. This can be done by reviewing the reporting from SmartBook and any assigned Connect® exercises, such as the recommended click and drag and case analysis. If students are struggling with a particular learning objective, you can then tailor the lecture and/or class activities to address those challenging concepts. If you are flipping the class and utilizing the in-person session for activities, you can utilize the follow-up activities from previously assigned Connect® exercises in the TRM. You can assign a career skill-based self-assessment earlier in the week, for example on CAREER “Assessing Your Standing on the GLOBE Dimensions,” and have students complete a READINESS follow-up activity during the class session based on the self-assessment results. Remember, follow-up activities for each self-assessment can be found in the TRM. Manager’s Hot Seat videos can be utilized to open up class discussion. Many of these Hot Seats cover frequent, yet controversial topics, and they ask students to describe what their decision-making process would be in those situations. Often, students will recommend conflicting approaches to solving the issues in the videos; therefore, there is more class engagement. For chapter 4, one recommended Manager’s Hot Seat is “Cultural Dimensions—Let’s Break a Deal.” If time allows, and you would like to dive into real situations, you can discuss an Example Box from the text titled, “E-Commerce: Alibaba” There is an additional inclass activity in the TRM related to the Example Box.

After Class (after Wednesday)  

If you are teaching a completely online course asynchronously, then the in-person class above can be substituted for a recorded online lecture that is customized based on SmartBook reporting. Students can be instructed to complete pre-class activities prior to watching the lecture, and postclass activities after the online lecture. A gap can be included between pre-class activities and the recording of the lecture so that reporting can be reviewed. This example is simply a week out of many that will provide for rigorous learning and student impact! You can utilize this format when creating a syllabus and extrapolate the rest of the weeks.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

LEARNING OBJECTIVES

4.1

Identify three influential effects of globalization.

4.2

Describe the characteristics of a successful international manager.

4.3

Outline the ways in which companies can expand internationally.

4.4

Discuss barriers to free trade and ways companies try to overcome them.

4.5

Explain the value to managers of understanding cultural differences.

4.6

Describe how to develop your cross-cultural competency.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

TEACHING RESOURCES

Section

Title

Resource Type

4.1: Globalization: The Collapse of Time and Distance Reports of Globalization’s Death Are Greatly Exaggerated

ONLINE ARTICLE

with Supplemental Activity E-Commerce Alibaba

Textbook Example

with Supplemental Activity 4.2: You and International Management In What Ways Does an Ethnocentric Approach Affect HR?

ONLINE ARTICLE

with Supplemental Activity Managing Your Career: Getting the Edge in the Market

Textbook Example

with Supplemental Activity The Successful International Manager

Connect® Click and Drag

Assessing Your Consumer Ethnocentrism

Self-Assessment

Self-Assessment Activity 4.3: Why and How Companies Expand Internationally

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

Tech Investments Help American Eagle Outfitters Spread Its ‘Optimistic’ Brand Worldwide

ONLINE ARTICLE

with Supplemental Activity The Real Reason Manufacturing Jobs are Disappearing

ONLINE VIDEOS

Why Some Manufacturers are returning jobs to the US with Supplemental Activity Five Ways of Expanding Internationally

Connect® Click and Drag

4.4: The World of Free Trade: Regional Economic Cooperation and Competition FTAs: U.S. Exporting Help

ONLINE VIDEO

with Supplemental Activity (3 minutes) Brexit: All You Need to Know About the UK Leaving the EU What the Dollar’s Strength Means for Expats

ONLINE ARTICLE

with Supplemental Activity How to Calculate an Exchange Rate

ONLINE VIDEO

with Supplemental Activity

(2 minutes)

Barriers to International Trade

Connect® Click and Drag

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

4.5: The Importance of Understanding Cultural Differences When applying for jobs, how do I sell my cultural differences in a positive way?

ONLINE ARTICLE

with Supplemental Activity Assessing Your Standing on the GLOBE Dimensions Self-Assessment Activity Dimensions of Culture—The GLOBE Project Country Guides to Culture, Customs and Etiquette

Self-Assessment CAREER READINESS

Connect® Click and Drag ONLINE VIDEO

with Supplemental Activity Costco Plans to Grow Its International Markets

Connect® Case Analysis

Interpersonal Space

Connect® Click and Drag

Assessing Your Global Manager Potential

Self-Assessment CAREER READINESS

Self-Assessment Activity When in Rome, Do as the Romans Do!

Group Exercise

Demand for Chinese Coffee

Connect® Video Case

CAN BE USED ONLINE

4.6: Career Corner: Managing Your Career Readiness 4-4 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

Cross-cultural competence in action: the power of building bridges Enhance Your Cross-Cultural Competency

ONLINE VIDEO

(16 minutes) Connect® Click and Drag CAREER READINESS

KSAOs in Cross Border Meetings

Career Corner Group Exercise CAREER READINESS

Comprehensive Materials The Growth and Stall of Didi Chuxing

Textbook Management in Action

Should Qatar Be Hosting the 2022 World Cup?

Textbook Legal/Ethical Challenge

Uber Case: Globalization

Uber Continuing Case

Cultural Differences: Let’s Break a Deal

Manager’s Hot Seat Video

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

OVERVIEW OF THE CHAPTER

4.1 Globalization: The Collapse of Time and Distance Globalization is the trend of the world economy toward becoming a more interdependent system. Globalization is reflected in three developments: 1) the rise of the global village and e-commerce, 2) the trend of the world becoming one big market, and 3) the rise of both megafirms and Internet-enabled minifirms worldwide. The global economy refers to the increasing tendency of the economies of the world to interact with one another as one market instead of many national markets.

4.2 You and International Management Studying international management prepares you to work with foreign customers or suppliers, for a foreign firm in the United States, or for a U.S. firm overseas. Such firms may be multinational corporations, which are business firms with operations in several countries. The firms may also be multinational organizations, which are nonprofit organizations with operations in several countries. Successful international managers aren’t ethnocentric or polycentric but geocentric.

4.3 Why and How Companies Expand Internationally Multinational companies expand internationally to explore new markets, secure low labor costs, and for other advantages. Five ways companies expand internationally are 1) global outsourcing; 2) importing, exporting, and countertrading; 3) licensing and franchising; 4) joint ventures; and 5) wholly-owned subsidiaries.

4.4 The World of Free Trade: Regional Economic Cooperation and Competition Barriers to free trade include tariffs, import quotas, and embargoes. Organizations promoting international trade are the World Trade Organization, the World Bank, and the International Monetary Fund. Major trading blocs are North American Free Trade Agreement (NAFTA) and the European Union (EU). The Trans-Pacific Partnership (TPP) is a trade agreement that has recently been negotiated by 11 Pacific Rim countries. The BRICS countries of Brazil, Russia, India, China, and South Africa are increasingly important in the global economy.

4.5 The Value of Understanding Cultural Differences

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

Managers trying to understand other cultures need to understand the importance of national culture, cultural dimensions, and basic cultural perceptions. These are embodied in language, interpersonal space, communication, time orientation, religion, and law and political stability. Being able to apply Hofstede’s cultural dimensions and the dimensions of Project GLOBE can give managers a strategic competitive advantage in understanding cultural differences. Expatriates, people living or working in a foreign country, often fail on foreign assignments.

4.6 Career Corner: Managing Your Career Readiness The most important career readiness competency link with this chapter is the knowledge factor, cross-cultural competency. The remaining two are the other characteristics, personal adaptability and self-awareness. In order enhance the career readiness knowledge of cross-cultural competency it is recommended to 1) listen and observe; 2) become aware of the context; and 3) choose something basic.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

CLASSROOM OUTLINE

Manage U: Working Successfully Abroad: Developing Cultural Awareness Students can develop cultural awareness, a career readiness competency, when traveling abroad for pleasure or work. Cultural awareness can help ensure that international experience enhances a student’s career success. First, one should do research before even arriving in a foreign country. Second, a positive, can-do attitude should be maintained in the new country. Third, one should understand the appropriate behavior (interpersonal communication and interaction). Fourth, packing wisely is important as attire may differ in a foreign nation. Finally, one should be prepared with valid documentation, such as a passport, visa, etc. Possible Topics for Discussion: ● How would you manage your own attitudes and keep learning if your job overseas was not everything you thought it would be? Keeping a positive attitude, as discussed above, is very important. Students need to learn to be flexible in a foreign country and to understand that everything will not be as scripted as they expected. It is all a learning experience, in the end. ● Evaluate the extent to which you agree with this statement: English is considered the language of international business, and therefore I don’t really need to learn any of the local language prior to traveling internationally. Students should know some of the basics of the local language prior to traveling internationally. They will not have to be well-versed, but it is important to learn some of the language, especially for safety reasons. Moreover, learning some of the basics in a local language shows respect for the locals one will be dealing with. Also, simply thinking that English is the best language is a sign of ethnocentrism.

4.1 Globalization: The Collapse of Time & Distance POWERPOINT SLIDES: #3 Competition and Globalization: Who Will Be No. 1 Tomorrow? #4 The Rise of the “Global Village” #5 The Rise of Electronic Commerce #6 and 7 One Big World: The Global Economy 4-8 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

Section 4.1 describes globalization, which is the trend of the world economy moving more toward an interdependent system. Globalization is reflected in the rise of the “global village” and e-commerce, the world becoming one big market, and the rise of both megafirms and minifirms. One way that you could begin your coverage of these topics is to have students read the Fortune article, “Reports of Globalization’s Death Are Greatly Exaggerated.” The article describes how globalization has slowed because of the global financial crisis, but is still growing. Large multinational firms still account for around 90 percent of trade in the United States as well. As a follow-up activity, you could have students create global business plans for a fictitious company, in small groups. Global business plans differ from other business plans by serving as a company’s communications vehicle for its global operations. The components of a global business plan can be found in this article by Chron: What Are the Components of a Global Business Plan?. It would be a good idea to have students do a short version of a global business plan (i.e. one-page), and base it on an organization/industry of their choosing. If time allows, students can share their plans with the class. Topics and Tips for Discussion: ● Discuss the factors that have contributed to the trend of globalization. Students should discuss factors such as the internet, air travel, and data analysis as factors contributing to the trend of globalization. ● Describe ways that a minifirm might be able to create a competitive advantage over larger firms. Students should describe how small companies, or minifirms, can get started more easily and can maneuver faster, though they may not have all the financial and human capital resources of large, multinational companies. Section 4.1 Key Concepts: The Rise of the “Global Village” and Electronic Commerce ● Globalization is the trend of the world economy toward becoming a more interdependent system. ● The global village refers to the “shrinking” of time and space, as air travel and electronic media have made it easier for people of the globe to communicate with each other. ● One big factor driving globalization is the Internet, a worldwide computer-linked “network of networks.” ● The World Wide Web led to e-commerce or electronic commerce, which is the buying and selling of products and services through computer networks. 4-9 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

Interactive Classroom Material: EXAMPLE: E-Commerce: Alibaba If asked, most Americans would point to Amazon.com as the largest online retail outlet. They would be wrong. Alibaba, founded by Jack Ma in 1999 in China, is actually larger than Amazon and eBay combined. This example describes some of the products and services provided by Alibaba. Click for follow-up activity.

One Big World Market: The Global Economy ● The demise of communism, the opening of economies to foreign trade by Asian countries, and deregulation of economies have created a global economy. ● The global economy is the increasing tendency of the economies of the world to interact with one another as one market instead of many national markets. ● Positives of a global economy are that there is now a worldwide market for companies and consumers who have access to products of different countries. ● The global economy can also contribute to job creation through foreign direct investment in the United States. ● A key negative of the global economy is that well-paying American jobs have been moved offshore as companies seek cheaper labor costs. Cross-Border Business: The Rise of Megamergers and Minifirms Worldwide ● The global market has fueled the growth of two opposite kinds of businesses: megamergers and minifirms. ● Megamergers occur when huge companies merge into even larger companies. ● The presence of a few dominant companies as the result of megamergers might make it harder for entrepreneurs to start new businesses in that industry. ● Minifirms can achieve competitive advantage and operate worldwide because even small companies can go global easily, and small businesses can maneuver faster than large companies.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

4.2 You and International Management POWERPOINT SLIDES: #9 International Management #10 Why Learn About International Management? #11 Learning to be a Success Abroad #12 & 13 The Successful International Manager Section 4.2 describes how studying international management prepares you to work with foreign customers or suppliers, or to work for a foreign firm in the United States or abroad. Successful international managers aren’t ethnocentric or polycentric but geocentric. One way that you could begin your coverage of these topics is to have the students read the Houston Chronicle online article “In What Ways Does an Ethnocentric Approach Affect HR?” The article effectively describes the ethnocentric, polycentric, and geocentric mindsets. For a supplemental activity, you could have the students discuss how having an ethnocentric mindset when expanding internationally can negatively impact a firm’s human resource management practices. Topics and Tips for Discussion: 1. Discuss the reasons why you should become more savvy about international management, even if you never want to work internationally. Students responses will vary. One reason that they may mention is that they may be working with individuals from overseas in their jobs domestically. 2. If you have studied abroad or traveled abroad, discuss the aspects to which you had the most difficult time adjusting. If you have yet to venture internationally, discuss why working internationally might be more difficult than you anticipate. Student responses will vary. 3. Discuss actions steps that you could take to foster a global mindset. Student responses will vary. One of the action steps is to learn more about other countries’ cultures. Another may be to try and travel abroad more often, if possible. Section 4.2 Key Concepts: Working Overseas 4-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

● Working overseas can be an advantage to your career. ● Foreign experience demonstrates independence, resourcefulness, entrepreneurship. ● You can develop a global mindset, which combines (1) an openness to and awareness of diversity across cultures and markets with (2) a propensity and ability to see common patterns across countries and markets. Interactive Classroom Material: EXAMPLE: Managing Your Career: Getting the Edge in the Global Job Market This Example points out that 70 percent of Millennials want to travel—that is why they work to begin with! Therefore, seeking jobs overseas could fulfill both these desires. However, what should they do to increase their chances of landing an overseas job? Click for follow-up activity. Why Learn About International Management? ● International management is management that oversees the conduct of operations in or with organizations in foreign countries. ● A multinational corporation, or multinational enterprise, is a business firm with operations in several countries. ● A multinational organization is a nonprofit organization with operations in several countries. ● Even if you never travel outside North America, the world will assuredly come to you. o You may deal with foreign customers or partners. o You may deal with foreign employees or suppliers. o You may work for a foreign firm in the United States. o You may work for an American firm outside the United States or for a foreign one.

Connect® Exercise CLICK AND DRAG: The Successful International Manager Summary of Activity: As a new manager, there are a number of reasons students should learn about international management. In this two-part click and drag exercise, students will first match the various 4-12 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

attitudes held by international managers into the correct place in a provided timeline. Then, students will review fictitious behaviors by managers, and correctly categorize them.

Ethnocentric Managers—“We Know Best” ● Ethnocentric managers believe that their native country, culture, language, and behavior are superior to all others. ● These managers believe that they can export the practices of their home countries to anywhere in the world. ● Often the ethnocentric viewpoint is less attributable to prejudice than it is to ignorance. ● Ethnocentrism might also be called parochialism—that is, a narrow view in which people see things solely through their own perspective.

SELF-ASSESSMENT 4.1 Assessing Your Consumer Ethnocentrism This 9-question self-assessment measures students’ consumer ethnocentrism. Questions on foreign-made products, trade, and taxation are presented. Click for Self-Assessment activity.

Polycentric Managers—“They Know Best” ● Polycentric managers believe that native managers in the foreign offices best understand native personnel and practices, so the home office should leave them alone. ● The attitude of polycentric managers is nearly the opposite of that of ethnocentric managers. Geocentric Managers—“What’s Best Is What’s Effective, Regardless of Origin” ● Geocentric managers accept that there are differences and similarities between home and foreign personnel and practices. ● They believe they should use whatever techniques are most effective. ● This view takes more work than being an ethno- or polycentric manager, but the payoff can be far greater. 4-13 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

4.3 Why & How Companies Expand Internationally POWERPOINT SLIDES: #15 Why Companies Expand Internationally #16 Five Ways of Expanding Internationally #17 Top 10 Exporting Countries, 1999 and 2016 #18, 19, 20, 21 How Companies Expand Internationally Section 4.3 discusses why and how companies expand abroad. Multinationals expand to take advantage of availability of supplies, new markets, lower labor costs, access to finance capital, or to avoid tariffs and import quotas. Five ways companies expand internationally are: 1) global outsourcing; 2) importing, exporting, and countertrading; 3) licensing and franchising; 4) joint ventures; and 5) wholly-owned subsidiaries. One way that you could begin your coverage of these topics is to have students read the Forbes article, Tech Investments Help American Eagle Outfitters Spread Its ‘Optimistic’ Brand Worldwide. The article discusses American Eagle’s global expansion through wholly owned stores in Canada, Mexico, China, and Hong Kong. The company also operates through licensees in another 25 countries. For a supplemental activity, you could have students discuss the challenges associated with American Eagle’s expansion to so many countries (e.g. HR, legal, tax, etc.). Topics and Tips for Discussion: 1. Describe the advantages and disadvantages of each of the five ways of expanding internationally described in the chapter. Student responses will vary, but they should include: 1) global outsourcing; 2) importing, exporting, and countertrading; 3) licensing and franchising; 4) joint ventures; and 5) wholly-owned subsidiaries. 2. How might the opportunities and challenges of globalization be different for megafirms versus minifirms? Student responses will vary. One difference between megafirms and minifirms is that minifirms may not be able to involve themselves in all the different ways of expanding internationally. For example, they usually cannot license and franchise because they don’t have a big enough brand. Section 4.3 Key Concepts: 4-14 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

Why Companies Expand Internationally ● Companies may have to go where their basic supplies or raw materials are located. ● Companies can reach new markets and can make money overseas when demand for their products decreases at home. ● Firms might be able to lower their labor costs, for example through using maquiladoras, manufacturing plants allowed to operate in Mexico with special privileges in return for employing Mexican citizens, thus providing less expensive labor. ● Companies may be able to access needed finance capital. ● Tariffs or import quotas can be avoided by establishing subsidiaries in foreign locations. How Companies Expand Internationally ● Most companies enter into international business in one of five ways. ● Figure 4.1 shows the entry modes ranging from the lowest risk and investment to the highest risk and investment. ● Global Outsourcing o Outsourcing is defined as using suppliers outside the company to provide goods and services. o Global outsourcing or offshoring is defined as using suppliers outside the United States to provide labor, goods, or services. o There are several reasons for global outsourcing including availability of resources, special expertise, or cheaper labor. o As a result of the complexities of outsourcing, some U.S. companies are engaging in reshoring, or moving production back home. ● Importing, Exporting, and Countertrading o When importing, a company buys goods outside the country and resells them domestically. o When exporting, a company produces goods domestically and sells them outside the country. o Countries can also resort to countertrading—bartering goods for goods—if they lack currency to pay for the goods.

Interactive Classroom Material: EXAMPLE: Global Outsourcing: Which Jobs Have Fallen Victim? 4-15 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

This Example begins by discussing the large number of jobs that have been offshored and how this worries workers. It then moves to a quick list of the types of jobs least likely to be offshored: those requiring face-to-face and physical contact, those requiring exceptionally high skilled workers, and those requiring the recognition of complex patterns. There is also a short discussion of the types of service jobs that have recently been offshored. The example ends with the cheery note that those with more education are the least likely to lose their jobs to offshoring when the economy shifts downward. Click for follow-up activity. ● Licensing and Franchising o In licensing, a company allows a foreign company to pay a fee to make or distribute the first company’s product or service. o The licensor can make money without investing large sums to conduct business directly in a foreign company. o The local firm, the licensee, knows the local market better than the U.S. company would. o Franchising is a form of licensing in which a company allows a foreign company to pay it a fee and a share of the profit in return for using the first company’s brand name and a package of materials and services. ● Joint Ventures o A U.S. firm may form a joint venture, also known as a strategic alliance, with a foreign company to share the risks and rewards of starting a new enterprise together in a foreign country. o Laws in some countries forbid foreigners from ownership; a joint venture is the only option to enter that market. ● Wholly-Owned Subsidiaries o A wholly-owned subsidiary is a foreign subsidiary that is totally owned and controlled by an organization. o A greenfield venture is a foreign subsidiary that the owning organization has built from scratch.

Connect® Exercise CLICK AND DRAG: Five Ways of Expanding Internationally Summary of Activity: 4-16 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

There are five basic ways companies can expand internationally. In this click and drag exercise, students will match descriptions of international expansion methods with their correct methods.

4.4 The World of Free Trade: Regional Economic Cooperation and Competition POWERPOINT SLIDES: #23 The World of Free Trade #24 Barriers to International Trade #25, 26, 27 Organizations Promoting International Trade #28 Major Trading Blocs #29 The Trans-Pacific Partnership #30 Most Favored Nation Trading Status #31 Exchange Rates #32 The BRICS Countries Section 4.4 discusses barriers to free trade, which include tariffs, import quotas, and embargoes. Organizations promoting international trade are the World Trade Organization, the World Bank, and the International Monetary Fund. Major trading blocs include NAFTA and the European Union. Trans-Pacific Partnership (TPP) is a trade agreement among 12 Pacific Rim countries that will need to be ratified by its member nations before being implemented. The BRICS countries of Brazil, Russia, India, China, and South Africa are increasingly important in the global economy because they make up 40 percent of the world’s population and represent about 20 percent of the world’s economic activity. One way that you could begin your coverage of these topics is to have students watch a United States Department of Commerce video on Free Trade Agreements: FTAs: U.S. Exporting Help. As a follow-up activity, you may want to have students research a couple of free trade agreements (e.g. NAFTA, EU, etc.) and brainstorm examples of five to six products that may particularly benefit from specific free trade agreements. Groups can share with the class. Topics and Tips for Discussion: 1. The United States has imposed tariffs on solar panels imported from China. Discuss the advantages and disadvantages of using these tariffs to respond to the competitive threat from China. Advantages include the fact that individuals in the United States may purchase solar panels from U.S. manufacturers instead. Disadvantages include potentially higher prices 4-17 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

for American consumers, and the possibility that China will retaliate with tariffs on some American goods as well. 2. The United States is often accused by other nations of using trade as a political weapon, by imposing trade sanctions on countries whose political policies we don’t like (e.g., Cuba embargo). Discuss the advantages and disadvantages of using embargoes, and evaluate the extent to which you think they are an appropriate use of trade policy. Student responses will vary. Some may believe that sanctions are beneficial because they represent a nonviolent way to influence nations we do not agree with. Others may believe sanctions hurt the citizens of a nation, and not the government itself. Section 4.4 Key Concepts: Barriers to International Trade ● Free trade is the movement of goods and services among nations without political or economic obstruction. ● Countries often use trade protection—the use of government regulations to limit the import of goods and services—to protect their domestic industries against foreign competition. ● Tariffs o A tariff is a trade barrier in the form of a customs duty or tax levied mainly on imports. o A revenue tariff is designed simply to raise money for the government. o A protective tariff raises the price of imported goods to make the prices of domestic products more competitive. ● Import Quotas o An import quota is a trade barrier in the form of a limit on the amount of a product that can be imported. o The intent of an import quota is to protect domestic industry by restricting the availability of foreign products. o Quotas are designed to prevent dumping, the practice of a foreign company’s exporting products abroad at a lower price than the price in the home market (or even below the costs of production) in order to drive down the price of the domestic product. ● Embargos and Sanctions

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

o An embargo is a complete ban or prohibition of trade of one country with another. o A sanction is the trade prohibition on certain types of products, services, or technology to another country for specific reasons. o Sanctions may be considered “partial embargoes,” since they restrict trade in certain areas. Organizations Promoting International Trade ● After World War II, the advanced nations of the world began to realize that if all countries could freely exchange the products that each could produce most efficiently, this would lead to lower prices all around. ● Nations began to focus on the removal of barriers to free trade. ● Three principal organizations designed to facilitate international trade were formed. ● World Trade Organization o World Trade Organization (WTO) is a 164-member organization designed to monitor and enforce trade agreements. o The agreements are based on the General Agreement on Tariffs and Trade (GATT), an international accord first signed in 1947, which helped to reduce worldwide tariffs. o Out of GATT came a series of “rounds” that resulted in the lowering of barriers. o The last round of negotiations, the Doha Round, was effectively ended without agreement. o WTO succeeded GATT as the world forum for trade negotiations and has the formal legal structure for deciding trade disputes. ● World Bank o The World Bank is a 189-member organization whose purpose is to provide lowinterest loans to developing nations for improving transportation, education, health, and telecommunications. o The World Bank was founded after World War II to help European countries rebuild. o Critics believe it finances projects that damage the ecosystem and supports countries that permit low-paying sweatshops or that suppress religious freedom. ● International Monetary Fund (IMF) o The International Monetary Fund (IMF) is designed to assist in smoothing the flow of money between nations. 4-19 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

o The 189-member IMF is a last-resort lender, making short-term loans to countries suffering from unfavorable balance of payments. o It has become more high profile in recent times because of its role in trying to shore up weaker European economies such as Greece, Portugal, and Ireland. o The IMF was overhauled in late 2015 to increase its capital and give countries such as China and India a greater say in the organization. Major Trading Blocs ● A trading bloc, also known as an economic community, is a group of nations within a geographical region that have removed trade barriers with one another. ● Two major trading blocs are the NAFTA nations and the European Union. ● Four other trading blocs, APEC, ASEAN, Mercosur, and CAFTA, are described in Table 4.5. ● North American Free Trade Agreement (NAFTA) o The North American Free Trade Agreement (NAFTA) is a trading bloc consisting of the United States, Canada, and Mexico. o The agreement was formed in 1994, and it is supposed to eliminate 99 percent of the tariffs and quotas among these countries, allowing for freer flow of goods, services, and capital in North America. o Opponents argue that NAFTA is a job killer for Americans and has spurred huge trade deficits. o Supporters insist NAFTA will result in more jobs and a higher standard of living among the partners. o The terms of the agreement are now the subject of ongoing negotiations among the three member countries that may last until 2019. ● European Union (EU) o The European Union (EU) is a trading bloc consisting of 28 countries in Europe. o Nearly all internal trade barriers have been eliminated, including movement of labor between countries. o Many national currencies have been replaced with the EU currency, the euro. o In 2016, the United Kingdom narrowly decided to remove itself from the EU, a process that will likely take several years to complete.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

EXAMPLE: What Will Brexit Mean for Britain and the EU? This Example presents the problems Great Britain faces with its exit from the EU in 2019. It focuses, in particular, on the banking industry as London has been the hub of the EU banking world. Banks are fleeing London for Frankfurt and Paris. Students are asked to consider the implications of a hard vs a soft “Brexit.” Further, they are asked to examine the advantages and disadvantages of common markets. Click for follow-up activity. ● The Trans-Pacific Partnership o The Trans-Pacific Partnership (TPP) is a trade agreement among 11 Pacific Rim countries signed on February 4, 2016. o The United States, originally a party to the agreement, withdrew from the pact under the Trump administration. Most Favored Nation Trading Status ● With most favored nation trading status, a country grants other countries favorable trading treatment such as the reduction of import duties. ● The purpose is to promote stronger and more stable ties between the countries. Exchange Rates ● The exchange rate is the rate at which the currency of one country can be exchanged for the currency of another. ● Because of changing economic conditions, the values of currencies fluctuate in relation to each other. Interactive Classroom Material: EXAMPLE: An American in London Dealing with Currency Exchange—How Much Are Those Jeans, Really? It is important to understand how exchange rates work and the actual value of your U.S. dollars. When an exchange rate is not in your favor, you will be paying a lot more when visiting the nation with the stronger currency. For example, someone from Chicago visiting London paid a lot more for a hotel in 2014 than a Londoner visiting Chicago paid. If you compare exchange rates across several years, you can see how the comparative standard of living changed over time. Click for follow-up activity. The BRICS Countries: Important International Competitors 4-21 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

● The term BRICS stands for the five major emerging economies of Brazil, Russia, India, China, and South Africa. ● The BRICS are important because they make up 40 percent of the world’s population, represent about 20 percent of the world’s economic activity, and have established their own $100 billion reserve fund to rival the International Monetary Fund. ● China o For many years, China sustained double-digit growth, benefiting from its manufacturing expertise, low income levels, huge labor market, and a willingness to embrace Western investment. o For outsiders, doing business in the “middle kingdom,” as China has been called, can be difficult. o Recently, operating in China has become even harder, as economic growth has slowed, and China’s cheap labor pool is shrinking. ● India o India’s advantages are its large English-speaking population, its technological and scientific expertise, and its reputation in services. o India’s working-age population is not expected to peak until about 2050. ● Brazil o Brazil experienced a decade of economic and social progress from 2003 to 2013. o In 2016, the country suffered a recession, the worst economic slump in 25 years, brought about by worldwide declines in commodity prices, a domestic political crisis, and rising inflation.

4.5 The Importance of Understanding Cultural Differences Connect® Exercise CLICK AND DRAG: Barriers to International Trade Summary of Activity: In this Click and Drag exercise, students will match the barriers to international trade with their correct examples. POWERPOINT SLIDES: 4-22 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

#33 Understanding Cultural Differences #34 Understanding Cultural Dimensions #35, 36 Cultural Dimensions: The GLOBE Project #37 Other Cultural Variations #38 U.S. Managers on Foreign Assignments Section 4.5 describes the importance of national culture and cultural dimensions. Hofstede’s four cultural dimensions and the nine dimensions of Project GLOBE are useful frameworks for understanding cultural differences. Basic cultural perceptions are embodied in language, interpersonal space, communication, time orientation, religion, and law and political stability. Expatriates, people living or working in a foreign country, often fail on foreign assignments. One way that you could begin your coverage of these topics is to have the students read the Financial Times article “When applying for jobs, how do I sell my cultural differences in a positive way?.” The article discusses a Pakistani national who wants to work in London, but is concerned that employers may be wary of cultural differences. For a supplemental activity, have students write a response to the article, as other readers have, but not to submit it. Rather, they should share these responses with the class. Are there some repeated themes across students? If so, instructor should guide the discussion around those themes. Topics and Tips for Discussion: 1. Describe the nine cultural dimensions of the GLOBE project, and give an example of how each dimension may impact management practices. Students should describe the following dimensions: power distance, uncertainty avoidance, institutional collectivism, in-group collectivism, gender egalitarianism, assertiveness, future orientation, performance orientation, and humane orientation. 2. How do perceptions of time differ across cultures, and what does this mean for how you will need to manage in different cultures? Student responses will vary, but need to differentiate between monochronic and polychronic time. Section 4.5 Key Concepts: The Importance of National Culture ● A nation’s culture is the shared set of beliefs, values, knowledge, and patterns of behavior common to a group of people. 4-23 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

● We begin learning our culture starting at an early age through everyday interaction with people around us. ● Visitors to another culture may experience culture shock—the feelings of discomfort and disorientation associated with being in an unfamiliar culture. ● In low-context cultures, shared meanings are primarily derived from written and spoken words. ● In high-context cultures, people rely heavily on situational cues for meaning when communicating with others, relying on nonverbal cues as to another person’s official position, status, or family connections. ● Misunderstandings often arise in international business relationships because people don’t understand the expectations of the other side. ● One way to avoid cultural collisions is to have an understanding of various cultural dimensions. Hofstede’s Model of Cultural Dimensions ● Geert Hofstede collected data from 116,000 IBM employees in 53 countries and proposed four dimensions along which national cultures can be placed. ● The dimensions are: o Individualism/collectivism: how much people prefer a loosely knit social framework in which people are expected to take care of themselves, or a tightly knit social framework in which people and organizations are expected to look after each other. o Power distance: the degree to which people accept inequality in social situations. o Uncertainty avoidance: people’s intolerance for uncertainty and risk. o Masculinity/femininity: how much people value performance-oriented traits or how much they embrace relationship-oriented traits. The GLOBE Project Cultural Dimensions ● The GLOBE project is an ongoing cross-cultural investigation of nine cultural dimensions involved in leadership and organizational processes. ● The dimensions are: o Power distance: the degree to which a society’s members expect power to be unequally shared. o Uncertainty avoidance: the extent to which a society relies on social norms and procedures to alleviate the unpredictability of future events. 4-24 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

o Institutional collectivism: the extent to which individuals are encouraged and rewarded for loyalty to the group as opposed to pursuing individual goals. o In-group collectivism: the extent to which people should take pride in being members of their family, circle of close friends, and work organization. o Gender egalitarianism: the extent to which a society should minimize gender discrimination and role inequalities. o Assertiveness: the extent to which a society expects people to be confrontational and competitive as opposed to tender and modest. o Future orientation: the extent to which a society encourages investment in the future, as by planning and saving. o Performance orientation: the extent to which society encourages and rewards its members for performance improvement and excellence. o Humane orientation: the degree to which individuals are encouraged to be altruistic, caring, kind, generous, and fair. ● The GLOBE dimensions show how cultural patterns vary. ● Knowing the cultural tendencies of foreign business partners and competitors can give you a strategic competitive advantage. Connect® Exercise CLICK AND DRAG: Dimensions of Culture—The GLOBE Project Summary of Activity: In 1993, researcher Robert House started the GLOBE Project (Global Leadership and National Behavior Effectiveness)—a cross-cultural investigation of cultural dimensions that impact leadership and other organizational processes. In this Click and Drag exercise, students will match the cultural dimension into the appropriate spot on the provided chart that corresponds with the description.

SELF-ASSESSMENT 4.2 CAREER READINESS

Assessing Your Standing on the GLOBE Dimensions This 17-question self-assessment determines students’ standing on dimensions such as collectivism, uncertainty avoidance, future orientation, power distance, and others. 4-25 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

Click for Self-Assessment activity.

Other Cultural Variations ● Language o There are more than 3,000 different languages spoken throughout the world. o Even though global business speaks English, there are nuances among cultures that can lead to misperceptions. o In communicating across cultures you have four options: ▪

Speak your own language, even though only about 18 percent of the world speaks English.

▪

Use a translator.

▪

Use a translation app that turns a smartphone into an interpreter.

▪

Learn the local language.

● Interpersonal Space o Interpersonal space measures how close or far away one should be when communicating with another person. o People of different cultures have different ideas about what is acceptable interpersonal space. o North Americans and Europeans conduct business conversations at a range of 3 to 4 feet. o In Latin American and Asian cultures, the range is about 1 foot; for Arabs, it is even closer. Connect® Exercise CLICK AND DRAG: Interpersonal Space Summary of Activity: In this Click and Drag exercise, students will match the different interpersonal space measurements with their appropriate culture. ● Communication o The key to doing business in different cultures is to remember that you don’t know what you don’t know. 4-26 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

o When working cross-culturally, you need to work on listening and being more patient and understanding of local ways of doing business. ● Time Orientation o Monochronic time is a preference for doing one thing at a time. ▪

Time is viewed as being limited, precisely segmented, and scheduledriven.

▪

This is standard American business practice—you schedule a meeting and give a visitor your undivided attention.

o Polychronic time is a preference for doing more than one thing at a time. ▪

Time is viewed as being flexible and multidimensional.

▪

This prevails in Mediterranean, Latin American, and Arab cultures.

Interactive Classroom Material: PRACTICAL ACTION: How to Run an International Meeting This Practical Action presents a number of questions for students to consider when conducting (or even attending) a meeting with cross-national participants. The five sections include knowing your audience, understanding culture norms of status and personal space, considering cultural difference surrounding the use of time, the need to adapt in many areas you would not have thought about, and a consideration of culturally different decision-making styles and the need to be aware of them. Click for follow-up activity. ● Religion o There are wide variations in work-related values for different religious affiliations. o Among Catholics, the primary work-related value was found to be consideration; for Protestants, it was employer effectiveness; and for Buddhists, it was social responsibility. o Managers should consider the impact that religious differences appear to have on the values of employee groups. ● Law and Political Stability o Firms operating abroad must deal with other countries’ laws and business practices and make calculations about political risk. 4-27 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

o Even in a developed country, a company may be victimized by political instability, such as riots or civil disorder. o Firms should be concerned about expropriation, a government’s seizure of a domestic or foreign company’s assets. o Although the United States is relatively free of corruption, bribery is an acceptable and frequent practice in other countries. o The Foreign Corrupt Practices Act makes it illegal for employees of U.S. companies to make “questionable” or “dubious” contributions to political decision makers in foreign nations. o Working conditions can be harsh, and labor abuse such as slavery occurs in some countries. Interactive Classroom Material: CASE ANALYSIS: Costco Plans to Grow Its International Markets Summary of Activity: In this case analysis students will first read about Costco’s expansion outside the United States, and then respond to questions to measure comprehension. Follow-Up Activity: Instructor should begin by asking students if they have ever utilized any of the international expansion strategies described in the activity. Second, students can be placed in one of five groups. Each group would represent one strategy for international expansion. What are the pros and cons of this particular strategy? Do you know of any organizations currently utilizing this strategy? Each group should share with the class. U.S. Managers on Foreign Assignments: Why Do They Fail? ● Expatriates are people living or working in a foreign country. ● Using expatriate managers is expensive, and many return early because of job dissatisfaction or adjustment difficulties. ● Others have poor job performance and higher turnover levels, both during the international assignment and after returning to their home country. ● Cultural adaptability, consisting of patience, flexibility, and tolerance for others’ beliefs, is the most important success factor for international assignments.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

Assessing Your Global Manager Potential This 14-question Self-Assessment helps to determine how well a student is suited for becoming a global manager. Questions on business risks and criticism are presented. Click for Self-Assessment activity.

Group Exercise: When in Rome, Do as the Romans Do! There is a group exercise available at the end of this manual that applies international management principles. Exercise Objectives: 1. To raise your awareness regarding appropriate behavior in different nations. 2. To emphasize that different nations have truly different customs. Click for follow-up activity.

Interactive Classroom Material: VIDEO CASE: Demand for Chinese Coffee Summary of Activity: In this Video Case, the increasing demand for coffee in China is profiled. Chinese Millennials are embracing coffee house culture, and Starbucks is opening a location in China every 15 hours. Students will then complete five multiple-choice questions after they’ve viewed the video. Follow-Up Activity: Instructor should divide students into small groups. Each group is tasked with discussing how Starbucks can continue to thrive in China. Groups should develop and share a list of five strategies that Starbucks is, or can be, employing. Groups can then share with the class.

4.6 Career Corner: Managing Your Career Readiness POWERPOINT SLIDES: #39 Model of Career Readiness 4-29 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

#40 Managing Your Career Readiness Section 4.6 describes career readiness. This chapter links with three of the KSAOs contained in the career readiness model. The most important is the knowledge factor, cross-cultural competency. The remaining two are the “other characteristics,” personal adaptability and selfawareness. One way that you could begin your coverage of these topics is to have the students watch the TEDx Talk by Nina Frauenfeld named Cross-cultural competence in action: the power of building bridges. This video discusses creating meaningful interactions between people across cultures by taking responsibility for one’s own behavior. For a supplemental activity, have students write down three ways they want to develop their cross-cultural competency. Students can then share with the class, and you can also incorporate the Career Group Exercise, KSAOs in Cross Borders Meetings mentioned later in the TRM, to further develop students’ skills. Topics and Tips for Discussion: 1. Why is personal adaptability important when working abroad? If you are not able to adapt to different cultures, there will be many consequences. First, the people you interact with may become frustrated with you and believe you are ethnocentric. Second, you yourself may become frustrated because you can’t “go with the flow” based on the country you are in. Students can also provide other reasons why personal adaptability is important. 2. How can you increase contextual awareness? Student responses will vary, but should include the following questions: What do you know? What don’t you know or understand? What do you need to know or understand better? How can you learn? What resources and support do you need? Section 4.6 Key Concepts: Enhancing Cross-cultural competency ● Listen and Observe ● Become Aware of the Context Context refers to the situational or environmental characteristics that influence our behavior. Increasing contextual awareness requires answering these four questions: ■ What do you know? ■ What don’t you know or understand? ■ What do you need to know or understand better? 4-30 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

■ How can you learn? What resources and support do you need? ● Choose Something Basic Connect® Exercise CLICK AND DRAG: Enhance Your Cross-Cultural Competency Summary of Activity: In this Click and Drag, students will match cross-cultural competency skills with specific scenarios.

Career Corner Group Exercise #1: KSAOs in Cross Border Meetings Learning Objective: Students will enhance their cross-cultural competency by focusing on becoming more aware of contextual differences between two countries. Click to view activity.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

MANAGEMENT IN ACTION

THE GROWTH AND STALL OF DIDI CHUXING Problem-Solving Perspective 1. What obstacles remain for Didi as it challenges Uber’s control of the ride-sharing industry? There are multiple obstacles for Didi as it expands outside China. For example, it is trying to enter an Uber-dominated Mexico without a local partner. That could prove costly and risky as it would most likely need to offer low rates. The case mentions what happened to Uber when it did something similar in China. It lost billions of dollars subsidizing drivers to keep its prices low, and in the end it still had to bow out. Application of Chapter Content 1. Didi’s CEO Cheng Wei stated that globalization is a top strategic priority for the organization. Explain how Didi is utilizing major developments in globalization to its advantage. Didi is utilizing globalization in multiple ways. First, it is utilizing smart technology to improve its app and recruit local drivers to its platform. Second, it is trying to establish a brand name outside China. As the WSJ said, “It’s a fight for brand,” and Didi doesn’t “have a global brand name that probably has a same recognition level as Uber.” Third, Didi is partnering with like-minded companies all over the world in order to gain a competitive advantage over Uber. This is especially true in Taiwan and South America. 2. If you were leading Didi’s expansion into the Americas, what type of international manager would you want to be—ethnocentric, polycentric, or geocentric? Explain your decision. The best decision would be geocentric. Geocentric managers accept that there are differences and similarities between home and foreign personnel and practices and that they should use whatever techniques are most effective. Clearly, being an ethno- or polycentric manager takes less work. But the payoff for being a geocentric manager can be far greater. Didi needs to use the most effective practices in the Americas. This may require American-style customer service, with Chinese technological practices, as an example.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

3. Based on Figure 4.1, which ways of expanding internationally has Didi employed? Provide specific examples. Figure 4.1 includes the following:

Specific examples from the figure include:  

Franchise: Taiwan, with LEDI Technology Wholly-owned subsidiary: Brazil, purchased 99; Mexico, no partners or purchases

4. Didi is based in China and looking to expand to Brazil. China and Brazil are BRICS nations. Why is this significant? Coined by a financial analyst who saw the countries as promising markets for finance capital in the 21st century, the term BRICS stands for the five major emerging economies of Brazil, Russia, India, China, and South Africa. This is significant because Didi is based in an emerging economy (China) and it is now targeting another emerging economy in Brazil. Though not a trading bloc as such, the BRICS are important because they hold 40 percent of the world’s population, represent about 20 percent of the world’s economic activity, and have established their own $100 billion reserve fund to rival the International Monetary Fund. 5. Assume Didi is planning on entering the U.S. ridesharing market. Based on GLOBE cultural dimensions, the United States scores lower than China on power distance, in-group collectivism, and uncertainty avoidance. With this in mind, how would you advise Didi, a Chinese company, to modify its practices if it plans on entering the U.S. market?

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

Power distance: refers to the degree to which people accept inequality in social situations. Didi should be prepared for Americans to accept more equality between managers and subordinates, and for things to be less hierarchical. In-group collectivism: indicates how much people prefer a loosely knit social framework in which people are expected to take care of themselves. Didi should be prepared for more individualistic competition inside the United States as opposed to China, where things are more collectivist. Uncertainty avoidance: expresses people’s intolerance for uncertainty and risk. Didi should be prepared to be more entrepreneurial and risk taking in the United States.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

LEGAL/ETHICAL CHALLENGE

SHOULD QATAR BE HOSTING THE 2022 WORLD CUP? Solving the Challenge FIFA chose Qatar to host the 2022 World Cup. There are reports that FIFA voting members were bribed by the Qataris in exchange for allowing the country to host the prestigious tournament. Many FIFA executives have been arrested, or are wanted by authorities, for bribery-related allegations. However, FIFA claims it has been unable to uncover evidence that would lead it to prevent Qatar from hosting the World Cup. Qatar also continues to deny it acted improperly or bought its right to host the tournament. What option would you choose if you were running FIFA? 1. Qatar should be stripped of its right to host the 2022 World Cup. There is obviously evidence of bribery and such an important tournament should not be tainted. Though allegations directly connecting Qatar’s bid to host the World Cup and bribery of FIFA officials have not been confirmed by a court, there are enough sworn statements about the allegations to taint such an important tournament. Moreover, there have been arrests for activities related to the World Cup; so all of FIFA’s decisions in the past few years should be reviewed and possibly reversed. 2. So far, prosecutors have not uncovered anything directly tying the Qataris to the corruption scandal. Stripping Qatar of its hosting privileges while it is building the infrastructure to host the tournament will lead to millions, or possibly billions, of dollars in losses and a significant number of lost jobs. Do nothing. The allegations have yet to be confirmed in court. It would be wrong to strip Qatar of its hosting privileges when it is spending so much money to host the tournament. This would also negatively affect a large amount of the population (i.e. loss of jobs). Without a court ruling against Qatar, nothing should be done. 3. FIFA should have a third party open its own investigation of the events leading up to Qatar’s being granted hosting privileges. The conclusion of this investigation should dictate what happens to the 2022 bid. This is a strong option because it would allow a third-party to come to an independent conclusion about what happened. However, depending on how long the investigation takes, the Qataris may continue investing in infrastructure, which would make stripping them of their hosting privileges that much more damaging. 4. Invent other options. Students can think of other options utilizing facts from the case and chapter content. 4-35 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

TEXTBOOK EXAMPLES

EXAMPLE: E-Commerce: Alibaba If asked, most Americans would point to Amazon.com as the largest online retail outlet. They would be wrong. Alibaba, founded by Jack Ma in 1999 in China, is actually larger than Amazon and eBay combined. This example describes some of the products and services provided by Alibaba. YOUR CALL Alibaba has a few data centers in the United States, but so far has not done more than engage in exploratory talks with U.S. firms about joining its growing network of retailers. Do you think it makes sense for Alibaba to remain focused on its home market of China? Why or why not? Students may focus on the relative population sizes of the United States (311.1 million) and China (1.9 billion) and decide that Alibaba has no need to expand into the United States for a long time given its potential market in China. Or they may point out how difficult it might be to enter a market that Amazon already seems to have conquered. Alibaba would need to compete against an entrenched brand and possibly against the stigma of being a foreign entity. On the other hand, they could point out that, considering the world as a “Global Village,” Alibaba should consider growth in all directions—not just the United States, but also the Eurozone, the oil-rich Middle East, and the developing nations of Africa. ADDITIONAL ACTIVITIES 1. Have the students go online to www.alibaba.com and explore the website. Have them find 2 to 5 unusual items they don’t think they would find on Amazon. Then have them go to www.amazon.com and determine if comparable items are available there. Suggestions: Snack machines on Alibaba are much different from snack machines on Amazon. Have a contest for the most interesting items. Consider asking the students: 2. Do you think Alibaba could sell these items in the United States? Why or why not? 3. Does Alibaba sell too many things online? Why would they sell things such as snack carts and racing motorcycles online in China that are not sold online at Amazon in the United States? 4. Should Amazon consider branching out into more of the types of items sold on Alibaba? Why or why not? Return.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

EXAMPLE: Managing Your Career: Getting the Edge in the Global Job Market This Example points out that 70 percent of Millennials want to travel—that is why they work to begin with! Forty-percent also express a desire to actually live abroad, not just visit. Therefore, seeking jobs overseas could fulfill both these desires. However, what should they do to increase their chances of landing an overseas job? Increase your social awareness. Be prepared to be flexible in accepting that others think, believe, and work differently than you may be used to. Research whether your company has overseas positions and how you can qualify for them. Actively seek people with overseas experience or from other countries to add to your network. Get a job, any job in another country, then start looking for careers there. YOUR CALL What are the key challenges in pursuing an international job after graduation? Most students will probably cite lack of experience, language barriers, and lack of contacts. Ask them what they can do now to prepare for those challenges. You might prompt them to consider whether getting a job in a foreign country automatically means they need to search for jobs in foreign firms or if they can search for ex-pat jobs with U.S. firms. ADDITIONAL ACTIVITIES Consider assigning Self-Assessment 4.1 Assessing Your Consumer Ethnocentrism. Consider asking questions such as: 1. If someone is extremely, or even somewhat, ethnocentric, how would that affect their job satisfaction if they take an overseas assignment? 2. Should companies test their employees for ethnocentric tendencies as a regular part of determining who will be assigned to overseas position? If they do, how might employees react to not getting such a plum position for this reason? 3. Have students go online to OverseasJobs.com. Ask each student to consider their planned career and search for available jobs in countries that appeal to them. Also ask them to think of an unusual career choice and research job availability for that career (could be as an alligator wrangler, or a dancer or artist, or car designer, architect, or chef!). After they have been researching for 10 or 15 minutes, lead a discussion about the variety of jobs they found. 4. Would their college courses prepare them for such a career track? 5. What should they be doing now to prepare? 6. Are they considering looking further into the possibility of an overseas job? Return.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

EXAMPLE: Global Outsourcing: Which Jobs Have Fallen Victim? This example begins by discussing the large number of jobs that have been offshored and how this worries workers. It then moves to a quick list of the types of jobs least likely to be offshored: those requiring face-to-face and physical contact, those requiring exceptionally high skilled workers, and those requiring the recognition of complex patterns. There is also a short discussion of the types of service jobs that have recently been offshored. The example ends with the cheery note that those with more education are the least likely to lose their jobs to offshoring when the economy shifts downward. YOUR CALL What kind of job or jobs are you interested in that would seem to provide you with some hope of prevailing in a fast-changing world? Encourage students to consider the description of the types of jobs least likely to be offshored and to think about whether or not their planned career fits any of these categories ADDITIONAL ACTIVITIES Consider using these two videos in the same activity. The Real Reason Manufacturing Jobs are Disappearing.

ONLINE VIDEO

This video links increases in productivity, protectionism and offshoring. It points out that out of all the manufacturing jobs lost over the last couple of decades, 87 percent of them were not lost to offshoring, but rather to technology that has resulted in increased manufacturing productivity. In other words, out of every 10 jobs lost, nine were lost to robots or other tech, only one to offshoring. This TED Talk points out the effect of tariffs and protectionism on costs and revenues. A second video, Why Some Manufacturers Are Returning Jobs to the U.S, discusses the recent phenomenon of some jobs that were offshored returning to the United States as pay rates overseas have increased to make the cost differential negligible. Either of these videos can provide a robust class discussion on the interconnectedness of manufacturing companies around the world (global sourcing). Together, they present room for considering their arguments. Do the two videos actually support each other, or do they contradict each other? You can tie these videos into section 4.4 and the discussion of free trade and barriers to trade. Return.

EXAMPLE: What Will Brexit Mean for Britain and the EU? 4-38 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

This Example presents the problems Great Britain faces with its exit from the EU in 2019. It focuses, in particular, on the banking industry as London has been the hub of the EU banking world. Banks are fleeing London for Frankfurt and Paris. Students are asked to consider the implications of a hard vs a soft “Brexit.” Further, they are asked to examine the advantages and disadvantages of common markets. YOUR CALL Do you think the advantages of a single market like the EU outweigh the disadvantages for member countries? Why or why not? First have the students describe how the EU differs from a common market such as NAFTA, CAFTA, ASEAN, and Mercosur. What does the EU do differently, what does it offer that these other trading blocs do not offer or do? You could then make two lists on the whiteboard or a slide: 1 the advantages of belonging to such a large and inclusive common market as the EU and 2) the disadvantages of belonging. Have the students populate these lists. Have them consider what Britain will lose and gain through Brexit and what the EU will lose or gain from Brexit. ADDITIONAL ACTIVITIES BBC News published an in-depth look at Brexit: All You Need to Know About the UK Leaving the EU. As many students may not be well versed on the Brexit issue and its history, you might consider assigning this as an outside reading before having the discussion described above the “Your Call” section. Return.

EXAMPLE: An American in London Dealing with Currency Exchange—How Much Are Those Jeans, Really? It’s important to understand how exchange rates work and the actual value of your U.S. dollars. When an exchange rate is not in your favor, you will be paying a lot more when visiting the nation with the stronger currency. For example, someone from Chicago visiting London would be paying a lot more for a hotel in 2014 than a Londoner visiting Chicago would pay. And if you compare exchange rates through years, your standard of living abroad may change. YOUR CALL Could you afford to go? Based on 2018 valuations, the Euro is a bit stronger than the United States dollar (1 euro = 1.14 USD in November 2018), 1 pound sterling in London is also stronger than the U.S. dollar 1£ = 4-39 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

1.28 USD); the Canadian dollar is weaker than the United states dollar (1 Canadian dollar = 76 cents), and the Mexican peso is much weaker that the United States Dollar (1 Mexican peso = 5 cents). With this in mind, visiting Canada or Mexico may fit in better with your budget than visiting Europe. When you look historically at currencies though, a currency such as the euro was valued at almost 1.5 USD in mid-2011, so it is actually cheaper now to visit Europe than it was seven years ago. ADDITIONAL ACTIVITIES 1. One way to build on this Example is to have the students read The Wall Street Journal article “What the Dollar’s Strength Means for Expats.” This article discusses some of the investment strategies U.S. expatriates should implement and the temptations they need to avoid while the strength of the U.S. dollar increases. The article provides practical advice for any student who aspires to work internationally. You could also have the students watch the Investopedia.com video “How to Calculate an Exchange Rate.” This 2-minute video further elaborates and provides examples on how to calculate exchange rates. Consider using the following discussion questions: 2. Discuss the challenges that expatriates face when managing their finances abroad. 3. Discuss actions expatriates should take when the value of the U.S. dollar increases. 4. One of the most difficult aspects for a firm sending a manager to an international location to work is developing an effective compensation package. Discuss reasons why this is true. Return.

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Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

TEXTBOOK PRACTICAL ACTIONS

PRACTICAL ACTION: How to Run an International Meeting This Practical Example presents a number of questions for students to consider when conducting (or even attending) a meeting with cross-national participants. The five sections include knowing your audience, understanding culture norms of status and personal space, considering cultural difference surrounding the use of time, the need to adapt in many areas you would not have thought about, and a consideration of culturally different decision-making styles and the need to be aware of them. YOUR CALL If you were holding a virtual meeting so you and your colleagues in the UK could present a sales proposal to a potential client in India, what questions would you want to ask participants ahead of time? The five sections in the Box should drive their contributions to the discussion. Many will focus on understanding time: “Do meetings usually start on time and follow an agenda?” or on protocol and status issues: “How should seating be arranged?” Even considerations of what language should be used or if interpreters will be needed. You might consider all asking which of these questions students feel are the most critical and why? ADDITIONAL ACTIVITIES 1. Have students go online to https://www.commisceo-global.com/resources/country-guides. This site provides guides to the culture, customs, and etiquette in 80 countries. The guides contain info on topics such as language, society, culture, food, beliefs, business practices, and social etiquette. (The guides are provided for free.) 2. Have each student (or groups if you prefer) choose one country, research it, then plan what they would need to do to conduct a successful meeting there. Students should be specific about how customs in the target country differ from those in their home country and the adaptations they will need to make as a result. 3. Alternatively, you could have each student or group chose up to four countries to read about. They could then try to figure out how to accommodate several different sets of customs for one meeting. Return.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

SELF-ASSESSMENTS

SELF-ASSESSMENT 4.1 Assessing Your Consumer Ethnocentrism STUDENT QUESTIONS 1. Are you surprised by the results? What do they suggest about your purchasing decisions? What are the pros and cons of being an ethnocentric consumer? Student responses will differ based on assessment results. Many students will be surprised at their high level of ethnocentrism. A lot of people have not really thought deeply about their purchasing decisions, and how ethnocentric they may be. Being ethnocentric is good to the point that it is supporting your nation’s economy and survival in the global market, but being too ethnocentric causes people to be closed-minded and very nationalistic. There is an advantage to having trade around the world, and that should be appreciated to an extent. 2. How do American companies, associations, and unions encourage us to be ethnocentric consumers? Many American companies label products “Made in the USA” in order to promote American products as the standard of excellence. Moreover, these organizations are signaling that American products should be purchased to support the nation’s economy. Many associations and unions have been established just for American products. For example, the websites www.madeintheusa.com and www.americansworking.com are dedicated to just pinpointing American products. ADDITIONAL ACTIVITIES In this activity, students should be assigned to groups based on their Self-Assessment scores. Students with a high ethnocentrism score should be grouped together, and students with a low ethnocentrism score should be grouped together. Students with high ethnocentrism scores should discuss the challenges associated with ethnocentrism. Have the students consider the harm high ethnocentrism can cause at an organization. Students with low ethnocentrism scores should discuss ways to reduce ethnocentrism at their organizations (policies, behavior, etc.). Some questions to consider: 1. How does high ethnocentrism affect behaviors in groups/teams and hinder motivation in the workplace? What diversity issues can exhibit themselves? 2. Are students aware of any particular policies at organizations (can be current or previous employer, or something they read in the news) that target ethnocentrism? 4-42 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

Groups should present for the class, and you should further point out challenges associated with high ethnocentrism. Return.

SELF-ASSESSMENT 4.2 CAREER READINESS Assessing Your Standing on the GLOBE Dimensions STUDENT QUESTIONS 1. What are your three highest and lowest rated dimensions? How might these beliefs affect your ability to work with people from Europe, Asia, and South America? Student responses will differ based on self-assessment results. Some examples that can be drawn are as follows: Power Distance: if you ranked high, you would fit in well in Morocco, Argentina, and Thailand. If you ranked low, you would fit in well in Denmark, Netherlands, and South Africa. Uncertainty Avoidance: if you ranked high, you would fit in well in Switzerland and Germany. If you ranked low, you would fit in well in Russia and Venezuela. Gender Egalitarianism: if you ranked high, you would fit in well in Hungary and Poland. If you ranked low, you would fit in well in South Korea and Egypt. 2. How do your dimensional scores compare to the norms for Americans shown in Table 4.6? Some examples are provided above. Further examples are shown in the table. Students may be surprised to see where they fit in around the world based on their dimensional scores. ADDITIONAL ACTIVITIES In this activity, students should be assigned to groups based on their Self-Assessment scores. Students who scored highest on a particular GLOBE dimension should be grouped together. The groups should write a response for the question provided below, related to their particular dimension: Power distance—how much unequal distribution of power should there be in organizations and society? Uncertainty avoidance—how much should people rely on social norms and rules to avoid uncertainty? Institutional collectivism—how much should leaders encourage and reward loyalty to the social unit? 4-43 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

In-group collectivism—how much pride and loyalty should people have for their family or organization? Gender egalitarianism—how much should society maximize gender role differences? Assertiveness—how confrontational and dominant should individuals be in social relationships? Future orientation—how much should people delay gratification by planning and saving for the future? Performance orientation—how much should individuals be rewarded for improvement and excellence? Humane orientation—how much should society encourage and reward people for being kind, fair, friendly, and generous? The response should be based on typical American norms. You should then ask groups to simulate working for an organization based in Asia, Europe, or Africa. Have the students consider if there is a different response that would be appropriate. Groups should present both their original and simulated responses to the class as a whole. Return.

SELF-ASSESSMENT 4.3 CAREER READINESS

Assessing Your Global Manager Potential

CAREER READINESS

STUDENT QUESTIONS 1. What is your reaction to the results? Student reactions will differ based on their assessment results. Some students will be surprised at receiving a low score on global manager potential. This is because a lot of the assessment questions may seem unrelated to global management and be more tied to people skills. Nevertheless, people skills are the crutch of global management. 2. Based on considering your five lowest-rated survey items, what can you do to improve your global manager potential? Notwithstanding what students got low ratings on in the survey, they should take ownership over understanding cultural differences. This includes understanding six basic cultural perceptions embodied in (1) language, (2) interpersonal space, (3) communication, (4) time orientation, (5) religion, and (6) law and political stability. Moreover, the secret to improving your global 4-44 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

management skills is cultural adaptability, or patience, flexibility, and tolerance for others’ beliefs. ADDITIONAL ACTIVITIES In this activity, students should be assigned to groups based on their Self-Assessment scores. Students who had a high global manager score should be grouped together, and students with a low global manager score should be grouped together. Students with a high score should discuss how they can mentor others in global management best practices and preparation. Students with a low score should discuss how they can begin improving their global management practices and preparation. Some questions for both groups: 1. Are the rising costs of global management worth it? Do students have a different view on this based on their Self-Assessment scores? 2. Has the phenomenon of globalization changed the way today’s managers interact with counterparts around the world? 3. What tools can organizations utilize to improve and maintain their global competence? Return.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

GROUP EXERCISE

WHEN IN ROME, DO AS THE ROMANS DO! Objectives ● To raise your awareness regarding appropriate behavior in different nations. ● To emphasize that different nations have truly different customs. Introduction Globalization means that people in business must know the customs of other nations. A mistake can alienate a potential business partner; rudeness, even if unconscious or unknowing, can create a lasting bad impression of Americans; and lack of knowledge about the country you’re in shows disrespect for its people. For example, many people in the United States signal “OK” by making a round sign with the thumb and the first finger; however, in Brazil the same gesture is a very crude one, comparable to raising the middle index finger in the United States. Instructions Divide the class into teams of five students. Everyone in each team should individually try to match each of the following countries to the custom/gesture described in the list below. Then score choices according to the answer key at the end of this exercise. After each team member has individually completed his or her answers and scored them, compare them, and then share your results with other teams in the class. Which items were incorrectly matched the most times? What do you think are the reasons for this? Country

Custom/Gesture associated with each country

1. Chile

_____

2. France

_____

3. Italy

_____

4. South Korea

_____

5. Denmark

_____

6. Thailand

_____

7. Poland

_____

8. Egypt

_____

9. Pakistan

_____ 4-46

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

10. Germany

_____

Gesture/Custom a.

Never show the bottom of your foot; it is considered offensive.

While imported liquor is appropriate, a gift of locally available wine can be interpreted as saying that your host’s wine cellar is inadequate.

Beckoning is done with the palm down rather than up, moving the fingers toward the body.

The “thumbs up” sign means zero.

The gesture North Americans use to indicate that someone is crazy—index finger circling while pointed at one’s temple—is used here to insult other drivers while on the road.

At a meal, keep your hands above the table at all times.

Men greet each other with a slight bow and sometimes an accompanying handshake while maintaining eye contact.

Press your hands together as though in prayer, keeping arms and elbows close to your body, bow your head to touched fingers, and say Wai (pronounced “why”).

You may see a disgruntled man quickly stroke his fingertips under his chin and thrust them forward. This is a sign of defiance and/or derision.

In social situations, when a man flicks his finger against his neck, he is inviting you to join him for a drink.

Interpretation & Scoring If you matched the correct country with the correct gesture/custom 8 to 10 times, you are very cosmopolitan, or international; if you matched the correct country with the correct gesture/custom 4 to 7 times, you are moving toward becoming cosmopolitan; if you matched 0 to 3 accurately, you probably need to read more about other nations and travel outside the United States. Group Exercise Answer Key 1=f 2=d 3=i 4=g 5=e 6=h 7=j 4-47 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

8=a 9=c 10 = b Questions for Discussion 1. What does it mean to you to be cosmopolitan or international? Explain. 2. Do you believe that it is important to know about diverse cultures? Why or why not? 3. Do you value knowledge about other cultures? Why or why not? 4. Does the knowledge provided in this exercise encourage you to learn more about other cultures? Why or why not? Anne C. Cowden, PhD, developed this assessment. The information came from Terri Morrison, Wayne A. Conaway, and George Borden, Kiss, Bow, or Shake Hands: How to Do Business in Sixty Countries (Holbrook, MA: Adams Media Corporation, 1994). Tips for online and large in-person classes: Online classes: Students can be placed in online groups and the activity can be posted to a discussion board. Students can do the matching individually, then do the discussion questions in groups and/or as an entire class. Large classes with larger groups: Groups will probably need to be 4 to 5 in large classes. The assignment can be copied and pasted into a Word document or PowerPoint slides and posted on the board, or printed as handouts. Moreover, you can have the questions for discussion done inside groups since the groups are larger. This will also save time for the activity.

CAN BE USED ONLINE

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

CAREER CORNER GROUP EXERCISES

KSAOS IN CROSS BORDER MEETING

CAREER READINESS

Learning Objective 

Students will enhance their cross-cultural competency by focusing on becoming more aware of contextual differences between two countries.

Introduction As companies’ customers, partners and workforces become more global, it is imperative that we equip students with the knowledge and skills necessary to thrive in this diverse environment. This exercise provides an opportunity for students to enhance their understanding of contextual differences between the United States and another country. We will use a process suggested by Bruce Tulgan and students will use the Internet to access the information needed for the task. Instructions The context of this exercise is an introductory (cross-border) meeting between two business parties from different countries. The deliverable for this assignment is a preparation primer detailing how to run the session, what to expect from the other party and how cross-cultural differences between the two countries should affect your conduct. If time allows, have your students review one of the following sources of cross-cultural differences before starting the exercise (clicking on the link will send you to the source): • • •

Harvard Business Review’s “Hidden Challenges of Cross-Cultural Negotiations“ TED Talk’s “How Culture Drives Behaviors” by Julien S. Bourrelle Cross-cultural negotiations: Avoiding the pitfalls.

1. Start the activity with a class discussion. To encourage critical thinking, list Bruce Tulgan’s typology of structure, roles, customs and leadership on the board (listed on pg. 146 of the text and provided on the below slide). Students should be guided by these questions as they investigate a country’s culture:

ONLINE ARTICLE

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

2. Put students in groups of 3 or 4 and have each group select a specific country. We suggest using countries who are the United States’ largest trading partners (i.e. Mexico, China, India, Brazil, etc.). If you have international students in your class, place them in different groups where possible. 3. Ask each group to learn more about their chosen country by answering the questions provided on the board. These questions will guide the research necessary in completing their primer. Suggested resources for garnering this information are the following sources (clicking on the link will take you to the source): •

The GLOBE Project—Global Leadership and Organizational Behavior Effectiveness website

•

Commisceo Global—Country Guides to Culture, Customs, and Etiquette

4. Have each group prepare a 5-minute presentation summarizing: a.

The key cross-cultural differences between the United States and their selected country using Tulgan’s typology as a framework.

The necessary adaptations, both interpersonal and process levels, to address cultural expectations.

5. Select 3 or 4 groups to summarize their findings on the whiteboard. Facilitate a class discussion using the following questions: 4-50 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

• • • • •

What are the key areas where understanding cultural differences is paramount? What role does cultural etiquette play at the interpersonal level? How can you build your self-awareness to be more in tune with cultural expectations? What areas will you need to adapt your behavior? Based on what you learned from this activity, what other resources will you seek out to improve your cross-cultural competency?

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

UBER CONTINUING CASE

Chapter 4: Globalization This part of the Uber cumulative case focuses on Chapter 4 and discusses globalization and international management. This cumulative case’s real-world application of management knowledge and skills is designed to help you develop critical thinking ability and realize the practical power of sound managerial skills for solving problems in your job and career. The case includes five multiple-choice questions and two essay-based questions. The essaybased questions can also be used in-class to spur discussion: 1. Use Figure 4.1 in the chapter to describe how Uber has expanded outside the United States. Students should be utilizing Figure 4.1 from the book in order to respond to this question. Uber has employed different methods of expansion depending on the specific geographic region it has targeted. Its growth in areas such as Hong Kong and Barcelona is via wholly-owned subsidiaries, which are foreign subsidiaries that are totally owned and controlled by an organization. However, Uber’s relationship with Didi Chuxing can be categorized as a joint venture. Joint ventures are when a U.S. firm forms a relationship with a foreign company to share the risks and rewards of starting a new enterprise together in a foreign country. 2. Assume that Uber, as an American organization, is used to low-context cultures. The company is now looking to expand to a country with a high-context culture and is meeting with host-country officials for negotiations. What advice would you provide the Uber negotiators? A person from North America, Great Britain, Scandinavia, Germany, or Switzerland, for example, comes from a low-context culture, in which shared meanings are primarily derived from written and spoken words. Someone from China, Korea, Japan, Vietnam, Mexico, or many Arab cultures, on the other hand, comes from a high-context culture, in which people rely heavily on situational cues for meaning when communicating with others, relying on nonverbal cues as to another person’s official position, status, or family connections. Advice should include knowing the importance of acts such as small talk, eye contact, and handshakes in high-context cultures. Low context cultures may be focused on the written word (e.g. contracts), but high context cultures are more focused on the spoken 4-52 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

word, relationships, and reputations. Moreover, Uber negotiators should not be planning on getting down to business at the beginning of the meeting. Rather, they should build a relationship with the host-country officials prior to engaging in serious negotiations.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

MANAGER’S HOT SEAT Students may complete the “Cultural Differences: Let’s Break a Deal” Manager’s Hot Seat exercise in Connect® for this chapter. I. Introduction The internationalization of companies has created the need to become more aware of cultural differences in order to successfully conduct business. This scenario depicts a situation where individuals in a business relationship have incongruent cultural norms and values. Using this vignette as a springboard to discussing how to manage cultural differences in the global economy would be valuable for students of Management, Organizational Behavior, or Human Resources. II. Learning Objectives 1. To assess students’ understanding of different cultural values and their impact on business relationships. 2. To analyze and evaluate a cross-cultural business meeting. 3. To explore aspects of self-awareness using Johari’s Window as a model. III. Scenario Description Overview Michael Sokolow has just been tasked with handling international clients. He needs to close a deal with Norio Tokunaka from PopWear that has already been thoroughly worked out with Sokolow’s predecessor, Roger Small. Michael is unaware of the need to establish a relationship with Norio before he discusses business. Norio becomes disenchanted and refuses to sign the deal. Profile 

Michael Sokolow is the director of foreign sales at Mustang Jeans. After working at Mustang as a real estate attorney for six years, acquiring property for retail and manufacturing, Sokolow moved into sales at an executive level.



Norio Tokunaka has worked at PopWear, a large retail clothing chain, for his entire career. In his current position as vice president of merchandising, Norio is 4-54

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

responsible for expanding the contemporary clothing line, which includes adding new suppliers and brands for PopWear’s 36 stores throughout Japan. Discussion Questions Learning Objective #1: To assess students’ understanding of different cultural values and their impact on business relationships. 1. How did the differences between Japan’s and the United States’s national cultural values affect the interaction between Norio and Michael? Long-term orientation differences seemed to have a major impact. While Norio is likely to value a long-term approach to developing and conducting business, Michael’s relatively shorter-term approach was insulting to Norio. However, Norio demonstrates less achievement orientation than Michael in this particular scenario which is somewhat contradictory to Hofstede’s research. You may ask students their opinions and alternative explanations for this. 2. Hofstede’s research on national cultural values has practical implications for business people. Assume you are Michael and you have to conduct a similar meeting with another client from Russia. How will you modify your behavior to effectively conduct business with this individual? Students’ answers will vary. Students should incorporate the fact that Russians tend to have a short-term orientation, much like Americans, in their answer. Learning Objective #2: To analyze and evaluate a cross-cultural business meeting. 1. What information should Michael have possessed before his meeting with Norio? Michael should have been better prepared by Roger as to what to expect from Norio. He needed to know the history of the interactions and the best way to proceed, and Roger needed to explain the transition to Michael. 2. Why is Norio acting somewhat evasive with his responses? Even though the deal was almost done, Norio was expecting to now build a relationship with Michael. He seems to be offended that his contact has been reassigned and is unsure he wants to move forward. 3. What could Michael have done better in the second meeting to continue the business relationship? 4-55 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

Learn more about the cultural differences at play. He also could have tried to contact Norio earlier and ask him to a social event (like the competition did) to begin to build the relationship. He makes the same mistake in the second meeting by again insisting on signing the deal. His apology for the first meeting is appropriate and seems to be well-received, but is not enough to woo back Norio. Learning Objective #3: To explore aspects of self-awareness using Johari’s Window as a model. Apply the concepts of the Johari Window to this scenario. How do these concepts help explain what happened in this scenario? As relationships progress, more information about oneself becomes known to others and to oneself. Disclosure and feedback flow more freely, which enhances a relationship. In this scenario, Michael was not disclosing at all and did not seem to interpret subtle hints of feedback. This approach was not consistent with what Norio had come to expect from his interactions with Roger.

Kinicki/Williams, Management, 9e: Chapter 4 Global Management: Managing across Borders

APPLICATION-BASED ACTIVITY

There are no application-based activities for this chapter.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Chapter 5 Planning The Foundation of Successful Management CHAPTER CONTENT

Teaching Resource Manual: A Guide to Implementation Career Readiness-Based Personal Development Plan

ii viii

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Correct with high confidence Incorrect with high confidence Correct with low confidence Incorrect with low confidence Correct with medium confidence Incorrect with medium confidence

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

ReadAnywhere app, create personalized study plans, and Connect®’s Calendar and Report tools will help keep them on track. Connect® gives you a wide array of flexibility in making assignments and creating grading policies. You may choose to:  assign as many assignments as appropriate.  determine point values for each question/application exercise individually.  make available multiple attempts per assignment with options of accepting the highest score or averaging all the scores together.  deduct points for late submissions of assignments (percentage deduction per hour/day/week/so forth) or create hard deadlines.  show feedback on exercises/questions immediately or at your preference.  provide for study-attempts to allow for completion of the assignment after the due date without assigning a point value. Some recommendations include:  Before selecting the option for one attempt only, select unlimited or multiple attempts on the first few assignments to allow students a chance to learn and navigate the system.  Provide a low point value for each question because multiple questions are usually assigned for each chapter. A good rule of thumb would be to make “Quiz Questions” worth 1 point each and “Connect® Exercises” worth 5 to 10 points each because these require more time and thought.  Select feedback to be displayed after the assignment due date in order to limit students from giving the correct answers to other students while the application exercise is still available. So When Do I Assign Each Type of Teaching Resource? Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and testing to actually adapting your teaching to student needs? By utilizing the teaching resources outlined below during the three touch points, you can significantly impact students’ learning and create a learning environment that is more engaging, involving, and rewarding. In other words, you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating the greatest impact and assisting students develop higher-order thinking skills. The following recommendations pertain to these mentioned touch points, with an additional matrix that follows. Before Class The learning goals we have for students determines our assignments before, during and after class. For example, you may want to focus on mastering content, applying content, or using content to solve problems. Alternatively, you may want to achieve all three goals.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Connect® offers a host of additional pre-class assignments to choose from if your goal is mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action boxes, Management in Action Cases, Legal/Ethical Challenge Cases, Uber Continuing Case, and Manager’s Hot Seat Videos. Case Analyses, Click and Drag Exercises, and Video Cases are optimal exercises to be utilized prior to class, as they provide students the opportunity to practice and apply key course concepts. A reading assignment—typically a chapter from the product in use—is a student’s initial exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior to class or an online lecture allows you to gauge their comprehension of the material. Having a better sense before class of which concepts your students are “getting” and which ones they are not, allows you to more effectively and efficiently plan your time with them during class. To ascertain student competency, use the reporting function of SmartBook 2.0, where you can view general results of their performance. Additionally, Connect® exercises, such as Click and Drag Exercises, Video Cases, and Case Analyses offer students a second exposure to important sections of the chapter after their completion of a SmartBook 2.0 assignment. Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for students to understand. These animated videos were developed to further unpack in brief, yet effective, fashion the course topics that most commonly challenge students. Each animated video is accompanied by auto-graded multiple-choice questions that can be assigned to confirm student comprehension. If your learning objectives include fostering application and integrating the concepts discussed with real world practice, then Management in Action or legal/ethical challenge cases contained in the textbook can be assigned so students can think critically and practice applying what they learned in the readings to actual cases. The Management in Action cases are now all “problemfocused.” In other words, the cases contain problems that students can practice solving. These cases also contain multiple-choice questions that can be assigned in Connect® to gauge student comprehension. During Class The TRM offers a host of additional materials and experiential activities you can use to bring chapter content to life. If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities and lecture based on results from the general results report and the metacognitive skills report. This allows for a more tailored class period that enhances student engagement and more opportunities to resolve gaps in knowledge. We also provide links to online readings that you can use to supplement the content covered in the textbook. They are useful if you desire to provide additional material beyond that covered in the text.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

If your goal is to create an engaging learning environment filled with student discussion and interactions, we provide multiple resources. First, each major heading in a chapter contains suggested discussion starter questions. These open-ended questions are likely to foster student discussion and engagement. We also provide additional activities (i.e., experiential exercises) for every Example and Practical Action box. If your goal is to provide for additional application of material, the TRM breaks down the textbook Management in Action cases and Legal/Ethical Challenges by providing questions and ideal responses. Connect® also has multiple-choice questions that can be assigned for the Management in Action Cases. Finally, the TRM has a selection of group exercises that allows instructors to focus on team learning methods. If your goal is to jointly engage your students while applying content from the text, you can select a Self-Assessment follow-up activity (all follow-up activities are found in the TRM). These assets are especially useful if you are “flipping” your classroom, wherein the class session is used for application and analysis of key concepts rather than lecture. The Suggested Resources across Teaching Touch Points Matrix provides a quick reference for activities that can be utilized during class. After Class After the face-to-face class session, or online lecture, you can assign Connect® exercises as homework to further reinforce the material covered in the textbook and lecture. You may also want to assign an iSeeIt! Animated Video if you notice that students are struggling with a particular topic, even after class. Students can also be assigned the continuing case for each chapter, which includes assignable multiple-choice and essay-based questions. To further gauge student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus more on defining and explaining material, and the test banks include application and analysis. Moreover, the test banks now include more higher-level Bloom’s questions. Finally, if you are looking to have students think critically to solve real-world problems, then you may want to utilize an Application-Based Activity after class. Application-Based Activities are mini-simulations that allow students to make decisions and see their impact immediately. There are both theory-based questions that have right and wrong answers, and there are also branching questions that allow students to make ideal, sub-ideal, and incorrect decisions based on the theory they’ve learned. A student’s particular path in the activity will depend on the decisions made on the branching questions. Application-Based Activities should be utilized after a student has had at least one pass at the chapter content as they do not introduce new material. Rather, they encourage students to apply, analyze, and evaluate material they already understand. A Special Focus on Career Readiness The ninth edition has a new strategic focus on career readiness. The authors’ goal is to provide you the information and teaching resources needed to develop students’ career readiness competencies desired by employers. The authors provide you the following information and resources: 5-vi Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

    

Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises

CAREER READINESS

iSeeIt! Animated Videos Self-Assessments

CAREER READINESS

Case Analyses Video Cases Example and Practical Action BoxesM Group Exercises/Career Group ExercisesM

CAREER READINESS

TRM Discussion StartersM TRM Follow-up activities for Case Analyses, Video Cases, Self-Assessments, and Example/Practical Action BoxesM Quizzes/Tests Uber Continuing Case Management in Action CaseM Legal/Ethical Challenge CaseM Manager’s Hot Seat Videos Application-Based Activities Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading. Please note that some resources will require a paid subscription.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management



Assign Chapter 5 in SmartBook 2.0, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling most. A Click and Drag Exercise, such as one on “SMART Goals,” can be assigned. This can also be due on Wednesday so that students are able to practice prior to class, and you can also review results prior to lecturing. A Connect® Case Analysis, such as “The McCloskey’s Plan to Implement Sustainable Dairy Farming While Providing Healthier Products,” can also be included so that students can learn about applying the concepts from the reading to a real-life scenario; therefore, further engaging them prior to the class session. If desired, you can then introduce a follow-up activity, found in the Teaching Resource Manual, during class on Wednesday. A Self-Assessment can be assigned, such as “Do You Have a Proactive Learning Orientation?,” in order to follow-up on content covered in the reading and to link back to career readiness. This can set up a class activity to follow on Wednesday. Follow-up activities can be found in the Teaching Resource Manual.

CAREER READINESS

During Class (on Wednesday) 

 



You can deliver a short, yet effective, lecture and focus on areas that students are really struggling with. This can be done by reviewing the reporting from SmartBook 2.0 and any assigned Connect exercises, such as the recommended Click and Drag and Case Analysis. If students are struggling with a particular learning objective, you can then tailor the lecture and/or class activities to address those challenging concepts. If you are flipping the class and utilizing the in-person session for activities, you can utilize the follow-up activities from previously assigned Connect® exercises in the TRM. You can assign a career skill-based Self-Assessment earlier in the week, for example on “Assessing Career Behaviors and Future Career Identity,” and have students complete a follow-up activity during the class session based on the Self-Assessment results. Remember, follow-up activities for each Self-Assessment can be found in the TRM. Manager’s Hot Seat videos can be utilized to open up class discussion. Many of these Hot Seats cover frequent, yet controversial topics, and they ask students to describe what their decision-making process would be in those situations. Many times students will recommend conflicting approaches to solving the issues in the videos; therefore, there is more class engagement. For the planning chapter, one recommended Manager’s Hot Seat is “Don't Rock the (Electric) Boat.” 5-x

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management



If time allows, and you would like to dive into real situations, you can discuss an Example Box from the text titled, “Long-Term and Short-Term Goals at Southwest Airlines.” There is an additional in-class activity in the TRM that has you show a CBS video and have a follow-up class discussion.

After Class (after Wednesday)  

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

LEARNING OBJECTIVES

5.1

Discuss the role of strategic management.

5.2

Compare mission, vision, and value statements.

5.3

Discuss the types and purposes of goals and plans.

5.4

Describe SMART goals and their implementation.

5.5

Outline the planning/control cycle.

5.6

Describe how to develop the career readiness competency of proactive learning orientation.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

TEACHING RESOURCES

Section

Title

Resource Type

5.1: Discuss the role of strategic management. End of the Road for Gas Pumps? with Supplemental Activity

ONLINE VIDEO

(3 minutes) For Founders, Preparation Trumps Passion

ONLINE ARTICLE

with Supplemental Activity Planning and Strategic Management

Connect® Click and Drag Exercise

The McCloskeys Plan to Implement Sustainable Dairy Farming While Providing Healthier Products

Connect® Case Analysis

5.2: Compare mission, vision, and value statements. The CEO of Levi Strauss on Leading an Iconic Brand Back to Growth

ONLINE ARTICLE

with Supplemental Activity Investigating Corporate Mission and Vision Statements

Coca-Cola Marketing Videos with Supplemental Activity Assessing Career Behaviors and Future Career Identity with Supplemental Activity

Group Exercise CAN BE USED ONLINE

ONLINE VIDEOS

Self-Assessment CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management ONLINE VIDEO

Planning and Strategic Management

Connect® Click and Drag Exercise

Mission, Vision, and Values Statements

Connect® Click and Drag Exercise

5.3: Discuss the types and purposes of goals and plans. Take a Look Inside Whole Foods’ New 365 Store with Supplemental Activity Southwest CEO: U.S. Air Traffic Control System “Needs Revamping“ with Supplemental Activity

ONLINE VIDEO

(3 minutes) ONLINE VIDEO

(7 minutes)

Types of Plans

Connect® Click and Drag Exercise

Domino’s New Products

Connect® Video Case

with Supplemental Activity 5.4: Describe SMART goals and their implementation. When You Give Your Team a Goal, Make It a Range

ONLINE ARTICLE

with Supplemental Activity Using SMART Goals to Plan a Student Organization

Group Exercise

SMART Goals

Connect® Click and Drag Exercise

Writing SMART Goals

Group Exercise

CAN BE USED ONLINE

Ken Blanchard Video with Supplemental Activity 5-3 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management ONLINE VIDEO

(2 minutes) What Is the Quality of Goal Setting Within a Current or Past Employer?

Self-Assessment

with Supplemental Activity Do I Have a Proactive Learning Orientation? with Supplemental Activity Professor Dan Ariely Talking about FOMO with Supplemental Activity

Self-Assessment CAREER READINESS

ONLINE VIDEO

(5 minutes)

5.5: Outline the planning/control cycle. Amazon reveals a new plan to deliver more packages: Recruit people to run small-scale delivery services

ONLINE ARTICLE

with Supplemental Activity The Planning/Control Cycle

Connect® Click and Drag Exercise

5.6: Describe how to develop the career readiness competency of proactive learning orientation. These Are Recruiters’ Favorite Questions to Ask

ONLINE ARTICLE

with Supplemental Activity Applying the Four Key Skills of Being Open-Minded

Connect® Click and Drag CAREER READINESS

Building the Competency of Understanding the Business

Career Corner Group Exercise CAREER READINESS

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Building the Competency of Positive Approach

Career Corner Group Exercise CAREER READINESS

Comprehensive Materials Fender Rebrands to Stay in Tune with the Times

Textbook Management in Action Case

Is Pfizer Putting Profits above Alzheimer’s Patients?

Textbook Legal/Ethical Challenge Case

Uber Case: Planning

Uber Continuing Case

Planning: Don’t Rock the (Electric) Boat

Manager’s Hot Seat Video

OVERVIEW OF THE CHAPTER

5.1

Planning and Strategy The first of four functions in the management process is planning, which involves setting goals and deciding how to achieve them. A business plan is a document that outlines a proposed firm’s goals, the strategy for achieving them, and the standards for measuring success. A strategy is a large-scale action plan that sets the direction for an organization. Strategic management is a process that involves managers from all parts of the organization in the formulation and the implementation of strategies and strategic goals. An organization should adopt planning and strategic management for three reasons: They can (1) provide direction and momentum, (2) encourage new ideas, and above all (3) develop a sustainable competitive advantage.

5.2

Fundamentals of Planning Planning consists of translating an organization’s mission and vision into objectives. The organization’s purpose is expressed as a mission statement, and what it hopes to become is expressed as a vision statement. A values statement expresses what the company stands for, its core priorities, the values its employees embody, and what its products contribute to the world. Using the organization’s mission, vision, and values as their foundation, managers conduct strategic planning, then tactical planning, then operational planning. 5-5 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

5.3

Goals & Plans The purpose of planning is to set a goal and then an operational plan and an action plan. A goal, also known as an objective, is a specific commitment to achieve a measurable result within a stated period of time. Goals can be long-term and short-term and they are connected through a means-end chain. Strategic goals are set by and for top management and focus on objectives for the organization as a whole. Tactical goals are set by and for middle managers and focus on the actions needed to achieve strategic goals. Operational goals are set by and for first-line managers and are concerned with short-term matters associated with realizing tactical goals. Goals should be followed by operational plans, which turn strategic plans into actionable short-term goals, and action plans, which define the course of action needed to achieve the stated goals. Standing plans are plans developed for activities that occur repeatedly over a period of time. Standing plans include policies, procedures, and rules. Single-use plans are plans developed for activities that are not likely to be repeated in the future. Single-use plans include programs and projects.

5.4

Promoting Goal Setting: SMART Goals & Management by Objectives SMART goals are goals that are Specific, Measurable, Attainable, Results-oriented, and have Target dates. Management by objectives (MBO), a four-step process for motivating employees, is a technique for setting goals. MBO involves: (1) jointly setting objectives, (2) developing action plans, (3) periodically reviewing performance, and (4) giving performance appraisal and rewards. Goal cascading seeks to ensure that higher-level goals are communicated and aligned with the goals at the next levels down in the organizational hierarchy. The cascading process ends when all individuals have a set of goals that support the overall strategic goals.

5.5

The Planning/Control Cycle The four-step planning/control cycle helps managers keep in control, to make sure the unit is headed in the right direction. The cycle is as follows: (1) Make the plan. (2) Carry out the plan. (3) Control the direction by comparing results with the plan. (4) Control the direction by taking corrective action in two ways: (a) by correcting deviations in the plan being carried out, or (b) by improving future plans.

5.6

Career Corner: Managing Your Career Readiness Planning requires the use of multiple career readiness competencies, including critical thinking/problem solving, proactive learning orientation, task-based/functional knowledge, understanding the business, and networking. One can increase the competency of proactive learning orientation by becoming more proactive and keeping an open mind and suspending judgement.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

CLASSROOM OUTLINE

Manage U: Making an Effective Plan for Starting Your Career Building a career takes time and effort. Following these four steps will get you started on your new path. Identify your options. Explore conditions in your target field. Create your action plan. Track your progress. Possible Topics for Discussion: ● What career do you expect to pursue once you finish school? Ask the students how they chose their particular career? Did they consider any other options? ● What does it take to be successful in your chosen career? Start the discussion by asking what are the necessary skills, experience and knowledge needed. Probe a little deeper by asking if they have considered what demand will be in the next five years. Ask what other factors could impact the probability for success. ● How do you plan to obtain your new (first) job? Ask your students what their goals are. Get them to consider whether or not they are SMART—specific, measurable, attainable and timely. Follow up with questions of how much progress they have made.

5.1 Planning & Strategy POWERPOINT SLIDES: #3 Planning, Strategy and Strategic Management #4 Planning: Coping with Uncertainty #5 Strategy: Setting Long-Term Direction #6 Strategic Management #7 Why Are Planning and Strategic Management Important? #8 Planning and Strategic Management #9 Providing Direction and Momentum #10 Encouraging New Ideas #11 Developing a Sustainable Competitive Advantage #12 Mission, Vision, and Value Statements Section 5.1 discusses planning, the first of four functions in the management process. Planning involves setting goals and deciding how to achieve them, which is linked to strategy. There are three reasons why planning and strategic management are important: 1) to provide direction and momentum, 2) to encourage new ideas, and 3) to develop a sustainable competitive advantage. 5-7 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

One way that you could begin your coverage of these topics is to have the students watch the CBS This Morning video “End of the Road for Gas Pumps?“ This 3-minute video profiles a new company that is changing how drivers gas up, by bringing the fuel to them while they are at work. Booster Fuels has a first mover advantage. The question is whether Booster Fuels can turn this advantage into a sustainable competitive advantage. For an introductory activity, you can divide the students into small groups and have each group discuss what Booster Fuels needs to do create a sustainable competitive advantage. Ask them to come up with a plan that will enable Booster Fuels to maintain their advantage. Give students five to seven minutes to discuss. Pick a group to briefly present their plan, then open the topic for discussion. As the discussion evolves, note how the proposed solutions flesh out Booster’s business model. Highlight how the process of coming up with ways to maintain their advantage prompted each group to come up with new ideas. Topics and Tips for Discussion: 1. Evaluate how well your company (or a previous one) does at the planning process. Start the discussion off by having the students state the company’s goals. Frame the discussion by having the students outline what steps the company takes to ensure they achieve them. Ask students what criteria they used to determine if their company’s planning process is effective. 2. Provide examples of how the planning process at your company (or a previous one) encouraged new ideas that contributed to strategic success. Remind students of the importance of innovation in achieving long-term success. Planning highlights opportunities and obstacles that need to be addressed in order to be successful. Confronting these issues can spur the creation of new ideas. Section 5.1 Key Concepts: Planning Fundamentals ● Planning is defined as setting goals and deciding how to achieve them. ● Another definition of planning is that it is coping with uncertainty by formulating future courses of action to achieve specific results. ● A plan is a document that outlines how goals are going to be met. ● A business plan is a document that outlines a proposed firm’s goals, the strategy for achieving them, and the standards for measuring success. ● A business model outlines the need the firm will fill, the operations of the business, its components and functions, as well as the expected revenues and expenses.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Interactive Classroom Material: EXAMPLE: Why Write a Business Plan? This Example discusses the need to have or not to have a business plan. There are some surveys that found how business plans increase your chances of success, but some studies have found that a business plan has not really affected individuals’ successes in starting their business. Click for follow-up activity. Strategy and Strategic Management ● A strategy or strategic plan sets the direction for an organization. ● A strategic plan represents an “educated guess” about what long-term goals or directions to pursue, and it should be reconsidered every year because of ever-changing business conditions. ● Strategic management is a process that involves managers from all parts of the organization in the formulation and the implementation of strategies and strategic goals. ● Strategic management involves managers from all levels—top, middle, and first-line—in the formulation, implementation, and execution of strategies and strategic goals to advance the purposes of the organization. ● Planning covers not only strategic planning but also tactical planning and operational planning. ● An organization should adopt planning and strategic management because they can (1) provide direction and momentum, (2) encourage new ideas, and (3) develop a sustainable competitive advantage.

Connect® Exercise CLICK AND DRAG: Planning and Strategic Management Summary of Activity: The planning and strategic management processes are critical to an organization’s survival and success. In this Click and Drag Exercise, students will place the steps in the planning and strategic management process into the correct order on the provided chart.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Connect® Exercise: CASE ANALYSIS: The McCloskeys’ Plan to Implement Sustainable Dairy Farming While Providing Healthier Products Summary of Activity: Dr. Mike McCloskey and his wife, Sue, grew a successful veterinarian office in San Diego during the 1980s. However, they had bigger dreams. Today, they own Fair Oaks Farms, consisting of 12 family-run dairies and 36,000 cows. This video case discusses their current activities as well as future plans. Follow-Up Activity: Instructor should ask students to think about how managers from all levels must be actively engaged in planning and strategic management. Some questions to stimulate discussion include: What tools do managers have at their disposal to navigate and steer their company/organization? How are business plans and models utilized to persuade a variety of stakeholders? What happens when there is a breakdown in the business strategy? Activity may be closed out by discussing the growing need for managers to plan and strategize effectively.

5.2 Fundamentals of Planning POWERPOINT SLIDES: #13 Fundamentals of Planning #14 Example: Coca-Cola #15 Coca-Cola: Vision Statement #16 Coca-Cola: Values #17 Three Types of Planning for Three Levels of Management #18 Question Section 5.2 discusses mission, vision statements, and values statements, as well as the three types of planning. Strategic planning determines what the organization’s long-term goals should be for the next 1–5 years with the expected available resources. Tactical planning determines what contributions departments or similar work units can make with their given resources during the next 6–24 months. Lastly, operational planning determines how to accomplish specific tasks with available resources within the next 1–52 weeks. One way that you could begin your coverage of these topics is to have the students read the Harvard Business Review article “The CEO of Levi Strauss on Leading an Iconic Brand Back to 5-10 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Growth.” In this article Chip Bergh, CEO of Levi Strauss, outlines his plans for revitalizing their fading brand. For an introductory activity, you could have the students provide examples of Levi Strauss’ strategic, tactical, and operational plans aimed at revitalizing the fading brand. Ask your students how Levi Strauss’ plans are self-reinforcing. Finally, have them evaluate the extent to which the firm’s strategy is consistent with its mission, vision, and values. Topics and Tips for Discussion: ● Locate the mission, vision, and values statements for your company, a previous one, or one for which you want to work after graduation. Evaluate the extent to which these statements serve their purpose for the company. Not all companies have individual mission, vision, and value statements. Mission statements contain the purpose behind the company whereas vision statements outline what the company is striving to become. Value statements reflect the core principles of the company, the values of the organization, and how it contributes to the world. ● For your company (or a previous one), discuss key issues the firm should address when it conducts its strategic, tactical, and operational planning. Remind students that: (a) strategic planning entails making decisions about how to achieve their strategic vision; (b) tactical planning involves the implementation of the policies and plans of top management; and (c) operational planning involves directing the day-to-day activities of non-managerial personnel. Note how these plans go from being pretty broad to very specific. ● Write a mission, vision, and values statement for your academic institution that you think will best serve your school. Remind students that mission statements contain the purpose behind the company whereas vision statements outline what the company is striving to become. Value statements reflect the core principles of the company including the values the employees embody, and how the firm contributes to the world. You can also prepare a slide of your college or university’s mission statement to use as a wrap-up to this discussion. Section 5.2 Key Concepts: The Mission Statement—“What Is Our Reason for Being?” ● An organization’s mission is its purpose or reason for being. ● A mission statement expresses the purpose of the organization. The Vision Statement—“What Do We Want to Become?” ● The vision is a long-term goal describing “what” the organization wants to become; it is a clear sense of the future and the actions needed to get there. ● After formulating a mission statement, top managers need to develop a vision statement, which expresses what the organization should become and where it wants to go strategically. 5-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Group Exercise #1: Investigating Corporate Mission and Vision Statements There is a group exercise available at the end of this manual that allows students to explore the importance of mission and vision statements. Exercise Objectives: To explore the value of creating an organizational mission statement, vision statement, and supporting goals. Click to view activity.

Interactive Classroom Material: EXAMPLE: Mission, Vision, and Values at Coca-Cola This Example profiles the Coca-Cola company and its 500 brands with a specific focus on its mission, vision, and values. The multi-billion-dollar company is more than 130 years old and employs about 700,000 people worldwide. Click for follow-up activity.

SELF-ASSESSMENT 5.1 CAREER READINESS Assessing Career Behaviors and Future Career Identity This 14-question Self-Assessment helps to clarify students’ career visions and plans. Questions on mental pictures of the future, engagement in a particular behavior, and moving up in organizations are presented. Click for follow-up activity.

The Values Statement—“What Values Do We Want to Emphasize?” ● Values reflect the qualities that represent an organization’s deeply held beliefs, highest priorities, and core guiding principles. ● A values statement, also called a core values statement, expresses what the company stands for, its core priorities, the values its employees embody, and what its products contribute to the world. ● Values statements guide employee behavior and company decisions and actions.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

This Example first focuses on five of Coca-Cola’s strategies as follows: Focused on driving revenue and profit growth. Invested in our brands and business. Became more efficient. Simplified our company. Refocused on our core business model. A year later the company introduced goal 6 as: Keep people at the heart of our company. Click for follow-up activity. Strategic Planning ● Strategic planning determines what the organization’s long-term goals should be for the next 1 to 5 years with the resources managers have available. ● Strategic planning should communicate not only general goals about growth and profits but also ways to achieve them. ● Strategic planning is done by top managers. Tactical Planning ● Tactical planning determines what contributions departments or similar work units can make with their given resources during the next 6–24 months. ● Tactical planning is done by middle managers. Operational Planning ● Operational planning determines how to accomplish specific tasks with available resources within the next 1–52 weeks. ● Operational planning is done by first-line managers. ● Figure 5.4 further explains the levels of planning.

Connect® Exercise: CLICK AND DRAG: Fundamentals of Planning Summary of Activity: Organizations have multiple levels of planning. In this Click and Drag Exercise, students will match descriptions of different levels of management planning with the correct level.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

CLICK AND DRAG: Mission, Vision, and Values Summary of Activity: Students will compare and contrast a company’s mission, vision, and values in this Click and Drag Exercise.

5.3 Goals & Plans POWERPOINT SLIDES: #19 Long-Term and Short-Term Goals #20 The Operating Plan and Action Plan #21 Example: Means-Ends Chain #22 Standing Plans and Single-Use Plans Section 5.3 discusses the two types of goals: short-term and long-term. A goal is a specific commitment to achieve a measurable result within a stated period of time. Long-term goals focus on achieving the strategies identified in a company’s strategic plan. Short-term goals are connected to strategic goals in a hierarchy known as a means-end chain. There are two types of plans: standing and single-use plans. Standing plans are plans developed for activities that occur repeatedly over a period of time. Standing plans consist of policies, procedures, and rules. Single-use plans are plans developed for activities that are not likely to be repeated in the future. Such plans can be programs or projects. One way that you could begin your coverage of these topics is to have the students watch the Fortune video “Take a Look Inside Whole Foods’ New 365 Store.” This 3-minute video profiles Whole Foods’ goals for its new “365” chain of grocery stores. For a supplemental activity, you could have the students provide examples of goals that the firm should include in its operating plan and action plans for the 365 stores. Topics and Tips for Discussion: 1. Obtain a copy of the most recent annual report from your current employer or a company about which you would like to learn. Read through the background information in the report, and identify examples of the long-term and short-term goals discussed in the report. Have your students read the CEO’s letter to the shareholder as well the business description (usually item 1). Put students’ short-term goals on one side of the board and students’ long-term goals on the other. Wrap up the discussion by drawing arrows from the short-term goals to the long-term goals to illustrate how the short-term goals support the achievement of the long-term goals. 2. Thinking of your current or most recent employer, provide examples of policies, procedures, and rules of the organization. 5-14 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Start off with a familiar example. For instance, your example can be how the exam process works in your class. After giving an example, open the discussion by asking,” Has anyone ever worked for a company with a probation period? If so, how did it work?” 3. Discuss examples of single-use programs and projects that have been developed or implemented at your current or most recent employer in the past three years. Discuss the challenges that the organization experienced in implementing these plans. To highlight the differences between single-use programs and projects, have the students contrast what was needed when Apple Computer changed their name to Apple, Inc versus what was needed when Domino Pizza changed their name to Domino’s, Inc. For example, Dominos’ change encompassed a menu change and a store remodel in addition all the steps that Apple went through. Section 5.3 Key Concepts: Long-Term and Short-Term Goals ● A goal, also known as an objective, is a specific commitment to achieve a measurable result within a stated period of time. ● Long-term goals or strategic goals tend to span one to five years and focus on achieving the strategies identified in a company’s strategic plan. ● Short-term goals or tactical or operational goals generally span 12 months and are connected to strategic goals in a hierarchy known as a means-end chain. ● A means-end chain shows how goals are connected or linked across an organization. The Operating Plan and Action Plan ● An operating plan breaks long-term output into short-term targets or goals. ● Operational plans turn strategic plans into actionable short-term goals and action plans. ● An action plan defines the course of action needed to achieve a stated goal. ● Whether the goal is long-term or short-term, action plans outline the tactics that will be used to achieve a goal. Interactive Classroom Material: EXAMPLE: Long-Term and Short-Term Goals at Southwest Airlines Southwest Airlines was ranked as one of Fortune’s Most Admired Companies of 2018. The goal of Southwest’s top managers is to ensure that the airline is highly profitable, following the general strategy of (a) keeping costs and fares down, (b) offering a superior on-time arrival record, and (c) keeping passengers happy. Cutting costs and keeping fares low has traditionally been a key tactical goal for Southwest’s middle managers. Operationally, Southwest’s first-line managers enhance productivity in the unloading, refueling, and cleaning of arriving planes. Click for follow-up activity. 5-15 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Types of Plans: Standing Plans and Single-Use Plans ● Standing plans are plans developed for activities that occur repeatedly over a period of time and consist of policies, procedures, and rules. o A policy is a standing plan that outlines the general response to a designated problem or situation. o A procedure or standard operating procedure is a standing plan that outlines the response to a particular problem or circumstance. o A rule is a standing plan that designates specific required action. ● Single-use plans are plans developed for activities that are not likely to be repeated in the future and consist of programs or projects. o A program is a single-use plan encompassing a range of projects or activities. o A project is a single-use plan of less scope and complexity than a program.

Connect® Exercise: CLICK AND DRAG: Types of Plans Summary of Activity: The purpose of planning is setting goals and formulating operational plans to achieve those goals. In this Click and Drag Exercise, students will match different types of plans with their appropriate description.

Connect® Exercise: VIDEO CASE: Domino’s New Products Summary of Activity: In this video case, students will see how Domino’s Pizza expanded its products and services through effective planning. The video also describes Domino’s planning/control cycle. Follow-Up Activity: Instructor should open the floor for students to discuss the video case: How did different levels of management promote goals and plan for the unexpected? What is the role and responsibility of front-line employees? Students should break down the differences between strategic and operational planning at an organization such as Domino’s Pizza.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

5.4 Promoting Consistencies in Goals: SMART Goals, Management by Objectives, and Goal Cascading POWERPOINT SLIDES: #23 SMART Goals #24 Relationship Between Goal Difficulty and Performance #25 Management by Objectives: The Four-Step Process for Motivating Employees #26 Three Types of Objectives Used in MBO #27 Cascading Goals: Making Lower-Level Goals Align with Top Goals #28 Question #29 The Importance of Deadlines Section 5.4 discusses SMART goals, or goals that are Specific, Measurable, Attainable, Resultsoriented, and have Target dates. A technique that assists in setting goals is known as management by objectives (MBO), and it is a four-step process for motivating employees. Goal cascading seeks to ensure that higher-level goals are communicated and aligned with the goals at the next levels down in the organizational hierarchy. One way that you could begin your coverage of these topics is to have the students read the Harvard Business Review online article “When You Give Your Team a Goal, Make It a Range.” This article profiles how using high-low goals (e.g., lose one to three pounds per week) as opposed to single number goals (e.g., lose two pounds per week) can positively impact performance. For a supplemental activity, you can have the students describe the advantages and disadvantages of using high-low goals rather than single number goals. Topics and Tips for Discussion: 1. Create at least three examples of SMART goals pertaining to your schoolwork that you could focus on this academic term. Evaluate the extent to which the goals you created meet the SMART criteria. Start the discussion with an example. For instance, the SMART goal I set for myself this semester was to decrease the time to grade homework assignments by 1 day by the end of the semester. Alternatively, you can state that “the SMART goal I set for myself for this semester was to decrease the time it takes me to grade homework” then ask the students what is wrong with your statement. 2. Assume your current employer or a previous one wants to implement a management by objectives program. Describe the likely benefits of the program and possible challenges in its implementation. Benefits of implementing MBO program include improved employee motivation and committee and ensures better communication between management and employees. Motivation and commitment is improved through joint participation and by converting corporate goals into personal goals for each employee. Communication improves because the joint process of setting goals highlights expectations and drives goal 5-17 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

alignment. The potential drawbacks are that it is time consuming process, too much attention may be placed on setting the goals not forming a plan, there is considerable paperwork involved, and the emphasis is on short term goals. 3. Describe the importance of making sure goals cascade through the organization. What can managers do to make sure that goals cascade? Use the means-end chain to illustrate why goals need to cascade in order for the organization to be successful. Section 5.4 Key Concepts: SMART Goals ● A SMART goal is one that is Specific, Measurable, Attainable, Results oriented, and has Target dates. o Specific: goals should be stated in specific rather than vague terms. o Measurable: whenever possible, goals should be measurable or quantifiable. o Attainable: goals should be challenging, but realistic and attainable within the scope of the time, equipment, and financial support available. o Results-oriented: only a few goals should be chosen, and they should support the organization’s vision. o Target dates: goals should specify the target dates or deadline dates when they are to be attained.

Group Exercise #2: Using SMART Goals to Plan a Student Organization There is a group exercise available at the end of this manual that allows students to write SMART goals for a new student-based organization. Exercise Objectives: To engage in planning by writing SMART goals and action plans for a new student organization Click to view activity.

Connect® Exercise: CLICK AND DRAG: SMART Goals Summary of Activity: Effective goals have to be “SMART” goals, which means that they must be specific, measurable, attainable, results oriented, and have some target date. In this Click and Drag Exercise, students will match scenarios with the appropriate SMART goal characteristic. 5-18 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Group Exercise #3: Writing SMART Goals There is a group exercise available at the end of this manual that allows students to explore writing SMART goals and understand goal-setting. Exercise Objectives: 1. To provide students with an understanding of goal setting. 2. To develop SMART goals through group work. Click to view activity.

Interactive Classroom Material: EXAMPLE: Setting Goals: Are Snapchat’s Goals Clear? Snapchat’s user base grew slowly following its first public offering of stock in early 2017, and investors became concerned that profits might dip. In response, Snapchat’s parent company, Snap Inc., announced that the app would be redesigned in order to make it easier for a wider audience to use, with the stated goal of increasing its user base in 2018. By the fall of 2017, the company’s revenues were still running below expectations, and costs and losses were higher than expected. Snap’s stock price seemed stuck at a point below its initial offering price of $17 a share. When the updated Snapchat was rolled out in February 2018, initial reactions from users were largely negative, especially among younger fans who called the new version “twisted” and “super confusing.” Click for follow-up activity. Management by Objectives: The Four-Step Process for Motivating Employees ● Management by objectives (MBO) is a four-step process, and its purpose is to motivate rather than control subordinates. ● The appeal of MBO is its emphasis on converting general objectives into specific ones for all members of an organization. ● Step 1: Jointly Set Objectives o The employee and manager meet and jointly set objectives to be attained by the employee. o An important part of MBO is joint manager/subordinate participation in setting objectives. o One result of joint participation is that people set more difficult goals. o There are three types of objectives: improvement objectives, personal development objectives, and maintenance objectives. ● Step 2: Develop Action Plan o Managers at each level must prepare an action plan for attaining the objectives. 5-19 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

o Action plans may be prepared for both individuals and work units such as departments. ● Step 3: Periodically Review Performance o Managers and employees must periodically review performance. o Managers/employees should meet reasonably often, either formally or informally every three months. o Frequent communication and feedback is necessary so that everyone will know how well he or she is doing in meeting the objectives. o Objectives should be updated or revised as necessary to reflect new realities. ● Step 4: Give Performance Appraisal and Rewards, If Any o At the end of 6-12 months, the employee and manager should meet to discuss results and compare performance with initial objectives. o Because the purpose of MBO is to motivate, performance that meets objectives should be rewarded. o Failure can be addressed by redefining objectives or taking stronger measures.

SELF-ASSESSMENT 5.2 What Is the Quality of Goal Setting Within a Current or Past Employer? This 13-question Self-Assessment helps to determine the quality of goal setting at students’ employers. Click for follow-up activity.

SELF-ASSESSMENT 5.3 CAREER READINESS Do I Have a Proactive Learning Orientation? This 9-question Self-Assessment is designed to assess the extent to which students possess a proactive learning orientation. Click for follow-up activity.

Cascading Goals: Making Lower-Level Goals Align with Top Goals ● For goal setting to be successful, top management must be committed, goals must be applied organizationwide, and goals must cascade down through the organization.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

● Cascading goals is the process of ensuring that the strategic goals set at the top level align, or “cascade,” downward with more specific short-term goals at lower levels within an organization, including employees’ objectives and activities. ● The cascading process ends when all individuals have a set of goals that support the overall strategic goals. ● This process helps employees understand how their work contributes to overall corporate success. The Importance of Deadlines ● Because the whole purpose of planning and goals is to deliver to a client specified results within a specified period of time, deadlines become a great motivator, both for you and for the people working for you. ● Deadlines help you ignore extraneous matters in favor of focusing on what’s important.

Interactive Classroom Material: PRACTICAL ACTION: Setting Goals for a Small Business Goal setting can seem like an intimidating process, but it’s both a necessary and a helpful one for the millions of small businesses in the United States. These firms, officially defined as having 500 or fewer employees, produce almost half of U.S. non-farm GDP and two-thirds of the nation’s new private-sector jobs. Typical goal-setting steps for a small business include: 1. Break large goals down into smaller ones; 2. Track progress toward goals; 3. Keep the goal in sight; 4. Accept that setbacks will come; and 5. Celebrate success. Click for follow-up activity.

5.5 The Planning/Control Cycle POWERPOINT SLIDES: #30 The Planning/Control Cycle #31 Example: Tesla’s Long-Awaited Model 3 #32 Question Section 5.5 discusses the planning/control cycle, which includes the following four steps: (1) Make the plan. (2) Carry out the plan. (3) Control the direction by comparing results with the plan. (4) Control the direction by taking corrective action in two ways—namely (a) by correcting deviations in the plan being carried out, or (b) by improving future plans. One way that you could begin your coverage of these topics is to have the students read the CNBC online article “Amazon reveals a new plan to deliver more packages: Recruit people to 5-21 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

run small-scale delivery services.” This article discusses Amazon’s new Delivery Service Partners program. Amazon is trying to expand its network of last-mile package delivery couriers in response to burgeoning delivery center and transportation costs. For an introductory exercise, have your students assume that they are responsible for this program. Ask them what Amazon needs to include in its plan to make sure the company is headed in the right direction. Topics and Tips for Discussion: 1. Critique the effectiveness of the planning and control processes at your current organization or a previous one. You can start with a possible critique of a process at your college/university. 2. Discuss the importance of having SMART goals in the planning/control cycle. Have the students match the components of a SMART goal with the elements of the Planning/Control Cycle. Note that being specific, measurable and timely are key to making the plan, attaining is key to carrying out the plan and being measurable and results oriented is integral to comparing planned results to the actual results. The improvement in the final step, controlling the direction by either correcting deviations or improving future plans, is result of management understanding what component or components of the SMART goal caused the misalignment. 3. Discuss how a management by objectives program could enhance the planning/control cycle. An MBO program can enhance the planning/control cycle in the following ways: It enhances the effectiveness of the plan by achieving employee buy in. The frequent feedback (informal and formal) informs management about the ability of the employee to implement the plan. The feedback loop allows management to evaluate goal attainment. As a result, both the employee and management are better equipped when it comes to controlling the direction of the plan. Section 5.5 Key Concepts: The Planning/Control Cycle ● The planning/control cycle is designed to make sure you stay in control and to make sure you’re headed in the right direction. ● The planning/control cycle has two planning steps (1 and 2) and two control steps (3 and 4), as follows: o Step 1: Make the plan. o Step 2: Carry out the plan. o Step 3: Control the direction by comparing results with the plan. o Step 4: Control the direction by taking corrective action.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

● The planning/control cycle has a constant feedback loop designed to ensure plans stay headed in the right direction. ● The planning/control cycle loop exists for each level of planning—strategic, tactical, and operational. ● Taking corrective action in Step 4 can include: o Correcting deviations in the plan being carried out. o Improving future plans. ● The corrective action in Step 4 of the cycle (a) can get a project back on track before it’s too late, or (b) if it’s too late, can provide data for improving future plans.

Connect® Exercise: CLICK AND DRAG: The Planning/Control Cycle Summary of Activity: In this Click and drag students will properly match the different steps of the planning/control cycle with their descriptions.

Interactive Classroom Material: EXAMPLE: The Planning/Control Cycle: Tesla’s Long-Awaited Model 3 By early 2018, Tesla’s Model 3, the electric-car company’s long-anticipated, more affordable new vehicle (whose prices begins at $35,000) had missed its announcement production goals at least twice. In the summer of 2017, the company had promised to make 20,000 Model 3 vehicles by December, but it actually made fewer than 300 during that year’s third quarter, and orders placed at that time were not expected to be filled until the middle of 2018, a projection that was later pushed back to “late 2018 or early 2019.” “Production bottlenecks” were blamed for these disappointing results, along with the fact that some production systems were not running as quickly as the company had planned. Tesla’s CEO Elon Musk said he was confident that the difference between projects and reality was “getting smaller with each passing week.” But in the fourth quarter of 2017, only 2,425 units were made, and only 1,550 were delivered to customers (leaving almost 300,000 people still waiting for their cars). Click for follow-up activity.

5.6 Career Corner: Managing Your Career Readiness POWERPOINT SLIDES: 5-23 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

#33 Model of Career Readiness #34 Managing Your Career Readiness Section 5.6 discusses the process of developing a proactive learning orientation which includes the following steps: 1) Become intentionally proactive, 2) Keep an open mind and 3) Suspend judgement. One way that you could begin your coverage of these topics is to have your students read Glassdoor’s “These are Recruiters’ Favorite Questions to Ask”. Ask the students if they have been asked any of the questions. Have them discuss which questions surprised them. Get the students to give examples of how they have prepared for an interview in the past. Capture these examples on the board. Point out what students are already doing in terms of career readiness and where the gaps are. Wrap-up the discussion by asking what the students will do differently going forward. Topics and Tips for Discussion: 1. Ask them why proactive learning is the key factor in critical thinking. Point out it is as much about what you do not know as what you do know that matters. 2. For your company (or a previous one), provide examples of how you are proactive in keeping abreast of the latest developments that impact the business. Remind students that understanding the business is integral to critical thinking. Emphasize the value of networks is not only in the information they provide but also as sources of feedback. 3. Discuss ways to be more open minded when setting goals and making plans. Open-mindedness can become a learned behavior. The more you practice, the more ingrained it will become. Actively looking for evidence against one’s own assumptions and beliefs is one way of practicing open-mindedness. The act of considering alternative perspectives helps broaden our understanding and can lead to more open- minded behavior. Section 5.6 Key Concepts: Developing the career readiness competency of proactive learning orientation  Critical thinking/problem solving is the sound reasoning to analyze situations, make decisions, and solve problems. These are all critical activities associated with planning and require the ability to obtain, interpret, and analyze both qualitative and quantitative information o Driven by proactive learning orientation o Critical thinkers don’t make quick or rash decisions during the planning process; they consider alternative solutions to problems and remain open-minded  Becoming more proactive 5-24 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

o Being “intentionally proactive” is the first step to becoming a proactive learner. o Four recommendations: 1. Focus on solutions rather than problems 2. Take initiative and rely on yourself 3. Set realistic goals and don’t overpromise 4. Participate and contribute to personal and professional conversations.  Keeping an Open Mind and Suspending Judgment o Step 1—Make a list of your current tasks, projects, or commitments at school or work. o Step 2—For each task listed in step one, identify the key moments it would be important to be open-minded and suspend judgment. o Step 3—For each of these moments, think of how you might apply the four key skills of being open minded Connect® Exercise: CLICK AND DRAG: Applying the Four Key Skills of Being Open-Minded

CAREER READINESS

Summary of Activity: This Click and Drag Exercise provides students with an opportunity to match the four key skills of being open-minded with their correct attributes.

Career Corner Group Exercise #1: Building the Competency of Understanding the Business

CAREER READINESS

Learning Objectives: 1. To enhance students’ career readiness competency of understanding the business. 2. To strengthen students’ understanding of key company stakeholders and their contribution to an organization. Click to view activity.

Career Corner Group Exercise #2: Building the Competency of Positive Approach CAREER READINESS

Learning Objectives: 1. To enhance students’ career readiness competency of having a positive approach at work. 2. To strengthen students’ ability to accept and act on feedback. Click to view activity.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

MANAGEMENT IN ACTION: FENDER REBRANDS TO STAY IN TUNE WITH THE TIMES

FENDER REBRANDS TO STAY IN TUNE WITH THE TIMES Problem-Solving Perspective 1. What is the underlying problem in this case from Fender CEO Andy Mooney’s perspective? Fender was one of the first to mass produce guitars and has an illustrious history dating back to the late 1940s, but today, fewer and fewer people are purchasing Fender guitars. 2. What are some of the causes of this problem? Some causes include the fact that there is a high quit rate among beginning guitar players (around 90 percent). There are two main contributors to this dire statistic—the method of learning the instrument and the cost associated with doing so. For example, beginners nowadays do things in little bites versus sitting through hour-long lessons. They also spend 4x as much on lessons as they do on the instrument itself. 3. Do you believe Fender’s strategy and plans will turn around the company? Explain. Student answers will vary here, but they should utilize the steps in Figure 5.1 in their analysis.

Application of Chapter Content 1. Using the steps in Figure 5.1, describe how Fender is transforming into a digital company. Students should use the following figure:

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

The case in essence starts with step 2, which is Fender’s assessment of the high quit rate and the causes behind it (e.g. the way beginners learn and the cost associated with it. Their strategy includes utilizing different apps that will provide bite-sized lessons at a low cost. They implemented the strategy and are monitoring results. Students may also want to point out that Fender is not taking advantage of online sales as part of its strategy (possible missed opportunity). 2. Define one specific strategic, tactical, and operational plan that Fender can utilize for its transformation. An example strategy can be based on doing more online sales, though students may focus on other issues as well: Strategic—To sell a majority of its guitars via an online platform within the next threeyears. Tactical—To redesign its website to facilitate better online sales within the next 18 months. This includes advertising its website on print and online media. Operational—To create a mock-up of a new website within 3 months. 3. Develop a simple strategic goal, operational goal, and action plan for Fender Play: The goals need to be SMART. Then utilize a means-ends chain to illustrate the relationship among the three. Student examples will vary, but here are some examples staying with the online sales scenario described in question 2: Strategic goal: For 51 percent or more of Fender’s sales to be made online by three years from now. Operational goal: To have a newly designed website, that fosters more online sales, up and running by the end of the year. Action plan for operational goal: Develop a mock-up of the new site by March of this year. Action plan for strategic goal: Advertise new website in at least three major music magazines in the next 18-months. Means end chain for strategic goal and action plan: If the marketing department advertises the new website in major music magazines in the next 18-months, there will be a good amount of publicity for the website and Fender may be able to do more online sales (hopefully 51 percent or more of its overall sales) in the next three years.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

4. Assume 8% of Fender’s current customers are women. Would it be wise for the company to set a strategic goal of increasing this number to 40% in the next 12 months? Why or why not? Explain your response using Figure 5.4. This is the figure students should be using:

If only 8% of the company’s current customers are women, the strategic goal of increasing this number to 40% (5x) in the next year may be too much of a stretch goal and lead to the goal difficulty being too challenging. This means that commitment to the goal may drop.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

5. Based on CEO Mooney’s standard for success in making sure beginners stick with their guitars, develop a planning/control cycle to make sure Fender is headed in the right direction. Students should use Figure 5.5:

The plan is for a 10% increase in the number of beginners who stick with their guitar. There is no timeline, so let’s assume one-year. The plan of creating the apps for a cheap price should be implemented (as it is now). In a year, there should be a measurement of what percentage of beginners drop the guitar. If the number is 80% or lower, it seems the plan worked. If it is higher than 80%, then corrective action needs to be taken.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

LEGAL/ETHICAL CHALLENGE IS PFIZER PUTTING PROFITS ABOVE ALZHEIMER’S PATIENTS? Solving the Challenge: 1. Move on to other projects. Pfizer has an obligation to its shareholders not to throw money at projects that prove to be unsuccessful. Pfizer may not have an obligation to do this, but what about the bad publicity coming from the decision to leave 5.5 million adults with this neurological disease in the dark? Shareholders are just one stakeholder for Pfizer. The company should also consider what other stakeholders will think. 2. Continue funding Alzheimer’s R&D. As a global leader in the pharmaceutical industry, Pfizer has an obligation to society to find treatments for diseases affecting millions of people. This would also be in line with its mission statement and values. Pfizer may want to continue funding Alzheimer’s R&D since it is a global leader in the industry. It is true that a lot of the trials have failed, but the company should keep hope alive. One decision that can be made is to fund the research less and do more limited R&D. A problem with this is that less funding may mean a slower process to find a cure. 3. Contribute to agencies such as the National Institutes of Health so it can continue its studies of Alzheimer’s. This is a compromise approach whereas Pfizer may not spend as much on Alzheimer’s R&D, but still contribute to the cause through other agencies such as the National Institute of Health. A problem with this (as mentioned for #2 above) is that less funding may mean a slower process to find a cure. 4. Suggest other options. Student responses should be creative and utilize theory.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

TEXTBOOK EXAMPLES

EXAMPLE: Why Write a Business Plan? This Example discusses the need to have or not to have a business plan. There are some surveys that found how business plans increase your chances of success, but some studies have found that a business plan has not really affected individuals’ success in starting their business. YOUR CALL Got an idea for a business? Think about your pre-launch planning process. What questions about your product or service, your target market, your promotional plans, and your distribution method would you need to answer before you made the leap? Student answers will vary and may include a heavy emphasis on ideas for service-based businesses, including nail or hair salons, web design, social media marketing, health services (like physical therapy), child care, dog walking and fitness training, among other types of businesses. Questions about the target market will explore who potential customers are, promotional plans will include how you engage with the existing and potential customers (including social media) and distribution method includes anything regarding suppliers and transporting your product from where you produce it to where customers will buy it. SUPPLEMENTAL ACTIVITIES One way to build on this Example is to have the students read the Harvard Business Review online article “For Founders, Preparation Trumps Passion.” This article profiles research on hundreds of founders that reveal that passion has nothing to do with results a few years after start-up. Rather, preparation is more important to firm success. Consider using the following discussion questions: 1. How can founders strike the right balance between passion and preparation when seeking outside sources of funding? 2. Why do you think so many founders start their companies without solid business plans? What are the benefits and risks of doing so? 3. Describe strategic challenges your current or most recent employer is likely to face in the next 3 to 5 years and how the employer could best plan for those challenges Return

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Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

EXAMPLE: Mission, Vision, and Values at Coca-Cola This Example profiles the Coca-Cola company and its 500 brands with a specific focus on its mission, vision and values. The multi-billion-dollar company is more than 130 years old and employs about 700,000 people worldwide. YOUR CALL What do you think of Coca-Cola’s mission, vision, and values? Are they explicit enough to guide employee behavior and company actions? Why or why not? Could any of them apply equally well to other businesses? Why or why not? The mission, vision and values of Coca-Cola are all interconnected and overlap. Creating value is specifically mentioned in the mission. The vision gives details on how individuals and groups of individuals and their actions impact the company. The values are specific enough to guide the decisions and actions of individuals (i.e. employees) and groups of individuals (i.e. partners). Certain parts of the mission could apply to other businesses (i.e. To Create Value and Make a Difference), while certain parts would not since it is specific to their product line (i.e. To Refresh the World). SUPPLEMENTAL ACTIVITIES One way to build on this Example is to show the following videos, asking students to relate how the actions of Coca Cola reflect their mission. This can be done as an individual reflection to assess for understanding, though students tend to really enjoy watching these so it is worth taking a few minutes to show multiple videos and consider giving them time in class for discussion. You may want to remind students of Coca Cola’s mission, or have it available while they discuss this with their peers: Coca Cola Happiness Vending Machine (USA) Coca Cola Dancing Vending Machine (Japan)

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Coca Cola Friendship Machine (South America, multiple countries) Coca Cola Small World Machines: Bringing Pakistan and India together (Pakistan, India) Return

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

EXAMPLE: Coca-Cola’s Five-Plus Strategies This Example first focuses on five of Coca-Cola’s strategies as follows: 1. Focused on driving revenue and profit growth. 2. Invested in our brands and business. 3. Became more efficient. 4. Simplified our company. 5. Refocused on our core business model. A year later the company introduced goal 6 as: Keep people at the heart of our company. YOUR CALL Does it surprise you that a large company like Coca-Cola would frequently revisit and revise its strategic plans? Why or why not? Which of the first five goals listed here do you think best support(s) goal 6? Strategic plans are modified and revisited; in this case Coca Cola extended its strategy (rather than removing or altering the existing strategy). Strategic plans are not modified as frequently as tactical or operational plans. Each of Coca Cola’s five strategic goals can be discussed as potentially contributing to the sixth goal of “Keeping People at the Heart of the Company” though some are more directly connected to the sixth goal than others. SUPPLEMENTAL ACTIVITIES This is a good video to show before or during discussion on Coca Cola’s Five Plus Strategy: Coca-Cola CEO. CEO James Quincey discusses risk and strategy at Coca Cola, sharing that “the next 130 years will be very different from the last 130 years.” Ask students to respond to that statement, explaining what Coca Cola was about in the last 130 years (not heavily involved in technology) and what it will change in the next 130 years (investment in technology and a change in how the company approaches business.) Return

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Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

EXAMPLE: Long-Term and Short-Term Goals at Southwest Airlines This Example focuses on the goals of Southwest Airlines. The company is ranked 8th among Fortune’s 2018 Most Admired Companies, and it has appeared on this list 24 years in a row. The organization has also been profitable for 45 consecutive years, which is not an easy thing to do in the airline industry. The Example box summarizes the company’s long and short term goals. YOUR CALL Do you think the company will continue to achieve its strategic goals? Why or why not? Based on Southwest Airlines’ 45-years of profitability and performance, along with its current positive cash flow to fuel strategic growth by adding new flight routes (i.e. Hawaii) it is highly likely the company will achieve its strategic goals. Southwest has planned for this expansion, has maintained a strong position in the market, and is well positioned to take advantage of opportunities by adding new flight routes. SUPPLEMENTAL ACTIVITIES One way to build on this Example is to have the students watch the CBS This Morning video “Southwest CEO: U.S. Air Traffic Control System ‘Needs Revamping.” In this 7-minute video, Southwest Airlines President and CEO Gary Kelly discusses the company’s strategy and goals for the future. Consider using the following discussion questions: 1. Analyze the advantages and disadvantages for Southwest Airlines pursuing international expansion. 2. Discuss short-term and long-terms goals that Southwest Airlines should create to support its planned expansion to Cuba. 3. Should Southwest Airlines match the actions taken by most of its competitors and begin charging for checked bags? Defend your point of view. Return

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Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

EXAMPLE: Setting Goals: Are Snapchat’s Goals Clear? Snapchat’s user base grew slowly following its first public offering of stock in early 2017, and investors became concerned that profits might dip. In response, Snapchat’s parent company, Snap Inc., announced that the app would be redesigned in order to make it easier for a wider audience to use, with the stated goal of increasing its user base in 2018. By the fall of 2017, the company’s revenues were still running below expectations, and costs and losses were higher than expected. Snap’s stock price seemed stuck at a point below its initial offering price of $17 a share. When the updated Snapchat was rolled out in February 2018, initial reactions from users were largely negative, especially among younger fans who called the new version “twisted” and “super confusing.” YOUR CALL Do you think Snapchat’s goal was attainable? Was it communicated clearly? What could the company have done better? Either of Snapchat’s goals are attainable. The initial goal of “providing an inviting home for chat and video… people looking for real connections” was replaced with “growing the user base”. Snapchat announced a redesign as a way to grow the user base and attract new users. It did add on 5 million new users, though the estimate was 8 million. The goal, but not how it would be attained, was communicated. The company could have kept its initial goal and communicated exactly how they would achieve that goal. SUPPLEMENTAL ACTIVITIES According to this 2-minute video: Blanchard Video, if there is no vision or clear goals (i.e. identifying what business you are in) there is “Nothing for anyone to serve but themselves,” according to Ken Blanchard, speaking to the London Business Forum. Ask students to respond to the video and the message about goals, applying it to their own lives and to Snapchat. While student answers will vary you will likely have many students who can relate this to their personal lives, and will be willing to share when goal setting and clarity of goals has worked for them. Snapchat may have clarity of goals but has not communicated exactly how it intend to increase its user base, thus leading us to believe the company is unsure and unclear as to how it accomplish this goal. Return

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Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

EXAMPLE: The Planning/Control Cycle: Tesla’s Long-Awaited Model 3 By early 2018, Tesla’s Model 3, the electric-car company’s long anticipated, more affordable new vehicle (whose price begins at $35,000) had missed its announced production goals at least twice. In the summer of 2017, the company had promised to make 20,000 Model 3 vehicles by December, but it actually made fewer than 300 during that year’s third quarter, and orders placed at that time were not expected to be filled until the middle of 2018, a projection that was later pushed back to “late 2018 or early 2019.” “Production bottlenecks” were blamed for these disappointing results, along with the fact that some production systems were not running as quickly as the company had planned. Tesla’s CEO Elon Musk said he was confident that the difference between projections and reality was “getting smaller with each passing week.” But in the fourth quarter of 2017, only 2,425 units were made, and only 1,550 were delivered to customers (leaving almost 300,000 people still waiting for their cars). YOUR CALL Some analysts believe Tesla would have been better off announcing less ambitious production plans for the Model 3 in the first place. Are they right? Do you think the company is doing a good job of making and controlling its plans for the Model 3? Why or why not? The analysts have a valid point since Tesla has never met its forecast, and has encountered several delays, including not having a fully automated assembly line along with having to pull battery production in house, and set up assembly in Germany. Even when Tesla started producing more Model 3s (e.g. 800 a week) it was still far behind its forecast and promise to waiting customers. The company has made improvements to speed up production, such as pulling employees off of other production lines, yet continues to encounter delays in other areas; for example, having to disassemble and reassemble imported batteries from its Germany plant. SUPPLEMENTAL ACTIVITIES Students should read Tesla’s mission statement and accompanying vision. You could then ask students the following questions to spur class discussion: Are Tesla’s ambitions, as stated in their mission statement, in line with their planning/control cycle methods? Explain. Do you think Tesla will ever get to making 20,000 Model 3 vehicles a year? Why or why not? Return

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

PRACTICAL ACTION: Setting Goals for a Small Business Goal setting can seem like an intimidating process, but it’s both a necessary and a helpful one for the millions of small businesses in the United States. These firms, officially defined as having 500 or fewer employees, produce almost half of U.S. non-farm GDP and two-thirds of the nation’s new private-sector jobs. Typical goal-setting steps for a small business include: 1. Break large goals down into smaller ones; 2. Track progress toward goals; 3. Keep the goal in sight; 4. Accept that setbacks will come; and 5. Celebrate success. YOUR CALL What major goal of your own have you broken into smaller parts? If you have never done this, for what future goal do you think it would be an effective strategy for you? Students can be directed to think of their college endeavor as a major goal (i.e. earning a degree) and taking courses (and assignments, readings, exams, etc.) as being broken in smaller parts. Future goals can include career goals or personal goals, such as family planning. SUPPLEMENTAL ACTIVITIES One way that you could build on this Practical Action is to show the students the video “Professor Dan Ariely Talking about FOMO.” In this 5-minute video, Professor Ariely discusses the “Fear of Missing Out” and how anticipatory regret can impact the decision-making process. Consider using the following discussion questions: Provide examples of our your own “fear of missing out” has had negative implications for your personal or professional life. Assume that your company uses management by objectives, and you ended up missing your sales goal by 1 percent. How are you likely to feel? What if you had missed the sales goal by 10 percent? Describe a time where your feelings of anticipatory regret impacted your decision-making process? How as a manager can you seek to avoid anticipatory regret? Return.

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Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

SELF-ASSESSMENTS

SELF-ASSESSMENT 5.1 CAREER READINESS Assessing Career Behaviors and Future Career Identity This Self-Assessment is designed to help students reflect on the vision of their career identity. STUDENT QUESTIONS 1. What did you learn about your future career identity? Are you surprised by the results? Student results will differ based on assessment results. Many students will be surprised that their vision statement and plans are not very clear, and/or that they are not particularly aiming for growth and leadership-type positions in the future. Moreover, many students will be surprised at how engaged they are in their current happiness, to the detriment of future plans. 2. Write a personal mission and vision statement using ideas discussed in this section. Share it with a friend for feedback. Student responses will vary. 3. Based on your results, what might you do to enhance your future career identity? If students scored in the low or moderate range, they might want to give some thought to developing plans. This begins by creating personal mission and vision statements. These are defined, discussed and illustrated in section 2 of Chapter 5. Most of the discussion relates to developing these statements for organizations, but the basic ideas hold for doing this themselves. A personal vision statement identifies what individuals want to become over their life span. This will force them to think about priorities across various aspects of their lives such as work, home, leisure, and friendships. It also helps clarify various milestone events they want to occur. 4. What things can you say during an interview to demonstrate that you possess the careerreadiness competency of career management? Student responses will vary, but should include questions that show their enthusiasm for positive career behaviors and future identity. For example, a good question to ask during an interview is where the interviewer believes the organization is going in 1, 5, and 10 years. SUPPLEMENTAL ACTIVITY 1. Instructor should ask students to write or type out a vision statement for their future careers. 2. The statements from the Self-Assessment should be incorporated into a short vision statement for students’ future careers. 3. Select students should share their vision statements with the class as a whole. 4. Instructor can guide discussion and point out strengths in students’ vision statements. Return 5-38 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

SELF-ASSESSMENT 5.2 What Is the Quality of Goal Setting Within a Current or Past Employer? This Self-Assessment is designed to assess the quality of goal setting in a company. STUDENT QUESTIONS What are the strengths and weaknesses of goal setting in the company you selected? Student responses will differ based on assessment results. Students may be surprised to see that goals are underutilized in their selected organization. On the other hand, students may be surprised to see that goals play a large role in the operations of the organization, even if not discussed on a daily basis. Based on your results, what recommendations would you provide to senior management about improving the goal-setting process in this company? Explain. Students should recommend that as a start, SMART goals should be utilized in the organization. This would help with some students who saw a low score on the assessment, but it does not end here. Students should also recommend management by objectives. These four steps would foster motivation in the organization, especially when the proper objectives are set (improvement objectives, personal development objectives, and maintenance objectives). What actions could you take to improve the goal-setting process in this company? Be specific. Employees can be part of the process as well. The recommendations mentioned in Question 2 need employee involvement in order to be successful, especially the steps in the management by objectives process (i.e., Step 1: the employee and manager meet and jointly set objectives to be attained by the employee). If this step is not successful, there may be additional hurdles down the road, and an important part of its success is the involvement of both manager and employee. SUPPLEMENTAL ACTIVITY Students should be placed into groups based on Self-Assessment results. High scorers should be placed together and low scorers should be placed together. Students with high organizational facilitation of goal achievement should discuss what their organizations are doing to facilitate goal achievement. Are MBO principles implemented? Students with low organizational facilitation of goal achievement should discuss what their organizations can do to better facilitate goal achievement. Would MBO principles assist? Groups should share with the class and the instructor can lead discussion. Return 5-39 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

SELF-ASSESSMENT 5.3 CAREER READINESS Do I Have a Proactive Learning Orientation? This Self-Assessment is designed to assess the extent to which students possess a proactive learning orientation. STUDENT QUESTIONS 1. What is your level of learning orientation? How might it affect a recruiter’s perception of your employability? Student responses will differ based on assessment results. Students should understand that employers highly value people who can learn on the job. Job applicants who can demonstrate both the ability and the desire to learn on the job are more likely to be hired. And current employees who demonstrate these characteristics in real-life job situations are more likely to be promoted to higher levels in the organization. 2. Based on your results, what might you do to increase the career readiness competency of proactive learning orientation? Explain Some students may be surprised to see that their proactive learning orientation is lower than they thought. You can provide the following advice to these students: First, they should experiment with new ways to study. Possibilities include re-writing their notes after class so they are easier to read and so they can spot and correct gaps. Or they can take the initiative to form a study group. Second, they should seek feedback from you and/or other academic professionals. They can talk to you and others about their studying strategies and for suggestions on ways to improve. 3. What things might you say during an interview to demonstrate that you possess this career readiness competency? Student responses will vary, but some qualities they should allude to during an interview should include a desire to experiment, seek feedback and watch others (persons who intentionally observe how other people do their jobs are more likely to be proactive learners). SUPPLEMENTAL ACTIVITY Students should be placed into groups based on Self-Assessment results. There should be an even mix of high and low scorers in each group. Each group should draft three questions that can be asked of a potential employer during an interview. These questions should indicate to the employer that the candidate has a high proactive learning orientation. For example, asking a potential employer about possibilities to receive frequent feedback on work product is an indication that the candidate has a high desire to seek feedback. Each group should present to the class and the instructor should lead discussion. Instructor and/or other groups may be able to provide feedback on each group’s question sets. Return. 5-40 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

GROUP EXERCISES

GROUP EXERCISE #1: INVESTIGATING CORPORATE MISSION AND VISION STATEMENTS Objectives ● To explore the value of creating an organizational mission statement, vision statement, and supporting goals. Introduction The overall purpose of this exercise is to enhance students’ understanding about the value of creating mission and vision statements and the need to create organizational goals in support of these statements. Students use the Internet in this exercise to focus on Coca-Cola’s mission, vision, and corporate goals. Instructions 1. Be sure to define mission statement (expresses the purpose of the organization), vision statement (expresses what the organization should become, and where it wants to go strategically), and corporate goals before using this assignment as an exercise. 2. Give the students the assignment of referring to Coca-Cola’s Web page: http://www.cocacolacompany.com/our-company. You may want to give students the option of searching any number of firms that may be interesting to you or them. We recommend Coca-Cola for this exercise because its website contains the information needed to complete this exercise, and it’s a well-known company. 3. Ask students to print Coca-Cola’s mission statement, vision statement, and corporate goals. If you use a company besides Coca-Cola, tell your students that many companies include their corporate goals in their annual reports. Questions for Discussion 1. What are Coca-Cola’s mission and vision statements? 2. Do the organizational goals clearly support these statements? Try to get your students to explain “how” the goals support the mission and vision. 3. Why is it important for an organization to establish a mission statement, vision statement, and associated goals? 4. Would you like to work at Coca-Cola? Why or why not?

Tips for online and large in-person classes: Online classes: Post this activity as an online discussion board in two-parts. Part one is #2 above using the modification/option of allowing students to select their own organization for this online discussion (have students post the mission and its URL). Part two can include using the questions for discussion within the online discussion board. 5-41 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE CLASS

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Large classes with larger groups: If you have the required technology available, have students in class pull up the Coca Cola mission and vision statements on their own devices. Group students in dyads to discuss the assigned questions, rotating and “walking the room” to observe. At the end of discussion, lead a debrief using data from your observation (or in some other way include student feedback in the debrief). Return

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

GROUP EXERCISE #2: USING SMART GOALS TO PLAN A STUDENT ORGANIZATION Objectives ● To engage in planning by writing SMART goals and action plans for a new student organization. Introduction The overall purpose of this exercise is to give students an opportunity to experience two key components of the planning process: creating operational goals and action plans. This will be accomplished by asking students to create SMART goals and action plans for a new student organization. Instructions 1. Lecture on the planning process and the criteria for writing SMART goals. There is a short exercise for teaching your students how to write SMART goals at the end of this exercise. 2. Tell the students that the goal of this exercise is for them to experience two major components of the planning process: creating operational goals and action plans. Tell students they are to imagine that they are working to bring a new student organization to their university with a mission to make the campus more student-friendly. 3. Break the class into groups of 5 to 6 people. Each group is charged with creating (1) two SMART goals that the organization will attempt to achieve over the next 12 months in pursuit of its mission (to make the campus more student-friendly), and (2) an action plan summarizing how the group will accomplish its goals. Consider giving the students a copy of the sample action planning form shown at the end of this exercise for use during their planning. Encourage the groups to make whatever assumptions are needed to complete this task, and give them 30 minutes to complete their work. Tell each group to appoint a spokesperson who will summarize the group’s work at the end of the exercise. 4. Reconvene the class after 30 minutes and ask for a volunteer to summarize the group’s goals and action plan. Ask the remainder of the class to critique whether or not the goals are SMART and whether the action plan is logical. Ask for as many group volunteers to summarize their work as you see fit. Questions for Discussion 1. What has this exercise taught you about the planning process? 2. Did your team find any of the steps in the planning process difficult? Which one? 3. How can this process be used in your personal life? Return

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

SMART Goals Exercise1

Guidelines for writing SMART goals: Specific

Goals should be stated in specific rather than vague terms.

Measurable

Whenever possible, goals should be measurable, or quantifiable.

Attainable

Goals should be challenging but realistic and attainable.

Results Oriented

Only a few goals should be chosen; they should be results oriented; and they should support the organization’s vision.

Target Dates

Goals should specify the target dates or deadline dates for when they are to be attained.

Restating Poor Goals to SMART Goals Instructions: Restate each of the goals below as SMART goals.

1. To improve productivity in my department.

Restated:

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

2. To improve my leadership skills.

Restated:

3. To improve the level of customer service.

Restated:

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Action Plan

Goal:________________________________________________________________

Activities

Responsibility Primary Others

Obstacles/Comments

Start Date

Finish Date

This exercise was created by A. Kinicki, “Performance Management Systems,” 2000 Superstition Mountain, AZ, pp. 2–9. 1.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Tips for online and large in-person classes: Online classes: Students may not wish to publicly share a goal that they are working on (and if required to do so may share a superficial or less meaningful goal). It is recommended that the above activity is modified for online classes by focusing on Restating Poor Goals to SMART Goals as a private online discussion or individual assignment. Allow ample time for feedback and use this as a primer for the more involved, individual SMART goal exercise above.

Large classes with larger groups: In large groups have students pair up and provide feedback to each other on their own created SMART goals (pre-work is recommended to get students thinking about creating these goals), or assign groups one statement from the three goals in Restating Poor Goals to SMART goals. As in all large group settings, make sure you provide some form of debrief post-activity. Note: Students benefit a great deal from reviewing and creating multiple SMART goal examples.

ONLINE CLASS

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

GROUP EXERCISE #3: WRITING SMART GOALS Objectives ● To provide students with an understanding of goal setting. ● To develop SMART goals through group work. Introduction Anyone can define goals. But, the five characteristics of a good goal are represented by the acronym SMART.2 SMART stands for specific, measurable, attainable, results oriented, and target dates. See the table below for guidelines on writing SMART goals.

Specific

Goals should be stated in specific rather than vague terms. The goal, “As many planes as possible should arrive on time,” is too general. The goal that “Ninety percent of all planes should arrive within 15 minutes of the scheduled arrival time,” is specific.

Measurable

Whenever possible, goals should be measurable, or quantifiable (as in “90 percent of planes should arrive within 15 minutes . . .”). That is, there should be some way to measure the degree to which a goal has been reached. Of course, some goals—such as those concerned with improving quality—are not precisely quantifiable. In that case, something on the order of “Improve the quality of customer relations by instituting 10 follow-up telephone calls every week” will do. You can certainly quantify how many follow-up phone calls were made.

Attainable

Goals should be challenging, of course, but above all, they should be realistic and attainable. It may be best to set goals that are quite ambitious so as to challenge people to meet high standards. Always, however, the goals should be achievable within the scope of the time, equipment, and financial support available. If too easy (as in “half the flights should arrive on time”), goals won’t impel people to make much effort. If impossible (“all flights must arrive on time, regardless of weather”), employees won’t even bother trying; or they will try and continually fail, which will end up hurting morale; or they will cheat. (An example of cheating was the unrealistic goal of cutting wait times for appointments by more than half at Veterans Affairs hospitals, as revealed in 2014 scandals in which VA administrators were found to have falsified figures.)

Results Oriented

Only a few goals should be chosen—say, five for any work unit. And they should be results-oriented—they should support the organization’s vision. In writing out the goals, start with the word “to” and follow it with action-oriented verbs—“complete,” “acquire,” “increase” (“to 5-48

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

decrease by 10 percent the time to get passengers settled in their seats before departure”). Some verbs should not be used in your goal statement because they imply activities—the tactics used to accomplish goals (such as having baggage handlers waiting). For example, you should not use “to develop,” “to conduct,” “to implement.” Target Dates

Goals should specify the target dates or deadline dates when they are to be attained. For example, it’s unrealistic to expect an airline to improve its on-time arrivals by 10 percent overnight. However, you could set a target date—3 to 6 months away, say—by which this goal is to be achieved. That allows enough time for lower-level managers and employees to revamp their systems and work habits, and it gives them a clear time frame in which they know what they are expected to do.

Instructions 1. First, students should review the following categories. ● Career ● Education/personal development ● Family ● Financial ● Physical ● Social ● Spiritual 2. Students should pick three of these seven categories and write a personal SMART goal relevant to each category. 3. Break students into groups of three or four after they complete Step 2. 4. Each student should share their first goal with the group. Others in the group then provide feedback on whether it is a SMART goal, or provide feedback to make it a SMART goal. 5. Each student will share their goals one at a time, until every group member has shared his or her three goals. 6. Students then revise their goals based on feedback. Questions for Discussion 1. Did you find this exercise easy, moderate, or hard? Why? 2. Why is it hard to write SMART goals? 2

Based on R. Kreitner and A. Kinicki, Organizational Behavior 6e, (New York: McGraw-Hill, 2004), p. 305. 5-49 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Tips for online and large in-person classes: Online classes: Depending on the size of your online class, you could facilitate the above activity as an online group exercise using a Wiki or online discussion board, or pair students up and assign the above steps as a homework assignment (have them use video calling technology, or at least discussing their SMART goal beyond an email exchange, to give and receive feedback) or use the activity as pre-work for a discussion board using the questions for discussion above. Large classes with larger groups: Facilitate the exercise as presented above; you will need to remind groups to move on to each of the steps and keep all groups moving forward. Give warnings on time coming up, and visit/closely observe groups as it is easy for students to get very involved in one step (or with one person’s SMART goal) and have trouble moving on in their discussion. Keep them moving forward! Return

ONLINE CLASS

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

CAREER CORNER GROUP EXERCISES

CAREER CORNER GROUP EXERCISE 1: BUILDING THE COMPETENCY OF UNDERSTANDING THE BUSINESS

Learning Objective  

To enhance students’ career readiness competency of understanding the business. To strengthen students’ understanding of key company stakeholders and their contribution to an organization.

Introduction The overall purpose of this exercise is to give students an opportunity to sharpen a career readiness competency needed for effective planning: understanding the business. This is accomplished by having each group work together to identify and resolve a public perception problem facing an organization Some examples include: Facebook and consumer privacy, Volkswagen’s emissions scandal, and Apple intentionally slowing down its phones. Students will use the internet to gather information to complete this exercise. Instructions 1. Lecture on the importance of career readiness (see Figure 5.6) and the competency of understanding the business.

2. Tell students that the career readiness competency of understanding the business is essential for effective planning. Executives can’t effectively plan if they don’t understand the business. Similarly, students are unlikely to get hired if they fail to display knowledge about a potential employer’s business. This activity focuses on developing this competency.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

3. Break the class into groups of 5 or 6 people. Ask each group to select a targeted company. It will be more interesting if different companies are selected for analysis. 4. Groups use the internet to locate the company’s home page. Once there, have them search for information regarding two of the organization’s top stakeholders. This information is used to brainstorm potential “wins” for these stakeholders. The following PowerPoint slide can be shown to help students organize their analysis:

You might offer these examples to help students get started. Consider the example of using Volkswagen as the target company. Two key stakeholders are drivers and government agencies. Drivers are important because they are needed to buy cars, which generates revenue. The “Win” for drivers is to purchase safe, reliable, and legally constructed vehicles. Government agencies are important because they can fine companies for violating rules and regulations. This creates a big drain on a company’s financial results. The “Win” for this stakeholder is adherence to regulations, which helps society and consumers. 5. After 10 minutes, each group is to quickly present on its chosen stakeholders (should take around 10 minutes for all the groups to present). The class should provide feedback if anyone believes a particular stakeholder’s importance and/or win has not been framed accurately so the group can make any needed adjustments prior to actually developing a remediation plan. If no critical feedback is provided, the instructor may want to take the lead by providing some critical feedback (almost like playing devil’s advocate).

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Tips for online classes: Online classes: Depending on the size of your online class, you could facilitate the above activity as an online group exercise using a Wiki or online discussion board. You can provide the above chart as a PowerPoint slide and students can fill it in. Then they can publish. Each group can then be paired with another group, and the group members can provide each other feedback via the Wiki or discussion board. The instructor can also provide additional feedback as well. Return

ONLINE CLASS

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

CAREER CORNER GROUP EXERCISE 2: BUILDING THE COMPETENCY OF POSITIVE APPROACH CAREER READINESS

Learning Objectives  

To enhance students’ career readiness competency of having a positive approach at work. To strengthen students’ ability to accept and act on feedback.

Introduction The overall purpose of this exercise is to give students an opportunity to sharpen a career readiness competency needed for effective planning: positive approach. Positive approach is related to a student’s willingness to accept developmental feedback, to try and suggest new ideas, and to maintain a positive attitude at work. In this activity students will identify a behavior that they would like to improve, and then receive feedback from classmates. This process will be repeated three times, providing students with a fair amount of feedback. The feedback will then be used to develop an action plan aimed at improving the identified behavior.

Instructions 1. Ask students to review Chapter 1’s Table 1.2 in the textbook. It is important to ensure that students understand the meaning of each competency. 2. Ask students to select one KSAO from the list in Table 1.2 that they would like to develop. 3. Ask students to write down one or two behaviors related to the chosen competency that they would like to develop. Give them a couple of minutes to think this through. 4. Ask students to stand with their paper in hand. The feedback process entails a round robin activity in which students form dyads and then ask a feedback partner for ideas or feedback about how to develop the behavior in question. For example, if a student wants to develop a proactive learning orientation via the behavior of increasing one’s knowledge about soft skills, she might ask “how can I become more skilled at using soft skills?” The requester takes notes, thanks his/her feedback partner, and then asks, “how can I help you?” The other person in the dyad then asks this person for ideas or feedback about developing his/her chosen competency. Each person in the dyad takes turns and provides feedback: Ask them to solicit one or two specific suggestions on how the chosen behavior can be developed. Each pair should take 2–4 minutes for this part of the activity.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Following is a worksheet that students can utilize for the activity:

5. This process is repeated three times. Students pair up with someone else during each round of feedback. It is important that students do not quibble or argue with the feedback. They can ask for clarification, if necessary, but should not debate the validity of the feedback. 6. After the third round of feedback, students work individually and create an action plan based on the feedback. The action plan represents the student’s tactics or activities for developing the targeted competency. Ask students to be specific in creating this action plan. For example, rather than planning to read a book on soft skills, the tactic would be “to incorporate three ideas from the book on soft skills in my school project meetings.” 7. You can conclude by asking one or two students to review their plan. It’s also valuable to ask students for their reaction about getting feedback in this manner. Conclude by noting how important it is to get developmental suggestions from others.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Here is a slide that can be used to provide students with instructions:

Return

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

UBER CONTINUING CASE

Chapter 5: Planning This part of the Uber cumulative case focuses on Chapter 5 and covers principles related to planning and goals. This cumulative case’s real-world application of management knowledge and skills is designed to help students develop critical-thinking ability and realize the practical power of sound managerial skills for solving problems in their job and career. The case includes five multiple-choice questions and two essays-based questions. The essay based questions can also be used in-class to spur discussion: 1. What are Uber’s long and short term goals, based on the case? Are these goals aligned? Long-term goals are generally referred to as strategic goals. They tend to span 1 to 5 years and focus on achieving the strategies identified in a company’s strategic plan. Short-term goals are sometimes referred to as tactical or operational goals, or just plain goals. They generally span 12 months and are connected to strategic goals in a hierarchy known as a means-end chain. Students may identify one or two long-term goals provided in the case: (1) Khosrowshahi’s goal for Uber to raise funds via an initial public offering; and (2) Khosrowshahi’s desire to dominate the self-driving vehicle space. Some short term goals include: (1) freeing the company of legal disputes, such as the one between Uber and Waymo over self-driving car trade secrets; and (2) exiting unprofitable markets, such as Southeast Asia, in order to cut losses. Students should have the flexibility to determine if these goals are aligned or not, as long as their statements are supported by information from the case. Overall, it seems that the goals of settling legal disputes and exiting underperforming markets align well with the company’s long term goal of investor confidence for an IPO. 2. CEO Khosrowshahi is determined to dominate the industry by developing self-driving cars. Draft a SMART goal that will represent his wishes and make sure to explain each element of the goal. Students should create a SMART goal related to Khosrowshahi’s wish to utilize selfdriving cars at Uber. An example is: Uber’s fleet will consist of 30 percent self-driving cars by the end of next year. The goal is specific as there is an actual percentage instead of saying the fleet should have a “significant number of self-driving cars.” The goal is measurable as you can measure 30 percent of the organization’s fleet. The attainability of the goal is substantially based on market conditions and industry, but it seems that the goal of 30 percent is not an extreme one. The goal of utilizing self-driving cars is resultsoriented as it supports the organization’s vision. Finally, there is a specific target date of no later than the end next year. 5-57 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

MANAGER’S HOT SEAT VIDEO DON’T ROCK THE (ELECTRIC) BOAT I. Introduction Logan, the founder of an electric car company (Dunamis Motors) is a very ambitious, energetic person who is passionate about his ideas. He has competitors in automobile business that are expanding to motorcycles and self-driving car technology. However, Founder wants to gain a competitive edge by manufacturing electric yachts. He is meeting with a strategic analyst and creative director to pitch this idea, and they are quite unimpressed. Nevertheless, they cannot show their concern and frustration since he is their boss. Instead, they try and talk the Founder out of his idea by using planning and strategy principles. II. Learning Objectives 1. Demonstrate how an organization can utilize the planning and strategic management process to gain a competitive advantage in the market. 2. Develop a sound strategic plan that takes into consideration the environment outside the organization. 3. Evaluate organizational goals in order to confirm or create SMART goals. III. Scenario Description: Scene Set-up: Logan, Nela and Ian are meeting in Logan’s office to discuss a new plan he has after coming back from a trip to Europe. Scene Location: Logan’s office Profile: 

Logan Sharer – Founder of Dunamis Motors



Nela Moributo – Sr. Strategic Analyst



Ian James – New Product Manager

Summary: In the first scene, Logan meets with Nela and Ian to discuss a new idea he has for electric yachts. Nela and Ian are puzzled by the idea and are concerned when they learn that Logan’s idea came from discussions he had with some people he met while vacationing in Europe. They try to approach the idea utilizing planning principles, but Logan tells them to forget all of that and to use his intuition as their guiding principle. He provides them with some time to think further about the idea and the scene ends. In the second scene, 5-58 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

Logan continues his discussion with Nela and Ian, who are still trying to utilize planning principles to gauge the viability of Logan’s plan. The scene ends with Logan providing an ultimatum about where the company needs to go from here. IV. Discussion of Theory Planning and strategic management process  Logan is jumping to the implementation of a strategy that has not developed from the earlier steps in the planning process, such as assessing the current reality and formulating a grand strategy and long- and short-term plans. 

Nela and Ian want to break down the planning process and translate all this to goals and action plans, but Logan doesn’t want anything to do with that.



Logan is not looking at what competitors are doing, or what the market may demand. He is basing his strategy on what a small number of people he met a week earlier said.



It could be argued that Logan is planting a seed and expects Nela and Ian to do the planning and strategy part of it, but his insistence that the idea is a good one makes it seem like he’s already made up his mind that the company will manufacture electric yachts. It is less a question of “if” and more of “how” in their minds.

SMART goals/SWOT analysis  Logan did not want to draft any smart goals, though Ian wanted to. Logan wanted to just go with it….  Nela brings up strengths and weaknesses as compared to the market (i.e. opportunities and threats), but Logan doesn’t want to get into that. Ethical Decision Making 

Logan has a duty to shareholders and decisions have to be made in accordance with that. He has to understand that though he founded this company, they are public now and can’t just move into any direction they want off a hunch.

Kinicki/Williams, Management, 9e: Chapter 5 Planning: The Foundation of Successful Management

APPLICATION-BASED ACTIVITY

There are no Application-Based Activities for this chapter.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design CHAPTER CONTENTS

Teaching Resource Manual: A Guide to Implementation Career Readiness-Based Personal Development Plan

ii viii

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

Assignment Completion. Shows the total percentage of all learners in the class that have completed the assignments at this point in time.

Correct with high confidence Incorrect with high confidence Correct with low confidence Incorrect with low confidence Correct with medium confidence Incorrect with medium confidence 6-iii

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

assign as many assignments as appropriate.



determine point values for each question/application exercise individually.



make available multiple attempts per assignment with options of accepting the highest score or averaging all the scores together.



deduct points for late submissions of assignments (percentage deduction per hour/day/week/so forth) or create hard deadlines.



show feedback on exercises/questions immediately or at your preference.



provide for study-attempts to allow for completion of the assignment after the due date without assigning a point value.

Some recommendations include: 

Before selecting the option for one attempt only, select unlimited or multiple attempts on the first few assignments to allow students a chance to learn and navigate the system.



Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

create a learning environment that is more engaging, involving, and rewarding. In other words, you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating the greatest impact and assisting students develop higher-order thinking skills. The following recommendations pertain to these mentioned touch points, with an additional matrix that follows. Before Class The learning goals we have for students determines our assignments before, during and after class. For example, you may want to focus on mastering content, applying content, or using content to solve problems. Alternatively, you may want to achieve all three goals. Connect® offers a host of additional pre-class assignments to choose from if your goal is mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action boxes, Management in Action Cases, Legal/Ethical Challenge Cases, Uber Continuing Case, and Manager’s Hot Seat Videos. Case Analyses, Click and Drag Exercises, and Video Cases are optimal exercises to be utilized prior to class, as they provide students the opportunity to practice and apply key course concepts. A reading assignment—typically a chapter from the product in use—is a student’s initial exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior to class or an online lecture allows you to gauge their comprehension of the material. Having a better sense before class of which concepts your students are “getting” and which ones they are not, allows you to more effectively and efficiently plan your time with them during class. To ascertain student competency, use the reporting function of SmartBook 2.0, where you can view general results of their performance. Additionally, Connect® exercises, such as Click and Drag Exercises, Video Cases, and Case Analyses offer students a second exposure to important sections of the chapter after their completion of a SmartBook 2.0 assignment. Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for students to understand. These animated videos were developed to further unpack in brief, yet effective, fashion the course topics that most commonly challenge students. Each animated video is accompanied by auto-graded multiple-choice questions that can be assigned to confirm student comprehension. If your learning objectives include fostering application and integrating the concepts discussed with real world practice, then Management in Action or legal/ethical challenge cases contained in the textbook can be assigned so students can think critically and practice applying what they learned in the readings to actual cases. The Management in Action cases are now all “problemfocused.” In other words, the cases contain problems that students can practice solving. These 6-v Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

cases also contain multiple-choice questions that can be assigned in Connect® to gauge student comprehension. During Class The TRM offers a host of additional materials and experiential activities you can use to bring chapter content to life. If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities and lecture based on results from the general results report and the metacognitive skills report. This allows for a more tailored class period that enhances student engagement and more opportunities to resolve gaps in knowledge. We also provide links to online readings that you can use to supplement the content covered in the textbook. They are useful if you desire to provide additional material beyond that covered in the text. If your goal is to create an engaging learning environment filled with student discussion and interactions, we provide multiple resources. First, each major heading in a chapter contains suggested discussion starter questions. These open-ended questions are likely to foster student discussion and engagement. We also provide additional activities (i.e., experiential exercises) for every Example and Practical Action box. If your goal is to provide for additional application of material, the TRM breaks down the textbook Management in Action cases and Legal/Ethical Challenges by providing questions and ideal responses. Connect® also has multiple-choice questions that can be assigned for the Management in Action Cases. Finally, the TRM has a selection of group exercises that allows instructors to focus on team learning methods. If your goal is to jointly engage your students while applying content from the text, you can select a Self-Assessment follow-up activity (all follow-up activities are found in the TRM). These assets are especially useful if you are “flipping” your classroom, wherein the class session is used for application and analysis of key concepts rather than lecture. The Suggested Resources across Teaching Touch Points Matrix provides a quick reference for activities that can be utilized during class. After Class After the face-to-face class session, or online lecture, you can assign Connect® exercises as homework to further reinforce the material covered in the textbook and lecture. You may also want to assign an iSeeIt! Animated Video if you notice that students are struggling with a particular topic, even after class. Students can also be assigned the continuing case for each chapter, which includes assignable multiple-choice and essay-based questions. To further gauge student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus more on defining and explaining material, and the test banks include application and analysis. Moreover, the test banks now include more higher-level Bloom’s questions. 6-vi Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises

CAREER READINESS

iSeeIt! Animated Videos Self-Assessments

CAREER READINESS

Case Analyses Video Cases Example and Practical Action BoxesM Group Exercises/Career Group ExercisesM

CAREER READINESS

TRM Discussion StartersM TRM Follow-up activities for Case Analyses, Video Cases, Self-Assessments, and Example/Practical Action BoxesM Quizzes/Tests Uber Continuing Case Management in Action CaseM Legal/Ethical Challenge CaseM Manager’s Hot Seat Videos Application-Based Activities Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading. Please note that some resources will require a paid subscription.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design



Assign Chapter 6 in SmartBook, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling with the most, as can be seen in the reporting function of SmartBook by going to “Reporting” then clicking the “LearnSmart” tab. A Click and Drag exercise, such as the one on “Developing Strategic Thinking,” can be assigned. This can also be due on Wednesday so that students are able to practice prior to class, and you can also review results prior to lecturing. This Click and Drag exercise supports career readiness competencies. A Connect® case analysis, such as “Costco Plans to Grow Its International Markets,” can also be included so that students can learn about applying the concepts from the reading to a real-life scenario; therefore, further engaging them prior to the class session. If desired, you can then introduce a follow-up activity, found in this Teaching Resource Manual (TRM), during class on Wednesday. A iSeeIt! Animated Video can also be assigned to reinforce content covered in the reading. For Chapter 6, one relevant video is on “BCG Matrix” and includes four autograded, multiple-choice questions that can be assigned.

CAREER READINESS

During Class (on Wednesday) 

 

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design



If time allows, and you would like to dive into real situations, you can discuss an Example Box from the text titled “SWOT Analysis: How Would You Analyze Toyota?” There is an additional in-class activity in the TRM related to the Example Box.

After Class (after Wednesday)  



If you are teaching a completely online course asynchronously, then the in-person class above can be substituted for a recorded online lecture that is customized based on SmartBook reporting. Students can be instructed to complete pre-class activities prior to watching the lecture, and postclass activities after the online lecture. A gap can be included between pre-class activities and the recording of the lecture so that reporting can be reviewed. This example is simply a week out of many that will provide for rigorous learning and student impact! You can utilize this format when creating a syllabus and extrapolate the rest of the weeks.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

LEARNING OBJECTIVES

6.1

Identify the three principles underlying strategic positioning.

6.2

Outline the five steps in the strategic-management process.

6.3

Explain how an organization assesses the competitive landscape.

6.4

Explain the three methods of corporate-level strategy.

6.5

Discuss Porter’s five competitive forces and the four techniques for formulating strategy.

6.6

Describe the role of effective execution in strategic management.

6.7

Describe how to enhance your strategic thinking.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

TEACHING RESOURCES

Section

Title

Resource Type

6.1: Strategic Positioning

and Levels of Strategy Weight Watchers Changes Name to “WW” in Big Bet on Wellness with Supplemental Activity Forbes Small Giants 2017: American’s Best Small Companies

ONLINE VIDEO

(2 minutes) ONLINE ARTICLES

50 Best Small Companies to Work for in 2017 According to Employees with Supplemental Activity 6.2: The StrategicManagement Process How Durable Is the Comeback Story at Macy’s?

ONLINE VIDEO

with Supplemental Activity

(2 minutes)

The Strategic Management Process

Connect® Click and Drag

Strategizing for Real

Group Exercise CAN BE USED ONLINE

Assessing Strategic Thinking

Self-Assessment

with Self-Assessment Activity

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

6.3: Assessing the Current Reality Digital Attraction with Supplemental Activity

ONLINE VIDEO

(4 minutes) SWOT Analysis Toyota: Past to Future

Connect® Click and Drag ONLINE VIDEO

with Supplemental Activity (4 minutes) VRIO

Connect® Click and Drag

Dropbox Is Falling Prey to a Common Fallacy

ONLINE ARTICLE

with Supplemental Activity 6 Kinds of Disasters Most Businesses Don’t Foresee

ONLINE ARTICLES

How Companies Handle—and Botch—Natural Disasters Like Hurricane Florence with Supplemental Activity 6.4: Establishing CorporateLevel Strategy CFA President on Canada Opening

ONLINE VIDEO

with Supplemental Activity

(2 minutes)

Three Common Grand Strategies

Connect® Click and Drag

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

The BCG Matrix

Connect® Click and Drag

Diversification

Connect® Click and Drag

Three Levels of Strategy

Connect® Click and Drag

Impact of CVS and Aetna Merger

Connect® Video Case

6.5: Establishing BusinessLevel Strategy The Explainer: Porter’s Five Forces

ONLINE VIDEO

with Supplemental Activity

(2 minutes)

Porter’s Five Competitive Forces

Connect® Click and Drag

Porter’s Four Competitive Strategies

Connect® Click and Drag

IKEA Focuses on Growth

Connect® Case Analysis

Core Skills Required for Strategic Planning

Self-Assessment

with Self-Assessment Activity

CAREER READINESS

6.6: Executing and Controlling Strategy Holiday Shipping Rush with Supplemental Activity

ONLINE VIDEO

(5 minutes) UPS’s Christmas Wish: A Delivery Surge It Can Handle

ONLINE ARTICLE

with Supplemental Activity

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

Second Thoughts About a Strategy Harvard Business Review Shift Case Study ONLINE ARTICLE

with Supplemental Activity Assessing the Obstacles to Strategic Execution with Self-Assessment Activity

Self-Assessment CAREER READINESS

6.7: Career Corner: Managing Your Career Readiness Looking for a Job? Highlight Your Ability, Not Your Experience

ONLINE VIDEO

with Supplemental Activity

(7 minutes)

Engaging in Lateral Thinking

Connect® Click and Drag CAREER READINESS

Developing Lateral Thinking

Career Corner Group Exercise CAREER READINESS

Comprehensive Materials General Electric’s Evolving Strategy

Textbook Management in Action

Is Your School Selling Your Bank Accounts?

Textbook Legal/Ethical Challenge

Uber Case: Strategy

Uber Continuing Case

Managerial Strategy: Are the Odds in Atlantic Hotels’ Favor?

Application-Based Activity

Please note Harvard Business Review articles are subscription-based or accessible via hbsp.harvard.edu as examination copy. Also note that resources like The Wall Street Journal will require a paid subscription. 6-5 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

OVERVIEW OF THE CHAPTER

6.1 Strategic Positioning and Levels of Strategy Strategic positioning attempts to achieve sustainable competitive advantage by preserving what is distinctive about a company. It is based on the principles that strategy is the creation of a unique and valuable position, requires trade-offs in competing, and involves creating a “fit” among activities. There are three levels of strategy: corporate, business level, and functional.

6.2 The Strategic-Management Process The strategic-management process has five steps: This process has five-steps: (1) establish the mission and the vision, (2) assess the current reality, (3) formulate corporate, business, and functional strategies, (4) execute the strategy and (5) maintain strategic control. All the steps may be affected by feedback that enables the taking of corrective action.

6.3 Assessing the Current Reality To develop a grand strategy, you need to gather data and make projections, using tools such as SWOT analysis, VRIO analysis, forecasting, and benchmarking.

6.4 Establishing Corporate-Level Strategy Common corporate-level strategies are growth, stability, or defensive strategies. The Boston Consulting Group (BCG) matrix and diversification considerations are used to formulate corporate strategy.

6.5 Establishing Business-Level Strategy Business-level strategy begins with an assessment of Porter’s five competitive forces. Companies then are advised to select from one of four competitive strategies.

6.6 Executing and Controlling Strategy Strategic implementation is closely aligned with strategic control. Execution is a process that helps align these two phases of the strategic-management process.

6.7 Career Corner: Managing Your Career Readiness

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

There are four career readiness competencies that drive your ability to think strategically: Understanding the business, task-based functional knowledge, critical thinking/problem solving, and decision making.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

CLASSROOM OUTLINE

Manage U: Building Your Personal Brand An effective personal brand sends a strong message to your employer, your colleagues and your potential employers. You want to foster a personal brand that lets people know your strengths, interests, experiences, and intentions. Your personal brand should reflect your unique identity and strengths, as well as convey the fact that you are career ready. To create and promote your personal brand, you should: (1) identify the core message of your brand, (2) write a personal branding statement, (3) develop a social media strategy, and (4) start networking. Possible Topics for Discussion: 

Do you have a personal brand? If not, why are you waiting to create one? Students who have not focused on developing their personal brand likely either don’t understand the importance of one or are not sure how to develop one. Ask the students the first thing they are likely to do when researching a potential employer for an interview. Their likely answers are going to be along the lines of “Google it to learn more.” Then ask the students what the first thing employers might do when deciding what job candidates to hire, and they might realize that the answer could be “Google them to learn more.” You could have the students Google themselves to see what type of personal brand they already have online, whether they have been focusing on developing their personal brand or not.



Using the preceding steps, how would you shift your social media presence to make it more appealing to potential employers? One easy fix is to make sure you have a professional photo for your cover or profile photo because an inappropriate or an unprofessional first visual impression may mean that employers will not bother learning more about you. You then want to scrub your profile to remove any offensive of unprofessional content or photos. A Google search of your name will let you see what others learn about you from their search. You want to set appropriate privacy settings but know that anything you post, forward, or like may still been seen by anyone. Then you want to control what people learn about you. You want to make posts that will boost your professional image. You want to follow companies and people related to your chosen field.

6.1 Strategic Positioning and Levels of Strategy POWERPOINT SLIDES: 6-8 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

#3 What Is an Effective Strategy? #4 Levels of Strategy #5 Strategic Positioning and Its Principles #6 Three Levels of Strategy Section 6.1 discusses strategic positioning which attempts to achieve sustainable competitive advantage by preserving what is distinctive about a company. Three key principles underlie strategic positioning: (1) strategy is the creation of a unique and valuable position, (2) strategy requires trade-offs in competing, and (3) strategy involves creating a “fit” among activities. The three levels of strategy are described: corporate, business level, and functional. One way that you could begin your coverage of these topics is to have the students watch the ONLINE Fortune video “Weight Watchers Changes Name to ‘WW’ in Big Bet on Wellness.” This VIDEO approximately 2-minute video profiles the company’s efforts to retool itself as a wellness organization that goes beyond weight loss. For a supplemental activity, you could have the students discuss how the company’s changes in strategic positioning can help the firm to achieve a sustainable competitive advantage. Topics and Tips for Discussion: 1. Considering either your current company or one for which you want to work after graduation, discuss in what ways the company performs different activities from its rivals or performs activities in different ways from its rivals. The clothing industry is a good one to profile for discussing how firms create competitive advantage. Both Walmart and Nordstrom sell clothes, but do so in different ways. Nordstrom does some activities that Walmart does not, like sending its customers handwritten thank you notes. Customers at both firms have to pay for their products, but the process is very different. Walmart focuses on the efficiency of the payment activity, while Nordstrom focuses more on providing excellent customer service. Despite performing different activities and performing the same activities differently, both firms have achieved competitive advantage. 2. Describe the strategic position of either your current company or one for which you want to work after graduation, and discuss how this contributes to competitive advantage. To create a competitive advantage, a firm must decide what needs it is going to meet and how it is going to meet them. As an example, WW is trying to serve broader needs for more customers by focusing on overall wellness, not just weight loss. The firm is making tradeoffs by changing its products to eliminate any artificial sweeteners, flavors, colors, or preservatives—a move that could negatively impact sales if the products are no longer tasty. To be successful, the company’s functional strategy will need to support its business level and corporate-level strategies. 3. Describe the role of social media in creating the strategic positioning of your academic institution. 6-9 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

Having a well-crafted social media presence is now an important component of attracting and retaining students and faculty at academic institutions. Schools can be evaluated based on such metrics as likes on Facebook, and the number of followers on Twitter and Instagram. It is important for schools to have overarching social media philosophies to create a consistent message, but yet still allow departments and faculty to engage with students in individual ways. It is important that the school is responsive to students and actively engages with them, rather than merely presenting information. Section 6.1 Key Concepts: What Is an Effective Strategy? ● Strategic positioning attempts to achieve sustainable competitive advantage by preserving what is distinctive about a company. ● Three key principles underlie strategic positioning: o Strategy is the creation of a unique and valuable position by: ▪

Serving a few needs of many customers.

▪

Serving the broad needs of just a few customers.

▪

Serving the broad needs of many customers.

o Strategy requires trade-offs in competing. ▪

A company has to choose not only what strategy to follow but what strategy not to follow.

o Strategy involves creating a “fit” among activities. ▪

“Fit” has to do with the ways a company’s activities interact and reinforce one another.

Levels of Strategy (Figure 6.1)   

Corporate level o Focuses on the organization as a whole. Business level o Focuses on individual business units or product/service lines. Functional level o Applies to the key functional departments or units within the business units.

Interactive Classroom Material: EXAMPLE: Evernote and Groove HQ Get Started with Strategic Planning The Example describes how two small companies, Evernote (325 employees) and Groove HQ (50 telecommuting employees) saw a need to try strategic planning. The focus of Evernote was to identify its appropriate strategic position, away from broad needs, many customers to few 6-10 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

needs, many customers. Groove HQ was focused on trying to do some basic corporate and business-level strategic planning emphasizing revising its long-term goals, finding new customers, and accelerating growth. Click for follow-up activity.

6.2 The Strategic-Management Process POWERPOINT SLIDES: #7 The Strategic-Management Process #8 Step 1: Establishing the Mission Statement #9 Step 1: Establishing the Vision Statement #10 Step 1: Establishing the Values Statement #11 Step 2: Assess the Current Reality Section 6.2 discusses the strategic-management process. This process has five-steps: (1) establish the mission and the vision; (2) assess the current reality; (3) formulate corporate, business, and functional strategies; (4) execute the strategy; and (5) maintain strategic control. All the steps may be affected by feedback that enables the taking of corrective action. One way that you could begin your coverage of these topics is to have the students watch the video “How Durable Is the Comeback Story at Macy’s?” This 2-minute video from a local ABC affiliate profiles some of the strategic initiatives Macy’s has implemented to revive its sales. For a supplemental activity, you could have the students apply the five steps of the strategicmanagement process to evaluate some of Macy’s initiatives, such as the “Market @ Macy’s” strategy and the “Backstage” store locations. If you live in a location with a nearby Macy’s, you could ask the students to go to a store and evaluate the extent to which the store’s product offerings appealed to them. Topics and Tips for Discussion: 1. Describe the five steps of the strategic-management process. You could further elaborate on the strategic-management process at Macy’s. The process begins with establishing the firm’s mission and vision. As noted in the chapter, one of the values of Macy’s is providing customers with quality and value. Its “Market @ Macy’s” allows the firm to offer more unique products to its customers. The second step is to assess the current reality. One opportunity that Macy’s may want to consider is now that Toys ‘R’ Us stores in the United States have closed, there may be an opportunity to sell more toys in its department stores. The third step is to formulate the firm’s grand strategy. Macy’s is trying to create a competitive advantage using the differentiation business-level strategy by offering exclusive brands and products. The next step is to 6-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

implement the strategy. The results of the 2018 holiday period will provide insights into how well Macy’s strategy was implemented. One challenge that Macy’s may have experienced in implementing the strategy was the difficulty of attracting sufficient seasonal employees during a period of very low unemployment. Finally, the firm must maintain strategic control. Macy’s will need to engage its people, keep its planning simple, stay focused on the important things and keep moving toward its goals. 2. Which step of the strategic-management process do you believe is the most important? Defend your position. Student responses will vary because each step is interdependent on the others. Some may place more emphasis on the mission and vision of the firm because the firm will need to know where it wants to go to assess if it got there. Others may place more emphasis on the current reality because a well-developed strategy for the wrong competitive situation is doomed to fail. Others may place more weight on the strategy formulation process because the firm needs a clear understanding of how it will create value for the customers. Some students may believe that implementation is the most important step because this is where the “rubber meets the road.” Others may believe that the final stage is the most important because it is imperative to take corrective action if the strategy needs to be tweaked. 3. Discuss why it is hard for managers to accurately assess their firms’ current reality? As will be discussed in Chapter 7, there are a variety of decision-making biases that can make it difficult for managers to objectively assess their firm’s competitive position and key trends in their competitive environment. Managers may give too much weight to information that is readily available (i.e., top of mind) or they may seek out information to confirm their point of view rather than to guide it. They fall victim to sunk cost fallacy and escalation of commitment by continuing with a failing strategy because so much money has already been invested in a course of action. To avoid these decision-making biases, it is important for managers to seek out diverse opinions of people who are not afraid to provide critical feedback. Section 6.2 Key Concepts: The Strategic-Management Process ● Step 1: Establish the Mission, Vision & Values Statements o The mission statement expresses the organization’s purpose or reason for being. o The vision statement states what the organization wants to become, and where it wants to go strategically. o The values statement describes what the organization stands for, its core priorities, the values its employees embody, and what its products contribute to the world. 6-12 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

● Step 2: Assess the Current Reality o The second step is to do a current reality assessment, or organizational assessment, to look at where the organization stands and see what is working and what could be different so as to maximize efficiency and effectiveness in achieving the organization’s mission. o Among the tools for assessing the current reality are SWOT analysis, forecasting, benchmarking, and Porter’s model for industry analysis. ● Step 3: Formulate Corporate, Business, and Functional Strategies o Strategy formulation is the process of choosing among different strategies and altering them to best fit the organization’s needs. ● Step 4: Execute the Strategy o Putting strategic plans into effect is strategy implementation. o Top managers need to check on possible roadblocks within the organization’s structure and culture and see if the right people and control systems are available to execute the plans. ● Step 5: Maintain Strategic Control: The Feedback Loop o Strategic control consists of monitoring the execution of strategy and making adjustments, if necessary. o Managers need control systems to monitor progress and must take corrective action as needed. o Corrective action constitutes a feedback loop. Connect® Exercise CLICK AND DRAG: The Strategic Management Process Summary of Activity: In this Click and Drag exercise, students will match the factors a fictitious character encountered into the appropriate place in a provided chart to correspond with the related stage of the strategic management process.

Group Exercise: Strategizing for Real There Group Exercise available at the end of this manual and will assist students in further understanding the strategic-planning process. Exercise Objectives 1. To help you understand the complexity of the strategic-planning process. 6-13 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

2. To more completely familiarize yourself with strategic planning. Click for follow-up activity.

SELF-ASSESSMENT 6.1 Assessing Strategic Thinking This 10-question Self-Assessment measures students’ strategic thinking. Questions on project management, performance targets, and rewards are presented. Click for Self-Assessment Activity.

6.3 Assessing the Current Reality POWERPOINT SLIDES: #12 and 13 SWOT Analysis #14 Example: SWOT Characteristics of a College Campus #16 Using VRIO to Assess Competitive Potential #17 Forecasting: Predicting the Future #18 Benchmarking: Comparing with the Best Section 6.3 discusses assessing the current reality in order to develop a grand strategy. This includes gathering data and making projections by using the tools of SWOT analysis, VRIO analysis, forecasting and benchmarking. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Digital Attraction.” This nearly 4-minute video profiles how retailers are using in- ONLINE VIDEO store technology to compete with online retailers. With curbside pickup and in-store lockers, retailers are using many novel approaches to keep consumers coming to the stores. For a supplemental activity, you could have the students describe their own experiences with using technology to do their shopping. You could have the students use the VRIO framework to assess the extent to which one retailer’s use of technology will allow it to achieve a sustainable source of competitive advantage. Topics and Tips for Discussion: 1. Perform a SWOT analysis on your current company or one for which you would like to work after graduation. 6-14 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

One way that you could help your students conduct a SWOT analysis is to teach them about the various research databases that they have access through your school’s library. Mergent Intellect and Orbis are databases that can be used to gather insightful information about firms. You could arrange for a librarian from your school to do an inclass presentation on how to gather information. According to an Orbis research report about Macy’s, the firm’s strengths include its strong liquidity position and its omnichannel sales tactics. Its weaknesses are its inventory turnover ratio and its declining revenue performance. Opportunities for Macy’s include the growing interest in private labels and growing e-commerce sales. Threats facing Macy’s include rising manpower costs, changing fashion preferences and expansion initiatives by its competitors. 2. Discuss how you could gather competitive intelligence to allow a company to compete more effectively. Describe any ethical considerations for competitive intelligence. There are many tactics for gathering competitive intelligence. One strategy is to stay relevant in business news by reading traditional business press publications such as the Wall Street Journal, Fortune, Forbes, the Economist, etc. You also should use social media and LinkedIn to stay current in your field. You want to network extensively with experts both inside and outside of your organization. Trade shows and conferences are valuable opportunities to gather information. To ensure your actions are ethical, don’t pretend that you are an actual or potential customer of a firm. You should not deceive people about whom you work for. You also don’t want to hire people to do unethical actions in your name. 3. Identify benchmark performance metrics that your academic institution could use in comparing its performance to other colleges or universities that could reasonably be considered competitive rivals of your school. Schools use a variety of performance metrics for benchmarking. Common metrics include information on enrollments, graduation rates, completion rates for specific academic programs and student financial aid package sizes. Schools might compare faculty-tostudent ratios, teaching loads, and their costs of instruction. Staff and faculty salaries, benefits, and retention rates should be analyzed. Students might enjoy seeing how their school performs on rankings such as the Wall Street Journal’s College Rankings list for 2018. The rankings reflect important issues to consider when students are evaluating where they should study, such as levels of student engagement, graduation rates, and placement statistics. Section 6.3 Key Concepts: Sustainable competitive advantage exists when other companies cannot duplicate the value delivered to customers SWOT Analysis (Figure 6.3) 6-15 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

● SWOT analysis—also known as a situational analysis—which is a search for the Strengths, Weaknesses, Opportunities, and Threats affecting the organization. ● The SWOT analysis is divided into two parts: inside matters (i.e., internal strengths and weaknesses) and outside matters (i.e., external opportunities and threats). o Organizational strengths are the skills and capabilities that give the organization special competencies and competitive advantages in executing strategies in pursuit of its vision. o Organizational weaknesses are the drawbacks that hinder an organization in executing strategies in pursuit of its vision. o Organizational opportunities are environmental factors that the organization may exploit for competitive advantage. o Organizational threats are environmental factors that hinder an organization from achieving a competitive advantage. Connect® Exercise CLICK AND DRAG: SWOT Analysis Summary of Activity: A useful tool in gathering information about the competitive environment to establish a grand strategy is the SWOT analysis. In this Click and Drag exercise, students will match the provided term or phrase with the appropriate area of the SWOT analysis.

Interactive Classroom Material: EXAMPLE: How Would You Analyze Toyota? This Example presents a sample SWOT analysis for Toyota—its Strengths, Weaknesses, Opportunities, and Threats. Click for follow-up activity. Using VRIO to Assess Competitive Potential (Figure 6.4) 

VRIO is a framework for analyzing a resource or capability to determine its competitive strategic potential by answering four questions about its value, rarity, imitability, and organization. o Value: Is the resource or capability valuable? o Rarity: Is the resource or capability currently controlled by only a few firms or no other firms? o Imitability: Is the resource or capability costly for other firms to imitate? 6-16

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

o Organization: Is the firm organized to exploit the resource or capability? Connect® Exercise CLICK AND DRAG: VRIO Summary of Activity: In this Click and Drag exercise, students will match the different VRIO questions with their appropriate examples/categories.

Interactive Classroom Material: EXAMPLE: Developing Competitive Advantage: Who Dominates the Internet Economy and Who’s Losing? Five companies—Amazon, Apple, Facebook, Google, and Microsoft—dominate the Internet economy. This Example delineates the competitive advantages held by each and also points out the fragility of their positions. It points to the stack fallacy as one reason for this fragility. Big companies fail in adjacent markets in which they should be able to succeed because they don’t understand the customer in that market. They fail to innovate to the next layer, and another company that does understand what the customer wants succeeds. Click for follow-up activity. Forecasting: Predicting the Future ● A forecast is a vision or projecting of the future. ● A trend analysis is a hypothetical extension of a past series of events into the future. o The basic assumption is that the picture of the present can be projected into the future. o An example of trend analysis is a time-series forecast, which predicts future data based on patterns of historical data. ● Contingency planning, also known as scenario planning and scenario analysis, is the creation of alternative hypothetical but equally likely future conditions. o Because scenarios try to peer far into the future, they are written in rather general terms. o The great value of contingency planning is that it not only equips an organization to prepare for emergencies and uncertainty, it also gets managers thinking strategically. Interactive Classroom Material: 6-17 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

6.4 Establishing Corporate-Level Strategy POWERPOINTS: #19 Step 3: Formulate Corporate, Business, and Functional Strategies #20 Three Types of Corporate Strategies #21 How Companies Can Implement a Grand Strategy #22 The BCG Matrix #23 The Diversification Strategy Section 6.4 discusses three methods of establishing corporate-level strategy: grand strategies, the Boston Consulting Group (BCG) matrix, and diversification. Corporate-level grand strategies are growth, stability, and defensive strategies. One way that you could begin your coverage of these topics is to have the students watch the 2minute video “CFA President on Canada Opening,” in which the restaurant company Chick-fil-A announced its international expansion to Canada. The company is opening its first franchised international Chick-fil-A restaurant in Toronto, with plans to expand by more than a dozen locations in the area over the next five years. For a supplemental activity, you could have the students critique the decision to expand internationally to Canada and brainstorm about any possible innovations that the firm would need to implement to be successful there. Topics and Tips for Discussion: 1. When would the defensive strategy or a retrenchment strategy be the best option for a company? 6-18 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

This strategy might be a good option for a company when it is in a mature industry, with limited possibilities for market share growth, but there are strategic tactics that could be effective in helping the firm to keep from losing market share. If a renewed focus on marketing or advertising can get previous customers to come back, a defensive strategy might prevent your competition from taking away your customers. It may be a less risky approach for achieving a competitive advantage. 2. Identify businesses that you believe are examples of each of the four cells in the BCG matrix. Explain why you would classify each business as you did. PepsiCo would be a good company on which to conduct a BCG matrix assessment. The firm’s products include the drink brands of Pepsi, Mountain Dew, Tropicana, Gatorade and Aquafina water. It also owns Frito-Lay, which makes Lay’s, Ruffles, Doritos, and Cheetos. Its Quaker Foods unit makes breakfast cereals (Quaker oatmeal, Life), Rice-ARoni, and Near East side dishes. The firm’s cash cow has long been Pepsi, but sugary drinks are increasingly losing favor with consumers. Bottled water may be considered a star, but there is growing consumer backlash against plastic bottles. Its cereal division could arguably be considered a question mark. PepsiCo has been innovating its ready-toeat cereal and snack bar products for those seeking healthier meals, but many consumers are turning to Greek yogurt for breakfast. Many years ago, the firm spun off its fast-food businesses, including KFC, Pizza Hut, and Taco Bell. At the time, the company may have considered those businesses to be dogs. 3. Using business press sources, find a recent example of a firm that engaged in related diversification and one that engaged in unrelated diversification. Evaluate the extent to which you think each company will be able to create competitive advantage through its diversification. CVS’s acquisition of Aetna in November 2018 would be a good example of one to profile for the diversification strategy. You could have the students read the Wall Street Journal article “CVS Completes $70 Billion Acquisition of Aetna“ and have them evaluate the extent to which they believe that this is an example of related or unrelated diversification. Section 6.4 Key Concepts: Three Overall Types of Corporate Strategy ● Growth strategies involve expansion in sales revenues, market share, number of employees, or number of customers or clients. ● Often a growth strategy takes the form of an innovation strategy, growing market share or profits by innovating improvements in products or services. ● Stability strategies involve little or no significant change. ● Defensive or retrenchment strategies involve reduction in the organization’s efforts. 6-19 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

Connect® Exercise CLICK AND DRAG: Three Common Grand Strategies Summary of Activity: In this Click and Drag exercise, students will match provided terms and descriptions with the correct grand strategy. The BCG Matrix (Figure 6.5) ● The BCG Matrix is a means of evaluating strategic business units on the basis of their business growth rates and their share of the market. o Business growth rate is concerned with how fast the entire industry is increasing. o Market share is concerned with the business unit’s share of the market in relation to competitors. ● Both market growth and market share are divided into two categories (i.e., high and low), creating the four-cell matrix in Figure 6.3. o “Stars” are highly desirable business units with high growth and high market share. o “Dogs” are undesirable because they have low growth and low market share. ● The BCG Matrix suggests that an organization will do better in fast-growing markets in which it has a high market share rather than in slow-growing markets in which it has a low market share. Connect® Exercise CLICK AND DRAG: The BCG Matrix Summary of Activity: In this Click and Drag exercise, students will match the correct terms from the BCG Matrix into the correct position. ● Diversification Strategy o With a diversification strategy, the organization operates several businesses in order to spread the risk. o One kind of diversification strategy is vertical integration, in which a firm expands into businesses that provide the supplies it needs to make its products or that distribute and sell its products. Connect® Exercise CLICK AND DRAG: Diversification 6-20 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

Summary of Activity: In this Click and Drag exercise, students will further explore diversification by matching the different types of this strategy with its appropriate examples/definitions.

Connect® Exercise CLICK AND DRAG: Three Levels of Strategy Summary of Activity In this Click and Drag exercise, students will match the levels of strategy with their appropriate examples.

Connect® Exercise VIDEO CASE: Impact of CVS and Aetna Merger Summary of Activity: Strategic management is extremely important to an organization’s growth and survival. The goal of this Video Case is to apply students’ knowledge of strategy to the merger of CVS and Aetna. After watching the video, students will respond to five questions to measure comprehension. Follow-Up Activity: Break students up into groups. Each group is tasked with applying a SWOT analysis framework to CVS (post-merger with Aetna). Information on CVS and the merger can be found online. Activity may be closed out by asking select groups to summarize their SWOT analysis for the class as a whole.

6.5 Establishing Business-Level Strategy POWERPOINTS: #24 Porter’s Five Competitive Forces #25 Porter’s Four Competitive Strategies Section 6.5 discusses Porter’s five competitive forces: (1) threats of new entrants, (2) bargaining power of suppliers, (3) bargaining power of buyers, (4) threats of substitute products or services, and (5) rivalry among competitors. This section also describes the four competitive strategies 6-21 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

used for business-level strategy: (1) cost-leadership, (2) differentiation, (3) cost-focus, and (4) focused-differentiation. One way that you could begin your coverage of these topics is to have the students watch the Harvard Business Review video “The Explainer: Porter’s Five Forces.” This 2-minute video provides an effective summary of each of the Porter’s competitive forces. For a supplemental activity, you could have the students conduct a Porter’s five-forces analysis on the airline industry and determine the attractiveness of the airline industry. You could also have them describe how each of the four competitive strategies could be implemented in the airline industry. Topics and Tips for Discussion: 1. How has the Internet changed the bargaining power of buyers? Although the Internet has impacted each of Porter’s five forces, it has arguably had the most impact on the bargaining power of buyers. Buyers have more information, and hence more power, than ever before. The Internet makes it easy for buyers to compare prices of products from multiple companies, all with just a few clicks. Firms like Kayak.com make it fast and easy for buyers to determine the prices of airline tickets. With knowledge comes power, with the ability to go from one company to another if a firm raises its prices too much. 2. Discuss the challenges of trying to implement each of Porter’s four competitive strategies. When trying to compete based on cost-leadership, a firm will face several challenges. One is that it might be unable to match the cost structure of its rivals. Another is that it can reduce its costs so much that the product fails to create sufficient value for consumers for them to be willing to buy it. Having a large focus can make it difficult for the firm to streamline its operations to reduce its costs, while having a narrow focus might make it harder for firms to achieve economies of scale. Firms pursuing differentiation strategies have to ensure that competitors or new entrants will not be able to imitate the firm’s source of uniqueness. Changes in consumer preferences can also make a differentiation strategy no longer appropriate. Although consumers are willing pay premium prices for unique products, firms pursing differentiation still need to be concerned about costs. Even firms pursuing focused-differentiation have to create value that enough consumers are willing to buy the firm’s products to make it a sustainable product. Section 6.5 Key Concepts: Porter’s Five Competitive Forces ● Porter’s model for industry analysis suggests that business-level strategies originate in five primary competitive forces in the firm’s environment. 6-22 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

● Threats of new entrants are the extent to which new competitors can take away customers from existing organizations. ● Bargaining power of suppliers is the extent to which companies can easily switch suppliers. ● Bargaining power of buyers is created when customers buy a lot of products or services from an organization. ● Threats of substitute products or services refer to the ability of organizations to switch to other products or services when circumstances threaten their usual channels. ● Rivalry among competitors is influenced by the other four forces. Connect® Exercise CLICK AND DRAG: Porter’s Five Competitive Forces Summary of Activity: In this Click and Drag exercise, students will match the provided term or phrase with the correctly related competitive force from Porter’s five competitive forces. Porter’s Four Competitive Strategies ● Cost-Leadership Strategy o The goal of the cost-leadership strategy is to keep the costs, and hence prices, of a product or service below those of competitors. o The cost-leadership strategy targets a wide market. o This strategy puts pressure on managers to keep costs as low as possible. ● Differentiation Strategy o The differentiation strategy involves offering products or services that are of unique and superior value compared to those of competitors. o The differentiation strategy also targets a wide market. o Managers may have to spend more on R&D, marketing, and customer service. o Companies use this strategy to create a brand—a distinctive image—that they hope will differentiate them from their competitors. ● Cost-Focus Strategy o The cost-focus strategy involves keeping costs, and hence prices of a product or service, below those of competitors. o The cost-focus strategy targets a narrow market. o This is the strategy executed with low-end products sold in discount stores, such as low-cost cigarettes. 6-23 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

● Focused-Differentiation Strategy o The focused-differentiation strategy involves offering products or services that are of unique and superior value compared to those of competitors. o The focused-differentiation strategy targets a narrow market. o Focused-differentiation products often have very high prices, but this is not universally true. Connect® Exercise CLICK AND DRAG: Porter’s Four Competitive Strategies Summary of Activity: In this Click and Drag exercise, students will match different examples with their appropriate competitive strategy.

Connect® Exercise CASE ANALYSIS: IKEA Focuses on Growth Summary of Activity: This Case Analysis first asks students to read about IKEA’s focus on growth. Students will then respond to four questions to measure comprehension. Follow-Up Activity: Place students in groups and have groups create a Porter’s five-forces model for an industry of the instructor’s choosing (this is to avoid duplication). Students should provide details for each of Porter’s concepts and relate them to the industry. If students have Internet access to perform research, that would help. Afterwards, groups can draw their five-forces models on the board and compare between industries.

SELF-ASSESSMENT 6.2 CAREER READINESS Core Skills Required for Strategic Planning This 12-question Self-Assessment both gauges students’ skills in strategic planning and ascertains what skills students believe are core to strategic planning. Questions on analytical, interpersonal, and listening skills are presented. Click for Self-Assessment activity. 6-24 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

6.6 Implementing & Controlling Strategy: Execution POWERPOINT SLIDES: #27 Step 4: Execute the Strategy #28 Execution: Getting Things Done #29 Building a Foundation of Execution #31 Step 5: Maintain Strategic Control: The Feedback Loop #32 The Three Core Processes of Business #33 What Questions Should a Strong Strategic Plan Address? Section 6.6 describes the last two stages of the strategic-management process: strategic execution and strategic control. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Holiday Shipping Rush.” This 5-minute video profiles how UPS needs to perfectly implement its strategy of having the millions of packages that its customers have shipped arrive in time for the Christmas holiday. You could also have the students read the Wall Street Journal article “UPS’s Christmas Wish: A Delivery Surge It Can Handle,” which further explores the challenges UPS faces in planning for the holiday season. For a supplemental activity, you can have students discuss the factors that UPS must plan for in order to effectively implement its strategy during its busiest and most important time of year. Have the students explore the importance of the people process for UPS in the implementation of its strategy. Topics and Tips for Discussion: 1. Why is it difficult to implement a firm’s strategy? Even if a firm has done a great job with first three steps in the strategic-management process, its efforts might be in vain if it falls short in the execution stage. This is where the firm’s strategy becomes a reality. A strategy will not be successful if the firm’s employees refuse to engage in the proper behaviors needed to make the strategy a reality. It is important that employees have the right skills and training needed to perform the desired behaviors. They also have to be motivated to perform them. Often the firm’s culture and its performance management systems act as barriers to being able to effectively execute the firm’s strategy. 2. Describe the three processes that impact a firm’s ability to execute effectively. The three processes that impact a firm’s ability to execute effectively are: people, strategy, and operations. The people process revolves around having the right people in the right place, both now and in the future. The people process defines who’s going to get the strategy done. With the strategy process, managers have to determine how their strategic success will be accomplished. The strategy process defines where an 6-25 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

organization wants to go. Operations processes provide the path for people to follow. They create a guide for employees on how to execute on the strategy by establishing goals and targets. 3. Describe the characteristics of a good strategic plan. Good strategic plans address nine questions: 1. What is the assessment of the external environment? 2. How well do you understand the existing customers and markets? 3. What is the best way to grow the business profitably and what are the obstacles to growth? 4. Who is the competition? 5. Can the business execute the strategy? 6. Are the short term and long term balanced? 7. What are the important milestones for executing the plan? 8. What are the critical issues facing the business? 9. How will the business make money on a sustainable basis? Section 6.6 Key Concepts: Execution the Strategy ● Strategy execution is putting strategic plans into effect. ● Often implementation means overcoming resistance by people who feel the plans threaten their influence or livelihood. ● Strategic implementation is closely aligned with strategic control, and execution is the process that helps align these two phases of the strategic-management process. Maintaining Strategic Control ● Strategic control consists of monitoring the execution of strategy and taking corrective action, if necessary. ● To keep a strategic plan on track, managers need to actively engage people in clarifying what they hope to accomplish and how they will accomplish it; keep their planning simple; stay focused on the important things; and keep them moving toward their vision of the future. Execution ● Execution is a central part of any company’s strategy, and it uses questioning, analysis, and follow-through to mesh strategy with reality, align people with goals, and achieve results promised. 6-26 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

● Execution consists of linking the three core processes of any business—people, strategy, and operations. o For the people process, managers need to determine which individuals can handle the jobs of the future and who will benefit them in the future. ▪

An effective leader tries to evaluate talent by: linking people to particular strategic milestones, developing future leaders, dealing with nonperformers, and transforming the mission and operations of the human resource department.

o For the strategy process, managers need to consider how success will be accomplished. ▪

A good strategic plan addresses the nine questions shown in Table 6.3.

▪

A manager must take a critical view of the organization’s capabilities and talent when considering how to execute the strategic plan.

o For the operations process, managers need to consider what path people will follow, and develop an operating plan. ▪

The operating plan should address all the major activities in which the company will engage, and then define short-term objectives for these activities to provide targets toward which people can aim.

How Execution Helps Implement and Control Strategy ● Many executives appear to have an aversion to execution, which they associate with the tedium of doing, as opposed to the excitement of visioning. ● There are many organizational obstacles to effective execution, many of which are associated with organizational culture. Interactive Classroom Material: PRACTICAL ACTION: Building a Foundation of Execution The foundation of execution is based on leadership (discussed in Chapter 14) and organizational culture (discussed in Chapter 8). Bossidy and Charan advise managers to engage in the following behaviors: Know your people and your business—engage intensely with your employees. Insist on realism—don’t let others avoid reality. Set clear priorities—focus on a few rather than many goals. Follow through—establish accountability and check on results. Reward the doers—show top performers that they matter. Expand people’s capabilities—develop the talent. 6-27 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

Know yourself—do the hard work of understanding who you are. Click for follow-up activity.

SELF-ASSESSMENT 6.3 CAREER READINESS Assessing the Obstacles to Strategic Execution

CAREER READINESS

This 15-question Self-Assessment determines obstacles to strategic execution. Students should reflect on their current or former jobs when responding to the questions. If a student has never been employed, then he or she should reflect on university experiences. Questions on objectives, trust, and action plans are presented. Click for Self-Assessment activity.

6.7 Career Corner: Managing Your Career Readiness POWERPOINT SLIDES: #34 Model of Career Readiness #35 Managing Your Career Readiness Section 6.7 discusses the importance of strategic thinking for career success. People who think strategically understand the business, develop their task and functional knowledge, set aside time to reflect and engage in lateral thinking. One way that you could begin your coverage of these topics is to have the students watch the TED Talk video “Looking for a Job? Highlight Your Ability, Not Your Experience.” In this approximately 7-minute video, Jason Shen shares his perspectives on how job seekers can make themselves more attractive to potential employers and discusses how companies should change their hiring practices to screen candidates for ability, rather than their credentials. For a supplemental activity, you could have students discuss how firms can assess an applicant’s strategic-thinking skills as part of the hiring process and provide recommendations for how firms can foster the strategic-thinking skills of their employees. Topics and Tips for Discussion: 1. Why is strategic thinking an important skill for all levels of employees in an organization? Even though recent college graduates seeking their first full-time employment are not likely to be hired as a company’s top strategic planner, being able to think strategically 6-28 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

will help employees contribute to the firm’s strategic success, regardless of their role. Individuals with strategic-thinking skills are forward-looking and able to solve future problems that are difficult to predict. They have the ability to see the big picture and they pay attention to what is happening in the world around them. They are also able to see things from a global perspective. The more employees in a company that possess these skills, the more effective the company is likely to be in each stage of the strategicmanagement process. 2. How could you improve your strategic-thinking skills? There are four key activities you can engage in to improve your ability to think more strategically. First, you need to understand your business. Do you understand how your firm makes money? Can you explain what value your company provides to its customers? Can you read your firm’s annual report and financial statements and understand what you are reading? Second, you should broaden your task and functional knowledge. You want to develop and fuel a life-long love of learning. Focus on being exposed to as many experiences as possible. Next, you need to set aside time to reflect. You need to make it a commitment to set aside time for analyzing how different facets and elements of your company are intertwined. If you don’t set aside the time, perhaps by blocking off time on your calendar to engage in your reflection, you may become so engrossed in doing your current job that you lose focus on why you should be doing your current (and next) job. Finally, you need to engage in lateral thinking. There are six “hats” in lateral thinking. Even if you prefer to wear the “Black Hat” when critiquing new ideas, people with effective strategic-thinking skills have the ability to wear all of the hats. 3. Describe the “Six Thinking Hats” of lateral thinking. The six hats refer to different approaches for analyzing information when making decisions. When using the White Hat, you would focus on gathering the information known or needed. The Yellow Hat focuses on seeing the brighter, sunny side of situations and probing for the value of whatever you are discussing. People using the Black Hat are looking for reasons to be cautious and conservative and proactively looking for reasons why a proposal may not work. A Red Hat wearer analyzes situations based on emotions and instinctive reactions, ones that they may not be able to rationally justify. The Green Hat represents creative, “outside the box” thinking. The Blue Hat is the control function, designed to ensure that all six hats are being used to look at the big picture and to understand the goal. Section 6.7 Key Concepts: Developing Strategic Thinking 

Understand the Business

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design



o The extent to which you understand a potential or current employer’s business and strategies. Broaden Your Task and Functional Knowledge o Strategic thinking requires making connections between concepts, ideas, people, and events. Set Aside Time to Reflect o Strategic thinking involves connecting dots between things that others overlook. o This takes time and reflection, which requires you to make a commitment to slow down and reserve time in your schedule for this activity. Engage in Lateral Thinking o The concept of lateral thinking was developed by Dr. Edward De Bono to encourage creativity and insight. o Individual and teams are encouraged to mentally wear and switch six “hats” during meetings: white, yellow, black, red, green, and blue.

Connect® Exercise CLICK AND DRAG: Engaging in Lateral Thinking Summary of Activity: In this Click and Drag exercise, students will match the different types of hats to the appropriate description.

Career Corner Group Exercise: Developing Lateral Thinking Learning Objectives:

CAREER READINESS

Students will enhance their ability to think strategically by engaging in lateral thinking Click to view activity.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

MANAGEMENT IN ACTION GENERAL ELECTRIC’S EVOLVING STRATEGY Problem-Solving Perspective 1. What is the underlying problem in this case from CEO John Flannery’s perspective? GE has grown too large and become too complex for its own good. Flannery wants to focus on areas of the company that are generating profits (e.g. jet engines), and possibly sell underperforming divisions (e.g. locomotive building). 2. What are some of the causes of this problem? Flannery’s predecessor, Jeff Immelt, acquired and developed high-growth businesses instead of relying on the company’s traditional businesses. This strategy required investment in divisions like GE Digital and natural gas projects like, Alstom. These projects did not produce significant profit and instead made the organization more complex, in addition to being a cash drain. 3. Can GE survive as one organization? Explain why or why not. Student responses will vary. Some will argue that the organization needs to stick together and use synergy between its different divisions. For example, it can utilize 3D printing technology on factory lines and also incorporate GE Digital’s software capabilities. This is similar to the argument made by the Forbes analyst who believed in a longer-term perspective, based on streamlining instead of downsizing, that will prove successful. Others will argue that GE should do exactly what Flannery is doing: sell divisions that make up a significant part of the company’s assets but are not growing profits. Application of Chapter Content 1. Explain how GE is creating a “fit” among its activities at its factory in India. GE recently spent $200 million on creating a “brilliant factory” in India that can make products for multiple divisions. Flexible 3D printers allow the factory to quickly switch lines. For example, if industrial lighting is not selling but air travel is in demand, the plant can switch production lines to jet engines. GE Digital can support this by interconnecting suppliers and manufacturers via software. This is creating fit among various activities. 2. Using the steps in Figure 6.2, describe how GE should be transforming the way it does business. 6-31 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

Students need to utilize the abovementioned figure and describe the strategicmanagement process. This includes revaluating the company’s missions, vision, and values statements, as well as looking at the current reality. This can be done in part by a SWOT analysis. The company then needs to revise its strategies, and execute on that. Finally, they need to evaluate how the change in strategy has impacted the organization’s bottom line. 3. Develop a SWOT analysis for GE. Student responses will vary, but their responses should utilize the information in Figure 6.3:

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

Some examples include: Strengths: name-brand recognition; profitable divisions (e.g. jet engines) Weaknesses: complex processes; under-performing divisions (e.g. locomotive building) Opportunities: Technology is changing and the organization may be able to be more innovative through GE Digital and other divisions. Threats: The company may be removed from Dow Jones Industrial average (this actually happened in 2018). 4. Is CEO Flannery employing a growth, stability, or defensive strategy? Is this different than Immelt’s strategy? Explain. It seems Flannery is employing a defensive strategy. A defensive strategy, or a retrenchment strategy, is a grand strategy that involves reduction in the organization’s efforts. He wants to sell divisions that make up a significant part of the company’s assets but are not growing profits. These include large operations in locomotive building and industrial light manufacturing. This is different than Immelt’s strategy. Immelt’s grand strategy was to acquire or develop high-growth businesses instead of relying on GE’s traditional businesses like lighting and plastics. This is a growth strategy. A growth strategy is a grand strategy that involves expansion—as in sales revenues, market share, number of employees, or number of customers or (for nonprofits) clients served. 5. Which of Michael Porter’s four competitive strategies is GE trying to follow? Explain. Student responses will vary here. For example, if GE is focusing on building jet engines for a narrow market of airlines, then it would be following a focused-differentiation strategy. What is important is that students properly define what strategy they believe the company is using, and to properly apply facts from the case to support their assertion.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

LEGAL/ETHICAL CHALLENGE

IS YOUR SCHOOL SELLING YOUR BANK ACCOUNTS? Solving the Challenge 1. Sign a contract that provides the university with an incentive for each account opened. Both the university and bank are providing students with special benefits. So it is all right if the school is compensated based on volume? This may be problematic. Universities earn their revenue through tuition and are not in the financial services business. How can a university have the best interests of their students in mind if they have a financial interest in fees students pay to their banks? This strategy has conflict of interest written all over it. 2. Sign a flat-fee contract only. Schools should not receive an incentive for each account opened, but they should be compensated for allowing the bank to have an increased presence on campus. This may be more acceptable. A university may charge a fee to allow a bank to have a presence on campus, just like it would charge a fee to have a fast-food restaurant chain on its premises. It would not be earning a percentage of each entrée ordered, but would earn lease revenue. 3. Refuse to sign a contract. Schools should be neutral parties and not be promoting banks. This may also be acceptable if a school wants to stay away from financial services once and for all. The school can just refuse to entertain entities that create long-term relationships with their students on campus. However, this may make banking inconvenient for students who live on campus and cannot easily get to banks off-campus. 4. Invent other options. Discuss. Students, or you as the instructor, may want to provide a creative response here.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

TEXTBOOK EXAMPLES

EXAMPLE: Evernote and Groove HQ Get Started with Strategic Planning The Example describes how two small companies, Evernote (325 employees) and Groove HQ (50 telecommuting employees) saw a need to try strategic planning. The focus of Evernote is to identify its appropriate strategic position, away from broad needs many customers to few needs, many customers. Groove HQ is focused on trying to do some basic corporate and business-level strategic planning emphasizing revising its long-term goals, finding new customers, and accelerating growth. YOUR CALL Why do you think Evernote and Groove temporarily lost sight of their strategic goals? Do you agree with their CEOs about their plans for refocusing their respective companies? Why or why not? Do students feel that the constantly accelerating demands for new technology played a part? You might ask them how many telephones they have owned, how frequently they expect new products, new upgrades? Is it customer demand that is driving small companies to move faster and expand further than they can sustain? You might also ask if they think Evernote can retain its customer base if it cuts back on add-ons and new products. Will it be viewed as a failing company rather than one that is merely focusing its strategy to better serve its customers? ADDITIONAL ACTIVITIES Have students go online and research small companies, their visions, missions, and strategic goals. They could do this as individuals or as teams. You could use this as an in-class or out-ofclass activity. After your students have done the research, have them create posters about the company and sponsor a poster session in class. Students should look at the posters and develop hypotheses about what these small companies seem to have in common in their strategies. Can they suggest ideas as to what seems to work best? You can point them toward several sites as starting points for identifying small companies for research. Here are some suggestions Forbes Small Giants 2017: American’s Best Small Companies 50 Best Small Companies to Work for in 2017 According to Employees Return.

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Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

EXAMPLE: SWOT Analysis: How Would You Analyze Toyota? This example gives a simple summary of Toyota then delves into a detailed SWOT analysis of the company. YOUR CALL 1. Which internal strengths could Toyota make better use of in the future? The example cites four internal strengths: its culture of quality and dependability, its strong research and development arm, its solid cash reserves, and the value of its brand. Students will most likely choose its quality culture and its R&D capability. Encourage them to give specific examples of how these strengths will enable Toyota to take advantage of external opportunities and negate any external threats. They should try to relate their choices to specific opportunities and threats presented in the article before looking further afield for creative ideas concerning perceived opportunities and threats. 2. Which internal weaknesses are most important for Toyota to address? Two basic internal weaknesses are identified: ongoing recall issues and focus on sales in Japan and the United States. Because the recall issues have the potential to seriously impact its brand at a time when the auto industry is suffering major upheaval not only from hybrid, electric, and other alternative fuel engines, but also from the advent of driverless cars, students will most likely identify this as the major internal weakness. Encourage students to identify which internal strengths may help reduce this weakness and also which external threat may be exacerbated by ignoring it. 3. Is Toyota situated to take advantage of all its current external opportunities? Opportunities include the increasing emphasis on hybrid and electric vehicles and the advent of autonomous vehicles. Toyota already has a strong lead in hybrids and electrics and, due to its strong R&D emphasis, is in good shape to take advantage of growth in autonomous vehicles. 4. Which external threats should it prioritize, and why? Global economic problems, supply chain interruptions, potential tariff issues, the potential of saturated markets, and competition for autonomous vehicles are all cited as external threats. Students will choose several of these and should be encouraged to discuss how Toyota’s internal strengths can help overcome the ones they choose. Alternatively, they can discuss how internal weaknesses could increase the threat level. ADDITIONAL ACTIVITIES Have students watch the 4-minute YouTube video “Toyota: Past to Future.” This video details Toyota’s history in the United States and plays up its ongoing commitment to research and development, as well as corporate social responsibility. Consider asking students: 1. Did you realize Toyota has such a large presence in the United States? 6-36 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

2. What elements of the Example’s SWOT analysis do you see reflected in the video? 3. Can you identify any internal strengths not discussed in the Example? Return.

EXAMPLE: Developing Competitive Advantage: Who Dominates the Internet Economy and Who’s Losing? Five companies—Amazon, Apple, Facebook, Google, and Microsoft—dominate the Internet economy. This Example delineates the competitive advantages held by each and also points out the fragility of their positions. It points to the stack fallacy as one reason for this fragility. Big companies fail in adjacent markets in which they should be able to succeed because they don’t understand the customer in that market. They fail to innovate to the next layer, and another company that does understand what the customer wants succeeds. YOUR CALL If you can visualize a “frightful 5” Internet company losing its competitive advantage, how do you think it would come about? Students can be encouraged to think about the VRIO positions of each of these companies. Are their core competencies valuable? Rare? Imitable? Organized for success? Students should also think about the five companies in relation to the stack fallacy. Are any of them in danger of sticking too close to their original ideas and not branching upward to expand into the next, best thing? If they do try to move into the next layer of technology, do they truly understand what customers want from that layer? For example, will Amazon succeed in the grocery industry? It may understand what people want from an online shopping supercenter, but does it understand what customers want in their grocery store? ADDITIONAL ACTIVITIES You can build on the Example by adding an article from Business Insider: “Dropbox Is Falling Prey to a Common Fallacy.” This article examines competitive errors and the potential failure of Dropbox due to its lack of understanding of the stack fallacy. Consider such questions as: 1. Can a company succeed by moving down the stack as well as up? 2. Why is it important to think about the users’ needs when considering expanding into a new level of tech (whether up or down the stack)? 3. How can companies overcome the tendencies that lead to engaging in stack fallacy? Return.

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Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

EXAMPLE: Contingency Planning: How Walgreens, and FedEx Coped with Hurricane Harvey Companies encounter disasters—natural, economic, and manmade. The question is, can they survive them? Contingency, or scenario, planning involves putting “what if?” plans in place in advance of disasters. This Example discusses how three companies (CVS, Walgreen’s, and FedEx) put contingency plans into play when Hurricane Harvey hit the Gulf coast in 2017. YOUR CALL 1. How much do you think companies like FedEx and UPS can do to prepare in advance for a major weather event like a devastating hurricane? Have students suggest types of disasters that might occur: Natural: earthquakes, fires, floods, drought, extended cold. Manmade: terror attacks, war, cyber hacking Economic: recession or depression, both local and worldwide; failing supply chains; stock market crash; tariffs; and embargoes. 2. Ask how many of these a given company can prepare for? What are the limiting factors in such planning? What other contingency plans could companies like CVS and Walgreens put in place? You can bring students back to SWOT and VRIO analyses as well as mission statements to answer this question. Encourage them to think in terms of linking the strengths and weaknesses of the firm, its mission, and its VRIO competencies to envisioning reactions to disasters. ADDITIONAL ACTIVITIES Increase the depth of the discussion in Your Call by asking students to read “6 Kinds of Disasters Most Businesses Don’t Foresee.” This will increase the breadth of their thinking about the types of disasters that can occur. Shift the focus to corporate philanthropy during crises. Have students read “How Companies Handle—and Botch—Natural Disasters Like Hurricane Florence.” Have students go online to find examples of other companies and how they helped following disasters. Consider asking: 1. What do companies get out of helping individuals during and following disasters? 2. Is planning acts of corporate philanthropy a type of contingency planning? Return.

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Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

TEXTBOOK PRACTICAL ACTIONS

PRACTICAL ACTION: Building a Foundation of Execution The foundation of execution is based on leadership (discussed in Chapter 14) and organizational culture (discussed in Chapter 8). Bossidy and Charan advise managers to engage in the following behaviors: Know your people and your business—engage intensely with your employees. Insist on realism—don’t let others avoid reality. Set clear priorities—focus on a few rather than many goals. Follow through—establish accountability and check on results. Reward the doers—show top performers that they matter. Expand people’s capabilities—develop the talent. Know yourself—do the hard work of understanding who you are. YOUR CALL Which behavior is probably the most difficult for you to adopt personally? Student answers will vary based on their backgrounds. Students should be able to specify, with examples, why they believe a certain behavior is difficult for them to ascertain. ADDITIONAL ACTIVITIES One way that you could build on this Practical Action and to synthesize your coverage of the strategic-management process is to have the students read the Harvard Business Review article “Second Thoughts About a Strategy Shift.” This article is an HBR Case Study and includes a fictional case (though it is based on events at JCPenney) and case commentary by industry experts. This case looks at whether a company should continue with its hablar claro, or “straight talk,” strategy, which does away with discounts and special sales. Using this case study would be an excellent way to review the stages of the strategic-management process. You can ask students to read only the article or also ask them to read the professional commentary. Consider using the following discussion questions: 1. Critique Emilia’s use of the strategic-management process in the development and implementation of its hablar claro strategy. What should the company have done differently? 2. Conduct a SWOT analysis of Emilia and an analysis of Porter’s five competitive forces for the retail industry. 3. Provide specific recommendations for how Augustín Rey should deal with the current situation and discuss the advantages and disadvantages of your plans. 6-39 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

ARTICLE CITATION Ofek; E., Avery, J., Rudolph, S., & Shroff, Y. (2014). Second thoughts about a strategy shift. Harvard Business Review, 42(12), 125-129. Product #: R1412K-PDF-ENG Return.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

SELF-ASSESSMENTS

SELF-ASSESSMENT 6.1 Assessing Strategic Thinking This survey is designed to assess an organization’s level of strategic thinking. STUDENT QUESTIONS 1. What is the level of strategic thinking? Are you surprised by the results? Student responses will differ based on assessment results. Many students will be surprised by the organization’s level of strategic thinking, or lack of it. 2. If you were meeting with an executive from the company you evaluated, what advice would you provide based on the survey results and what you learned about assessing current reality? Some advice to provide includes reviewing long-term plans and discussing changes that will affect the organization years down the road. There should be assessments, action plans, and rewards for strategic thinking promotion. These should be clearly defined for employees. SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment results. Students who have high strategic thinking should be grouped together, and students who have low strategic thinking should be together. Students who have high strategic thinking should discuss what their organization does to promote strategic thinking. Students who have low strategic thinking should discuss what their organization can do to promote strategic thinking. The statements in the Self-Assessment can be used to organize thoughts for both types of groups. Students should share their findings with the class. Can any of the groups describe Porter’s five forces as they pertain to an organization a group member might work for? Return.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

SELF-ASSESSMENT 6.2 CAREER READINESS

Core Skills Required for Strategic Planning This survey is designed to assess the skills needed in strategic planning. STUDENT QUESTIONS 1. Do you have what it takes? Are you surprised by the results? Student responses will differ based on assessment results. Some students who received mostly 4s and 5s will be surprised that strategic planning is not for them. 2. Based on the results, what are your top two strengths and deficiencies when it comes to strategic planning? Student responses will differ based on assessment results. Some students may be surprised that their strategic planning issues come from poor verbal and written skills. What would you say during an interview to demonstrate that you possess the career readiness competencies associated with strategic thinking? Consider guidance found in the Career Corner. There are four key activities for developing one’s ability to think strategically: understand the business, broaden your task and functional knowledge, set aside time to reflect, and engage in lateral thinking. Students should provide examples of what to say during an interview to demonstrate these skills. For example, a candidate should research an organization’s strategy before going to an interview. This can most likely be done via an online search. The candidate can then incorporate some of his or her findings when responding to interview questions. This will let the interviewer know that the candidate has done his/her research and understands the business. SUPPLEMENTAL ACTIVITY In this activity, students should respond to the following questions: 1. Based on your results, do you think you would like to make a career out of strategic planning? Why or why not? 2. What appeals or does not appeal to you about this career? Explain. 3. How might you enhance your strategic skills? Discuss. Return.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

SELF-ASSESSMENT 6.3 CAREER READINESS Assessing the Obstacles to Strategic Execution This survey is designed to assess the obstacles to strategic execution that may be impacting an organization’s ability to execute. STUDENT QUESTIONS 1. How does the company stand with respect to execution? Student responses will differ based on assessment results. Students may be interested in the different types of obstacles to strategic execution and how their chosen company stands in respect to each. 2. Based on the results, what are the company’s strengths and weaknesses when it comes to execution? These responses will differ based on the organization. Strengths and weaknesses should be observed via the rules, emotions, initiatives, immediate actions, and integrity obstacles. 3. What advice would you give to senior management about improving the company’s ability to execute based on the results? Be specific. Some advice that should be provided includes having clear expectations, motivating employees to take on initiatives, and having general trust in the organization. There should also be a discussion with employees about values and if the organization’s values and employees’ values are in conflict with each other or not. SUPPLEMENTAL ACTIVITY Students should be put into one of five groups with each group representing an obstacle to strategic execution. Students should relate each of their obstacles to the three core processes of business. Which of the core processes represent this obstacle and why? How can organizations overcome the assigned obstacle? Each group should nominate one or two students to present their discussions to the class as a whole. The instructor can also create five columns on the board for students to write their thoughts under. Follow by making connections between business processes, obstacles, and potential solutions. Return.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

GROUP EXERCISE

STRATEGIZING FOR REAL Objectives ● To help you understand the complexity of the strategic-planning process. ● To more completely familiarize yourself with strategic planning. Introduction Social psychologist Kurt Lewin argued that there is nothing as useful as a good theory. The important word here is good because bad theories can cause a great deal of trouble. An example of a bad theory was the introduction of the New Coke in 1985 by Coca-Cola, one of the world’s most successful companies. Management’s “theory” was that customers wanted a new Coke. But its introduction was an enormous fiasco, and furious customers demanded that traditional Coke be brought back. Companies that effectively use strategic planning can try to avoid these blunders. To have a sense of what function a strategic plan can have, you must (1) look at the theory and (2) apply it to an actual situation that you know. In this way, you can see if you like doing strategic planning, what it entails in terms of complexity and insight, and whether or not you think it is a career area you might like to pursue. Because of transitions in the world economy, the demand for strategists will likely increase. The purpose of this exercise is to provide you the opportunity to create a strategic plan for your college or university. Instructions Students should be divided into groups of five each. First, complete the five steps of the strategic planning process shown below. Next, go online and determine if your university has published a strategic plan. If it has, compare your plan with the one created by your university. Five Steps of Strategic Planning 1. Establish the mission and vision of your university. 2. Conduct a SWOT analysis. ● What are your university’s strengths? ● What are your university’s weaknesses? ● What are your university’s opportunities? ● What are your university’s external threats? 3. Establish your university’s grand strategy. 6-44 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

4. Establish a set of goals your university can pursue in an attempt to achieve its vision and grand strategy. 5. Establish processes and procedures your university should put in place to monitor goal achievement. Questions for Discussion 1. Why is it important for an organization—whether private, public, or nonprofit—to have a strategic plan? Explain your rationale. 2. Do you think that a strategic plan can ever be totally accurate? Why or why not? 3. Who do you think should be involved in developing and maintaining a strategic plan? 4. How would you grade (A through F) the strategic plan at your college? Explain your rationale. *Developed by Anne C. Cowden, PhD. Tips for online and large in-person classes: Online classes: Students can be placed in online groups and the activity can be posted to a discussion board. Instructor can email blast groups’ plans with the entire class. Large classes with larger groups: Groups will probably need to be 5 to 6 in large classes. The assignment can be copied and pasted into a Word document or PowerPoint slides and posted on the board or printed as handouts. Moreover, you can have the questions for discussion done inside groups since the groups are larger. This will also save time for the activity.

CAN BE USED ONLINE

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

CAREER CORNER GROUP EXERCISE CAREER READINESS

DEVELOPING LATERAL THINKING Learning Objective Students will enhance their ability to think strategically by engaging in lateral thinking Introduction Strategic thinking is fundamental to being an exceptional manager. A strategic thinker routinely engages in looking at the big picture, examining what needs to be done to successfully obtain organizational goals by gathering competitive intelligence on the marketplace, and modifying the plan of action as needed. This exercise helps students better understand the big picture by utilizing Dr. Bono’s concept of lateral thinking to problem solve a given situation. We suggest you use Snapchat, a company your students will most likely be familiar with as a consumer. Alternatively, you can pick a company that is currently struggling in the marketplace. Instructions The primary purpose of this exercise is for your students to engage in lateral thinking as they attempt to devise a solution to a key performance issue facing a struggling company. First, the class will conduct a SWOT analysis of the chosen company. Each group will pick its own performance issue and come up with an action plan to improve the situation. Each group will use Dr. Bono’s concept of lateral thinking to encourage strategic thinking as they develop their solution to the chosen performance issue. 1. Start the activity with a class discussion on the performance of your selected company. Have the class do a quick SWOT Analysis of the selected company (Toyota’s SWOT analysis in section 6.3 in the chapter can be used as an example). If you chose to use Snapchat, have your students read:  Why Snapchat’s Trainwreck Stock Will Never Have a Facebook Rebound 2. Have students review Dr. Bono’s concept of lateral thinking (see below).

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Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

3. Put students into groups of 4 or 5 students. Task each group with developing an action plan that addresses a key performance Issue. Ask each group to spend 2 minutes wearing each of the six colored hats. The suggested order of hats is:  Blue – Control Function: detailing what the issue is  White – Information Function: gathering information  Green – Creativity Function: exploration of alternatives  Red – Intuition Function: going with your gut feelings  Yellow – Positivity Function: outlining all the benefits  Black – Judgement Function: outlining potential risks  If there is time, you can have the groups revisit the Green and Blue Hats. 4. Ask each group to prepare a five-minute presentation summarizing their proposed solution for the selected company’s performance issue. 5. Select two or three groups to present to the class. 6. Facilitate a class discussion on value of lateral thinking by using the following questions:  What was the focus of each hat’s contribution to the discussion?  Did seeing the problem from different perspectives lead to a better solution?  How did wearing multiple hats force you to reconsider the issue at hand?  Take a moment for self-reflection, how does utilizing the concept of lateral thinking improve your understanding of the situation?  Does lateral thinking lead to enhanced strategic thinking? Return.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

UBER CONTINUING CASE

Chapter 6: Strategy This part of the Uber cumulative case focuses on Chapter 6 and covers principles related to strategic management. This cumulative case’s real-world application of management knowledge and skills is designed to help you develop critical-thinking ability and realize the practical power of sound managerial skills for solving problems in your job and career. The case includes five multiple-choice questions and two essays-based questions. The essaybased questions can also be used in-class to spur discussion: 1. Are Uber’s strategies consistent with the results of their SWOT analysis? Explain using examples from the case. Student answers will vary, but what is important is that they compare Uber’s strategies with the SWOT analysis provided. Here is an example: One of Uber’s strategies is ease of use and transparency. Students who believe the strategies are consistent with the SWOT analysis may point to Uber having an unlimited number of drivers and vehicles. This allows it to offer convenience in service and pricing. Moreover, Uber’s growing valuation allows it to invest in its technology (i.e. mobile app) in order to make it more simplistic for riders to use. It can also invest in other types of technology, such as UberAir. Students who believe the strategies are inconsistent with the SWOT analysis may point to the fact that Uber’s drivers earn less than those of competitors. If drivers decide to switch to competitors, such as Lyft, there may be less of them available to riders. This would increase the wait time for a driver and make Uber less convenient. Also, though customers are unhappy with conventional transportation services, mainly because of price, Uber is able to keep costs low in many markets because it is disregarding local regulations. If local governments force the organization to adhere to regulations, prices may go up, and riders may turn back to conventional transportation services. 2. Utilize Porter’s model for industry analysis to assess Uber’s competitiveness. Students should point to the five primary competitive forces in a firm’s environment: (1) threats of new entrants, (2) bargaining power of suppliers, (3) bargaining power of buyers, (4) threats of substitute products or services, and (5) rivalry among competitors. Threat of new entrants include the ability of new competitors to enter an industry. Uber is challenged by new competitors such as Lyft and Grab. The bargaining power of suppliers 6-48 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

for the organization is primarily based on contracted drivers and how much influence they have on the organization. The bargaining power of buyers, who are riders, is based on their usage of the Uber app and unhappiness with conventional transportation services. Threats of substitute services includes riders deciding to use their own cars and/or public transportation instead of Uber. Finally, rivalry among competitors is influenced by the proceeding four forces mentioned.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

MANAGER’S HOT SEAT

No Manager’s Hot Seat for this chapter.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

APPLICATION-BASED ACTIVITY MANAGERIAL STRATEGY: ARE THE ODDS IN ATLANTIC HOTELS’ FAVOR? I. Introduction Atlantic Hotels is looking to expand its territory in order to stay competitive with larger hotel chains. The company has its sights set on Las Vegas, Nevada, but leadership still does not know if the Vegas market is right for Atlantic. The student will play the role of the CEO and will need to look at the data the CEO’s team has put together and make the final call on whether or not the company should open a new hotel in Las Vegas. II. Learning Objectives 1. Understand the strategic management process. 2. Apply the most effective type of strategy in order to successfully expand an organization to a new location. 3. Evaluate an expansion-based strategic decision utilizing Porter’s five competitive forces theory. III. Scoring Dimensions The following theoretical concepts from the chapter are covered and scored in the simulation: Theoretical Concepts

Percentage of Simulation

Strategic Management Process

20%

Porter’s Five Forces Analysis

40%

Strategic Decision Making

40%

IV. Follow-up Activity Students can be assembled into groups of 4 to 5 in order to create a SWOT Analysis document on a major hotel chain (e.g. Hilton, Marriott, etc.). The SWOT analysis for Atlantic Hotels in the simulation can be used as a basis to do research (see below) and find the following on the chosen hotel brand: 6-51 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a Grand Design

   

What are the hotel’s strengths? What are the hotel’s weaknesses? What opportunities are there for the hotel? What threats are there for the hotel?

The Internet can be used to research the particular hotel chain. Students can share their SWOT analysis with the class. This activity can also be completed in an online course via the use of discussion boards. Students should first be asked to complete the Application-Based Activity, then should be put in online groups and provided with the sample SWOT analysis below. The instructor can then share all the SWOT analyses with the entire class. Atlantic Hotels SWOT Analysis

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen CHAPTER CONTENTS

Teaching Resource Manual: A Guide to Implementation Career Readiness-Based Personal Development Plan

ii viii

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Assignment Completion. Shows the total percentage of all learners in the class that have completed the assignments at this point in time.

Correct with high confidence Incorrect with high confidence Correct with low confidence Incorrect with low confidence Correct with medium confidence Incorrect with medium confidence 7-iii

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

assign as many assignments as appropriate.



determine point values for each question/application exercise individually.



make available multiple attempts per assignment with options of accepting the highest score or averaging all the scores together.



deduct points for late submissions of assignments (percentage deduction per hour/day/week/so forth) or create hard deadlines.



show feedback on exercises/questions immediately or at your preference.



provide for study-attempts to allow for completion of the assignment after the due date without assigning a point value.

Some recommendations include: 

Before selecting the option for one attempt only, select unlimited or multiple attempts on the first few assignments to allow students a chance to learn and navigate the system.



Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating the greatest impact and assisting students develop higher-order thinking skills. The following recommendations pertain to these mentioned touch points, with an additional matrix that follows. Before Class The learning goals we have for students determines our assignments before, during and after class. For example, you may want to focus on mastering content, applying content, or using content to solve problems. Alternatively, you may want to achieve all three goals. Connect® offers a host of additional pre-class assignments to choose from if your goal is mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action boxes, Management in Action Cases, Legal/Ethical Challenge Cases, Uber Continuing Case, and Manager’s Hot Seat Videos. Case Analyses, Click and Drag Exercises, and Video Cases are optimal exercises to be utilized prior to class, as they provide students the opportunity to practice and apply key course concepts. A reading assignment—typically a chapter from the product in use—is a student’s initial exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior to class or an online lecture allows you to gauge their comprehension of the material. Having a better sense before class of which concepts your students are “getting” and which ones they are not, allows you to more effectively and efficiently plan your time with them during class. To ascertain student competency, use the reporting function of SmartBook 2.0, where you can view general results of their performance. Additionally, Connect® exercises, such as Click and Drag Exercises, Video Cases, and Case Analyses offer students a second exposure to important sections of the chapter after their completion of a SmartBook 2.0 assignment. Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for students to understand. These animated videos were developed to further unpack in brief, yet effective, fashion the course topics that most commonly challenge students. Each animated video is accompanied by auto-graded multiple-choice questions that can be assigned to confirm student comprehension. If your learning objectives include fostering application and integrating the concepts discussed with real world practice, then Management in Action or legal/ethical challenge cases contained in the textbook can be assigned so students can think critically and practice applying what they learned in the readings to actual cases. The Management in Action cases are now all “problemfocused.” In other words, the cases contain problems that students can practice solving. These cases also contain multiple-choice questions that can be assigned in Connect® to gauge student comprehension. 7-v Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

During Class The TRM offers a host of additional materials and experiential activities you can use to bring chapter content to life. If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities and lecture based on results from the general results report and the metacognitive skills report. This allows for a more tailored class period that enhances student engagement and more opportunities to resolve gaps in knowledge. We also provide links to online readings that you can use to supplement the content covered in the textbook. They are useful if you desire to provide additional material beyond that covered in the text. If your goal is to create an engaging learning environment filled with student discussion and interactions, we provide multiple resources. First, each major heading in a chapter contains suggested discussion starter questions. These open-ended questions are likely to foster student discussion and engagement. We also provide additional activities (i.e., experiential exercises) for every Example and Practical Action box. If your goal is to provide for additional application of material, the TRM breaks down the textbook Management in Action cases and Legal/Ethical Challenges by providing questions and ideal responses. Connect® also has multiple-choice questions that can be assigned for the Management in Action Cases. Finally, the TRM has a selection of group exercises that allows instructors to focus on team learning methods. If your goal is to jointly engage your students while applying content from the text, you can select a Self-Assessment follow-up activity (all follow-up activities are found in the TRM). These assets are especially useful if you are “flipping” your classroom, wherein the class session is used for application and analysis of key concepts rather than lecture. The Suggested Resources across Teaching Touch Points Matrix provides a quick reference for activities that can be utilized during class. After Class After the face-to-face class session, or online lecture, you can assign Connect® exercises as homework to further reinforce the material covered in the textbook and lecture. You may also want to assign an iSeeIt! Animated Video if you notice that students are struggling with a particular topic, even after class. Students can also be assigned the continuing case for each chapter, which includes assignable multiple-choice and essay-based questions. To further gauge student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus more on defining and explaining material, and the test banks include application and analysis. Moreover, the test banks now include more higher-level Bloom’s questions. Finally, if you are looking to have students think critically to solve real-world problems, then you may want to utilize an Application-Based Activity after class. Application-Based Activities are mini-simulations that allow students to make decisions and see their impact immediately. 7-vi Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

There are both theory-based questions that have right and wrong answers, and there are also branching questions that allow students to make ideal, sub-ideal, and incorrect decisions based on the theory they’ve learned. A student’s particular path in the activity will depend on the decisions made on the branching questions. Application-Based Activities should be utilized after a student has had at least one pass at the chapter content as they do not introduce new material. Rather, they encourage students to apply, analyze, and evaluate material they already understand. A Special Focus on Career Readiness The ninth edition has a new strategic focus on career readiness. The authors’ goal is to provide you the information and teaching resources needed to develop students’ career readiness competencies desired by employers. The authors provide you the following information and resources:     

Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises

CAREER READINESS

iSeeIt! Animated Videos Self-Assessments

CAREER READINESS

Case Analyses Video Cases Example and Practical Action BoxesM Group Exercises/Career Group ExercisesM

CAREER READINESS

TRM Discussion StartersM TRM Follow-up activities for Case Analyses, Video Cases, Self-Assessments, and Example/Practical Action BoxesM Quizzes/Tests Uber Continuing Case Management in Action CaseM Legal/Ethical Challenge CaseM Manager’s Hot Seat Videos Application-Based Activities Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading. Please note that some resources will require a paid subscription.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen



Assign Chapter 7 in SmartBook, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling with the most, as can be seen in the reporting function of SmartBook by going to “Reporting,” then clicking the “LearnSmart” tab. A Click and Drag exercise, such as “Establishing a Decision Methodology,” can be assigned. This can also be due on Wednesday so that students are able to practice prior to class, and you can also review results prior to lecturing. This Click and Drag exercise supports career readiness competencies. A Connect® case analysis, such as “How Did Decision Making Contribute to Volkswagen’s Emissions Cheating Scandal?” can also be included in order for students to learn about applying the concepts from the reading to a real-life scenario; therefore, further engaging them prior to the class session. If desired, you can then introduce a follow-up activity, found in the Teaching Resource Manual (TRM), during class on Wednesday. An iSeeIt! Animated Video can also be assigned to reinforce content covered in the reading. For Chapter 7, one recommended video is “Decision-Making Heuristics” that includes four auto-graded, multiple-choice questions that can be assigned.

CAREER READINESS

During Class (on Wednesday) 

 



Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen



their decision-making process would be in those situations. Often, students will recommend conflicting approaches to solving the issues in the videos; therefore, there is more class engagement. For Chapter 7, one recommended Manager’s Hot Seat is “Decision Making—A Hurricane of a Choice.” If time allows, and you would like to dive into real situations, you can discuss an Example Box from the text titled, “The Power of Intuition.” There is an additional inclass activity in the TRM related to the Example Box.

After Class (after Wednesday)  



You can assign a Connect® exercise, such as the Continuing Case on Uber, to reinforce student comprehension of material and to also test application of concepts. Students can experience a real-life simulation that assesses critical-thinking and problem-solving skills by playing the Application-Based Activity titled “Decision Making: A Bridge over Troubled Water.” In this simulation, the student will play a project manager for a construction company. A bridge project has run over time and over budget. The student will need to analyze data in order to make effective decisions to save the project before the client decides to go with another organization. You can also assign an online quiz or test on the material.

If you are teaching a completely online course asynchronously, then the in-person class above can be substituted for a recorded online lecture that is customized based on SmartBook reporting. Students can be instructed to complete pre-class activities prior to watching the lecture, and postclass activities after the online lecture. A gap can be included between pre-class activities and the recording of the lecture so that reporting can be reviewed. This example is simply a week out of many that will provide for rigorous learning and student impact! You can utilize this format when creating a syllabus and extrapolate the rest of the weeks.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

LEARNING OBJECTIVES

7.1

Compare rational and nonrational decision making.

7.2

Explain how managers can make decisions that are both legal and ethical.

7.3

Describe how evidence-based management and business analytics contribute to decision making.

7.4

Compare four decision-making styles.

7.5

Identify barriers to rational decision making and ways to overcome them.

7.6

Outline the basics of group decision making.

7.7

Describe how to develop the career readiness competencies of critical thinking/problem solving and decision making.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

TEACHING RESOURCES

Section

Title

Resource Type

7.1: Two Kinds of Decision Making: Rational & Nonrational After 25,000 Stores in 78 Countries, Starbucks Turns to Italy

ONLINE ARTICLE

Venti, Vidi, Vici with Supplemental Activity

ONLINE VIDEO

(2 minutes) Starbucks Plans New Upscale Chains

ONLINE ARTICLE

with Supplemental Activity Steps in Decision Making

Connect® Click and Drag

Assessing Your Problem-Solving Potential

Self-Assessment CAREER READINESS

with Self-Assessment Activity Hindrances to Decision Making 5 Ways to Develop & Follow Your Intuition

Connect® Click and Drag ONLINE VIDEO

with Supplemental Activity

(15 minutes)

Assessing Your Level of Intuition

Self-Assessment

with Supplemental Activity

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Trying to Solve an “Electric” Problem in Managerial Planning

Group Exercise

with Supplemental Activity 7.2: Making Ethical Decisions Follow Dubious Orders or Speak Up

Harvard Business Review Case Study ONLINE ARTICLE

with Supplemental Activity Ethical Decision Making

Group Exercise CAN BE USED ONLINE

7.3: Evidence-Based Decision Making & Analytics Trust the Algorithm or Your Gut? with Supplemental Activity Eyes on the Driver

Harvard Business Review Case Study ONLINE ARTICLE

ONLINE VIDEO

with Supplemental Activity (5 minutes) Using Algorithms to Build a Better Workforce

ONLINE ARTICLE

with Supplemental Activity World’s Biggest Data Breaches

ONLINE ARTICLE

with Supplemental Activity Use of Big Data

Connect® Click and Drag

Predictive Advertising

Connect® Video Case

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

The Right and Wrong Way to Manage Up at the Office

ONLINE ARTICLE

with Supplemental Activity What Is Your Decision-Making Style?

Self-Assessment CAREER READINESS

with Self-Assessment Activity

Decision-Making Styles

Connect® Click and Drag

Your Preferred Decision-Making Style

Group Exercise

7.5: Decision-Making Biases and the Use of Artificial Intelligence The Explainer: Hidden Traps in Decision-Making

ONLINE VIDEO

with Supplemental Activity

(2-minutes)

Decision-Making Biases

Connect® Click and Drag

Applications and Downsides of Artificial Intelligence

Connect® Click and Drag

How Did Decision Making Contribute to Volkswagen’s Emissions Cheating Scandal?

Connect® Case Analysis

7.6: Group Decision Making: How to Work with Others How Can Groups Make Good Decisions? with Supplemental Activity

ONLINE VIDEO

(9 minutes)

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Advantages and Disadvantages of Group Decision Making

Connect® Click and Drag

Assessing Groupthink

Self-Assessment

with Self-Assessment Activity Assessing Participation in Group Decision Making

Self-Assessment

with Supplemental Activity Rules for Brainstorming

Connect® Click and Drag

Contrasting Devil’s Advocacy and the Dialectic Approach

Connect® Click and Drag

Stranded in the Desert: An Exercise in Decision-Making

Group Exercise

7.7: Career Corner: Managing Your Career Readiness 3 Lessons on Decision Making from a Poker Champion

ONLINE VIDEO

with Supplemental Activity

(3 minutes)

Establishing a Decision Methodology

Connect® Click and Drag

Establishing a Decision Methodology

Career Corner Group Exercise CAREER READINESS

Creating Sets of Ready-Made Solutions

Career Corner Group Exercise CAREER READINESS

Comprehensive Materials New York’s Subway System Is Crumbling

Textbook Management in Action

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

It’s All about a Peacock

Textbook Legal/Ethical Challenge

Uber Case: Decision Making

Uber Continuing Case

Decision Making: A Hurricane of a Choice

Manager’s Hot Seat Video

Decision Making: A Bridge over Troubled Water

Application-Based Activity CAN BE USED ONLINE

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

OVERVIEW OF THE CHAPTER

7.1

Two Kinds of Decision Making: Rational and Nonrational Decision making, the process of identifying and choosing alternative courses of action, may be rational, but often it is nonrational. Four steps in making a rational decision are (1) identify the problem or opportunity, (2) think up alternative solutions, (3) evaluate alternatives and select a solution, and (4) implement and evaluate the solution chosen. Two examples of nonrational models of decision making are (1) satisficing and (2) intuition.

7.2

Making Ethical Decisions A graph known as a decision tree can help one make ethical decisions.

7.3

Evidence-Based Decision Making & Analytics Evidence-based decision making, which depends on an “attitude of wisdom,” rests on three truths. This section describes seven principles for implementing evidence-based management. We also describe why it is hard to bring this approach to bear on one’s decision making. Finally, we describe analytics and its three key attributes.

7.4

Four General Decision-Making Styles Your decision-making style reflects how you perceive and respond to information. It could be directive, analytical, conceptual, or behavioral.

7.5

How to Overcome Barriers to Decision Making Managers should be aware of nine common decision-making biases. They will also face issues raised by the growing application of artificial intelligence.

7.6

Group Decision Making: How to Work with Others Group decision making has five potential advantages and four potential disadvantages. The disadvantage of groupthink merits focus because it leads to terrible decisions.

7.7

Career Corner: Managing Your Career Readiness The career readiness soft skills of critical thinking/problem solving and decision making are highly desired competencies related to this chapter. Good decision making requires reflection on past decisions and the establishment of a decision-making methodology.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

CLASSROOM OUTLINE

Manage U: How to Make Good Decisions Decision making is a critical skill for managers to develop. There are some general guidelines managers should apply to any formal or informal decision-making process. First, it is important to keep your mind open to new perspectives and ideas. You need to be ready to take in all valid information, even if it contradicts or questions your own beliefs and experience. Second, it is important for managers to prioritize their decision making. Four steps to help you prioritize decisions and get to the important ones first are to (1) list the decisions you need to make over the relevant time period; (2) characterize each decision according to its complexity and magnitude; (3) organize your decisions into three categories: strategic decisions, significant decisions, and quick decisions; and (4) note the timing for each decision. A final general guideline is to move on from your mistakes by forgiving yourself if a decision doesn’t turn out as well as you’d hoped. Conduct a “post-mortem” to identify what you could have done differently and better, and then apply those insights to inform future decision-making situations. Possible Topics for Discussion: 

How able are you to make the tough decisions effective managers have to make? Decision-making skills can be improved using the many tools and techniques described in this chapter. Even if you currently lack confidence, by practicing and using relevant onthe-job experiences, you too will be able to make the tough decisions effective managers must make.



What other kinds of decision-making tools do you think would be helpful to you? There are several other decision-making tools that managers could use. The Khan Academy provides several video lectures on decision making that students who want to learn more might find interesting.



Can you describe an instance in which you were badly mistaken about something or someone? What did you do? By learning the content in this chapter, you may see how decision-making biases may have caused you to be badly mistaken about something or someone. Because selfawareness of these biases is the best way to reduce their impact, you can use the information in this chapter to avoid making the same or similar mistakes in the future.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

7.1 Two Kinds of Decision Making: Rational & Nonrational POWERPOINT SLIDES: #3 Two Kinds of Decision Making: Rational and Nonrational #4 Rational Decision Making #5 What’s Wrong with the Rational Model? #6 Some Hindrances to Perfectly Rational Decision Making #7 Nonrational Decision Making #8 Bounded Rationality #9 Intuition Model #10 Tips for Improving Your Intuition Section 7.1 describes two kinds of decision making: rational and nonrational. Four steps in making a rational decision are (1) identify the problem or opportunity, (2) think up alternative solutions, (3) evaluate alternatives and select a solution, and (4) implement and evaluate the solution chosen. Satisficing and intuition are two examples of nonrational models of decision making. One way that you could begin your coverage of these topics is to have the students analyze Starbucks’ decision to open its first coffee shop in Italy. You could have the students read the Wall Street Journal article “After 25,000 Stores in 78 Countries, Starbucks Turns to Italy“ and watch the CBS video “Venti, Vidi, Vici? The article and the approximately 2-minute video discuss decisions Starbucks made about how to best serve this international market. For a supplemental activity, you could have the students apply the four steps of the rational decisionmaking process that Starbucks could apply when deciding international markets to which it would like to expand. Topics and Tips for Discussion: 1. Discuss why it can be so hard to be purely rational in the decision-making process. If a person set out to use a purely rational approach in a decision-making process, it would be a prohibitively time-consuming process. A person could spend an inordinate about of time trying to develop alternative solutions, and if numerous solutions were developed, there are a myriad of metrics that could be used to evaluate each alternative. Even if a person had a lot of time and money to invest in making a rational decision, the limitations of the human brain dictate that he or she would be unable to come up with all possible solutions and to effectively evaluate each one. Although there are times that a decision maker needs to consider and evaluate as many solutions as feasible, there are times when it would be appropriate to use a nonrational approach, such using one intuition.

ONLINE ARTICLE

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

2. Describe a time you used satisficing when making a decision. Why did you just make a decision that was good enough rather than searching for a better decision? A key skill for managers to develop is learning how to recognize which decisions warrant spending a lot of time, energy, and money to find the best possible solution, and which don’t. The examples of the students of when they satisficed will ideally highlight decisions that did not warrant the level of effort needed for the rational decision-making process. 3. Describe a time you used intuition to make a decision. Describe the advantages and disadvantages of having used intuition to make this decision. Intuition is defined as making a choice without the use of conscious thought or logical inference. An advantage of using intuition is that it leads to faster decision making, often with outcomes that are just as good as if someone attempted to use a more reasoned approach to decision making. Using intuition may result in more creative and outsidethe-box solutions being implemented. A downside of using intuition is that the process can be prone to biases in the decision-making process, such as the availability, sunk cost, anchoring and adjustment, framing and other biases discussed in section 7.5. Intuition without a foundation in reason may lead to a faulty decision. Section 7.1 Key Concepts: Decision Making ● A decision is a choice made from among available alternatives. ● Decision making is the process of identifying and choosing alternative courses of action. Interactive Classroom Material: EXAMPLE: Crisis Leading to the Strategic-Management Process: Starbucks Reclaims Its Soul Shortly after CEO Howard Schultz stepped down from Starbucks in 2000, the company seemed to lose a part of its soul, and the stock price nosedived. Schultz returned as CEO in 2008 and reorganized the company by closing 800 stores, laying off 4,000 employees and letting go many top executives. He also revisited the company’s culture, mission, and strategy and made decisions that improved operations, modernized, technology, introduced many product innovations, and reinvigorated staff. With the company again in good shape and poised for continued success in the future, Schultz has once again stepped down as CEO and taken the role as Executive Chairman. Click for follow-up activity. Two Systems of Decision Making ● Psychologist Daniel Kahneman describes two kinds of thinking that he labels System 1 and System 2. 7-10 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

o System 1 operates automatically and quickly; it is our fast, automatic, intuitive, and largely unconscious mode. o System 2 is our slow, deliberate, analytical, and consciously effortful mode of reasoning. The Curse of Knowledge ● Specialization improves efficiency but it also leads to tunnel vision and blind spots. ● With the curse of knowledge, we may be less and less able to see things from an outsider’s perspective as our knowledge and expertise grow and, hence, we are often apt to make irrational decisions. Rational Decision Making ● The rational model of decision making, also called the classical model, explains how managers should make decisions. ● It assumes managers will make logical decisions that will be the optimum in furthering the organization’s best interests. ● Four Stages of Rational Decision Making (Figure 7.1): o Stage 1: Identify the Problem or Opportunity ▪

Problems are difficulties that inhibit the achievement of goals.

▪

Opportunities are situations that present possibilities for exceeding existing goals.

▪

How to change conditions from the present to the desirable is a matter of diagnosis, or analyzing the underlying causes.

o Stage 2: Think Up Alternative Solutions ▪

After you’ve identified the problem or opportunity and diagnosed its causes, you need to come up with alternative solutions.

▪

You will want to consider both the obvious and the creative.

o Stage 3: Evaluate Alternatives and Select a Solution ▪

If an alternative isn’t ethical, you shouldn’t give it a second look.

▪

A proposed solution may not be feasible for a variety of reasons, including high costs, unavailable technology, or resistant customers.

▪

If the solution ultimately will not be effective in the long-run, a short-term “good enough” solution may not be the best option.

o Stage 4: Implement and Evaluate the Solution Chosen. ▪

With some decisions, implementation is straightforward but for others, the implementation can be quite difficult.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

▪

For implementation to be successful, you need to plan carefully and be sensitive to those affected.

▪

You also need to follow-up and evaluate the results of the decision and take action.

▪

If it is not working, there are some possibilities: you may need to give it more time, change it slightly, try another alternative, or start over.

Connect® Exercise CLICK AND DRAG: Steps in Decision Making Summary of Activity: In this Click and Drag activity, students will match the steps in the decision-making process with their proper description.

SELF-ASSESSMENT 7.1 CAREER READINESS CAREER READINESS

Assessing Your Problem-Solving Potential This 12-question Self-Assessment evaluates students’ approaches to problem solving at work. Students are asked to consider their current or former employer. If a student has never been employed, then university experiences can be considered. Questions on solutions, consequences, and implementation are presented. Click for Self-Assessment activity. Limitations of the Rational Model ● The rational model is prescriptive, describing how managers ought to make decisions, not how managers actually make decisions. ● The rational model makes three unrealistic assumptions: o Managers have complete and error-free information about all alternative courses of action and their consequences. o Managers are able to make an unemotional analysis, with no prejudices or emotional blind spots. o Managers are able to make the best decision for the organization. Connect® Exercise CLICK AND DRAG: Hindrances to Decision Making Summary of Activity: 7-12 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Decision making can be a difficult process if managers are not well versed in recognizing and addressing various hindrances they face when attempting to make rational decisions. In this Click and Drag exercise, students will match provided descriptions with the correct hindrance to decision making. Nonrational Models of Decision Making ● Nonrational models of decision making explain how managers do make decisions. ● They assume that decision making is nearly always uncertain and risky, making it difficult for managers to make optimum decisions. ● The nonrational models are descriptive rather than prescriptive; they describe how managers actually make decisions. ● Two nonrational models are (1) satisficing and (2) intuition. ● Bounded Rationality and the Satisficing Model o Herbert Simon’s research found that managers could not act truly logically because their rationality was bounded by so many restrictions. o Called bounded rationality, the concept suggests that the ability of decision makers to be rational is limited by numerous constraints described in Figure 7.2. o As a result of these constraints, managers don’t make an exhaustive search for the best alternative, but rather they follow the satisficing model—that is, managers seek alternatives until they find one that is satisfactory, not optimal. ● The Intuition Model o Going with your gut, or intuition, is making a choice without the use of conscious thought or logical interference. o Intuition that stems from expertise—a person’s explicit and tacit knowledge about a person, situation, object, or decision opportunity—is known as a holistic hunch. o Intuition based on feelings—the involuntary emotional response to those same matters—is known as automated experience. o The benefits of intuition are that it can speed up decision making when deadlines are tight and it can be helpful when resources are limited. o A drawback of intuition is that others may not see your logic, and, therefore, it might be hard to convince them that your decision makes sense. Interactive Classroom Material: EXAMPLE: The Power of Intuition We usually praise people and companies for the rational way in which they make decisions and frequently scoff at those who make decisions intuitively. However, this Example points out that many famous thinkers and entrepreneurs from Albert Einstein, to Jeff Bezos, Elon Musk, and 7-13 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Steve Jobs all credit some of their best decisions to intuitive decision making. This Example links to the Practical Action “How to Improve Your Intuition.” Click for follow-up activity. Interactive Classroom Material: PRACTICAL ACTION: How to Improve Your Intuition This Practical Action links to the previous Example, The Power of Intuition. In the Example, students learned about how famous entrepreneurs have used intuition. This Practical Action helps students begin to develop their own intuition. It points out the successful intuitive decisions don’t just happen; they are the result of a process. The process described here includes: Immerse yourself in data and facts. Practice “first principles” thinking. Be mindful and open to insights. Test your intuition. Reward your intuitions. Click for follow-up activity.

SELF-ASSESSMENT 7.2 CAREER READINESS CAREER READINESS

Assessing Your Level of Intuition This 8-question Self-Assessment helps to determine students’ levels of intuition at their current place of employment. If a student is not currently employed, he or she can utilize a past employer or current university experience. Questions on projects, plans and instructions are presented. Click for Self-Assessment activity.

Group Exercise #1: Trying to Solve an “Electric” Problem in Managerial Planning There is a Group Exercise available at the end of this manual that allows students to apply what they have learned about planning and problem-solving. Exercise Objectives: 1. To assess a specific problem where planning is required.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

2. To arrive at a mutual and effective solution as a group, taking into consideration different perspectives and different goals. Click for follow-up activity.

7.2 Making Ethical Decisions POWERPOINT SLIDES: #12 Making Ethical Decisions #13 Road Map to Ethical Decision Making: A Decision Tree #14 The Ethical Decision Tree Section 7.2 discusses the dismal record of business ethics and presents a decision tree which can help managers make ethical decisions. Key questions to answer with the ethics decision tree are: Is the proposed action legal? Does the proposed action maximize shareholder value? Is the proposed action ethical? Would it be ethical not to take the proposed action? One way that you could begin your coverage of these topics is to have the students read the Harvard Business Review article “Follow Dubious Orders or Speak Up.” This article is a HBR Case Study and includes a fictional case and case commentary by industry experts. In this case, an intern contemplates whether she should compromise her values for a job when she is asked to gather competitive intelligence using her student e-mail address rather than her work e-mail address. Using this case study would be a relevant way for students to apply the ethical decision tree. For a supplemental activity, you could have the students decide if Susan should voice her concerns about Mr. Moon’s request and then defend their recommendations. Topics and Tips for Discussion: 1. Think of a time when you were not sure if a course of action you were considering was ethical or not. How could you have applied the ethical decision tree in Figure 7.3 to help you make a decision? There are four “branches” in the ethical decision tree. In their examples, students should demonstrate that they know that they should not engage in any behavior they know is illegal and they know that they need to balance the impact on shareholder value against how the decision could negatively impact other key stakeholders. 2. What are the limitations of using the ethical decision tree presented in the chapter? One limitation of the ethical decision tree is that it is not always clear cut to answer the question of if something is legal, especially when dealing with new regulations. There are actions that would clearly be legal, some that would clearly be illegal, but others that may be legal until a court or regulatory agency rules differently. For some laws, there is 7-15 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

regulatory ambiguity. It is also difficult to determine if an action would maximize shareholder value in the long run versus just in the short run. 3. Discuss the extent to which ethics officers and values statements can help companies avoid unethical actions by their employees. Ethics officers and values statements provide a good foundation for a company to avoid unethical actions by its employees, but in and of themselves, they likely do not provide enough protection. Employees also need training on the company’s standards and the company needs to provide resources that give effective advice on ethics issues. The company’s culture must reinforce these standards and all levels of management need to follow the standards. There should be a process for employees to be able to report potential violations, and any violations of the standards should result in disciple, up to and include termination. Section 7.2 Key Concepts: The Dismal Record of Business Ethics ● Recent high-profile scandals have spurred interest in ethical decision making. ● Many companies now have an ethics officer, someone trained about matters of ethics in the workplace, particularly about resolving ethical dilemmas. ● More and more companies are also creating values statements to guide employees as to what constitutes desirable business behavior. ● Managers now must try to make sure their decisions are not just lawful but also ethical. Road Map to Ethical Decision Making: A Decision Tree ● Businesses continually try to balance the pressure to maximize shareholder value while acting ethically. ● A decision tree is a graph of decisions and their possible consequences; it is used to create a plan to reach a goal. ● Figure 7.3 presents an ethical decision tree. ● When confronted with a decision, a manager should ask the following questions: o Is the proposed action legal? ▪

If it is illegal, do not do it.

▪

If it is legal, consider impact on shareholder value.

o If “yes,” does the proposed action maximize shareholder value? ▪

A decision maximizes shareholder value when it results in a more favorable financial position (e.g., increased profits) for an organization.

▪

Whether or not an action maximizes shareholder value, the decision tree shows that managers still need to consider the ethical implications of the 7-16

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

decision or action. o If “yes,” is the proposed action ethical? ▪

The answer to this question is based on considering the positive effect of the action on an organization’s other key constituents (customers, employees, the community, the environment, suppliers) against the benefit to the shareholders.

o If “no,” would it be ethical not to take the proposed action? ▪

If an action would not directly benefit shareholders, you need to consider whether it would be ethical not to take the proposed action.

▪

If it would not be ethical to not take the action, the action should be taken, but the effect of the action should be disclosed to the shareholders.

Group Exercise #2: Ethical Decision Making There is a Group Exercise available at the end of this manual that allows students to gain practice in ethical decision making. Exercise Objectives: 1. To look at the stages in practical decision making. 2. To gain practice in ethical decision making. Click for follow-up activity.

7.3 Evidence-Based Decision Making & Analytics POWERPOINT SLIDES: #15 Evidence-Based Decision Making #16 Seven Implementation Principles of Evidence-Based Management #17 What Makes It Hard to be Evidence Based #19 Business Analytics #20 “Big Data”: What It Is, How It’s Used #21 Some Uses of Big Data Section 7.3 discusses implementing evidence-based decision making and the seven principles for implementing evidence-based decision making. Analytics and Big Data are also discussed. One way that you could begin your coverage of these topics is to have the students read the Harvard Business Review article “Trust the Algorithm or Your Gut?“ This article is a HBR Case Study and includes a fictional case and case commentary by industry experts. In this case, a 7-17 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

manager must decide if she should use an algorithm or her intuition to decide which candidate to promote. For a supplemental activity, you could have the students critique the use of algorithms for hiring decisions. You should have them make their recommendations as to whom Susan should hire and defend their recommendations. Topics and Tips for Discussion: 1. Discuss reasons why it might be difficult for managers to use evidence-based decision making. The book describes seven reasons why it is hard to use evidence-based decision making. First, there is there’s too much evidence. As the number of sources of business-relevant news continues to expand, it is not feasible for managers to process all of it in any integrated way. Second, there’s not enough good evidence. Just because there is a lot of data, it does not mean that it provides any value for managers and it may be difficult for managers to find credible sources of data for issues that are most relevant for the firm’s strategic success. The third challenge is that the evidence doesn’t quite apply. A firm’s unique situation and strategy may determine if data that would be applicable for another firm in another industry would still be applicable to it. Another challenge is that people are trying to mislead you. Consultants or market research firms often have an agenda, making it hard for managers to distinguish good advice from bad. You could also be misleading yourself. Decision makers often ignore evidence about management practices that is inconsistent with their own beliefs and ideologies. You may only pay attention to data that you want to see. The next challenge is that the side effects outweigh the cure. Although a course of action may be the best path given the objective evidence supporting its use, the unintended consequences may create more problems than the issue you are trying to address. The final reason why it is hard to use evidence-based decision making is that stories are more persuasive. Qualitative data, through stories and case studies are often given more weight than the objective, quantifiable data often used in evidencebased decision making. As Pfeffer and Sutton note in their work, Einstein said “Not everything that can be counted counts, and not everything that counts can be counted.” 2. Describe industries or products that will undergo dramatic transformation as our ability to capture and process data improves. Big Data has the ability to change almost any industry. It is changing healthcare and how medical professionals make decisions about complex medical problems. It is changing retail to allow firms to better predict what their customers want. Big Data can help the transportation industry find ways to help keep planes, trains and automobiles working as efficiently as possible. It is changing the agriculture industry by helping farms decide what to grow to use their land in the most profitable way. It is even changing the education industry as schools try to find ways to help the next generation of students learn. 3. What concerns should we have about “Big Data?” 7-18 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Arguably the biggest concern about “Big Data” is the privacy implications it creates. Companies gather a lot of information about people, often without them realizing the type of information companies gather and the ways the information is being used. You could have the students watch the CBS video “Eyes on the Driver.” This nearly 5-minute video profiles how car makers collect and sell your data. Section 7.3 Key Concepts: Evidence-Based Decision Making 1. Evidence-based management means translating principles based on best evidence into organizational practice. 2. Evidence-based management implementation principles: 

Treat your organization as an unfinished prototype—not something that will be ruined by dangerous new ideas or that is impossible to change.



Follow the slogan “no brag, just facts” by ignoring assertions made with complete disregard for facts.



See yourself and your organization as others do without inflated views of your talents and prospects for success.



Ensure everyone is guided by the responsibility to gather and act on quantitative and qualitative data, not just for senior executives.



You need to sell evidence-based decision making by using vivid stories to sell preferred practices.



If all else fails, slow the spread of bad practices through so-called “evidence-based misbehavior.”



Use the best diagnostic question: what happens when people fail?

Challenges to Being Evidence Based ● There’s too much evidence. ● There’s not enough good evidence. ● The evidence doesn’t quite apply. ● People are trying to mislead you. ● You are trying to mislead you. ● The side effects outweigh the cure. ● Stories are more persuasive, anyway. In Praise of Analytics ● The purest application of evidence-based management is the use of analytics.

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Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

● Analytics, or business analytics, is the term used for sophisticated forms of business data analysis. ● Examples include portfolio analysis in which an investment advisor evaluates the risk of various stocks, and a time-series forecast that predicts future data based on patterns of historical data. ● Three key attributes among analytics competitors are that they go beyond simple descriptive statistics and use modeling; they have multiple applications to support many parts of the business; and they have support from top management. ● Predictive modeling is a data-mining technique used to predict future behavior and anticipate the consequences of change. Interactive Classroom Material: EXAMPLE: Analytics in Athletics: The Personal “Moneyball” Takeover of Sports Many people have become aware of the use of analytics in pro-sports as a result of the film Moneyball which detailed its use by the Oakland Athletics. This Example discusses its use in tennis, by the Atlanta Falcons in the NFL, by the Chicago Blackhawks hockey team, and by the Golden State Warriors in basketball. It touches on analytics as an alternative to traditional decision making by sports teams, an alternative that appears to be paying off. Click for follow-up activity. The Uses of “Big Data” ● Big Data are stores of data so vast that conventional database management systems cannot handle them. ● Big Data includes not only data in corporate databases but also web-browsing data trails, social network communications, sensor data, and surveillance data. ● Big Data analytics is the process of examining large amounts of data of a variety of types to uncover hidden patterns, unknown correlations, and other useful information. ● Among some of the uses of Big Data analytics are the following: o Analyzing consumer behavior and spurring sales. o Improving hiring and personnel management. o Tracking movie, music, TV, and reading data. o Exploiting farm data.

o Advancing health and medicine. o Aiding public policy.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Interactive Classroom Material: EXAMPLE: Data, Hacking, and Privacy: Who’s Stealing My Data?! This Example discusses the data breach at Equifax in May of 2017 which Equifax did not report until September 2017. It details the problems customers, and the government, had getting complete, accurate, timely, and useful information concerning the hack. It also points out the errors Equifax made prior to the attack, such as not applying security patches and ignoring previous breaches. Click for follow-up activity.

Connect® Exercise CLICK AND DRAG: Use of Big Data Summary of Activity: In this Click and Drag activity, students will match the uses of big data with examples.

Connect® Exercise VIDEO CASE: Predictive Advertising Summary of Activity: In this Video Case, students will first view a video on new forms of predictive advertising using Big Data. They will then respond to four multiple-choice questions. Follow-Up Activity: Students should be divided into small groups of four or five. Each group is tasked with choosing and discussing a prominent company (such as Apple, Google, Ford, etc.) and dissecting how these organizations are using (or can be using) predictive advertising. The instructor may close out the activity by asking a student representative from each group to summarize their findings and/or predictions.

7.4 Four General Decision-Making Styles POWERPOINT SLIDES: #22 General Decision-Making Styles #23 Four General Decision-Making Styles 7-21 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

#24 Which Style Do You Have? Section 7.4 discusses the four general decision-making styles of directive, analytical, conceptual, or behavioral. One’s decision-making style reflects how he or she perceives and responds to information. One way that you could begin your coverage of these topics is to have the students read the Wall Street Journal article “The Right and Wrong Way to Manage Up at the Office.” This article provides practical advice for how to work effective with a boss who has a different preference for how to make decisions. For a supplemental activity, you could have the students discuss what they have learned about understanding and adapting to their bosses’ communication and decision-making styles. For those students without relevant work experience, you could have them discuss how they have responded to differences in decision-making styles in their interpersonal relationships with their significant others, friends, roommates, or parents. Topics and Tips for Discussion: 1. When making a decision, do you like to weigh every option even if it takes a long time, or do you often think “good enough” is good enough? Individuals who prefer the directive decision-making style are more likely to be comfortable with a “good enough” approach to decision making. Individuals favoring the behavioral approach are also less likely to consider many alternatives; however, they will place more emphasis on the social aspects of making a decision. 2. Describe how the type of decision you are making impacts your preferred decisionmaking style. There are several factors that could impact one’s preferred decision-making style. The level of risk is one such factor. If there are a lot of resources or costs that would be at risk in making a poor decision, you may invest more time in a thorough approach to decisions making. If the situation is complex with more interrelated factors to consider, a more thorough approach to decision making may be warranted. The number of people that could be impacted by your decision also plays a role. You may use one approach for deciding what to eat for lunch today alone in your office, but another approach when you are trying to decide what food to serve at your company’s holiday party. If there are many possible alternatives to consider, more time might be spent on the decision-making process than when you are choosing between only two viable options. You should also consider how easy it would be to reverse the decision if you decide that your first decision may not have been the best course of action. Decisions that are irreversible or nearly irreversible should be approached differently than ones that are easily reversible. 3. Describe a time you experienced an interpersonal conflict as a result of differences in decision-making styles. How was the conflict resolved? People prefer different approaches for making a decision. If your preferred strategy is to use the directive approach, but you are working with someone to make a decision who 7-22 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

prefers to use the conceptual approach, there is the possibility for conflict. When using group decision making, you can reduce conflicts by knowing that others may place more or less emphasis on having all the facts and more or less emphasis on involving others than you would prefer to have. You may need to be upfront about how you would prefer to make a decision and be flexible to the needs of others. An important first step is to be self-aware of your preferred decision-making style. Section 7.4 Key Concepts: Decision-Making Styles ● A decision-making style reflects the combination of how an individual perceives and responds to information. ● One model of decision-making styles bases it on two dimensions: o Value orientation: the extent to which a person focuses on either task and technical concerns or people and social concerns. o Tolerance for ambiguity: the extent to which a person has a high need for structure or control in his or her life. ● Combining the two dimensions creates four styles of decision making (Figure 7.4). o Directive ▪

People with this style have low tolerance for ambiguity and are oriented toward task and technical concerns.

▪

They are efficient, logical, practical, and systematic in their approach to solving problems.

▪

They can also be autocratic and focus on the short run.

o Analytical ▪

People with this style like a lot of information and alternative choices and may overanalyze a situation.

▪

They take longer to make decisions but also respond well to new or uncertain situations.

o Conceptual ▪

People with this style have a high tolerance for ambiguity and focus on the people/social aspects of a work situation.

▪

They adopt a long-term perspective and rely on intuition and discussions with others to acquire information.

▪

This style can foster an indecisive approach to decision making.

o Behavioral

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

▪

People with this style work well with others, are supportive and receptive to suggestions.

▪

Because they tend to be nonconfrontational, they may adopt a wishywashy approach to decision making.

● Which style do you have? o Very few people have only one dominant decision-making style. o There is not a best decision-making style that applies to all situations. o You can use knowledge of styles to understand yourself, influence others, and deal with conflict.

SELF-ASSESSMENT 7.3 CAREER READINESS CAREER READINESS

What Is Your Decision-Making Style? This 20-question Self-Assessment helps to determine students’ decision-making styles. Based on the questions, students can ascertain if they are more prone to directive, analytical, conceptual, or behavioral decision-making styles. Click for Self-Assessment Activity.

Connect® Exercise CLICK AND DRAG: Decision-Making Styles Summary of Activity: An individual’s decision-making style reflects the combination of how that person perceives and responds to information. In this Click and Drag exercise, students will read a provided description of each fictitious person’s value orientation and tolerance for ambiguity and match it with the correct decision-making style.

Group Exercise #3: Your Preferred Decision-Making Style There is a group exercise available at the end of this manual that provides students with an opportunity to further explore their decision-making style. Exercise Objectives: 1. To assess your knowledge of decision making. 2. To give students an opportunity to further explore their decision-making style through analyzing its strengths and weaknesses. 7-24 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Click for follow-up activity.

7.5 Decision-Making Biases and the Use of Artificial Intelligence POWERPOINT SLIDES: #26 How to Overcome Barriers to Decision Making #27 Three Effective Reactions: Deciding to Decide #28 Nine Common Decision-Making Biases #29 Artificial Intelligence Section 7.5 describes nine common decision-making biases of which managers should be aware. The implications of the use of artificial intelligence are also described. One way that you could begin your coverage of these topics is to have the students watch the Harvard Business Review video “The Explainer: Hidden Traps in Decision-Making.” This 2minute video describes how self-awareness is the best defense against various biases that can influence the decision-making process. For a supplemental activity, you could have the students discuss times that these biases impacted some of the personal and professional decisions they have made. You could also have the students analyze the impact of these biases on the quality of their decision-making process. Topics and Tips for Discussion: 1. Think of the last large-dollar purchase that you made (i.e., new car, new cellphone, etc.) and consider the extent to which you were influenced in the decision-making process by the heuristics described in the chapter. Even when making large-dollar purchases, we as decision makers rely on these decisionmaking shortcuts to help with the fact that we can’t possibly gather all relevant information and evaluate all possible alternatives. You could be impacted by the availability bias when buying a new car when you have seen several television commercials for a particular brand in the days leading up to your purchasing decision. You could be impacted by the representative bias if you loved your last car and assume that you would like any car of the same brand. If you have made a tentative decision to buy a Toyota Corolla, you may only notice the positive aspects of the Corolla when doing your research, thus being impacted by the confirmation bias. You would be impacted by the sunk-cost bias if you have already spent two days looking for a car and don’t want to waste any more time on the process. You could be impacted by the anchoring and adjustment bias if you place undue weight on a high-tech feature of the car that you love, but one that is not going to impact how well the car actually meets your needs. The 7-25 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

framing bias would occur if your sales salesperson convinces you that a “previouslyowned car” is somehow better than a “used car.” 2. Assume you are interviewing job applicants for a managerial position. Provide specific examples of how you might fall victim to the common decision-making biases when making your hiring decision. Hiring managers could be impacted by several of the decision-making biases. If the last person that the hiring manager hired who graduated from Harvard was a great employee, he may assume that the current applicant who graduated from Harvard will also be a great employee. This would be an example of the representativeness bias. The hiring manager could be impacted by the availability bias if he does not take notes during a day of interviewing many job candidates and at the end of the day can only remember the most salient examples from the candidates. The hiring manager would be impacted by the confirmation bias if he gives undue weight to any information that supports his initial impression that this person would be a great employee but ignores red-flag information that does not support this conclusion. A manager may be impacted by the sunk-cost bias if he has already spent hundreds of dollars to fly a potential employee in for an interview and does not want to make that expensive investment on another candidate. The hiring manager may be influenced by the anchoring and adjustment bias if the candidate makes a poor first impression by arriving late to the interview, making the candidate “unhireable” in the eyes of the manager. The hiring manager could experience the overconfidence bias if all of his previous hires ended up being great employees, and he erroneously assumes his next hire will be as well. A hiring manager would be impacted by the framing bias if he develops a negative view of the candidate because she is on the job market because she got laid off from her prior employment, not because she is proactively searching for new opportunities. 3. What are the benefits and potential risks of using artificial intelligence (AI) to make business decisions? AI brings efficiency and speed to the decision-making process and it will help businesses identify new ways to generate revenue. It would free up workers from having to make mundane, tedious decisions while at the same time expanding human creativity. Concerns about AI include that it could be used to absolve employees from having a role in a bad decision (i.e., the machine made us do it) and there may be unintended and unforeseen consequences of its use. Section 7.5 Key Concepts: Nine Common Decision-Making Biases: Rules of Thumb or “Heuristics” ● Heuristics are strategies that simplify the process of making decisions but can also be barriers to high-quality decision making. ● Common Heuristics: 7-26 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

o The availability bias: using only the readily available information from memory to make judgments. ▪

Managers tend to give more weight to more recent behavior and use information readily available from memory to make judgments.

▪

Readily available information may not present a complete picture of the situation.

o The representativeness bias: generalizing from a small sample or single event. ▪

Just because something happens once, that doesn’t mean it will happen again or that it will happen to you.

o The confirmation bias: seeking information to support one’s point of view and discounting data that do not. ▪

Though this bias would seem to be obvious, people practice it all the time by listening to the information they want to hear and ignoring the rest.

o The sunk-cost bias: continuing because of money already spent. ▪

This occurs when managers add up all the money already spent on a project and conclude it is too costly to simply abandon it.

▪

If people have an aversion to wasting money, they continue to push on with an iffy-looking project to justify the money already sunk into it.

o The anchoring and adjustment bias: making decisions based on an initial figure. ▪

The bias is that the initial figure may be irrelevant to market realities.

o The overconfidence bias: people’s subjective confidence in their decision making being greater than their objective accuracy. ▪

People can be blind to their own blindness.

o The hindsight bias: the tendency of people to view events as being more predictable than they really are. ▪

This is the “I knew it all along” effect, when we look back on a decision and try to reconstruct why we decided to do something.

o The framing bias: the tendency to be influenced by the way a situation or problem is presented. ▪

How a problem is framed may lead us to consider certain solutions.

o The escalation of commitment bias: when decision makers increase their commitment to a project despite negative information about it. ▪

To reduce the escalation of commitment, researchers recommend that decision makers set minimum targets for performance and then compare their performance results with their targets.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Connect® Exercise CLICK AND DRAG: Decision-Making Biases Summary of Activity: Decision making is often a biased and flawed process. If people can identify and be aware of their biases, they may be able to make better decisions for themselves and may be able to diagnose flawed decisions that affect their workplace. In this Click and Drag exercise, students will match fictitious characters with the decision-making bias that he or she is facing. The Decision-Making Potential of Artificial Intelligence 

 

Thanks to the power of artificial intelligence (AI), we will soon have robots, drones, driverless cars, and even home appliances and other devices that can make their own decisions and act independently of human oversight and direction. A recent report predicts that by 2035 AI’s increasing use will boost labor productivity by up to 40 percent and double economic growth. Potential risks include malicious use of AI, such as stalking someone.

Connect® Exercise CLICK AND DRAG: Applications and Downsides of Artificial Intelligence Summary of Activity: In this Click and Drag activity, students will match the applications and downsides of artificial intelligence with their correct examples.

Connect® Exercise CASE ANALYSIS: How Did Decision Making Contribute to Volkswagen’s Emissions Cheating Scandal? Summary of Activity: This Case Analysis describes the Volkswagen emissions cheating scandal and decisions made by VW management. Students will review the case and then respond to 4 multiple-choice questions to measure comprehension. Follow-Up Activity: This activity focuses on a current event in the news. Pick something that involves some type of decision made by a person, group, or company. In class, place students into groups and then explain the current event under consideration. It might help to have students do a quick Internet search of the situation or you can pass out some short reading from the paper. Next, ask each group to discuss whether or not the nine biases may have played a role in the situation. Finally, 7-28 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

ask students how any relevant biases may have been prevented. Ask each group to share their findings with the class.

7.6 Group Decision Making: How to Work with Others POWERPOINT SLIDES: #30 Group Decision Making: How to Work with Others #31 Disadvantages of Group Decision Making #32 Symptoms of Groupthink #33 Characteristics of Group Decision Making #34 When a Group Can Help in Decision Making: Three Practical Guidelines #35 Group Problem-Solving Techniques #36 Rules for Brainstorming #37 Devil’s Advocacy and the Dialectic Method #38 Project Post-Mortems Section 7.6 discusses the advantages and disadvantages of group decision making. The symptoms of groupthink and recommendations for avoiding it are discussed. The group problemsolving techniques of consensus, brainstorming, devil’s advocacy, the dialectic method, and post-mortems are discussed. One way that you could begin your coverage of these topics is to have the students watch the ONLINE TED Studio video “How Can Groups Make Good Decisions?“ In this nearly 9-minute video, VIDEO neuroscientist Mariano Sigman describes research studies he conducted with Dan Ariely investigating how groups make good decisions. For a supplemental activity, you could use the exercises described in the video with the two moral dilemmas. You could have the students first answer the moral dilemmas individually and then with a team following the approaches used by Mariano and Dan. Then you could ask the students to watch the video to have them analyze the extent to which their group dynamics mirrored the processes described in the video. Topics and Tips for Discussion: 1. Describe situations where individual decision making probably works better than group decision making. Despite its many benefits, group decision making is not always the best answer. If using multiple perspectives would not increase the quality of the decision because the situation is routine, individual decision making might be best. If employees are likely to accept the decision and be committed to it regardless of their role in making the decision, group decision making may not be necessary. If participating in the decision-making process is

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

not likely to provide any opportunity for skill development, individual decision making may be best. 2. How can managers make sure that groups making decisions seek out information from all members of the group, rather than just the extroverted or dominating team members? Electronic forms of communication might allow quieter members of the team equal ability to participate. For instance, electronic brainstorming allows groups to generate an abundance of ideas anonymously. This prevents dominant people from taking over the discussion, and since the ideas are anonymous, people are likely to be more creative and less concerned about presenting an “out-of-the-box” type of suggestion. 3. Discuss why groupthink is dangerous and describe best practices managers should follow in order to avoid falling victim to groupthink. Groupthink is dangerous because it often results in a poor decision. By not using all information and perspectives, the quality of the decision and the outcomes it produces are likely to be less. To reduce the potential for groupthink, all team members should be encouraged to be critical evaluators and to provide criticism. The team should seek out outside opinions to foster different views on the issues. Team members with opposite perspectives should be encouraged to speak up. Section 7.6 Key Concepts: Advantages of Group Decision Making ● A group possesses more information and knowledge than one individual acting alone. ● Individuals with different backgrounds and experiences bring varied perspectives to diagnosing and solving problems. ● A group of people can brainstorm or otherwise bring greater intellectual stimulation and creativity to the decision-making process than is usually possible with one person acting alone. ● Participating in a decision increases group members’ understanding about why a decision is being made. ● If you’ve been part of the group that has bought into the final decision, you’re more apt to be committed to seeing that the course of action is successfully implemented. Disadvantages of Group Decision Making ● The quality of a group’s decision can be influenced by a few vocal people who dominate the discussion. ● Groups are prone to groupthink, which occurs when group members strive for agreement among themselves for the sake of unanimity and avoid accurately assessing the decision situation.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

● Groups often satisfice by seeking a decision that is “good enough” rather than “best.” ● Goal displacement can occur when considerations other than the primary goal rise to the fore, such as rivals trying to win an argument. Symptoms of Groupthink ● Sense of invulnerability: an illusion that breeds excessive optimism and risk taking and the ignoring of ethical implications. ● Rationalization: protects pet assumptions underlying the group’s decisions from critical questions. ● Illusion of unanimity and peer pressure: a member’s silence is interpreted to mean consent and peer pressure leads members to question a dissenters’ loyalty. ● The wisdom of crowds: groupthink’s pressure to conform often leads members with different ideas to censor themselves, limiting the possibilities for collective wisdom. Connect® Exercise CLICK AND DRAG: Advantages and Disadvantages of Group Decision Making Summary of Activity: In this Click and Drag exercise, students will match provided descriptions with the advantages or disadvantages of group decision making.

SELF-ASSESSMENT 7.4 Assessing Groupthink This 11-question Self-Assessment measures students’ level of groupthink. Questions on team agreement, outsider advice, and contingency planning are presented. Click for Self-Assessment activity. Preventing Groupthink ● Prevention is better than treatment or cure when dealing with groupthink, and it is important to allow criticism and other perspectives. ● Assign each group member the role of critical evaluator, able to actively voice objections and doubts. ● Subgroups within the group should be allowed to discuss and debate ideas. ● Once the group has reached a consensus, everyone should be encouraged to rethink his or her position to check for flaws. ● Outside experts should be used to introduce fresh perspectives. 7-31 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

● Different groups with different leaders should explore the same policy questions. ● Top-level executives should not use policy committees to rubber-stamp decisions that have already been made. ● When major alternatives are discussed, someone should be made the devil’s advocate to try to uncover all negative factors. Characteristics of Group Decision Making ● Groups take longer to make decisions and they are less efficient. ● Group size affects decision quality; the larger the group, the lower the quality of the decision. ● Groups may be too confident, and it can lead to groupthink. ● Decision-making accuracy is higher when group members know a good deal about the relevant issues, or if the group leader can weigh members’ opinions. ● Managers should also consider using certain guidelines in using groups in decision making: o If additional information would increase the quality of the decision, involve those people who provide the needed information. o If acceptance within the organization is important, involve those individuals whose acceptance and commitment are important. o When it can increase development, involve those individuals whose development is important. ● In general, group decision making is more effective when there is minority dissent, a feeling group members can freely and safely disagree with each other.

SELF-ASSESSMENT 7.5 Assessing Participation in Group Decision Making This 10-question Self-Assessment assesses the level of minority dissent, participation in group decision making, and satisfaction in work groups that students have participated in. If students have never participated in work groups, school groups may be considered as well. Questions on disagreement, satisfaction, and majority opinions are presented. Click for Self-Assessment activity. Group Problem-Solving Techniques: Reaching for Consensus ● Using groups to make decisions generally requires that they reach a consensus. ● Consensus occurs when members are able to express their opinions and reach agreement to support the final decision. 7-32 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

● It does not mean that all group members agree with the decision; only that they are willing to work toward its success. More Group Problem-Solving Techniques ● Brainstorming o Brainstorming is a technique used to help groups generate multiple ideas and alternatives for solving problems. o The technique consists of having members of a group meet and review a problem to be solved. o Individual members are then asked to silently generate ideas that are then collected and written on a board, after which they are critiqued and evaluated. o A variation is electronic brainstorming, or brainwriting, in which group members come together over a computer network to generate ideas. o Managers are advised to follow the six rules for brainstorming described in Table 7.4. o Even though brainstorming can encourage the expression of many useful new ideas, it can also waste time generating a lot of unproductive ideas. Connect® Exercise CLICK AND DRAG: Rules for Brainstorming Summary of Activity: In this Click and Drag exercise, students will match the appropriate “rule” for brainstorming with its provided description. ● Devil’s Advocacy o Assigns someone the role of critic. ● Dialectic Method o Calls for managers to foster a structured dialogue or debate of opposing viewpoints prior to making a decision. o Managers can compare Devil’s Advocacy and the Dialectic Decision method by viewing Figure 7.5. ● Project post-mortem o A review of recent decisions in order to identify possible future improvements. Connect® Exercise CLICK AND DRAG: Contrasting Devil’s Advocacy and the Dialectic Approach Summary of Activity: 7-33 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

In this Click and Drag exercise, students will compare and contrast the devil’s advocacy and dialectic approach.

Group Exercise #4: Stranded in the Desert: An Exercise in Decision Making There is a Group Exercise available at the end of this manual that allows students to apply the effectiveness of individual versus group decision making. Exercise Objective: To determine the effectiveness of individual versus group decision making. Click for follow-up activity.

7.7 Career Corner: Managing Your Career Readiness POWERPOINTS: #39 Model of Career Readiness #40 Managing Your Career Readiness Section 7.7 discusses the importance of decision making and critical thinking/problem solving as competencies important for career readiness. Critical thinking/problem solving entails the ability to use sound reasoning to analyze situations, make decisions, and solve problems. Reflecting on your past experiences and using a decision methodology are two ways to develop this competency. It is important that students be able to demonstrate their career readiness in this skill when interviewing for positions. This section provides behaviorally based interview questions that could help students reflect on how they could demonstrate this competency during the hiring process. One way that you could begin your coverage of these topics is to have the students watch the TED Talk “3 Lessons on Decision Making from a Poker Champion.” In this 3-minute video, professional poker player Liv Boeree describes three strategies she has learned from playing poker that have applicability to everyday decision making.

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Topics and Tips for Discussion: 1. Why is critical thinking/problem solving an important skill for managers? Each of the four principles functions of managers involve critical thinking/problem solving skills. Being able to make effective decisions by using critical thinking/problem solving skills is important when planning, organizing, leading, and controlling the activities of the firm. Regardless of the managers’ specific job duties or management 7-34 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

level, using their critical thinking/problem solving skills is likely to be big element of what they do each day. 2. Based on what you have learned in this chapter, discuss what decision methodology you will use the next time you have to make a critical decision. Key elements of an effective decision-making methodology include (1) analyzing the situation, (2) considering what others would think about the solutions under consideration, (3) seeking advice or feedback from others before making a decision, (4) conducting a cost-benefit analysis of different solutions, (5) analyzing if the decision is consistent with your values and principles, (6) observing the consequences of the decision made by doing a post-mortem. 3. How can you effectively demonstrate critical thinking/problem solving competencies during an interview process? One way you can prepare for behaviorally based interview questions is by using the STAR method. When using this method, you respond to the behaviorally based interview question by discussing the Situation, Task, Action, and Result of the event you are describing. The Situation is the background or context for the decision. The Task describes the challenges and problems you were facing. The Action is what you did and how. The Results are the benefits or savings of the decision. By preparing for potential behaviorally based interview questions in advance of your interview, you are more likely to effectively demonstrate during the interview your critical thinking/problem solving skills. Section 7.7 Key Concepts: Critical thinking/problem solving and decision making    

Critical thinking is much different from the moment-to-moment thinking that guides our everyday activities. Critical thinking requires more deliberate mental processes. Good decision makers can predict what will occur in a given situation. Reflecting on past experiences and using a decision methodology are two ways to improve critical thinking/problem solving.

Reflect on Past Decisions 

Ready-made solutions, defined by one expert as best practices that have been captured and turned into standard operating procedures so that employees are better prepared to address regularly recurring problems.

Establish a Decision Methodology 

These steps can be followed: 7-35

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

1. 2. 3. 4. 5.

Analyze the situation. Consider what others would think about the solutions under consideration. Seek advice or feedback from others before making a decision. Conduct a cost-benefit analysis of different solutions. Is the decision consistent with your values and principles? Are you willing to coopt your values or principles? 6. Make the decision and observe the consequences. Then do a post-mortem. Connect® Exercise CLICK AND DRAG: Establishing a Decision Methodology Summary of Activity: In this Click and Drag exercise, students will match the different steps in establishing a decision methodology with their correct examples and definitions. Demonstrating These Competencies During a Job Interview 

Be prepared for the following questions: o Describe the process you use to make decisions. Provide a specific example in which this process resulted in a positive outcome. o Tell me about a time in which you had to make a quick decision. How did you approach the situation and what obstacles did you face? How did you make this decision without having all the necessary information? o Describe a time in which you used intuition to make a decision rather than relying on data or hard facts. What was the outcome of your decision, and what did you learn from the experience?

Career Corner Group Exercise 1: Establishing A Decision Methodology Exercise Objectives

CAREER READINESS

Students will develop a decision methodology. Click to view activity.

Career Corner Group Exercise 2: Creating Sets of Ready-Made Solutions Exercise Objectives 1. Students will enhance their understanding of the decision-making process. 2. Students will be exposed to ready-made problem-solving solutions.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Click to view activity.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

MANAGEMENT IN ACTION NEW YORK’S SUBWAY SYSTEM IS CRUMBLING Problem-Solving Perspective 1. What is the underlying problem in this case from NYCTA President Andy Byford’s perspective? The subway is spending funds on cosmetic fixes instead of the basics, which include infrastructure. Also, the previous NYCTA chiefs have been plagued by indecisiveness. 2. What do you think about Byford’s approach for solving the problem? Explain. Student responses will vary. Byford wants to engage city board members in the process, but he does not want to be plagued by indecisiveness like his predecessors were. In the end, he wants a decision to be made because time is of the essence, and he wants this decision to entail upgrades to the basic subway infrastructure, not cosmetics. A critique of this approach would be that he may face resistance from other stakeholders, such as the MTA chairman, who wants more cosmetic fixes. Application of Chapter Content 1.

What are some barriers to Byford’s ability to utilize rational decision making? Explain. The rational decision model makes the following assumptions:

One of the biggest assumptions here is that there is complete information and no uncertainty. The case mentions that there is a lack of evidence or data collection to support solutions, such as congestion pricing. Another assumption is a logical, unemotional analysis. That is less about Byford and more about lawmakers who have 7-38 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

personal interests, such as the former assembly speaker demanding cosmetic renovations to stations in his home district. 2.

Which nonrational decision-making model does Byford employ? How? Students can argue that both satisficing and intuition are utilized. Satisficing is when managers seek alternatives until they find one that is satisfactory, not optimal. Here, Byford wants to speed up the decision-making process: “I would need to be convinced that an alternative is viable because we don’t have the time to waste going down a blind alley,” he says. “Going with your gut,” or intuition, is making a choice without the use of conscious thought or logical inference. Intuition that stems from expertise—a person’s explicit and tacit knowledge about a person, a situation, an object, or a decision opportunity—is known as a holistic hunch. Byford believes his experience running the Toronto transit system and executing a five-year modernization plan will provide him with an ability to make effective decisions for New York.

Is the MTA’s practice of bailing out state-run ski resorts with subway funds ethical? Use Figure 7.3 in your response. This practice was found to be legal by a law firm hired to investigate, which satisfies the first step in the ethical decision-making process. The more controversial part is if it maximized shareholder value. Students would need to weigh the effect on customers, employees, the community, the environment, and suppliers against the benefit to the shareholders. Most like, paying out $5 million to another authority when the subway system itself is in dire need of infrastructure repairs does not maximize shareholder value.

How can the MTA use evidence-based decision making? Explain. Companies that use evidence-based management—the translation of principles based on best evidence into organizational practice, bringing rationality to the decision-making process routinely trump the competition. The MTA needs to properly collect data so it can be used for evidence-based decision making. For example, the MTA’s sloppy data collection prevented it from adopting congestion pricing, a strategy of increasing fares during times of peak ridership (similar to Uber’s “surge pricing”).

What decision-making style does Byford utilize? Provide examples to support your assertion. Students responses will vary, but they need to be supported by Figure 7.4. For example, if a student wants to focus on the analytical style, he or she needs to discuss how Byford wants as much information and input as possible before making a decision. If a student wants to focus on conceptual, he or she needs to discuss how Byford wants to rely on intuition and discussion with others to acquire information. 7-39

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

What barriers to decision making were prevalent before Byford’s arrival? Explain. Students responses will vary, but they should include heuristics/biases. An example is the overconfidence bias. The overconfidence bias is the bias in which people’s subjective confidence in their decision making is greater than their objective accuracy. For example, the Commission diagnosed capacity expansion, not cosmetic remodeling, as a major problem for the subway system. Instead of investing in capacity expansion, the agency decided years after the Commission’s report to again invest in cosmetically remodeling dozens of stations. This shows overconfidence in their own decision-making ability. Also, group decision making could be a problem here. There are so many different bodies involved in decision making for the subway (i.e. state vs. city), that sometimes decisions are not made at all.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

LEGAL/ETHICAL CHALLENGE IT’S ALL ABOUT A PEACOCK Solving the Challenge 1. Do not implement the new rules. The airline should allow emotional support pets to travel unrestricted, just as service dogs do. Airlines should not be in the business of categorizing passengers’ pets. This could be problematic. Airlines are also responsible for the safety of their passengers. If there are animals that are not trained to be service animals, and they can potentially hurt other passengers, or trained service animals, then the airline may have liability. 2. Implement the new rules. Emotional support pets are not service dogs and should be treated differently. The airline needs to ensure the safety of employees, passengers, and other animals during flight. This is an option, but it will also get the airlines into the business of defining what an emotional support pet is. That is something a medical professional does. 3. Refer this issue to regulators like the Department of Transportation instead of implementing your own rules. The government can address this issue by passing regulation that will consistently be enforced by all airlines. This may be the most ideal solution. If all else fails, at least the government can propose regulations that will ensure all airlines consistently enforce the same rules. Otherwise, passengers will have to comply with individual airline rules and may get confused. One problem with this is bureaucracy. When the government gets involved, things may slow down and lobbyists may hijack the conversation. 4. Invent other options. Students can provide other options that are supported by material from the chapter.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

TEXTBOOK EXAMPLES

EXAMPLE: Crisis Leading to the Strategic-Management Process: Starbucks Reclaims Its Soul Shortly after CEO Howard Schultz stepped down from Starbucks in 2000 the company “lost a certain soul” and the stocks nosedived. Schultz returned as CEO in 2008 and reorganized the company by closing 800 stores, laying off 4,000 employees and letting go of most top executives. After a couple of years, the company turned around, the result of better operations, modernized technology, a reinvigorated staff, and several innovations. YOUR CALL 1. Do you think another economic downturn could alter Starbucks’ fortunes in spite of its product innovations, attempts to rekindle the cozy neighborhood café, and emphasis on positive social values? There are several ways students could address this question: Almost all companies are subject to distress in an economic turndown. They could point to damages to many prominent companies during the 2008 recession. 2. Ask them what Starbuck’s could do now to prepare for a potential economic downturn. You could revisit the concept of contingency planning from Chapter 6. 3. Do students think any company is “too big to fail?” or too important to fail? What makes a company too important to fail? ADDITIONAL ACTIVITIES One way to build on this example is to profile the decision of Starbucks to introduce a new brand of stores called Starbucks Reserve. As profiled in the CNN Business article “Starbucks Plans New Upscale Chains.” The new stores will offer premium, small-lot reserve coffee in more of a café environment than in current Starbucks stores. Starbucks also announced that it has invested in Princi, an Italian bakery, and it plans to open a chain of Princi bakeries around the world. You can supplement this article with the Business Insider article “Starbucks Is Opening Premium Stores Where You Can Buy Coffee Flights and Cold-Brew Floats—Take a Look Inside.” This article will give the students more information on the Starbucks Reserve sites as well as a feel for them through several pictures. Also considering adding current information on Princi: From Starbucks: “First Standalone Princi Store in U.S. Opens in Seattle,” and from Fortune: “Starbucks Imports an Upscale Italian Bakery to Combat a Slowing U.S. Market.“ Consider the following discussion questions: Evaluate the extent to which you believe that introducing Starbucks Reserve stores is consistent with Starbucks’s desire to “reclaim its soul.”

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Given that Starbucks has previously closed a chain of 23 bakeries that it had bought for a reported $100 million, do you think it was a wise decision for the firm to invest in the Princi bakery? Defend your point of view. Using concepts from Chapter 6, perform a SWOT analysis on Starbucks. Return.

EXAMPLE: The Power of Intuition We usually praise people and companies for the rational way in which they make decisions and frequently scoff at those who make decisions intuitively. However, this Example points out that many famous thinkers and entrepreneurs from Albert Einstein, to Jeff Bezos, Elon Musk, and Steve Jobs all credit some of their best decisions to intuitive decision making. This decision links to the Practical Action “How to Improve Your Intuition.” YOUR CALL 1. Have you ever relied on your intuition to make an important decision or solve a big problem? How did your solution come to you, and how pleased were you with the result? Students will have a variety of answers to this question. Some may say they always trust their gut, others that they are reluctant to do so because of negative consequences when they have done so in the past. If they have used intuitive decision making, try having them determine if they were using expertise or a holistic hunch. You might also try asking them if they were really using intuition or a form of satisficing. Have them reformat the decision process within the bounded rationality model and see if they would have made a different choice. ADDITIONAL ACTIVITIES Have students watch 5 Ways to Develop & Follow Your Intuition. This 15-minute video includes tips on developing and using intuition from Oprah Winfrey, Brandon Burchard, Bishop T. D. Jakes, Patrick Schwerdtfegar, Maria Forleo, and Jack Canfield. They offer several ideas and insights: Follow your intuition. Balance between intellect and instinct. Immerse yourself intentionally. Pay attention to your visceral reactions. Act on your intuition. Consider asking your students:

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

1. What was the most important insight you received from these individuals’ comments on intuition? 2. Are you inspired to try to develop your intuition? To follow it more frequently? 3. Do you think intuition is an appropriate method to use when making decisions? Why or why not? Return.

EXAMPLE: Analytics in Athletics: The Personal “Moneyball” Takeover of Sports Many people have become aware of the use of analytics in pro-sports as a result of the film Moneyball which detailed its use by the Oakland Athletics. This example discusses its use in tennis, by the Atlanta Falcons in the NFL, by the Chicago Blackhawks hockey team, and by the Golden State Warriors in basketball. It touches on analytics as an alternative to traditional decision making by sports teams, an alternative that appears to be paying off. YOUR CALL Executives and human resource professionals often make decision as the old sports traditionalists did, relying on résumé, degree, years of experience, and even looks in evaluating job applicants. What other more quantifiable measures might be used instead when hiring new college graduates? There are some quantifiable measures already in place, such as GPA, class rank, and standardized test scores. Organizations can also quantify accomplishments in class projects, volunteer activities, and the degree of challenge in course schedules. ADDITIONAL ACTIVITIES 1. One way to build on this Example is to have the students read the HR Magazine article “Using Algorithms to Build a Better Workforce.” The article profiles how human resource managers are increasingly using analytics to guide them in making workforce decisions. Consider using the following discussion questions: 1. Discuss the advantages and disadvantages of companies using analytics to make employee hiring decisions. 2. Do you believe that data algorithms produce better hiring results than people can? Explain your point of view. 3. Assume you are the HR manager for your company. What recommendations would you make as to what extent your firm should rely on analytics in employee hiring decisions? Return.

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

EXAMPLE: Data, Hacking, and Privacy: Who’s Stealing My Data?! This Example discusses the data breach at Equifax in May of 2017 which Equifax did not report until September 2017. It details the problems customers, and the government, had getting complete, accurate, timely, and useful information concerning the hack. It also points out the errors Equifax made prior to the attack such as not applying security patches and ignoring previous breaches. YOUR CALL Some say Big Data is overrated and that “our gut will always be part of decision making.” Do you agree? Do you think risks to data, like those exposed by the Equifax breach, are worth the potential gains from the widespread use of Big Data? Why or why not? Students can be encouraged to discuss the pros and cons of intuition versus data in decision making. Should it be all one or the other? Which is more important? Another question raised by the Example is the question of hacking. If a company uses Big Data, how do they know the data they are getting is accurate? That it hasn’t been hacked and altered? Ask students how dependable and trustworthy they feel Big Data is. ADDITIONAL ACTIVITIES Have students access the interactive data base on data breaches: “World’s Biggest Data Breaches.” They can filter the information by organization and by method of leak. They can see how data breaches are growing in size and frequency. Clicking on any individual name brings up information on that particular breach. In addition to them just examining this infographic, you could ask them to choose one or two of the breaches to investigate in greater depth. You could then lead a class discussion on the similarities they see in the breaches. Discussion question might include: 1. Were you surprised by the number and size of the breaches? Why? 2. Which breaches are the most problematic? 3. Do you think you own personal information is safe on the Internet? Return.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

TEXTBOOK PRACTICAL ACTIONS

PRACTICAL ACTION: How to Improve Your Intuition This Practical Action links to the previous Example, The Power of Intuition. In the example, students learned about how famous entrepreneurs have used intuition. This Practical Action helps students begin to develop their own intuition. It points out the successful intuitive decisions don’t just happen; they are the result of a process. The process described here includes: Immerse yourself in data and facts. Practice “first principles” thinking. Be mindful and open to insights. Test your intuition. Reward your intuitions. YOUR CALL 1. How can you use these five tips to improve your performance at school? Students may describe several different types of decisions that could be made intuitively: The choice between two similar sounding classes The choice of which professor’s section to enroll in The choice between online or in-person class sections The choice of clubs to join (see Additional Activities, below) The choice of roommates. 2. Do you see any drawbacks to being more intuitive? The most common answer will probably be that the decision could have negative consequences. If this is suggested, ask them how they could reduce the possibility of negative outcomes. ADDITIONAL ACTIVITIES Expanding on Your Call above, have students apply the steps to choosing groups and clubs to join at school. Have students apply the steps. Get the data and facts about all clubs that you can. Talk to people who are or have been members, look at the reputation of clubs, consider the types of people who belong to them and the time and effort commitments. Practice ‘First Principles” thinking. Why do they want to join clubs in the first place? What is their assumption about membership? Do they have certain ideas on how their lives will change because of membership? Where does club membership fit into their assumptions about what college life should be like? Have them discard basic assumptions and come at the problem again. 7-46 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Be mindful and open to insights. Refer back to Chapter 1, section 1.4 Practical Action: Mindfulness. Four activities were presented to help students develop mindfulness. If you did not use them then, you might consider using them now. The last two steps are not practical for classroom application. However, you could ask students who plan to use this method to report back on the results. Return.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

SELF-ASSESSMENTS

SELF-ASSESSMENT 7.1 CAREER READINESS Assessing Your Problem-Solving Potential

CAREER READINESS

This survey is designed to assess students’ approach to problem solving. STUDENT QUESTIONS 1. What is the status of your problem-solving skills? Are you surprised by the results? Student responses will differ based on assessment results. Many students will be surprised to see that their current approach to problem solving may not be as effective as they had thought. Others will be more assured that they are on the right track. 2. Based on identifying the four lowest scored items on the assessment, what can you do to improve your problem-solving skills? Explain. Generally, individuals should consider long-term consequences associated with implementing solutions, generate multiple outcomes when dealing with a work problem and implement solutions in a timely and effective manner, with a follow-up planned. 3. What things would you say during an interview to demonstrate that you possess this career readiness competency? Student responses will vary, but an example includes discussing with the interviewer how you go about making a decision (decision-making methodology) and the steps that you follow. SUPPLEMENTAL ACTIVITY Students can be divided into groups based on their scores on the assessment. The groups can review the scenario below. Parker and Melissa are managers at Telenet Solutions. Parker has noticed that Melissa’s team submits its earnings reports in an ambiguous way and seems to not properly portray revenues. This leads to a bonus for the team every quarter, but a loss for the company. Parker decides to call a meeting with upper management and Melissa to discuss this situation. If you were the CEO of Telenet Solutions, what would you do at the meeting? Each group is to write a one-two paragraph speech that the CEO is to give to the company’s employees that discusses the ethical dilemma presented. The three-step approach should be utilized in this speech. The class should discuss as a whole based on each group’s scores on the assessment. Did the scores affect the type of speech given?

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Return.

SELF-ASSESSMENT 7.2 CAREER READINESS CAREER READINESS

Assessing Your Level of Intuition This survey is designed to assess the extent students use intuition in their current jobs. STUDENT QUESTIONS 1. Are you intuitive at work? Did the results surprise you? Student responses will differ based on assessment results. Many students will be surprised to see their high or low levels of intuition at work. 2. What can you do to increase the amount of intuition you use at work? There are different general ways to increase intuition. Students can sometimes go without a plan and/or circumventing regular habits. Though we teach proper planning, it does not mean that everything and every day has to be planned. For example, believe it or not, daydreaming at work is a sign of good intuition! 3. What things might you say during a job interview to demonstrate that you possess intuition? Student responses will vary but should include a statement such as relying on experiences when making decisions. SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores with high scorers in the same group and low scorers in the same group. High scorers should review the cons of intuition and brainstorm examples of these cons in the workplace. Some questions: What can happen if you base too much on intuition? What types of decisions is intuition best for? Low scorers should do the same for the pros of intuition. Some questions: What are some of the benefits of intuition? How can one better his or her intuition-based decision making? The groups should then reveal their examples/thoughts to the class as a whole, and the instructor can lead discussion. Return.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

SELF-ASSESSMENT 7.3 CAREER READINESS CAREER READINESS

What Is Your Decision-Making Style? This survey is designed to assess students’ decision-making style. STUDENT QUESTIONS 1. What is your dominant decision-making style? Student responses will differ based on assessment results. Students will either exhibit directive, analytical, conceptual, or behavioral decision-making styles. 2. What are the pros and cons of your style? Directive: People with this style are action oriented and decisive and like to focus on facts. In their pursuit of speed and results, however, these individuals tend to be autocratic, to exercise power and control, and to focus on the short run. Analytical: Analytic individuals are careful decision makers who take longer to make decisions but who also respond well to new or uncertain situations. Conceptual: They are willing to take risks and are good at finding creative solutions to problems. However, a conceptual style can foster an indecisive approach to decision making. Behavioral: Although they like to hold meetings, people with this style have a tendency to avoid conflict and to be concerned about others. This can lead behavioral types to adopt a wishywashy approach to decision making and to have a hard time saying no. 3. What might you say to a recruiter during a job interview to demonstrate your awareness regarding your decision-making style? Students may want to indicate to a recruiter that they have reflected on their own decisionmaking style(s) and then provide some examples of how they have successfully overcome challenges using that style. SUPPLEMENTAL ACTIVITY Students should be put into groups in order to review this scenario: Jerry is a manager at FTG Corporation. Jerry likes to gather all the information he possibly can in a situation before making a decision. He attempts to get feedback from his subordinates and receive their buy-in before proceeding with a decision. Though he follows this process, Jerry likes to make decisions as rapidly as possible. He is creative and social but enjoys rules to keep staff disciplined. After reviewing the scenario above, students should decide which decision-making style Jerry has, and why. Groups should then discuss with the class, with the instructor leading the discussion. 7-50 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Which decision-making style is “best” and why? Return.

SELF-ASSESSMENT 7.4 Assessing Groupthink The following survey was designed to assess groupthink. STUDENT QUESTIONS 1. Where does the team stand on the three aspects of groupthink? Student responses will differ. 2. Based on your survey scores, what would you do differently to reduce groupthink in the group you evaluated? Be specific. Student responses will differ, but should be based on the symptoms of groupthink described in section 7.6 SUPPLEMENTAL ACTIVITY The following questions can be asked of students during class discussion as a supplemental activity: Have students ever been in a situation that involved groupthink? If so, what was the result? How can groupthink create challenges for organizations? How would students overcome groupthink? If students have encountered groupthink, and overcome it, an example can be provided. If students have not encountered groupthink, a hypothetical situation can be considered. Return.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

SELF-ASSESSMENT 7.5 Assessing Participation in Group Decision Making The following survey measures minority dissent, participation in group decision making, and satisfaction with a group. STUDENT QUESTIONS 1. What is the level of minority dissent in the group, and to what extent are you satisfied with being a member of this group? Student responses will differ based on assessment results. It is important that students focus on their results for items 1 through 5 in order to answer this question. 2. Use the three lowest items that measure minority dissent to answer the following question: What can you do to increase the level of minority dissent in this group? In order to improve the level of minority dissent, groups should allow for more disagreement between members, with the caveat of actually thinking critically about the matter and not going with the first result provided. 3. Why do you think many groups muzzle the level of minority dissent? By bypassing the minority, decisions can be made more quickly. Time does not have to be used to discuss the matter and introduce multiple points of view. Groups also will not have to “stress” by debating different ideas. SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. Each group should have a good mix of students. Students should discuss experiences they have had on groups in the past, and how much minority dissent took place. Some questions: Did minority dissent assist the group? If there was no minority dissent, did it have a detrimental effect on the group? Groups can then share the examples with the class. How can students increase the level of minority dissent and participation in groups? Is there a certain level of minority dissent that will impede efficient group decision making? Return.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

GROUP EXERCISES GROUP EXERCISE #1: TRYING TO SOLVE AN “ELECTRIC” PROBLEM IN MANAGERIAL PLANNING Objectives ● To assess a specific problem where planning is required. ● To arrive at a mutual and effective solution as a group, taking into consideration different perspectives and different goals. Introduction Increasingly problems are being solved by groups of people, each with a different stake in the outcome. However, for a company to achieve its goals successfully, these problems must be solved without alienating members of the group. Scenario The company, a large processing center operating in a highly bureaucratic fashion, was experiencing challenging problems in a major division of its operations. Fifteen months earlier, when an electrical storm caused loss of power in one company building, five of the seven members of the night-shift service staff reported strange sensations emanating from their computer terminals causing tingling in their hands. In the following days, other staff members reported similar sensations, as well as numbness, headaches, and nausea. Two weeks later there were almost 100 reports of such “electrical shocks.” Union representatives requested immediate action on the problems. The issues of workplace health and safety at the company became a hot topic in the local media. Various health and government agencies began to investigate. Reports of the shocks continued sporadically for the next nine months, then began to rise significantly. During a 10-week period, there were more than 150 reports, many from people working in other parts of the company. The ensuing uproar produced a walkout lasting three days, costing the company an estimated $1 million in lost revenue. The problem didn’t seem to be solvable simply by top managers’ exercising their authority and dictating a solution. What could be done to get the company back on the right track? Instructions The class should divide into groups of seven people each. Within each group, each person should assume one of the roles described below. Take turns discussing the case from each of the seven perspectives, with each person staying within his or her role, until your group has solved the problem by consensus. The goal of the group is to arrive at a solution that will get the company moving efficiently and effectively again. Roles: The Perspectives of the Positions Involved 7-53 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

1. Senior management. “We don’t need this problem. We have to restore normal levels of control and efficiency, based on measured results.” 2. The ergonomists. “There are some routine ergonomic problems that can be improved through the physical redesign of equipment. But there is no evidence of major health and safety problems.” 3. Labor leaders. “This mess has got to be cleared up. The health and safety features are critical. Management has to take action, but we don’t trust them. We are strong and can apply a lot of pressure if necessary.” 4. The politicians. “We don’t want more media coverage on this one and more charges of mismanagement that consume our time. We don’t want the unions asking us to solve their problems.” 5. The service staff. “We’re working with a poor system. We don’t want the strain and stress. Management has to sort the situation out. More stress breaks. Safer equipment. Find the ‘techies’ that are ‘zapping us.’” 6. The human resources people. “The problem rests with the stressful nature of the work itself. We need to redesign the work process. We also need to deal with the collective stress phenomenon that’s emerged.” 7. Line managers. “The situation has changed on us. We’re held accountable, but we don’t have the power to deliver. We need to get better informed and to learn new skills for managing in a turbulent world.” Questions for Discussion 1. How did your group resolve the situation? Explain. 2. To what extent did your decision-making process represent a rational or nonrational approach? Explain. 3. How difficult do you think it is it for people to see each other’s perspectives when solving problems? Explain. 4. How would you manage people who are in conflict about a situation such as the one presented above? Describe. Written by Anne C. Cowden, PhD; adapted from a case in Gareth Morgan, Imaginization: The Art of Creative Management (Newbury Park, CA.: Sage, 1993), Chapter 5. Return.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

GROUP EXERCISE #2: ETHICAL DECISION MAKING Objectives ● To look at the stages in practical decision making. ● To gain practice in ethical decision making. Introduction In this chapter you learned there are four stages in making practical decisions. The third stage involves evaluating alternatives and selecting a solution. Part of this evaluation entails deciding whether the solution is ethical. The purpose of this exercise is to examine the stages in practical decision making and consider the issue of ethical decision making. Instructions Break into groups of five or six people and read the following case. As a group, discuss the decision made by the company and answer the questions for discussion at the end of the case. Before answering questions 5 and 6, brainstorm alternative decisions the managers at TELECOMPROS could have made. Finally, the entire class can reconvene and discuss the alternative solutions that were generated. The Case For large cellular service providers, maintaining their own customer service call center can be very expensive. Many have found they can save money by outsourcing their customer service calls to outside companies. TELECOMPROS is one such company. It specializes in cellphone customer service, saving large cellular companies money by eliminating overhead costs associated with building a call center, installing additional telephone lines, and so on. Once TELECOMPROS is hired by large cellular service providers, TELECOMPROS employees are trained on the cellular service providers’ systems, policies, and procedures. TELECOMPROS derives its income from charging a per-hour fee for each employee. Six months ago, TELECOMPROS acquired a contract with Cell2U, a large cellular service provider serving the western United States. At the beginning of the contract, Cell2U was very pleased. As a call center, TELECOMPROS has a computer system in place that monitors the number of calls the center receives and how quickly the calls are answered. When Cell2U received its first report, the system showed that TELECOMPROS was a very productive call center and handled the call volume very well. A month later, however, Cell2U launched a nationwide marketing campaign. Suddenly, the call volume increased and TELECOMPROS customer service reps were unable to keep up. The phone-monitoring system showed that some customers were on hold for 45 minutes or longer, and at any given time throughout the day there were as many as 50 customers on hold. It was clear to Cell2U that the original number of

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

customer service reps they had contracted for was not enough. They renegotiated with upper management at TELECOMPROS and hired additional customer service reps. TELECOMPROS managers were pleased because they were now receiving more money from Cell2U for the extra employees, and Cell2U was happy because the call center volume was no longer overwhelmed and its customers were happy with the attentive customer service. Three months later, though, TELECOMPROS customer service supervisors noticed a decrease in the number of customer service calls. It seemed that the reps had done such a good job that Cell2U customers had fewer problems. There were too many people and not enough calls; with little to do, some reps were playing computer games or surfing the Internet while waiting for calls to come in. Knowing that if Cell2U analyzed its customer service needs it would want to decrease the number of reps to save money, TELECOMPROS upper management made a decision. Rather than decrease its staff and lose the hourly pay from Cell2U, upper management told customer service supervisors to call the customer service line. Supervisors called in and spent enough time on the phone with reps to ensure that the computer registered the call and the time it took to “resolve” the call. They would then hang up and call the call center again. Thus, TELECOMPROS did not have to decrease its customer service reps, and Cell2U continued to pay for the allotted reps until the end of the contract. Questions for Discussion 1. Was the decision made by TELECOMPROS an ethical one? Why or why not? 2. What stages in the practical decision-making process did TELECOMPROS managers skip? Describe and explain. 3. Which of the nonrational models of decision making did managers at TELECOMPROS follow? Explain. 4. Which of the hindrances to rational decision making listed in Figure 7.3 explain the decision made by TELECOMPROS managers? Explain. 5. What is your recommended solution? Explain why you selected this alternative. 6. How would you implement your preferred solution? Describe in detail.

Tips for online classes: Online classes: Students can be placed in online groups and the case can be posted to a discussion board. After the groups have discussed and responded to the discussion questions, instructor can create a larger discussion board and include the entire class. Each student can then critique other groups’ responses and the instructor can moderate the discussion.

CAN BE USED ONLINE

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

GROUP EXERCISE #3: YOUR PREFERRED DECISION-MAKING STYLE Objectives ● To assess your knowledge of decision making. ● To give students an opportunity to further explore their decision-making style through analyzing its strengths and weaknesses. Introduction The goal of this exercise is to consider the pros and cons of different decision-making styles. Although there is no generic “best style,” the different styles can lead to conflict and disagreement when people solve problems in a group setting. Instructions 1. Complete the “What Is Your Decision-Making Style” Self-Assessment. Once complete, determine your decision-making style (directive, analytical, conceptual, or behavioral). 2. Break into groups by decision-making style. 3. Answer the discussion questions. 4. Brainstorm strengths and weaknesses of your decision-making style. 5. Reconvene as a class to share and discuss observations. 6. Break into mixed groups. 7. Using previous class discussion and the Decision-Making Styles Matrix below, brainstorm in groups to determine “what drives you crazy” about other decision makers and “things you admire about” other decision makers. 8. Share your observations with the class. Questions for Discussion 1. What are the strengths and weaknesses of your decision-making style? 2. How might you interact with someone with a style different from yours? 3. Do you identify with any of the other decision-making styles? Which one(s)? Return.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Decision-Making Styles Matrix

Directive Decision Makers

Analytical Decision Makers

Conceptual Decision Makers

Behavioral Decision Makers

Things that drive you crazy about

Things you admire about

Source: A. Johnson and A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom, 2006, McGraw-Hill/Irwin, New York, NY, p. 217 Tips for large in-person classes: Groups will probably need to be 5 to 6 in large classes. The Decision-Making Styles Matrix above can be copied and pasted into a Word document or PowerPoint slides and posted on the board, or they can be printed as handouts. Moreover, you can have the questions for discussion done inside groups since the groups are larger. This will also save time for the activity.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

GROUP EXERCISE #4: STRANDED IN THE DESERT: AN EXERCISE IN DECISION MAKING Objectives ● To determine the effectiveness of individual versus group decision making. Introduction The goal of this exercise is to examine effective group decision making. In this exercise, students work individually and in groups to decide which gear is essential to surviving a week in the desert. Instructions 1. Give a brief lecture on group decision making. Distribute a copy of the “Stranded in the Desert” scenario and the “Pack Item Ranking Sheet.” 2. Ask students to individually read the scenario and complete the “Pack Item Ranking sheet.” 3. Break students into groups of five and review the following rules: ● Present your position, listening carefully and weighing others’ positions. ● Avoid changing your mind just to reach consensus. ● Don’t flip a coin, use majority rule, or bargaining. ● Make sure everyone has a say. 4. Groups have 10 minutes to reach a consensus on each pack item’s importance to survival. 5. Using the “Pack Item Ranking Sheet,” each group member then computes the difference between his or her ranking of each item and the group ranking. Individuals record this number in the column marked “influence.” This number represents the extent the individual influenced his or her group to his or her way of thinking. The lower the number, the more influence the individual had in the group decision making. Individuals compare this number to the other group members. Compute an average group influence score. Example influence score: Subtract the group ranking from the individual ranking. My ranking for flashlight: 8 Group ranking for flashlight: 4 Difference/influence score: 4 Avoid using positive/negative numbers; use the absolute value. My ranking for denim jacket: 3 Group ranking for denim jacket: 10 Difference/influence score: 7 7-59 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

6. Reconvene as a class for discussion. Record the list of pack items on the blackboard/whiteboard, flipchart, or overhead. Ask each group for its ranking for each of the items. Questions for Discussion 1. Which items did the class rank as most important? 2. How many of you were frustrated by your influence attempts? What did you learn about influencing others? 3. Based on the influence scores, did your group make an effective decision? 4. Which group members had the most influence on your group’s decisions? Why? 5. Give the students the following research information: ● Groups were often less effective than individuals. ● Groups were more confident about their judgments than individuals. ● Group size affected decision outcomes—the larger the group the poorer the decision quality. ● Decision-making accuracy was higher when (a) groups knew a great deal about the issues and (b) group leaders possessed the ability to effectively evaluate the group members’ opinions and judgments. ● The composition of a group affects its decision-making processes and ultimate performance. 6. Were these research results reflected in your group’s decision making? Stranded in the Desert You and your four friends decide it would be fun to spend a nice spring weekend hiking in the Sonoran Desert. Excitement is high as all five of you squeeze into your Jeep and head for the wilderness. As you drive, you enjoy looking for wildlife and trying to identify types of cacti. Several hours have gone by when the road suddenly ends. A recent storm washed it away and even with the Jeep’s four-wheel drive you can’t cross. One of your friends points to a rocky hill just on the other side of the road and suggests a hike to “survey the terrain” and find a good place to camp. You don’t want to haul all of your gear until you find a spot to camp and so you will leave it in the Jeep. You hike about a mile until you find a nice flat spot on the side of the hill. When you return to where you parked your Jeep, you find only tire tracks and a few scattered items which used to be in your packs. You and your friends discuss your situation. You estimate you drove the Jeep 30 miles before the terrain was too rough for it to go any further. The desert reaches a high of at least 90° during the day in late spring and drops to 50° at night. You realize no one from home knows where you are and you have no cellphone reception. You and your friends estimate it will take four or five days to walk to the highway, taking into consideration time to sleep and to take breaks. The terrain is also very rough heading back and doesn’t flatten out until you near the highway. You decide your best option is to start walking right away,

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

considering it’s almost nighttime and you don’t have any sleeping bags or blankets. One of your friends gathers the scattered gear and lays it out in front of you. You have: ● A flashlight ● A Swiss Army knife ● One canteen filled with water ● A denim jacket with a pack of cheese and peanut butter crackers in the pocket ● Three dented cans of soda ● A ½ gallon of whiskey ● Approximately 8 feet of nylon rope ● A water purification kit ● A compass ● A cellphone with one bar of power Pack Item Ranking Sheet Instructions: 1. Individually rank the remaining pack items from 10 (most important to survival) to 1 (least important to survival). Record these rankings in the “individual ranking” column. 2. As a group, rank the remaining pack items from 10 (most important to survival) to 1 (least important to survival). Record these rankings in the “group ranking” column. 3. Compute the difference between your individual ranking and the group ranking and record this number in the “influence” column. Return.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Pack items

Individual ranking

Group ranking

Influence

Flashlight Swiss Army knife Canteen Denim jacket Soda Whiskey Nylon rope Water purification kit Matches Compass Cellphone

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

CAREER CORNER GROUP EXERCISES

CAREER READINESS

CAREER CORNER GROUP EXERCISE 1: ESTABLISHING A DECISION METHODOLOGY Learning Objectives 

Students will develop a decision methodology.

Introduction Decision-making skills are critical in achieving success. Decision-making, at its core, is an act of choice made between two or more courses of action. Companies succeed or perish based on decisions made by senior executives. It is important for students to demonstrate this capability if they expect to be hired, retained, and promoted by their employers. This exercise focuses on the process of making decisions and asks students to create their own decision-making methodology. Instructions The primary purpose of this exercise is for students to develop a decision methodology they can use to hone their decision-making skills. We will use the Management in Action at the end of the chapter as a context for this activity. First, have students review the six steps to establishing a decision methodology. They then will develop a decision methodology that the MTA and other government officials could follow in order to fix the crumbling subway system. This exercise requires the students to read Chapter 7’s Management in Action segment, “New York’s Subway System Is Crumbling” prior to class. 1. Start the class by viewing the following 60 Minutes clip, “ Why Has the New York City Subway Gone Off the Rails“ or the NY Times clip, “dHow Did New York’s Trains Get So Ba.” 2. Have the students review the steps to establish a decision-making methodology. See the slide below:

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

3. Put students into groups of four or five. Have each group apply these decision-making steps to creating a decision methodology for Andy Byford to use in tackling the issues facing the NY Subway System. Given the limited information, have them focus on the questions addressed in the first three steps of the process. If there is time, suggest they use the Internet to research their answers. The MTA Website (http://web.mta.info/nyct/facts/about_us.htm) is the best place to start. Ask one or wo groups to present their methodology to the class. 4. Facilitate a class discussion using the following questions:  How did you select what decision needed to be made? What are the ramifications of your selection process?  What information did you consider in order to understand the roots of the issue and the possible solutions? How did politics influence this process?  Which stakeholders should provide feedback to your methodology?  How does actively thinking about the specific methodology to use when solving problems improve your decision-making process?  Did members of your group have different decision-making styles? How did this impact the development process?  How can you incorporate this methodology into your own decision-making process? Return.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

CAREER CORNER GROUP EXERCISE 2: CREATING SETS OF READY-MADE SOLUTIONS Learning Objectives  

Students will enhance their understanding of the decision-making process. Students will be exposed to ready-made problem-solving solutions.

Introduction Decision-making skills are critical in achieving success. Decision-making, at its core, is an act of choice made between two or more courses of action. Critical thinking and problem solving are key competencies prospective employers expect candidates to possess. It is important for students to demonstrate this capability if they expect to be hired, retained, and promoted by their employers. Instructions The primary purpose of this exercise is for the students to develop ready-made solution(s) they can build on in the future. The secondary objective is to give students an opportunity to reflect on how their decision-making processes affect the effectiveness of their problem-solving capabilities. This activity has two steps. The first step is self-reflection on three past problemsolving efforts. In the second, students form pairs to discuss what caused the differential outcomes. The takeaway from this exercise is a set of ready-made solutions for problems the students have faced at work and at home. 1. Ask your students to think of a time when they faced a problem at work or in their personal life and successfully resolved it. Have them write down the answers to the following questions:  What was the problem? Where did it occur? Who was involved?  What was the solution?  Why did you select this solution?  What lessons did you learn from this experience that you can use in the future? 2. Next have the students think of a time when they faced a problem, either at home or at work, and were unsuccessful in resolving it. Have them answer the set of questions outlined above. 3. Finally, ask the students to think of someone who is good at solving problems. Have them reflect on a specific problem this person has solved. Have them write down the answers to questions outlined above. 4. Put students into pairs. Give the pairs 5 to 10 minutes to discuss their three problem solving examples. Have then focus on what caused the differential outcomes. 5. Have one or two pairs share their examples with the class. Facilitate the class discussion by asking the following questons: 7-65 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

  

Did anyone face similar problems? Were they resolved in the same way? If not, how did you solve them? If you are faced with a similar problem, does knowing how these problems were solved or not, improve your problem-solving capabilities? How can you be proactive in searching for and applying ready-made solutions?

Return.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

UBER CONTINUING CASE

Chapter 7: Decision Making This part of the Uber cumulative case focuses on Chapter 7 and covers principles related to the decision-making process. This continuing case’s real-world application of management knowledge and skills is designed to help students develop critical-thinking ability and realize the practical power of sound managerial skills for solving problems. The case includes five multiple-choice questions and two essay-based questions. The essaybased questions can also be used in-class to spur discussion: 1. Compare and contrast Khosrowshahi and Kalanick’s decision-making styles. Be sure to use examples from the case. Student responses may vary, but the best answer identifies Khosrowshahi’s decision-making style as behavioral or conceptual and Kalanick’s as directive. The behavioral style is the most people oriented of the four styles. People with this style work well with others and enjoy social interactions in which opinions are openly exchanged. Behavioral types are supportive, are receptive to suggestions, show warmth, and prefer verbal to written information. For example, Khosrowshahi believes employees can recommend, or have the ability to make a proposal, gather input, and provide data and analysis. People with a conceptual style have a high tolerance for ambiguity and tend to focus on the people or social aspects of a work situation. They take a broad perspective to problem solving and like to consider many options and future possibilities. For example, Khosrowshahi believes employees should consider different options and those with the “D” should make the decision. People with a directive style have a low tolerance for ambiguity and are oriented toward task and technical concerns in making decisions. In their pursuit of speed and results, however, these individuals tend to be autocratic, to exercise power and control, and to focus on the short run. For example, Kalanick’s management style was “particularly hands-on” and “consolidated.” 2. Is Uber utilizing evidence-based management? Explain. Companies that use evidence-based management—the translation of principles based on best evidence into organizational practice, bringing rationality to the decision-making process—routinely trump the competition.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

The ideal answer to this question is “yes.” First, Uber is utilizing Big Data analytics. For example, the stores data for around 5.5 million rides a day, and this data can be used to make future decisions in terms of pricing, new services to offer, marketing efforts, etc. One way that Khosrowshahi personally utilizes evidence-based management is by treating Uber as an unfinished prototype. He believes employees should continuously recommend new ideas and vet each other’s ideas in order to make decisions. Khosrowshahi also believes that evidence-based management is not just for senior executives as he expects all employees to gather data and analysis in support of proposed ideas.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

MANAGER’S HOT SEAT

DECISION MAKING: A HURRICANE OF A CHOICE I. Introduction A hurricane is approaching a major city and local officials need to decide whether or not to order an evacuation. The Director of Emergency Services, mayor, police chief and a meteorologist are meeting to quickly discuss a course of action that may have life-threatening consequences. II. Learning Objectives 1. Demonstrate how a leader can effectively follow the decision-making process. 2. Demonstrate how decision-making biases can impact effective decision making. 3. Evaluate individual versus group decision making. 4. Analyze a decision in terms of ethical standards. III. Scenario Description: Scene Set-up: Ava and Josh are in the storm center. Scene Location: Storm Center Profile: Ava Marques, Director of Emergency Operations Josh Hardy, meteorologist, Emergency Services Management Veronica Aveles, Mayor Chief Tony DeGuardia, Shelbyville Police Department Summary: A hurricane is approaching the city of Shelbyville and the Director of Emergency Operations, Ava Marques, needs to make an evacuation decision as soon as possible. There is a chance that the storm may miss the city, and Ava’s meteorologist, Josh Hardy, recommends she discuss the matter with Veronica Aveles and Tony DeGuardia, the mayor and police chief of Shelbyville, respectively. There is a good amount of disagreement on what decision needs to be made.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

IV. Discussion of Theory 

Decision-making process o Ava not evaluating alternatives o Satisficing has possibly occurred



Decision-making biases o Sunk-cost – Tony o Framing – Veronica o Recency – Ava



Individual vs. group decision making o Groupthink – Tony o Group decision making slower and differing opinions o Getting buy-in from other stakeholders



Ethical decision making o Maximizing taxpayer resources – something discussed by Tony o Effects on stakeholders

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

APPLICATION-BASED ACTIVITY

DECISION MAKING: A BRIDGE OVER TROUBLED WATER I. Introduction The Rockman Construction Company has been contracted to build a bridge for the city. The bridge was supposed to be completed in a year, but the project has run over time and budget. A student will play a project manager at Rockman and will need to work with the team lead at the construction site to figure out a solution. Otherwise, the city will need to hire another contractor to finish the work. II. Learning Objectives 1. Understand the four different decision-making styles. 2. Apply the most effective decision-making style in order to successfully complete a project. III. Scoring Dimensions The following theoretical concepts from the chapter are covered and scored in the simulation: Theoretical Concepts

Percentage of Simulation

Evidence-Based Decision Making

20%

Analytical

20%

Conceptual

20%

Behavioral

20%

Directive

20%

IV. Follow-up Activity Students can be assembled into groups of four to five in order to create a Decision Methodology document that will apply to the simulation. This document can be used by future Rockman Construction project managers when facing similar types of situations. The following is a recap of the steps necessary to create a decision methodology: 7-71 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 7 Individual and Group Decision Making: How Managers Make Things Happen

Students should apply these six steps to the problem Rockman Construction is facing. The document can be a page or two long. Tips for online classes: This activity can also be completed in an online course via the use of discussion boards. Students should first be asked to complete the Application-Based Activity, then should be put in online groups. The bullets above can be listed for them and they can draft the decision methodology document on their group discussion boards. The instructor can then share with the class as a whole. Whether the activity is utilized in an in-person or online class, the instructor should provide feedback on each group’s document.

CAN BE USED ONLINE

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

Chapter 8 Organizational Culture, Structure, and Design Building Blocks of the Organization CHAPTER CONTENTS

Teaching Resource Manual: A Guide to Implementation Career Readiness-Based Personal Development Plan

ii viii

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Textbook Practical Actions

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

Assignment Completion. Shows the total percentage of all learners in the class that have completed the assignments at this point in time.

Correct with high confidence Incorrect with high confidence Correct with low confidence Incorrect with low confidence Correct with medium confidence Incorrect with medium confidence 8-iii

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

With Connect®, you can build your own course, make changes to the course throughout the semester, and use auto-grading. Connect® integrates with other Learning Management Systems, include Blackboard®, Canvas, and D2L. Students can study anytime with the free ReadAnywhere app, create personalized study plans, and Connect®’s Calendar and Report tools will help keep them on track. Connect® gives you a wide array of flexibility in making assignments and creating grading policies. You may choose to:  assign as many assignments as appropriate.  determine point values for each question/application exercise individually.  make available multiple attempts per assignment with options of accepting the highest score or averaging all the scores together.  deduct points for late submissions of assignments (percentage deduction per hour/day/week/so forth) or create hard deadlines.  show feedback on exercises/questions immediately or at your preference.  provide for study-attempts to allow for completion of the assignment after the due date without assigning a point value. Some recommendations include:  Before selecting the option for one attempt only, select unlimited or multiple attempts on the first few assignments to allow students a chance to learn and navigate the system.  Provide a low point value for each question because multiple questions are usually assigned for each chapter. A good rule of thumb would be to make “Quiz Questions” worth 1 point each and “Connect® Exercises” worth 5 to 10 points each because these require more time and thought.  Select feedback to be displayed after the assignment due date in order to limit students from giving the correct answers to other students while the application exercise is still available. So When Do I Assign Each Type of Teaching Resource? Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and testing to actually adapting your teaching to student needs? By utilizing the teaching resources outlined below during the three touch points, you can significantly impact students’ learning and create a learning environment that is more engaging, involving, and rewarding. In other words, you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating the greatest impact and assisting students develop higher order thinking skills. The following recommendations pertain to these mentioned touch points, with an additional matrix that follows.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

Before Class The learning goals we have for students determines our assignments before, during and after class. For example, you may want to focus on mastering content, applying content, or using content to solve problems. Alternatively, you may want to achieve all three goals. Connect® offers a host of additional pre-class assignments to choose from if your goal is mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action Boxes, Management in Action Cases, Legal/Ethical Challenge Cases, Uber Continuing Case, and Manager’s Hot Seat Videos. Case Analyses, Click and Drag Exercises, and Video Cases are optimal exercises to be utilized prior to class, as they provide students the opportunity to practice and apply key course concepts. A reading assignment—typically a chapter from the product in use—is a student’s initial exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior to class or an online lecture allows you to gauge their comprehension of the material. Having a better sense before class of which concepts your students are “getting” and which ones they are not, allows you to more effectively and efficiently plan your time with them during class. To ascertain student competency, use the reporting function of SmartBook 2.0, where you can view general results of their performance. Additionally, Connect® exercises, such as Case Analyses, Click and Drag Exercises, and video cases, offer students a second exposure to important sections of the chapter after their completion of a SmartBook 2.0 assignment. Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for students to understand. These animated videos were developed to further unpack in brief, yet effective, fashion the course topics that most commonly challenge students. Each animated video is accompanied by auto-graded multiple-choice questions that can be assigned to confirm student comprehension. If your learning objectives include fostering application and integrating the concepts discussed with real world practice, then Management in Action or legal/ethical challenge cases contained in the textbook can be assigned so students can think critically and practice applying what they learned in the readings to actual cases. The Management in Action cases are now all “problemfocused.” In other words, the cases contain problems that students can practice solving. These cases also contain multiple-choice questions that can be assigned in Connect® to gauge student comprehension. During Class The TRM offers a host of additional materials and experiential activities you can use to bring chapter content to life.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities and lecture based on results from the general results report and the metacognitive skills report. This allows for a more tailored class period that enhances student engagement and more opportunities to resolve gaps in knowledge. We also provide links to online readings that you can use to supplement the content covered in the textbook. They are useful if you desire to provide additional material beyond that covered in the text. If your goal is to create an engaging learning environment filled with student discussion and interactions, we provide multiple resources. First, each major heading in a chapter contains suggested discussion starter questions. These open-ended questions are likely to foster student discussion and engagement. We also provide additional activities (i.e., experiential exercises) for every Example and Practical Action box. If your goal is to provide for additional application of material, the TRM breaks down the textbook Management in Action cases and legal/ethical challenges by providing questions and ideal responses. Connect® also has multiple-choice questions that can be assigned for the Management in Action cases. Finally, the TRM has a selection of group exercises that allows instructors to focus on team learning methods. If your goal is to jointly engage your students while applying content from the text, you can select a Self-Assessment follow-up activity (all follow-up activities are found in the TRM). These assets are especially useful if you are “flipping” your classroom, wherein the class session is used for application and analysis of key concepts rather than lecture. The Suggested Resources across Teaching Touch Points Matrix provides a quick reference for activities that can be utilized during class. After Class After the face-to-face class session, or online lecture, you can assign Connect® exercises as homework to further reinforce the material covered in the textbook and lecture. You may also want to assign an iSeeIt! Animated Video if you notice that students are struggling with a particular topic, even after class. Students can also be assigned the continuing case for each chapter, which includes assignable multiple-choice and essay-based questions. To further gauge student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus more on defining and explaining material, and the test banks focus more on application and analysis. Moreover, the test banks now include more higher-level Bloom’s questions. Finally, if you are looking to have students think critically to solve real-world problems, then you may want to utilize an Application-Based Activity after class. Application-Based Activities are mini-simulations that allow students to make decisions and see their impact immediately. There are both theory-based questions that have right and wrong answers, and there are also branching questions that allow students to make ideal, sub-ideal, and incorrect decisions based on the theory they’ve learned. A student’s particular path in the activity will depend on the decisions made on the branching questions. Application-Based Activities should be utilized after a student has had at least one pass at the chapter content as they do not introduce new material. Rather, they encourage students to apply, analyze, and evaluate material they already understand. 8-vi Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

A Special Focus on Career Readiness The ninth edition has a new strategic focus on career readiness. The authors goal is to provide you the information and teaching resources needed to develop students’ career readiness competencies desired by employers. The authors provide you the following information and resources:     

Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises

CAREER READINESS

iSeeIt! Animated Videos Self-Assessments Case Analyses Video Cases Example and Practical Action BoxesM Group Exercises/Career Group ExercisesM TRM Discussion StartersM TRM Follow-up activities for Case Analyses, Video Cases, Self-Assessments, and Example/Practical Action BoxesM Quizzes/Tests Uber Continuing Case Management in Action CaseM Legal/Ethical Challenge CaseM Manager’s Hot Seat Videos Application-Based Activities

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading. Also, some resources will require a paid subscription.



Assign Chapter 8 in SmartBook 2.0, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling most with, as can be seen in the reporting function of SmartBook 2.0 by going to “Reporting” then clicking the “LearnSmart” tab. A Click and Drag Exercises, such as one on “Understanding the Business,” can be assigned. This can also be due on Wednesday so that students are able to practice prior to class, and you can also review results prior to lecturing. What is unique about this Click and Drag Exercises is that it examines career readiness. A Connect® Case Analysis, such as “Management in Action: W.L. Gore's Culture Promotes Employee Satisfaction, Innovation, and Retention,” can also be included so that students can learn about applying the concepts from the reading to a real-life scenario; therefore, further engaging them prior to the class session. If desired, you can then introduce a follow-up activity, found in the Teaching Resource Manual, during class on Wednesday. A Self-Assessment can be assigned, such as “What is the Organizational Culture at My Current Employer?” in order to follow-up on content covered in the reading. This can set up a class activity to follow on Wednesday. Follow-up activities can be found in the Teaching Resource Manual.

During Class (on Wednesday) 



CAREER READINESS CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization



You can assign a career skill-based Self-Assessment earlier in the week, for example on “Assessing Your Organizational Structure Preference” and have students complete a follow-up activity during the class session based on the Self-Assessment results. Remember, follow-up activities for each Connect® exercise can be found in the TRM. A Manager’s Hot Seat video can be utilized to open up class discussion. Many of these videos cover frequent, yet controversial topics, and they ask students to describe what their decision-making process would be in those situations. Often, students will recommend conflicting approaches to solving the issues in the videos; therefore, there is more class engagement. For this chapter, one recommended Manager’s Hot Seat video is “Organizational Culture: Churning Out a New Culture.” If time allows, and you would like to dive into real situations, you can discuss an Example box from the text titled, “Use of a Horizontal Design: Whole Foods Market.” There is an additional in-class activity in the TRM that has you utilize a Wall Street Journal article and have a follow-up class discussion.

After Class (after Wednesday)  



Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

LEARNING OBJECTIVES

8.1

Describe how managers align vision and strategies with the organization's culture and structure.

8.2

Explain how to characterize an organization’s culture.

8.3

Describe the process of culture change in an organization.

8.4

Compare the structures of for-profit, nonprofit, and mutual-benefit organizations.

8.5

Identify the major elements of an organization.

8.6

Describe the eight organizational structures.

8.7

Identify the factors that affect the design of an organization’s structure.

8.8

Describe how to use the career readiness competencies of understanding the business and personal adaptability to assess an organization’s internal context.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

TEACHING RESOURCES

Section

Title

Resource Type

The Leader’s Guide to Corporate Culture

Harvard Business Review article ONLINE

8.1: Aligning Strategy, Culture, and Structure

ARTICLE

with Supplemental Activity Agil IT, Wes Gipe

ONLINE VIDEO

with Supplemental Activity Drivers and Flow of Organizational Culture

Connect® Click and Drag Exercise

W.L. Gore’s Culture Promotes Employee Satisfaction, Innovation, and Retention

Connect® Case Analysis

8.2: What Kind of Organizational Culture Will You Be Operating In? The Ripple Effect of a Great Work Culture with Supplemental Activity HubSpot Reveals the Mind Tricks It Uses to See If You’re Right for a Job

ONLINE VIDEO

(3 minutes) ONLINE ARTICLE

with Supplemental Activity What Is the Organizational Culture Self-Assessment at My Current Employer? with Self-Assessment Activity Four Types of Organizational Cultures

Connect® Click and Drag Exercise

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

The Organizational Socialization Process

Connect® Click and Drag Exercise

How Costco’s Obsession with Culture Drove Success

Online Blog

8.3: The Process of Culture Change

with Supplemental Activity Costco Culture

ONLINE VIDEO

with Supplemental Activity Assessing Your Preferred Type of Organizational Culture

Self-Assessment

with Self-Assessment Activity The Process of Culture Change

Connect® Click and Drag Exercise

8.4: Organizational Structure Google makes alpha bet on new company structure with Supplemental Activity

ONLINE VIDEO(

(2 minutes)

8.5: The Major Elements of an Organization Is It Time to Tear Up the Organizational Chart?

ONLINE ARTICLE

with Supplemental Activity How to Grow Your Business Through Delegation

ONLINE VIDEO

with Supplemental Activity

(4 minutes)

Major Organizational Elements

Connect® Click and Drag Exercise

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

8.6: Basic Types of Organizational Structures The Workplace of the Future: Holacracy

ONLINE ARTICLE ONLINE VIDEO

with Supplemental Activity Whole Foods Boss Calls Himself a “Pusher Leader”

ONLINE ARTICLE

with Supplemental Activity Organizational Design— Traditional Structures

Connect® Click and Drag Exercise

Freshii Restaurant

Connect® Video Case

with Supplemental Activity Designing an Organization

Group Exercise

8.7: Contingency Design: Factors in Creating the Best Structure Why Microsoft CEO Satya Nadella Is Tearing Up the Windows Business

ONLINE ARTICLE

with Supplemental Activity Assessing Your Organizational Structure Preference

Self-Assessment

with Self-Assessment Activity Mechanistic vs. Organic Structure

Connect® Click and Drag Exercise

Establishing Organizational Culture and Structure

Group Exercise

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

8.8: Career Corner: Managing Your Career Readiness Even If Your New Job Is a Bad Fit, Don’t Quit

ONLINE ARTICLE

with Supplemental Activity Understanding the Business

Connect® Click and Drag Exercise CAREER READINESS

Becoming More Adaptable

Connect® Click and Drag Exercise CAREER READINESS

Building the Competency of SelfAwareness

Career Corner Group Exercise CAREER READINESS

CAN BE USED ONLINE

Comprehensive Materials Wells Fargo’s Sales Culture Fails the Company

Textbook Management in Action Case

Should Socializing Outside Work Hours Be Mandatory?

Textbook Legal/Ethical Challenge Case

Uber Case: Organizational Culture & Structure

Uber Continuing Case

Organizational Structure: Merging Corporate Differences

Manager’s Hot Seat Video

Organizational Culture: Churning Out a New Culture

Manager’s Hot Seat Video

Org. Culture: Side effects include harassment and bullying

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization Please note Harvard Business Review articles are subscription-based or accessible via hbsp.harvard.edu as examination copy. Also note that resources like The Wall Street Journal will require a paid subscription.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

OVERVIEW OF THE CHAPTER

8.1

Aligning Strategy, Culture, and Structure Managers must determine organizational culture and structure to implement a particular strategy. Organizational culture, sometimes called corporate culture, consists of the set of shared, taken-for-granted implicit assumptions that a group holds in the workplace. Organizational structure describes who reports to whom and who does what.

8.2

What Kind of Organizational Culture Will You Be Operating In? Organizational culture appears as three layers: observable artifacts, espoused values, and basic assumptions. According to the competing values framework, there are four types of cultures defined by their preference for flexibility and their orientation toward their internal or external environments. Clan cultures value flexibility and have an internal focus. Adhocracy cultures value flexibility and have an external focus. Market cultures value stability and have an external focus. Hierarchy cultures value stability and have an internal focus. Culture is transmitted to employees in symbols, stories, heroes, rites and rituals, and organizational socialization. Person-organization (PO) fit reflects the extent to which one’s personality and values match the climate and culture in an organization.

8.3

The Process of Culture Change Changing organizational culture involves a process in which members instruct each other about the organization’s preferred values, beliefs, expectations, and behaviors. There are 12 ways a culture becomes established in an organization: formal statements; slogans and sayings; rites and rituals; stories, legends and myths; leader reactions to crises; role modeling, training and coaching; physical design; rewards, titles, promotions and bonuses; organizational goals and performance criteria; measurable and controllable activities; organizational structure; and organizational systems and procedures. Changes to any of these mechanisms can foster culture change.

8.4

Organizational Structure For-profit, nonprofit, and mutual-benefit organizations have different purposes for which they are formed. An organizational chart is a box-and-lines illustration showing the formal lines of authority and the organization’s official positions or work specializations. The vertical hierarchy identifies who reports to whom. The horizontal specialization identifies who specializes in what work.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

8.5

The Major Elements of an Organization There are seven basic elements or features of an organization. First, there is a common purpose, which unifies members with an understanding of the organization’s reason for being. Second, there is coordinated effort with people working together for the common purpose. A third element is the division of labor with work being specialized for greater efficiency. The hierarchy of authority ensures that the right people do the right things at the right time. Organizations will have a span of control, either narrow or wide, which determines the number of people reporting directly to a given manager. Through delegation, organizations determine authority and responsibility, distributed to line and staff positions. Finally, organizations must determine centralization versus decentralization of authority.

8.6

Basic Types of Organizational Structures There are three broad categories of organizational structures: traditional, horizontal, and designs that open boundaries. Traditional designs include simple structures, which are used by small organizations that don’t require much work specialization; functional structures, in which work is divided according to function; divisional structures, in which work is divided according to product or customer type or location; and matrix structures, which combine functional and divisional chains of command. In a horizontal structure, teams or workgroups are created to improve collaboration and work on common projects. Open designs bring together members, linked by information technology, to collaborate on common tasks. Organizations defined by an open approach have hollow, modular, or virtual structures. Hollow organizations outsource functions; modular organizations outsource the production of a product’s components; and virtual organizations have geographically dispersed members but appear to customers as a single, unified organization with a real physical location.

8.7

Contingency Design: Factors in Creating the Best Structure The process of fitting the organization to its environment is called contingency design. Mechanistic organizations are rigid bureaucracies with strict rules, narrowly defined tasks, and top-down communication. Organic organizations have decentralized authority, fewer rules, and revolve around networks of employees. With differentiation, parts of the organization disperse and fragment, while with integration, specialists work together to achieve a common goal. A company’s organizational culture and organizational structure should be aligned with its vision and strategies.

8.8

Career Corner: Managing Your Career Readiness Improving one’s ability to assess an organization’s internal context is important. Two career readiness competencies that can assist in this are understanding the business and personal adaptability.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

CLASSROOM OUTLINE Manage U: How to Get Noticed in a New Job: Fitting into an Organization’s Culture in the First 60 Days It is important to stand out when you begin a new job. This toolbox provides advice for things to do in the first 60 days of new employment. First, you should strive to make a positive first impression by demonstrating an energetic attitude. You should arrive early and stay late to observe how people behave. You should get to know people, including receptionists, mailroom clerks, and office managers—people who can help you learn the ropes. You want to make it easy for others to give you feedback, and it is optimal to have a 30-day performance review session with your boss. Finally, it is important to over deliver prior to your first official performance review session. You can do this by doing more than what is asked of you. Possible Topics for Discussion: ● How does the foregoing advice square with your past experiences in starting a new job? Are there things you wish you could have done differently? Typically, students will focus on how their actions reflected the advice above. This is a good place to emphasize the value of learning from the past, and to encourage students to think of at least one way in which they could be more effective at this early culture-fit work in their next position. It is also worth pointing out that the behaviors in the advice above are appropriate in any healthy organizational culture, but that the way in which people display these behaviors may need to vary, depending on the organization. For example, in competitive organizational cultures, it is expected that new employees will publicize their achievements, whereas in a more clan-oriented culture, this could be viewed as inappropriate. ● Describe a time when you made a bad first impression with someone at work. How did you or could you work to overcome that first impression? While first impressions are lasting, they are not impossible to overcome. Encourage students to think about different ways to overcome a poor first impression, and in particular, to think about how to decide whether to say something directly to the other person, or whether to just make a better impression through actions. (If needed, emphasize that the actions are always necessary; words in addition to actions may be helpful in some cases.) ● Discuss ways that you could strive to be more open to feedback. Emphasize to students the value of critical/developmental feedback, as a means of learning and improving. Ask them to think about what they might do to solicit developmental feedback; one simple approach is to ask co-workers or supervisors, “What could I be doing better?”

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

8.1 Aligning Strategy, Culture, and Structure POWERPOINT SLIDES: #3 How to Stand Out in a New Job: Fitting into an Organization’s Culture in the First 60 Days #4 Organizational Culture: The Shared Assumptions That Affect How Work Gets Done #5 Drivers and Flow of Organizational Culture #6 Organizational Structure: Who Reports to Whom and Who Does What Section 8.1 begins the discussion on organizing, the second of the four functions in the management process. Organizational culture consists of the set of shared, taken-for-granted implicit assumptions that a group holds in the workplace. Organizational structure describes who reports to whom and who does what. Managers need to align the organization’s vision and strategies with its organizational culture and organizational structure. ONLINE One way that you could begin your coverage of these topics is to have the students read the ARTICLE Harvard Business Review article “The Leader’s Guide to Corporate Culture” In this article by Boris Groysberg, Jeremiah Lee, Jesse Price, and J. Yo-Jed Cheng, the authors discuss the impact that culture has on company growth, and emphasizes the importance of leaders purposefully ONLINE establishing corporate culture. A good follow-up is a short video interview by Aileron with VIDEO Forbes contributor Wes Gipe, the founder of Agil IT.

For an introductory activity, you could have students divide into small groups and assign each group a type of company (e.g., software developer, consumer goods manufacturer, commercial bank), or if you prefer, specific companies. Ask students to briefly consider what is important for success in their assigned industry (or company), and how that might influence the type of culture that is desirable in the industry (or company). Allow students to discuss for 3 to 4 minutes, and then ask several groups assigned different industries to briefly summarize their recommended cultures. Note the differences among groups, and encourage students to identify how their recommended cultures relate to each industry’s (or company’s) strategy. Finally, ask students what they think might happen to a firm that did not successfully develop a culture that was aligned with its strategy (e.g., a start-up software firm with a highly formal, hierarchical culture). Topics and Tips for Discussion: 1. One saying in management is that “culture eats strategy for breakfast.” Discuss what the statement means and the implications of it. As noted in the aforementioned Groysberg, et al. article, the saying “culture eats strategy for breakfast” refers to the fact that leaders must purposefully and explicitly act to establish and develop organizational culture over time. Those who do not take care of culture risk having their strategies for growth derailed by problems such as a lack of focus on company values, or demotivated employees. 2. Discuss the advantages and disadvantages of using websites such as Glassdoor to try to learn about an organization’s culture. 8-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

One advantage of sites such as Glassdoor is that they are more likely to provide evidence of enacted values of the company which may not be reflected in the espoused values demonstrated in company artifacts such as mission statements and recruiting materials. On the other hand, sites such as Glassdoor often reflect relatively extreme views, with reviewers often the most disenchanted and the most enamored of the firm. Students should view these employer-review sites as one source of data that should be viewed in combination with other sources such as company information and media coverage of the company. 3. Discuss how the managerial challenges discussed in Chapter 1 are likely to impact organizational structure and organizational culture. Many of these challenges address substantial changes in the external environment, such as technological changes, increasing demographic diversity and globalization, and increased focus on environmental sustainability. These environmental factors (along with the need to continually compete, as noted in Challenge #1) are typically major drivers of corporate strategy. As such, these challenges are also likely to influence organizational structure and culture, as the firm’s strategy shifts to meet new strategic imperatives. Section 8.1 Key Concepts: Organizational Culture: The Shared Assumptions That Affect How Work Gets Done ● To implement a particular strategy, managers must determine the right kind of (1) organizational culture and (2) organizational structure. ● Organizational culture, sometimes called corporate culture, is the set of shared, takenfor-granted implicit assumptions that a group holds and that determines how it perceives, thinks about, and reacts to its various environments. ● An organization has a “personality,” and that is its culture. ● The culture helps employees understand why the organization does what it does and how it intends to accomplish its long-term goals. ● Culture can vary considerably, and the elements that drive an organization’s culture can vary. ● Culture can have both positive and negative effects on employees and overall corporate performance. Organizational Structure: Who Reports to Whom and Who Does What ● Organizational structure is a formal system of task and reporting relationships that coordinates and motivates an organization’s members so that they can work together to achieve the organization’s goals. ● Organizational structure is concerned with who reports to whom and who specializes in what work. ● As shown in Figure 8.1, managers need to align the organization’s vision and strategies with its organizational culture and organizational structure. 8-12 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

Interactive Classroom Material: EXAMPLE: How Strategy Affects Culture and Culture Affects Structure: Cleveland Clinic Refocuses Its Continuous Improvement Strategy. Rather than having specified managers check statistical measures of performance once or twice a year, Cleveland Clinic implemented a continuous improvement strategy to improve patient care and satisfaction as well as staff morale and satisfaction. Utilizing both departmental and crossfunctional teams it has strengthened care and reduced wait times while reducing departmental costs and improving teamwork and communication. Click for follow-up activity.

Connect® Exercise CLICK AND DRAG: Drivers and Flow of Organizational Culture Summary of Activity: In this Click and Drag Exercise, students will match specific drivers and flow of organizational culture with their correct descriptions.

Interactive Classroom Material: CASE ANALYSIS: W.L. Gore's Culture Promotes Employee Satisfaction, Innovation, and Retention Summary of Activity: This video case portrays W.L. Gore, an American multinational manufacturing company specializing in products derived from fluoropolymers. The video describes how Gore’s culture has led to high levels of employee satisfaction, innovation and retention. Follow-Up Activity: Instructor should open the floor to students to discuss organizational culture. Students should be encouraged to share from their own experiences. Instructor can also ask students about some examples of what W.L. Gore is doing to promote employee satisfaction, innovation, and retention. Specifically, are these aligned with its organizational mission and vision? More information can be found out about W.L. Gore’s story and culture here: https://www.gore.com/about. Instructors may want to visit this site during class and show students. In online classes, the link can be provided with some further instructions on where to look (e.g. The Gore Story, Company Culture, etc.)

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

8.2 What Kind of Organizational Culture Will You Be Operating In? How do I find out about an organization’s “social glue,” its normal way of doing business?

POWERPOINT SLIDES: 6-14 #7 Three levels of Organizational Culture #8 and #9 Four Types of Organizational Culture #10 Competing Values Framework #12 Question #13 The Importance of Culture #14 The Results Revealed #15 What Does It Mean to “Fit” Anticipating a Job Interview Section 8.2 discusses the layers of organizational culture, the four types of organizational cultures and how culture is transmitted. Organizational culture appears as three layers: observable artifacts, espoused values, and basic assumptions. The four types of organization culture are: clan, adhocracy, market, and hierarchy. Culture is transmitted to employees in symbols, stories, heroes, rites and rituals, and organizational socialization. One way that you could begin your coverage of these topics is to have the students watch the Harvard Business Review video “The Ripple Effect of a Great Work Culture.” In this 3-minute video, René Carayol profiles how the Beverly Wilshire implements a customers-first mentality. For a supplemental activity, have the students describe the culture of the Beverly Wilshire and identify how they would classify it on the competing values framework. If time allows, ask students to speculate about the culture of the London hotel that Carayol mentions at the end of the video: where might it fall within the competing values framework?

ONLINE VIDEO

The intensely customer-centric experience that Carayol describes at the Beverly Wilshire suggests that the hotel exhibits a mix of types from the competing-values framework, as noted in the text. It is this mix that creates competitive advantage. For example, it appears that the hotel has a very strong customer focus (suggesting that it falls on the “external” dimension of the framework), and yet it has elements of both stability (the consistency of the customer focus) and flexibility (the empowerment of employees to go above and beyond normal protocols to ensure customer satisfaction). These observations suggest that the hotel’s culture may be a hybrid of adhocracy and market cultures. Furthermore, it is likely that the hotel invests significantly in the development of its employees’ capabilities and loyalty, which also suggests elements of a clan culture. Again, it is the combination of these cultural elements that yields competitive value for the Beverly Wilshire, and for firms in general. You can also ask students to read the short Fast Company article “HubSpot Reveals the Mind Tricks It Uses to See If You’re Right for a Job.” Ask students to discuss how the featured HubSpot managers use interviews to ensure new employees help maintain the company’s 8-14 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

culture. If time allows, follow up by asking whether there might be downsides or unanticipated disadvantages to some of these interview approaches. As discussed in the article, the HubSpot managers value the extent to which interviewees fit with the corporate culture of “HEART” (representing the espoused values of humble, effective, adaptable, remarkable and transparent) above almost all else. Managers structure their interviews to give candidates a chance to demonstrate (or not) their own adherence to these espoused values. For example, David Cancel’s approach with the cup of water is a way to assess the candidate’s humility. One potential disadvantage of this interview approach is that it could result in hires of people who fit well with the organization’s culture but are less prepared to do the job itself. It’s important to assess both fit with the technical requirements of the job and fit with the culture (and values) of the organization. Topics and Tips for Discussion: 1. Of the four culture types (i.e., clan, adhocracy, hierarchy, and market), identify which one you would find the most motivating and explain why. (As with the Beverly Wilshire), is there a particular combination of the culture types that you would find particularly effective in motivating you to excel? Encourage students to explain their answers about their preferred culture(s). You might want to take a poll to determine how many students prefer a combination of two or more cultures, versus a single culture. Close by emphasizing the importance of fitting into the culture, and remind students that they should think about the extent to which they are motivated by an organization’s culture as they decide where they want to work. (The following question can be used to follow up on this point.) 2. Discuss ways to learn about an organization’s culture prior to a job interview or before accepting a new job. It is important to do “culture detective” work as part of deciding where to work. A first step is to look at available artifacts of culture, such as company documents. If possible, find out information about internal artifacts such as the dress code and office layout. Talk to current or former employees about the organization’s culture. As you examine these different artifacts of culture, think critically about whether they represent enacted values at the company, or whether they are merely indicators of espoused values, and not fully enacted. For example, a company may have a mission statement that states that it values teamwork and collaboration. Is there evidence that this actually happens in the company, or is this simply an aspirational (espoused) value? 3. Provide examples of how the organizational culture is transmitted at your organization or at a previous one. Organizational culture is transmitted via symbols, stories (including those about heroes), rites and rituals transmit culture in their past or present organization. Additionally, organizational socialization can include processes such as employee onboarding, training sessions and company social events. 8-15 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

Section 8.2 Key Concepts: Levels of Organizational Culture ● Level 1: Observable Artifacts o Observable artifacts are the most visible physical manifestations of culture. o Observable artifacts include manner of dress, awards, myths and stories about the company, rituals, ceremonies and visible behavior exhibited by managers and employees. ● Level 2: Espoused Values o Espoused values are the explicitly stated values and norms preferred by an organization. o These may be put forth by the firm’s founder or top management. o Employees are frequently more influenced by the enacted values, which represent the values and norms actually exhibited in the organization. ● Level 3: Basic Assumptions o Basic assumptions, which are not observable, represent the core beliefs that employees have about their organization. o These are taken for granted and are difficult to change. The Competing Values Framework ● The competing values framework (CVF) provides a practical way for managers to understand, measure, and change organizational culture. ● The CVF indicates that organizations vary along two fundamental dimensions or axes: o The first dimension is the extent to which an organization focuses its attention and efforts on internal dynamics and employees or outward toward its external environment and its customers and shareholders. o The second dimension is the organization’s preference for flexibility and discretion or control and stability. ● Combining these two axes creates four types of organizational cultures that are based on different core values: clan, adhocracy, hierarchy and market. ● Figure 8.2 shows the strategic thrust associated with each of the four cultural types along with the means used to accomplish this thrust and the resulting ends or goals pursued by each cultural type. ● Organizations can possess characteristics associated with each culture type but they tend to have one type of culture that is more dominant than the others. Types of Organizational Culture ● Clan Culture 8-16 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

o Clan culture: a culture that has an internal focus and values flexibility rather than stability and control. o Like a family-type organization, it encourages collaboration among employees, striving to encourage cohesion through consensus and job satisfaction and to increase commitment through employee involvement. o Clan organizations devote considerable resources to hiring and developing their employees, and they view customers as partners. ● Adhocracy Culture o Adhocracy culture: a culture that has an external focus and values flexibility. o Adhocracy cultures foster the creation of new products and services by being adaptable, creative, and fast to respond to changes in the marketplace. o Adhocracy cultures encourage employees to take risks and to experiment with new ways of getting things done. o These are well-suited for start-up companies, those in industries with constant change, and those in mature industries that need innovation to enhance growth. ● Market Culture o Market culture: a culture that has a strong external focus and values stability and control. o Market cultures are driven by competition and a strong desire to deliver results and accomplish goals. o Customers and profits take precedence over employee development and satisfaction. ● Hierarchy Culture o Hierarchy culture: a culture that has an internal focus and values stability and control over flexibility. o Companies with this kind of culture are apt to have a formalized, structured work environment aimed at achieving effectiveness through a variety of control mechanisms that measure efficiency, timeliness, and reliability in the creation and delivery of products. Interactive Classroom Material: CLICK AND DRAG: Four Types of Organizational Cultures Summary of Activity: Organizational culture, sometimes called corporate culture, is a system of shared beliefs and values that develops within an organization and guides the behavior of its members. In this Click and Drag Exercise, students will match the different employees of fictitious organizations with their proper organizational culture type. 8-17 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

SELF-ASSESSMENT 8.1 What Is the Organizational Culture at My Current Employer? This 16-question Self-Assessment addresses students’ perception of the culture at their current or former employer. If he or she is not employed, the student may consider university experiences. Questions on relationships, creativity and rules in the workplace are presented. Click for follow-up activity. How Employees Learn Culture ● A symbol is an object, act, quality, or event that conveys meaning to others. ● A story is a narrative based on true events which is repeated—and sometimes embellished upon—to emphasize a particular value; stories are oral histories that are told and retold by members about incidents in the organization’s history. ● A hero is a person whose accomplishments embody the values of the organization. ● Rites and rituals are the activities and ceremonies, planned and unplanned, that celebrate important occasions and accomplishments in the organization’s life. ● Organizational socialization is defined as the process by which people learn the values, norms, and required behaviors that permit them to participate as members of an organization. o Converting from an outsider into an organizational insider may take weeks or even years and this socialization occurs in three phases: anticipatory socialization, encounter and change, and acquisition phase. o Anticipatory socialization occurs before an individual actually joins an organization, when people learn what the organization’s job needs and values are and how their own needs, values, and skills might fit in. o The encounter phase takes place when a person is first hired and comes to learn what the organization is like and how to adjust his or her expectations. o The change and acquisition phase comes about once the employee understands his or her work role and now must master the necessary skills and tasks and learn to adjust to the work group’s values and norms. Interactive Classroom Material: CLICK AND DRAG: The Organizational Socialization Process Summary of Activity:

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

In this Click and Drag Exercise, students will match the different parts of the organizational socialization process with its correct definitions. The Importance of Culture ● Culture can powerfully shape an organization’s long-term success by enhancing its competitive advantage. ● Figure 8.3 shows what organizational benefits are associated with what organizational cultures. ● Research on the importance of culture shows that: o An organization’s culture matters and it can be a source of competitive advantage. o Employees have more positive work attitudes when working in organizations with clan cultures. o Clan and market cultures are more likely to deliver higher customer satisfaction and market share. o Operational outcomes, quality, and innovation are more strongly related to clan, adhocracy, and market cultures than to hierarchical ones. o An organization’s financial performance (profit and revenue growth) is not strongly related to organizational culture. o Companies with market cultures tend to have more positive organizational outcomes. What Does It Mean to “Fit”? ● Person-organization (PO) fit reflects the extent to which your personality and values match the climate and culture in an organization. ● A good fit of this kind is important because it is associated with more positive work attitudes and task performance, lower stress, and fewer expressions of intention to quit. ● How well an applicant will fit in with the institution’s organizational culture is considered a high priority by many interviewers.

8.3 The Process of Culture Change What can be done to an organization’s culture to increase its economic performance?

POWERPOINT SLIDES: 15-16 #16 and #17 A Dozen Ways to Change Organizational Culture Section 8.3 discusses the 12 ways in which a culture becomes established in an organization. These include formal statements; slogans and sayings; rites and rituals; stories, legends and 8-19 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

myths; leader reactions to crises; role modeling, training and coaching; physical design; rewards, titles, promotions and bonuses; organizational goals and performance criteria; measurable and controllable activities; organizational structure; and organizational systems and procedures. One way that you could begin your coverage of these topics is to profile the organizational culture at Costco. You could ask the students to read the MIT Sloan blog post “How Costco’s Obsession With Culture Drove Success,” which gives an summary of Costco founder James Sinegal’s visit to an MIT class on service management. You could also ask them to watch the video “Costco Culture.” For a supplemental activity, you could have the students describe the culture of Costco, and discuss the mechanisms that the firm uses to embed its culture. Using the Competing-Values Framework, Costco’s culture could be described primarily as a clan culture, in which heavy emphasis is put on the way employees are treated and development of a “family” atmosphere. This employee-centered approach gives Costco a competitive advantage with its customers, who know that Costco’s low prices do not come at the expense of employees, and who also receive consistently high-quality customer service. The article and video give clues about the mechanisms Costco uses to embed its culture including stories (e.g., the story about the Calvin Klein jeans pricing in the article), and the use of metrics (e.g., the fact that metrics are important, but that employees are also encouraged to take time off and ensure some work-life balance). Topics and Tips for Discussion: 1. Select at least four of the ways to change organizational culture listed in Section 8.3 and provide an example of how each mechanism has been used by your company (or a previous one) to embed its own culture in the organization. Encourage students to fully detail what their chosen mechanisms have actually communicated, and which values they have embedded. Ask students to think about the effectiveness of each mechanisms: do some feel more authentic or have more impact than others? 2. Consider the classroom layout and physical design at your academic institution. What do they suggest about the organizational culture at your school? Classroom layout can include the placement of desks or tables and chairs relative to the instructor’s position in the classroom, and relative to each other. Outside the classroom, physical design may include the placement of faculty and administrative offices, degree to which there is intermingling of academic departments, overall layout of the campus, etc. Encourage students to view these features as potential clues about the organizational culture of the institution, and ask them whether they find these clues consistently throughout the institution, or just within a specific classroom. For example, a classroom layout that organizes students into teams or learning pods may be indicative of a collaborative culture within the university, if this layout is found in many classrooms. If not consistent across classrooms, it may just be an artifact related to the values of a particular professor. Remind students that consistency matters in companies too; it is important to determine whether a particular artifact of culture represents the entire company’s values, or simply those of a specific manager or department. 8-20 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

3. Have you ever had a job where you felt like you did not fit with the organization’s culture? If so, describe the factors that contributed to this lack of fit. If not, in what ways is (or was) your current or most recent position the right fit? This is a good question to use to emphasize the importance of organizational culture. To the extent that someone perceives that they do not “fit in” with the organization’s culture, they are prone to lower engagement, job satisfaction and performance overall. Thus, culture and cultural fit have real, economic implications for both employers and employees. Section 8.3 Key Concepts: The Process of Culture Change ● Changing organizational culture is a teaching process in which organizational members teach each other about the organization’s preferred values, beliefs, expectations, and behaviors. ● This process is accomplished by using one or more of the following mechanisms: o Formal statements: Organizations can imbed a preferred culture through formal statements made about organizational philosophy, mission, vision and values, as well as materials used for recruiting, selecting and socializing employees. o Slogans and sayings: The desirable corporate culture can be expressed in language, slogans, sayings, and acronyms. o Rites and rituals: Planned and unplanned activities and ceremonies that are used to celebrate important events or achievements can imbed a culture. o Stories, legends, and myths: A story is a narrative about an actual event that happened within the organization that helps to symbolize its vision and values to employees. o Leader reactions to crises: How top leaders respond to critical incidents and organizational crises sends a clear cultural message. o Role modeling, training, and coaching: Structured training can provide an indepth introduction to organizational values. o Physical design: An organization’s office layout can send a strong message about a firm’s culture. o Rewards, titles, promotions, and bonuses: What an organization rewards is one of the strongest ways to embed organizational culture. o Organizational goals and performance criteria: Many organizations establish organizational goals and criteria for recruiting, selecting, developing, promoting, dismissing, and retiring people, all of which reinforce the culture. o Measurable and controllable activities: An organization’s leaders can pay attention to, measure and control activities, processes or outcomes that can foster a certain culture. 8-21 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

o Organizational structure: The hierarchical structure found in most traditional organizations is more likely to reinforce a culture oriented toward control and authority. o Organizational systems and procedures: Companies are increasingly using electronic networks to increase collaboration among employees along with innovation, quality, and efficiency. Interactive Classroom Material: CLICK AND DRAG: The Process of Culture Change Summary of Activity: In this Click and Drag Exercise, students will match the different mechanisms of organizational culture change with their correct descriptions. Person-Organization Fit ● PO fit reflects the extent to which your personality and values match the climate and culture in an organization. ● Employees’ PO fit matters because it links to their work attitudes and performance.

SELF-ASSESSMENT 8.2 Assessing Your Preferred Type of Organizational Culture This 16-question Self-Assessment asks about the students’ preferred type of organizational culture (clan, adhocracy, market, or hierarchy) at their current or former employer. If he or she is not employed, the student may consider university experiences. Questions on relationships, creativity and rules in the workplace are presented. Click for follow-up activity.

8.4 Organizational Structure POWERPOINT SLIDES: #18 The Organization: Three Types #19 Question #20 The Organization Chart

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

Section 8.4 covers the organizational structure of the three types of organizations: for-profit, nonprofit, and mutual-benefit. The structure may be expressed vertically or horizontally on an organization chart. To start, you could have students watch the 2-minute video “Google Makes Alpha Bet on New Company Structure.” The video is a news report covering Google’s announcement of its 2015 corporate restructuring (which is covered in more detail in Section 8.6 of the textbook). Ask students to discuss why Google apparently decided that changing its organizational structure could add value to the company. Organizational structure is not only about influencing employee behavior. In the case of Google, the company was concerned that its newer, more speculative businesses were beginning to confuse investors, and that the relatively high R&D cost related to these businesses were dampening the reported margins of the highly profitable Internet businesses. Restructuring the organization in this case was important to clarify Google’s fundamental profitability to its investors. Topics and Tips for Discussion: 1. Discuss the ways in which for-profit, nonprofit, and mutual-benefit organizations differ. For-profit organizations are formed to make profits from the sale of products or services. Nonprofits organizations provide services, often to a specific type of client (e.g., children, cancer survivors, etc.). Nonprofit organizations do not distribute excess profits to shareholders; rather, they use any financial surpluses to further develop their charitable aims. Mutual-benefit organizations are voluntary collectives (such as trade unions or trade associations) which are formed strictly for the benefit of the organization’s members. 2. Discuss the value of creating an organizational chart. An organizational chart provides a useful way to visualize an organization’s structure without lengthy description. (As a thought experiment, ask students to think about what it would take to describe the structure of an organization without using an organizational chart.) Additionally, organizational charts provide insight into two dimensions of the organization: the hierarchy of authority and the horizontal specialization of the firm. 3. Locate the organizational chart for your company or one for which you would like to work after graduation. Describe what you can learn from this chart about the firm’s vertical hierarchy of authority and the horizontal specialization of the firm. The vertical hierarchy of authority in an organizational chart clarifies both who reports to whom within an organization as well as the official communication network, that is, who talks to whom for formal approvals, etc. The horizontal specialization indicates how the organization chooses to divide up tasks, and who performs which tasks. It can also be interesting to have students compare organizational charts for different firms, to see the contrast in hierarchy of authority and horizontal specialization between different firms. 8-23 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

Section 8.4 Key Concepts: Types of Organizations ● An organization is a system of consciously coordinated activities or forces of two or more people. ● The three types of organizations are classified according to the different purposes for which they are formed. o For-profit organizations are formed to make money, or profits, by offering products or services. o Nonprofit organizations are formed to offer services to some clients, not make a profit. o Mutual-benefit organizations are voluntary collectives whose purpose is to advance members’ interests. Organization Charts ● An organization chart is a box-and-lines illustration showing the formal lines of authority and the organization’s official positions or work specializations. ● Vertical Hierarchy of Authority o The vertical hierarchy identifies who reports to whom. o It is the chain of command that can be seen by looking up and down an organization chart. o A formal vertical hierarchy also shows the official communication network—who talks to whom. ● Horizontal Specialization o The horizontal specialization identifies who specializes in what work. o It shows the different jobs or work specialization that can be seen by looking to the left and right on the line of an organization chart.

8.5 The Major Elements of an Organization POWERPOINT SLIDES: #21 and #22 Common Elements of Organizations #23 Line Positions and Staff Positions Section 8.5 discusses the seven basic elements or features of an organization. These include common purpose; coordinated effort; division of labor; hierarchy of authority; span of control; authority, responsibility, and delegation; and centralization versus decentralization of authority. 8-24 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

One way that you could begin your coverage of these topics is to have the students read the HR Magazine article “Is It Time to Tear Up the Organizational Chart?” from the March 2016 issue. This article profiles some of the downsides of removing formal organizational structures. For a supplemental activity, you can have the students discuss the tradeoffs that organizations make in choosing different types of organizational structures such as centralization versus decentralization, or tall versus flat hierarchy. The process of choosing a specific organizational structure will be covered in Section 8.7. However, it is worth discussing here the tradeoffs inherent in most dimensions of organizational design. Many of these tradeoffs can be discussed in terms of trading off flexibility and speed versus control and standardization. For example, a highly decentralized organization can often move more nimbly (with decision-making authority located lower in the organization), and yet, highly decentralized organizations also risk the loss of control, and cannot reap the benefits of standardization (such as large-scale, organization-wide purchasing of supplies). In order to focus students more closely on the activity of managerial delegation, you could have students watch the video “How to Grow Your Business Through Delegation.” In this 4-minute video, Patricia Tsai, owner of ChocoVivo, discusses what it took for her to start and grow her business. For a supplemental activity, ask the students what made it difficult for Tsai to begin delegating some of her workload to her employees. Like many company founders, Tsai reports that she had to learn how to delegate in order to scale (or grow) the business: “At first, I thought I could do everything myself…but the reality is, I needed to depend on people.” Many founders struggle to ‘let go’ of the reins of all aspects of the business that they have built, but all eventually realize that increased delegation is a necessary part of organizational growth. Topics and Tips for Discussion: 1. Describe what being a “flat organization” means for the company’s organizational structure. A flat organization is defined as one with an organizational structure with few or no levels of middle management between top managers and those working at the lowest levels of the organizational hierarchy. Often (though not always), flat organizations are more decentralized than taller, more hierarchical organizations. 2. Describe the span of control at your company or a previous one. Is this the appropriate span for this company? Defend your point of view. Again here, it can be useful to have students discuss the tradeoffs that their chosen company most likely made (whether implicitly or explicitly) as it developed to its current span of control. For example, wider span of control typically gives lower-level employees more autonomy (as they are subject to less supervision), which can be motivating. On the other hand, because managers supervise more people, there are fewer opportunities for one-on-one employee coaching and development. Ask students to consider what the tradeoffs might have been for their company (and for themselves personally), and 8-25 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

whether they believe the benefits of the company’s span of control outweigh the downsides. 3. Describe the advantages and disadvantages of centralized authority versus decentralized authority. Centralized authority is typically associated with higher levels of control and ability to standardize products and processes, whereas decentralized authority is typically associated with increased speed and flexibility. For example, a highly decentralized organization can often make decisions more quickly and encourages managers to solve their own problems. Yet, this decentralized organization may also have less control over the use of its resources and over product or service quality, and runs the risk of duplicating effort across different parts of the organization. Section 8.5 Key Concepts: Common Elements of Organization Proposed by Edgar Schein ● Organizational psychologist Edgar Schein proposed the four common elements of (1) common purpose, (2) coordinated effort, (3) division of labor, and (4) hierarchy of authority. ● The common purpose unifies employees or members and gives everyone an understanding of the organization’s reason for being. ● The common purpose is realized through coordinated effort, the coordination of individual efforts into a group or organizational-wide effort. ● Division of labor, also known as work specialization, is the arrangement of having discrete parts of a task done by different people, resulting in greater efficiency. ● The hierarchy of authority, or chain of command, is a control mechanism for making sure the right people do the right things at the right time. o If coordinated effort is to be achieved, some people need to have more authority, or the right to direct the work of others. o A flat organization is defined as one with an organizational structure with few or no levels of middle management between top managers and those reporting to them. o Although less true today, a principle stressed by early management scholars was that of unity of command, in which an employee should report to no more than one manager in order to avoid conflicting priorities. Other Common Elements of Organizations ● In addition to Schein’s four common elements, three others that most authorities agree on are: span of control; authority, responsibility, and delegation; and centralization versus decentralization of authority. ● Span of Control 8-26 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

o The span of control, or span of management, refers to the number of people reporting directly to a given manager. ▪

A narrow span of control means a manager has a limited number of people reporting; an organization is said to be tall when there are many levels with narrow spans of control.

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A wide span means a manager has several people reporting; an organization is said to be flat when there are only a few levels with wide spans of control.

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Managers need to use a narrow span of control when they must be closely involved with their subordinates.

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First-line supervisors directing subordinates with similar work tasks may have a wide span of control.

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The recent trend is toward wide spans and greater worker autonomy in decision making.

● Authority, Responsibility, and Delegation o Authority refers to the rights inherent in a managerial position to make decisions, give orders, and utilize resources. ▪

Authority is distinguished from power, which is the extent to which a person is able to influence others so they respond to orders.

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Authority means accountability—managers must report and justify work results to the managers above them.

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Being accountable means you have the responsibility for performing assigned tasks.

o With more authority comes more responsibility, the obligation you have to perform the tasks assigned to you. ▪

If managers are given too much authority and not enough responsibility, they may become abusive to subordinates and capricious in exerting authority.

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Conversely, managers may not be given enough authority, so the job becomes difficult.

o Delegation is the process of assigning managerial authority and responsibility to managers and employees lower in the hierarchy. ▪

Delegation is a necessary part of managing, but it is difficult for some managers to do.

o An organization chart distinguishes between line positions (indicated on a chart by a solid line) and staff positions (indicated on a chart by a dotted line). ▪

Line managers have authority to make decisions and usually have people reporting to them. 8-27

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

▪

Staff personnel have advisory functions; they provide advice, recommendations, and research to line managers.

Interactive Classroom Material: CLICK AND DRAG: Major Organizational Elements Summary of Activity: What comprises the list of the elements or features of an organization is not universally agreed upon. Edgar Schein, a well-known organizational psychologist, identified four elements, and the textbook also describes three additional elements that most researchers agree upon. In this Click and Drag Exercise, students will match major organizational elements with their correct descriptions.

Interactive Classroom Material: PRACTICAL ACTION: How to Delegate Effectively How do you decide when to delegate and when not to? Here are some guidelines: 1) Delegate routine and technical matters; 2) Delegate tasks that help your subordinates grow; 3) Don’t delegate confidential and personnel matters; 4) Don’t delegate emergencies; 5) Don’t delegate special tasks that your boss asked you to do—unless you have his or her permission; and 6) Match the tasks delegated to your subordinates’ skills and abilities. Click for follow-up activity. ▪

Centralization versus Decentralization o With centralized authority, important decisions are made by higher-level managers. ▪

Nearly all organizations have at least some authority concentrated at the top of the hierarchy.

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An advantage in using centralized authority is that there is less duplication of work because fewer employees perform the same task.

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Another advantage is that procedures are uniform and easier to control.

o With decentralized authority, important decisions are made by middle-level and supervisory-level managers. ▪

Power is delegated throughout the organization.

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An advantage is that managers are encouraged to solve their own problems.

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Decisions are made more quickly, which increases the organization’s flexibility and efficiency. 8-28

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

8.6 Basic Types of Organizational Structures POWERPOINT SLIDES: #24 Basic Types of Organizational Structures: Simple Structure #25 Basic Types of Organizational Structures: Functional Structure #26 Basic Types of Organizational Structures: Divisional Structure #27 Basic Types of Organizational Structures: Matrix Structure #28 Basic Types of Organizational Structures: The Horizontal Design #29 Basic Types of Organizational Structures: The Hollow or Network Structure #30 Basic Types of Organizational Structures: The Modular Structure #31 Basic Types of Organizational Structures: The Virtual Structure Section 8.6 describes organizational designs, which can be categorized as traditional, horizontal, and designs that open boundaries between organizations. Traditional organizational designs include simple, functional, divisional, and matrix. Horizontal designs revolve around teams or workgroups. Open structures include hollow, modular, and virtual organizations. One way that you could begin your coverage of these topics is to have the students read the London Business School Review online article “The Workplace of the Future: Holacracy.” This article and its corresponding two-minute video present insights from an interview with Brian Robertson, creator of the holacracy approach to organizing. You can also have students learn more about holacracy at the Holacracy website. For a supplemental activity, have the students explain how the holacracy organizing approach differs from other approaches to organizational design. The holacracy approach emphasizes participation of all organizational members in the allocation of work activities, and in the coordination of knowledge. There is almost no hierarchy in the organization (other than one or a few high-level leaders), and no defined organizational structure. It would be essentially impossible to draw an organizational chart for a holacracy. In this sense, a holacracy could be considered an extreme case of an organic organization. Topics and Tips for Discussion: 1. What are the major differences between the traditional, horizontal, and open approaches to organizational design? Encourage students to take a “30,000-foot” view of these three categories of organizational structure, as a prelude to discussing specific structures in detail. A traditional structure relies on vertical management hierarchy, while horizontal structures rely on workgroups or teams, and boundaryless structures rely on the combination of various, usually dispersed, entities which may not even be part of the same company. 2. What type of organizational structure best characterizes the organization in which you work (or another organization of student’s choice)? How is your organization’s structure appropriate (or inappropriate) for its business? 8-29 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

Encourage students to choose the specific structure that best fits their chosen organization, and to explain their choice. With the second part of this question, ask students to explain how the structure supports (or doesn’t support) the business. For example, for a matrix structure, the student might consider whether the complexity introduced by the structure is justified by the complexity of the business. For a virtual structure, the student might consider whether the difficulties introduced by distance are justified by the expanded potential pool of employees. 3. How can a poor choice of organizational structure negatively impact an organization? A poorly chosen organizational structure can result in reduced organizational performance, as the structure pushes employees to pay attention to parts of the business that are not important. Example: If a company is largely project-based, but chooses a traditional matrix structure, project teams will be more difficult to form, and team members will be pulled between the priorities of the team and the priorities of their managers in the matrix. Section 8.6 Key Concepts: Organizational Design ▪

Organizational design is concerned with designing the optimal structures of accountability and responsibility that an organization uses to execute its strategies.

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Organizational designs can be categorized as traditional, horizontal, and designs that open boundaries between organizations. o Traditional organizational designs tend to favor structures that rely on a vertical management hierarchy, with clear departmental boundaries and reporting arrangements. o In a horizontal design, teams or workgroups, either temporary or permanent, are used to improve collaboration and work on shared tasks by breaking down internal boundaries. o A boundaryless organization is a fluid, highly adaptive organization whose members, linked by information technology, come together to collaborate on common tasks.

Traditional Designs: Simple, Functional, Division, and Matrix ▪

The Simple Structure: For the Small Firm o An organization with a simple structure has authority centralized in a single person, a flat hierarchy, few rules, and low work specialization. o This is the form often found in a firm’s very early, entrepreneurial stages.

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The Functional Structure: Grouping by Similar Work Specialties o In a functional structure, people with similar occupational specialties are put together in formal groups. 8-30 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

o This is seen in all kinds of organizations, for-profit and nonprofit. ▪

The Divisional Structure: Grouping by Similarity of Purpose o In a divisional structure, people with diverse occupational specialties are put together in formal groups by similar products or services, customers or clients, or geographic regions.

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Product divisions group activities around similar products or services.

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Customer divisions tend to group activities around common customers or clients.

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Geographic divisions group activities around defined regional locations.

The Matrix Structure: A Grid of Functional and Divisional for Two Chains of Command o In a matrix structure, an organization combines functional and divisional chains of command in a grid so that there are two command structures—vertical and horizontal. o The reporting arrangement is both horizontal and vertical.

Interactive Classroom Material: CLICK AND DRAG: Organizational Design—Traditional Structures Summary of Activity: Organizational leaders choose the design of their organization based on the needs and nature of the firm. In this Click and Drag Exercise, students will match different position titles, with accompanying statements, with their appropriate traditional structure type. The Horizontal Design: Eliminating Functional Barriers to Solve Problems ▪

In a horizontal design, also called a team-based design, cross-functional teams may be used to solve particular problems by bringing together managers from different functional divisions.

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Cross-functional teams can break down the internal barriers between divisions because the focus on narrow divisional interests yields to a common interest in solving the problems that brought them together.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

pay schedules are open to all. Whole Foods employees are given both the freedom to do the right thing for customers and the incentive to do the right thing for profits. The financial results of this business model are that Whole Foods is the most profitable food retailer in the United States. Click for follow-up activity.

Connect® Exercise: VIDEO CASE: Freshii Restaurants Summary of Activity: In this video case, students will watch how Freshii Restaurants uses a flat organizational structure to empower employees and allow for quick decision making. This organizational structure matches with Freshii’s culture. Follow-Up Activity: Instructor should open the floor for students to discuss the connection between Freshii’s structure and its culture: 1. What type of organizational structure does Freshii use? 2. How does this structure align with Freshii’s corporate mission and values? How about its overall culture? 3. How can Freshii ensure that its individual franchises are abiding by its stated culture? Designs That Open Boundaries Among Organizations: Hollow, Modular, and Virtual Structures ▪

The Hollow Structure: Operating with a Central Core and Outsourcing Functions to Outside Vendors o In the hollow structure, often called the network structure, the organization has a central core of key functions and outsources other functions to vendors who can do them cheaper or faster. o The organization might retain such important core processes as design or marketing and outsource most other processes such as human resources or distribution, thereby seeming to “hollow out” the organization. o A firm with a hollow structure might operate with extensive operations yet its basic core could remain small, thus keeping payrolls and overhead down. o The glue that holds everything together is information technology, along with strategic alliances and contractual arrangements with supplier companies.

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The Modular Structure: Outsourcing Pieces of a Product to Outside Firm o In the modular structure, a firm assembles product chunks or modules provided by outside contractors. 8-32 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

o This differs from the hollow structure in that it is oriented around outsourcing certain pieces of a product rather than certain processes. ▪

The Virtual Structure: An Internet-connected Partner for a Temporary Project o A virtual organization is an organization whose members are geographically apart, usually working with e-mail, and other forms of information technology, yet which generally appears to customers as a single, unified organization with a real physical location. o This structure is possible because the Internet is a tool that dramatically lowers the cost of communication.

Group Exercise #1: Designing an Organization There is a group exercise available at the end of this manual that allows students to experiment with designing an organization. Exercise Objective: To experiment with designing and operating an organization. Click to view activity.

8.7 Contingency Design: Factors in Creating the Best Structure POWERPOINT SLIDES: #33 Factors in Creating the Best Structure #34 Mechanistic Versus Organic Organizations #35 Differentiation Versus Integration #36 Link Between Strategy, Culture, and Structure Section 8.7 discusses the three factors that should be considered when determining the best organizational structure. This includes whether an organization’s environment is mechanistic or organic, whether its environment stresses differentiation or integration, and how its structure and culture can impact strategy. One way that you could begin your coverage of these topics is to have the students read the Fortune online article “Why Microsoft CEO Satya Nadella Is Tearing Up the Windows Business.” This article profiles shifts in Microsoft’s strategy in recent years, and the challenges it faces moving forward. For a supplemental activity, ask students how exactly Nadella is changing the organizational structure, and whether they think the new structure best supports Microsoft’s strategy. The article describes an extensive reorganization at Microsoft; and yet, after closer examination, students should recognize that very little has changed in Microsoft’s fundamental organizational 8-33 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

structure. What has changed is the departmentalization of the company, with product lines being grouped together in ways that more clearly emphasize the company’s cloud offerings, and group hardware and devices together more cleanly. This shift reflects Nadella’s desire to shift Microsoft’s strategy more toward its cloud-based businesses. However, the structural change mainly affects the engineering function, and doesn’t change Microsoft’s financial reporting. Furthermore, it appears that there is no fundamental change to Microsoft’s existing matrix structure. Topics and Tips for Discussion: 1. For either your current company or a previous one, evaluate the extent to which you believe there is an effective linking among the firm’s strategy, culture, and structure. Describe any changes you would recommend. Encourage students to write down a few notes on what they know about their chosen company’s strategy, culture, and structure, and then to examine the extent to which these are effectively linked. Do the values embedded in the company’s culture support its strategy? Does the organizational structure encourage employees (and investors) to pay attention to the factors that are most important to the company’s strategy? Does the organizational structure help embed organizational culture? 2. Describe the advantages of mechanistic organizations versus organic ones. Is one approach better than the other? Defend your point of view. One approach is not universally better than the other; the optimal approach depends on the nature of the business. Mechanistic organizations tend to be preferable in stable environments that value control, while organic organizations tend to benefit companies in dynamic, rapidly changing environments, where flexibility and adaptability are important. 3. Describe potential indicators that point to a mismatch between a firm’s strategy and its organizational structure. As a future manager, how will you know when you need to take corrective action to address a mismatch? A common indicator of a mismatch between strategy and structure is lack of progress on important strategic initiatives. If an initiative is not making progress, it is possible that the current organizational structure is preventing the people who need to be working together from doing so, by having them report to different managers, possibly in different units. Managers need to ensure there is alignment between the reporting structures of their employees and the actual work that needs to happen. Managers should also think about the tradeoff between control and flexibility, and what is most needed to accomplish the company’s current strategy. For example, if a strategy involves high levels of control, routine or standardization, the optimal organizational structure will be traditional hierarchy; conversely, in a dynamic start-up environment, the optimal structure is more likely to be a team-based, horizontal structure. Section 8.7 Key Concepts: 8-34 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

Contingency Design ● The process of fitting the organization to its environment is called contingency design. ● Managers using contingency design must consider the following factors: if the environment is mechanistic versus organic; if the environment stresses differentiation or integration; and the linking of strategy, culture, and structure. Mechanistic Versus Organic Organizations ● In a mechanistic organization, authority is centralized, tasks and rules are clearly specified, and employees are closely supervised. o Mechanistic organizations are bureaucratic, with rigid rules and top-down communication. o In general, mechanistic design works best when an organization is operating in a stable environment. ● In an organic organization, authority is decentralized, there are fewer rules and procedures, and networks of employees are encouraged to cooperate and respond quickly to unexpected tasks. o Organic organizations are often called “adhocracies” because they operate on an ad hoc basis, improvising as they go along. o Information-technology companies that constantly need to adjust to technological change favor this arrangement. Interactive Classroom Material: CLICK AND DRAG: Mechanistic vs. Organic Structures Summary of Activity: British behaviorists Tom Burns and G.M. Stalker identified what they call mechanistic and organic structures. Depending on the task environment and a variety of other considerations, the type of organizational structure chosen can be critical to organizational success. In this Click and Drag Exercise, students will properly categorize different organizational characteristics as either mechanistic or organic.

SELF-ASSESSMENT 8.3 Assessing Your Organizational Structure Preference This 10-question Self-Assessment addresses students’ organizational structure preference (mechanistic or organic) at their current or former place of employment. If a student is not employed, he or she can utilize university experiences. Questions on control, formalities, and freedom are presented. Click for follow-up activity. 8-35 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

Differentiation vs. Integration ● The differentiation-integration dimension reflects forces that impel the parts of an organization to move apart or to come together as a result of the stability of the environment. ● Differentiation is the tendency of the parts of an organization to disperse and fragment. o This impulse toward dispersal arises because of technical specialization and division of labor. o As a result, specialists behave in specific, delimited ways, without coordinating with other parts of the organization. ● Integration is the tendency of the parts of an organization to draw together to achieve a common purpose. o In a highly integrated organization, specialists work together to achieve a common goal. o The means for achieving this are a formal chain of command, standardization of rules and procedures, and use of cross-functional teams and computer networks so there is frequent communication and coordination of the parts. The Link between Strategy, Culture and Structure ● A company’s organizational culture and organizational structure should be aligned with its vision and strategies. ● If managers change an organization’s strategy, they need to change the organization’s structure to support that strategy. Group Exercise: #2: Establishing Organizational Culture and Structure There is a group exercise available at the end of this manual that allows students to learn more about organizational culture and structure. Exercise Objectives: 1. To learn more about organizational structures. 2. To consider the relationship between organizational culture and structure. Click to view activity.

8.8 Career Corner: Managing Your Career Readiness POWERPOINT SLIDES: #37 Managing Your Career Readiness #38 Model of Career Readiness 8-36 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

Section 8.8 turns the focus to the student, discussing ways in which the student can use the career readiness competencies of understanding the business and personal adaptability to assess an organization’s internal context. It encourages students to ask questions related to the various components of organizational structure and culture, in order to determine the nature of the organization. Then, students are asked to consider how they can adapt to the organization One way that you could begin your coverage of this section is to have the students read the 2018 Wall Street Journal article, “Even If Your New Job Is A Bad Fit, Don’t Quit.” This article, by Sue Shellenbarger, states that new employees need to take time to evaluate whether a job that initially seems like a bad fit actually is, and suggests tactics for making this evaluation. For an introductory activity, you could have students build on this article by brainstorming (perhaps in small groups) a list of job conditions or characteristics that might seem difficult at first, but that can be improved or adapted to (e.g., the gruff boss mentioned in the WSJ article). Then, ask students to develop a second list, of job characteristics or conditions that in most cases would warrant leaving rather than adapting (e.g., tasks that directly conflict with someone’s core values). In the discussion of both lists, emphasize to students the importance of (a) the many ways in which they can both influence and adapt to work situations, and (b) being aware of their “bright lines”—that is, limits or boundaries that they are not willing to cross for a job. Topics and Tips for Discussion: 1. Which of the questions used in Step 1 of the assessment of internal context are most difficult to answer, when thinking about your current or former job? How might you go about obtaining answers to those questions? Answers to this question will vary, but students are more likely to struggle with some of the “big picture” questions, such as how their work unit supports corporate strategy, or how they fit within the organization’s structure. Encourage them to think of ways that they could learn this information, such as talking to their manager or other co-workers. Discuss with them how they might best initiate these conversations, especially with a busy supervisor, emphasizing the importance of finding a relatively quiet moment to do this. 2. What type of organizational structure and organizational culture are the best fit for you, and why? Students can use the list of questions suggested for assessing internal context as a starting point for answering this question. However, encourage them to draw on the concepts covered in earlier sections of Chapter 8 on both organizational culture and organizational structure, to outline the features of an organization that best fit their own personality, work habits, values, and professional goals. This question can also serve as a way to synthesize the concepts and ideas covered in Chapter 8. 3. Think of a job or other situation (e.g., team, student club, etc.) that initially seemed like a bad fit. What did you do that helped you adapt? What might you do differently the next time?

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Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

Encourage students to talk through both questions, even if they feel that their situation was largely a success or a failure. Encourage students to consider the extent to which they used the tactics discussed in the subsection “Becoming More Adaptable,” including focusing on being optimistic, displaying a proactive learning orientation, being resourceful, taking ownership and accepting responsibility, and expanding their perspective by asking different questions. Section 8.8 Key Concepts: Understanding the Business and Where You “Fit” In Step 1: Assess Where and How You Fit in the Context       

What is the mission or purpose of my work unit? How does this work unit support corporate strategy, and what is at stake if we fail to achieve our goals? How long have my colleagues worked here and what is their background? What are the norms or expected ways of getting things done around here? What happens when someone violates one of these norms? Why did I take this job and what are my career expectations? What is my role in relationship to other roles in my work unit? How do I contribute to achievement of corporate strategies?

Step 2: How Can You Effectively Adapt?    

Based on your assessment of the organization’s structure, how can I adapt to this context? Based on your assessment of the rules governing behavior, how can I adapt to this environment? Which of your values are consistent and inconsistent with the values of this organization? Am I willing to adapt? How might I do this? How might I adapt to the type of leadership in this organization?

Becoming More Adaptable 

Personal adaptability—ability and willingness to adapt to changing situations. o Increasing level of personal adaptability:  Focus on Being Optimistic  Display a Proactive Learning Orientation  Be More Resourceful  Take Ownership and Accept Responsibility  Expand Your Perspective by Asking Different Questions

Interactive Classroom Material: CLICK AND DRAG: Understanding the Business 8-38 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization CAREER READINESS

Summary of Activity: In this career readiness competency-based Click and Drag Exercise, students will assess organizational fit based on their understanding of a business.

Interactive Classroom Material: CLICK AND DRAG: Becoming More Adaptable

CAREER READINESS

Summary of Activity: In this career readiness competency-based Click and Drag Exercise, students will match positive and negative adaptability practices with provided descriptions.

Career Corner Group Exercise: Building the Competency of Self-Awareness Exercise Objectives: To enhance students’ career readiness competency of self-awareness. Click to view activity.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

MANAGEMENT IN ACTION: WELLS FARGO’S SALES CULTURE FAILS THE COMPANY WELL FARGO’S SALES CULTURE FAILS THE COMPANY Problem-Solving Perspective 1. What is the underlying problem in this case from the regulators’ perspective? Unethical and possibly illegal behavior by employees who were opening accounts for customers without their knowledge based on pressure by the bank. This pressure included lofty sales goals and other methods endorsed by bank leadership. 2. What role do you believe Wells Fargo’s executive leadership played in the RSP and auto insurance scandals? Responses will vary by students based on their perceptions of the case. At a minimum, executive leadership knew about the RSP and auto insurance scandals and did nothing about them. At the other end of the spectrum, leadership was directly involved and contributing to the scandals in order to raise additional revenue for the bank through branches (which leadership saw as storefronts). 3. What do you think regulators should do to encourage permanent change in Wells Fargo’s culture and prevent similar problems in the broader banking industry? Responses will vary but should include content from the 8.3 (Culture Change). Specifically, regulators should encourage utilization of the 12 mechanisms for culture change. For example, Wells Fargo’s senior leadership should continue making formal statements on how it was wrong in fostering such a poor organizational culture in the past and continue stating how it is changing. Moreover, the organization should utilize role modeling, training, and coaching to further instill its new values into its workforce. Finally, rewards, titles, promotions, and bonuses, as well as organizational goals and performance criteria, should not be based on aggressive sales goals so employees feel pressured to conduct themselves unethically. Application of Chapter Content 1. Using the competing values framework as a point of reference, how would you describe the organizational culture under CEO Kovacevich and under CEO Sloan? Provide examples to support your conclusions. Wells Fargo, under CEO Kovacevich, had a market type of organizational culture. A market culture has a strong external focus and values stability and control. Because market cultures are focused on the external environment and driven by competition and a strong desire to deliver results, customers, productivity, and profits take precedence over employee development and satisfaction. Here, employees were pressured so that the bank could meet its goals and gain market share. For example, “In an interview with NPR, one former employee said bankers at her branch were expected to sell ‘a ridiculous amount 8-40 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

of products’ and that pressure and fraud occurred even at the bank’s headquarters. This strong sales culture transformed Wells Fargo’s bottom line, as evidenced by a 67 percent increase in the bank’s stock from 2006–2015.” 2. How do you think new branch employees learned the culture at Wells Fargo? Responses will vary, but a major way culture was learned was through rewards, titles, promotions, and bonuses, as well as organizational goals and performance criteria. For example, an employee’s “…managers told her that bankers who didn’t meet sales goals were not team players, and poor team members would be fired and forced to carry the mark on their permanent records.” Moreover, if the CEO “…saw revenue growth as the bank’s most important goal and cross-selling as the way to achieve it” then that will trickle down to new employees as well. 3. Describe how Wells Fargo can use the 12 mechanisms for culture change to drastically improve its culture. Responses will vary but should include content from the 8.3 (Culture Change). For example, Wells Fargo’s senior leadership should continue making formal statements on how it was wrong in fostering such a poor organizational culture in the past and continue stating how it is changing. Moreover, the organization should utilize role modeling, training, and coaching to further instill its new values into its workforce. Finally, rewards, titles, promotions, and bonuses, as well as organizational goals and performance criteria, should not be based on aggressive sales goals so employees feel pressured to conduct themselves unethically. 4. Is Wells Fargo’s structure more organic or mechanistic? Explain. In a mechanistic organization, authority is centralized, tasks and rules are clearly specified, and employees are closely supervised. In an organic organization, authority is decentralized, there are fewer rules and procedures, and networks of employees are encouraged to cooperate and respond quickly to unexpected tasks. Based on this, student responses will vary. For example, one could argue that the sales goal setting process was centralized and mechanistic with leadership having tight control, but an argument can also be made that the structure was organic and a lot of the aggressive behavior was pushed by individual branch locations. This is supported by the fact that CEO Sloan “…restructured the organization to fully centralize the bank’s risk and HR functions…” 5. What is the most important lesson from this case? Discuss. Student responses will vary, but one thing that should stand out is how quickly unethical behavior can creep into the corporate culture, especially if trickling down from senior leadership. Students should understand how culture can, and should be, changed to be able to steer clear of this kind of behavior. Students should also understand how the specific type of organizational culture (competing values framework-based), can affect the organization’s practices. For example, Wells Fargo’s market-based culture contributed to a pattern of aggressive goal setting. 8-41 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

LEGAL/ETHICAL CHALLENGE

SHOULD SOCIALIZING OUTSIDE WORK HOURS BE MANDATORY? Solving the Challenge 1. I think it's a good idea. The benefits exceed the costs and I don't agree that it fails to appreciate diversity. The socializing activities can be varied to fit the values and needs of diverse employees, thereby supporting diversity. First, it is hard to say that the benefits exceed the costs when the costs often fall on the employee, not the organization. Moreover, one can imagine the implications on labor laws if organizations require that employees spend time socializing. Shouldn’t they be on the clock if this requirement is repeatedly pushed on them to the point that it becomes part of their job? Though making it required will promote diversity and allow everyone to have a say at the events, it also serves to the detriment of many employees who have families they need to take care of after work. 2. I don't like it. What employees do after work hours is their business and companies should not infringe on them. Socializing outside work hours should be voluntary. Though this seems fair, the issue with it is that voluntary social hours will promote homogeneity instead of diversity. Also, if someone can’t make it to these events because of other obligations, such as family, that person may not have a “seat at the table” when work-related issues are discussed. With this in mind, making these events strictly voluntary is problematic as well. 3. I believe that employers have no business interfering with how employees spend time outside of work. This means that I don't want either voluntary or mandatory requests about socializing outside of work hours. If people want to socialize outside work, let them arrange it on their own. This also may be problematic because of the benefits of socializing outside of work, as mentioned in the case. Colleagues who learn more about each other build better camaraderie and this may foster more relaxation and less stress on the job. Though making the events voluntary may not have a great benefit, completely staying out of employees’ lives outside of work may not be the answer either. 4. Invent other options. Students may have other ideas. One could be to have mandatory events, but very limited, such as once or twice a year. Moreover, employers should pay for these events so employees are not paying out of pocket for the employer’s benefit.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

TEXTBOOK EXAMPLES

EXAMPLE: How Strategy Affects Culture and Culture Affects Structure: Cleveland Clinic Refocuses Its Continuous Improvement Strategy Cleveland Clinic has balanced its strategy, structure, and culture. Along the way, it has learned some important lessons. Even organizations that already have cultures that value excellence can still improve. Rather than having specified managers check statistical measures of performance once or twice a year, Cleveland Clinic implemented a continuous improvement strategy to improve patient care and satisfaction as well as staff morale and satisfaction. Utilizing both departmental and cross-functional teams, Cleveland Clinic has strengthened care and reduced wait times while reducing departmental costs and improving teamwork and communication. Cleveland Clinic is now a leading authority and inspiration to other organizations seeking to implement continuous improvement initiatives. YOUR CALL The continuous improvement model adopted by Cleveland Clinic integrates the hospital’s vision, strategic goals, culture, and structure. Do you think this is hard to pull off in today’s organizations? It can be difficult. It is challenging to organize, communicate and collaborate across multiple stakeholders both inside and outside the organization. There are so many things that can be improved in most organizations that it can be difficult to prioritize projects. Some companies may have workers who are burned out on seemingly continuous change efforts that don’t work or are started then forgotten. Some workers may see these efforts as extra work they don’t want to do. Additionally, many organizations are in the process of changing as a result of digital disruptions and may feel too overwhelmed with that change to institute another. Students can come up with many reasons why this could be difficult, but they can probably come up with just as many ways to make it easier and to describe its payoff. SUPPLEMENTAL ACTIVITIES Have the students watch the video “Continuous Improvement Pays Dividends at Cleveland Clinic Florida.” This 9-minute video will show them how continuous improvement initiatives were introduced and the positive outcomes that resulted. Consider using the following discussion questions: 1. How important to the overall outcome of these initiatives do you think it is to ask for constant staff input? What positive or negative effects might this have on staff involvement, goal achievement, and morale? 2. It appears that not everyone got involved in the continuous improvement initiative at once. In the video, we see the pharmacy work on this initiative first, then the respiratory therapy unit decided to get involved. Would it have been better for management to devise the improvement methods beforehand and just tell all of the units at once how to apply them? 8-43 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

3. Improved patient care is an obvious outcome of the continuous improvement initiatives at Cleveland Clinic. What do you think are the most important outcomes for the staff? 4. Would you like to work in an organization that engages in daily, or even weekly, “huddles?” Why, or why not? Return

Interactive Classroom Material: EXAMPLE: Use of a Horizontal Design: Whole Foods Market One of Whole Foods’ core operating principles is that all work is teamwork. Thus, each store is organized into roughly eight self-managed teams, each with a designated team leader. The leaders in each store also operate as a team, as do the store leaders in each region. Additionally, the directors of the company’s 11 regions operate as a team. Whole Foods believes in “radical decentralizing.” At the individual-store level, compensation is tied to team rather than individual performance, and performance measurements and individual pay schedules are open to all. Whole Foods employees are given both the freedom to do the right thing for customers and the incentive to do the right thing for profits. The financial results of this business model are that Whole Foods is the most profitable food retailer in the United States. YOUR CALL Why do you think a horizontal design would be better in a retail business such as groceries? Retail businesses often have many different subunits of products and local customization. Having a more horizontal design allows for a quicker response to the changing needs of local consumers, needs to which upscale grocery chains like Whole Foods cater. It also allows most retailers the flexibility to focus on specific product lines and make changes as needed by breaking down internal decision-making boundaries. SUPPLEMENTAL ACTIVITIES 1. One way to build on this Example is to have the students read the Wall Street Journal article “Whole Foods Boss Calls Himself a ‘Pusher Leader.’” This article profiles the challenges facing Walter Robb and John Mackey, the co-CEOs of Whole Foods. Consider using the following discussion questions: 

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Discuss the advantages and disadvantages of an organization having two CEOs.

 Walter Robb refers to himself as a “pusher leader.” Evaluate if that leadership style is consistent with the mission, vision, and values of Whole Foods.

Discuss how Whole Foods’ organizational structure likely allows the firm to stay abreast of trends in the grocery industry. 

2. Another way to build on this example is to assign the Forbes article “Why Whole Foods Builds Its Entire Business on Teams.” This article discusses the importance of the team structure and culture at Whole Foods. Consider using the following discussion questions: 8-44 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

How did the team structure help Whole Foods retain its initial culture of “interdependence” as the company grew from one store to over 60,000 employees? Do you think the last step of the hiring process is fair? After all, employees are interviewed extensively before being placed on a team. If they not voted in after 60 days, they have to start all over finding a new team or leave. Why or why not is this a good idea? How does it help or hinder the company culture? What is meant by the comment in the article: “You can always fool the team leader, but it’s very hard to fool the team.” How does this relate to hiring and compensation? Return

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

TEXTBOOK PRACTICAL ACTIONS

PRACTICAL ACTION: How to Delegate Effectively How do you decide when to delegate and when not to? Here are some guidelines: 1) Delegate routine and technical matters; 2) Delegate tasks that help your subordinates grow; 3) Don’t delegate confidential and personnel matters; 4) Don’t delegate emergencies; 5) Don’t delegate special tasks that your boss asked you to do—unless you have his or her permission; and 6) Match the tasks delegated to your subordinates’ skills and abilities. YOUR CALL Are any of these reasons why you might not be very good at delegating? What are some others? These are common reasons why managers do not delegate. From the text: An excessive need for perfection. A belief that only they should handle “special,” “difficult,” or “unusual” problems or clients. A wish to keep the parts of a job that are fun. A fear that others will think them lazy. A reluctance to let employees lower down in the hierarchy take risks. A worry that subordinates won’t deliver. A concern that the subordinates will do a better job and show them up. Other Reasons: The manager was never delegated work from his or her boss; thereby, not inheriting that mindset. May believe he or she is the only person who actually knows how to do the task Manager sees the task as key to his/her authority or status They actually don’t know which tasks should be delegated They don’t trust team members knowledge, skills, abilities, or attitudes They fear that delegating parts of their job will show them to be redundant or replaceable. They may actually just enjoy a particular task.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

SUPPLEMENTAL ACTIVITES 1. One way that you could build on this Practical Action is to have the students read the MindTools article “How Well Do You Delegate?” and complete the corresponding SelfAssessment. The assessment contains 12 items and it provides insight into what and when to delegate, how to delegate, and to whom to delegate. Consider using the following discussion questions:  What does your score on this assessment indicate about your delegation skills? What will you need to do to improve how you delegate? 

Describe “wrong ways” to delegate.



Discuss how you could encourage your manager to delegate more responsibilities to you.

2. Have students break into groups of 3–5 and discuss whether or not they delegate—why or why not. Alternatively, have them discuss whether or not their bosses delegate work to them. Have them discuss why or why not. **This can be changed into an outside of class assignment by asking students to interview their bosses about their attitudes towards delegation.** Return

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Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

SELF-ASSESSMENTS

SELF-ASSESSMENT 8.1 What Is the Organizational Culture at My Current Employer? This Self-Assessment measures the organizational culture at students’ employers. STUDENT QUESTIONS How would you describe the organizational culture? Student responses will differ based on their experiences, but they should include cultural types from the chapter. Do you think this type of culture is best suited to help the company achieve its strategic goals? Explain. Student responses will vary based on response to Question 1. SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. Students who scored the lowest on a particular type of organizational culture should be grouped together. Students should discuss examples of organizations that would fit well in their assigned culture. In addition to providing a rationale, students should research the organization online (through its website or a news outlet) and see what the organization has done to exhibit this type of culture. Students should present for the class as follows: What is the name of the organization? What industry is it in? What makes you think the assigned culture fits well here (examples should be used)? Are there any other types of cultures that may work here as well? Return

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

SELF-ASSESSMENT 8.2 Assessing Your Preferred Type of Organizational Culture This Self-Assessment is intended to help students reflect on the type of organization into which they would best fit, and, therefore, might lead them to be more successful and satisfied with their working life. STUDENT QUESTIONS 1. In rank order, what are your preferred culture types? Are you surprised by the results? Student results will vary. 2. Compute the gap between your preferred and actual culture types by subtracting your actual culture type score (Self-Assessment 8.1) from your preferred type score (Self-Assessment 8.2). Where are the largest gaps? Student results will be based on assessment scores from both the previous Self-Assessment and the current one. 3. Make a plan to improve your person–organization fit. Focusing on your two largest culture types, identify what is causing the gaps. You will find it helpful to look at the survey items that measure these types. Students should utilize the individual survey items that measure each type of culture type. Based on this, students can identify and make plans on ways to improve their person-organization fit. 4. Now use the 12 embedding mechanisms just discussed and suggest at least two things you can do to improve your level of fit. Students should utilize the process of culture change described in Section 8.3. SUPPLEMENTAL ACTIVITY Students should be broken up into four groups with each group representing a particular culture type. Students who score the lowest on a particular culture should be designated with that culture. Each group is to discuss advantages to this type of organizational culture and think of examples of organizations, industries, etc. that would be compatible with the culture. Groups should present to the class. Instructor may want to bring up disadvantages of the cultures and have the groups respond during this final part of the activity. This way all students in the class will also hear disadvantages. Return

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

SELF-ASSESSMENT 8.3 Assessing Your Organizational Structure Preference STUDENT QUESTIONS 1. Do you prefer a more mechanistic or organic structure? What do you think is the cause for this preference? Student responses will differ based on assessment results. Students who are more mechanistic oriented generally prefer formal procedures and processes as well as uniform, sophisticated control and information systems. Students who are more organic oriented generally prefer adaptive company policies with informal procedures. 2. If you were interviewing for a job, what questions might you ask to determine if the company is more mechanistic or organic? Some questions that can be asked include: Is your organization more oriented toward formal rules and procedures, or informal and adaptive procedures? Do you have formal job descriptions? Is your operating style more free range or based on sophisticated control systems? SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. Students who scored high on mechanistic should be grouped together and students who scored high on organic should be grouped together. Groups who scored high on mechanistic are to select an organization that they believe has an organic design. This can be from experience or researched online. The group is to describe why the chosen organization is organic, and benefits to this type of design. Groups who scored high on organic should do the same task for a mechanistic organization of their choosing. Each group should share with the class and instructor should provide feedback. Is the chosen organization’s design properly defined? Return

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

GROUP EXERCISES

GROUP EXERCISE #1: DESIGNING AN ORGANIZATION Objectives ● To experiment with designing and operating an organization. Introduction1 An organization is a system of consciously coordinated activities of two or more people. There are four characteristics common to all organizations (hierarchy of authority, coordination of effort, division of labor, and common goal). Coordination of effort is achieved through formulation and enforcement of policies, rules, and regulation. Division of labor occurs when the common goal is pursued by individuals performing separate but related tasks. The hierarchy of authority is a control mechanism dedicated to making sure the right people do the right things at the right time. The overall purpose of this exercise is to explore the process of designing an organization. Instructions In this exercise, students form organizations and compete with other organizations. The success of each organization depends on the group’s objectives, planning, organization structure, workflow, and quality control. 1. Break students into groups of six. Each group should nominate an observer. The observer is responsible for quality control, and inspecting his or her group’s “product” for adherence to the rules. The observer also takes notes about the process and shares with the class during class discussion. 2. Give the groups the following assignment: Group assignments: Your company manufactures words into meaningful sentences. Your company is highly competitive as there is great demand for quality sentences. Your company therefore focuses on competing in two areas: volume and quality. Market research indicates that sentences with five words are in high demand. Manufacturing sentences of five or more words will keep your company on top. Materials: Give each group one word. The letters in each word serve as materials to produce new sentences. For example, if the word is “always” you can produce the sentence: “Al saw a way.” The Rules: ● A letter in the word can be used more than once in a sentence, (see the example above) but only once in a word. ● A generated word can only be used once in the same sentence. For example, you cannot say: “Al was way, way, way.” 8-51 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

● A generated word can be used more than once in different sentences. ● Sentences must be in English. ● Sentences must be grammatically correct. ● Nonsense words are not acceptable. ● Slang is not acceptable. ● Pluralizing a word in a sentence in order to generate a new sentence, does not add to your group’s points. For example: It is acceptable to say, “Al saw a way,” but not acceptable to also say “Al saw ways.” ● You can only use letters in the word to make your sentences. For example: you cannot say “Al saw ale” because there is no “e” in always. ● Proper names and nouns are acceptable. ● Conjunctions are also acceptable. For example: you have the letters “s,” “h,” “e,” and another “s.” You can make the word she’s. 3. The word is: hollandaise (feel free to use your own word—it might also be fun to assign each group a different word). 4. Give the groups 15 minutes to plan their organizational structures and practice making words. 5. Once planning time is complete, give the group 20 minutes to generate as many acceptable sentences as possible before the time is up. The group observer should make sure sentences are acceptable and all rules were followed. 6. When time is up, groups pass their sentences to the front of the room. As the instructor, you are quality control. Sentences which follow the rules are worth one point. If sentences break the rules, deduct one point. 7. Tally the points and determine which organization is the winner. Questions for Discussion 1. What was effective within each organization? 2. How did the winning group design its organization? 3. What was the winning group’s strategy? 4. What has this exercise taught you about the effectiveness of organizations? Source: 1

This exercise was taken from A. Johnson and A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom, 2006, McGraw-Hill/Irwin, New York, NY, pp.257–259.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

GROUP EXERCISE #2: ESTABLISHING ORGANIZATIONAL CULTURE AND STRUCTURE Objectives ● To learn more about organizational structures. ● To consider the relationship between organizational culture and structure. Introduction As we learned in this chapter, an organization’s culture consists of a system of shared beliefs and values that develops within the organization and guides the behavior of its members. An organization’s culture and its structure are closely intertwined. The purpose of this exercise is to examine the relationship between an organization’s culture and its structure. To accomplish this, you will design your own company. Instructions Break into groups of five or six people. Your first task is to start your own organization. Your organization can be anything from a baseball team to a car company to a bank. Once you have determined what type of organization your group wants to create, the group needs to establish the organizational values that will underlie your organization’s culture. Once the values are established, we want you to propose two different organizational structures. Begin by examining the types of organizational structures covered in the text. Your first organizational chart should represent your proposed structure at the beginning of your organization’s inception. The second organization chart should represent the structure of your organization once it has 300 or more employees. Questions for Discussion 1. What are your organization’s values? Explain why they were chosen. 2. Map your organization’s values using the competing values framework presented in your textbook. What type of culture have you created? 3. How do the values and culture of your organization correspond to its structure? Explain. 4. How did your organization chart change once your company reached 300 employees? What type of structure does this chart represent? Explain. 5. Do you believe your organization is more mechanistic or organic? Explain.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

CAREER CORNER GROUP EXERCISES

BUILDING THE COMPETENCY OF SELF-AWARENESS Learning Objective 

To enhance students’ career readiness competency of self-awareness.

Introduction The overall purpose of this exercise is to give students an opportunity to sharpen the career readiness competency of self-awareness. This competency provides them with a realistic view of their strengths and weaknesses relative to a specific job and context, and it provides them with the ability to create and implement a personal development plan. Self-awareness is essential for determining person-organization fit, which reflects the extent to which a student’s personality and values match the climate and culture in an organization. This exercise focuses on personorganization fit by having students develop a set of questions they would ask during an interview in order to better understand if they fit with the culture at a potential employer. Students will then share the questions with a peer in order to receive feedback about the validity of their proposed questions. Instructions 1. Instructor should briefly review Figure 8.2 on the Competing Values Framework (CVF) with the class. Here is a slide:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

If this is an online class, instructor can post this slide online for students to view. 2. Students should be provided with 10 minutes to individually research a company. They can utilize the Internet and do a quick Google search on a well-known organization. Their task is to find information that helps them determine the type of culture possessed by the organization. For example, if the company relies on an evaluation system that rewards performance, then the company’s evaluation system is representative of a market culture. Locating the company’s stated values on its Web site is a good starting point. 3. Students should rate the extent to which the organization possesses the cultural characteristics from the CVF on a scale from 1 (very little) to 5 (very strong). They should then assess the extent to which they value the same CVF cultural characteristics on a scale from 1 (very little) to 5 (very much). The next step entails determining the level of fit by computing the absolute value of the gaps between culture types. Large gaps indicate lack of fit. This step should take around 10 minutes. 4. In an interview, students can confirm the above conclusions about fit by asking a recruiter targeted, behavior questions. These questions need to focus on identifying what type of culture is possessed by the company. The questions are created by once again focusing on the CVF. With a taxonomy in mind, they should now develop questions that obtain the information they desire. Examples: they can assess whether or not a company possesses a clan culture by asking “Are employees encouraged to be more autonomous or participative/collaborative when trying to accomplish their goals? Can you give me one example?” They can assess culture by asking about the reward system. “Are employees rewarded based on 8-55 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

individual or group performance?” Individual performance suggests more of a market culture and group performance indicates clan. 5. Students should take 10 minutes and develop three questions. Once 10 minutes has elapsed, students should form dyads and then ask a partner for feedback on the developed questions. The first student starts by telling his or her partner what type of culture he or she would prefer to work in. With this information in mind, the student then describes the questions he/she would ask a recruiter. The partner listens to the questions, one at a time, and then assesses whether they are a good way to assess the culture types of importance to the student. The first student should revise the questions based on this feedback.

Tips for online and large in-person classes: Online classes: You can utilize discussion boards to execute this part of the exercise. Students can be paired, and each student would post what he or she has discovered about his/her chosen organization’s culture. Students would also post their three questions so they can receive feedback.

ONLINE CLASS

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

Here is a slide that can be utilized to provide students with instructions:

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

UBER CONTINUE CASE

Chapter 8: Planning This part of the Uber continuing case focuses on Chapter 8 and covers principles related to organizational culture and structure. This continuing case’s real-world application of management knowledge and skills is designed to help students develop critical-thinking ability and realize the practical power of sound managerial skills for solving problems. The case includes five multiple-choice questions and two essay-based questions. The essaybased questions can also be used in-class to spur discussion: 1. Today, is Uber more of a mechanistic or organic organization? Why? Student answers may vary here, but Uber is most likely more of an organic organization under Khosrowshahi. In mechanistic organizations authority is centralized, tasks and rules are clearly specified, and employees are closely supervised. In organic organizations authority is decentralized, there are fewer rules and procedures, and networks of employees are encouraged to cooperate and respond quickly to unexpected tasks. Here, Khosrowshahi is encouraging collaboration and may be decentralizing authority by crowdsourcing input on the company’s culture. 2. Were Uber’s espoused and enacted values in sync under Kalanick? How about now with Khosrowshahi as CEO? Espoused values are the explicitly stated values and norms preferred by an organization, as may be put forth by the firm’s founder or top managers. Enacted values represent the values and norms actually exhibited in the organization. Uber’s original espoused values came from its founder, Kalanick, who had been described as “ego personified”—aggressive, persistent, brash, irreverent, indomitable, even bullying. And it seems that the organization’s enacted values were in sync with its espoused values. Former employees recalled a frat-house environment where key accomplishments were celebrated with chest bumps and men participated in push-up contests at their desks. The alignment between espoused and enacted values is not as clearly defined with Khosrowshahi. Khosrowshahi encourages doing the right thing, collaborating, and celebrating differences, but it is yet to be seen if these changes have taken hold and are represented by actual actions.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

MANAGER’S HOT SEAT VIDEO

ORGANIZATIONAL CULTURE: CHURNING OUT A NEW CULTURE I. Introduction Churnout is a successful online retailer that was forced to oust its previous CEO because he instigated poor workplace behavior. The new CEO is adamant that change is needed, and fast. However, she is facing resistance from a senior leader in the company based on the way she wants to go about changing Churnout’s organizational culture. Senior leadership is meeting to discuss how to move forward and there is a lot of tension in the room. II. Learning Objectives 1. Analyze the competing values framework and its effect on the workplace. 2. Analyze the connection or disconnection between espoused and enacted values. 3. Demonstrate the process of culture change. 4. Understand organizational socialization. III. Scenario Description: Scene Set-up: Julia, Ben, Mandy and Patrick are in Churnout’s boardroom for an executive meeting. Scene Location: Executive Boardroom Profile: 

Julia Monforth – Chief Executive Officer



Ben Warner – Chief Financial Officer



Amanda “Mandy” Delacruz – Chief Operating Officer



Patrick Moi – Chief HR Officer

Summary: Julia has recently taken over as CEO of Churnout because her predecessor, Lincoln, was forced out of the company due to allegations of creating a hostile work environment and other serious issues. Julia is meeting with three other executives to discuss how to change the toxic culture at Churnout. She is facing the stiffest resistance from Ben. Though Ben does not condone all of Lincoln’s actions, he believes that the company’s 8-59 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

culture under Lincoln contributed to its current success. Julia disagrees with Ben’s approach and wants to begin the process of culture change at Churnout as soon as possible, no matter what it takes. IV. Discussion of Theory Competing Values Framework 

Julia and Ben have different views of the company culture (clan vs. market), and both are quite extreme in these views.



Students should point out that neither side is 100% right. Julia’s idea may sound great, but you can’t just change a company’s culture overnight. She started out saying some great things about collaboration, but then turned very “warrior” like after she got Mandy and Patrick’s support. Churnout currently has talent that has gotten it to where it is. You can’t just throw all that talent out as it could hurt the organization.



Patrick seems to be thinking about adhocracy culture, which could work at Churnout.

Espoused Versus Enacted Values 

During Lincoln’s tenure, espoused and enacted values did not match. Espoused values are what an organization explicitly states (such as the formal statement Julia wants to draft). Enacted values are what are actually exhibited. The organizational value under Lincoln had a mismatch, which Julia is trying to change. This is the point that is really important to Mandy. She doesn’t care what the values are, just that they match.



Ben disagrees about this. He thinks values can differ.

Culture Change 

Julia wants to use formal statements, her reaction to the crisis and role modeling as a way to change the company culture. She receives support from Patrick on this, but Ben is not pleased.

Organizational Socialization 

Patrick alludes to the need for a fresh perspective from new employees and Julia discusses how organizational socialization can accomplish this. Organizational socialization is defined as the process by which people learn the values, norms, and required behaviors that permit them to participate as members of an organization.



Ben feels this is all a purge and is quite resistant. 8-60

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

ORGANIZATIONAL STRUCTURE: MERGING CORPORATE DIFFERENCES I. Introduction Two major banks have merged to create First National Bank, but the merger has hit some bumps. Each bank had a different organizational structure and processes for everyday transactions before merging. Senior management is now meeting to discuss what structure should be used at the new bank, and major disagreements have shown themselves. II. Learning Objectives 1. Demonstrate how an organization’s structure can impede its success. 2. Analyze the different types of authority in an organization and how business may be conducted differently under each. 3. Evaluate Burns and Stalker’s mechanistic and organic environments. III. Scenario Description: Scene Set-up: Francisco, Charlotte and Dean are meeting in Francisco’s office. Scene Location: Bank President and CEO’s office Profile:   

Francisco Medina – President & CEO Charlotte Hill – VP of Retail Banking Dean Sanders – Chief Operating Officer

Summary: National Bank and First American Bank merged to form First National Bank. National Bank is quite a mechanistic organization while First American is more organic. The vice president of retail banking comes from First American Bank and is not used to centralized authority, many rules and procedures, and formalized communication. The chief operations officer comes from National Bank and is not used to decentralized authority, flatter structures and informal communication. With this in mind, the chief operating officer and vice president are meeting with the First National Bank’s new president & chief executive officer, who comes from neither predecessor bank. The new bank is facing quite a few challenges including a decrease in the number of clients and deposits, and an increase in employee turnover.

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

IV. Discussion of Theory Centralized Versus Decentralized Authority  National Bank – centralized authority  First American Bank – decentralized authority  Post-merger bank is First National Bank and the two authority types are clashing Organizational Structures 

Matrix structure – problematic for branch managers reporting to both retail banking district manager and central operations officer

Mechanistic Versus Organic Organizations   

National Bank – mechanistic First American Bank – organic Post-merger bank is First National Bank and organization type is in conflict

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

APPLICATION-BASED ACTIVITY

ORGANIZATIONAL CULTURE: SIDE EFFECTS INCLUDE HARASSMENT AND BULLYING I. Introduction HydroHealth is a nutritional supplement company. Its culture has been plagued by allegations of harassment and bullying toward some employees and the CEO needs the help of a consultant to help fix the organizational culture. The student will play the role of this consultant and will assist the CEO and VP of human resources on how to move forward. II. Learning Objectives 1. Understand the differences among organizational cultures, based on the competing values framework. 2. Demonstrate the process of culture change. 3. Analyze effective methods of culture change based on a presented scenario. III. Scoring Dimensions The following theoretical concepts from the chapter are covered and scored in the simulation: Theoretical Concepts

Percentage of Simulation

Clan culture

20%

Adhocracy culture

10%

Hierarchy culture

20%

Market culture

20%

Process of culture change

30%

IV. Follow-up Activity Students can be assembled into groups of 4 to 5 in order to create a HydroHealth Standards of Conduct document that will cover the following: 

What standards of behavior are expected in the workplace? 8-63

Kinicki/Williams, Management, 9e: Chapter 8 Organizational Culture, Structure, and Design: Building Blocks of the Organization

 

Are there certain rules that pertain to Internet and social media use as well? How should grievances be handled?

Students should pay close attention to the Employee Complaint Log when addressing the types of behavior that will not be tolerated at HydroHealth:

This activity can also be completed in an online course via the use of discussion boards. Students should first be asked to complete the Application-Based Activity, then should be put in online groups. The above bullets can be listed for them and they can also be provided with the Employee Complaint Log. Whether the activity is utilized in an in-person or online class, the instructor should provide feedback on each group’s document.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Chapter 9 Human Resource Management Getting the Right People for Managerial Success CHAPTER CONTENTS

Teaching Resource Manual: A Guide to Implementation Career Readiness-Based Personal Development Plan

ii viii

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Textbook Practical Actions

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Assignment Completion. Shows the total percentage of all learners in the class that have completed the assignments at this point in time.

Correct with high confidence Incorrect with high confidence Correct with low confidence Incorrect with low confidence Correct with medium confidence Incorrect with medium confidence 9-iii

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

With Connect®, you can build your own course, make changes to the course throughout the semester, and use auto-grading. Connect® integrates with other Learning Management Systems, include Blackboard®, Canvas, and D2L. Students can study anytime with the free ReadAnywhere app, create personalized study plans, and Connect’s Calendar and Report tools will help keep them on track. Connect® gives you a wide array of flexibility in making assignments and creating grading policies. You may choose to:  assign as many assignments as appropriate.  determine point values for each question/application exercise individually.  make available multiple attempts per assignment with options of accepting the highest score or averaging all the scores together.  deduct points for late submissions of assignments (percentage deduction per hour/day/week/so forth) or create hard deadlines.  show feedback on exercises/questions immediately or at your preference.  provide for study-attempts to allow for completion of the assignment after the due date without assigning a point value. Some recommendations include:  Before selecting the option for one attempt only, select unlimited or multiple attempts on the first few assignments to allow students a chance to learn and navigate the system.  Provide a low point value for each question because multiple questions are usually assigned for each chapter. A good rule of thumb would be to make “Quiz Questions” worth 1 point each and “Connect® Exercises” worth 5 to 10 points each because these require more time and thought.  Select feedback to be displayed after the assignment due date in order to limit students from giving the correct answers to other students while the application exercise is still available. So When Do I Assign Each Type of Teaching Resource? Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and testing to actually adapting your teaching to student needs? By utilizing the teaching resources outlined below during the three touch points, you can significantly impact students’ learning and create a learning environment that is more engaging, involving, and rewarding. In other words, you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating the greatest impact and assisting students develop higher-order thinking skills. The following recommendations pertain to these mentioned touch points, with an additional matrix that follows. 9-iv Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Before Class The learning goals we have for students determines our assignments before, during and after class. For example, you may want to focus on mastering content, applying content, or using content to solve problems. Alternatively, you may want to achieve all three goals. Connect® offers a host of additional pre-class assignments to choose from if your goal is mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action boxes, Management in Action Cases, Legal/Ethical Challenge Cases, Uber Continuing Case, and Manager’s Hot Seat Videos. Case Analyses, Click and Drag Exercises, and Video Cases are optimal exercises to be utilized prior to class, as they provide students the opportunity to practice and apply key course concepts. A reading assignment—typically a chapter from the product in use—is a student’s initial exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior to class or an online lecture allows you to gauge their comprehension of the material. Having a better sense before class of which concepts your students are “getting” and which ones they are not, allows you to more effectively and efficiently plan your time with them during class. To ascertain student competency, use the reporting function of SmartBook 2.0, where you can view general results of their performance. Additionally, Connect® exercises, such as Case Analyses, Click and Drag Exercises, and Video Cases, offer students a second exposure to important sections of the chapter after their completion of a SmartBook 2.0 assignment. Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for students to understand. These animated videos were developed to further unpack in brief, yet effective, fashion the course topics that most commonly challenge students. Each animated video is accompanied by auto-graded multiple-choice questions that can be assigned to confirm student comprehension. If your learning objectives include fostering application and integrating the concepts discussed with real world practice, then Management in Action or legal/ethical challenge cases contained in the textbook can be assigned so students can think critically and practice applying what they learned in the readings to actual cases. The Management in Action cases are now all “problemfocused.” In other words, the cases contain problems that students can practice solving. These cases also contain multiple-choice questions that can be assigned in Connect® to gauge student comprehension. During Class The TRM offers a host of additional materials and experiential activities you can use to bring chapter content to life.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

a student has had at least one pass at the chapter content as they do not introduce new material. Rather, they encourage students to apply, analyze, and evaluate material they already understand. A Special Focus on Career Readiness The ninth edition has a new strategic focus on career readiness. The authors goal is to provide you the information and teaching resources needed to develop students’ career readiness competencies desired by employers. The authors provide you the following information and resources:     

Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises CAREER READINESS

iSeeIt! Animated Videos Self-Assessments CAREER READINESS

Case Analyses Video Cases Example and Practical Action BoxesM Group Exercises/Career Group ExercisesM

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading. Also, some resources will require a paid subscription.



Assign Chapter 9 in SmartBook 2.0, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling most with, as can be seen in the reporting function of SmartBook 2.0 by going to “Reporting” then clicking the “LearnSmart” tab. A Click and Drag Exercises, such as one on “Become a Better Receiver,” can be assigned. This can also be due on Wednesday so that students are able to practice prior to class, and you can also review results prior to lecturing. What is unique about this Click and Drag Exercises is that it examines career readiness. A Connect® Case Analysis, such as “Google’s Success Builds from Its Progressive Approach toward Human Resource Management,” can also be included so that students can learn about applying the concepts from the reading to a real-life scenario; therefore, further engaging them prior to the class session. If desired, you can then introduce a follow-up activity (found in the Teaching Resource Manual), during class on Wednesday. A Self-Assessment can be assigned, such as “Assessing Your Person-Job Fit,” in order to follow-up on content covered in the reading. This can set up a class activity to follow on Wednesday. Follow-up activities can be found in the Teaching Resource Manual (TRM).

During Class (on Wednesday) 



CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success



A Manager’s Hot Seat video can be utilized to open up class discussion. Many of these videos cover frequent, yet controversial topics, and they ask students to describe what their decision-making process would be in those situations. Often, students will recommend conflicting approaches to solving the issues in the videos; therefore, there is more class engagement. For this chapter, one recommended Manager’s Hot Seat video is “Performance Management—F Is for Feedback.” If time allows, and you would like to dive into real situations, you can discuss the Example box from the text titled, “Keller Williams Realty: Learning for Earning.” There is an additional in-class activity in the TRM.

After Class (after Wednesday)  

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

LEARNING OBJECTIVES

9.1

Discuss the importance of strategic human resource management.

9.2

Discuss ways to recruit and hire the right people.

9.3

Outline common forms of compensation.

9.4

Describe the processes used for orientation and learning and development.

9.5

Discuss effective performance management and feedback techniques.

9.6

List guidelines for handling promotions, transfers, discipline, and dismissals.

9.7

Discuss legal considerations managers should be aware of.

9.8

Describe labor-management issues and ways to work effectively with labor unions.

9.9

Review the steps for becoming a better receiver of feedback.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

TEACHING RESOURCES

Section

Title

Resource Type

9.1: Strategic Human Resource Management Are Companies to Blame for Not Retaining Millennials? with Supplemental Activity The Loneliest Job in a Tight Labor Market Assessing the Quality of HR Practices

ONLINE VIDEO

(4 minutes) ONLINE ARTICLE

Self-Assessment

with Self-Assessment Activity 9.2: Recruitment and Selection: Putting the Right People into the Right Jobs How Does a Company Recover from Making a Bad Hire? with Supplemental Activity Your Next Job Interview May Be with a Robot

ONLINE VIDEO

(3 minutes) ONLINE ARTICLES

Readers Respond to Robot Phone Interviews Internal and External Recruiting

Connect® Click and Drag

Assessing Your Person-Job Fit

Self-Assessment

with Self-Assessment Activity

CAREER READINESS

Best Gig Economy Apps

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

The Ten Best Sites to Find Gig Jobs

ONLINE ARTICLES

Thriving in the Gig Economy

Now Hiring for a One-day Job: The Gig Economy Hits Retail

Maybe the Gig Economy Isn’t Reshaping Work After All

The Health and Well-being of Gig Workers with Supplemental Activity Lying on Your Résumé? Here’s How You’ll Get Caught

ONLINE ARTICLE

with Supplemental Activity Choosing the Best Person for the Job

The Most Unusual Interview Mistakes and Biggest Body Language Mishaps

Group Exercise CAN BE USED ONLINE

ONLINE ARTICLE

with Supplemental Activity Three Types of Interviews

Connect® Click and Drag

Practicing Your Interview Skills

Group Exercise CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

What Is the Big 5 Personality Test?

ONLINE VIDEO

(4 minutes) 9.3: Managing an Effective Workforce: Compensation & Benefits Amazon Raises Minimum Wage to $15 an Hour

Web Video

Amazon to Raise Its Minimum U.S. Wage to $15 an Hour

Online Article

ONLINE VIDEO

ONLINE ARTICLE

with Supplemental Activity EpiPen Maker Mylan Tied Online Article Executive Pay to Aggressive Profit Targets

ONLINE ARTICLE

with Supplemental Activity Compensation & Benefits

Connect® Click and Drag

10 Simple Ways to Improve Onboarding for Increased Retention

Online Articles

9.4: Orientation and Learning and Development ONLINE ARTICLE

3 Ways You Might Be Failing When It Comes to Cross-Cultural Onboarding with Supplemental Activity Five Steps in the Learning and Development Process

Connect® Click and Drag

2017 Training Industry Report

Online Articles

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

6 Different Types of Employee Training Programs Professional Training Courses with Supplemental Activity Is a Career in HR Right for You?

Self-Assessment

with Self-Assessment Activity

Career Readiness

Performance Anxiety: Revamping Traditional Annual Reviews

Web Video

CAREER READINESS

9.5: Performance Appraisal ONLINE VIDEO

(4-minutes)

with Supplemental Activity The Performance Management System

Connect® Click and Drag

Objective and Subjective Performance Appraisals

Connect® Click and Drag

Google’s Success Builds from Its Progressive Approach toward Human Resource Management

Connect® Case Analysis

Providing Constructive Feedback to a Team Member

Group Exercise

How to Know When You’re on Thin Ice at Work

Online Article

9.6: Managing Promotions, Transfers, Disciplining, & Dismissals

with Supplemental Activity Magma Games Inc.

Written Case

with Supplemental Activity

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

9.7: The Legal Requirements of Human Resource Management Fixing Silicon Valley Difficult Conversation: When the Harasser Is a Client

Web Video (4 minutes) Online Article

ONLINE VIDEO

ONLINE ARTICLE

with Supplemental Activity How Can We End Sexual Harassment at Work?

Web Video

ONLINE VIDEO

with Supplemental Activity Preventing and Responding to Workplace Sexual Harassment

Connect® Click and Drag

Employee Protection Laws

Connect® Click and Drag

Beer Truck Drivers Union Members Go on Strike

Web Video (2 minutes)

9.8: Labor-Management Issues ONLINE VIDEO

with Supplemental Activity Four Kinds of Workplace Agreements

Connect® Click and Drag

Assessing Your Attitudes Toward Unions

Self-Assessment

with Self-Assessment Activity Freeman uses Union Labor

Connect® Video Case

9.9 Career Corner: Managing Your Career Readiness

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

The Rare Workers Who Thrive on Negative Feedback

Online Article

ONLINE ARTICLE

with Supplemental Activity Get the Feedback You Need to Grow

Web Video

Become a Better Receiver

Connect® Click and Drag

Becoming a Better Giver and Receiver of Feedback

Career Corner Group Exercise

Google's Success Builds from Its Progressive Approach Toward Human Resource Management

Textbook Management in Action

Should Noncompete Agreements Be Legal?

Textbook Legal/Ethical Challenge

Uber Case: Human Resource Management

Uber Continuing Case

Performance Management—F Is for Feedback

Manager’s Hot Seat Video

ONLINE VIDEO

(1-minute)

Comprehensive Materials

Please note Harvard Business Review articles are subscription-based or accessible via hbsp.harvard.edu as examination copy. Articles at the Wall Street Journal online site will also be subscription-based.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

OVERVIEW OF THE CHAPTER

9.1

Strategic Human Resource Management Human resource management consists of the activities managers perform to plan for, attract, develop, and retain an effective workforce. Planning the human resources needed consists of understanding current employee needs and predicting future employee needs.

9.2

Recruitment and Selection: Putting the Right People into the Right Jobs Qualified applicants for jobs may be recruited from inside or outside the organization. The task of choosing the best person is enhanced by such tools as reviewing candidates’ application forms, résumés, and references; doing interviews, either structured or unstructured; and screening with ability, personality, performance, and other kinds of employment tests.

9.3

Managing an Effective Workforce: Compensation & Benefits Managers must manage for compensation, which includes wages or salaries, incentives, and benefits.

9.4

Orientation and Learning and Development Two ways newcomers are helped to perform their jobs are through orientation to fit them into the job and through learning and development to upgrade employees’ skills in their current position and develop them for future opportunities.

9.5

Performance Appraisal Performance management, assessing employee performance and providing them feedback, may be objective or subjective. Appraisals may be by peers, subordinates, customers, or oneself. Feedback may be formal or informal.

9.6

Managing Promotions, Transfers, Disciplining, & Dismissals As a manager, you’ll have to manage employee replacement actions, as by promoting, transferring, demoting, laying off, or firing.

9.7

The Legal Requirements of Human Resource Management Four areas of human resource law any manager needs to be aware of are labor relations, compensation and benefits, health and safety, and equal employment opportunity.

9.8

Labor-Management Issues We describe the process by which workers get a labor union to represent them and how unions and management negotiate a contract. This section also discusses the types of union and nonunion workplaces and right-to-work laws. It covers issues unions and management 9 -8 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

negotiate, such as compensation, cost-of-living adjustments, two-tier wage systems, and givebacks. It concludes by describing mediation and arbitration. 9.9

Career Corner: Managing Your Career Readiness Our focus here is to help you become a better receiver of feedback because it is essential for developing career readiness. Regardless of how feedback is delivered, nothing happens unless the receiver accepts the feedback and decides to do something with it. Becoming a better receiver includes these five steps: 1) Identify your tendencies; 2) Engage in active listening; 3) Resist being defensive; 4) Ask for feedback; and 5) Practice being mindful.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

CLASSROOM OUTLINE

Manage U: How to Prepare for a Job Interview It is important to avoid common mistakes that people make in the interview process. First, it is important to prepare by making sure you can discuss the firm and its competitive situation. You also want to reflect on what strengths you would bring to the position and some of your weaknesses. Next, it is important to arrive on time, with appropriate attire. The interview starts the moment you arrive on company property so be mindful of how you interact with everyone, from the security guard that gives you access to the facilities to the receptionist who greets you. You should anticipate potential questions you will be asked and have a list of questions that you can ask of the different people who will be involved in your hiring process. You also need to be aware of what you should not say, including negative information about your prior employers and/or managers. Possible Topics for Discussion: 

What kind of advice do you see here that you wish you’d followed in the past? Students who have been turned down for a position in the past may have new insights into why they did not get a prior job opportunity.



What will you do differently next time? Students are likely to reflect on the need for greater preparation on their part in advance of the interview.

9.1 Strategic Human Resource Management POWERPOINT SLIDES: #4 Human Resource Management #5 The Strategic HRM Process #6 Understanding Current Employee Needs #8 Predicting Future Employee Needs Section 9.1 discusses human resource management, which consists of the activities managers perform to plan for, attract, develop, and retain an effective workforce. Planning the human resources needed consists of understanding current employee needs and predicting future employee needs.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

One way that you could begin your coverage of these topics is to have the students watch the Wall Street Journal video “Are Companies to Blame for Not Retaining Millennials?” This nearly 4-minute video and corresponding article profile how companies may be doing a poor job with the strategic human resource planning process for entry-level positions. By preparing job descriptions that overvalue the need for a college degree, employers may create a situation where new employees feel like the skills and competencies they gained through their college education are not being used. This may cause increases in employee turnover. For a supplemental activity, you could have the students debate the merit of requiring a college degree for a position that really does not need one and have them reflect on how they would react if they quickly learned that their first position after graduation did not appear to be utilizing most or all of the skills they gained during their education process.

ONLINE VIDEO

Topics and Tips for Discussion: 1. Discuss what companies should do to make their employees feel like they are the firm’s most important assets. Rarely is it the tangible assets of a firm that have the most impact in distinguishing the firm from its rivals; it is the firm’s employees, with their skills and competencies that can create a sustainable source of competitive advantage. Employees are likely to feel like the firm’s most important asset when they have interesting and challenging work, they are given the chance to grow and develop, they are given respect and recognition, and they have good working relationships. Effective human resource management practices can help ensure employees have all of these things. 2. Discuss the challenges firms are likely to face when planning their future HR needs. One challenge that firms face is that their current needs can change. Technology can dramatically transform the tasks performed in a job and change the skills need to perform those tasks. Conditions in the external labor market can make it difficult for firms to predict their future employee needs. When unemployment is low, a company may experience higher turnover rates than anticipated and it may be challenging to attract replacements. The Wall Street Journal article “The Loneliest Job in a Tight Labor Market” profiles some of the challenges companies face in recruiting talent in a period of low unemployment. 3. Discuss how HR practices can contribute to employee engagement and make a workplace great. As will be discussed in Chapter 11, employee engagement employee reflects employees’ commitment and connection to their work. Employee engagement is likely to be higher when employees have a clear understanding of their job responsibilities and the organization’s mission. They want opportunities for growth and development and for their employer to care about their well-being. They also want to be rewarded for their efforts. All of these drivers of employee engagement are directly linked to the HR activities of planning for, attracting, developing, and retaining an effective workforce. 9-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Section 9.1 Key Concepts: Human Resource Management ● Human resource (HR) management consists of activities managers perform to plan for, attract, develop, and retain an effective workforce. ● Although talking about people as “resources” may seem to downgrade them to the level of material or financial resources, people are an organization’s most important resource. ● Companies have higher levels of employee satisfaction, financial performance, and service performance when the company has high-quality human resource practices and programs. ● At many companies, human resources have become part of the strategic-management process.

SELF-ASSESSMENT 9.1 Assessing the Quality of HR Practices This 14-question Self-Assessment determines the quality of HR practices at students’ current or previous places of employment. Questions on complaint processes, interviews, and evaluations are presented Click for follow-up activity. Human Resources as Part of Strategic Planning ● The purpose of the strategic human resource process is to get the optimal work performance that will help the company’s mission and goals. ● Three concepts important in this view of human resource management are human capital, knowledge workers, and social capital. o Human capital is the economic or productive potential of employee knowledge, experience, and actions. o A knowledge worker is someone whose occupation is principally concerned with generating or interpreting information, as opposed to manual labor. o Social capital is the economic or productive potential of strong, trusting, and cooperative relationships. Planning the Human Resources Needed ● Strategic human resource planning consists of developing a systematic, comprehensive strategy for (a) understanding current employee needs and (b) predicting employee needs. ● Understanding Current Employee Needs

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

o The purpose of job analysis is to determine, by observation and analysis, the basic elements of a job. o Specialists interview job occupants about what they do, observe the flow of work, and learn how results are accomplished. o After the job analysis is complete, you write a job description and a job specification. ▪

The job description summarizes what the holder of the job does and how and why he or she does it.

▪

The job specification describes the minimum qualifications a person must have to perform the job successfully.

o By entering a job description and specification into a database, the organization can do computer-searching for candidates by matching keywords on their résumés. ● Predicting Future Employee Needs o Predicting future employee needs means you must be knowledgeable about what human resources the organization may need and the likely sources for that staffing. o You must understand the organization’s vision and strategic plan so that the right people can be hired to meet the future strategies and work. o You can recruit employees from either inside or outside the organization. ▪

In looking at those inside, you need to consider which employees are motivated, trainable, and promotable, and what kind of training your organization might have to do.

▪

A human resource inventory listing employees by name, education, training, languages, and other important information may be helpful here.

▪

In looking outside, you need to consider the availability of talent in the labor pool, the training of people graduating from schools, and other factors.

9.2 Recruitment & Selection: Putting the Right People into the Right Jobs POWERPOINT SLIDES: #9 Recruitment and Selection 9-13 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

#10 Internal and External Recruiting: Advantages and Disadvantages #11 Which External Recruiting Methods Work Best? #13 Selection: How to Choose the Best Person for the Job #14 Interviewing: Unstructured #15 Interviewing: Structured #16 and 17 Employment Tests Section 9.2 discusses the HR tasks of recruitment and employee selection. Recruitment can be from within or outside the company. Selection tools, including background information, interviews, and employment tests are described. One way that you could begin your coverage of these topics is to have the students watch the Wall Street Journal video “How Does a Company Recover from Making a Bad Hire?” This nearly 3-minute video profiles the costs to firms, especially small and medium-sized businesses, of a bad hire. For a supplemental activity, you could have the students discuss if they have ever experienced the implications of their employer making a bad hire and discuss what employers can do to reduce the chances of, and the negative impact of bad hires. One HR philosophy that many companies follow is to “hire slow and fire fast.” You could also have students debate the merits of this philosophy.

ONLINE VIDEO

Topics and Tips for Discussion: 1. Think back to the last job interview that you had. Describe the type of interview questions that were used, and critique how effective you believe the questions were in determining if you were the ideal candidate for the position. Students have likely experienced both unstructured and structured interviews. Candidates may find unstructured interviews to be less intimidating and applicants often feel like they have more of a chance to “sell” themselves as part of the process. Students may like how structured interviews are more related to the position. If they have effectively prepared for the interview, they are likely to have good examples they can use to address both situational and behavioral-description interview questions. Students may express a preference for traditional face-to-face interviews, phone interviews, or ones conducted via the Internet. For supplemental reading, you could have the students read the Wall ONLINE Street Journal articles “Your Next Job Interview May Be with a Robot” and “Readers ARTICLE Respond to Robot Phone Interviews.” These articles profile and critique the increasing trend of using one-sided phone interviews. 2. Describe a time you received a realistic job preview as part of the hiring process. Did it help you to make a better decision? Describe the potential advantages and disadvantages for employers of providing a realistic job preview. Realistic job previews (RJPs) are designed to allow candidates to make more informed decisions about whether they really want the position to which they have applied. They foster more realistic expectations of what the job will be like, so the new employees are not surprised when they experience some of the negative aspects of the position. A key 9-14 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

advantage of RJPs is that they will reduce employee turnover. Newly recruited employees are likely to quit when their job is not what they anticipated. RJPs can help candidates “self-select” out of the recruiting process early if they know they would not be happy in the position, thus, saving the firm the time and effort that otherwise would have been wasted on recruiting, hiring, and training the employee who would have quickly quit anyway. A disadvantage is that they can be time consuming and expensive to develop. They also have the potential to be deemed discriminatory if the intent or the consequence of using the RJP is that it deters women, minorities, people over the age of 40, or individuals with disabilities from applying for positions. 3. Provide recommendations for how employers can overcome the potential for bias in the recruitment and selection process. There are several best practices managers can follow to reduce the potential for bias in the recruitment and selection process. One is for hiring managers to only review résumes that have been stripped of non-relevant information (i.e., name, race, gender, age, etc.) when making decisions about who to interview. Another is that if a company is going to do a social media search to look for “red flags” about the person prior to hiring, the person who does the social media search should not be directly involved in the hiring decision, but merely report on findings that might be troubling. This would prevent the hiring manager from learning non-relevant information about the person (e.g., religion, disability, age) that might bias the hiring process. Hiring managers want to have as much standardization and consistency in the hiring process as possible. Section 9.2 Key Concepts: Recruitment: How to Attract Qualified Applicants ● Recruiting is the process of locating and attracting qualified applicants for jobs open in the organization. ● You want to find people whose skills, abilities, and characteristics are best suited to your organization. ● Table 9.1 summarizes the advantages and disadvantages of the two types of recruitment: internal and external. ● Internal recruiting means making people already employed by the organization aware of job openings. o Most vacant positions in organizations are filled through internal recruitment. o Job posting is placing information about job vacancies and qualifications on bulletin boards, in newsletters, and on the organization’s intranet. o Some firms are now rehiring former workers who had left because the firms are having difficulty finding qualified people. ● External recruiting means attracting job applicants from outside the organization.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

o In years past, job notices were placed through newspapers, employment agencies, union hiring halls, college placement offices, executive recruiting firms, and so on. o Today more and more companies are using social media such as LinkedIn to recruit. o The most effective external recruiting method is employee referrals. o E-recruitment tools such as “dot-job” web sites, membership directories, social networking sites, and industry-specific blogs, forums, and newsgroups are also among effective ways for finding good candidates. Connect® Exercise CLICK AND DRAG: Internal and External Recruiting Summary of Activity: In this Click and Drag exercise, students will match internal and external recruiting with their proper descriptions/examples.

SELF-ASSESSMENT 9.2 Assessing Your Person-Job Fit This 9-question Self-Assessment determines students’ job fit. Questions on liking what you do, goals and needs being met, and ability to use talents are presented. Click for follow-up activity. ● A realistic job preview (RJP) gives a candidate a picture of both positive and negative features of the job and organization before he or she is hired. ● RJPs are very effective at reducing turnover within 30 to 90 days of employment. Interactive Classroom Material: EXAMPLE: The Changing Job Market: Millennials, the Gig Economy, and the Episodic Career This Example discusses the reasons behind the gig economy, the increasing use of job specific, temporary, contract workers who are expected to make up more than 50 percent of the workforce by the end of the next decade. It delineates the plusses and minuses to workers and companies of contract work and ends with suggestions for improving the lives of gig workers by, for example, instituting income insurance and/or portable benefits. Click for follow-up activity.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Selection: How to Choose the Best Person for the Job ● The selection process is the screening of job applicants to hire the best candidate. ● Selection is an exercise in prediction: How well will the candidate perform the job, and how long will he or she stay? Background Information: Application Forms, Résumés, and Reference Checks ● Application forms and résumés provide basic background information about job applicants such as citizenship, education, work history, and certifications. ● A lot of résumé information consists of mild puffery, and many people lie on their résumés about their skill sets, responsibilities, employment dates, job titles, and academic degrees. ● It is risky to lie about your background information because it can be later used as a reason for terminating your employment. ● Many firms now use résumé-filtering software that screens résumés for keywords. ● References from former employers aren’t always honest because of fear of being sued by either the applicant or the employer. ● Many employers also like to check applicants’ credit references, but they must get written consent to do so. Interactive Classroom Material: EXAMPLE: Lies Job Applicants Have Told This Example describes two of the most common lies applicants tell on their résumés. Applicants most frequently lie about their education or the employment history, or even both. Real world examples of these and their consequences are included. Click for follow-up activity.

Group Exercise #1: Choosing the Best Person for the Job There is a Group Exercise available at the end of this manual that provides students with the opportunity to gain further knowledge of the selection process. Exercise Objectives: 1. To gain further knowledge of the selection process. 2. To practice looking for the skills that help HR professionals find the best person for a job. Click for follow-up activity. Interviewing: Unstructured, Situational, & Behavioral-Description

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

● Interviewing is the most commonly used employee-selection technique, and these interviews can take place face to face, by videoconference, phone, or via the Internet. ● To help eliminate bias, interviews can be designed, conducted, and evaluated by a committee of three or more people. ● There are three common interview forms: unstructured interviews, and two types of structured interviews (situational and behavioral-description). o An unstructured interview involves asking probing questions to find out what the applicant is like. ▪

There is no fixed set of questions asked of all applicants and no systematic scoring procedure.

▪

This type of interview may be overly subjective and is susceptible to legal attack.

o The structured interview involves asking each applicant the same questions and comparing their responses to a standardized set of answers. ▪

In the situational interview, the interviewer focuses on hypothetical situations.

▪

In the behavioral-description interview, the interviewer explores what applicants have actually done in the past.

Interactive Classroom Material: PRACTICAL ACTION: The Job Interview: What Employers Are Looking For This Practical Action walks the students through an interview from the point of view of the recruiting manager. It explains the three-scene format of most interviews: 1) 3 minutes of small talk; 2) 15 to 60 minutes of Q&A; 3) 2 to 5 minutes to conclude the interview and set up any subsequent steps. Click for follow-up activity.

Connect® Exercise CLICK AND DRAG: Three Types of Interviews Summary of Activity: In this Click and Drag exercise, students will match the types of interviews with their proper descriptions/examples.

Group Exercise #2: Practicing Your Interview Skills 9-18 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

This Group Exercise is available at the end of this manual. It provides students with the opportunity to practice interviewing skills. Exercise Objective: To practice interviewing skills and receive feedback on strengths and weaknesses. Click for follow-up activity. Employment Tests: Ability, Personality, Performance, Integrity, and Others ● Employment tests are legally considered to consist of any procedure used in the employment selection decision process. ● Ability tests measure physical abilities, strength and stamina, mechanical ability, mental abilities, and clerical abilities. ● Performance tests, or job tryouts, measure performance on actual job tasks. o Some companies have an assessment center, in which management candidates participate in activities for a few days while being assessed by evaluators. ● Personality tests measure personality traits such as adjustment, energy, sociability, independence, and need for achievement. o One of the most famous personality tests is the Myers-Briggs Type Indicator. o Such tests should be used with caution because of the difficulty of measuring personality characteristics and the risk of legal challenge. ● Integrity tests assess attitudes and experiences related to a person’s honesty, dependability, trustworthiness, reliability, and prosocial behavior. o The tests are designed to identify people likely to engage in inappropriate, antisocial, or dishonest workplace behavior. ● When appropriate, the organization can also use drug testing, polygraphs, genetic screening, and handwriting analysis. Interactive Classroom Material: EXAMPLE: Personality Tests: Pros and Cons This Example lays out the pros and cons of using personality tests as selection elements in hiring. Those in favor of using them think they are difficult to cheat on and that they provide helpful information for job, team, and organizational fit. Those opposed feel they can be easily manipulated and that they are not only unreliable but also potentially discriminatory. Click for follow-up activity. Reliability and Validity: Are the Tests Worth It? ● Two important legal considerations about any test are its reliability and its validity.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

o Reliability is the degree to which a test measures the same thing consistently, so that an individual’s score remains about the same over time, assuming the characteristics being measured also remain the same. o Validity means the test measures what it purports to measure and is free of bias. ● If a test is supposed to predict performance, then the individual’s actual performance should reflect his or her score on the test. ● Using an invalid test to hire people can lead to poor selection decisions, and it can also create legal problems. Geeks, Robots, and People Analytics ● With “talent analytics” or “people analytics,” engineers, statisticians, and computer scientists are applying analytics and robotics to overcome behavioral biases in recruitment. ● Some companies use automated recruiters to canvass the Web for ideal employees, based on an algorithm that applies the same job-fit criteria to applicants that managers use to rate their best employees. ● Companies also have robots scanning résumés looking for the right keywords, with great success.

9.3 Managing an Effective Workforce: Compensation and Benefits POWERPOINT SLIDES: #18 Compensation and Benefits #19 Benefits: No Small Cost Section 9.3 discusses managing compensation. Compensation includes wages or salaries, incentives, and benefits. One way that you could begin your coverage of these topics is to profile Amazon’s decision to increase its minimum wage to $15 per hour, well above the federal minimum wage of $7.25 per hour. You could have the students watch the CNN video “Amazon Raises Minimum Wage to $15 an Hour” and read the Wall Street Journal article “Amazon to Raise Its Minimum U.S. Wage to $15 an Hour.” For a supplemental activity, you could have the students analyze the advantages and disadvantages of Amazon’s decision. Topics and Tips for Discussion:

ONLINE VIDEO

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

1. Describe the benefits offered by your company (or a previous employer), and discuss which ones are the most important to you. What other benefits do you wish your company offered? Students are likely to place more value on benefit offerings that allow them to customize their benefits to their needs and interests. One benefit that is increasingly popular with recent college graduates are programs that promote financial wellness. These programs can focus on the basics of financial education, provide financial coaching, give pay advances or small loans, provide more savings options beyond retirement planning, and give assistance with student loans. Paid leave, identity theft protection, legal plans, and pet insurance are other increasingly popular benefits. 2. How can companies calculate the return on investment of providing specific benefits? Although the financial return on investment is not the only metric that can or should be used to evaluate benefits, it is important for HR to demonstrate that benefits provide financial value to the company. It is important to analyze how the firm’s benefits impact the company’s productivity and bottom-line performance. Costs of health care claims are an important metric, especially for wellness programs. Although more difficult to measure, firms should also look at the impact of benefit plans on employee morale and engagement. 3. Discuss the reasons why incentive plans often fail to motivate. Incentive plans might fail to motivate if employees don’t understand them. If they don’t see any connection between how hard they work and the reward they receive, they are not likely to exert extra effort to get the incentives. Incentive plans linked to outcomes that employees don’t believe they control are not likely to be successful. Section 9.3 Key Concepts: Compensation 

Three parts: (1) wages or salaries, (2) incentives, and (3) benefits.

Wages or Salaries ● Base pay consists of the basic wage or salary paid employees in exchange for doing their jobs. ● The basic compensation is determined by factors such as: the prevailing pay levels in an industry, what competitors are paying, whether the jobs are unionized, if the jobs are hazardous, what the individual’s level is in the organization, and the person’s experience. Incentives ● Many organizations offer incentives, such as commissions, bonuses, profit-sharing, and stock options.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

● Incentives are designed to attract high-performing employees and to induce those already employed to be more productive. Benefits ● Benefits, or fringe benefits, are additional nonmonetary forms of compensation designed to enrich the lives of all employees in the organization. ● Examples of benefits are health insurance, dental insurance, life insurance, retirement plans, holidays off, and so on. ● Benefits are expensive. In September 2017, private industry spent 31.7 percent of employment compensation costs on benefits.

Connect® Exercise CLICK AND DRAG: Compensation & Benefits Summary of Activity: Compensation is one way employees receive returns from their work inputs. A compensation package is comprised of three parts: wages or salaries, incentives, and benefits. In this Click and Drag exercise, students will match fictitious employees with the proper compensation described.

9.4 Orientation and Learning and Development POWERPOINT SLIDES: #20 and 21 Orientation, Learning, and Development #23 Types of Learning and Development Section 9.4 discusses two ways newcomers are helped to perform their jobs. These include orientation, which fits them into the job and the organization; and learning and development, which upgrades employees’ skills in their current position and develops them for future opportunities. One way that you could begin your coverage of these topics is to have the students read the Forbes article “10 Simple Ways to Improve Onboarding for Increased Retention.” The article provides insightful recommendations for retaining top talent after hiring them. You could also have the students read the related Forbes article “3 Ways You Might Be Failing When It Comes to Cross-Cultural Onboarding,” which further addresses the fact that employers who don’t effectively discuss and lay out an employee’s journey from the beginning risk losing top talent. For a supplemental activity, you could have the students critique the onboarding process at their

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Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

most recent employer. For those students without relevant work experience, you could have them critique the student onboarding experience at your academic institution. Topics and Tips for Discussion: 1. Evaluate the effectiveness of the orientation training that you received for your last job. What was good about the training, and what could have been better? A poor orientation training is usually a symptom of poor planning. Basic things like making sure the employee has all the resources he or she needs from day one, such as office space, a computer, access to email and company networks, etc., can go a long way to making a new employee feel welcome. Effective orientation training should begin well before the employee’s first day and continue long after the first day, up through the first year of employment. 2. Discuss ways that companies could evaluate the effectiveness of their training programs. Training programs are often evaluated using four metrics: reactions, learning, behavior, and results. Reactions measures gauge how the participants felt about the training. Did they like the trainer and the materials used? Learning measures the change in the trainee’s knowledge and/or skills. Pre and post tests can measure what an employee learned as a result of the training. Behavior measures the extent to which trainees are able to display their new behaviors on the job, not just in the training session. Finally, results measure the benefits that the organization enjoyed as a result of the training program. These might include a reduction in workplace accidents, lower defect rates or higher sales. 3. Assume you want to get promoted at work within the next three years. What development opportunities should you seek out to help you get promoted? What specific skills and competencies do you need to develop? Seek out development opportunities that will help you to network with others in your organization and will help you to foster new skills. You could volunteer for specific projects that help you to develop the skills for career readiness. The more you improve your career readiness skills as described in the book, the greater your potential for promotion. Section 9.4 Key Concepts: Orientation ● Onboarding refers to programs that help employees to integrate and transition to new jobs by making them familiar with corporate policies, procedures, cultures, and politics by clarifying work-role expectations and responsibilities. ● Orientation is helping the newcomer fit smoothly into the job and the organization.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

● The first six months on the job can be critical to how an employee performs over the long haul because that’s when the psychological patterns are established. ● Whether formal or informal, the initial socialization period is designed to give new employees the information they need to be effective. ● As a result of orientation, the employee should know: o The requirements of the job and how work will be evaluated. o The organization’s mission and operations. o The organization’s work rules and employee benefits. Learning and Development ● The learning and development process involves five steps, shown in Figure 9.2 in the text. ● Development is the term describing educating professionals and managers in the skills they need to do their jobs in the future.

● Different kinds of learning and development methods are used to teach facts and to teach skills. o If people need to learn facts, then lectures, videotapes, and workbooks are effective. o If people need to learn skills, then discussion, role playing, and practice work better. ● Microlearning, or bite-size learning, segments learning into bite-size content, enabling a student to master one piece of learning before advancing to anything else. Connect® Exercise CLICK AND DRAG: Five Steps in the Learning and Development Process Summary of Activity: In this Click and Drag exercise, students will match the different steps in the learning and development process with their correct descriptions.

Interactive Classroom Material: EXAMPLE: Keller Williams Realty: Learning for Earning This Example describes the emphasis Keller Williams Realty puts on training and development. This company was named the top training organization in any industry worldwide by Training magazine in 2017. One of its founders describes it as “a training and coaching organization disguised as a real estate company.” Keller Williams has many different learning programs available and is dedicated to helping its agents become successful.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Click for follow-up activity.

SELF-ASSESSMENT 9.3 CAREER READINESS Is a Career in HR Right for You?

CAREER READINESS

This 24-question Self-Assessment determines if a student is more suited for a career as an HR generalist, compensation professional, HRIS professional, benefits professional, training and development professional, or organizational development professional. Some students may also determine that they are not suited for a career in HR at all. Click for follow-up activity.

9.5 Performance Appraisal POWERPOINT SLIDES: #24–27 Performance Appraisal #29 Who Should Make Performance Appraisals? #30 Forced Ranking: Grading on a Curve #31 Effective Performance Feedback Section 9.5 discusses performance management and performance appraisals. Performance appraisals, or assessing employee performance and providing them feedback, may be objective or subjective. Appraisals may be done by managers, peers, subordinates, customers, or oneself. An important element of performance management is providing effective feedback. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Performance Anxiety: Revamping Traditional Annual Reviews.” In this nearly 4minute video, Bob Rosner discusses the limitations of the annual performance review and provides recommendations for how performance management should be done in today’s fastpaced environment. For a supplemental activity, you can have the students provide recommendations for how to improve the appraisal process to ensure that good performers are motivated, while the issues with poor performers are addressed. Topics and Tips for Discussion: 1. Critique the performance management process at your company (or a previous employer), and discuss ways the process might be improved. The performance management process begins with defining performance expectations. Students might prefer to have more of a role in determining what their goals should be. 9-25 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

The second step is to monitor and evaluate performance. Students may feel like their company’s performance management process is not really an annual review, but rather just a review of the last few weeks before the manager’s evaluation was due. The third step is to provide feedback. Students may feel like the feedback they got was not specific enough to help them change their behaviors or that the feedback was overly critical. The final step is to provide consequences. Poor performers should experience negative consequences, while good performers should be rewarded. Too often in organizations managers avoid dealing with poor performers and don’t give enough recognition to good performers. 2. Analyze the advantages and disadvantages of using supervisors, coworkers, subordinates, customers, and self-appraisals as the source of performance appraisal information. Supervisors are often familiar with the duties of the position and can be in the best position to provide objective feedback about an employee’s performance. The limitation of using supervisors is that they may not have an opportunity to frequently observe the employee’s performance. Coworkers often see dimensions of a worker’s performance that a supervisor can’t, such as their time management or communication skills, but they may not provide objective feedback if they are gaming the system or if don’t like someone interpersonally. Subordinates often can provide effective feedback about their manager’s leadership and communication skills, but they may not provide honest feedback if they are concerned about the political implications of providing negative feedback if they believe their manager would be able to determine who provided what feedback. Customers can provide feedback that provides insights into how well the company is meeting their needs, but often only really happy or very angry customers take the time to provide feedback. Their feedback may also be biased because they don’t understand the system factors that may have contributed to their bad experience (e.g., it is not the fault of the waitress that the meals took a long time to arrive if the cooks in the kitchen were unable to keep up during a busy time). Employees often can provide objective selffeedback about areas where they might need more training or would like more professional development, but only if the feedback is used only for developmental purposes, and not administrative purposes such as determining how much of a pay increase employees will receive. Given the advantages and disadvantages of each of these rater types, it might be best for companies to use some version of 360-degree feedback where they use information from a variety of rater types. 3. Analyze the advantages and disadvantages of using forced ranking performance review systems. A benefit of a forced ranking system is that it forces managers to make distinctions in performance evaluations. Often it is easier for managers to rate everyone as “above average” merely to avoid conflict or having difficult conversations with poor employees. The disadvantage of this approach is that it forces managers to rate some employees as “below expectations” when in fact everyone may be meeting the minimum expectations of

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

performance. A better approach is to have clear performance standards and then evaluate each worker independently to assess whether he or she met those standards. Section 9.5 Key Concepts: Performance Management ● Performance management is a set of processes and managerial behaviors that involve defining, monitoring, measuring, evaluating, and providing consequences for performance expectations. ● Performance management has four steps: 1) define performance, 2) monitor and evaluate performance, 3) review performance, and 4) provide consequences. ● These steps can be seen on Figure 9.3. ● Performance management, which is often exerted through an organization’s managers and human resources policies and practices, is a powerful means for improving individual, group, and organizational effectiveness. Connect® Exercise CLICK AND DRAG: The Performance Management System Summary of Activity: In this Click and Drag exercise, students will match the stages of the performance management system with provided scenarios.

Interactive Classroom Material: EXAMPLE: Performance Management at Edward Jones This Example details the four-step performance management system at Edward Jones & Co., the largest U.S. securities firm in number of branches and employees. The performance management process for its 16,000 workers involves 1) defining performance, 2) monitoring and evaluating performance, 3) reviewing performance, and 4) providing consequences. Evidence of the excellence of its training process include being named a best place to work, a best workplace for women, and a top training company. Click for follow-up activity. Performance Appraisal ● A performance appraisal, or performance review, consists of (1) assessing an employee’s performance, and (2) providing him or her with feedback. ● Objective appraisals, also called results appraisals, are based on facts and are often numerical.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

o One good reason for having objective appraisals is that they measure results, not personalities. o Objective appraisals are also harder to challenge legally because they are not subject to personal bias. o Management by objectives (MBO) is an objective approach used to encourage employees to produce specific results. ● Subjective appraisals are based on a manager’s perceptions of an employee’s traits or behaviors. o Trait appraisals are ratings of subjective attributes such as attitude, initiative, and leadership. o Trait evaluations may be easy to use, but their validity is questionable. o Behavioral appraisals measure specific, observable aspects of performance. o An example of a behavioral appraisal is the behaviorally anchored rating scale (BARS), which rates employee gradations in performance according to scales of specific behaviors. Connect® Exercise CLICK AND DRAG: Objective and Subjective Performance Appraisals Summary of Activity: In this Click and Drag exercise, students will match objective and subjective performance appraisals with their proper examples/descriptions. Who Should Make Performance Appraisals? ● Most performance appraisals are done by managers, but to add different perspectives, appraisal information can be provided by other people knowledgeable about particular employees. ● Coworkers, colleagues, and subordinates see different aspects of your performance. ● This information is better used for development, instead of evaluation purposes. ● Some organizations ask customers and clients for their appraisals of employees. ● Self-appraisals help involve employees in the whole evaluation process and may make them more receptive to feedback about areas needing improvement. ● In 360-degree assessment, or 360-degree feedback appraisal, employees are appraised not only by their managerial superiors but also by peers, subordinates, and sometimes clients. o An employee chooses between 6 and 12 other people to make evaluations and provide anonymous feedback.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

o The employee then goes over the results with his/her manager, and they put together a plan for performance goals. o Collecting performance information from multiple sources helps the person being evaluated get a broad view of his or her performance, and it highlights any biases and perceptual errors that might be occurring. ● In forced ranking performance review systems, all employees within a business unit are ranked against one another, and grades are distributed along some sort of bell curve. o Top performers are rewarded with bonuses and promotions; the worst performers are rehabilitated or dismissed. o This technique encourages managers to identify and remove poor performers and to reward top performers. o This technique is losing favor because it can get rid of talented as well as untalented people; it may face legal challenges; and it may create a culture of reduced performance. Effective Performance Feedback ● The point of performance appraisal is to stimulate better job performance. ● Today companies are choosing a qualitative approach to employee appraisals. ● Managers are trained on how to coach and regularly check in with employees, giving them continuous, real-time feedback and solutions. ● Formal appraisals are conducted at specific times throughout the year and are based on performance measures that have been established in advance. o The manager should give the employee feedback citing specific examples. o Facts should always be used rather than impressions. ● Informal appraisals are conducted on an unscheduled basis and consist of less rigorous indications of employee performance. ● This section provides advice on how to give performance feedback to employees. Connect® Exercise CASE ANALYSIS: Google’s Success Builds from Its Progressive Approach toward Human Resource Management Summary of Activity: In this Case Analysis, students will read about Google’s innovative approach toward human resource management. After reading the case, students will respond to 4 multiple-choice questions to measure comprehension. Follow-Up Activity:

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Each year Google receives over 2 million job applications from around the world. Students should write one or two paragraphs about what makes them uniquely qualified to work for a company like Google. Do they have certain skills, characteristics, and/or knowledge that would qualify them to work for an innovative tech company? If not, what should they develop, and how?

Group Exercise #3: Providing Constructive Feedback to a Team Member This Group Exercise is available at the end of this manual and provides students with the chance to experiment with giving constructive feedback to a team member. Exercise Objective: To give students a chance to experiment with giving constructive feedback to a team member. Click for follow-up activity.

9.6 Managing Promotions, Transfers, Disciplining POWERPOINT SLIDES: #32 Promotions, Transfers, Discipline, and Dismissals #33 Exit Interview and Nondisparagement Agreement Section 9.6 discusses managing employee replacement actions. These include promoting, transferring, demoting, or dismissal. Exit interviews and nondisparagement agreements are also discussed. One way that you could begin your coverage of these topics is to have the students read the Wall Street Journal article “How to Know When You’re on Thin Ice at Work.” This article discusses subtle warning signs that employees should look for to determine if they may be about to get removed from their current role. For a supplemental activity, you could have students describe these warning signs and discuss the reasons why employees often miss them. Topics and Tips for Discussion: 1. Assume two of your employees applied for an open position in your organization that would represent a promotion for them. How should you deal with the employee who does not get the one position? The Harvard Business Review article “How to Tell an Employee They Didn’t Get a Promotion” discusses some best practices on how to handle this type of situation. It is important that you don’t delay on providing the news to prevent the employee from 9-30 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

learning about it through the grapevine, but you do want to have a plan for what you are going to say. You want to know what you want to say and how you want to say it. You want to be transparent in describing how the decision was made and the factors that when into the decision. When providing the news, you want to be empathetic and be respectful of the person’s self-esteem. You want to validate the person’s sense that they are a valued member of the organization. The article suggests waiting until a different time to have a conversation about the development needs of the employee or providing too much negative feedback. Don’t make a promise that the person is going to get the next promotion because that may not be a promise you can keep. Finally, you want to follow up after the person has had some time to reflect on the news. You want to continue to let the person know he is valued and to continue to provide development feedback to keep the employee focused on his future. 2. Describe the reasons a company might transfer an employee, and discuss the advantages and disadvantages of using job transfers. There are many reasons a company might transfer employees. The employees might be looking for ways to broaden their skills or gain experience in different parts of the organization, but there are a limited number of positions higher up in the organization. The advantages to the employees of job transfers are that they can gain new skills and contribute in new ways when they move laterally. The advantage to the company is that it can fill positions with people who are known to be strong performers. It can also allow the firm to avoid using layoffs when one part of the company’s operations is doing well, but others are not. The downside of a job transfer is that it may not have the same motivational potential as a promotion and the people still need to learn a new position. 3. What actions can managers take to deal with the stress and the layoff survivor sickness that employees who kept their jobs after a downsizing may experience? Employees whose companies have gone through a layoff process are likely to experience a myriad of emotions. They may feel betrayed by the company and now distrust it. They may be sad at the loss of their former coworkers and guilt that they did not get laid off. They may have fear and insecurity about what will happen next. They may have resentment over the fact they have to perform some of the job duties that used to be performed by the employees who were laid off or frustrated that things at the company are different. To address these feelings, it is important that employees believe that the layoffs were necessary and that they will help the organization to improve. The employees need to be confident that the organization can continue to be productive, even in a downsized environment. Counseling might be offered to employees and they should have the opportunity to express their feelings. It is important for managers to communicate the need for the layoff and convince employees that layoff decisions were made in a fair and appropriate manner. Section 9.6 Key Concepts: Promotions 9-31 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

● Promotion is moving an employee to a higher-level position. ● Three concerns of promotion are fairness, nondiscrimination, and others’ resentments. o It is important that promotions be fair, not for reasons of nepotism or cronyism. o Protected class status cannot be used to discriminate in promotions. o The employees not promoted may be resentful about being passed over, and you should counsel them about their performance and their opportunities in the future. Transfers ● Transfer is movement of an employee to a different job with similar responsibility. ● Transfers may occur for four reasons: o To solve organizational problems by having employees use their skills at another location. o To broaden employees’ experience. o To retain employees’ interest and motivation by presenting new challenges. o To solve some employee problems, such as personal differences with their bosses. Disciplining and Demotions ● Poorly performing employees may be given a warning or a reprimand and then disciplined. ● An employee may be demoted by having his or her current responsibilities, pay, and perquisites taken away. Dismissals ● Dismissals are of three types: o Layoffs suggest that a person has been dismissed temporarily and may be recalled later if conditions change. o Downsizing is a permanent dismissal; there is no rehiring later. o Firing tends to mean that a person was dismissed permanently “for cause.” ● In the past, managers could use their discretion about dismissals, but today an employer must carefully document the reasons for dismissals to avoid employees suing for “wrongful termination.” Interactive Classroom Material: PRACTICAL ACTION: The Right Way to Handle a Dismissal This Practical Action gives advice on handling dismissals. Firing an employee is a difficult task, one that managers generally dislike. Many will carry an employee longer than they should simply to avoid this task. Managers are advised to do four things. 1) Give the employee a chance to fix whatever is wrong (behavior, cultural fit, drug use) before firing the individual; 2) Don’t 9-32 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

delay the dismissal and make sure it is defensible—make sure the steps taken are well documented. 3) Be aware of the effect not only on the fired worker but on those still at the firm. Take time to meet with them and address any concerns. 4) Dismiss in the middle of the week giving the employee time to look for work immediately, and time for you to meet with the other employees and handle any fallout. This Practical Action ends with advice on how to be prepared should you ever be on the wrong side of a dismissal. Click for follow-up activity. Exit Interviews and Nondisparagement Agreements ● An exit interview is a formal conversation between a manager and a departing employee to find out why he or she is leaving and to learn about potential problems in the organization. ● A nondisparagement agreement is a contract between two parties that prohibits one party from criticizing the other; it is often used in severance agreements to prohibit former employees from criticizing their former employers.

9.7 The Legal Requirements of Human Resource Management POWERPOINT SLIDES: #34 Legal Requirements of HRM: Labor Relations #35 Legal: Compensation and Benefits #36 Legal: Health and Safety #37 Legal: Equal Employment Opportunity #38 Workplace Discrimination #39 Affirmative Action #40 Sexual Harassment #41 Bullying #42 Beating Back the Bully Section 9.7 discusses the four areas of human resource law about which any manager needs to be aware. These are labor relations, compensation and benefits, health and safety, and equal employment opportunity (EEO). Three important concepts covered by EEO laws are discussed: workplace discrimination, affirmative action, and sexual harassment. The impact of bullying is also discussed. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Fixing Silicon Valley.” This 4-minute video discusses the challenges related to sexual harassment facing female entrepreneurs in Silicon Valley. You could also have the students read the Wall Street Journal article “Difficult Conversation: When the Harasser Is a 9-33 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Client.” This article discusses how companies and employees struggle to find the best solution when one of the firm’s clients is engaged in inappropriate behavior. For a supplemental activity, you could have students discuss ways that employees can be exposed to sexual harassment with people outside the company and discuss best practices companies should follow when the harasser is a customer, a client, a patient, etc. Topics and Tips for Discussion: 1. Discuss what organizations can do to foster an environment of equal opportunity. A manager’s responsibility for fostering equal opportunity is to know the various characteristics or “protected classes” on which an employer cannot discriminate based on for an individual’s terms and conditions of employment. Protected classes on the federal level in the United States include race, color, national origin, gender, age, disability, religion and others. Additional protected classes exist on the state and local level. It is also important for managers to know that terms and conditions of employment is a much broader concept than who gets hire and who gets fired. It also includes working conditions, compensation and benefits, disciplinary actions and promotions. It is important for all managers to understand the firm’s legal obligations for equal opportunity, not just managers in HR. 2. Discuss best practices for sexual harassment prevention and for investigating claims of sexual harassment. Sexual harassment prevention begins with a sound anti-harassment policy and with antiharassment training. The firm’s policy should be easily accessible and widely distributed, written in way that people can understand, provide specific examples of inappropriate behavior, and have multiple channels for reporting harassment. Timely, relevant and interesting anti-harassment training should be provided to all employees. If there are reports of sexual harassment, there should be a prompt, thorough and impartial investigation. The investigation should be conducted in as confidential a manner as possible and the investigation should protect the privacy of both the alleged victim and the accused offender. After the investigation is concluded, follow up to ensure the harassment has stopped and that there has been no retaliation against the harassment reporter. 3. Have you or any of your co-workers been a victim of workplace bullying? If so, critique how the employer addressed the situation. If not, how can you ensure that your organization promotes a culture that does not condone bullying? It is important that the company foster a workplace culture designed to support a bullyfree work environment. It starts with creating policy statements and/or codes of conduct stating that all people will be treated with respect, dignity and civility. These policies must clearly state that bullying will not be tolerated and provide specific examples of behavior that would constitute bullying. Provide a mechanism for employees to report bullying and outline the potential consequences for bullying, including termination. It is 9-34 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

important for all managers to be good role models and not display any bullying behavior. Encourage people to stand up for themselves if they are being bullied and require others to report bullying if they see it. Section 9.7 Key Concepts: Labor Relations ● The Wagner Act passed in 1935 created the National Labor Relations Board, an agency which enforces procedures whereby employees may vote to have a union and procedures for collective bargaining. ● Collective bargaining consists of negotiations between management and employees about disputes over compensation, benefits, working conditions, and job security. ● The Taft-Hartley Act passed in 1947 allows the president of the United States to prevent or end a strike that threatens national security. Compensation and Benefits ● The Social Security Act passed in 1935 established the U.S. retirement system. ● The Fair Labor Standards Act established a minimum wage, required overtime pay for nonexempt employees working more than 40 hours a week, and restricted child labor. ● Current minimum wage is $7.25 an hour (29 states have higher minimums; 5 states do not have minimums). Health and Safety ● Beginning with the Occupational Safety and Health Act (OSHA) of 1970, laws have been added to provide employees with nonhazardous working conditions. ● Later laws extended health coverage, including 2010 health care reform legislation that requires employees with more than 50 employees to provide health insurance. Equal Employment Opportunity ● Title VII of the Civil Rights Act of 1964 began the move to reduce discrimination in employment based on racial, ethnic, and religious bigotry and gender stereotypes. ● This established the Equal Employment Opportunity Commission (EEOC) whose job it is to enforce antidiscrimination and other employment-related laws. ● Later laws prevented discrimination against older workers and people with physical and mental disabilities. ● Three important concepts covered by EEO laws are discrimination, affirmative action, and sexual harassment. Workplace Discrimination ● Workplace discrimination occurs when people are hired or promoted—or denied hiring or promotion—for reasons not relevant to the job. 9-35 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

● There are two types workplace discrimination: o Adverse impact occurs when an organization uses an employment practice or procedure that results in unfavorable outcomes to a protected class over another group. o Disparate treatment results when employees from protected groups are intentionally treated differently. ● Those discriminated against can sue for back pay and punitive damages. Interactive Classroom Material: EXAMPLE: Sexual Harassment at Work Sexual harassment is not new. However, in the last year with the advent of the #MeToo movement, and the firings and resignations of many prominent men, it is necessary for organizations to reconsider what is and is not appropriate behavior and how they can avoid promulgating this behavior. This Example includes a (partial) list of 71 cases that occurred by February 2018. It concludes with a discussion of two personality traits that research has demonstrated are frequently demonstrated by sexual harassers: Hostile masculinity and impersonal sexuality. It also mentions a link between narcissism and sexual harassment. Click for follow-up activity. Affirmative Action ● Affirmative action focuses on achieving equality of opportunity within an organization. ● It tries to make up for past discrimination in employment by actively finding, hiring, and developing the talents of people from groups traditionally discriminated against. ● Steps include active recruitment, elimination of prejudicial questions in interviews, and establishment of minority hiring goals. ● Affirmative action has created tremendous opportunities for women and minorities, but individuals hired on the basis of affirmative action can feel stigmatized as unqualified and incompetent. Sexual Harassment ● Sexual harassment consists of unwanted sexual attention that creates an adverse work environment. ● This includes not only unwanted touching but also obscene gestures, sex-stereotyped jokes, sexually-oriented posters, and much more. ● The harassment may be by a member of the same or opposite sex, by a manager, coworker, or outsider. ● If the harasser is a manager or an agent of the organization, the organization itself can be sued, even if it had no knowledge of the situation.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

● There are two types of sexual harassment that violate Title VII of the Civil Rights Act: o Quid pro quo occurs during hiring, when job benefits or opportunities are contingent upon sexual favors. o Hostile environment occurs when the person experiences an offensive or intimidating work environment. ● To prevent sexual harassment: o Managers must make sure their companies have an effective sexual harassment policy in place. o A formal complaint procedure should establish how charges will be investigated and resolved. o Supervisors should be trained in Title VII requirements and how to follow procedures when charges occur. o Charges should be investigated promptly and offenders disciplined at once. Connect® Exercise CLICK AND DRAG: Preventing and Responding to Workplace Sexual Harassment Summary of Activity: In this Click and Drag exercise, students will match sexual harassment prevention and response techniques to their appropriate workplace examples. Bullying ● Bullying is repeated mistreatment of one or more persons by one or more perpetrators; it is abusive physical, psychological, verbal, or nonverbal behavior that is threatening, humiliating, or intimidating. ● Bullying on the job may be physically aggressive, verbal, relational, and/or cyberbullying. ● Bullied employees are less satisfied at work, more likely to spend time gossiping and not putting in their full effort, and more likely to quit. ● Table 9.4 presents some guidelines for combating bullying. Connect® Exercise CLICK AND DRAG: Employee Protection Laws Summary of Activity: In this Click and Drag exercise, students will match applicable employment laws with provided situations.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

9.8 Labor-Management Issues POWERPOINT SLIDES: #44 Labor-Management Issues #45 Who’s in a Union (2017)? #46 Four Kinds of Workplace Labor Agreements #47 States with Right-to-Work Laws #48 Compensation #49 Settling Labor-Management Disputes Section 9.8 discusses the process by which workers get a labor union to represent them, how unions and management negotiate a contract, and issues unions and management negotiate. This section also discusses the types of union workplaces and right-to-work laws. Finally, grievance procedures, mediation and arbitration are discussed. One way that you could begin your coverage of these topics is to have the students watch the video “Beer Truck Drivers Union Members Go on Strike.” This approximately 2-minute video from a local CBS affiliate demonstrates the power unions have to force companies to bargain when they go on strike and their members picket and persuade other businesses and consumers to support their cause. For a supplemental activity, you can have the students analyze the factors that are likely to make strikes successful and discuss how social media might impact the effectiveness of strikes. Topics and Tips for Discussion: 1. Why do you think labor unions have lost some of their clout over the last few decades? What should they focus on to make themselves more relevant? There are several factors that have likely contributed to the decline of unions in the United States. Globalization and new technology play a role. U.S. companies can use automation to reduce the size of their workforce or they may shift operations to countries with low labor costs, reducing the need for U.S.-based workers. In addition, the U.S. economy is moving away from manufacturing jobs, where unions once had great power, to service-based jobs, where unions are less influential. Governmental actions are also impacting unions. More states have passed right-to-work laws and the changes in laws have stripped unions of some of their rights. In order to stay relevant in today’s global economy, unions need to provide real value to their members. They need to advocate for their members’ interests. Unions have often created environments where companies treated all their workers the same, but today’s employees seem to place more value on individuality. Unions need to find a way to be responsive to a diverse set of employee needs and allow more recognition for individual contributions.

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2. Assume you live in a non-right-to-work state and have just been offered a job with a company that has a union shop, which will require you to join the union within 30 days of beginning employment. Would you still accept the job? Defend your position. As measured in Self-Assessment 9.4, students’ views on unions are likely to impact how they respond to this question. Some will likely see clear value in what union membership can offer, while others might see union dues as wasted money. 3. Discuss how the shift to a “gig” economy is likely to impact unionization. Barring changes in government regulations, the shift to a “gig” economy is likely to negatively impact unionization. As independent contractors rather than employees, individuals who work in gig economy don’t have rights under the National Labor Relations Act. Some states and cities have implemented new policies to give independent contractors more of a voice, and there is a trend to require companies like Uber to classify their gig workers as employees, not independent contractors. If the gig workers are classified as employees, this would give them more rights, but as employees, they would have less freedom to choose when or how they work. Section 9.8 Key Concepts: Forming Labor Unions ● Labor unions are organizations of employees formed to protect and advance their members’ interests by bargaining with management over job-related issues. ● When workers in an organization decide to form a union, they first must get workers to sign authorization cards, which designate a certain union as the workers’ bargaining agent. ● When at least 30 percent of workers have signed cards, the union may ask the employer for official recognition. ● Usually the employer refuses, and the union can petition the National Labor Relations Board (NLRB) to decide which union should become the bargaining unit that represents the workers. ● An election is then held by the NLRB, and if 50 percent or more of the votes cast agree to unionization, the NLRB certifies that the union is the workers’ exclusive representative. ● Table 9.5 includes a snapshot of today’s union movement in the United States (2017 figures). How Unions and Management Negotiate a Contract ● Once the union is recognized as an official bargaining unit, its representatives can then meet with management’s representatives to do collective bargaining, the process of negotiating pay and benefits and other work terms.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

● When agreement is reached, the union representatives take the collective bargaining results back to members for ratification, the process of voting to accept or reject the contract. ● If members vote yes, the union and management representatives sign a negotiated labormanagement contract. The Issues Unions and Management Negotiate About ● Union Security o A union security clause is the part of the labor-management agreement that states that employees who receive union benefits must join the union or at least pay dues to it. o There are four basic kinds of workplaces described in Table 9.6: closed shop, union shop, agency shop, and open shop. o Right-to-work laws, passed by 22 states, are statutes that prohibit employees from being required to join a union as a condition of employment. ● Compensation o Unions negotiate wage rates, including overtime pay, different wages for different shifts, and bonuses. o The pressure of competition from abroad and deregulation at home have forced many unions to accept two-tier wage contracts, in which new employees are paid less or receive lesser benefits than veteran employees. o Unions often try to negotiate a cost-of-living (COLA) clause that ties future wage increases during the period of the contract to increases in the cost of living, as measured by the consumer price index (CPI). o During tough economic times, management and labor may negotiate givebacks, in which the union agrees to give up previous wage or benefit gains in return for something else, such as job security. Connect® Exercise CLICK AND DRAG: Four Kinds of Workplace Agreements Summary of Activity: In this Click and Drag exercise, students will match workplace types with their correct description. Settling Labor-Management Disputes ● Many conflicts during the contract period can be resolved through grievance procedures, mediation, or arbitration.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

● A grievance is a complaint made by an employee that management has violated the terms of the labor-management agreement. o Grievance procedures are often handled initially by the union’s shop steward, an official elected by the union membership who works at the company and represents the interests of unionized employees on a daily basis. o If this process is not successful, the grievance may be carried to the union’s chief shop steward and then to the union’s grievance committee, who deal with their counterparts higher up in management. o If the grievance procedure is still not successful, the two sides can try to resolve their differences through mediation or arbitration. ● Mediation is the process in which a neutral third party, a mediator, listens to both sides in a dispute, makes suggestions, and encourages them to agree on a solution. ● Arbitration is the process in which a neutral third party, an arbitrator, listens to both parties in a dispute and makes a decision that the parties have agreed will be binding on them.

SELF-ASSESSMENT 9.4 Assessing Your Attitudes toward Unions This 10-question Self-Assessment determines students’ attitudes toward unions. Questions on worker protection, union dues, and union benefits are presented. Click for follow-up activity. New Ways to Advance Employee Interests ● The modern U.S. economy increasingly relies on shift work and temporary employees, and as a result, labor organizations have taken on new permutations. ● For instance, fast-food, construction, and contract workers are now able to more easily unionize, following a National Labor Relations Board decision. ● Uber started a guild for its drivers in New York, which provides some benefits and protections. ● Many employers are trying to advance workplace democracy by giving employees the chance to vote on issues. Connect® Exercise VIDEO CASE: Freeman Uses Union Labor Summary of Activity:

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

The goal of this Video Case is to apply students’ knowledge of labor relations theory to Freeman Audio-Visual, which heavily utilizes labor unions. After watching the video, students will respond to four multiple-choice questions Follow-Up Activity: Instructor should divide students into groups of four or five. Groups should discuss what union policies may be effective in cultivating and enhancing employees’ skills, and what union policies may work against this. Groups should share their findings with the class as a whole, and instructor can moderate the discussion.

9.9 Career Corner: Managing Your Career Readiness POWERPOINT SLIDES: #50 Model of Career Readiness #51 Managing Your Career Readiness Section 9.9 discusses steps for becoming a better receiver of negative feedback: (1) identify your tendencies, (2) engage in active listening, (3) resist being defensive, (4) ask for feedback, and (5) practice being mindful. Developing key skills of the career readiness model will improve your ability to receive negative feedback. One way that you could begin your coverage of these topics is to have the students read the Wall Street Journal article “The Rare Workers Who Thrive on Negative Feedback.” For a supplemental activity, you can have the students discuss the extent to which they believe they are open to negative feedback and have them describe steps they can take to increase their openness. Topics and Tips for Discussion: 1. Why do managers avoid giving negative feedback and why do employees avoid receiving negative feedback? Managers may avoid giving negative feedback because they don’t know the best way to give it, so they won’t try. They may be worried about hurting their employee’s feelings or could be worried the employee will have an emotional outburst. Employees may avoid receiving negative feedback because they don’t see their own limitations and thus are not open to criticism. They may view the feedback as a personal attack rather than an opportunity to grow. Managers who need to provide negative feedback should consider framing the feedback in such a way that the employee understands that by the manager taking the time and risk to provide the negative feedback, he actually does want the employee to become better and be successful. 2. What are the steps for becoming a better receiver of feedback? 9-42 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Step 1 is to identify your tendencies of how you respond to feedback. If you are not open to receiving negative feedback, you are unlikely to change your behavior. Step 2 is to engage in active listening. You want to strive to understand what is being communicated, which can be hard to do if you are upset about the prospects of receiving negative feedback. You do have to consider the accuracy of the feedback and the motives of the person providing the feedback. Step 3 is to resist being defensive, which occurs when people perceive they are being attacked or threatened. Step 4 is to ask for feedback rather than wait for it to be delivered. The final step is to practice being mindful through paying attention on purpose, in the present moment. 3. What is the best way to ask your manager for feedback? One way to address this question is to have the students watch the Harvard Business Review video “Get the Feedback You Need to Grow.” This 1-minute video discusses how it is important to let your manager know the type of feedback that you want, you need to ask for feedback in real time, you should ask for feedback with specific questions that can’t be answered with yes or no answers and you should press for specific examples of how you can improve. Section 9.9 Key Concepts: Becoming a better receiver 1) Identify your tendencies. 2) Engage in active listening. 3) Resist being defensive. 

Defensiveness occurs when people perceive they are being attacked or threatened.

4) Ask for feedback. 5) Practice being mindful. 

Mindfulness is “the awareness that emerges through paying attention on purpose, in the present moment, and nonjudgmentally to the unfolding of experience moment by moment.”

Connect® Exercise CLICK AND DRAG: Become a Better Receiver Summary of Activity: In this Click and Drag exercise, students will match steps in the becoming a better receiver with their appropriate examples.

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Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Career Corner Group Exercise: Becoming a Better Giver and Receiver of Feedback Exercise Objectives: 1. Students will develop their ability to give and receive feedback. 2. Students will receive guidance on how to improve one or more of these seven career readiness competencies: social intelligence, emotional intelligence, ownership/accepting responsibility, proactive learning orientation, positive approach, self-awareness, and openness to change. Click to view activity.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

MANAGEMENT IN ACTION

DIFFICULTIES ATTRACTING AND RETAINING HUMAN CAPITAL IN THE NURSING PROFESSION Problem-Solving Perspective 1. What is the underlying problem in this case from the perspective of a hospital administrator? The underlying problem is the inability to figure out what else, beyond providing the perks listed (e.g., strong starting salary, continuing education, scheduling flexibility) can be done or provided in order to retain nurses, especially those early in their career. It is clear that a more comprehensive approach must be taken toward recruitment and retention—one that strives to enhance the work experience and environment rather than simply ensure the superficial benefits of the job. 2. What role do you believe hospital administrators have played in contributing to nursing shortages and high nurse turnover? One role hospital administrators have played in the nursing shortage and high turnover is not making enough of an effort to articulate job expectations in advance (based on the cited research suggesting that nurses don’t have realistic expectations of what their jobs will entail), be it through job descriptions or during the interview process. Hospital administrators also have clearly not advocated effectively for equal pay for female RNs, as evidenced by the existing gender pay gap. Lastly, it seems that hospital administrators have not created and advocated for adequate policies to enforce accountability around abusive interpersonal behaviors (e.g., harassment, bullying). 3. What can hospitals do to increase nurse supply and retention rates? Regarding nurse supply, hospitals must work to create a more positive public image of the nursing profession. When unions strike or major neglect by hospitals toward nurses is reported, it can have a highly detrimental effect on the number of people entering and completing nursing programs. Additionally, addressing the gender pay gap in a time when society is heavily scrutinizing such differences is an important next step. Regarding retention rates, hospitals must take major initiatives to take care of nurses. As shared in the article, protecting nurses’ well-being requires reducing the risk of injuries and overseeing how they are treated by doctors, peers, and patients. Additionally, hospitals must continuously gather feedback from their nurses in order to know what is going well for them as well as what the nurses would like to see changed or improved. As

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

demonstrated by the actions of the California Nurses Association, the hospitals must then respond to the feedback in order to prevent large-scale strikes and backlash. Application of Chapter Content 1. What could hospitals do to create a realistic job preview before new nurses accept a position? How do you think this might help with nurse retention? Hospitals could create a realistic job preview for candidates that has at two components. One component should be the opportunity to shadow nurses in similar positions for multiple shifts (Note: One possible barrier to being more involved on-the-job than simply shadowing, as may be possible with non-healthcare jobs, would be the legal implications of actually letting the nurse do the job before being hired by the hospital). Another component should be opportunities to meet with and learn from those in similar positions. This could range from one-on-one or small group meetings to more formal informational presentations, all of which can include a chance to ask questions to a variety of people. These pre-job opportunities would help with nurse retention by allowing candidates to understand, and see first-hand, the emotional and physical demands of the job so that expectations are more clear from the beginning. It also would help them connect with their colleagues-to-be in order to identify if the culture of the work environment is a good fit for them and, if so, give them people to go to if they need support once they start. 2. What type of training or development might hospitals offer to help reduce nurse turnover? The first piece of training that should be strengthened is the onboarding process. During this time, work-role expectations and responsibilities are set for employees, and in the case of nurses, this should cover the three types of interactions: nurse-doctor, nursenurse, and nurse-patient along with information about policies, culture, etc. In addition to the learning that takes place, it would be beneficial to also assign mentors to the new nurses in order to encourage the nurses and answer questions as they adjust to their new job. Following this initiation period, the hospitals should offer both on- and off-the-job learning opportunities. On-the-job opportunities could include continued mentorship and feedback from experienced nurses, the opportunity to rotate jobs with nurses in different units, and ensuring nurses have the opportunity to see patients with a variety of conditions or diagnoses. Off-the-job learning could include patient simulations, webinars on recent medical research, and courses on various skills. 3. What steps could hospitals take to ensure male and female nurses are given equal opportunities in compensation and promotion decisions? It’s important to first note that compensation is not simply wages, but also includes incentives and bonuses. One step a hospital could take would be to base compensation 9-46 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

strictly on years of experience and/or other objective factors. This can eliminate bias in the decisions by hiring managers and administrators. Additionally, setting strict compensation guidelines not allowing for negotiation, while possibly limiting in other ways, can alleviate some of the inequality (Although some research suggests women are at least equally as likely as men to negotiate when given the opportunity, other research suggests that women are also less likely to be given as much as men out of the negotiations). Similarly, for promotions, taking steps to reduce the amount of bias that goes into decisions, such as using more objective standards (e.g., number of hours/shifts worked) can help to increase equality for these decisions. 4. Do hospitals have a legal and/or ethical responsibility to invest more money in equipment to prevent work-related nursing injuries? Why or why not? According to the Occupational Safety and Health Act (OSHA) of 1970, hospitals are required to provide nurses (and other employees) with a nonhazardous work environment. The on-the-job injuries caused to nurses, such as those that result from lifting patients, are highly anticipatable and should be alleviated by investing in equipment that can assist with lifting. Furthermore, hospitals (with over 50 employees) must provide adequate health insurance to nurses. There is also a potential case for discrimination in treatment if doctors and other employees are not subject to similar risks. Beyond the legal obligations, it is unethical to put nurses at risk of injury while neglecting to try and help them avoid potentially injurious situations, and especially if such risk is not mentioned during the recruiting, hiring, and training processes. 5. What do you think are the primary reasons nurses experience so much mistreatment on the job, and what can hospitals and nurses do to decrease these incidents? One possible reason is that a majority (91 percent) of the nurse workforce is made up of female employees, and female employees are more commonly the victims of workplace mistreatment such as harassment. Another possible reason is that they are being viewed as subordinate in both position and ability (albeit an unfounded view) by doctors and possibly by patients as well. To decrease these incidents, hospitals should have policies in place to discipline those who mistreat coworkers, train all staff on the definitions and behaviors associated with mistreatment, and have a formal system in place for complaints to be lodged and subsequently investigated. In turn, nurses should report (and be supported in reporting) such incidents and be persistent to make sure they are properly investigated and that the appropriate disciplinary actions are taken. A hospital policy to protect retaliation, similar to that that protects whistleblowers, would be advantageous as well.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

6. Why do you think some nurses are resorting to collective action, and what do you think hospitals might do to proactively advance nurses’ interests and avoid nursing strikes? Nurses are resorting to collective action because they see that hospitals are not taking their proposals and negotiations seriously. An additional factor may be how widespread mistreatment and negligence are taking place, and a sense that there is a collective need for hospitals to respond. In order to respond proactively and reduce the negative workplace conditions for nurses, hospitals could, first and foremost, support the creation of nurse unions that can advocate for such changes. Additionally, hospitals could take measures such as increasing nurse compensation (especially for female nurses) to alleviate the gender gap, putting policies in place to reduce mistreatment, and paying for equipment that can reduce workplace injuries. Lastly, hospitals can assign in-house counsel to proactively anticipate and make policy recommendations around potential grievances; and should a grievance reach the mediation or arbitration stage, then policies should be put in place to ensure that nurses receive a fair process.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

LEGAL/ETHICAL CHALLENGE

SHOULD NONCOMPETE AGREEMENTS BE LEGAL? Solving the Challenge 1. Of course. Every company needs to protect its proprietary and confidential information. Noncompete agreements play an important role for organizations that do not want their trade secrets to be shared with competitors. They are important tools to safeguard competition. However, a blanket policy of allowing them in every situation is problematic. Courts should require that these agreements be utilized for specific types of jobs/positions at organizations, and not for every single employee. 2. In moderation. I agree that it makes sense to protect proprietary information like formulas, equations, trade secrets, and intellectual property for certain occupations or industries. But this should not apply to all jobs, such as working in a sandwich shop. This seems like the most just option. Lower-level positions most likely do not need noncompete agreements. The information that these employees have probably does not fall into the types of trade secrets that would be very damaging to an organization if released. 3. No. They should be against the law because they prohibit people from finding employment. This is the other extreme side of the argument. A blanket prohibition probably would not be the best option. Yes, lower-level employees may be prohibited from finding employment, so they should be exempt from such agreements, but senior-level employees may know trade secrets that should be kept. Another important issue is the duration and/or distance of the noncompete agreement. These agreements should be tailored such that the duration is not excessively long and/or the distance of noncompetition should not be extreme. 4. Invent other options. Explain. Students can be creative here, but they should balance the interests of employers and employees. The actual noncompete agreement should be looked at in terms of who it applies to, the duration of the agreement, and/or the distance it covers.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

TEXTBOOK EXAMPLES

EXAMPLE: The Changing Job Market: Millennials, the Gig Economy, and the Episodic Career This Example expands on three facets of a changing job market: characteristics of Millennials (those born between 1981 and the mid-2000s); the rise of independent contractors; and survival through wage stagnation via emotional resilience, job market understanding, and self-knowledge. YOUR CALL 1, What kind of skills could you bring to the gig economy? Encourage students to list the skills they have or are planning to learn. Then have them discuss how each would contribute to the value of their social and human capital and their potential as an in-demand knowledge worker. 2. Would you prefer to be a contract worker or to be an employee? Why? This is an opportunity to explain the various differences between full-time and contract workers. Explain that there are serious consequences to mislabeling workers. Employers must withhold federal and state incomes taxes and FICA (Social Security and Medicare) taxes from employees, and pay and make additional FICA payments on their behalf. Independent contractors must pay their own income taxes. Employers who mislabel employees as contract workers can be fined, as well as being required to pay all back taxes. It can sometimes be difficult to differentiate between employees and contractors, a distinction that will become increasingly important as the gig economy increases. The IRS distinguishes between them on three general criteria: behavioral control, financial control, and the type of relationship. ADDITIONAL ACTIVITIES Have students go online and research the gig economy. Here are suggestions for sites you can direct them to: Best Gig Economy Apps The Ten Best sites to Find Gig Jobs And a couple of articles you may want to assign as prep work for this session: Thriving in the Gig Economy Now Hiring for a One-day Job: The Gig Economy Hits Retail Maybe the Gig Economy Isn’t Reshaping Work After All The Health and Well-being of Gig Workers Consider asking the following questions to encourage class discussion: 9-50 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

How will you define success if you decide on a gig career? Would you like a gig career? Why or why not? Do you think the Example is correct in suggesting that more than 50 percent of workers will be gig workers by 2027? Return.

EXAMPLE: Lies Job Applicants Have Told This Example describes two of the most common lies applicants tell on their résumés. Applicants most frequently lie about their education or the employment history, or even both. Real world examples of these and their consequences are included. YOUR CALL Most employers compare résumé data to cover letters, check references, call alma maters, do background checks, sleuth on Google, and administer skills tests. Now that you know that, would lie on your résumé? Why or why not? Some students will insist they would never lie, while others will argue that everyone does it and it is no big deal. For the former, ask them if there is any situation in which they might lie, such as being on the verge of homelessness or having a family to feed. For the latter, ask them what potential consequences might stop them from lying. ADDITIONAL ACTIVITIES Have students read Lying on Your Résumé? Here’s How You’ll Get Caught. Next, have them break into groups and develop ways HR Managers can avoid hiring individuals who have lied on their résumés. Have each group report to the class about their ideas. Consider these discussion questions: 1. What are the similarities between the process solutions provided by the various groups? 2. Can you see any gaps in the suggestions? 3. What is your favorite suggestion and why? 4. Do you think these suggestions are really feasible for managers? Return.

EXAMPLE: Personality Tests: Pros and Cons This Example lays out the pros and cons of using personality tests as selection elements in hiring. Those in favor of using them think they are difficult to cheat on and that they provide

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Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

helpful information for job, team, and organizational fit. Those opposed feel they can be easily manipulated, and that they are not only unreliable but also potentially discriminatory. YOUR CALL 1. Would you be comfortable taking a personality test? You might ask students if they have even been asked to take personality tests as a selection mechanism. How did it make them feel? Was the test used to make the hiring decision? 2. Do you think it’s better to honestly answer the questions or to provide ones that make you appear more suited for the Job? Explain. 3. Also ask the students if they feel it would be okay to use the personality test alone to make a hiring decision—the personality test and a short interview? the personality test and other skills tests? ADDITIONAL ACTIVITIES Have the students watch What Is the Big 5 Personality Test? (4:33). This video describes the positive and negative elements of the Big 5 traits. After watching the video use the following questions to stimulate class discussion. The discussion may be lively as students consider different students’ approaches. Which traits would be most important if you were hiring for: A used car salesman A college professor A retail sales position in a high-end clothing store A retail sales position at Target or Walmart A childcare worker An auto mechanic A nuclear plant technical worker Return.

EXAMPLE: Keller Williams Realty: Learning for Earning This Example describes the emphasis Keller Williams Realty puts on training and development. This company was named the top training organization worldwide in any industry worldwide by Training magazine in 2017. One of its founders describes it as “a training and coaching organization disguised as a real estate company.” Keller Williams has many different learning programs available and is dedicated to helping its agents become successful. YOUR CALL

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Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Keller Williams employees and agents average 82 hours of formal learning a year, almost seven hours a month. Do you think this is excessive? Can organizations spend too much on learning and development? Students may look at this question from their own experience with learning at university and think “Less than one day a month? That’s not much!” The key here is to encourage students to understand the importance not only of lifelong learning in their field, but also of having employers who are dedicated to encouraging that learning. Have them try to list benefits of training and development programs to the company. Once they think about potential benefits, they will be ready to think about the answer to the second part of the question. The second part of the question presents an opportunity to point out that many things in organizations, such as planning, data gathering for decision making, communication, as well as training and development are detrimental if not engaged in enough and also detrimental when engaged in to the point that work does not get done. Too much training and the employee may neglect day-today work in favor of ever-more training. Too little training and the employee may not be effective in their job. ADDITIONAL ACTIVITIES If you want students to dig deeper into the use of training in organizations, consider having them spend about 10 to 15 minutes examining the 2017 Training Industry Report. This study provides data on the amount and type of training engaged in at small, medium, and large firms in a number of industries. You can do this before or after discussing the Your Call questions. It may be impactful to have them try answering the Your Call questions first then having them look at the actual data to see how right they were or how far off their guesses actually were. Another way to emphasize this section of the course is to send your students online to research the different types of training programs provided by organizations. They can access sites such as 6 Different Types of Employee Training Programs or the variety of Professional Training Courses available through Dale Carnegie. Consider asking them: 1. Were you surprised by the variety of courses available? 2. If you were a fairly new employee, would you be overwhelmed by the amount of training available? 3. Do you think organizations can simply let employees know that there are a number of programs available online and let employees choose those they wish to engage in? Or, should organizations offer detailed guidelines as to which programs would be most beneficial for the employee? Return.

EXAMPLE: Performance Management at Edward Jones This Example details the four-step performance management system at Edward Jones & Co., the largest U.S. securities firm in number of branches and employees. The performance management 9-53 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

process for its 16,000 workers involves 1) defining performance, 2) monitoring and evaluating performance, 3) reviewing performance, and 4) providing consequences. Evidence of the excellence of its training process include being named a best place to work, a best workplace for women, and a top training company. YOUR CALL 1. What do you think about Edward Jones’ performance management process? Have students compare the process described in the Example to that laid out in Figure 9.3 in the text. Does it succeed at each step? How do its consequences encourage continually better performance? Encourage students to think about the different management activities necessary at each step. 2. The financial goals for its financial advisors are considered low in comparison to those at competitors like Morgan Stanley and wells Fargo Advisors, which tend to hire more experienced brokers. Do you think Edward Jones’ performance goals are appropriate given the differences between it and other brokerages? Why or why not? Remind students that Edward Jones hires individuals leaving the military and those changing careers. These individuals probably do not have the same level of skills and abilities as those hired by Merrill Lynch or other companies. Does this change the appropriate goals to set for its workers? ADDITIONAL ACTIVITIES Performance Management in Teams If your class has a term project, consider setting aside a day or part of a day for team performance reviews. The purpose of this exercise is for students to practice both giving and receiving performance feedback. Handout the Qualitative Feedback Assignment, Giving Feedback, and Receiving Feedback documents one session in advance. Instruct students to do the pre-work because there will not be time to do it during class. During the class session, have the students follow the instructions for providing feedback to each other. GIVING FEEDBACK EEC model Example – what behaviour you have observed Effect – on the team, manager, customer/client, or company Change – what change in behaviour do you expect. Tell them, or ask them. Example: George, this spreadsheet you supplied me for the meeting had three mistakes.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Effect: We had to waste time manually calculating the figures. Change: How can we improve things for next time? Example: Jane, in that job you did for us last week, I’ve had two complaints from staff. In one, ………………., and in the other ……….” Effect: It doesn’t put either of us in a good light. Change: What do you think? What can we do to rectify the issue as soon as possible? Example: Fiona, I really appreciate your time last week helping me with that spreadsheet. Effect: My boss was really impressed with the final result. He said that he was going to pass on his thanks to your boss. Change: IS A CHANGE REQUIRED? RECEIVING FEEDBACK If you are not comfortable with a suggested feedback venue, suggest a place to meet where you’d feel at ease. For example: “I understand you need to speak to me, but I am not comfortable here. Shall we go to …….” Listen carefully to what the other person is saying and to what they are not saying. Clarify anything you do not understand. For example: “Can you give me an example of ……..”; “So what you are saying is that ……….” Do not take information at face value; ask questions to probe specifics. For example: “When you say that the system crashed on you, what exactly happened?” 9-55 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Try not to be defensive when receiving criticism, Sometimes people don’t deliver criticism particularly constructively, often due to a lack of skills, pressure of other things, lack of time, moods and temperament, etc. Don’t take criticism out of context. See the critique as a positive opportunity to improve and develop. Remember that chief executives get criticized too! Acknowledge the feedback and thank the person for giving it to you. This does not mean that you are agreeing with it but recognizing that the person has taken the time to give it to you. For example: “Thanks for taking the trouble to tell me this. I hadn’t appreciated that I came across in that way.” Change your way of doing things, if it is warranted; however, “one swallow doesn’t necessarily make a summer,” If need be, get a second opinion.

If one person says that you are a horse, smile at them. If two people say that you are a horse, give it some thought. If three people say you are a horse, go out and buy a saddle. PROVERB

QUALITATIVE FEEDBACK ASSIGNMENT Next week in class you will be practicing giving and receiving feedback. Each team member will provide critical feedback to each other member on how well they are performing on the group exercises and the team project in this course. Goals for this assignment/exercise: 1. To allow participants the opportunity to compare their perceptions of how the team views their performance with the reality of how the team sees their performance. 2. To legitimize giving feedback to team members in a team setting 3. To gain feedback about your teamwork skills from others so that you can work on any problems and build on discovered strengths Preparation: Do this BEFORE class next week. There will not be time to do this step during class. You must do it before class. Using six index cards for each team member:

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Print or type the team member’s name on the top of the card. Do not put your name on the cards. Do not prepare cards with feedback for yourself. Write three positive pieces of feedback and three negative pieces of feedback, one statement/comment on each card. You cannot say: “I have nothing negative to say about this person.” You absolutely MUST write three negative and three positive things about each member. All feedback should be specific and descriptive. Focus on behaviors observed while working on your project or during class exercises. Avoid general, sweeping statements. Format of exercise: The performance reviews will take part in four steps. Each team member will go through the same procedure. For example, if Grace is being evaluated, she will: Anticipate the feedback she will receive from the group—both good and bad—and tell the group what she is anticipating. Read the evaluations made of her by the other members of the group Comparing the level of agreement between what she anticipated and what she received Discuss with the group her reactions to the feedback. Use the form on the next page to prepare for your feedback session. Plan on 5 to 10 minutes per person. When you come to class next week: Bring your prep form (from the next page) with you. Bring your index cards with you. When you arrive, place your cards in the envelope the professor will have for your group. PERSONAL WORKSHEET Part I: Anticipate your feedback. Use this form to ANTICIPATE what your team will say about what they admire most about you and what areas the team will identify as areas for you to improve. (Fill in the boxes below.) ADMIRE: This is what I think my team mates will say about me. CHALLENGE: These are the things that I think my team mates will say I need to work on.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Part II: Identify “No-surprises” and “Surprises.” When you receive your feedback, take a deep breath! Everyone was “forced” to write about something that could be improved upon. You were probably uncomfortable doing this; so were they. Everyone will receive some “constructive criticism.” Focus on the positive as much as the negative. After you have received your appraisal, list the things that do not surprise you at all (in other words, what you expected to hear) and the things that do surprise you (what you did not expect to hear). Separate these into two columns These things are what I expected to hear. These things surprised me; or are, inconsistent with how I view myself. ©GBMcLaughlin. All rights reserved. 2018

Return.

EXAMPLE: Sexual Harassment at Work Sexual harassment is not new. However, in the last year with the advent of the #MeToo movement, and the firings and resignations of many prominent men, it is necessary for organizations to reconsider what is and is not appropriate behavior and how they can avoid promulgating this behavior. This Example includes a (partial) list of 71 cases that occurred by February 2018. It concludes with a discussion of two personality traits that research has demonstrated are frequently demonstrated by sexual harassers: Hostile masculinity and impersonal sexuality. It also mentions a link between narcissism and sexual harassment. YOUR CALL 1. Given that two personality traits are associated with sexual harassment, how can an organization stop it? Students may suggest using personality tests for these traits as a way of weeding out perpetrators before hiring them. Ask them however if it would be ethical to deny employment to someone simply because they have these traits in the absence of actual wrongdoing? 2. Why do you think tolerance for the covering up of sexual harassment and other inappropriate or illegal behavior seems to be evaporating? Students will be divided on this. Many will hope this type of behavior will evaporate but not believe it will. Remind them that sexual harassment violates Title VII of the Civil Rights Act of 1964. Why should this behavior go away now when it hasn’t in the last 54 years? What would encourage better behavior? What would encourage continuing sexual harassment? ADDITIONAL ACTIVITIES

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Have students watch the TED video How Can We End Sexual Harassment at Work? This video addresses real, specific, difficult experiences women have undergone in the workplace. Then lead a class discussion utilizing questions such as: 1. Do you know anyone who has been sexually harassed, or have you been sexually harassed? Are you willing to share your experience? 2. Do you believe women when they say they have been harassed? 3. What do you think of Ms. Carlson ideas for how to reduce sexual harassment in the workplace? Do you have any other ideas? ***Discussion may be sensitive, so proceed with caution. Remind students that discussions are made in a “free-space.”*** Return.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

TEXTBOOK PRACTICAL ACTIONS

PRACTICAL ACTION: The Job Interview: What Employers Are Looking For This Practical Action walks the students through an interview from the point of view of the recruiting manager. It explains the three-scene format of most interviews: 1) 3 minutes of small talk; 2) 15 to 60 minutes of Q&A; 3) 2 to 5 minutes to conclude the interview and set up any subsequent steps. YOUR CALL: 1. What additional questions would you like to be asked that would showcase you as the best candidate? Students will most likely answer with suggestions for technical skills questions. Try leading them to consider their more interpersonal skills: their ability to make good decisions, their flexibility in dealing with change, their communication skills, or their leadership abilities. You could also encourage them to think about showcasing their knowledge of the company. 2. How would you work into the interview what you want to say? Have students think about the three phases of the interview. Are there different elements they would introduce at different points in the interview? For example, would it be best to showcase their interest in and knowledge of the company in the opening scene or in the closing scene? ADDITIONAL ACTIVITIES Activity #1 This activity is intended to give the students experience writing interview questions, thinking through the logic of the process, and actually experiencing what it feels like to interview an applicant. Divide the class into dyads made up of student A and student B. Give the following instructions to Student A: Imagine you are preparing to interview candidates for a position at your luxury level pet-sitting service. The firm’s clients are wealthy and demanding, travel frequently, and change plans or requests constantly. Develop a structured set of questions for the interview. Give the following instructions to Student B: Imagine you are interviewing a candidate as an onsite apartment building manager. The facility is a multi-level, multi-unit, security conscious operation with age, gender, and ethnic diversity in its renters. Develop a structured set of questions for the interview. Once this is completed, have each A student meet with their B student partner. Student A should go first and interview student B. Then they should switch off with student B interviewing student A. 9-60 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

When the interviews are completed, lead a group discussion about the experience. What kinds of questions did they ask? Was the order in which they asked questions important? Would it have been helpful to have reordered the questions? Was there a point during the interview when they made up their mind about hiring the applicant? When and why? Activity #2 Just for fun! Have students read The Most Unusual Interview Mistakes and Biggest Body Language Mishaps. Ask students: 1. Have they ever made a serious or silly blunder during an interview? 2. How would they react if they were interviewing someone who made one of these blunders? Would they continue the interview? End it immediately? 3. Would they tell the individual what they had done that had so immediately disqualified them? Return.

PRACTICAL ACTION: The Right Way to Handle a Dismissal This Practical Action gives advice on handling dismissals. Firing an employee is a difficult task, one that managers generally dislike. Many will carry an employee longer than they should simply to avoid this task. Managers are advised to do four things. 1) Give the employee a chance to fix whatever is wrong (behavior, cultural fit, drug use) before firing the individual; 2) Don’t delay the dismissal and make sure it is defensible—make sure the steps taken are well documented; 3) Be aware of the effect, not only on the fired worker, but on those still at the firm. Take time to meet with them and address any concerns; 4) Dismiss in the middle of the week, giving the employee time to look for work immediately, and time for you to meet with the other employees and handle any fallout. This Practical Action ends with advice on how to be prepared should you ever be on the wrong side of a dismissal. ADDITIONAL ACTIVITIES Have students read the Magma Games Inc. case (below). Then conduct a class discussion centered on the questions. Use the timeline provided at the end of the case to give the students a better grasp on the length of time covered in the case. The debate about when Kerlan should have been fired is usually quite lively. ******** Magma Games Inc.: Performance Management or Age Discrimination? 9-61 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Lance Wells, CFO for Magma Games Inc., sat at this desk dreading the upcoming meeting with John Kerlan, a general accountant with the company. He was preparing to terminate John from Magma. He knew it would be a difficult meeting, but Wells felt the company had done everything possible to help Kerlan meet performance expectations and now had no choice but to terminate him. As he sat waiting for the meeting to begin, Wells reviewed Kerlan’s performance record and history at Magma. Kerlan had been hired by Magma two years earlier. At the time, Kerlan was 56 years old and had come to Magma with considerable experience. When hired, Kerlan signed a written performance agreement, a patent and confidentiality agreement, and a standard ethics letter. Magma used an MBO performance appraisal for its managerial staff. Managers met annually with their direct reports to develop a performance agreement that set out expectations and objectives of positions. Within one week of employment, Kerlan and his supervisor at the time, Henry Palter, had agreed upon the objectives and performance metrics for Kerlan’s position. Kerlan signed the MBO agreement. Kerlan’s tenure at Magma was marred by a number of poor performance appraisals and demotions. In the first quarter after he started work, Kerlan received a poor performance rating from his direct supervisor. At the time, several managers, including the president of Magma, expressed their disappointment and concern about Kerlan’s performance as division controller (see Exhibit 1). However, the files indicated that despite the poor performance rating, Kerlan received a 7 percent salary increase the first year of his employment. Due to reorganization shortly thereafter, Kerlan was assigned to a different division and supervisor. His new supervisor, Bob Crane, had prepared a set of objectives for Kerlan. During a mid-year review of Kerlan’s performance, Crane rated Kerlan’s performance as “needs improvement.” The review he submitted contained substantive comments to support the rating (see Exhibit 2). As part of the improvement plan Crane developed for Kerlan, it was agreed that Kerlan’s performance would be reviewed again in three months. Crane had noted the following in Kerlan’s personnel file at that time: “There has not been positive action in order to improve, and in some areas we have even lost ground.” Crane made further suggestions for Kerlan’s improvement, including meeting with general managers at Magma to help him understand their needs. He also charged Kerlan with developing and issuing a new forecasting form for use in the division. When Kerlan did not meet performance expectations, he was demoted by Crane to financial analyst with a change in title, reduced grade and responsibilities, but remained at the same pay. Once again, Kerlan was told his performance needed to improve. Subsequent papers in the file showed Kerlan’s performance did not improve or ever reach the level expected of someone with his background and skill. In a last-ditch effort to manager Kerlan, Wells met with Kerlan and gave him the option of being demoted to a general accountant or being terminated. Kerlan accepted the second demotion with a decrease in salary from $65,000 to $61,000. A set of new performance objectives were developed for him in his new position. However, after two months it was apparent that Kerlan was not able or willing to meet even the minimal targets that had been set for him. His financial reports continued to be of poor quality and inaccurate. Finally, the decision was made to terminate Kerlan. As Wells reviewed Kerlan’s file now and the various performance reviews, he wondered why they had not terminated Kerlan earlier. 9-62 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Wells looked up when he heard a knock on his door. It was Kerlan. After a rather formal greeting, he told Kerlan he was terminated for poor performance and would receive 21 weeks of severance pay, payment for unused vacation time, and could also use Magma’s outplacement services. Kerlan reacted first with shock and then anger. He slammed the door as he left Wells’s office. Two months later, Magma was notified that Kerlan had filed a complaint with the local EEOC Office alleging age discrimination, unfair performance appraisal, and negligent and intentional infliction of emotional distress. Exhibit 1: Comments from Kerlan’s First Performance Appraisal Information furnished not consistently accurate. Poor supervision of direct reports. Accounting information not submitted on time. Managers not satisfied with the financial guidance provided. Paucity of key financial information available concerning manufacturing operations. Slow response to requests for information. Exhibit 2: Excerpts from Performance Appraisal Conducted by Crane Lack of solid response and follow-through on specific requests for assistance. Organization concerning financial aspects of strategy preparation and budgeting was not good. No solid proposals given on how to improve the effectiveness of the accounting department. Managers not satisfied with responses and state they were “wishy-washy.” Very little improvement around routine reporting. No initiative in putting together a better financial forecasting form. QUESTIONS 1. Evaluate the firm’s management of Kerlan’s performance. What are the strengths and weaknesses of the approach to performance appraisals (i.e., management by objectives.)? 2. Do you agree or disagree with Wells’s observation that Kerlan should have been terminated earlier? Why or why not? When do you think he should have been fired? 3. Will Kerlan prevail in his charges against Magma? Why or why not? Return.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

SELF-ASSESSMENTS

SELF-ASSESSMENT 9.1 Assessing the Quality of HR Practices This survey is designed to assess the quality of HR practices at students’ current place of employment. STUDENT QUESTIONS 1. How did you rate the quality of the company’s HR practices? Student responses will differ based on assessment results. Some students will be surprised to find that their company’s HR practices are not high quality. 2. Based on your responses, what advice would you give the senior HR leader about how to improve its HR practices? Be specific. What are the consequences of having poor-quality HR practices? Explain. Generally, an HR leader should make sure that employees receive formal evaluations of their performance at least annually; there are structured interviews and formal tests; and there are rewards tied not only to individual performance, but also group performance outcomes. Having poor-quality HR practices can lead to low employee morale, high turnover, and a rise in ethical misconduct at the workplace. SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. Students who showed a high quality of HR practices should be grouped together and those who scored low on quality of HR practices should be grouped together. High-scoring students should discuss what practices their organization does in order to support high quality HR. Examples from the organization should be used. What were the results and how did they get there? Low-scoring students should brainstorm ideas for increasing the quality of their HR practices. What are they currently doing that they can do better? How? All groups should share with the class as a whole. Return.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

SELF-ASSESSMENT 9.2 Assessing Your Person-Job Fit This survey is designed to assess students’ job fit. STUDENT QUESTIONS 1. What is your level of fit? Student responses will differ based on assessment results. Some students will be surprised at their high or low job fit. 2. Whether you have high or low fit, what are the main causes for your level of fit? Explain. There are different causes for one’s level of fit. First, it depends on how much one likes the job that he or she is doing. Second, does the job meet the person’s goals and needs—is it motivating? Third, but not last, is there another job that may be a better fit based on one’s abilities, skills, and talents? 3. What questions might you ask a future recruiter to ensure a higher level of person-job fit? Be specific. It is important to tell the recruiter what your needs are so that there is a good job fit. Questions to ask include: Does this job match my background (skills, abilities, and talents), or is this the right type of work for me? SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. Students who showed a high job fit should be grouped together and those who scored low on job fit should be grouped together. High-scoring students should discuss ways their organization can continue successfully recruiting. Should an emphasis be put on internal or external recruiting? The advantages and disadvantages of both internal and external recruiting should be discussed. Students who scored low should discuss ways their organization can improve their recruiting. What about their job fit is lacking? What can be done? Groups should share with the class as a whole. Return.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

SELF-ASSESSMENT 9.3 CAREER READINESS Is a Career in HR Right for You?

CAREER READINESS

This survey is designed to assess students’ skills and interests and determine if a career in human resources is right for them. STUDENT QUESTIONS 1. Are you suited for a career in human resources? Which specific aspect of human resources do you prefer? Students will respond with HR generalist, compensation professional, HRIS professional, benefits professional, training and development professional, or organizational development professional. 2. Look at the top two areas of HR for which you tested as being best suited. Look over the descriptions of these fields and then identify what skills you need to have to be successful. Students should provide specific skills related to the two areas of HR. 3. Even if you do not pursue a career in HR, which skills do you feel you should continue to develop? Explain. Some skills that are universally needed include communications, computer skills, organization, and flexibility. SUPPLEMENTAL ACTIVITY For this Assessment, it is recommended that instructor again review the different types of HR career paths with students as a large group. Students may also have questions about particular career paths and instructor may be able to provide additional resources and direct students to the appropriate individuals/organizations that can assist. One recommendation is having students go to the Society for Human Resource Management (www.shrm.org) and review the content there, which is particularly tailored to HR professionals. Return.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

SELF-ASSESSMENT 9.4 Assessing Your Attitudes toward Unions This survey is designed to assess students’ attitudes toward unions. STUDENT QUESTIONS 1. Where do you stand on your attitude toward unions? Positive, neutral, or negative? Students’ responses will differ based on assessment results. 2. What experiences or events in your life have led to your attitude toward unions? Describe. What do you think lies in the future for labor unions? Students may have had personal experiences with unions, good or bad. Moreover, students’ families may have had experiences with unions in the past, and this could have an effect on the student responses. Many people think labor unions are declining and will be extinct soon, but some think that labor unions can evolve and survive. 3. Why has there been growing dislike for unions in the United States? Unions have been getting a bad reputation due to mismanagement, the actions of “pit-bosses,” and the feeling that the union management has become worse than executives at organizations. SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. There should be a good mix of high and low attitudes toward unions. Groups should assume that their organization is located in an open-shop state and a union is starting in the workplace. Groups should create brief union charters stating what the union is responsible for (i.e., compensation, disputes, etc.). Groups should attempt to create charters that the entire group agrees with. If not, members may want to negotiate. Groups should share their charters with the class as a whole. Return.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

GROUP EXERCISES

GROUP EXERCISE #1: CHOOSING THE BEST PERSON FOR THE JOB Objectives ● To gain further knowledge of the selection process. ● To practice looking for the skills that help HR professionals find the best person for a job. Introduction As you learned from this chapter, the recruitment process may turn up a handful of applicants, or it may turn up thousands. During the selection process, how do hiring managers make their decisions? What can an applicant do to stand out in the crowd? It is important for applicants to be able to highlight the skills that make them unique. Skills can be looked at in three ways: 1) those gained from past experience, 2) those that can carry through to any job (portable skills), and 3) personality skills. The purpose of this exercise is to enable you to practice looking for skills that help HR professionals find the best person for the job. Instructions Break into groups of five to six people. Read the following case about Gina, who has applied for a job at a high-technology company. The company has its own ideas about the ideal applicant, but it hasn’t given out much information about the company. You are going to try to help Gina get the job. (Remember, she’s not the only applicant, so she needs to stand out.) After reading the case: 1. Take a piece of paper and divide it into three columns—the first headed “Past Experience;” the second, “Portable Skills” (skills that will carry to any job); and the third, “Personality Skills.” Your group is to identify what skills you think Gina should have based on past experience, portable skills, and personality skills. 2. Using these skills as a guide, brainstorm which of these skills you think Gina has. Make sure you put them in the correct column. 3. Then examine Gina’s case again and come up with as many different skills as you can that go beyond what the company is looking for. Think about what past skills Gina has besides marketing experience that would make her the perfect candidate. The Case After five years, Gina was laid off as a marketing manager for a high-tech company. “Gina hates not having a job,” her roommate says. “She always has to have something to do. If not, she’ll jump up and start cleaning just to be productive. She’s also very organized. For instance, she files all her music videos in alphabetical order.” At her old job, Gina was in charge of marketing the company over the World Wide Web, and so she spent a lot of time at the computer. Since being laid off, she has been using the computer to 9-68 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

look for another job, as well as searching the Web for art projects to do in her spare time. Her friends describe her as being not only fiercely independent but also very creative. In college, they say, she was always writing. “She used to write short stories,” her roommate recalls, “and also worked part time on the college newspaper.” Her friends also say Gina’s sense of humor keeps her from feeling unbearably depressed about the layoff, and they believe she will find a new job quickly. Her mother agrees. “Gina is the oldest child,” she says, “and she has always been a very good team leader. She’s very organized, and ever since she was a little girl she’s been good at coordinating things.” Her father says his daughter has a great head for numbers, and he hoped she would follow in his tracks and become an accountant. Gina’s supervisor at her old job says they hated to see her go. “She was so good at dealing with our customers,” he says. “She was also one of the few marketing managers who had a close business relationship with our vendors. In addition, she was very goal oriented: We would tell her what we wanted to achieve, and she would dive in head first.” Her direct reports state that Gina had a good attitude, a great sense of humor, excellent follow-through, and a superior ability to solve problems. Her colleagues and supervisor all comment on Gina’s creativity and her ability to learn things quickly. One co-worker noted that Gina was “very flexible” and “always showed good judgment.” Questions for Discussion 1. If you were the HR professional at this high-tech company and were hiring someone to work in marketing, would you hire Gina? Do you feel she has the appropriate skills? Why or why not? 2. Are there any skills Gina does not exhibit that you feel she should develop in order to be a more appealing candidate? Discuss. 3. What are some things Gina can do to improve her skills for future jobs in marketing? Explain. Tips for large and online classes: Large classes: May be best to do this as an individual assignment by passing out the case and then discussing the three questions as a class. Online classes: Students can be placed in online groups and the case can be posted to a discussion board. After the groups have discussed and responded to the discussion questions, instructor can create a larger discussion board and include the entire class. Each student can then critique other groups’ responses and the instructor can moderate the discussion. Sources This exercise was taken from: A. Johnson and A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006),

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Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

pp.407–408. It was originally adapted from “Assessing Your Skills: What Makes You Different from All the Others?” Return.

GROUP EXERCISE #2: PRACTICING YOUR INTERVIEW SKILLS Objectives ● To practice interviewing skills and receive feedback on strengths and weaknesses. Introduction The overall purpose of this exercise is for students to practice answering real-life interview questions. Students role-play several “tough” interview questions during this exercise. Instructions This exercise is designed around an interview role play. Group members assume roles and assess one another’s strengths and weaknesses in interviewing. In preparation for this exercise, copy the questions below onto 3 X 5 note cards or separate slips of paper. You will need to copy each question multiple times so that each group gets one copy of each question. ● If you were an animal in the jungle, which would you be and how does this choice relate to your management ability? ● Tell me about a time when you handled a personality conflict. ● What motivates you? ● What is one of your weaknesses? One of your strengths? ● Why should we hire you? ● What do you think of your last boss? ● How would you describe your personality? ● How would you deal with an employee who thinks he or she should be the manager and resents you for your position? ● How long would it take you to make a meaningful contribution to your company? 2. Give a brief lecture on the selection process and tips for interviewing. 3. Break students into groups of three. Give each group a copy of the attached role descriptions. Students will take turns assuming these roles. 4. Give each group member three interview questions, and tell them to flip them over so none of their group members can see them. They will use these when it is their turn to be the interviewer.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

5. Give each group a copy of the attached matrix. Each observer observes the interview role play and lists feedback recommendations in this matrix. 6. Reconvene as a class for discussion. Sources: This exercise was taken from: A. Johnson and A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp.407–408. Role Descriptions Interviewer: You are an HR professional responsible for selecting a new call center manager. Ask the applicant the three questions you were given. The perfect candidate will answer questions honestly and confidently. You should give the interviewee plenty of time to process the questions before providing an answer. The observer takes notes during the interview process and gives feedback at the conclusion of the role play. Interviewee: You are applying for a job as a call center manager. Answer the interviewer questions as honestly as possible. You want to come across as professional and excited about the position. The observer will take notes during the interview process and give you an idea of how you did as an interviewee. Observer: Your job is to take careful notes during the interview role play. Observe both the interviewer and the interviewee, and be sure to record any observations concerning the interviewing tips explored at the beginning of class. Record your observations on the “Interview Role Play Feedback” matrix. After the role play is finished, give your group members feedback and recommendations on their interview skills.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Interview Role Play Feedback Matrix Observer Number One

Notes about Interviewer Number One

Notes about Interviewee Number One

(name)_________________

(name)___________________

Notes about Interviewer Number Two

Notes about Interviewee Number Two

(name)__________________

(name)____________________

(name)_____________

Observer Number Two (name)_____________

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Observer Number Three

Notes about Interviewer Number Three

Notes about Interviewee Number Three

(name)_________________

(name)____________________

(name)_______________

Return.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

GROUP EXERCISE #3: PROVIDING CONSTRUCTIVE FEEDBACK TO A TEAM MEMBER Objective ● To give students a chance to experiment with giving constructive feedback to a team member. Introduction Feedback is a key component of the performance management process. It can be particularly difficult when the feedback is constructive or negative. This exercise provides students a roleplay experience to practice giving constructive feedback to a team member on a student project. After each student practices this skill, an observer will provide feedback about the effectiveness of the role play.

Six Less Than Perfect Strategies of Handling Crucial Conversations Silence

Violence

Masking consists of understating or selectively showing our true opinions. Sarcasm, sugarcoating, and couching are some of the more popular forms.

Controlling consists of coercing others to your way of thinking. It’s done through either forcing your views on others or dominating the conversation. Methods include cutting others off, overstating your facts, speaking in absolutes, changing subjects, or using directive questions to control the conversation.

Avoiding involves steering completely away from sensitive subjects. We talk, but without addressing the real issues.

Labeling is putting a label on people or ideas so we can dismiss them under a general stereotype or category.

Withdrawing means pulling out of a conversation altogether. We either exit the conversation or exit the room.

Attacking speaks for itself. You’ve moved from winning the argument to making the person suffer. Tactics include belittling and threatening.

Instructions 1. Do a brief presentation about the negative strategies for handling crucial conversations. 2. Break students into groups of three.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

3. Distribute the “roles” shown below, and let everyone know that each student will have the opportunity to play each role. Give students five minutes or so to prepare for their roles. 4. Each group will conduct three role-play exercises. This enables a student to play each role and get feedback on their communication styles. Once students are prepared for the first set of role plays, ask them to proceed. Allow between 5 and 10 minutes for students to complete their role play and to provide feedback. Next, have the individuals switch roles, and conduct the second and third set of role plays. Role: The Problem Team Member You are a member of a group working on a semester-long project. The project is your final exam. Unfortunately, you are an individual who is not only perpetually late, but bad luck seems to hang over you like a black cloud. Every time the group is set to meet, your car breaks down; you miss the bus; you get lost; your computer crashes; or any number of disastrous things. Every time a class period is set aside for group work, you’re conveniently late, or you have to miss class—this is, of course, not your fault—something always seems to come up. Hopefully, your group members will understand; tonight is the final meeting before the project is due. Things don’t look so good; you’re already 15 minutes late. You also failed to complete the assignment you were given last week. You were supposed to research the positive and negative effects associated with directive leadership. You suspect that the group leader is mad at you because of your past performance and that he or she is going to confront you. Get prepared to deal with this interaction. Role: Project Team Leader Your grades are excellent, and everyone in the class knows it. Unfortunately, this seems to have worked against you this time—you didn’t want to be the group leader for this project, but when your group didn’t nominate someone in time, the professor elected you for the job. The plus side is that the group seems to get along and is fairly productive. Your misgivings about this position are due to one group member that always seems to be full of excuses but not necessarily full of ideas or help. You’ve been very patient. Everyone else is working hard, and fellow group members haven’t seemed to mind picking up this person’s slack. You wish this person wasn’t in your group, but this person was late the day the groups were formed and was put in your group by default. This person is full of excuses; he or she has an excuse for everything and continually fails to take any responsibility for his or her late and poor performance (e.g., missed deadlines, late for meetings, lack of input, and failure to follow-up on progress). Although you thought you could ignore this person and delegate work to everyone else, you now realize that the group’s grade depends on each individual putting forth effort to complete specific tasks. As a case in point, you delegated a task to this individual a week ago and have not heard anything about the task’s completion. It’s now the night before the project is due, and your group is scheduled to meet and complete its work. Everyone is present except this problem individual. He or she is already 15 minutes late. You are fed up and plan to confront the individual when he or she arrives. Prepare some notes about what you would like to say.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Role: Observer Your job is to watch the role play and take notes about the communication style used by the person playing the role of the “reluctant group leader.” Use the matrix provided by your instructor to write down your observations. Take note of whether the group leader exhibits specific behaviors associated with different communication styles. Also, take note of other effective communication styles used by the group leaders. 5. Reconvene as a class. Questions for Discussion 1. How hard was it to deliver constructive feedback? 2. Why is it hard to deliver constructive feedback? 3. What were the positive and negative aspects of how the team leader delivered the feedback? 4. Did you observe any of the negative ways to handle crucial conversations? 5. What is your key takeaway about giving constructive feedback to others? Source: A. Johnson and A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp. 291–297.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Observer Evaluation Matrix

Observations Observer Number One

Masking

Avoiding

Withdrawing

Controlling

Labeling

Attacking

Controlling

Labeling

Attacking

Reluctant Group Leader: Name________________

Observations Observer Number One

Masking

Avoiding

Withdrawing

Reluctant Group Leader: Name________________

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Observations Observer Number One

Masking

Avoiding

Withdrawing

Controlling

Labeling

Attacking

Reluctant Group Leader: Name________________

Return.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

CAREER CORNER GROUP EXERCISE

BECOMING A BETTER GIVER AND RECEIVER OF FEEDBACK

CAREER READINESS

Learning Objectives  

Students will develop their ability to give and receive feedback. Students will receive guidance on how to improve one or more of these seven career readiness competencies: social intelligence, emotional intelligence, ownership/accepting responsibility, proactive learning orientation, positive approach, self-awareness, and openness to change.

Introduction Managers must master the ability to give and receive feedback if they expect to have a positive impact on the productivity of their subordinates, as well as themselves. This exercise focuses on using the process of feedforward techniques, such as coaching, to replace traditional feedback techniques, such as performance appraisals. Instructions The primary purpose of this exercise is for students to enhance their ability to give and effectively receive feedback. We will use the seven competencies listed in Chapter 9’s Career Corner as the basis of this activity. We suggest utilizing the worksheet located at the end of the exercise to facilitate this activity. 1. Start the class by having the students read the following articles:  Stop Giving Feedback, Instead Give Feedforward by Kevin Fruse  What’s the Difference Between Feedback and Feedforward? 2. Have each student choose one of the seven competencies (outlined below) and have them list one or two behaviors that they would like to improve on using the worksheet provided at the end of this exercise.  Social Intelligence  Emotional Intelligence  Ownership/Accepting Responsibility  Proactive Learning Orientation  Positive Approach  Self-awareness  Openness to Change

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

3. Put the students in pairs as a receiver and a coach.  The receiver starts the exercise by describing the one or two behaviors they want to improve.  The coach then provides feedforward input (suggestions) geared toward helping the receiver achieve a positive change in the described behaviors. The coach should be as specific as possible when providing input. The receiver may ask clarifying questions.  The receiver and coach switch roles and repeat the process.  Give pairs five to eight minutes to complete this exercise. We recommend that you rotate partners at least two or three times in order for students to get feedback from multiple sources. 4. Facilitate a class discussion using the following questions:  How comfortable were you in choosing and explaining the areas for improvement? Did you censure your level of self-disclosure?  What were you focused on when listening to the feedforward input? What made some suggestions “better” than others?  What role was harder? The receiver? The coach? Why?  What will you do differently when giving or receiving feedback?

Feedforward Input—Becoming a Better Receiver of Feedback Instructions      

Pick one of the dimensions listed below. Describe one or two behaviors related to this dimension that you want to improve. Form a pair with a fellow student where one of you is the receiver and the other is the coach The receiver starts by describing the behaviors. The coach responds with feedforward input. The receiver should listen closely to the input and take notes but note evaluate or comment on the suggestions. Switch roles. The coach becomes the receiver and the receiver becomes the coach.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

Worksheet Circle one of the following competencies. Social Intelligence Responsibility

Emotional Intelligence

Proactive Learning Orientation

Positive Approach

Ownership/Accepting Self-awareness

Openness to Change List one or two behaviors related to this competency that you would like to improve. I would like to

I would like to

Record feedforward ideas: Record below—without evaluation or comments.

Return.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

UBER CONTINUING CASE

Chapter 9: Human Resource Management This part of the Uber continuing case focuses on Chapter 9 and covers principles related to human resource management. This continuing case’s real-world application of management knowledge and skills is designed to help you develop critical-thinking ability and realize the practical power of sound managerial skills for solving problems in your job and career. The case includes five multiple-choice questions and two essay-based questions. The essaybased questions can also be used in-class to spur discussion: 1. Create a behaviorally anchored rating scale for riders to complete about drivers. Come up with a description for every rating on a 1 through 5 rating scale, where 5 is the best. For example, part of the description for a “5” rating might include “Got me to my exact destination,” whereas a “1” rating might include “Never got me to my exact destination.” Do not use the example provided. Students should create a 1-to-5 rating scale where each number has a description with it. The types of behaviors being described should become more positive incrementally, with the worst behaviors being described at the “1” rating and the best behaviors being described at the “5” rating. Behaviors that may be included at levels appropriate for the corresponding rating on the scale include the following: getting the rider to the exact requested destination, driving safely, being polite, changing the route upon request, responding to requests (e.g., changes in temperature, noise, etc.), not being on the phone, offering in-car services (e.g., water to drink, charging the rider’s phone, etc.). Students should not utilize the example provided in the question. 2. Assume Uber has decided not to require or offer any training. Use the 5-question training process framework provided in the book to evaluate whether this was a good decision. Step 1 is Assessment, which involves asking whether the training is needed. In Uber’s case, anything beyond driver training is not needed for drivers to be able to drive customers to their destinations. Step 2 examines what the training should achieve. Quality improvement training for Uber drivers would, ideally, improve the customer experience. Uber already regulates the customer experience; however, because the ability to drive for Uber can simply be revoked if a driver receives consistently poor ratings—this contributes to further answering the question posed in Step 1 as well. Step 3 examines which training methods should be used, and in this case Uber has historically outsourced the method for training via the courses by 7x7 Experience. This also resolves Step 4, which asks how the training should be implemented. Lastly, Step 5 evaluates 9-82 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

whether the training is working. One way to directly test this is to track rider reviews for several weeks to months following the training. In the end, the training can help the driver, but it is not guaranteed to enhance the services Uber provides for its customers.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

MANAGER’S HOT SEAT PERFORMANCE MANAGEMENT—F IS FOR FEEDBACK I. Introduction A-Plus Government Solutions is a government contractor that handles Department of Defense contracts. Christopher has been assigned to work on the client site on behalf of A-Plus and is up for his one-year performance evaluation with his boss, Heidi. Heidi believes Christopher is doing an excellent job from her point of view, but she keeps receiving complaints from the general he works with onsite. Heidi and Christopher are now meeting to discuss his performance. II. Learning Objectives 1. 2. 3. 4.

Evaluate how and why performance management can go wrong. Analyze the different methods of setting expectations and goals. Evaluate the best method to conduct a performance review. Analyze the different perceptual errors in evaluating performance.

III. Scenario Description: Scene Set-up: Christopher and Heidi are meeting in Heidi’s office. Scene Location: Heidi’s Office Profile: Heidi Banks, IT Supervisor Christopher Thom, IT Specialist Summary: Heidi and Christopher are meeting to discuss his performance during the past year. The conversation starts off on a positive note as they discuss his sales performance. The conversation then turns negative when Heidi brings up concerns that an onsite client has had with Christopher. Christopher is not only upset that these concerns have hurt his performance evaluation, but he also wants to know why Heidi did not mention them to him until his actual evaluation as he believes he has appropriate justifications for them. The next scene is still in Heidi’s office, but two months later. A-Plus may lose their contract with the Department of Defense, and Christopher is anxious about his job, especially because of client concerns that seem to have not been effectively addressed by Heidi. IV. Discussion of Theory

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success



What can go wrong with performance management? o Heidi and Christopher start their meeting by both complaining about an obsolete and time-consuming performance evaluation statement. This sets a negative tone for the meeting.  Students can argue that though there is a negative tone to kick off the meeting, the negativity is about a company policy and not Heidi and Christopher’s relationship. This is still a problem though because the performance management process may not be taken seriously by both parties. o Heidi waited nine months to bring up the general’s complaints with Christopher instead of addressing it immediately. This has probably led to a lot of frustration on the general’s part as issues were not remedied. It also did not allow Christopher an opportunity to gain valuable, timely feedback from his manager.  Students may also argue that the general stopped complaining because he had had enough and was going to cancel the contract. o Christopher’s performance goals were 80 percent based on billings and 20 percent based on the client’s feedback. Well, even though his billings were fine, the client was upset with him, which doesn’t only mean he gets dinged on his 20 percent rating, he also may lose his job. That means that getting a high evaluation on the 80 percent was pointless. o The general’s feedback, which Heidi provided was, not descriptive. Goal setting o Heidi and Christopher did not set a SMART goal. The goal was simply to do more than last year, and we don’t even know what last year was. This is a problem because maybe Christopher can do more than he is doing if they would actually set a certain percentage for him to accomplish. o Heidi believes Christopher has done a good job only based on his general billing goal, nothing else. Perceptual errors o Halo. Heidi is attributing Christopher’s performance at the gym with his performance at work. This is biasing her ratings. o Recency. Heidi is attributing Christopher’s performance the past couple of weeks with the general instead of looking at the overall picture. In particular, the general has been complaining for nine months, but since Heidi hasn’t heard anything recently she is letting it go for the most part. Job satisfaction o Christopher is quite unsatisfied with his job after his performance evaluation. He believes he did everything that was expected of him, and that he was penalized for 9-85

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

something out of his control. Heidi has lost a lot of credibility with him. To the point that he does not want to work for her even if he gets to keep his job.

Kinicki/Williams, Management, 9e: Chapter 9 Human Resource Management: Getting the Right People for Managerial Success

APPLICATION-BASED ACTIVITY

There are no application-based activities for this chapter.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager CHAPTER CONTENTS

Teaching Resource Manual: A Guide to Implementation Career Readiness-Based Personal Development Plan

ii viii

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Textbook Practical Actions

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

The purpose of the Teaching Resource Manual (TRM) is to support you in the delivery of your chosen curriculum in either a face-to-face or online classroom format. It also was created to help you address some of the following challenges in higher education:     

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

Assignment Completion. Shows the total percentage of all learners in the class that have completed the assignments at this point in time.

Correct with high confidence Incorrect with high confidence Correct with low confidence Incorrect with low confidence Correct with medium confidence Incorrect with medium confidence 10-iii

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

With Connect®, you can build your own course, make changes to the course throughout the semester, and use auto-grading. Connect® integrates with other Learning Management Systems, include Blackboard®, Canvas, and D2L. Students can study anytime with the free ReadAnywhere app, create personalized study plans, and Connect®’s Calendar and Report tools will help keep them on track. Connect® gives you a wide array of flexibility in making assignments and creating grading policies. You may choose to:  assign as many assignments as appropriate.  determine point values for each question/application exercise individually.  make available multiple attempts per assignment with options of accepting the highest score or averaging all the scores together.  deduct points for late submissions of assignments (percentage deduction per hour/day/week/so forth) or create hard deadlines.  show feedback on exercises/questions immediately or at your preference.  provide for study-attempts to allow for completion of the assignment after the due date without assigning a point value. Some recommendations include:  Before selecting the option for one attempt only, select unlimited or multiple attempts on the first few assignments to allow students a chance to learn and navigate the system.  Provide a low point value for each question because multiple questions are usually assigned for each chapter. A good rule of thumb would be to make “Quiz Questions” worth 1 point each and “Connect® Exercises” worth 5 to 10 points each because these require more time and thought.  Select feedback to be displayed after the assignment due date in order to limit students from giving the correct answers to other students while the application exercise is still available. So When Do I Assign Each Type of Teaching Resource? Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and testing to actually adapting your teaching to student needs? By utilizing the teaching resources outlined below during the three touch points, you can significantly impact students’ learning and create a learning environment that is more engaging, involving, and rewarding. In other words, you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating the greatest impact and assisting students develop higher-order thinking skills. The following recommendations pertain to these mentioned touch points, with an additional matrix that follows. Before Class 10-iv Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

The learning goals we have for students determines our assignments before, during and after class. For example, you may want to focus on mastering content, applying content, or using content to solve problems. Alternatively, you may want to achieve all three goals. Connect® offers a host of additional pre-class assignments to choose from if your goal is mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action Boxes, Management in Action Cases, Legal/Ethical Challenge Cases, Uber Continuing Case, and Manager’s Hot Seat Videos. Case Analyses, Click and Drag Exercises, and Video Cases are optimal exercises to be utilized prior to class, as they provide students the opportunity to practice and apply key course concepts. A reading assignment—typically a chapter from the product in use—is a student’s initial exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior to class or an online lecture allows you to gauge their comprehension of the material. Having a better sense before class of which concepts your students are “getting” and which ones they are not, allows you to more effectively and efficiently plan your time with them during class. To ascertain student competency, use the reporting function of SmartBook 2.0, where you can view general results of their performance. Additionally, Connect® exercises, such as Case Analyses, Click and Drag Exercises, and Video Cases, offer students a second exposure to important sections of the chapter after their completion of a SmartBook 2.0 assignment. Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for students to understand. These animated videos were developed to further unpack in brief, yet effective, fashion the course topics that most commonly challenge students. Each animated video is accompanied by auto-graded multiple-choice questions that can be assigned to confirm student comprehension. If your learning objectives include fostering application and integrating the concepts discussed with real world practice, then Management in Action or Legal/Ethical Challenge cases contained in the textbook can be assigned so students can think critically and practice applying what they learned in the readings to actual cases. The Management in Action cases are now all “problemfocused.” In other words, the cases contain problems that students can practice solving. These cases also contain multiple-choice questions that can be assigned in Connect® to gauge student comprehension. During Class The TRM offers a host of additional materials and experiential activities you can use to bring chapter content to life. If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities and lecture based on results from the general results report and the metacognitive skills report. This allows for a more tailored class period that enhances student engagement and more 10-v Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

opportunities to resolve gaps in knowledge. We also provide links to online readings that you can use to supplement the content covered in the textbook. They are useful if you desire to provide additional material beyond that covered in the text. If your goal is to create an engaging learning environment filled with student discussion and interactions, we provide multiple resources. First, each major heading in a chapter contains suggested discussion starter questions. These open-ended questions are likely to foster student discussion and engagement. We also provide additional activities (i.e., experiential exercises) for every Example and Practical Action box. If your goal is to provide for additional application of material, the TRM breaks down the textbook Management in Action cases and Legal/Ethical Challenges by providing questions and ideal responses. Connect® also has multiple-choice questions that can be assigned for the Management in Action cases. Finally, the TRM has a selection of group exercises that allows instructors to focus on team learning methods. If your goal is to jointly engage your students while applying content from the text, you can select a Self-Assessment follow-up activity (all follow-up activities are found in the TRM). These assets are especially useful if you are “flipping” your classroom, wherein the class session is used for application and analysis of key concepts rather than lecture. The Suggested Resources across Teaching Touch Points Matrix provides a quick reference for activities that can be utilized during class. After Class After the face-to-face class session, or online lecture, you can assign Connect® exercises as homework to further reinforce the material covered in the textbook and lecture. You may also want to assign an iSeeIt! Animated Video if you notice that students are struggling with a particular topic, even after class. Students can also be assigned the continuing case for each chapter, which includes assignable multiple-choice and essay-based questions. To further gauge student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus more on defining and explaining material, and the test banks focus more on application and analysis. Moreover, the test banks now include more higher-level Bloom’s questions. Finally, if you are looking to have students think critically to solve real-world problems, then you may want to utilize an Application-Based Activity after class. Application-Based Activities are mini-simulations that allow students to make decisions and see their impact immediately. There are both theory-based questions that have right and wrong answers, and there are also branching questions that allow students to make ideal, sub-ideal, and incorrect decisions based on the theory they’ve learned. A student’s particular path in the activity will depend on the decisions made on the branching questions. Application-Based Activities should be utilized after a student has had at least one pass at the chapter content as they do not introduce new material. Rather, they encourage students to apply, analyze, and evaluate material they already understand. A Special Focus on Career Readiness 10-vi Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

The ninth edition has a new strategic focus on career readiness. The authors goal is to provide you the information and teaching resources needed to develop students’ career readiness competencies desired by employers. The authors provide you the following information and resources:     

Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises iSeeIt! Animated Videos

CAREER READINESS

Self-Assessments CAREER READINESS

Case Analyses Video Cases Example and Practical Action BoxesM Group Exercises/Career Group ExercisesM

CAREER READINESS

TRM Discussion StartersM TRM Follow-up activities for Case Analyses, Video Cases, Self-Assessments, and Example/Practical Action BoxesM Quizzes/Tests Uber Continuing Case Management in Action CaseM Legal/Ethical Challenge CaseM Manager’s Hot Seat Videos Application-Based Activities Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading. Also, some resources will require a paid subscription.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager



Assign Chapter 10 in SmartBook 2.0, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling with the most, as can be seen in the reporting function of SmartBook 2.0 by going to “Reporting” then clicking the “LearnSmart” tab. A Click and Drag Exercise, such as “Becoming More Open to Change,” can be assigned. This can also be due on Wednesday so that students are able to practice prior to class, and you can also review results prior to lecturing. What is unique about this Click and Drag Exercise is that it examines career readiness. A Connect® Case Analysis, such as “Can JCPenney Be Saved?,” can also be included so that students can learn about applying the concepts from the reading to a real-life scenario; therefore, further engaging them prior to the class session. If desired, you can then introduce a follow-up activity, found in the Teaching Resource Manual, during class on Wednesday. A career skill-based Self-Assessment can be assigned, such as “Assessing Your Openness Toward Change at Work,” in order to follow-up on content covered in the reading. This can set up a class activity to follow on Wednesday. Follow-up activities can be found in the Teaching Resource Manual.

During Class (on Wednesday) 



CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager



their decision-making process would be in those situations. Often, students will recommend conflicting approaches to solving the issues in the videos; therefore, there is more class engagement. For this chapter, one recommended Manager’s Hot Seat video is “Innovation in Aisle 9.” If time allows, and you would like to dive into real situations, you can discuss an Example box from the text titled “Reactive Change: The BP Gulf of Mexico Blowout.” There is an additional in-class activity in the TRM.

After Class (after Wednesday)  



Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

LEARNING OBJECTIVES

10.1

Discuss what managers should know about organizational change.

10.2

Discuss three types of change, Lewin’s change model, and the systems approach to change.

10.3

Describe the purpose of organizational development.

10.4

Describe the approaches toward innovation and components of an innovation system.

10.5

Discuss ways managers can help employees overcome fear of change.

10.6

Review the different ways to increase the career readiness competency of openness to change.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

TEACHING RESOURCES

Section

Title

Resource Type

10.1: The Nature of Change in Organizations Want to Be More Creative? Go for a Walk

ONLINE VIDEO

(5 minutes) Delivering Results

ONLINE VIDEO

with Supplemental Activity (6 minutes) Welcome to College. Now Take a Year Off 4 Ways to Face the Challenge of disruptive Change

ONLINE ARTICLE

ONLINE ARTICLES

20 Industries Threatened by Tech Disruption with Supplemental Activity Assessing Your Attitudes toward Change at Work with Self-Assessment Activity The Ethical Dilemma of SelfDriving Cars

Self-Assessment CAREER READINESS

ONLINE VIDEO

with Supplemental Activity

(4 minutes)

Forces for Change

Connect Click and Drag

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

10.2: Types & Models of Change From Niche to Mainstream with Supplemental Activity

Futuristic Restaurant Eatsa Replaces Cashiers with iPads

Harvard Business Review article ONLINE ARTICLE

ONLINE VIDEO

(2 minutes) What Is Your Readiness for Change? with Self-Assessment Activity The Systems Model of Change

Self-Assessment CAREER READINESS

Connect Click and Drag

10.3: Organizational Development: What It Is, What It Can Do Lowe’s to Close Orchard Supply Stores, Recruits CVS Finance Chief

ONLINE ARTICLES

Lowe’s CEO Takes Medicine Now to Get Retailer on Firmer Footing Lowe’s New Chief Shuts Orchard Stores, Promises Streamlining with Supplemental Activity The Restaurant Took Your Favorite Dish Off the Menu: Now What?

ONLINE ARTICLE

ONLINE VIDEO

(3 minutes)

with Supplemental Activity The OD Process

Connect Click and Drag

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

10.4: Organizational Innovation Fast Track

ONLINE VIDEO

with Supplemental Activity (5 minutes) How Innovative Is the Organizational Climate?

Self-Assessment

Zenplace Changes the Real Estate Industry

Connect Video Case

Approaches Toward Innovation

Connect Click and Drag

Components of an Innovation System

Connect Click and Drag

How Innovative Is the Organizational Climate?

Self-Assessment

with Self-Assessment Activity 10.5: The Threat of Change: Managing Employee Fear & Resistance Why Companies Resist Change with Supplemental Activity

ONLINE VIDEO

(4 minutes) How Adaptable Are You? with Self-Assessment Activity

Assessing Your Resistance to Change with Self-Assessment Activity Creating Personal Change through Force-Field Analysis

Self-Assessment CAREER READINESS

Group Exercise

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

Overcoming Resistance to Change

Group Exercise CAN BE USED ONLINE

Ten Reasons Why People Resist Change

Connect Click and Drag

Can JCPenney Be Saved?

Connect Video

10.6: Career Corner: Managing Your Career Readiness Amy Cuddy: Feeling Anxious? The Last Thing You Should Do Is Lie to Yourself

ONLINE VIDEO

(5 minutes)

with Supplemental Activity Becoming More Open to Change

Connect Click and Drag CAREER READINESS

The Power of Self-Affirmation

Career Corner Group Exercise CAREER READINESS

Comprehensive Materials Chipotle Needs to Change

Textbook Management in Action

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

Did L’Oreal Go Too Far in Firing Its Patent Lawyer?

Textbook Legal/Ethical Challenge

Change and Innovation

Uber Continuing Case

Innovation in Aisle 9

Manager’s Hot Seat

Change Management: A Fresh New Idea

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

OVERVIEW OF THE CHAPTER

10.1

The Nature of Change in Organizations Two types of change are reactive and proactive. Forces for change may consist of forces outside the organization—demographic characteristics; technological advancements; shareholder, customer, and market changes; and social and political pressures. Or they may be forces inside the organization—human resources concerns and managers’ behavior.

10.2

Types & Models of Change This section discusses the three types of change, from least threatening to most threatening: adaptive, innovative, and radically innovative. It also describes Lewin’s three-stage change model: unfreezing, changing, and refreezing. Finally, it describes the systems approach to change: inputs, target elements of change, and outputs

10.3

Organizational Development: What It Is, What It Can Do Organizational development (OD) is a set of techniques for implementing change, such as managing conflict, revitalizing organizations, and adapting to mergers. OD has three steps: diagnosis, intervention, and evaluation. Four factors have been found to make OD programs effective.

10.4

Organizational Innovation Managers agree that the ability to innovate affects long-term success, and you will undoubtedly be asked to help your employer achieve this. This section provides insights into the ways organizations approach the goal of innovation. After discussing approaches toward innovation pursued by companies, we review the need to create an innovation system and summarize the influence of office design on innovation and performance.

10.5

The Threat of Change: Managing Employee Fear & Resistance This section discusses the causes of resistance to change and the reasons employees fear change.

10.6

Career Corner: Managing Your Career Readiness This section discusses the openness to change. This career competency can be influenced by self-affirmations and self-compassion. Self-affirmations are defined as positive statements “that can help you focus on goals, get rid of negative, self-defeating beliefs and program your subconscious mind.” Self-compassion is defined as “gentleness with yourself.”

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

CLASSROOM OUTLINE

Manage U: How Can I Be More Creative at Work? Creativity is a talent regularly sought by organizations and the career readiness competencies of proactive learning, positive approach, problem solving, and self-motivation can help foster creativity. By focusing on proactive learning, whether about work-related issues or not, your curiosity will foster creative thinking. Positive feelings like gratitude, hope, joy, and empathy have been shown to build creative thinking. Using problem-solving skills will help you to see issues with new perspectives. You should establish creativity goals to direct your attention and efforts at finding creative ways to approach situations. Possible Topics for Discussion: 

Which of the above recommendations interest you? Student responses will vary as to if they would prefer to focus on proactive learning, positive approach, problem solving, or self-motivation.



In what ways can you improve your creative skills, and what specific activities are you willing to commit to in order to increase your creativity? There are several recommended activities that people can engage in daily to foster creativity. One is to play brain games. Crossword puzzles or logic puzzles can foster creativity. Another is to set aside a few minutes a day to write. You can write about nothing and it will still foster creativity. You should also mediate or engage in other mindfulness activities to clear the “noise” in your head and allow creative ideas to develop. Exercise, especially walking, is a good way to foster creativity. The 5-minute TED Talk “Want to Be More Creative? Go for a Walk” profiles the advantages of walking to foster creativity.

10.1 The Nature of Change in Organizations POWERPOINT SLIDES: #3 The Nature of Change in Organizations #4 Two Types of Change #5 Forces for Change Section 10.1 discusses reactive and proactive change. Forces for change may consist of external forces outside the organization and internal forces inside the organization. 10-8 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

One way that you could begin your coverage of these topics is to have the students watch the CBS video “Delivering Results.” This approximately 6-minute video profiles how new technology and changing consumer preferences to dine at home are changing the restaurant industry. For a supplemental activity, you could have the students discuss how the restaurant industry needs to change to respond to these changes. You could also link the material back to Chapter 6 and have the students perform a SWOT analysis on their favorite restaurant to determine how changing technology will impact the firm.

ONLINE VIDEO

Topics and Tips for Discussion: 1. Discuss the forces for change that are likely to impact your academic institution over the next 5 to 10 years. There are a variety of trends that students could address. An obvious trend is how the shift to online education is changing the way schools provide value to students. Schools are also looking to offer nontraditional degrees to meet changing student preferences. Schools in the United States are becoming less attractive to international students, putting at risk a key source of funding for some schools. One change that is becoming increasing popular is allowing students to complete a “gap year” before starting school. Students might enjoy reading the Wall Street Journal article “Welcome to College. Now Take a Year Off.” 2. Give examples of reactive and proactive changes that your employer (or a previous one) is facing. The restaurant industry would be a good one to profile here. There are many factors changing the restaurant industry. Some restaurants have been proactive in how they responded to the importance of online reviews and social media when consumers decide where to dine. Technology also allows firms to adopt new approaches for food ordering and payment strategies. Consumer preferences are changing, with more value being placed on nutritious, local, and/or organic food options. It also is an industry that was reactive in dealing with workplace cultures that tolerated sexual harassment. Some celebrity chefs and restaurateurs have been accused of inappropriate acts in the workplace. 3. Describe how an organization can tell that it needs to change. What are indicators that change is needed? A company’s need for change might manifest itself in the company’s financial performance. Declining sales, loss of market share, and lower profitability can all indicate a need for change. There are various HR metrics that can suggest a need for change. Higher turnover rates, increases in absenteeism, declining job satisfaction, and longer time to fill ratios can indicate weaknesses in a firm’s HR policies or practices. Section 10.1 Key Concepts: Supertrends Shaping the Future of Business 10-9 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

● Segmented Markets and More Niche Products o We have “demassification,” with consumer groups becoming segmented into smaller and more specialized groups that respond to more narrowly targeted commercial messages. o In the age of the Internet, retailers are not constrained by physical shelf space and can offer consumers a much wider variety of products. ● Faster Speed-to-Market Requirements o Competitors offering specialized solutions require firms get their products to market faster. o Companies that take too long to commercialize their products may fail to capitalize on a narrow window of opportunity before competitors swoop in and pass them by. ● Traditional Companies Struggle with Radical Change o Some companies will be unable to survive disruptive innovation. o It is difficult for an existing successful company to take full advantage of a technological breakthrough. o Disruptive innovation is the process by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves up market, eventually displacing established competitors. o Some companies that have the resources to survive disruption—to build “the next big thing”—often fail to do so. Interactive Classroom Material: EXAMPLE: Radical Change: The Decline of Toys R Us This Example details the reasons behind Toys R Us going out of business after 70 years. It did not recognize the strengths of its competitors, did not understand the new online app gaming market, carried too much debt, and did not capitalize on digital opportunities. Toys R Us may have had a 15 percent share of the U.S. toy market, but it still went out of business. Click for follow-up activity. ● Offshore Suppliers Are Changing the Way We Work o Globalization and outsourcing are transforming whole industries and changing the way we work. o China, India, Mexico, the Philippines, and other countries offer workers and even professionals who are willing to work twice as hard for half the pay, giving American businesses that outsource production in those countries substantial labor savings.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

o While unquestionably some American jobs are lost, others become more productive because they can spend more time innovating and dealing with customers. ● Competitive Advantage through Knowledge o Knowledge, not information, is becoming the new competitive advantage. o As information technology does more of the work formerly done by humans, many lower-level employees previously thought of as knowledge workers are now being recognized as “data workers” who contribute very little added value to the processing of information. o Unlike routine information handling, knowledge work is analytic and involves problem solving and abstract reasoning. o The rise of knowledge workers is accelerating despite the threat of automation, and people in knowledge work jobs have more than doubled in the last 30 years. Types of Change: Reactive versus Proactive ● Reactive change is making changes in response to problems or opportunities as they arise. ● Proactive change, or planned change, involves making carefully thoughtout changes in anticipation of possible or expected problems or opportunities. Interactive Classroom Material: EXAMPLE: Reactive Change: The BP Gulf of Mexico Blowout This Example discusses the April 2010 explosion on the BP drilling platform in the Gulf of Mexico. BP has been criticized for reacting poorly to the crisis, which led to the loss of 11 lives, tremendous economic damage, and the deaths of more than 1,400 dolphins and 1 million birds. Litigation, which ended in 2017, has cost the company approximately $65 billion. Click for follow-up activity.

SELF-ASSESSMENT 10.1 CAREER READINESS Assessing Your Attitudes toward Change at Work This 8-question self-assessment determines student attitudes toward change at their workplace. If a student is not currently working, a previous job or university experience can be considered. Questions on acceptance of change, improving performance, and resistance are presented. Click for follow-up activity. External Forces for Change 10-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

● External forces for change are outside the organization, and they include: demographics; technology; shareholder, customer, and market changes; and social and political pressures. ● Demographic characteristics in the U.S. population and workforce are changing, becoming more diverse. ● Technology is any machine or process that enables an organization to gain a competitive advantage in changing materials used to produce a finished product. o We are in the Fourth Industrial Revolution which is disrupting nearly every industry in every country. o This revolution is characterized by billions of people connected by mobile devices joined by emerging technology breakthroughs. ● Shareholders have begun to be more active in pressing for organizational change. o Some shareholders may form a B corporation, or benefit corporation, in which the company is legally required to adhere to socially beneficial practices, such as helping consumers, employees, or the environment. o Customers are also becoming more demanding, being more inclined to take their business elsewhere if they do not get what they want from a given company. o The global economy continues to influence the way U.S. firms have to do business. ● Social issues and political events can create great pressures for change, such as how the beverage industry has to respond to consumer concerns about obesity and governmentimposed taxes on sugary drinks. Interactive Classroom Material: EXAMPLE: From Ride Sharing to Self-Driving Cars: Uber, Lyft, & the Upending of Transportation This Example examines the changes occurring in the transportation industry from transportation network companies such as Uber and Lyft to self-driving vehicles. The autonomous vehicle surge hit a dam when an autonomous car killed a pedestrian in Arizona in 2018. The question remains: How will change effect the transportation industry? Click for follow-up activity. Internal Forces for Change ● Internal forces for change are from within the organization and they include human resources concerns and managers’ behavior. ● Internal forces affecting organizations may be subtle, such as low job satisfaction, or more dramatic, such as constant labor-management conflict. ● Organizations may respond to job dissatisfaction by addressing job design, reducing employees’ role conflicts, and dealing with work overload. 10-12 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

● Excessive conflict between managers and employees may be another indicator that change is needed. Connect® Exercise CLICK AND DRAG: Forces for Change Summary of Activity: In this Click and Drag exercise, students will match the forces for change with the appropriate category.

10.2 Types & Models of Change POWERPOINT SLIDES: #7 Types and Models of Change #9 Lewin’s Change Model #10 A Systems Approach to Change Section 10.2 discusses the three types of change: adaptive, innovative, and radically innovative. It describes Lewin’s three-stage change model: unfreezing, changing, and refreezing. Finally, it describes the systems approach to change. One way that you could begin your coverage of these topics is to have the students read the Harvard Business Review article “From Niche to Mainstream.” This article is a HBR Case Study and includes a fictional case and case commentary by industry experts. In this case, the manager of a Japanese producer of rice crackers must decide if he should recommend that the company work with mainstream U.S. grocery stores to have its products placed, not in their international sections, but in their snack aisles, or if the company should shift its focus toward a deal to produce a private label line of products. For a supplemental activity, you could have the students decide if Riku should recommend the private label deal or the branded marketing push to his executive team.

ONLINE ARTICLE

Topics and Tips for Discussion: 1. Describe examples of adaptive, innovative, and radically innovative changes that have been implemented in your company (or a previous one). Continuing with the restaurant industry example, an adaptive change would be when a firm returns to a seasonal menu that it has used in prior years or begins its summer seasonal hours. An innovative change might be when a restaurant decides to use social media reviews to determine how to change its menu offerings. An example of a radically innovative change would be the business model of Eatsa, which completely automates the dining experience by having customers order meals from kiosks without cashiers. After 10-13 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

the order is placed, behind-the-scenes workers prepare the food, which is then presented in a cubbyhole with the customer’s name. Students might enjoy watching the 2-minute CNBC video “Futuristic Restaurant Eatsa Replaces Cashiers with iPads.” 2. Thinking of your current or most recent employer, think of a change that the organization needs to implement. Describe how you could use Lewin’s change model to effectively implement the needed change. When applying Lewin’s change model, the first step is to prepare the workers for the change by unfreezing their resistance to change. Employees need to be motivated to change for the change effort to be successful. After employees are prepared to change, the second stage in the model is to implement the change. In this stage, employees must have the skills and resources they need to implement the change. The final stage is the refreezing stage. The goal here is to make the new behaviors and attitudes “stick.” Employees must be incentivized to display the desired behaviors. 3. How can a manager assess the readiness for change of his or her employees? Why is change readiness important? Managers could conduct interviews of key stakeholders to ensure that people are ready for change and believe that the change will be successful. Using a survey or questionnaire would allow a manager to tap a larger sample of respondents than by using an interview. Readiness for change often determines the success of a change initiative. If employees don’t see the need for change, they don’t want to change, and they refuse to change, the change initiative will likely fail. Section 10.2 Key Concepts: Three General Types of Change ● Adaptive Change o Adaptive change is the reintroduction of a familiar practice. o Adaptive change is lowest in complexity, cost, and uncertainty. o Because it is familiar, it is the least threatening to employees and thus will create the least resistance. ● Innovative Change o Innovative change is the introduction of a practice that is new to the organization. o This form of change involves moderate complexity, cost, and uncertainty. o Innovative change is apt to trigger some fear and resistance among employees. ● Radically Innovative Change o Radically innovative change involves introducing a practice that is new to the industry. 10-14 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

o Because it is the most complex, costly, and uncertain, it will be felt as extremely threatening to managers’ confidence and employees’ job security. Lewin’s Change Model ● Social psychologist Kurt Lewin developed a three-stage model shown in Figure 10.2 to explain how to initiate, manage, and stabilize planned change. ● Unfreezing o In the unfreezing stage, managers try to instill in employees the motivation to change, encouraging them to let go of attitudes and behaviors that are resistant to innovation. o Employees need to become dissatisfied with the old way of doing things for this to happen. o Managers also need to reduce the barriers to change during this stage. ● Changing o In the changing stage, employees need to be given the tools for change: new information, new perspectives, and/or new models of behavior. o Managers can provide benchmarking results, role models, mentors, and training. ● Refreezing o In the refreezing stage, employees need to be helped to integrate the changed attitudes and behavior into their normal ways of doing things. o Managers can assist by encouraging employees to exhibit the new change and then, through additional coaching and modeling, by reinforcing the employees in the desired change.

SELF-ASSESSMENT 10.2 CAREER READINESS What Is Your Readiness for Change?

CAREER READINESS

This 8-question Self-Assessment determines students’ general attitudes toward change at work. Questions on acceptance of change, improving performance, and changing circumstances are presented. Click for follow-up activity. Systems Model of Change ● A systems approach to change presupposes that any change, no matter how small, has a rippling effect throughout an organization. ● The systems approach can be used to diagnose what to change and determine the success of the change effort. 10-15 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

● As shown in Figure 10.3, the systems model of change consists of three parts: inputs, target elements of change, and outputs. ● Inputs o A systems approach always begins with the question of why change is needed at all—what the problem is that needs to be solved. ▪

All organizational changes should be consistent with an organization’s mission, vision, and resulting strategic plan.

▪

A mission statement expresses the organization’s reason for being.

▪

A vision expresses what the organization wishes to become.

▪

The strategic plan sets the long-term goals and direction for an organization, based on the mission and vision statements.

o A second question is, “How willing and able are management and employees to make the necessary change?” ▪

Readiness for change has four components: (1) how strongly the company needs the proposed change, (2) how much the top managers support the change, (3) how capable employees are of handling it, and (4) how pessimistic or optimistic employees are about the consequences of the result.

● Target Elements of Change o The target elements of change represent four levers that managers may use to diagnose problems and identify solutions. o The four target elements are people, organizational arrangements, methods, and social factors. o Two things are important to realize: ▪

Any change made in each and every target element will ripple across the entire organization.

▪

All organizational change ultimately affects the people in it and vice versa.

● Outputs o Outputs represent the desired goals of a change. o Results may occur at the individual, group, or organizational level. o Change is most difficult to effect at the organizational level, since changes will mostly likely affect a wide variety of target elements. ● Feedback o Another aspect of the systems model of change is feedback. o Not all changes work out well, and organizations need to monitor their success. 10-16 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

o This is done by comparing the status of an output such as employee or customer satisfaction before the change to the same measurable output sometime after the change has been implemented. Connect® Exercise CLICK AND DRAG: The Systems Model of Change Summary of Activity: In this Click and Drag exercise, students will match the different parts of the systems model of change with their appropriate definitions/examples. ● Force-Field Analysis o In most change situations, there are forces acting for and against the change. o Force-field analysis is a technique to determine which forces could facilitate a proposed change and which forces could act against it. o The first step is to identify the positive forces (called thrusters) and the negative forces (called counterthrusters). o The second step is to remove the negative forces and then, if necessary, increase the positive forces.

10.3 Organizational Development: What It Is, What It Can Do POWERPOINT SLIDES: #11 Organizational Development #12 What Can OD Be Used for? #13 How OD Works #15 The Effectiveness of OD Section 10.3 discusses organizational development, which is a set of techniques for implementing planned change to make people and organizations more effective. OD is used to manage conflict, to revitalize organizations, and to adapt to mergers. OD has four steps: diagnosis, intervention, evaluation, and feedback. One way that you could begin your coverage of these topics is to have the students analyze the turnaround plans of the new CEO of Lowe’s, Marvin Ellison. You could have the students read the Wall Street Journal article “Lowe’s to Close Orchard Supply Stores, Recruits CVS Finance Chief,” the Bloomberg article “Lowe’s CEO Takes Medicine Now to Get Retailer on Firmer Footing,” and the Reuters article “Lowe’s New Chief Shuts Orchard Stores, Promises Streamlining.” For a supplemental activity, you could have the students discuss how Ellison has used OD principles in his efforts to revive the retailer. 10-17 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

Topics and Tips for Discussion: 1. Thinking of your current employer (or a previous one), describe a specific problem that the firm could use OD to solve and the steps that would be involved. Using Lowe’s as an example, one issue the firm has is how to best use its store space. It must decide how to use promotional areas at the ends of aisles to make the most money. The first step in the OD process is to diagnosis the problem. Here the problem is there is conflict among employees about how to use promotional areas. The new CEO wants to use the space to stock best-selling items, while the current managers want to use the space for the placement of new products like smart-home devices. The second step is the intervention. Lowe’s could do a trial period where the promotional areas are used only for best-selling items. The third step is evaluation. Lowe’s could compare sales figures from before and after the intervention to determine which approach made the most money. In the final stage, feedback, the company should look to determine why intervention was not effective. It is possible that some of the promotional areas of the store should focus on new products, while others should focus on best-selling items. 2. In applying OD principles, why is it often difficult for managers to accurately diagnose the problem? Often managers focus on the symptoms of a problem, rather than the problem itself. A manager might assume that declining sales are the problem, when in fact they are a symptom of the problem that the firm’s products or services fail to provide value to the customer at a price point they are willing to pay. 3. Describe metrics that can be used to evaluate the effectiveness of a planned change. Many of the same metrics that can indicate a need for change can be used to evaluate the effectiveness of a planned change. Have absenteeism and turnover gone down? Have profitability and market share improved? Have morale and job satisfaction improved? Section 10.3 Key Concepts: Organizational Development ● Organizational development (OD) is a set of techniques for implementing planned change to make people and organizations more effective. ● OD focuses specifically on people in the change process. ● Often OD is introduced by a change agent, a consultant with a background in behavioral sciences, who can be a catalyst in helping organizations deal with old problems in new ways. ● OD can be used to address the following three matters: managing conflict, revitalizing organizations, and adapting to mergers. How OD Works 10-18 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

● OD managers follow a medical-like model, approaching the organization as if it were a sick patient, using diagnosis, intervention, and evaluation. ● To diagnose the problem, OD consultants can use questionnaires, surveys, interviews, meetings, records, and direct observations. ● “Treatment” or intervention is the attempt to correct the diagnosed problems. o Some OD activities for implementing planned change are: communicating survey results to employees to engage them in constructive problem solving, observing employee communication patterns and teaching them skills to improve them, helping group members learn to function as a team, stimulating better cohesiveness among several work groups; and improving work technology or organizational design. ● Evaluation determines how well the intervention has worked. o An OD program should be objectively evaluated to judge results. o Effectiveness can be assessed using hard data about absenteeism, turnover, grievances, and profitability or by using questionnaires, surveys, and interviews to assess changes in employee attitudes. ● If evaluation shows that the diagnosis was wrong or the intervention was not effective, managers need to use this feedback to return to the beginning to rethink diagnosis and intervention stages. Connect® Exercise CLICK AND DRAG: The OD Process Summary of Activity: In this Click and Drag exercise, students will match fictitious situations with the organizational development process stage they most accurately describe.

Interactive Classroom Material: EXAMPLE: Organizational Development: Using OD to Make Money in the Restaurant Business This Example profiles Copilot Labs, a restaurant marketing analytics company. The organization begins with a diagnosis, and then proposes an intervention. Finally, evaluation (how well has the intervention worked?) and feedback (how can we further refine?) occurs. Click for follow-up activity.

Factors Impacting the Effectiveness of OD ● The use of multiple interventions works better than single interventions. 10-19 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

● OD success is more likely when top managers support the OD process and are truly committed to the change process. ● Change programs are more successful when they create both short-term and long-term results and are not implemented just for the sake of change. ● OD will be more successful if it takes into account cross-cultural considerations—what works in one country may not work in a similar situation in another country.

10.4 Organizational Innovation POWERPOINT SLIDES: #16 Types of Innovation #17 Focus of the Innovation #18 Components of an Innovation System Section 10.4 discusses the promotion of innovation within an organization. Innovation may be a product or a process innovation and the focus of an innovation can be an improvement or a new direction. The seven components of an innovation system are described. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Fast Track.” In this 5-minute video, Reid Hoffman discusses the principles of “blitzscaling,” where companies aim to grow really quickly to create advantages based on scale. For a supplemental activity, you could have the students analyze the advantages of using the principles of change to achieve blitzscaling. Topics and Tips for Discussion: 1. Discuss how companies can best learn from failure. Companies can best learn from failure if they view failure as a way to learn, rather than as a way to assign blame. Not all failures should be treated the same. If something failed because an employee willfully violated a well-established process or practice, this is a failure that is probably blameworthy. If on the other hand, someone failed because he was trying something new or wanted to learn something, but the action brought about unanticipated results, this might be a failure that is praiseworthy. Companies need to create an environment where people feel safe discussing failure. 2. Discuss the organizational factors that encourage innovation. There are seven components of an innovation system: (1) innovation strategy; (2) committed leadership; (3) innovative culture and climate; (4) required structure and processes; (5) necessary human capital; (6) human resource policies, practices, and procedures; and (7) and appropriate resources. First, a company must have a plan for 10-20 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

being more innovative. Next, there must be real commitment from senior leaders. Third, it cannot have a risk-averse culture. It must also have an organizational structure and internal processes that foster collaboration, cross-functional communication, and agility. The next important element is human capital with the employee characteristics that can help organizations innovate. Next, the company must have human resource policies, practices, and procedures that are consistent with and reinforce the other components of an innovation system. Finally, companies must dedicate resources to the development of innovation. 3. Thinking of your current or most recent employer, describe examples of improvement and new-direction innovations the organization has implemented in the last few years. How effectively was the change management process handled for those changes? Improvement innovations enhance or upgrade an existing product, service, or process. New-direction innovations take a totally new or different approach to a product, service, process, or industry. The broader the focus of the change, the better the change process needs to be managed for the change to be successful. More time and effort will likely be needed on the unfreezing and refreezing stages for new-direction innovations. Section 10.4 Key Concepts: Types of Innovation (Figure 10.5) ● A product innovation is a change in the appearance or performance of a product or service or the creation of a new one. ● A process innovation is a change in the way a product or service is conceived, manufactured, or disseminated. An Innovation System: The Supporting Forces for Innovation ● An innovation system is a coherent set of interdependent processes and structures that dictates how the company searches for novel problems and solutions, synthesizes ideas into a business concept and product designs, and selects which projects get funded. ● There are seven components of an innovation system: innovation strategy; commitment from top managers; innovative culture and climate; required structure and processes; necessary human capital; human resource policies, practices, and procedures; and appropriate resources. ● Create an Innovation Strategy o A successful innovation effort requires an innovation strategy by which a company integrates its innovation activities into its business strategies. o This effort will encourage top managers to invest resources in innovation and employees to commit to it. ● Commitment from Top Managers o Strategic goals are unlikely to be achieved without the real commitment of top managers. 10-21 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

● Foster an Innovative Culture and Climate o Innovation requires a corporate culture and climate that permits experimentation, risk taking, and tolerance for failure. o An organizational culture that doesn’t just allow but celebrates failure is vital toward fostering innovation. ● Required Structure and Processes o Organizational structure and internal processes can promote innovation if they foster collaboration, cross-functional communication, and agility. o Organic structures are better suited for innovation than mechanistic ones. ● Human Capital o Human capital is the economic or productive potential of employee knowledge, experience, and actions. o Some employee characteristics that help organizations innovate are creativity, creative-thinking skills, intrinsic motivation, and international work experience, as well as the quality of the relationship between managers and employees. ● Human Resource Policies, Practices, and Procedures o Human resource policies, practices, and procedures need to be consistent with and reinforce the other six components of an innovation system. ● Appropriate Resources o If managers want innovation, they must dedicate resources to its development. o Resources can include people, dollars, time, energy, knowledge, and focus.

SELF-ASSESSMENT 10.3 How Innovative Is the Organizational Climate? This 12-question self-assessment gauges the innovative climate of students’ workplaces. If students are not currently working, a former employer can be utilized. Questions on developing new ideas, sharing resources, and critical appraisal are presented. Click for follow-up activity.

Connect® Exercise VIDEO CASE: Zenplace Changes the Real Estate Industry Summary of Activity:

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

Students will first watch a video on how Zenplace is changing the real estate industry using machine-based realtors. Then they will respond to four multiple-choice questions to measure comprehension. Follow-Up Activity: Instructor should ask students the following questions to spur discussion after students have viewed the video case: 1. How should major real estate companies like Century21 and Long & Foster react to Zenplace’s machine-based realtors? 2. How can Lewin’s Change Model be applied to instigate change at these other real estate companies? Be sure to fully explain and support the unfreezing, freezing, and refreezing steps.

Interactive Classroom Material: EXAMPLE: IDEO’s Approach to Innovation This Examples describes IDEO, a leading global design firm known for its creative innovations, not only in products, but in processes and disaster planning. IDEO’s approach to creative problem solving involves inspiration, ideation, and implementation. The teams at IDEO rely on intuition, pattern recognition, and construction that is both functional as well as emotionally meaningful. Click for follow-up activity.

Connect® Exercise CLICK AND DRAG: Approaches Toward Innovation Summary of Activity: In this Click and Drag exercise, students will match the different approaches toward innovation to their appropriate examples.

Connect® Exercise CLICK AND DRAG: Components of an Innovation System Summary of Activity: In this Click and Drag exercise, students will match the different components of an innovation system to their appropriate definitions/examples.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

10.5 The Threat of Change: Managing Employee Fear & Resistance POWERPOINT SLIDES: #21 The Threat of Change: Managing Employee Fear and Resistance #22 Ten Reasons Employees Resist Change Section 10.5 discusses the causes of resistance to change and the reasons employees fear change. Resistance can be considered to be the interaction of three causes: (1) employee characteristics, (2) change agent characteristics, and (3) the change agent–employee relationship. One way that you could begin your coverage of these topics is to have the students watch the Big Think video “Why Companies Resist Change.” In this 4-minute video, Lisa Bodell, founder and CEO of Futurethink, discusses the reasons that companies and individuals resist change. For a supplemental activity, you could have students discuss what they could do as managers to foster a mindset more accepting of change in their employees. Topics and Tips for Discussion: 1. Describe a time when a change initiative at your company (or a previous one) failed or was not as successful as it should have been. Discuss the resistance to change factors that may have impacted the initiative’s lack of success. The resistance could have been the result of three causes: (1) employee characteristics, (2) change agent characteristics, and (3) the change agent–employee relationship. If the individuals impacted by the change did not have a positive predisposition toward change or had self-doubts, this likely made the change process more difficult. If the change agent lacked emotional intelligence and/or self-awareness, this would impact the change process. A lack of mutual trust in the change agent–employee relationship would have made change more difficult. 2. Describe tactics managers can use to overcome resistance to change. Effective communication is key to overcoming resistance to change. Transparent communication about the need for change, the goals of the change, and the negative implications of the change will reduce the surprise and fear of the unknown that change initiatives can cause. It will also foster a climate of mutual trust. It is important to provide training to remove employees’ doubts or concerns about failure. Managers should consider in advance how peer pressure or threats to existing relationships can be effectively managed. It is important that employees understand “what’s in it for me” by describing the positive rewards they will gain from proposed changes. 3. Describe your predisposition to change. If you are likely to resist change, how can you become more accepting of change? 10-24 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

Becoming more accepting of change starts with being self-aware of how open you are to change. The Self-Assessments in the chapter can provide insights into your level of resistance to change and your level of adaptability. If you are resistant to change, you need to focus on improving your self-confidence that you are able to change. You can try new activities or make small changes in your personal or professional life to foster higher levels of self-confidence. For example, if you set the goal of attending one event per month with the sole purpose of professional networking, if you successfully meet one or two new contacts at each event, your self-confidence to engage in other networking activities will grow. Section 10.5 Key Concepts: Resistance to Change ● Resistance to change is an emotional/behavioral response to real or imagined threats to an established work routine. ● Resistance can be as subtle as passive resignation and as overt as deliberate sabotage. ● As shown in Figure 10.7, resistance can be considered to be the interaction of three causes: (1) employee characteristics, (2) change agent characteristics, and (3) the change agent–employee relationship. ● Employee Characteristics o Employee characteristics refer to an employee’s individual differences, actions and inactions, and perceptions of change. o One important characteristic is a person’s level of adaptability or flexibility. ● Change Agent Characteristics o Change agent characteristics are the characteristics of the individual who is a catalyst in helping the organization change which contribute to employee resistance. o Relevant characteristics might include leadership style, personality, tactfulness, sense of timing, awareness of cultural tradition or group relationships, and ability to empathize with the employee’s perspective. ● Change Agent-Employee Relationship o Resistance to change is reduced when change agents and employees have a trusting relationship. o Mistrust can doom a well-conceived change.

SELF-ASSESSMENT 10.4 CAREER READINESS How Adaptable Are You?

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

This 11-question self-assessment determines how adaptable students are. The questions should be answered based on a current or former job, or university experiences. Questions on stress, learning new methods, and openness to feedback are presented. Click for follow-up activity. Reasons Employees Resist Change ● Some individuals have a predisposition toward avoiding change, a predisposition which may link back to events from childhood. ● Surprise and fear of the unknown make employees fearful of the implications of change. ● A climate of mistrust will put even well-conceived changes at risk of failure. ● Intimidating changes can cause employees to doubt their capabilities, and this fear of failure will make them resist change. ● Changes that threaten to alter power bases, result in a change of status, or eliminate jobs generally trigger strong resistance. ● Even people who are not directly affected by impending changes may actively resist in order to protect the interests of coworkers and friends. ● Whenever individuals are transferred, promoted, or reassigned, the change can disrupt existing cultural and group relationships. ● The personalities of change agents can breed resistance. ● Introducing changes in an insensitive manner or at an awkward time can create employee resistance. ● Employees are likely to resist when they can’t see any positive rewards from proposed changes. Connect® Exercise CLICK AND DRAG: Ten Reasons Why People Resist Change Summary of Activity: In this Click and Drag exercise, students will match the reasons why people resist change with their correct examples.

Connect® Exercise CASE ANALYSIS: Can JCPenney Be Saved? Summary of Activity: In this case analysis, students will begin by reading about the issues facing JCPenney and how the organize needs to change. Then, students will respond to four multiple-choice questions to measure comprehension. 10-26 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

Follow-Up Activity: The class should be broken up into groups. Each group should represent one of the external or internal areas for change. Groups should provide examples for each force for change at JCPenney. News reports and/or the company’s website can be used to gather information, and the change does not have to be ongoing (it can be a recent change). Each group should then present to the class.

SELF-ASSESSMENT 10.5 CAREER READINESS Assessing Your Resistance to Change This 11-question self-assessment determines students’ resistance to change based on current or former employment. Questions on stress, pressure, and consistency are presented. Click for follow-up activity.

Group Exercise #1: Creating Personal Change through Force-Field Analysis There is a group exercise available at the end of this manual that provides students with the opportunity to apply force-field analysis to a behavior or situation they would like to change. Exercise Objectives: 1. To apply force-field analysis to a behavior or situation you would like to change. 2. To receive feedback on your strategies for bringing about change. Click for follow-up activity.

Group Exercise #2: Overcoming Resistance to Change There is a group exercise available at the end of this manual that provides students with the opportunity to evaluate the causes of employees’ resistance to change. Exercise Objectives: 1. To evaluate the causes of employees’ resistance to change. 2. To examine methods for overcoming resistance to change. Click for follow-up activity.

10.6 Career Corner: Managing Your Career Readiness 10-27 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

POWERPOINT SLIDES: #23 Model of Career Readiness #24 Managing Your Career Readiness Section 10.6 describes different ways to increase the career readiness competency of openness to change. Using self-affirmations and practicing self-compassion can foster openness to change. One way that you could begin your coverage of these topics is to have the students watch the Big Think video “Amy Cuddy: Feeling Anxious? The Last Thing You Should Do Is Lie to Yourself.” In this 5-minute video, Amy Cuddy describes how to effectively apply selfaffirmation theory. For a supplemental activity, you could have the students engage in the activity described in the video. Have students identify 5 to 8 of their core values, have them discuss why these values matter to them, and have them describe a time when they expressed this core value. Use the results of the exercise to help the students create self-affirmations they can apply in their personal, professional or academic life. Topics and Tips for Discussion: 1. Why is openness to change an important skill for managers? A key theme of this textbook is that the environment that managers face and the tasks they have to perform are constantly changing. Being able to lead change initiatives and adapt to the world around them are critical skills for managers. 2. Have you ever used self-affirmations to help achieve a goal? If yes, was the process helpful? If not, will you use self-affirmations in the future? Although self-affirmations usually help with goal attainment, they may not work if the person does not really believe them or if the affirmations are not actually realistic or true. Students who have not tried self-affirmations should realize that it is not arrogant or conceited to focus on one’s true strengths. 3. How can you display more self-compassion? Self-compassion or “gentleness with yourself” can be fostered through self-kindness. You should not aim to be perfect and you can replace self-judgement with forgiveness and kindness. Next, you should remind yourself that you’re not alone. Many people will have the same feelings and experiences. We are not unique in doubting ourselves. Finally, we want to find ways to foster mindfulness, be it through mediation or other means. Section 10.6 Key Concepts: Openness to change 

Career readiness competency most related to the concepts discussed in this chapter

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Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager



Self-affirmation theory — defined as positive statements “that can help you focus on goals, get rid of negative, self-defeating beliefs and program your subconscious mind” o Positive self-affirmations enhance our openness to change because they broaden our view of ourselves, which in turn reduces the need to defend ourselves in the face of a threat to self-integrity. Self-compassion — gentleness with yourself o Can increase your openness to change or your career readiness competency of positive approach because it reduces your need to be perfect o Self-kindness, reminding yourself that you are not alone, and practicing mindfulness meditation can increase self-compassion.

Connect® Exercise CLICK AND DRAG: Becoming More Open to Change

CAREER READINESS

Summary of Activity: In this Click and Drag exercise, students will match ways to becoming more open to change with their appropriate examples.

Career Corner Group Exercise: The Power of Self-Affirmation Exercise Objective:

CAREER READINESS

Students will enhance their openness to change by exploring the power of self-affirmation. Click to view activity.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

MANAGEMENT IN ACTION

CHIPOTLE NEEDS TO CHANGE Problem-Solving Perspective 1. What is the underlying problem in this case from CEO Brian Niccol’s perspective? The problem underlying Chipotle’s struggles, from Niccol’s perspective, is that consumers are choosing to eat at competing restaurants. 2. What are some of the causes of this problem? One cause of the problem is that the chain has grown too large to maintain the quality that those who do go to Chipotle have come to expect. An essential part of the quality issue centers around food quality control and ensuring that the same safety procedures are being followed at every restaurant. Another cause of the problem is that Chipotle is a stagnant restaurant, unlike the agile Taco Bell model developed under Niccol’s leadership. Chipotle has rarely attempted to alter its menu and, with Steve Ells still involved as the executive chair, it is unlikely that Chipotle will be able to shift this paradigm anytime soon. A third cause of the problem is that while Chipotle has struggled to manage PR (and health) crises across its stores, competitors have swooped in to get the attention of consumers and draw them away from Chipotle. Application of Chapter Content 1. What type of change does Niccol need to inspire—reactive or proactive? Explain. Niccol has to first inspire reactive change, as the problems that need to be addressed already exist for Chipotle. Niccol essentially has to put out fires and keep the existing problems from getting worse. For example, the food safety issues need to be addressed immediately before more customers turn away from the chain. Niccol knows this is an issue and must develop a solution in response to the issue. The situation Niccol’s is inheriting is unfortunate, as he has the ability, as shown in his time at Taco Bell, to inspire proactive change and grow a restaurant chain beyond trying to simply keep it afloat reactively. 2. Using Figure 10.1, describe what forces for change exist both inside and outside Chipotle. Chipotle is currently at an inflection point where change is desperately needed. One inside force of this change is the stubbornness of Ells’ leadership and his unwillingness to bring about major changes. Another possible inside force is productivity, where regionally centralizing some of the work happening at each individual restaurant could 10-30 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

increase employee efficiency within each restaurant—less work could mean less employees needed. This, however, is paralleled by an outside force: the customer preference for fresh food prepared in-house. Similarly, customers are looking for healthy options and the issues around foodborne illnesses are a heavy deterrent for that demographic. A third outside force, competitor restaurants, is a never-ending concern that has been exacerbated by the internal challenges for Chipotle and weakening of the chain’s competitive advantage. 3. Does Chipotle need adaptive, innovative or radically innovative change? Explain. Chipotle currently needs innovative change, which entails doing something new for the company. These new things include expanding the menu and centralizing food preparation. Changes such as these are certainly not new to the restaurant industry but could help alleviate some of the challenges Chipotle is facing, and they may serve as incremental steps toward turning things around. It is worth noting that Niccol is capable of radically innovative change (e.g., Taco Bell breakfast), although this is not going to be part of any immediate changes as Ells is a leader who likes consistency. 4. Does Utilize Lewin’s model of change (Figure 10.2) as a blueprint and describe how Niccol can inspire change at Chipotle. Lewin’s model of change has three steps. The first step is unfreezing, which involves creating the motivation to change. In this step, Niccol needs to get stakeholders on board with the changes that he wants to bring to Chipotle. For example, getting stakeholders excited about new menu items that customers have voted on. This first step starts with Ells and then spreads to investors, employees, and customers. The second step is changing, which involves implementation of new products, procedures, etc. Niccol will need to draw on his experience at Taco Bell to bring the changes to fruition while providing support to each restaurant and all employees. For example, introducing new menu items will require training employees how to prepare them and inform customers about them. The third step is refreezing, which involves supporting and reinforcing the change. During this final step, Niccol will need to demonstrate that the changes made have improved Chipotle’s standing, ensure current employees understand the changes, and onboard new employees under the new system. For example, showing that new menu items are increasing overall sales and new customers (and maybe even sales of the original menu items to please Ells). 5. Think about the outbreak of food-borne illness at Chipotle and utilize the organizational development process (Figure 10.4) to remedy the issue. The first step in the organizational development (OD) process is to diagnose the problem. In this case, the problem is that poor food handling, which is a reflection of poor oversight as Chipotle grows too quickly for its own good, has led to food-borne illnesses across multiple restaurant locations. The second step in the OD process is to create an intervention—what can be done to solve the problem. In this case, the end goal is to increase regulations and consistency over the proper handling of food across all 10-31 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

restaurants. One way of doing this would be to, as suggested in the case, regionally centralize food handling and then distribute to restaurants from a single source point in the region; another way would be to ensure staff and supervisors at each location are better trained to oversee the food handling process. The third step is to evaluate how well the intervention worked. In this case, the primary metric would be whether there is a reduction in the number of food-borne illness outbreaks; a secondary metric could involve tracking sales of foods that previously had been connected to the illnesses. The fourth step is to, if the intervention was not successful, refine the diagnosis to create a more appropriate intervention. Should this latter step be needed, one example of how to refine the diagnosis would be to hone in further on the specific restaurants where the illnesses are stemming from and the specific employees at those restaurants. 6. Does Niccol need to bring product or process innovation to Chipotle? Explain. It is easiest to say that Niccol needs to focus on bringing innovation to the product. For example, if customers want to see new menu items, then those should be introduced. The deeper and more pressing the problem, however, requires that Niccol bring process innovation to Chipotle. Beyond centralizing the food handling procedures, Niccol should consider the size of the Chipotle network and whether downsizing to have less stores with higher guaranteed, consistent quality is a better way to distribute Chipotle’s product.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

LEGAL/ETHICAL CHALLENGE

DID L’OREAL GO TOO FAR IN FIRING ITS PATENT LAWYER? Solving the Challenge 1. I would side with the company. It’s not Trzaska’s job to be a gatekeeper. Let the U.S. Patent Office make these decisions. His role is to help the company acquire patents for its products, and he was jeopardizing future sales by taking an unduly hard stance about patentable work product. Further, the company’s goal pertained to submitting 500 applications, not to the number of submissions that were accepted. The organization can file as many patents as it wants as long as the applications are not frivolous. Moreover, even if the applications were frivolous, an argument can be made that they can still be filed but rejected by the Patent Office. This has nothing to do with the Trzaska’s employment as he was not asked to do anything illegal. 2. I would side with Trzaska. He demonstrates a quality stance on the submission of patent applications. The company should focus on the quality of ideas submitted by researchers rather than the work of Trzaska’s team. What is Trzaska supposed to do when people submit poor ideas? This may be true; however, it has nothing to do with insubordination. If Trzaska’s superiors told him to do something legal, he will either need to do it, or let his employees do it. He cannot block something that is not illegal. If he deems this unethical, he can quit under protest. Most likely his observations could not be shared because of attorney-client privilege, but he does not have to work for the company if he does not believe in what it is doing. 3. I’m not sure who is right or wrong, but I don’t like the idea of setting firm goals for innovation such as the number of patent applications submitted. This is true and probably not a wise business strategy. Innovation should be based on creativity, yet there needs to be some sort of constraints so as to not waste company resources and time. Nevertheless, this is unrelated to Trzaska’s termination. 4. Invent other options. Students can be creative here.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

TEXTBOOK EXAMPLES

EXAMPLE: Radical change: The Decline of Toys R Us This Example details the reasons behind Toys R Us going out of business after 70 years. It did not recognize the strengths of its competitors, did not understand the new online app gaming market, carried too much debt, and did not capitalize on digital opportunities. Toys R Us may have had a 15 percent share of the U.S. toy market, but it still went out of business. YOUR CALL Suppose an entrepreneur launching a new chain of toy stores asked for your advice about how to avoid the mistakes made by Toys R Us. What would you suggest, and why? You can use this question to link many concepts. Encourage students to think about what they learned in Chapter 5 on Planning and Chapter 6 on Strategic Management as well as concepts in this chapter. They should be able to see the need for continuous environmental scanning watching for technology and service innovations. You can discuss the need for proactive rather than reactive change. ADDITIONAL ACTIVITIES Disruptive innovation is a threat to all organizations, even those that have been around a long time and seem impervious to threats. Here is an activity: Step 1: Have students read “4 Ways to Face the Challenge of Disruptive Change” in Forbes magazine. This article presents the ideas of Scott Anthony, managing partner of Innosight and co-author of Dual Transformation: How to Reposition Today’s Business While Creating the Future. He suggests leaders need to 1) pay more attention to the periphery of their industry to spot emerging tech and trends; 2) change the way they approach problems, emphasizing flexibility and deviation over linear thinking; 3) recognize early warning signs of disruptive change including customer restlessness, disruptive competitor activity, and slowing revenue growth; and 4) stay grounded as an individual and leader. Step 2: Have students read “20 Industries Threatened by Tech Disruption.” This article from Investopedia offers a list of industries and how they are being threatened by technological change. Step 3: Break the students into groups and ask them to choose one to three industries on the list (depending on the time you wish to spend on this exercise) and brainstorm ideas for how these industries might be able to cope with or, even better, profit from the anticipated disruptions. Step 4: Have each group report on its suggestions. Step 5: Lead the class in a discussion of the differences and similarities in the approaches suggested by the various groups. Return. 10-34 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

EXAMPLE: Reactive Change: The BP Gulf of Mexico Blowout This Example discusses the April 2010 explosion on the BP drilling platform in the Gulf of Mexico. BP has been criticized for reacting poorly to the crisis, which led to the loss of 11 lives, tremendous economic damage, and the deaths of more than 1,400 dolphins and 1 million birds. Litigation, which ended in 2017, has cost the company approximately $65 billion. YOUR CALL The BP blowout happened 21 years after the tanker Exxon Valdez’s catastrophic 1989 oil spill in the Gulf of Alaska, the effects of which are still being felt. Wasn’t that enough time for oil companies to plan for major accidents? Why do you think BP was not more proactive in preparing for such events? Proper planning may have saved BP a lot of money and resources. Though a backup shutoff was not mandated by regulators, it would have ethically been wise. Remember the ethical decisionmaking tree? Many organizations, such as shell, already have these, and some nations required them as well. Though they have not been tested under real-world conditions, they may have saved a lot of wildlife and resources if they were to work. After the 1989 Exxon spill companies like BP should be stepping up research on avoiding such catastrophes, not creating even worse ones. Also, BP may not have been proactive enough because they were content with their existing ways and were resistant to change. ADDITIONAL ACTIVITIES One way you could build on this Example is to have the students read The Wall Street Journal article “Underwater Oil-Well Bolts Are Failing, Causing Alarm.” This article profiles how manufacturers, oil drillers, and U.S. regulators are scrambling to determine why massive bolts used to connect subsea oil equipment are failing. Although the broken bolts have caused only minor spills so far, many are worried that the slow-pace of action on the issue creates the possibility of a major oil leak along the lines of the 2010 Deepwater Horizon disaster. Consider using the following discussion questions: 1. Discuss the reasons why some firms appear to be taking a reactive approach to the bolt-failure issue. Would it be better for the firms to be more proactive? Explain your point of view. 2. Does knowledge about BP’s actions change your intentions to continue to buy the firm’s products? Explain your position. Apply the ethical decision tree described in Chapter 7 to determine if BP’s decision not to use a backup shutoff switch was ethical. Return.

EXAMPLE: From Ride Sharing to Self-Driving Cars: Uber, Lyft, & the Upending of Transportation 10-35 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

This Example examines the changes occurring in the transportation industry from transportation network companies such as Uber and Lyft to self-driving vehicles. The autonomous vehicle surge hit a dam when an autonomous car killed a pedestrian in Arizona in 2018. The question remains: How will change effect the transportation industry. YOUR CALL: 1. How safe do self-driving cars have to be before they can be deployed on the road? It will be interesting to see how many students say 100 percent. Whatever the level suggested by the students, ask them why they chose that particular level? What was there decision process? Do they think any technology can be 100 percent safe or reliable? 2. How would their use affect public transportation? The insurance industry? Will autonomous vehicles mean the end of the Taxi industry? Uber and Lyft have been making inroads on Taxis already. Would autonomous vehicles kill off Uber and Lyft? Or would they just eliminate the jobs of the drivers who currently work for Uber and Lyft? For insurance companies: have the students consider who will be at fault in an autonomous/ non-autonomous accident. Would it be the driver of the autonomous car although he or she would not actually have made the decision that precipitated the accident? Would it be the maker of the autonomous vehicle? Would it be the programmer of the decision-making algorithm? ADDITIONAL ACTIVITIES Have students watch the TED video “The Ethical Dilemma of Self-Driving Cars.” This will link the chapter on ethics with considerations of potential harmful outcomes from new technology. This short video presents a series of what if scenarios involving autonomous vehicles and the decisions they may make. An interesting point made is that when a human reacts to a sudden driving emergency, it is just that—a reaction. But when an autonomous car reacts to the same driving emergency, it will be relying on a decision-making algorithm. Consider discussion questions such as: 1. Who should make the decisions for autonomous vehicle responses? A low-paid tech worker? The government? Each individual driver programming as he or she sees fit? 2. In an accident scenario, should the car minimize overall human damage or save the driver at all costs? Return.

EXAMPLE: Organizational Development: Using OD to Make Money in the Restaurant Business This Example profiles Copilot Labs, a restaurant marketing analytics company. The organization begins with a diagnosis, and then proposes an intervention. Finally, evaluation (how well has the intervention worked?) and feedback (how can we further refine?) occurs. YOUR CALL 10-36 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

Do you think universities could do a better job educating students? How might the OD process be used to improve your educational experience? An OD approach can be helpful. You would want to diagnose what the issue is, and that is to build a local market following. You would want to create specials that value local business. For example, targeted mailings to local consumers, or specials that would require a local driver’s license address can be utilized. You would then evaluate your success of being able to attract these locals to your establishment. Changes can be made as a feedback step. ADDITIONAL ACTIVITIES One way to build on this Example is to have the students read The Wall Street Journal article “The Restaurant Took Your Favorite Dish off the Menu: Now What?” This article and its corresponding 3-minute video explain why some restaurants will take popular items, even ones that have been available for years, off the menu. Consider using the following discussion questions. Assume you are the manager of a casual sit-down restaurant. How could you use OD to determine what changes you should make to the restaurant’s menu? Again, assume that you are the manager of a casual sit-down restaurant, and you have noticed a decline in sales recently. How could you use OD to address the problem? Discuss how managers can use the principles of change management when it is the customer or client of the company that needs to accept the change, such as when a restaurant removes once populated items from the menu. Return.

EXAMPLE: IDEO’S Approach to Innovation This Examples describes IDEO, a leading global design firm known for its creative innovations, not only in products, but in processes and disaster planning. IDEO’s approach to creative problem solving involves inspiration, ideation, and implementation. The teams at IDEO rely on intuition, pattern recognition, and construction that is both functional as well as emotionally meaningful. YOUR CALL 1. What is appealing to you about IDEO? Ask students if they are interested in working for a company that stresses creativity and innovation and which is organized around teams? Some students will be fascinated by the company, others will be a little wary of working for it. Have them explain why—what is it that leads them to seek out or avoid such a company? 2. To what extent does IDEO’s approach to design force companies to use the seven components of an innovation system (see Figure 10.6)? Explain.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

Have them identify IDEOs approach: look for inspiration, generate ideas, link the solutions to people’s needs and wants. IDEO is human focused, looks for what is technologically feasible and economically viable. It encourages team members to use their intuition, to recognize patterns, and to look for ideas that are both functional and emotionally meaningful. Once students have identified these elements of IDEOs approach, have them identify how they link up with the innovation system elements in Figure 10.6: innovative strategy, committed leadership, innovative culture and climate, required structure and processes, necessary human capital, HR policies, and appropriate resources. ADDITIONAL ACTIVITIES: Have students visit the IDEO website. Give them 15 or 20 minutes to explore the site (It’s fascinating!). Ask them to find interesting tidbits, intriguing projects, and innovative ideas on the site. Have them look particularly at the company blog, The Octopus. Lead a discussion using questions such as: 1. What was the most interesting project you found on the website? Why? 2. Would you want to work for IDEO? This builds on the Your Call segment above. If you had them answer the question then and subsequently had them investigate IDEO, their answers may differ in significant ways. 3. If you were a CEO, what would attract you to this company and encourage you to hire them? Return.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

TEXTBOOK PRACTICAL ACTIONS

There are no Practical Actions in this chapter.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

SELF-ASSESSMENTS

SELF-ASSESSMENT 10.1 CAREER READINESS Assessing Your Attitudes toward Change at Work This survey was designed to assess students’ attitudes toward change at work. STUDENT QUESTIONS 1. Where do you stand when it comes to your attitude toward change? Are you surprised by the results? Student responses will differ based on assessment results. Some students will be surprised at their high or low attitudes toward change. 2. Based on your three lowest scoring survey items, how might you foster a more positive attitude toward change? Be specific. Generally, students can foster a more positive attitude toward change by understanding that changes tend to have positive implications, being open to change, and handling change effectively. Other responses will be based on individual student’s lowest scoring survey items. 3. What things might you say during an interview to demonstrate that you possess the career readiness competency of openness to change? Recruiters may ask about a situation in which a student encountered change, or was forced to change, and how the student adapted to the change. Responses will hopefully describe adaptability, flexibility, and effectively handling change. If the response is resistance to change, the interview may not go too well! If an interviewer does not ask about change, the student may want to bring up how he/she is flexible and open to change, and to provide examples of past times when he/she needed to change. SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. Students who had a positive attitude toward change should be grouped together and students who had a negative to neutral attitude toward change should be grouped together. Students who scored highly should discuss what external and internal forces have caused them to have a positive attitude toward change. Students who did not score highly should discuss what external and internal forces can be employed to change their attitude toward change. Each group should share with the class as a whole. 10-40 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

Return.

SELF-ASSESSMENT 10.2 CAREER READINESS What Is Your Readiness for Change? This survey measures students’ readiness for change at their organization. STUDENT QUESTIONS 1. Of the four components, which is the lowest? Student responses will differ based on assessment results. Some students will be surprised at which component is actually their lowest. 2. How do you think this result will affect the success of the particular change? Be specific. Students should be specific in linking their results to the systems approach of change, in section 10.2. 3. Who seems to be most ready, you (components 1 and 2) or the organization (components 3 and 4)? Student responses will differ based on assessment results. 4. What things might you say during an interview to demonstrate that you possess the career readiness competency of personal adaptability? Students should discuss previous times they were faced with change in an organization (or at school) and needed to adjust. The interviewer should be made aware if the change was challenging, but the most important part is how the student overcame the change. SUPPLEMENTAL ACTIVITY Students should be placed in small groups with a different mix of survey results in each group. Groups should choose a hypothetical organization that has a culture problem and is in need of change. Utilizing Lewin’s change model, how can they go about changing the culture? Students need to define the problem and the needed change. What outcome do they want? Students should then apply Lewin’s change model. The group’s thought process from definition to application should be shared with the class. Instructor can critique as necessary. Return.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

SELF-ASSESSMENT 10.3 How Innovative Is the Organizational Climate? This survey was designed to assess the innovation climate of students’ organizations. STUDENT QUESTIONS 1. What is the level of innovation? Are you surprised by the results? Explain. Student responses will differ based on assessment results. Some students will be surprised at how high or low the company of their choosing scored on innovation. 2. Select the three lowest survey item scores. Use the content of these items to recommend what the company could do to become more innovative. Student responses will vary, but here are some examples: First, management should promote and assist in the development of new ideas from every area of the organization. Second, management should be open and responsive to change from within and outside the organization. Third, management should provide practical support for new ideas and their application. Last, but not least, management should continually monitor the organization’s performance in order to achieve the highest standards. SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. Students who had a low innovation climate should be grouped together and students who had a high innovation climate should be grouped together. Students who scored highly should identify if and how the four steps to fostering innovation have been applied at their organization: Recognize Problems & Opportunities & Devise Solutions Gain Allies by Communicating Your Vision Overcome Employee Resistance, & Empower & Reward Them to Achieve Progress Execute Well Students who scored low should identify ways the four steps can be incorporated into their organization in order to build a more innovative climate. Same steps. Select groups can share with the class as a whole. Return.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

SELF-ASSESSMENT 10.4 CAREER READINESS How Adaptable Are You? This survey was designed to assess students’ level of adaptability. STUDENT QUESTIONS 1. What is your level of adaptability? Are you surprised by the results? Student responses will differ based on assessment results. Some students will be surprised at how high or low they are when it comes to adaptability. 2. Based on your scores, identify three things you can do to increase your level of adaptability? Explain. Generally, someone with high adaptability responds with a calm focus in times of stress, enjoys learning new things, is open-minded (both positive and negative feedback), and is frequently aspiring to complete strenuous or demanding tasks. 3. What things might you say during an interview to demonstrate that you possess the career readiness competency of personal adaptability? Students should discuss previous times they were faced with change in an organization (or at school) and needed to adjust. The interviewer should be made aware if the change was challenging, but the most important part is how the student overcame the change. SUPPLEMENTAL ACTIVITY Instructor should open the floor for discussion by asking the following questions: 1. In what particular organizations or industries is it quite important to have adaptable employees? 2. How is adaptability related to globalization and current trends in technology? 3. Can anyone name a manager that was quite adaptable? Was this manager successful? Why or why not? Return.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

SELF-ASSESSMENT 10.5 CAREER READINESS Assessing Your Resistance to Change This survey was designed to assess students’ resistance to change. STUDENT QUESTIONS 1. Are you more or less willing to accept change? Discuss. Student responses will differ based on assessment results. Some students will be surprised at how much they are more or less willing to accept change. 2. Based on your scores, identify three things you can do to lower your resistance to change. These changes may involve new thoughts or beliefs or the display of new behaviors. Generally, individuals should be prepared for new things, and even seek them out at times. Sometimes plans should be changed, and it is important for individuals to be open to these changes, not to avoid them. Lastly, one does not have to keep consistent views over time; there are times when views need to change. This happens a lot in politics and in the workplace as well. 3. What might you say during an interview to demonstrate that you possess the career readiness competency of openness to change? Recruiters may ask about a time when the candidate had to embrace change, and how he or she did that. There might also be a question on how the candidate actually thought of a positive change for the organization. Not answering these with some thought about the importance of change, and adapting to it, may weaken the candidate’s chance at the job. SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. Students who had low resistance should be grouped together and students who had high resistance should be grouped together. Students who scored highly should discuss what has caused them to be so resistant to change and how they can overcome this. Which cause of resistance to change from the chapter can be identified? What can the organization do to decrease this resistance? Students who did not score high should discuss reasons why they are less resistant to change. What has the organization done to promote this? Select groups can share with the class as a whole. Return.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

GROUP EXERCISES

GROUP EXERCISE #1: CREATING PERSONAL CHANGE THROUGH FORCE-FIELD ANALYSIS Objectives ● To apply force-field analysis to a behavior or situation you would like to change. ● To receive feedback on your strategies for bringing about change. Introduction The theory of force-field analysis is based on the premise that people resist change because of counteracting positive and negative forces. Positive forces for change are called thrusters. They propel people to accept change and modify their behavior. In contrast, counterthrusters, or resistors, are negative forces that motivate an individual to maintain the status quo. People frequently fail to change because they experience equal amounts of positive and negative forces to change. Force-field analysis is a technique used to facilitate change by first identifying the thrusters and resistors that exist in a specific situation. To minimize resistance to change, it is generally recommended to first reduce or remove the negative forces to change. Removing counterthrusters should create increased pressure for an individual to change in the desired direction. Instructions Have the students break into pairs; these two people will serve as a team that evaluates the completeness of the other’s force-field analysis and recommendations. Once the teams are assembled, each individual should complete the following Force-Field Analysis Form. Once both team members have completed the activity, one team member should present results from steps 2 through 4 in the Force-Field Analysis Form. The other team member should then evaluate the results by considering the following questions with his or her partner. 1. Are there any additional thrusters and counterthrusters that should be listed? Add them to the list. 2. Do you agree with the “strength” evaluations of thrusters and counterthrusters in Step 4? The team member should share his/her rationale for the ratings. Modify the ratings as needed. 3. Examine the specific recommendations for change listed in Step 5, and evaluate whether you think they will produce the desired changes. Be sure to consider whether the focal person has the ability to eliminate, reduce, or increase each thruster and counterthruster that is the basis for a specific recommendation. Are there any alternative strategies you can think of? 4. What is your overall evaluation of your partner’s intervention strategy?

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

Force-Field Analysis Form

STEP 1 In the space provided, please identify a number of personal problems you would like to solve or aspects of your life you would like to change. Be as imaginative as possible. You are not limited to school situations. For example, you may want to consider your work environment if you are currently employed, family situation, interpersonal relationships, and so forth. It is important that you select some aspects of your life that you would like to change, but which up until now you have made no effort to do. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ STEP 2 Review in your mind the problems or aspects listed in Step 1. Now select one that you would really like to change and which you believe lends itself easily to force-field analysis. Select one that you will feel comfortable talking about to other people. STEP 3 On the form shown below, indicate existing forces that are pushing you in the direction of change. They are called thrusters, and they may be forces internal to the self (pride, regret, and fear), or they may be external to the self (friends, the boss, a professor). Also list existing forces that are preventing you from changing. They are called counterthrusters, and they may be internal to the self (uncertainty, fear) or external to the self (poor instruction, limited resources, lack of support mechanisms). Finally, indicate the strength of each thruster and counterthruster on a range from low to high. THRUSTERS

STRENGTH

_________________________ _________________________________ _________________________ _________________________________ _________________________ _________________________________ 10-46 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

COUNTERTHRUSTERS

STRENGTH

_________________________ _________________________________ _________________________ _________________________________ _________________________ _________________________________ _________________________ _________________________________ _________________________ _________________________________ _________________________ _________________________________ STEP 4 Analyze your thrusters and counterthrusters, developing a strategy for bringing about the desired change. Remember that it is possible to produce the desired results by strengthening existing thrusters, introducing new thrusters, weakening or removing counterthrusters, or some combination of these. Consider the impact of your change strategy on the system’s internal stress (i.e., on yourself and others), the likelihood of success, the availability of resources, and the long-term consequences of planned changes. Be prepared to discuss your recommendations with your partner. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Questions for Discussion 1. What was your reaction to doing a force-field analysis? Was it insightful and helpful? 10-47 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

2. Was it valuable to receive feedback about your force-field analysis from a partner? Explain. 3. How would you assess the probability of effectively implementing your recommendations? Return. Source: R Kreitner and A. Kinicki, Organizational Behavior 4e, (New York, NY: McGraw-Hill, 1998), pp. 639-641.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

GROUP EXERCISE #2: OVERCOMING RESISTANCE TO CHANGE Objectives ● To evaluate the causes of employees’ resistance to change. ● To examine methods for overcoming resistance to change. Introduction The goal of this exercise is to investigate why people resist change in the workplace and to consider methods for reducing this resistance. In this exercise, a scenario is used as a stimulus to identify reasons for resistance to change and to develop a plan for overcoming resistance. Instructions 1. Give a brief lecture on resistance to change and overcoming resistance to change. 2. Distribute a copy of the following Resistance to Change Matrix. 3. Break students into groups of three, and distribute “The Merger” scenario below. 4. Next, ask groups to discuss what approach they would use to overcome resistance from the three employees described in the scenario. 5. Using the Resistance to Change Matrix, ask groups to list the employees’ top reasons for resisting change and to explain their approach for overcoming resistance to change. 6. Reconvene as a class, and discuss the proposed methods of overcoming resistance to change for each of the three employees. The Case The Merger You are a recently-promoted manager at TechFarm. TechFarm is a company which outsources customer service employees to organizations in many different industries. The company’s main focus is tech companies. Recently, Synergy Outsourcing, a larger, more established firm purchased TechFarm, and now you are a manager in the midst of a merger. Since Synergy is in the same business as TechFarm, TechFarm’s employees haven’t had to relearn their positions. Some training will be needed however: Synergy’s telephone technology and the way it handles customers is different than TechFarm’s. TechFarm knew about the merger six months before it occurred and has had the time to adjust. As a manager, you have the basic information about the merger and try to help employees adjust. You don’t, however, have any information about Synergy’s plans to change TechFarm’s name or whether or not TechFarm will develop a new clientele and focus. You also don’t have any information about how Synergy rewards its employees or any of the information about Synergy’s benefits. Unfortunately, this is the information your employees are most interested in learning about.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

The change has gone more smoothly than expected, but three of your employees are having trouble adjusting. Janet, a TechFarm employee of five years has begun skipping work at least once a week, and you caught her with the employment classifieds at her desk. Janet tells you she still wants to be a TechFarm employee, but her absenteeism is beginning to worry you. She is not the only employee missing work. On three occasions several of the employees in Janet’s work area were absent the same day Janet called in sick. You know they are social friends as well as work colleagues. Janet is one of the employees most interested in the new bonus structure and benefits package. Phil is another employee having difficulty adjusting. Recently, three of Phil’s colleagues barged into your office and asked, “Is it true that Synergy is going to lay off everyone but management?” As far as you know, Synergy plans on keeping the TechFarm workforce intact, and you told them as much. These employees confirmed that Phil was spreading that information. Phil hasn’t been missing work, but his productivity has significantly reduced. He asked you last week whether or not Synergy wanted to “dump more work” on the TechFarm employees. You’ve also noticed that every time someone new is promoted into management or is moved to a different work team, he begins to worry about layoffs. You face a unique issue with Roberto. Roberto has worked at TechFarm for three years. After learning about the merger, Roberto began taking only the Spanish-speaking calls. Because these calls make up a small percentage of TechFarm’s call volume, he has a lot of time to browse the Internet and takes more breaks than any of your other employees. TechFarm’s HR department decided that Roberto should be promoted to a position titled “Supervisor in Charge of Bilingual Communication.” Roberto received a pay increase as well. You informed HR and Roberto that Synergy does not handle a significant bilingual call volume, but he continues to focus on the bilingual calls, leaving more work for everyone else. Other employees are complaining about Roberto. Questions for Discussion 1. Why are Janet, Phil, and Roberto resisting change? Explain. 2. What would you do at this point to overcome resistance from these three employees? 3. To what extent has TechFarm used both Lewin and Kotter’s models of organizational change? 4. Assume that you just learned about the merger. How would you go about using the OD process at the beginning of the merger to implement change? Be specific. 5. What did you learn about resistance to change from this exercise? Tips for large and online classes: Large classes: May be best to do this as an individual assignment by passing out the case and then discussing the five questions as a class. Online classes: Students can be placed in online groups and the case can be posted to a discussion board. After the groups have discussed and responded to the discussion questions, 10-50 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAN BE USED ONLINE

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

instructor can create a larger discussion board and include the entire class. Each student can then critique other groups’ responses and the instructor can moderate the discussion. Source: A. Johnson and A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp. 320-24.

Resistance to Change Matrix

Employee

Employee’s Reason(s) for Resisting Change

Approach to Overcoming Resistance to Change

Janet

Phil

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

Roberto

Return.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

CAREER CORNER GROUP EXERCISE

THE POWER OF SELF-AFFIRMATION Learning Objectives 

Students will enhance their openness to change by exploring the power of selfaffirmation

Introduction This exercise utilizes Claude Stelle’s theory of self-affirmation to provide students with practice in maintaining their “global self-integrity” by incorporating a few minutes of self-affirmation into their daily schedule. This activity has three steps. The first requires students to identify their key virtues. The second involves group brainstorming to determine the undiscovered benefits of these virtues. Finally, each student creates personalized self-affirmations they can use in their daily lives. Instructions 1. Start the activity by having the students watch the following skit from Saturday Night Live  Daily Affirmations with Stuart Smalley featuring Michael Jordan (SNL Skit)  Alternatively, you can have them read: o Build Your Self-Esteem with these 3 Simple Exercises by Susan Krauss Whitbourne, Ph.D. o The 5 Secret Strategies of Great People: How to Become Open Minded in 2013 by David K Williams 2. Write the following quote by Ralph Waldo Emerson on the board, “What is a weed? A plant whose virtues have never been discovered.” Open the class discussion by asking the class what Emerson meant by this quote. Start with a discussion of what a weed is. Prod them to think critically about the benefits of weeds (edible-dandelion, beautiful sunflower, replenishes the soil, helps with pollination). If we think about virtues as good qualities, then discovering such qualities strengthens how we think about ourselves. This self-affirmation process makes individuals better equipped to deal with life difficulties. End the discussion by pointing out the value of self-affirmation. 3. Give your students five minutes to write down their key virtues. Ask them to describe how they use these virtues in their daily lives. Have them use the following format:  I use _________ (virtues) by _________________________ 10-53 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

4. Form groups of 4 or 5 students. Have each student share one or two virtues with their group. Ask each group to brainstorm about the potential benefits of each virtue. Based on this discussion, have each member create their personalized self-affirming statements. Give the groups 15 to 20 minutes. 5. Facilitate a class discussion using the following questions:  How did thinking about your greatest virtues make you feel?  What are some of benefits discovered by discussing your key virtues with others?  Did brainstorming help you come up with more self-affirming statements?  How can you incorporate self-affirmation as part of your daily routine?  End the discussion by asking, “When is self-affirmation the most useful?” Return.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

UBER CONTINUING CASE

Chapter 10: Change and Innovation This part of the Uber continuing case focuses on Chapter 10 and covers principles related to managing change and innovation. This continuing case’s real-world application of management knowledge and skills is designed to help you develop critical thinking ability and realize the practical power of sound managerial skills for solving problems in your job and career. The case includes five multiple-choice questions and two essay-based questions. The essaybased questions can also be used in-class to spur discussion: 1. Following the three steps of Lewin’s “freezing” change model, analyze how Khosrowshahi could lead a shift in the organizational culture of Uber. The motivation to change, or impetus for “unfreezing,” lies in the situations that occurred before Khosrowshahi took the lead. Discrimination and harassment were not under control while Kalanick was CEO, not to mention that high-up leaders such as Harford and Hornsey have been found to have crossed lines. In order to unfreeze employees, Khosrowshahi and other organizational leaders must remind employees of why having a safe workplace is so beneficial to Uber and its employees. Examples of such messaging could include the importance of employees feeling comfortable in the workplace, the need for everyone to feel equally valued, and posing the challenge for Uber to become an industry leader not just in technology but also in workplace practices. Next, for creating change, he needs to put in to place change through policy, by introducing more clear standards and consequences for such inappropriate behaviors. He needs to ensure that all employees are aware of and agree to these new policies. Once the policies are in place, Khosrowshahi needs to refreeze Uber’s culture through strategies such as the use of language that is non-discriminatory or harassing and getting high-level leaders to role model appropriate behavior. 2. Following the OD process, explain how Khosrowshahi should go about changing the perception that he may not be the right person to help Uber achieve its most ambitious goals. The first step is diagnosis. In this step Khosrowshahi must identify the root of the problem. One of the primary drivers of this perception is that Uber sold its Southeast Asia branch to Grab. The next step is intervention—what can Khosrowshahi do about the negative perception. For example, one tact would be to buy up more of a market share, possibly acquire a smaller ride-sharing service, in a region in which Uber wants to expand. Step #3 is evaluate how well the intervention worked. For this, Khosrowshahi would need to run surveys, focus groups, and follow the media stories about the thencurrent perceptions of his leadership. 10-55 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

MANAGER’S HOT SEAT

INNOVATION IN AISLE 9 I. Introduction Bergman’s Supermarket is holding an executive session to discuss potentially converting its stores to being completely automated. The company is one of the leading supermarkets in the country with hundreds of thousands of employees and is led by a third-general Bergman. Investors are pressuring the company to start investing in innovative processes in order to stay competitive. One executive just wrapped up a presentation to the group and there are differences in opinion in the board room on how to move forward. II. Learning Objectives 1. Demonstrate the steps in the Lewin’s Change Model. 2. Evaluate the different types of change. 3. Analyze the forces for change. III. Scenario Description: Scene Set-up: Harry, Zoey, and Aiden are seated at the conference table and watching Priya wrap up a presentation on automation. Scene Location: Bergman’s Supermarket Boardroom Profile: Harold “Harry” Bergman, CEO Zoey Parker, Senior Vice President of Human Resources Aiden Robinson, Chief Operations Officer Priya Alexander, Senior Vice President of Projects & Technology Summary: Bergman’s has been a family owned and operated supermarket chain for over 60 years. Priya is proposing that Bergman’s change its stores to being fully automated. She wants to start with a pilot program, and then convert all 150 stores over to this new system. Harry has a lot of concerns about this change, and the impact that it will have on various stakeholders. There are mixed feelings among the other executives. IV. Discussion of Theory 10-56 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager



Lewin’s change model o Aiden and Priya are trying to create an urgent need for change (unfreezing step in Lewin’s change model). It is not working well, but Priya wants to continue to the second step, which involves some change (i.e. isolated testing). o Aiden and Priya may not have done a great job at the unfreezing stage since Harry and Zoey didn’t buy in, or maybe they did buy in since Harry is giving Priya some room to do research. Types of change o Aiden and Priya believe this is innovative change, but Harry thinks it is more radical change. o Priya believes the company should be proactive while Zoey wants to be more reactive. Forces for change o Outside – changing customer preferences, changes in technology, competition o Inside – reward systems, turnover, job dissatisfaction

Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the Exceptional Manager

APPLICATION-BASED ACTIVITY

CHANGE MANAGEMENT: A FRESH NEW IDEA I. Introduction Fresh Stuff Grocery currently takes inventory at each of its locations manually (by hand) and management is considering changing to an electronic inventory format. The concern is that employees may be resistant to the change. The student will play the role of the company’s CEO and will need to successfully lead the change. II. Learning Objective 1. Illustrate how Lewin’s Change Model can be used to influence change at an organization. III. Scoring Dimensions The following theoretical concepts from the chapter are covered and scored in the simulation: Theoretical Concepts

Percentage of Simulation

Change Implementation

55%

Unfreezing

15%

Changing or moving

15%

Refreezing

15%

IV. Follow-up Activity Students can be assembled into groups of 4 to 5 in order to create a one-page Fresh Stuff Management Checklist document. This document will be used by Fresh Stuff managers at each location to introduce the change to employees, and it should have tips for how the manager should oversee the change process. Students can be creative and should assume that the checklist will assist with changing the inventory management system. This activity can also be completed in an online course via the use of discussion boards. Students should first be asked to complete the Application-Based Activity, then should be put in online groups. Whether the activity is utilized in an in-person or online class, the instructor should provide feedback on each group’s document. 10-58 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

Chapter 11 Managing Individual Differences and Behavior Supervising People as People CHAPTER CONTENTS

Teaching Resource Manual: A Guide to Implementation Career Readiness-Based Personal Development Plan

ii viii

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Textbook Practical Actions

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

Assignment Completion. Shows the total percentage of all learners in the class that have completed the assignments at this point in time.

Correct with high confidence Incorrect with high confidence Correct with low confidence Incorrect with low confidence Correct with medium confidence Incorrect with medium confidence 11-iii

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

With Connect®, you can build your own course, make changes to the course throughout the semester, and use auto-grading. Connect® integrates with other Learning Management Systems, include Blackboard®, Canvas, and D2L. Students can study anytime with the free ReadAnywhere app, create personalized study plans, and Connect’s Calendar and Report tools will help keep them on track. Connect® gives you a wide array of flexibility in making assignments and creating grading policies. You may choose to:  assign as many assignments as appropriate.  determine point values for each question/application exercise individually.  make available multiple attempts per assignment with options of accepting the highest score or averaging all the scores together.  deduct points for late submissions of assignments (percentage deduction per hour/day/week/so forth) or create hard deadlines.  show feedback on exercises/questions immediately or at your preference.  provide for study-attempts to allow for completion of the assignment after the due date without assigning a point value. Some recommendations include:  Before selecting the option for one attempt only, select unlimited or multiple attempts on the first few assignments to allow students a chance to learn and navigate the system.  Provide a low point value for each question because multiple questions are usually assigned for each chapter. A good rule of thumb would be to make “Quiz Questions” worth 1 point each and “Connect® Exercises” worth 5 to 10 points each because these require more time and thought.  Select feedback to be displayed after the assignment due date in order to limit students from giving the correct answers to other students while the application exercise is still available. So When Do I Assign Each Type of Teaching Resource? Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and testing to actually adapting your teaching to student needs? By utilizing the teaching resources outlined below during the three touch points, you can significantly impact students’ learning and create a learning environment that is more engaging, involving, and rewarding. In other words, you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating the greatest impact and assisting students develop higher order thinking skills. The following recommendations pertain to these mentioned touch points, with an additional matrix that follows.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities and lectures based on results from the general results report and the metacognitive skills report. This allows for a more tailored class period that enhances student engagement and more opportunities to resolve gaps in knowledge. We also provide links to online readings that you can use to supplement the content covered in the textbook. They are useful if you desire to provide additional material beyond that covered in the text. If your goal is to create an engaging learning environment filled with student discussion and interactions, we provide multiple resources. First, each major heading in a chapter contains suggested discussion starter questions. These open-ended questions are likely to foster student discussion and engagement. . We also provide additional activities (i.e., experiential exercises) for every Example and Practical Action box. If your goal is to provide for additional application of material, the TRM breaks down the textbook Management in Action cases and legal/ethical challenges by providing questions and ideal responses. Connect® also has multiple-choice questions that can be assigned for the Management in Action cases. Finally, the TRM has a selection of group exercises that allows instructors to focus on team learning methods. If your goal is to jointly engage your students while applying content from the text, you can select a Self-Assessment follow-up activity (all follow-up activities are found in the TRM). These assets are especially useful if you are “flipping” your classroom, wherein the class session is used for application and analysis of key concepts rather than lecture. The Suggested Resources across Teaching Touch Points Matrix provides a quick reference for activities that can be utilized during class. After Class After the face-to-face class session, or online lecture, you can assign Connect® exercises as homework to further reinforce the material covered in the textbook and lecture. You may also want to assign an iSeeIt! Animated Video if you notice that students are struggling with a particular topic, even after class. Students can also be assigned the continuing case for each chapter, which includes assignable multiple-choice and essay-based questions. To further gauge student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus more on defining and explaining material, and the test banks focus more on application and analysis. Moreover, the test banks now include more higher-level Bloom’s questions. Finally, if you are looking to have students think critically to solve real-world problems, then you may want to utilize an Application-Based Activity after class. Application-Based Activities are mini-simulations that allow students to make decisions and see their impact immediately. There are both theory-based questions that have right and wrong answers, and there are also branching questions that allow students to make ideal, sub-ideal, and incorrect decisions based on the theory they’ve learned. A student’s particular path in the activity will depend on the decisions made on the branching questions. Application-Based Activities should be utilized after a student has had at least one pass at the chapter content as they do not introduce new material. Rather, they encourage students to apply, analyze, and evaluate material they already understand. 11-vi Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises

CAREER READINESS

iSeeIt! Animated Videos Self-Assessments

CAREER READINESS

Case Analyses CAREER READINESS

Video Cases Example and Practical Action BoxesM Group Exercises/Career Group ExercisesM TRM Discussion StartersM TRM Follow-up activities for Case Analyses, Video Cases, Self-Assessments, and Example/Practical Action BoxesM

CAREER READINESS

Quizzes/Tests Uber Continuing Case Management in Action CaseM Legal/Ethical Challenge CaseM Manager’s Hot Seat Videos Application-Based Activities Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading. Also, some resources will require a paid subscription.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

Before Class (before Wednesday) 



Assign Chapter 11 in SmartBook 2.0, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling most with, as can be seen in the reporting function of SmartBook 2.0 by going to “Reporting” then clicking the “LearnSmart” tab. A Click and Drag Exercise, such as one on “Identify Potentially Bad Attitudes,” can be assigned. This can also be due on Wednesday so that students are able to practice prior to class, and you can also review results prior to lecturing. What is unique about this Click and Drag Exercises is that it examines career readiness. A Connect® Case Analysis, such as “Individual Differences, Values, Attitudes, and Diversity at Facebook” can also be included so that students can learn about applying the concepts from the reading to a real-life scenario; therefore, further engaging them prior to the class session. If desired, you can then introduce a follow-up activity, found in the Teaching Resource Manual, during class on Wednesday. A career skill-based Self-Assessment can be assigned, such as “What Is Your Level of Generalized Self-Efficacy?” in order to follow-up on content covered in the reading. This can set up a class activity to follow on Wednesday. Follow-up activities can be found in the Teaching Resource Manual.

During Class (on Wednesday) 



You can deliver a short, yet effective, lecture and focus on areas that students are really struggling with. This can be done by reviewing the reporting from SmartBook 2.0 and any assigned Connect® exercises, such as the recommended Click and Drag Exercise and Case Analysis. If students are struggling with a particular learning objective, you can then tailor the lecture and/or class activities to address those challenging concepts. You can assign a career skill-based Self-Assessment earlier in the week, for example on “What is Your Level of Emotional Intelligence?” and have students complete a follow-up activity during the class session based on the Self-Assessment results. Remember, followup activities for each Connect® exercise can be found in the TRM. A Manager’s Hot Seat video can be utilized to open up class discussion. Many of these videos cover frequent, yet controversial topics, and they ask students to describe what their decision-making process would be in those situations. Many times, students will recommend conflicting approaches to solving the issues in the videos; therefore, there is more class engagement. For this chapter, one recommended Manager’s Hot Seat video is “Diversity: Mediating Morality.”

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People



If time allows, and you would like to dive into real situations, you can discuss an Example box from the text titled “The Toxic Workplace: “Rudeness Is Like the Common Cold” There is an additional in-class activity in the TRM.

After Class (after Wednesday)  



You can assign a Connect® exercise, such as the continuing case on Uber, to reinforce student comprehension of material and also to test application of concepts. You can assign an iSeeIt! video, which is a short, animated video. These videos briefly discuss a specific topic or theory in the chapter and are followed by multiple-choice questions to gauge student comprehension. For this chapter, the recommended iSeeIt! Animated Video is “Core Self Evaluations.” You can also assign an online quiz or test on the material.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

LEARNING OBJECTIVES

11.1

Describe the importance of personality and individual traits in the hiring process.

11.2

Explain the effects of values and attitudes on employee behavior.

11.3

Describe the way perception can cloud judgment.

11.4

Explain how managers can deal with employee attitudes.

11.5

Identify trends in workplace diversity that managers should be aware of.

11.6

Discuss the sources of workplace stress and ways to reduce it.

11.7

Describe how to develop the career readiness competencies of positive approach and emotional intelligence.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

TEACHING RESOURCES

Section

Title

Resource Type

11.1: Personality & Individual Behavior Introverts and the “Quiet Revolution”

ONLINE VIDEO

with Supplemental Activity

(8 minutes)

Big Five Personality Traits

Connect Click and Drag

Where Do You Stand on the Big Five Dimensions of Personality?

Self-Assessment

with Self-Assessment Activity

CAREER READINESS

Core Self-Evaluations

Connect Click and Drag

What Is Your Level of Generalized Self-Efficacy?

Self-Assessment

with Self-Assessment Activity

CAREER READINESS

Emotional Intelligence

Connect Click and Drag

What Is Your Level of Emotional Intelligence?

Self-Assessment

with Self-Assessment Activity Building Empathy: How to Hack Empathy and Get Others to Care More

CAREER READINESS

ONLINE VIDEO

(13 minutes)

11.2: Values, Attitudes, & Behavior Lessons in Happiness

ONLINE VIDEO

with Supplemental Activity (4 minutes)

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

The ABC Model of Attitudes

Connect Click and Drag

Do You Have a Positive Approach at Work?

Self-Assessment

with Self-Assessment Activity Cognitive Distortions and Stress

CAREER READINESS

ONLINE ARTICLE

with Supplemental Activity 11.3: Perception & Individual Behavior Story of Access

ONLINE VIDEO

with Supplemental Activity (8 minutes) The Four Steps in the Perceptual Process

Connect Click and Drag

Perceptual Distortion

Connect Click and Drag

Using Attribution Theory to Resolve Performance Problems: The Case of Mary Martin

Group Exercise ONLINE CLASS

11.4: Work-Related Attitudes & Behaviors Managers Need to Deal With U.S. Workers Report Highest Job Satisfaction Since 2005

ONLINE ARTICLE

with Supplemental Activity Employee Engagement

Connect Click and Drag

To What Extent Are You Engaged in Your Studies?

Self-Assessment

with Self-Assessment Activity How Satisfied Are You with Your Present Job? with Self-Assessment Activity

CAREER READINESS

Self-Assessment CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

Why Rudeness Is So Toxic—and How to Stop It

ONLINE ARTICLE

with Supplemental Activity 11.5: The New Diversified Workforce Good Work with Supplemental Activity

ONLINE VIDEO

(12 minutes) If the World Were 100 People

ONLINE VIDEO

with Supplemental Activity (2 minutes) The New Diversified Workforce

Connect Click and Drag

What Are Your Attitudes About Working with Older Employees?

Self-Assessment

with Self-Assessment Activity Barriers and Challenges of Diversity 100 Best Workplaces for Diversity

CAREER READINESS

Connect Click and Drag

ONLINE ARTICLE

with Supplemental Activity 11.6: Understanding Stress & Individual Behavior From Toga to Yoga

ONLINE VIDEO

with Supplemental Activity (6 minutes) What to Do for a Struggling Colleague with Supplemental Activity Sources of Job-Related Stress

Harvard Business Review ONLINE ARTICLE

Connect Click and Drag

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

Failure 101: Colleges Teach Students How to Cope with Setbacks What Is Your Level of Resilience? with Self-Assessment Activity

50 Employee Wellness Program Examples for any Budget

ONLINE ARTICLE

Self-Assessment CAREER READINESS

ONLINE ARTICLE

with Supplemental Activity Workplace Burnout

Connect Video Case

The Type-A Behavior Pattern

Group Exercise CAN BE USED ONLINE

Individual Differences, Values, Attitudes, and Diversity at Facebook

Connect Case Analysis

11.7: Career Corner: Managing Your Career Readiness Tips for Managing a Demanding Boss

ONLINE ARTICLE

ONLINE VIDEO

with Supplemental Activity

(5 minutes)

Identify Potentially Bad Attitudes

Connect Click and Drag CAREER READINESS

Self-Awareness and Fostering a Positive Approach

Career Corner Group Exercise CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

Comprehensive Materials Does the Financial Services Industry Lack Diversity?

Textbook Management in Action

Should Airlines Accommodate Oversized People?

Textbook Legal/Ethical Challenge

Managing Individual Differences and Behavior

Uber Continuing Case

Diversity: Mediating Morality

Manager’s Hot Seat

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

OVERVIEW OF THE CHAPTER

11.1

Personality & Individual Behavior Personality consists of stable psychological and behavioral attributes that give you your identity. We describe five personality dimensions and five personality traits that managers need to be aware of to understand workplace behavior.

11.2

Values, Attitudes, & Behavior Organizational behavior (OB) considers how to better understand and manage people at work. In this section, we discuss individual values and attitudes and how they affect people’s actions and judgments.

11.3

Perception & Individual Behavior Perception, a four-step process, can be skewed by five types of distortion: stereotyping, implicit bias, the halo effect, the recency effect, and causal attribution. We also consider the self-fulfilling prophecy, which can affect our judgment as well.

11.4

Work-Related Attitudes & Behaviors Managers Need to Deal with Attitudes are important because they affect behavior. Managers need to be alert to the key work-related attitudes having to do with engagement, job satisfaction, and organizational commitment. Among the types of employee behavior they should attend to are their onthe-job performance and productivity, absenteeism and turnover, organizational citizenship behaviors, and counterproductive work behaviors.

11.5

The New Diversified Workforce One of today’s most important management challenges is working with stakeholders of all sorts who vary widely in diversity—in age, gender, race, religion, ethnicity, sexual orientation, capabilities, and socioeconomic background. Managers should also be aware of the differences between internal and external dimensions of diversity and barriers to diversity.

11.6

Understanding Stress & Individual Behavior Stress is what people feel when enduring extraordinary demands or opportunities and are not sure how to handle them. There are six sources of stress: individual differences, individual task, individual role, group, organizational, and nonwork demands. We describe some consequences of stress and discuss three methods organizations use to reduce it. 11-7 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

11.7

Career Corner: Managing Your Career Readiness This section focuses on developing the attitude of positive approach and the emotional intelligence soft skill of self-management. We recommend a two-step approach for developing a positive approach: 1) Identify potentially bad attitudes and 2) Identify “good attitude behaviors. Some tips for enhancing self-management include identifying your emotional triggers and physiological responses, engaging in emotional regulation, and channeling your emotions.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

CLASSROOM OUTLINE

Manage U: How to Make a Positive First Impression at Work It is important to make a positive first impression at work, and there are steps you can take to help ensure this happens. When meeting new people at work, you want to be prepared to answer any questions or discuss any issues that may come up. Make sure that your body posture conveys your confidence and invites others to feel confident in you as well. Engaging in small talk will help to identify common ground on which you can build your relationship. Allow your good work to reinforce the initial positive impression that people formed of you. If you do end up making a negative first impression, after some time explain what happened and ask for a second chance. Possible Topics for Discussion: 

Have you ever felt like you got off on the wrong foot with a new acquaintance or coworker? What did each of you do to try to repair the situation? If you have made a bad first impression with someone because of something you have done, it may take some time to change another person’s perception, but it can be done. If you bungled your first assignment for a new manager, you will have to consistently exceed the manager’s expectations several times for his perception to change. You want to give him all the evidence he needs to change his perception of you. If you have made a bad first impression through no fault of your own, but rather because of the other person’s biases, it might just take time for the person to see the real you. Rather than avoid the situation or the person, it is better to continue to interact with him so he can get to know you better and correct his perception of you.

11.1 Personality and Individual Behavior POWERPOINT SLIDES: #3 Personality and Individual Behavior #4 The Big Five Personality Dimensions #6 Core Self-Evaluations #7 Self-Efficacy #8 Self-Esteem #9 Locus of Control #10 Emotional Stability #11 Emotional Intelligence (EI) #12 The Traits of Emotional Intelligence 11-9 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

Section 11.1 defines personality and describes the Big Five personality dimensions. It describes core self-evaluation, which is composed of self-efficacy, self-esteem, locus of control, and emotional stability. Finally, the components of emotional intelligence are described. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Introverts and the ‘Quiet Revolution.’” This nearly 8-minute video discusses how introverts are often misunderstood and overlooked at work. For a supplemental activity, you could have the students discuss how managers can most effectively utilize the strengths of the introverts they lead. Topics and Tips for Discussion: 1. Discuss why as manager you would want to know your employee’s Big Five personality dimensions. Many people believe that personality traits can be linked to success on a job. A salesperson who has to spend most of his time “cold-calling” potential clients will likely enjoy the task more if he scores high on extroversion. People who enjoy social work likely score high on agreeableness. Air traffic controllers likely need to score high on conscientiousness to do their jobs well. The downside of using personality tests to make hiring decisions is that for most jobs, different personality traits can be linked to success. For example, introverted clients would likely rather deal with introverted sales people so extroversion would not always predict success for all sales positions. By knowing the personality types of their employees, managers could redesign elements of jobs or assign specific tasks to the employees they believe would most enjoy them. 2. Describe a time where your personality helped you to better perform your job and a time where your personality negatively impacted your performance. Most jobs are multifaceted so it is likely that the same personality trait can help you perform better for some aspects of your job, but not others. Being an extroverted sales person might help you to attract new customers, but it may not help you to keep those clients if they find your talkative and outgoing nature to be intimidating. It is important to use your emotional intelligence to know how to use your personality strengths to achieve job success. 3. Discuss how the core self-evaluations of the employees you manage could impact productivity. If the employees you manage have high self-efficacy, they are likely to be more motivated and perform better. If your employees have high self-esteem, they will handle failure better. You should adjust your leadership style to your employees’ locus of control, using less supervision with employees with an internal locus of control. Employees with high levels tend to show better job performance.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

Section 11.1 Key Concepts: Personality ● Personality consists of the stable psychological traits and behavioral attributes that give a person his or her identity. ● As a manager, you need to understand personality attributes because they affect how people perceive and act within the organization. The Big Five Personality Dimensions ● Various personality dimensions have been distilled into a list of factors known as the Big Five. ● The Big Five personality dimensions are (1) extroversion, (2) agreeableness, (3) conscientiousness, (4) emotional stability, and (5) openness to experience. o Extroversion is how outgoing, talkative, sociable, and assertive a person is. o Agreeableness is how trusting, good-natured, cooperative, and soft-hearted one is. o Conscientiousness is how dependable, responsible, achievement-oriented, and persistent one is. o Emotional stability is how relaxed, secure, and unworried one is. o Openness to experience is how intellectual, imaginative, curious, and broadminded one is. ● Dimensions in the Big Five have been associated with performance, leadership behavior, turnover, creativity, and workplace safety. Connect® Exercise CLICK AND DRAG: Big Five Personality Traits Summary of Activity: In this Click and Drag exercise, students will review a case and match individuals in the case with their appropriate Big Five personality traits.

SELF-ASSESSMENT 11.1 CAREER READINESS Where Do You Stand on the Big Five Dimensions of Personality? This 10-question Self-Assessment determines students’ extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience. Click for follow-up activity. Core Self-Evaluations 11-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

● Core self-evaluations represent a broad personality trait comprising four positive individual traits: (1) self-efficacy, (2) self-esteem, (3) locus of control, and (4) emotional stability. ● Self-Efficacy o Self-efficacy is the belief in your own ability to do a job. o This is about your personal belief that you have what it takes to successfully complete a specified task. o High expectations of self-efficacy have been linked to success in varied physical and mental tasks and also reduced anxiety and increased tolerance for pain. o Low self-efficacy is associated with learned helplessness, the debilitating lack of faith in one’s ability to control one’s environment. o Complex, challenging, and autonomous jobs tend to enhance self-efficacy, while boring, tedious jobs generally do the opposite. o Self-efficacy is a quality that can be nurtured through mentoring, role modeling, and positive feedback. ● Self-Esteem o Self-esteem is the extent to which people like or dislike themselves. o Self-esteem is an overall self-evaluation of how worthwhile, capable, and acceptable people think they are. o Table 11.2 describes some ways that managers can boost employee self-esteem. ● Locus of Control o Locus of control is how much people believe they control their fate through their own efforts. o If you have an internal locus of control, you believe you control your own destiny, while if you have an external locus of control, you believe external forces control you. o Research shows internals and externals have important workplace differences. o An employee’s locus of control will likely impact the level of managerial supervision required and the types of reward systems that should be used. ● Emotional Stability o Emotional stability is the extent to which people feel secure and unworried and how likely they are to experience negative emotions under pressure. o People with low levels of emotional stability are prone to anxiety and tend to view the world negatively, whereas people with high levels tend to show better job performance. Connect® Exercise 11-12 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

CLICK AND DRAG: Core Self-Evaluations Summary of Activity: In this Click and Drag exercise, students will match fictitious coworkers with their corresponding components of core self-evaluations.

SELF-ASSESSMENT 11.2 CAREER READINESS

CAREER READINESS

What Is Your Level of Generalized Self-Efficacy? This Self-Assessment determines students’ level of generalized self-efficacy. Click for follow-up activity. Emotional Intelligence ● Emotional Intelligence (EI) is the ability to monitor your and others’ feelings and the ability to use this information to guide your thinking and actions. ● EI is composed of four key components: self-awareness, self-management, social awareness, and relationship management. ● Table 11.3 describes the traits of emotional intelligence. ● Although parts of EI represent stable traits that are not readily changed, other aspects, such as using empathy, can be developed. ● To improve your EI, you should develop awareness of your EI level by completing selfassessments, and you should learn about areas needing improvement. Connect® Exercise CLICK AND DRAG: Emotional Intelligence Summary of Activity: In this Click and Drag exercise, students will match fictitious scenarios with the associated emotional intelligence key component.

SELF-ASSESSMENT 11.3 CAREER READINESS What Is Your Level of Emotional Intelligence? This Self-Assessment determines students’ levels of emotional intelligence. Click for follow-up activity.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

Interactive Classroom Material: PRACTICAL ACTION: Using Technology to Develop Emotional Intelligence This Practical Action points out that increasing one’s EI can not only make them a more attractive applicant, but also improve performance and engagement. This Practical Action focuses on empathy and the question of whether or not it can be taught. Three different tools are described including Xander, Translator, and Random App of Kindness. Click for follow-up activity.

11.2 Values, Attitudes, and Behaviors POWERPOINT SLIDES: #13 Values, Attitudes, and Behavior #14 Values and Attitudes #15 Three Components of Attitudes #17 Cognitive Dissonance Section 11.2 explains how values and attitudes impact workplace behaviors. The affective, cognitive, and behavioral components of attitudes are described, and the impact of cognitive dissonance is discussed. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Lessons in Happiness.” In this approximately 4-minute video, Laurie Santos of Yale discusses how people can rewire their brains to lead a happy life. For a supplemental activity, you could have the students discuss changes they could make to their behavior and mindsets to increase their happiness. Topics and Tips for Discussion: 1. Assume in a job interview that the interviewer asks you to describe your workplace values. How would you answer the question? Students’ responses will vary. Values employers look for are integrity, motivation to learn, adaptability, self-motivation, dependability, a positive attitude, and a strong work ethic, to name a few. 2. Describe a situation in which you are asked to behave in a way that did not fit with your work values. How did you address the situation? People experience cognitive dissonance when there is a mismatch between their attitudes and their behavior. If the issue is important and the person feels like he has control over the situation, he is more likely to act to reduce the cognitive dissonance. People 11-14 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

experiencing cognitive dissonance can use cognitive reframing to reduce the cognitive dissonance. You could: (1) change your attitude or behavior or both, (2) belittle the importance of the inconsistent behavior, and/or (3) find consonant elements that outweigh dissonant ones. 3. Discuss the importance of the study of organizational behavior for managers. The focus of organizational behavior (OB) is to better understand and manage people at work. By being able to not only explain workplace behavior but to also predict it, managers can better lead and motivate their employees to perform productively. By using OB knowledge, managers can lead their employees to accomplish goals and achieve meaning in their work. Section 11.2 Key Concepts: Organizational Behavior ● Organizational behavior is an interdisciplinary field dedicated to better understanding and management of people at work. ● OB tries to help managers to not only explain workplace behavior but also predict it, so that they can better lead and motivate their employees to perform productively. ● The individual level of behavior includes values, attitudes, personality, perceptions, and learning. ● The group level of behavior includes norms, roles, and teams. Values ● Values are abstract ideals that guide one’s thinking and behavior across all situations. ● Values tend to be consistent both over time and over related situations. ● Ideals such as concern for others, self-enhancement, independence, and security are common values in the workplace. ● Managers who understand employees’ values are better suited to assign them to meaningful projects and to help avoid conflicts between work activities and personal values. Attitudes ● Attitudes are a learned predisposition toward a given object. ● Attitudes are beliefs and feelings that are directed toward specific objects, people, or events, and they directly influence our behavior. ● Attitudes have three components: affective, cognitive, and behavioral. o The affective component of an attitude consists of the feelings or emotions one has about a situation. o The cognitive component of an attitude consists of the beliefs and knowledge one has about a situation. 11-15 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

o The behavioral component of an attitude, also known as the intentional component, refers to how one intends or expects to behave toward a situation. Connect® Exercise CLICK AND DRAG: The ABC Model of Attitudes Summary of Activity: In this Click and Drag exercise, students will match the different components of attitude with their examples.

SELF-ASSESSMENT 11.4 CAREER READINESS Do You Have a Positive Approach at Work? This Self-Assessment determines students’ levels of positive approach at their place of work. Click for follow-up activity. Cognitive Dissonance ● Cognitive dissonance is the psychological discomfort a person experiences between his or her cognitive attitude and incompatible behavior. ● Because people are uncomfortable with inconsistency, they will seek to reduce the “dissonance” or tension. ● The importance of the elements creating the dissonance, the control one has over the matters that create the dissonance, and the rewards for removing the dissonance will influence the intensity with which one seeks to reduce the dissonance. ● To reduce your cognitive dissonance, you can change your attitude and/or behavior; belittle the importance of the inconsistent behavior; or find consonant elements that outweigh the dissonant ones. Interactive Classroom Material: PRACTICAL ACTION: Using Cognitive Reframing to Reduce Cognitive Dissonance This Practical Action offers advice to students on how to reframe their anxieties about being able to succeed in their college classes. It offers a five-step technique they can use: 1. Name the event or problem. 2. List your beliefs about the problem. 3. Identify the consequences of your beliefs. 4. Formulate a counterargument to your initial thoughts and beliefs. 5. Describe how energized and empowered your counter argument makes you feel. Click for follow-up activity. Behavior ● Values and attitudes are generally in harmony, but not always. 11-16 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

● Values and attitudes influence people’s workplace behavior.

11.3 Perception and Individual Behavior POWERPOINT SLIDES: #18 Perceptions and Individual Behavior #19 Distortions in Perception: Stereotyping #20 Distortions in Perception: Implicit Bias #21 Distortions in Perception Halo Effect #22 Distortions in Perception: The Regency Effect #23 Distortions in Perception: Causal Attributions #24 Self-Fulfilling Prophecy Section 11.3 introduces students to the perceptual process and explains five causes for distortion in this process. Individual perceptions can be distorted through stereotyping, implicit bias, the halo effect, the recency effect, and causal attributions. The self-fulfilling prophecy, or Pygmalion effect, is also described. One way that you could begin your coverage of these topics is to have the students watch the video “Story of Access.” This 8-minute short film by Stanley Nelson explores the impact of bias within public accommodations. It was underwritten by Starbucks to be used for an extensive training program the company developed following an incident when two black men were arrested for sitting at a Philadelphia Starbucks without ordering anything. For a supplemental activity, you could have the students reflect on their thoughts and emotions after seeing the film. What did they learn? How did they feel? How might they change their attitudes or behaviors after watching the film? Topics and Tips for Discussion: 1. How can managers avoid the recency bias when completing performance appraisals for their employees? Managers completing annual performance reviews often fall victim to the recency bias because they only remember the events from the time period right before the review is due. Managers should use logs or diaries to track employees’ achievements and behaviors throughout the review period to reduce the recency bias. 2. How can the fundamental attribution bias impact the performance appraisal process? When influenced by the fundamental attribution bias, a manager would attribute another person’s behavior to his or her personal characteristics rather than to situational factors. For a poor performer, this means that the manager may not consider any relevant external factors that might have negatively impacted the employee’s performance. For 11-17 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

example, a critical shortage of a key component part could negatively impact the ability of the supply chain director to achieve his production targets. If the manager is influenced by the fundamental attribution bias, he will conclude, erroneously, that the supply chair director could have met the targets if he just worked harder. 3. How can managers use the self-fulfilling prophecy to inspire employees to work harder? With the self-fulfilling prophecy, people’s expectations of themselves or others lead them to behave in ways that make those expectations come true. If a manager demonstrates that he has confidence that his workers will be successful, this will increase the chances that they will be successful. By fostering employees’ perceptions of the skills necessary for career readiness, this may lead the employees to be more successful in their jobs. Section 11.3 Key Concepts: The Perceptual Process ● Perception is the process of interpreting and understanding one’s environment. ● Figure 11.2 presents the four steps in the perceptual process: selective attention, interpretation and evaluation, storing in memory, and retrieving from memory. ● In any one of the four stages of the perceptual process, misunderstandings or errors in judgment can occur. ● Distortions in perception include: stereotyping, implicit bias, the halo effect, the recency effect, and causal attribution. Connect® Exercise CLICK AND DRAG: The Four Steps in the Perceptual Process Summary of Activity: In this Click and Drag exercise, students will match provided situations with the appropriate stage of the perceptual process. ● Stereotyping o Stereotyping is the tendency to attribute to an individual the characteristics one believes are typical of the group to which that individual belongs. o Principal areas of stereotyping that should be of concern to managers are sex-role stereotypes, age stereotypes, and race/ethnicity stereotypes. o Sex-role stereotyping is the belief that differing traits make each gender well suited for different roles. o Age-related stereotypes are that older workers are less involved, less satisfied, and less motivated, beliefs not supported by research. o Studies of race-based stereotypes demonstrated that people of color experienced more perceived discrimination and less psychological support than whites. 11-18 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

● Implicit Bias o Many Americans consider themselves to be unprejudiced, but studies show that most hold some degree of implicit racial bias. o Explicit bias reflects attitudes or beliefs endorsed at a conscious level. o Implicit bias refers to the attitudes or beliefs that affect our understanding, actions, and decisions in an unconscious manner. ● Halo Effect o Halo effect occurs when perceptions are formed based on one single trait. o The phenomenon is also called the horn-and-halo effect, because not only can a single positive trait be generalized into an array of positive traits, but the reverse is also true. o Physically attractive people are positively impacted by the halo effect. Interactive Classroom Material: EXAMPLE: The Halo Effect: Does Body Weight Weigh Down Careers? This Example discusses how managers frequently use body weight as a proxy for other traits. It states that managers frequently equate being overweight with being lazy, uncontrolled, unintelligent, incompetent, and non-productive. The Example points out that this is an example of a halo misperception—making a decision about a total individual based on a single trait. Click for follow-up activity. ● Recency Effect o The recency effect is the tendency to remember recent information better than earlier information. ● Causal Attributions o Causal attribution is the activity of inferring causes for observed behavior. o Even though our causal attributions tend to be self-serving and are often invalid, it’s important to understand how people formulate attributions because they profoundly affect organizational behavior. o Fundamental attribution bias is when people attribute another person’s behavior to his or her personal characteristics, rather than to situational factors. o Self-serving bias is when people tend to take more personal responsibility for success than for failure. o Self-Fulfilling Prophecy or Pygmalion Effect

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

● The self-fulfilling prophecy, or Pygmalion effect, is the phenomenon in which people’s expectations of themselves or others lead them to behave in ways that make those expectations come true. ● Expectations are important because when managers expect employees to perform badly, they probably will; and when managers expect them to perform well, they probably will. ● Managerial expectations powerfully influence employee behavior and performance. Interactive Classroom Material: EXAMPLE: “What’s within You Is Stronger Than What’s in Your Way” This Example tells the story of Erik Welhenmayer, a blind man who has climbed the highest peak on each of the seven continents, a feat accomplished by very few people. He founded No Barriers, a company that helps challenged individuals live rich lives. He points out that his blindness is only one element of who he is, and that there are many other elements that are important to mountain climbing and to other activities in life. Click for follow-up activity.

Connect® Exercise CLICK AND DRAG: Perceptual Distortion Summary of Activity: In this Click and Drag exercise, students will need to correctly match fictitious individuals with the described perceptual distortions.

Group Exercise: Using Attribution Theory to Resolve Performance Problems: The Case of Mary Martin There is a group exercise available at the end of this manual that applies attribution theory. Exercise Objectives: 1. To gain experience determining the causes of performance. 2. To decide on corrective action for employee performance. Click for follow-up activity.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

11.4 Work-Related Attitudes and Behaviors Managers Need to Deal with POWERPOINT SLIDES: #26 Work-Related Attitudes and Behaviors #27 Job Satisfaction #28 Organizational Commitment #29 Important Workplace Behaviors Section 11.4 discusses key work-related attitudes and behaviors. Relevant work-related attitudes are employee engagement, job satisfaction, and organizational commitment. Key workplace behaviors are performance and productivity, absenteeism and turnover, organizational citizenship behavior, and counterproductive work behaviors. One way that you could begin your coverage of these topics is to have the students read The Wall Street Journal article “U.S. Workers Report Highest Job Satisfaction Since 2005.” The article profiles the results of research-group survey of 1,500 workers on the elements of job contentment. For a supplemental activity, you could have the students score their level of satisfaction on the different categories accessed by the survey: wages, sick day policy, retirement plan, people at work, health plan and job security. Have the student reflect on how their satisfaction compares to the results of the research study. Topics and Tips for Discussion: 1. Describe activities in which you participate that receive your highest level of engagement. Why do you think you prefer these activities? Students’ responses will vary. Look for differences in personality and workplace values as reasons for the differences. 2. Have you ever not been committed to a job? How was your experience? What was the outcome for the organization? Low organizational commitment impacts job satisfaction and job performance. Students with experience with low organizational commitment will likely report that it impacted their ability to do their job and their motivation to do their job. Employees with low organizational commitment are more likely to quit. 3. Discuss how absenteeism can increase or decrease depending on your level of satisfaction with your job. Employees are sometimes voluntarily absent from their jobs because they have low levels of job satisfaction. Chronic absenteeism is often a precursor to eventual turnover. People 11-21 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

who have high levels of job satisfaction may continue to come to work when they are sick, even when they should not because their illness endangers the health of their coworkers. Section 11.4 Key Concepts: Work-Related Attitudes ● Attitudes are important because they affect behavior. ● Managers need to be alert to the key work-related attitudes having to do with engagement, job satisfaction, and organizational commitment. ● Employee Engagement o Employee engagement is defined as an individual’s involvement, satisfaction, and enthusiasm for work. o Engaged employees tend to be positive or optimistic, proactive, conscientious, and possess high levels of human and social capital. o Employees are also more likely to become engaged when an organization has the kind of culture that promotes employee development, recognition, and trust between management and employees. Connect® Exercise CLICK AND DRAG: Employee Engagement Summary of Activity: In this Click and Drag exercise, students will need to correctly match elements of employee engagement.

SELF-ASSESSMENT 11.5 CAREER READINESS To What Extent Are You Engaged in Your Studies? This Self-Assessment determines students’ levels of engagement with their studies. Questions on the length of study periods, enthusiasm, and overall happiness when studying are presented. Click for follow-up activity. ● Job Satisfaction o Job satisfaction is the extent to which you feel positive or negative about various aspects of your work. o Overall satisfaction depends on how employees feel about several components, such as work, pay, promotions, coworkers, and supervision. o Job satisfaction and productivity are moderately related, but it is a complex relationship. 11-22 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

SELF-ASSESSMENT 11.6 How Satisfied Are You with Your Present Job? This Self-Assessment determines how satisfied students are with their present jobs. If a student is not currently working, he or she can consider a previous job. Questions on satisfaction with pay, management, and personal relationships are presented. Click for follow-up activity. ● Organizational Commitment o Organizational commitment is the extent to which an employee identifies with an organization and is committed to its goals. o Research shows significant positive relationships between organizational commitment and job satisfaction, performance, turnover, and organizational citizenship behavior. Workplace Behaviors ● Managers should learn how to manage individual differences so that they can influence employees to do their best work. ● Key workplace behaviors are performance and productivity, absenteeism and turnover, organizational citizenship behaviors, and counterproductive work behaviors. ● Performance and Productivity o Every job has certain expectations, but in some jobs, performance and productivity are easier to define than in others. o The method of evaluating performance must match the job. ● Absenteeism and Turnover o A lot of absenteeism is related to job dissatisfaction, and absenteeism may be a precursor to turnover. o Every organization experiences some turnover, but replacement and training is expensive, especially for higher-level positions. o Practical ways to reduce turnover include: ▪

Hire based on employee fit with organization values.

▪

Provide onboarding.

▪

Focus on employee engagement.

▪

Incorporate realistic job previews into the hiring process.

▪

Offer benefits that meet the needs of hires.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

o Organizational citizenship behavior is comprised of behaviors that are not directly part of the employee’s job description—behaviors that exceed their work role requirements. o There is a positive correlation between organizational citizenship behaviors and job satisfaction, productivity, efficiency, and customer satisfaction. ● Counterproductive Behaviors o Counterproductive behaviors (CWBs) are behaviors that harm employees and the organization as a whole. o It is possible to screen for CWBs during the hiring process. o Employees are less likely to engage in CWB if they have satisfying jobs that offer autonomy or jobs that don’t require them to supervise too many people. Interactive Classroom Material: EXAMPLE: The Toxic Workplace: “Rudeness Is Like the Common Cold” Rudeness and incivility are contagious. The Example points out that those who are the targets of incivility are more likely to turn around and be uncivil themselves. Rudeness and incivility have deep negative consequences for organizations: decreased creativity, lower performance, loss of customers, and a lower profitability. Click for follow-up activity.

11.5 The New Diversified Workforce POWERPOINT SLIDES: #31 The Diversified Workforce #32 The Diversity Wheel #33 Trends in Workforce Diversity #34 Barriers to Diversity Section 11.5 examines the internal, external, and organizational dimensions of diversity. It discusses the demographic trends contributing to increasing diversity. Barriers to diversity in the workplace are also addressed. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Good Work.” This nearly 12-minute video profiles the growing acceptance of autism in the workplace. For a supplemental activity, you could have the students identify best practices employers should follow to integrate individuals with autism into the workforce. You could also have the students watch the video “If the World Were 100 People.” This approximately 2-minute video is an interesting way to highlight some of the aspects of diversity. 11-24 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

One statistic that often surprises U.S. students, and one that you should emphasize, is the fact that 60 percent of the world’s population lives in Asia, but less than 5 percent lives in the United States. Topics and Tips for Discussion: 1. Why is it important for companies to understand and effectively manage diversity? Companies that understand and effectively manage diversity will be better able to attract and retain talent and will better understand how they can provide value to customers. A company that values diversity is likely going to be more innovative in making decisions. It will be better able to harness the strengths and the power of its employees. 2. Discuss examples of discrimination that you have experienced or witnessed in the workplace. Many of the student examples of discrimination will likely reflect internal dimensions of diversity such as gender, age, and race. Individuals with disabilities often face discrimination and claims of religious discrimination are on the rise. Caregiver discrimination is also a form of bias that some employees experience. Have the students reflect on best practices companies should follow to reduce discrimination. 3. Discuss how the trend toward globalization is impacting the need for companies to effectively manage diversity. As the world is becoming “smaller” because of globalization, people are exposed to more forms of diversity in the workplace. Companies may be interacting with individuals from diverse national cultures, who communicate using different languages, and practice different religions. It is important for managers to understand how to best approach dealing with these differences. Section 11.5 Key Concepts: Diversity ● The United States is becoming more diverse in its ethnic, racial, gender, and age makeup, and the consequences are not always what you would expect. ● Diversity represents all the ways people are unlike and alike—the differences and similarities in age, gender, race, religion, ethnicity, sexual orientation, capabilities, and socioeconomic background. Layers of Diversity ● A team of diversity experts identified four layers of diversity to help distinguish the important ways people differ, as shown in Figure 11.3. ● Personality is at the center of the diversity wheel since it is a stable set of characteristics that is responsible for a person’s identity. 11-25 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

● The next layer consists of a set of internal dimensions, which are human differences that exert a strong, sustained effect throughout every stage of our lives. o Gender, age, ethnicity, race, sexual orientation, physical abilities are referred to as the primary dimensions of diversity because, for the most part, they are not within our control. o Internal or primary dimensions of diversity are visible and salient in people. o These dimensions strongly influence our attitudes, expectations, and assumptions about other people, which in turn influence our own behavior. ● The next layer of diversity is composed of external influences which include an element of choice and include personal characteristics that people acquire, discard, or modify throughout their lives. o External dimensions include marital status, parental status, religion, income, geographic location, work experience, recreational habits, appearance, and personal habits. o These are referred to as the secondary dimensions of diversity because we have a greater ability to influence or control them than we do internal dimensions. ● The final layer includes organizational dimensions such as management status, union affiliation, work location, seniority, work content, and division or department. Connect® Exercise CLICK AND DRAG: The New Diversified Workforce Summary of Activity: In this Click and Drag exercise, students will match fictitious individuals with their corresponding diversity layer. Trends in Workforce Diversity ● Age: More Older People in the Workforce o In developed countries, the number and proportion of younger people is rapidly shrinking. o Managers will probably be dealing with an older workforce as workers, either by choice or by necessity, will continue working later in life.

SELF-ASSESSMENT 11.7 CAREER READINESS What Are Your Attitudes About Working with Older Employees? This Self-Assessment determines students’ attitudes about working with older employees. Questions on both relationships with older workers and also satisfaction in working with them are presented. 11-26 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

Click for follow-up activity. ● Gender: More Women Working o More women are in the workforce and also own businesses. o The pay discrepancies between women and men increase further up the pay scale and with higher education levels. o The term glass ceiling is the metaphor used for an invisible barrier that prevents women and minorities from being promoted to top executive jobs. o Factors holding women back include negative stereotypes, lack of mentors, and limited experience in line or general management. ● Race and Ethnicity: More People of Color in the Workforce o People of color have hit the glass ceiling, with whites holding more of the managerial and professional jobs. o Minorities tend to earn less than whites. o Minorities experience more perceived discrimination, racism-related stress, and less psychological support than whites do. ● Sexual Orientation: LGBT People Become More Visible o The term LGBT is a widely recognized acronym to represent lesbian, gay, bisexual, and transgender people. o Other letters have been gaining acceptance, including Q which can mean either “questioning” or “queer.” o Transgender is an umbrella term for people whose sense of their gender differs from what is expected based on the sex characteristics with which they are born. o LGBT employees often hide who they are at work and report higher levels of stress. o If managers are concerned about hiring and keeping workplace talent, they shouldn’t ignore the motivation and productivity of LGBT individuals. ● People with Differing Physical & Mental Abilities o The Americans with Disabilities Act prohibits discrimination based on disability and requires reasonable accommodations for an individual’s disabilities. o Individuals with disabilities often have difficulty finding work. o Only about 30 percent of those between 16 and 64 are employed, and they earn far less than those without a disability. ● Educational Levels: Mismatches between Education & Workforce Needs o College graduates are often underemployed, that is, working at jobs that require less education than they have, and hence they are overqualified. 11-27 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

o Many, especially high school dropouts, may not have the literacy skills needed for many jobs. Organizational Barriers to Diversity ● Resistance to diversity is a variation of resistance to change. ● Resistance to diversity may be expressed in the following six ways: stereotypes and prejudices, fear of discrimination against majority group members, resistance to diversity program priorities, negative diversity climates, lack of support for family demands, and hostile work environments. ● Stereotypes & Prejudices o Ethnocentrism is the belief that one’s native country, culture, language, abilities, or behavior is superior to those of another culture. o When differences are viewed as being weaknesses, individuals may be concerned that diversity hiring will lead to a sacrifice in competence and quality. ● Fear of Discrimination Against Majority Group Members o Some employees are afraid that attempts to achieve greater diversity in their organization will result in bias against the majority group. ● Resistance to Diversity Program Priorities o Some employees may see diversity programs as distracting them from the organization’s “real work.” o Employees may be resentful of diversity-promoting policies that are reinforced through special criteria in the organization’s performance appraisals and reward systems. ● A Negative Diversity Climate o Diversity climate is a subcomponent of an organization’s overall climate and is defined as the employees’ aggregate “perceptions about the organization’s diversity-related formal structure characteristics and informal values.” o Diversity climate is positive when employees view the organization as being fair to all types of employees, which promotes employee loyalty and overall firm performance. o A positive diversity climate enhances psychological safety, which is the extent to which people feel free to express their ideas and beliefs without fear of negative consequences. ● Lack of Support for Family Demands o Even though many families are dual-career families, in a great many households, it is still women who primarily take care of children, as well as other domestic chores.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

o When organizations aren’t supportive in offering flexibility in hours and job responsibilities, these women may find it difficult to work evenings and weekends or to take overnight business trips. ● A Hostile Work Environment for Diverse Employees o Hostile work environments are characterized by sexual, racial, and age harassment, and can be in violation of Equal Employment Opportunity law. o Hostile environments are demeaning, unethical, and appropriately called “work environment pollution.” Connect® Exercise CLICK AND DRAG: Barriers and Challenges of Diversity Summary of Activity: In this Click and Drag exercise, students will match the various barriers to implementing diversity programs with their correct descriptions.

Interactive Classroom Material: EXAMPLE: People First at Ultimate Software This Example details why Ultimate software is consistently listed as ones of the Best Places to work for diversity. Ultimate supports diversity in many ways including extensive benefits that are available to all, support for four specific communities of interest for LGBTQ+, Women in Leadership, Active Service Personnel and Vets, and Cancer victims and survivors, and their families and caregivers. Ultimate also provides cloud services not only for their own HR systems but for those of countries around the world, providing cutting edge technology to help companies promote diversity. Click for follow-up activity.

11.6 Understanding Stress and Individual Behavior POWERPOINT SLIDES: #35 Understanding Stress and Individual Behavior #36 Sources of Job-Related Stress #38 Reducing Stressors in Organizations Section 11.6 explains workplace stress and describes sources of stress. The consequences of stress are described, and ways to reduce stress are discussed. 11-29 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

One way that you could begin your coverage of these topics is to have the students watch the CBS video “From Toga to Yoga.” This approximately 6-minute video profiles a wellness program at the University of Vermont that is designed to foster healthy habits for the brain. For a supplemental activity, you could have the students describe the types of wellness programs they would like their school to implement to help reduce student stress and to promote healthier living by students. You could also have the students read the Harvard Business Review article “What to do for a Struggling Colleague?” This article is an HBR Case Study and includes a fictional case and case commentary by industry experts. This case looks at what a manager should do about a colleague who has been acting erratically and failing to show up for work. For a supplemental activity, you could have the students provide and defend their recommendations about what Carlos should do about the situation with Larry.

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Topics and Tips for Discussion: 1. Describe the job-related sources of stress you experience. How do these stressors impact your performance? Job-related sources of stress include individual characteristics such as having a Type A personality, the job itself, role demands, stress created by coworkers and managers, the stress created by the organizational environment and culture, and work-family life stressors. Although moderate levels of stress might increase performance by getting employees “charged up” to perform, high levels of stress often produce low performance. 2. Discuss how stress has created negative consequences for you at school and/or at work. Symptoms of stress include physiological, psychological and behavioral signs. A student suffering from stress might experience physiological symptoms such as headaches or stomach pains. Depression and anxiety are psychological signs of stress. Substance abuse, eating disorders and difficulties sleeping are behavioral symptoms of stress. If your students are experiencing these signs of stress, it would be beneficial for you as the instructor to let them know what resources your institution offers to help students and provide them contact information for who they can contact for help. 3. Discuss programs or “buffers” that your academic institution uses to help students deal with stress. What other actions would you recommend for your school? Besides offering counseling and wellness programs, academic institutions should focus on helping students to build resilience. Students might enjoy reading the Wall Street Journal article “Failure 101: Colleges Teach Students How to Cope With Setbacks.” 4. Discuss how your employer or a previous one helps employees deal with work-related stress. Employers can help employees deal with work-related stress by creating a supportive environment, by making jobs interesting and by providing career counseling. Given that many recent college graduates have heavy student loan burdens, financial wellness 11-30 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

programs are an increasingly important aspect of addressing a key source of worker stress. Section 11.6 Key Concepts: Workplace Stress ● Stress is the tension people feel when they are facing or enduring extraordinary demands, constraints, or opportunities and are uncertain about their ability to handle them effectively. ● The source of stress is called a stressor. ● There is an inverted U-shaped relationship between stress and performance, and optimal performance results when people are subjected to moderate levels of stress. ● Stress has physical and emotional components. ● Stressors can be hassles, crises, or strong stressors. ● Stressors can be both negative and positive. ● There is bad stress or “distress,” which produces anxiety and illness, and good stress or “eustress,” which can stimulate a person to better coping and adaptation. Sources of Job-Related Stress ● Demands Created by Individual Differences o Stress can be fostered as a result of genetic or personality characteristics. o Some people are born worriers, and those with a gene mutation known as BDNF chronically obsess over negative thoughts. o Those with the Type A behavior pattern are involved in a chronic, determined struggle to accomplish more in less time. ● Individual Task Demands o Stress can be created by the job itself since some occupations are more stressful than others. o Jobs that require “emotional labor”—pretending to be cheerful or smiling all the time, no matter how you feel—can be particularly demanding. o Low-level jobs that provide employees less control over their lives can be quite stressful. Individual Role Demands o Stress can be created by others’ expectations of you. o Roles are sets of behaviors that people expect of occupants of a position. o Stress may come about because of role overload, role conflict, and role ambiguity. ▪

Role overload occurs when others’ expectations exceed one’s ability. 11-31

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▪

Role conflict occurs when one feels torn by the different expectations of important people in one’s life.

▪

Role ambiguity occurs when others’ expectations are unknown.

● Group Demands o Stress can be created by your coworkers and managers. o The people you work with can be a great stressor if people don’t get along. o If you like the people you work with, they can be a great source of satisfaction and prevent stress. ● Organizational Demands o Stress can be created by the work environment and the organizational culture. o The physical environment, including poor lighting, too much noise, improper placement of furniture, and no privacy, can be sources of stress. o An organizational culture that promotes high-pressure work demands on employees can foster stress. ● Nonwork Demands o Stress can be created by forces outside the organization. o Money problems, marital problems, care responsibilities, and other serious concerns from outside one’s work life can have a significant effect on work. Connect® Exercise CLICK AND DRAG: Sources of Job-Related Stress Summary of Activity: In this Click and Drag exercise, students will match the different sources of job-related stress with their appropriate examples. The Consequences of Stress ● Negative stress reveals itself in three kinds of symptoms: physiological signs, psychological signs, and behavioral signs. ● Burnout is a state of emotional, mental, and even physical exhaustion, expressed as listlessness, indifference, or frustration. ● The greatest consequence of negative stress for the organization is reduced productivity. ● Individuals under stress may turn to alcohol, or to legal or illegal drugs. Reducing Stressors in the Organization ● There are all kinds of buffers, or administrative changes that managers can make to reduce the stressors that lead to employee burnout. 11-32 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

● Some general organizational strategies for reducing unhealthy stressors include offering employee assistance programs, providing holistic wellness programs, creating a supportive environment, making jobs interesting, and providing career counseling. o Employee assistance programs (EAPs) include a host of programs aimed at helping employees to cope with stress, burnout, substance abuse, health-related problems, family and marital issues, and any general problem that negatively influences job performance. o A holistic wellness program focuses on self-responsibility, nutritional awareness, relaxation techniques, physical fitness, and environmental awareness. o Job stress often results because employees work under poor supervision and lack freedom, and thus, it’s better to keep the organizational environment less formal, more personal, and more supportive of employees. o Stress can result from routinized and boring jobs, so it is better to try to structure jobs so that they allow employees some freedom. o Career planning can reduce the stress that comes when employees don’t know what their career options are and where they’re headed.

SELF-ASSESSMENT 11.8 CAREER READINESS What Is Your Level of Resilience? This Self-Assessment determines students’ level of resilience in their work and personal lives. Click for follow-up activity.

Interactive Classroom Material: EXAMPLE: Corporate Wellness Programs This Example describes Google’s holistic employee wellness program. This program does not just include a gym on campus. Rather it includes a whole host of exercise options, healthy eating options, onsite medical care, intramural sports, and financial help and guidance. They try to eliminate as much stress as possible from their employees’ lives. Click for follow-up activity.

Connect® Exercise VIDEO CASE: Workplace Burnout Summary of Activity: 11-33 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

The goal of this Video Case is to apply students’ knowledge of workplace stress to one hospital’s mission to combat stress in the workplace. Then, students will respond to 4 multiple-choice questions to measure comprehension. Follow-Up Activity: Step 1: Instructor should open the floor for students to discuss the impacts of workplace burnout. What influences might workplace burnout have on attitudes, perceptions, and individual behaviors of workers? How might managers tackle burnout? Step 2: Students should be broken into small groups of 4 to 5. Group members should focus on discussing key takeaways from the video. If time allows, students should think of additional aspects of a wellness program that hospitals can implement.

The Type-A Behavior Pattern There is a group exercise available at the end of this manual that explores Type A and Type B individuals. Exercise Objectives: To analyze a real-life scenario and determine how Type A and Type B individuals might respond. Click for follow-up activity.

Connect® Exercise CASE ANALYSIS: Individual Differences, Values, Attitudes, and Diversity at Facebook Summary of Activity: In this Case Analysis, students will begin by reading about individual differences, values, attitudes, and diversity at Facebook. After reading the case, students will respond to 4 multiple choice questions to measure comprehension. Follow-Up Activity: Instructor should open the floor to students to discuss Facebook hackathons. The following questions may be asked of the class: 1. How do hackathons promote more employee commitment to Facebook? 2. What other ways can individual differences, values, attitudes, and diversity be leveraged at Facebook?

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

11.7 Career Corner: Managing Your Career Readiness POWERPOINT SLIDES: #39 Model of Career Readiness #40 and #41 Managing Your Career Readiness Section 11.7 focuses on how to develop the attitude of positive approach and how to improve the self-management element of emotional intelligence. The two steps of developing the attitude of positive approach are to (1) identify potentially bad attitudes and (2) identify “good attitude” behaviors. To effectively self-manage your emotions, you should: (1) identify your emotional triggers and physiological responses, (2) engage in emotional regulation, and (3) channel your emotions. One way that you could begin your coverage of these topics is to have the students watch the Wall Street Journal video “Tips for Managing a Demanding Boss.” This 4-minute video and its corresponding article “The Best Ways to Manage a Demanding Boss” provide practical recommendations for controlling your emotions when faced with requests from demanding supervisors. For a supplemental activity, you could have the students discuss times that they had to deal with demanding supervisors and describe how they dealt with the situation. Topics and Tips for Discussion: 1. Why is self-management an important skill for managers to have? Effective managers are able to control their emotions. People are less likely to want to be led by someone they believe is not able to control himself. A manager is likely to earn the label “workplace bully” if he is unable to regulate his emotions and how he displays them. 2. What challenges do you face in developing a positive approach at work? Various elements of the workplace can make it hard to develop a positive approach. A job that is not well designed or one that is not a good fit for the individual can be obstacles. The people around you, your manager and your boss, can also be challenges. It might be difficult to display good attitude behaviors if no one around you is. 3. What are your most effective approaches for channeling your emotions? Student responses will vary. Exercise and meditation are good approaches. Caution the students about venting electronically, since anything posted to social media or sent in an email can come back to haunt the person. Section 11.7 Key Concepts: Fostering a Positive Approach 11-35 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

 

A positive approach represents a willingness to accept developmental feedback, to try and suggest new ideas, and to maintain a positive attitude at work. Two step approach: o Identify potentially bad attitudes  Are you a porcupine? Porcupines send out verbal and nonverbal messages that say, “Stay away from me.”  Are you an entangler? Entanglers want to involve others in their interests. They push their concerns and want to be heard, noticed, and listened to.  Are you a debater? Debaters like to argue even if there is no issue to debate.  Are you a complainer? Complainers point out the problems in a situation but rarely provide solutions of their own.  Are you a blamer? Blamers are like complainers but point out negatives aimed at a particular individual.  Are you a stink bomb thrower? Stink bomb throwers like to make sarcastic or cynical remarks, use nonverbal gestures of disgust or annoyance, and sometimes yell or slam things

Connect® Exercise

CAREER READINESS

CLICK AND DRAG: Identify Potentially Bad Attitudes Summary of Activity: In this Click and Drag exercise, students will match the different types of potentially bad attitudes with their appropriate examples. Self-Managing Your Emotions 

Tips for enhancing this ability: o Identify your emotional triggers and physiological responses. o Engage in emotional regulation. o Channel your emotions.

Career Corner Group Exercise: Self-Awareness and Fostering a Positive Approach Exercise Objective: Students will create a framework to develop a positive approach. Click to view activity.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

MANAGEMENT IN ACTION

DOES THE FINANCIAL SERVICES INDUSTRY LACK DIVERSITY? Problem-Solving Perspective 1. What is the underlying problem in this case from the FSI’s perspective? The underlying problem from the FSI’s perspective is that the industry lacks diversity among employees, with too few women and minorities in the FSI workforce. 2. What role do you believe financial service industry leaders have had in allowing the lack of progress toward increasing diversity and inclusion? FSI leaders have been complacent rather than taking any substantial action toward increasing the level of diversity and inclusion across the industry. In the case of Pimco, for example, there is the allegation that bias against women has been documented dating back to 2011. Should this allegation be proven true, then it would be an exemplary case of leaders not stepping in to alleviate known workplace barriers that inhibit diversity and inclusion. Regardless of the Pimco situation, the MetLife and Wells Fargo settlements demonstrate that discrimination exists. Whether leaders have turned a blind eye in such situations or simply not been informed well enough, complacency describes the complicity by these leaders. 3. What, if anything, do you believe the government should do to encourage more understanding of, and progress toward solving the industry’s diversity problems? The government should hold FSI companies accountable for their actions (or lack thereof). Regarding actions, there should be an enforcement of repercussions for any company that is found to have actively discriminated against certain subpopulations through evaluations, hiring, and/or training practices. Regarding inaction, the government should require that companies of a certain size must report firm-level diversity data. Furthermore, such companies should be required to report on the outcomes of disputes with employees. The “norm of silence” must be broken in order for progress to be made Application of Chapter Content 1. How would you characterize the diversity climate and the overall work environment for women and minorities in the FSI? The diversity climate would be likely be characterized as negative. The diversity climate is the employees’ aggregate perceptions about the role of diversity, and it seems clear 11-37 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

that women and minorities are not highly valued, and they are not treated fairly. Whether the male Caucasian employees do, in fact, perceive this to be the case depends on how open their view is beyond themselves. The overall FSI work environment for women and minorities is relatively hostile. These two groups of employees experience harassment, often being treated unfairly and in a demeaning fashion. This is exemplified by differences in pay, retaliation when voicing their concerns, and systemic bias against these two groups when it comes to opportunities for promotion. 2. What do you think have been the primary drivers of a lack of diversity in the FSI? The primary drivers behind this lack of diversity in FSI are occurring at the societal and organizational level. One driver is the societal norm that leads many people to trust men for financial advice over women. A second driver is the vicious cycle where a lack of women and minorities signals to young women and minorities that FSI is not an industry where their demographics typically hold jobs. Hence, there is a lack of desire to strive for jobs in FSI by these groups. A third driver is at the organizational level, where women and minorities who do end up employed in FSI end up leaving due to the discrimination and harassment that takes place. 3. What role do you think stereotypes and prejudices have played in women’s and minorities’ struggle to break the glass ceiling in the FSI? Stereotypes and prejudice have led to fewer women and minorities reaching leadershiplevel positions, which then begets a lesser chance for leaders to appreciate and, ultimately, promote women and minorities. Additionally, the lack of women and minorities among leaders in FSI leads to a lack of advocacy for fair pay and treatment of these two groups as well as a lack of mentors and role models. The unfair treatment of women and minorities also may translate into employees of these groups leaving their jobs prematurely before even having the chance to break through the glass ceiling. 4. What strategies do you suggest the FSI use to fight discrimination against women and minorities? One very straightforward strategy that FSI could use to fight this discrimination would be to put more women and minorities on governing boards, which would allow for a more well-rounded, diverse perspective in major organizational decisions. A second strategy would be to increase the number of women and minorities in the applicant pool as well as decreasing the discriminatory factors (e.g., unfair interview questions) that exist in the hiring and training processes. A third strategy is for more transparency around the distribution of work assignments, pay, and other treatment in the workplace so that the treatment of women and minorities versus that of male Caucasians can be more closely audited.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

5. How might financial services institutions create more supportive environments for their female and minority workers? One way that an organization in FSI could be more supportive is to assign any female and minority employees in leadership positions as mentors for other female and minority workers. This can create an opportunity for a truer level of empathy and support. Similarly, these organizations could highlight successful women and minorities (e.g., those in higher-level positions) in a more public manner so as to provide a more representative sense of hope and aspiration that women and minority employees can achieve success. A third initiative could be to increase the avenues for reporting harassment and discrimination while also protecting against retaliation for those reporting such treatment.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

LEGAL/ETHICAL CHALLENGE

SHOULD AIRLINES ACCOMMODATE OVERSIZED PEOPLE? Solving the Challenge 1. I recommend creating a national standard for airline seats based on the average passenger as opposed to using gender as part of the computation. I would standardize seat width based on passengers’ average hip size. I would also standardize seat pitch so that it accommodates passengers’ average height. Once this is done, I would charge passengers a special fee for more space. There is a difference between regulation and market forces. Regulation usually occurs for safety, not really for comfort. Now if comfort becomes such a big issue that individuals are becoming injured in the airline seats because they are too tight, that may need to be regulated. Creating a national standard for seat width may be a good idea, but it may not be the right thing to do to force airlines to utilize the standard. Instead, it may be a good marketing tool for airlines to use in competition. 2. Let market forces determine the design of airplanes and fares. The government should stay out of this issue. For example, Bombardier's CS100 expanded seat width to 18.5 inches, and included 19 inches for the middle seat. The airline maker did this to compete with smaller seats offered in planes made by Airbus and Boeing. This seems to be an ideal answer. Market forces should cause the change, though these forces can be instigated by having a national standard with which to compare. 3. Because women on average have larger hip breadth than men, it is not fair to base fees on the size of a seat. This would disadvantage women. As such, I would standardize seat width based on the average size of women. People can pay extra fees if they want additional seat width or pitch. This goes back to having a national standard, and it may be a good idea to base it on women so there is no discrimination in width based on gender. However, the fact that an airline will charge extra is a completely different story. Airlines already charge for premium cabins that include additional seat width and/or pitch. 4. Invent other options. Students can be creative but should understand the importance of market forces versus government regulation.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

TEXTBOOK EXAMPLES

EXAMPLE: The Halo Effect: Does Body Weight Weigh Down Careers? This Example discusses how managers frequently use body weight as a proxy for other traits. It states that managers frequently equate being overweight with being lazy, uncontrolled, unintelligent, incompetent, and nonproductive. The Example points out that this is an example of a halo misperception—making a decision about a total individual based on a single trait. YOUR CALL Do you allow weight to influence your judgments about others’ abilities and characteristics? Do you think you would be able to suppress this bias in your role as a manager? Students will most likely deny that they do this. Some may admit to this bias though. Ask them if they can recall any examples of when heavy individuals have been judged as lacking in some ability simply because they are heavy. How did the student react in the situation? Did they agree with the majority and go along with the judgment? You could link this back to the discussion of empathy earlier in the chapter. Ask students if they have ever empathized with heavy individuals in these situations. Have they ever wondered how these actions by others make a heavy person feel? ADDITIONAL ACTIVITIES Ask your students to read “One Type of Diversity We Don’t Talk about at Work” from CNN Business. Discrimination based on weight has real, economic consequences in addition to the anxiety, shame, and depression caused by microaggressions. Research has shown that an obese woman’s earnings are lower by 4.5 percent and an obese man’s earning drop by 2.3 percent. After your students have read the article, lead a discussion with such questions as: 1. It is not illegal to discriminate against someone because they are overweight except in a few cities. Should it be legal or illegal to discriminate against individuals based on their weight? If yes, at what level would it be okay to discriminate: 10 percent, 20 percent, 50 percent above an individual’s ideal weight? Why should it be legal? If no, why not? 2. This article points out that it is not only overweight people who suffer from microaggressions applied to weight, but even lean people feel stress because of weight. Do you agree? 3. Is weight bias an implicit or explicit bias? What examples can you give to support your answer? 4. How can organizations reduce or eliminate this type of bias? Return.

EXAMPLE: “What’s within You Is Stronger Than What’s in Your Way” 11-41 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

This Example tells the story of Erik Welhenmayer, a blind man who has climbed the highest peak on each of the seven continents, a feat accomplished by very few people. He founded No Barriers, a company that helps challenged individuals live rich lives. He points out that his blindness is only one element of who he is and that there are many other elements that are important to mountain climbing, as well as to other activities in life. YOUR CALL Have you allowed yourself to be limited by certain expectations? What is something you’ve wanted to do but have been afraid to try because you don’t believe you can? What advice do you think Erik Welhenmayer would give you? Students will offer a variety of answers. Have them try to identify why it is they have avoided certain challenges. What exactly do they think is holding them back? Have them link their reluctance to the self-fulfilling prophecy (the Pygmalion effect.) How has their fear of trying led them to the outcome they believed would happen? Does Welhenmayer’s advice to set tremendously high expectations sound right to them? ADDITIONAL ACTIVITIES A way to expand on this Example is to have students watch “Reprogramming Your Brain to Overcome Fear.” In this 15-minute video, Olympia LePoint, an award-winning rocket scientist, discusses how fear can get in the way of what you want to do and how to overcome fear. After your students have watched the video, consider leading a discussion with questions such as: 1. What are you afraid of? In other words, what could hold you back from attempting something you desperately want to do? What expectations are getting in your way? 2. Consider LePoint’s method to reprogram your mind and apply it to what is holding you back. What are you afraid of? Can you reject it? What can you do that will help you to reject this fear? 3. What different thoughts can help you reprogram your brain? What can you do that will eliminate the elements that underlie your fear? 4. What are you going to do now? What is the first step you will take to build confidence and ability? Return.

EXAMPLE: People First at Ultimate Software This Example details why Ultimate software is consistently listed as ones of the Best Places to work for diversity. Ultimate supports diversity in many ways including extensive benefits that are available to all, support for four specific communities of interest for LGBTQ+, Women in Leadership, Active Service Personnel and Vets, and Cancer victims and survivors, and their families and caregivers. Ultimate also provides cloud services not only for their own HR systems but for those of countries around the world, providing cutting edge technology to help companies promote diversity. 11-42 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

YOUR CALL Which of an organization’s diversity management initiatives will be most important to you when you are interviewing for jobs? To what extent would Ultimate’s diversity programs help recruit the best talent? Answers will differ depending on the diversity in your students. If you have a fairly non-diverse class, consider focusing them on how they would try to increase diversity in their organizations. You might also ask them if they have considered diversity in an organization to which they plan to apply. Would it be an important issue for them? Then you can ask them if Ultimate’s programs will specifically help them recruit the best talent. If you have a highly diverse class, you might consider categorizing their answers on the board. See how many different categories of diversity they come up with. Ask them if any overlap for them. ADDITIONAL ACTIVITIES You can extend this Example by having your students access Fortune Magazine’s 100 Best Workplaces for Diversity. You can assign this either as an individual assignment if your class is fairly small or as a group assignment in larger classes. Have the students choose two to four companies on the list. Their companies should be at least 15 places apart from each other to maximize variety. Once they have chosen their companies, they can click on them from the list to access the short profile provided by Fortune. They should make a chart comparing their companies, noting similarities and differences. If you want to extend this exercise further, have the students choose only two companies (at list 40 places apart), look at the short profile, then do additional research on the companies. They can visit the companies’ websites for information, look for news stories about them, and check their online presence at LinkedIn, Facebook, Twitter, Instagram etc. When the students are done, have them report on the most interesting and important items they found out about their companies. When all the report outs are completed, ask the class what similarities they see among these highly rated companies. Would they want to work for them? Why or why not? Return.

EXAMPLE: The Toxic Workplace: “Rudeness Is Like the Common Cold” Rudeness and incivility are contagious. The Example points out that those who are the targets of incivility are more likely to turn around and be uncivil themselves. Rudeness and incivility have deep negative consequences for organizations: decreased creativity, lower performance, loss of customers, and a lower profitability. YOUR CALL 11-43 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

If you were working in a toxic workplace and had to stay there for a while, what would you do to try to make things better? Many students will say they would just quit. They wouldn’t put up with such behavior. Ask what they would do if they couldn’t quit, for instance if the economy was bad, and jobs were scarce to non-existent? Ask them what they would do if they were the manager and saw an employee being rude to another employee. Point them toward recruiting and hiring decisions—trying to void hiring jerks in the first place. Ask them to consider using empathy: try to understand why people are acting this way? Is there something going on in their lives that is upsetting? Can the organization help? ADDITIONAL ACTIVITIES To expand on this Example, ask your students to read “Why Rudeness Is So Toxic—and How To Stop It.” This article offers important insights for students, such as many acts of rudeness tend to be unintentional. They come from “cluelessness, being inconsiderate, not thinking it through, or simply not imagining that somebody could be offended by something.” Rudeness is both contagious and detrimental, with even those who merely witness rudeness demonstrating lower performance on both routine and creative tasks. The article offers seven methods for combatting rudeness. After your students have read the article consider discussion questions such as: 1. Think of the rudest coworker you have ever had. How did people act whenever he or she was around? Did anyone ever try to interrupt the rude coworker to stop their behavior? 2. Do you think it is possible to redirect counterproductive work behaviors into productive ones? How? Be specific. 3. If you were a manager with a high performing sales person who was also the biggest jerk in the company, would you consider firing him/her if they would not change their behavior? Explain and justify your answer. Return.

EXAMPLE: Corporate Wellness Programs This Example describes Google’s holistic employee wellness program. This program does not just include a gym on campus. It includes a whole host of exercise options, healthy eating options, onsite medical care, intramural sports, and financial help and guidance. They try to eliminate as much stress as possible from their employees’ lives. YOUR CALL 1. Which of Google’s wellness perks are most appealing to you? There probably will be no consensus in your students’ answers! Ask them how their chosen perk would improve their work/life balance and reduce their stress. You could try linking this back to the values discussed in section 11.2. 11-44 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

2. How important will a corporate wellness program be for you when you are choosing an employer? Again, answers will vary. However, the current generation is quite focused on wellness and work/life values, so this could actually have a large effect on their decision making. ADDITIONAL ACTIVITIES One way to extend this Example is to have your students develop their own wellness program. Have your students access “50 Employee Wellness Program Examples for any Budget.” This article offers low, medium, and high-cost strategies in three categories: physical activity wellness programs, nutrition wellness plans, and tobacco cessation wellness programs. The last could be applied to any type of cessation program. Students could consider drug and alcohol cessation programs or anger management programs. Students do not need to limit themselves to the suggestions in this article. You should encourage them to be creative in their plans. Have your students form groups of three to five. Instruct them that they are a team tasked with designing a wellness program for their company. The students should decide on the type of company, its size, age, geographic location and structure. They can even come up with a name for their company. Using the suggestions in the article, what they learned from the Google Example, and their own creativity, they should design the wellness program for their company. They should call on what they learned in Chapter 5 on Planning and Chapter 6 on strategic Management in developing their plan. They should be able to justify their plan as to how it is suitable and cost efficient for their organization. Have each group provide an overview of their plan to the class. Lead a discussion of the pros and cons, similarities and differences, among the teams’ offerings. Return.

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Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

TEXTBOOK PRACTICAL ACTIONS

PRACTICAL ACTION: Using Technology to Develop Emotional Intelligence This Practical Action points out that increasing one’s EI can not only make one a more attractive applicant, but can also improve performance and engagement. This Practical Action focuses on empathy and the question of whether or not it can be taught. Three different tools are described including Xander, Translator, and Random App of Kindness. YOUR CALL 1. Do you believe that AI, simulations, and games can help increase employees’ emotional intelligence? Students’ responses will vary. However, they should be able to support their opinion by discussing personality traits. Do they think EI, in particular empathy, is a stable, unchanging personality trait? If so, it would not be amenable to change through simulations. Do they feel apps such as Translator can actually make individuals truly feel what others’ feel? Or understand why they feel as they do? 2. Do you think that you could be a more empathetic person? What can you do to develop this skill? Again, student responses will differ. Many may say yes, they could be more empathetic and point to listening more and trying to understand why others feel and act as they do as ways they might improve. ADDITIONAL ACTIVITIES Ask your students to watch “Building Empathy: How to Hack Empathy and Get Others to Care More.” In this 13-minute video, Stanford Professor Jamil Zaki, describes empathy not as a trait but as a skill, one that can be practiced and improved. One interesting finding is that overall in the United States, the number of people who describe themselves as empathetic has dwindled significantly since the 1970s. He uses the characters of Counselor Troi and the android Data from Star Trek: The Next Generation to demonstrate the continuum of empathy. Zaki particularly emphasizes the need to recognize that empathy is a skill which can be nurtured and grown, not an unchanging trait. Consider asking discussion questions such as: 1. Think of a time a friend was upset. How did you react? Did you try to help? How? Could you have exhibited more empathy? If so, what stopped you? 2, (Ask for a show of hands) How many females in the class feel they are highly empathetic? How many males? If there is a difference, have the students suggest reasons for the difference. Is it cultural? Is it just what is expected of men and women? Is it genetic? What do they think? 3. Your generation, the digital natives, have grown up with computers and smart phones. Many older people worry about the amount of time you spend on your phones rather than interacting face-to-face. Do you think smart phone usage limits empathy? If so, how can we encourage members of your generation to engage more and learn to be more empathetic? 11-46 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

Return.

PRACTICAL ACTION: Using Cognitive Reframing to Reduce Cognitive Dissonance This Practical Action offers advice to students on how to reframe their anxieties about being able to succeed in their college classes. It offers a five-step technique they can use: 1. Name the event or problem. 2. List your beliefs about the problem. 3. Identify the consequences of your beliefs. 4. Formulate a counterargument to your initial thoughts and beliefs. 5. Describe how energized and empowered your counter argument makes you feel. YOUR CALL Do you struggle with high levels of stress because of your workload, responsibilities, a cognitive difference, or some other invisible challenge such as anxiety or depression that sometimes gets the better of your self-esteem? Which of the preceding suggestions would help you to reframe your experiences in a more positive light? Students may be reluctant to talk about their problems, particularly if they find them overwhelming. However, if a student is willing to offer some specific issues, help them work through the five-step technique presented in the Practical Action. Other students may be able to offer helpful and even compelling counterarguments for the stressed student to consider. ADDITIONAL ACTIVITIES Have your students read “Cognitive Distortions and Stress.” This article details the most common cognitive distortions that contribute to stress. Ask students to identify examples of at least two of these common distortions that they use or have used. (Students may not have used them all, but they will have used at least some of them!) Ask for volunteers to share their examples. Once a student has shared, ask how many other students have done the same or almost the same. Finding out they are not the only ones to indulge in these types of cognitive distortions will encourage others to share as well. If you have time, you could divide the students up in groups that share a specific distortion and ask them to brainstorm ways to reframe the idea in a more positive manner. Return.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

SELF-ASSESSMENTS

SELF-ASSESSMENT 11.1 CAREER READINESS Where Do You Stand on the Big Five Dimensions of Personality? This survey is designed to assess students’ personalities, using the Big Five index. STUDENT QUESTIONS What is your personality profile according to the Big Five? Students’ personality profiles will differ. However, all students should have an understanding of each of the Big Five dimensions of personality. Which of the Big Five is most likely going to help you achieve good grades in your classes and gain employment after graduation? Conscientiousness is the dimension that is most likely to help achieve good grades in this class and others. Conscientiousness is concerned with achievement orientation and persistence. What things might you say during an interview to demonstrate that you have self-awareness regarding your personality? Student responses will vary, but they should discuss how they’ve measured their own strengths and weaknesses and have assessed where they fall on the Big 5. Most employers will know what these personality dimensions are, and if they don’t, the candidate may be able to use his or her knowledge of these dimensions as a competitive advantage by informing the interviewer about them. SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. Students who scored lowest on a particular personality dimension should be grouped together. Students should analyze their assigned dimension based on the following: 1. What are the disadvantages of being high or low on this particular dimension? 2. What are the workplace implications of this dimension? 3. Does this dimension change over time or is it something permanent you are born with? Each group should share with the class as a whole. Return.

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Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

SELF-ASSESSMENT 11.2 CAREER READINESS What Is Your Level of Generalized Self-Efficacy?

CAREER READINESS

This survey is designed to assess students’ level of generalized self-efficacy. STUDENT QUESTIONS 1. What is your level of generalized self-efficacy? Students responses will vary based on self-assessment results. 2. Examine the three lowest scores and determine the issues that are lowering your level of efficacy. What might you do to improve your generalized self-efficacy based on this determination? Students should be given an opportunity to acknowledge both their strengths, as well as their liabilities, as measured in the Self-Assessment. 3. What things might you say during an interview to demonstrate that you have possess the career readiness competency of generalized self-efficacy? Students can discuss how they are confident in their ability to perform well across different tasks. They don’t want to be overly confident of their abilities but should inform the interviewer that they are confident in what they do know, and always eager to learn what they don’t. SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. There should be a good mix of students in each group (high or low scorers on each dimension). Developing awareness of generalized self-efficacy happens here. Students should discuss the following: 1. What are some of the negative impacts of having a low level of generalized self-efficacy? How about having an overly high level of generalized self-efficacy? 2. How can you build your self-efficacy? Can anyone from the group share their specific experiences? Select groups can share with the class. Return.

SELF-ASSESSMENT 11.3 CAREER READINESS What Is Your Level of Emotional Intelligence? This survey was designed to assess students’ levels of emotional intelligence. 11-49 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

STUDENT QUESTIONS 1. How do you stand on the five dimensions of emotional intelligence? Students responses will vary based on self-assessment results. 2. Use the scores from the items to identify your strengths and liabilities. Students should be given a chance to identify their lowest and highest rated items. They then should consider why these might be the lowest and highest items. 3. Identify two ways you can increase your emotional intelligence. The book lists two ways to increase one’s emotional intelligence: 1) Develop awareness of your EI level and 2) Learn about areas needing improvement. 4. What things might you say during an interview to demonstrate that you possess the career readiness competency of emotional intelligence? Students should let the interviewer know how involved they have been in assessing their own levels of emotional intelligence. They should also bring up examples of areas of EI that they have worked on improving (i.e. empathy). SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. There should be a good mix of students in each group (high or low scorers on each dimension). Developing awareness of student EI levels takes place here. Students should discuss examples of negative exchanges they have had in the workplace. Why did they have these exchanges and what was the outcome? What do students appreciate from an exchange? The goal is for students to learn about areas needing improvement so they can raise their emotional intelligence. Select groups can share with the class. Return.

SELF-ASSESSMENT 11.4 CAREER READINESS Do You Have a Positive Approach at Work? This Self-Assessment determines students’ levels of positive approach at their place of work. STUDENT QUESTIONS 1. How do you stand on the two dimensions underlying a positive approach? Students’ responses will vary based on self-assessment results. 11-50 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

2. Based on individual item scores, identify one strength and one weakness for the dimensions of positive attitude and feedback seeking and acceptance. Now discuss the actions you might take to enhance your weaknesses. Students should be given a chance to identify their lowest and highest rated items. They then should consider why these might be the lowest and highest items. A Positive Approach is one of the career readiness competencies desired by employers. It is defined as the willingness to accept developmental feedback, to try to suggest new ideas, and to maintain a positive attitude at work. 3. What things might you say in an interview to demonstrate that you possess this career readiness competency? Students should discuss how they are quick to accept constructive feedback, how they try to be innovative, and stay positive even during challenging times. Examples of times they have done this at their previous job or school would be quite beneficial. SUPPLEMENTAL ACTIVITY Students should read the Inc. article titled: How to Create a Positive Attitude and respond to the following questions: 1. Recall a time that you experienced negative feelings. Were you able to overcome them? If so, how? 2. Think of five or six new additions to your vocabulary that contribute to a positive attitude. Students should share with the class. Students may especially enjoy hearing new additions to vocabulary. Return.

SELF-ASSESSMENT 11.5 CAREER READINESS To What Extent Are You Engaged in Your Studies? This survey was designed to assess students’ level of engagement in their studies. STUDENT QUESTIONS 1. What is your level of engagement? Engagement is an indicator of how dedicated and involved you are in an activity. By completing the assessment, students will identify their level of involvement, satisfaction, and enthusiasm in their studies. 2. Find your lowest three rated items. Based on the content of these items, what can you do to improve your level of engagement? Hint: doing this requires you to identify the cause of the low ratings for each item. 11-51 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

Students should be given a chance to identify their lowest three rated items. They then should consider why these might be the lowest three. It is only in this reflection that students will be able to come up with ways to increase their involvement, satisfaction and enthusiasm in their studies. 3. What might you say during an interview to demonstrate that you possess the career readiness competency of self-motivation? During an interview, students may want to mention how they are self-starters and enjoy a challenging environment. Examples of times in which the student has taken the initiative to solve problems may be utilized. SUPPLEMENTAL ACTIVITY The class should be split into small groups based on their engagement scores on the SelfAssessment. The group should discuss examples of personal and organizational level factors that contribute to employee engagement. Students can write examples on the board and the class can compare the examples with the groups’ engagement scores. Is there a relationship between the examples and the scores? What does the class think about pay as an organizational level factor? Return.

SELF-ASSESSMENT 11.6 How Satisfied Are You with Your Present Job? This survey was designed to assess how satisfied students are with their current job, or a previous job, if they’re not presently working. STUDENT QUESTIONS 1. What is your level of satisfaction with recognition, compensation, and supervision? Students will each have varied satisfaction levels concerning recognition, compensation, and supervision. It is important to point out that students could have high satisfaction for one of these, but low for the others. 2. If you have low to medium satisfaction with any aspect of the job, identify what can be done to increase your job satisfaction. Be sure to consider what you can do, what your boss might do, or what the organization might do. Be specific. Students should be given the opportunity to reflect on their low to medium satisfaction with any aspect of the job. It is in this reflection that students can best consider what could be done to increase the level of satisfaction. Have the students consider what they might do, what their boss might do, and what the organization might do, to increase satisfaction levels. 11-52 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

SUPPLEMENTAL ACTIVITY The class should be split into groups of five to six based on their satisfaction with their current or past jobs. The group can come up with examples of each component of job satisfaction and write them on the board under columns for each component: Recognition Compensation Supervision The class can then discuss as a group and identify differences between examples based on group job satisfaction. Return.

SELF-ASSESSMENT 11.7 What Are Your Attitudes About Working with Older Employees? This survey was designed to assess students’ attitudes about working with older employees. STUDENT QUESTIONS 1. What is the quality of your relationships with older employees? How about your satisfaction with working with older people? Through completion of this assessment, students will gain an understanding their quality of relationships with older people, and their satisfaction with working with older people. 2. How might the quality of relationships with older employees affect your performance and promotability? Students should understand that low quality relationships with older employees will impact their performance and promotability. It is important in today’s diverse workplace that relationships with older people are seen as high quality. 3. What things might you say during an interview to demonstrate that you can work with people of all ages? Students should not single out working with older employees but should state that they enjoy working in a diverse environment with people of different backgrounds. This includes age, ethnicity, sexual orientation, gender, religion, etc. SUPPLEMENTAL ACTIVITY The class should be split into small groups based on their Self-Assessment results. A good mix of high and low scorers should ideally be present in each group. 11-53 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

The groups should review the following scenario: David is a 64-year-old sales representative at a small software reseller. David is a veteran who is never late, addresses colleagues by their last name, is very organized and believes in a 9-5 schedule in the office. David’s colleague is Paul, a 24-year-old recent college grad. Paul enjoys working from home whenever he can, as long as he can complete his projects on time. He addresses individuals informally and believes that a flexible work environment spurs creativity. Both David and Paul have been complaining to you, their manager, about one another. David believes Paul is immature, lazy and entitled. Paul believes David is “old-school,” stubborn and ineffective. What would the groups say to both David and Paul? Is there a way for both individuals to contribute in a positive way to the organization? The groups should write their thoughts down in preparation for sharing with the class. The class can then discuss as a whole. Return.

SELF-ASSESSMENT 11.8 CAREER READINESS CAREER READINESS

What Is Your Level of Resilience? This survey was designed to assess students’ level of resilience. STUDENT QUESTIONS 1. What is your level of resilience? Through completion of this assessment, students will gain an understanding of their level of resilience. Responses will vary. 2. Looking at your item scores, identify the three areas you scored lowest. Now, propose one idea for improving each these aspects of resilience. Be specific. Students should be given a chance to identify their lowest three rated items. They then should consider why these might be the lowest three and propose ideas for improvement. 3. What things might you say during an interview to demonstrate that you possess this career readiness competency? Resilience represents the capacity to consistently bounce back from adversity and to sustain yourself when confronted with challenges. Students should provide examples of times that they were resilient in the workplace. This includes endurance through challenging times. SUPPLEMENTAL ACTIVITY Instructor should divide students into small groups of four. Each group is tasked with identifying barriers and challenges to building resilience that members have experienced in the past. Be sure 11-54 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

to have the groups document the examples that illustrates the barriers. The experiences can be from work or school. Finally, ask the groups to report out on their experiences. Return.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

GROUP EXERCISE

GROUP EXERCISE #1: USING ATTRIBUTION THEORY TO RESOLVE PERFORMANCE PROBLEMS: THE CASE OF MARY MARTIN Objectives ● To gain experience determining the causes of performance. ● To decide on corrective action for employee performance. Introduction Attributions are typically made to internal and external factors. Perceivers arrive at their assessments by using various informational cues or antecedents. To determine the types of antecedents people use, we have developed a case containing various informational cues about an individual’s performance. You will be asked to read the case and make attributions about the causes of performance. To assess the impact of attributions on managerial behavior, you will also be asked to recommend corrective action. Instructions Presented is a case that depicts the performance of Mary Martin, a computer programmer. Please read the case, and then identify the causes of her behavior by answering the questions following the case. Then determine whether you made an internal or external attribution. After completing this task, decide on the appropriateness of various forms of corrective action. A list of potential recommendations has been developed. The list is divided into four categories. Read each action and evaluate its appropriateness by using the scale provided. Next, compute a total score for each of the four categories. The Case Mary Martin, 30, received her baccalaureate degree in computer science from a reputable state school in the Midwest. She also graduated with above-average grades. Mary is currently working in the computer support/analysis department as a programmer for a nationally based firm. During the past year, Mary has missed 10 days of work. She seems unmotivated and rarely has her assignments completed on time. Mary is usually given the harder programs to work on. Past records indicate that Mary, on the average, completes programs classified as “routine” in about 45 hours. Her co-workers, on the other hand, complete “routine” programs in an average time of 32 hours. Further, Mary finishes programs considered “major problems,” on the average, in about 115 hours. Her co-workers, however, finish these same “major problem” assignments, on the average, in about 100 hours. When Mary has worked in programming teams, her peer performance reviews are generally average to negative. Her male peers have noted she is not creative in attacking problems and she is difficult to work with. The computer department recently sent a questionnaire to all users of its services to evaluate the usefulness and accuracy of data received. The results indicate many departments are not using 11-56 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

computer output because they cannot understand the reports. It was also determined that the users of output generated from Mary’s programs found the output chaotic and not useful for managerial decision making. Causes of Performance To what extent was each of the following a cause of Mary’s performance? Use the following scale:

Very little

Very much

a. High ability

b. Low ability

c. Low effort

d. Difficult job

e. Unproductive co-workers

f. Bad luck

Internal attribution (total score for causes a, b, and c)

____

External attribution (total score for causes d, e, and f)

____

Appropriateness of Corrective Action Evaluate the following courses of action by using the scale below:

Very inappropriate

Very appropriate

Coercive Actions a. Reprimand Mary for her performance 11-57 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

b. Threaten to fire Mary if her performance

c. Transfer Mary to another job

d. Demote Mary to a less demanding job

g. Do nothing

h. Promise Mary a pay raise if she improves

does not improve Change Job

Nonpunitive Actions e. Work with Mary to help her do the job better f. Offer Mary encouragement to help her improve No Immediate Actions

Compute a score for the four categories: Coercive actions = a + b=

_____

Change job = c + d=

_____

Nonpunitive actions = e + f =

_____

No immediate actions = g + h=

_____

Questions for Discussion 1. How would you evaluate Mary’s performance? 2. Is Mary’s performance due to internal or external causes? 3. What did you identify as the top two causes of Mary’s performance? Explain why. 4. Which of the four types of corrective action do you think is most appropriate? Explain. 5. Can you identify any negative consequences of this choice?

R. Kreitner and A. Kinicki, Organizational Behavior, 8th ed, 2008, pp. 355-356. These recommendations and descriptions were derived from B. Nussbaum, “The Power of Design,” BusinessWeek, May 17, 2004, pp. 86-94. Reprinted with permission of The McGraw-Hill Companies. 11-58 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

For Instructors (Short version of exercise) Attributions are typically made to internal and external factors. Perceivers arrive at their assessments by using various informational cues or antecedents. The case depicts the performance of Mary Martin, a computer programmer, which students are asked to read and make attributions about the causes of performance. To assess the impact of attributions of managerial behavior, students are asked to recommend corrective action. Mary has missed 10 days of work in the past year, seems unmotivated, and rarely has her assignments completed on time. She is usually given the harder programs to work on. Her peer performance reviews are generally average to negative. Questions for Discussion: 1.

How would you discuss Mary’s performance?

Is Mary’s performance due to internal or external causes?

What did you identify as the top two causes of Mary’s performance? Explain why.

Which of the four types of corrective action do you think is most appropriate? Explain. Can you identify any negative consequences of this choice?

Tips for large and online classes: Large classes: May be best to do this as an individual assignment by passing out the case and then discussing the questions as a class. Online classes: Students can be placed in online groups and the case, survey, and scale can be posted to a discussion board. First, students can read the case and then do the survey. After, the groups can discuss and respond to the discussion questions. The instructor can also create a larger discussion board and include the entire class. Each student can then critique other groups’ responses and the instructor can moderate the discussion. Return.

CAN BE USED ONLINE

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

GROUP EXERCISE #2: THE TYPE-A BEHAVIOR PATTERN Objectives ● To analyze a real-life scenario and determine how Type-A and Type-B individuals might respond. Introduction The Type-A syndrome was isolated in the 1950s by Meyer Friedman and Ray Rosenman. They labeled Type-A behavior as meaning individuals are involved in a chronic, determined struggle to accomplish more in less time. Type-A behavior is measured on a continuum ranging from Type A to Type B. The following characteristics are displayed by Type-A individuals: o Hurried speech. o Tendency to walk, move, and eat rapidly. o Constant impatience with the rate at which most events take place. o Strong preference for thinking or doing two or more things at once. o Tendency to turn conversations around to personally meaningful subjects or themes. o Tendency to interrupt while others are speaking, or to make your point, or to complete their train of thought in your own words. o Guilt feelings during periods of relaxation or leisure time. o Tendency to be oblivious to surrounding daily activities. o Greater concern for things worth having than for things worth being. o Tendency to schedule more and more in less and less time. o Feelings of competition when faced with another Type-A person. o Development of nervous tics or characteristic gestures. o A firm belief that success is due to the ability to get things done faster than the other guy. The following characteristics are displayed by Type-B individuals: ● Handles details patiently. ● Less competitive with others. ● Contemplates issues carefully. ● Low concern about time limitations. ● Doesn’t feel guilty about relaxing. ● Relaxed approach to life. ● Works at a steady pace. 11-60 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

● Not easily angered. There are both pros and cons of being a Type A. On the positive side, Type-A behavior has been associated with increased performance in the workplace. On the other hand, Type A is associated with greater cardio-vascular activity and higher blood pressure, as well as a higher rate of heart disease, especially for individuals who showed strong feelings of anger, hostility, and aggression. Instructions 1. Break students into groups of 3 or 4. 2. Read and distribute the scenario below. 3. Ask groups to prepare answers to the discussion questions shown below. Students should also provide rationale to support their conclusions. 4. Once groups have completed their discussions, reconvene as a class. The Case It’s the night before an accounting test, and Heather is studying for the exam. This is her only class where the chance of an “A” seems out of reach. The dorm is full of stressed-out students; Heather’s computer crashed; and the vending machine is out of Red Bull. After several lackluster attempts at studying, Heather makes a wee-hour-of-the-morning decision: a couple of hours of sleep will help much more than staring vacantly at the textbook. Of course setting the alarm would have been a good thing, and oversleeping ate into the planned last minute study session. Now there’s only fifteen minutes to shower, eat, and cram before the big test. She is really late. In the mad dash to the classroom, Heather collides with a crazed, sleep-deprived bicyclist. Her papers, books, and the last number 2 pencil are knocked to the ground. Although she recovered her papers and books, the pencil is lost. This is a problem because the professor did not bring additional pencils. Questions for Discussion 1. Which of the Type-A and Type-B characteristics were displayed by Heather? 2. Is Heather more Type A or B? 3. Given your answer to question #2, what advice would you give Heather about studying for future tests? 4. What recommendations would you make to help Type-A people relax? Be specific. Source: This exercise adapted from: A Johnson and A Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp.407-408.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

Online classes: Students can be placed in online groups and the case can be posted to a discussion board. First, students can read the case. After, the groups can discuss and respond to the discussion questions. The instructor can also create a larger discussion board and include the entire class. Each student can then critique other groups’ responses and the instructor can moderate the discussion. Return.

ONLINE CLASS

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

CAREER CORNER GROUP EXERCISE

CAREER READINESS

SELF-AWARENESS AND FOSTERING A POSITIVE APPROACH Learning Objective 

Students will create a framework to develop a positive approach.

Introduction This activity provides a framework for students to foster the career readiness competency of Fostering a Positive Approach. It focuses on Step 1 of the process outlined in section of 11-7 Career Corner (pg. 448). This activity has two steps. The first step has students self-identify with one of the 6 “bad” behaviors outlined in the framework. Next, students are put into groups based on this identification. Each group is then tasked with outlining the driver behind this attitude and asked to create a solution for replacing this tendency with a more positive attitude. Instructions 1. Start the discussion by asking the class why attitudes matter. Have them give examples of both “bad” and “good” attitudes. List these examples on the board. Encourage critical thinking by having the student explain what makes each example either bad or good. If you have time, have them read an excerpt from John Maxwell’s “Attitude 101: What Every Leader Needs to Know” (https://entregurus.com/five-truths-about-attitudes/). 2. Tell the students that for the purpose of this exercise, we are going to focus on “bad” attitudes. List the following questions on the board and have students pick the behavioral tendency that they most resemble:      

Are you a porcupine? Porcupines send out verbal and nonverbal messages that say, “Stay away from me.” Are you an entangler? Entanglers want to involve others in their interests. They push their concerns and want to be heard, noticed and listened to. Are you a debater? Debaters like to argue even if there is no issue to debate. Are you a complainer? Complainers point out the problems in a situation but rarely provide solutions of their own. Are you a blamer? Blamers are like complainers but point out negatives aimed at a particular individual. Are you a stink bomb thrower? Stink bomb throwers like to make sarcastic, cynical remarks, use nonverbal gestures of disgust or annoyance, and sometimes yell or slam things. 11-63

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

3. Based on this self-identification, form groups of 4 or 5 students. These groups should be based on like-minded bad attitudes. Ask the group to discuss:  How is this behavior perceived? Does it cause issues?  When do you find yourself acting in this manner? Are there any common triggers?  What can you do to avoid/change this behavior? Challenge your perception, belief or opinion about the given situation.  Are there more positive ways to behave when you find yourself acting in this manner? 4. Have each group prepare a 5 to 10-minute presentation that:  Summarizes the answers to the above questions.  Highlights 1 or 2 suggestions for replacing these “bad” behaviors with better or “good” behaviors. 5. Ask a representative from each group to present their “positive” recommendations to the class. 6. Facilitate a class discussion by asking the following questions:  What role does self-evaluation play in this process?  How does self-evaluation lead to self-awareness?  Did any of your solutions involve emotional regulation? Now that you have been exposed to this process, how can it be used to foster positive attitudes to replace “bad” or negative attitudes?

Return.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

UBER CONTINUING CASE

Chapter 11: Managing Individual Differences and Behavior This part of the Uber continuing case focuses on Chapter 11 and covers principles related to individual differences and behavior. This continuing case’s real-world application of management knowledge and skills is designed to help you develop critical thinking ability and realize the practical power of sound managerial skills for solving problems in your job and career. The case includes five multiple-choice questions and two essay-based questions. The essaybased questions can also be used in-class to spur discussion: 1. Kalanick’s words, attitudes, and actions indicate that he is low on all four traits of the emotional intelligence (EI) scale. For this response, cite an example of words, actions, or attitudes for two of the four traits of EI and explain how your example connects to that trait. The Self-awareness is the ability to read your own emotions and gauge your moods accurately, so you know how you’re affecting others. One example of Kalanick demonstrating a low level of self-awareness is the way his desire for efficiency overpowers his concern for others. His “hot-headedness” and outbursts toward others demonstrate a clear lack of self-awareness. Self-management is the ability to control your emotions and act with honesty and integrity in reliable and adaptable ways. Examples of Kalanick demonstrating a low level of self-management are that he is known to have “fits of anger” and be “quick to argue.” These types of reactions indicate a lack of control over his emotions, while his reckless decision-making adds a layer of unreliability. Social awareness is the ability to show others you care and are empathic with the organizational intuition to understand how your emotions and actions affect others. One example of Kalanick demonstrating a low level of social awareness is that he created competition among employees which he thought was good while it actually led to a culture of “secrecy, animosity, and a lack of cooperation.” Relationship management is the ability to communicate clearly and convincingly, disarm conflicts, and build strong personal bonds. One example of Kalanick demonstrating a low level of relationship management is when he broke into an argument with the Uber driver about salaries. His reaction showed that he is more prone to arm conflicts than disarm them and far less concerned with the relationships he builds with those working, at the time, for him and his company.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

2. Explain the first 2 steps in the perceptual process. Then use these steps to identify what kind of leader you perceive and anticipate Khosrowshahi will be as he takes control of Uber. Begin by noticing examples from the case material and then interpret that information to evaluate the type of leader he will likely be. The first two steps in the perceptual process are 1) Selective Attention and 2) Interpretation and evaluation. Selective attention entails what a person notices about the subject. In this case, the things that you notice about Khosrowshahi from the descriptions provided include the following: he is said to have a “towering intellect” and be “super smart;” he has had high-level leadership positions in other companies, including as the CFO of IAC and CEO of Expedia; he is a hard worker focused on the long-term successes; he is ethical and fair; he does not get angry easily; and he is humble. Interpretation and evaluation is analyzing what the information noticed actually means. In this case, the descriptors provided about Khosrowshahi likely mean that he will be a strong leader who, instead of making reckless and hasty decisions for short-term success, will look strategically to identify what will sustain Uber’s success long-term. Additionally, his level-headedness will yield positive interactions with others and allow him to handle stress in an effective manner. His ethical ideology will keep Uber in line with legal regulations as well as social norms. Lastly, his humility likely means that he will empathize with employees, including drivers, and be open to feedback and suggestions, knowing that he does not have all of the answers.

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

MANAGER’S HOT SEAT

DIVERSITY: MEDIATING MORALITY Students may complete the “Diversity: Mediating Morality” Manager’s Hot Seat exercises in Connect for this chapter. Introduction The diversity of employees and the potential conflict that may arise as a result is the focus of this scenario. Specifically, sexual orientation as a dimension of workplace diversity is presented here. This scene provides a background for a rich and compelling discussion of how to handle difficult issues related to individual differences. Applying this situation to other dimensions of diversity (e.g., religion, gender) will further the discussion and highlight to students the challenges of managing a diverse workforce. Learning Objectives 1. To assess students’ understanding of workplace diversity and diversity management. 2. To analyze and evaluate approaches to managing diversity in the workplace. 3. To identify equal employment laws relevant to diversity management. Scenario Description: Overview At the conclusion of a previous meeting between Syl Tang and two employees, Daniel Simmons and Bob Franklin, Daniel asked Syl about the same-sex partner benefits that he had requested earlier, incidentally informing Bob that he was homosexual. Bob expressed both discomfort and disapproval and refused to continue to work with Daniel as a result of this revelation. Tang suggested meeting with each of them separately to discuss their concerns and then to regroup and discuss a solution. The individual meetings have taken place and now they are meeting together. Profile 

Syl Tang is the senior supervisor of research and production at EarthFirst Pharmaceuticals, a company dedicated to the research and production of vaccines for various diseases. She manages eight different teams with specific areas of specialization.



Daniel Simmons is a vaccines manager. He is an expert in tropical plants and botanical remedies. He leads a team of scientists and collaborates with other 11-67

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

research teams at EarthFirst. He is also active in procuring funding for further research. 

Bob Franklin is a natural resources manager and an expert in certain types of chemical re-actives. In his role as natural resources manager, he leads a team of scientists and collaborates with other research teams at EarthFirst. He is also active in procuring funding for further research.

Discussion Questions: Learning Objective #1: To assess students’ understanding of workplace diversity and diversity management. List all of the dimensions of diversity you observed in this scenario. Students will point out evidence of the diversity, beyond sexual orientation, present among the three employees: race, ethnicity, age, gender, behavioral style, and occupation. Learning Objective #2: To analyze and evaluate approaches to managing diversity in the workplace. Provide examples from the scenario in which Syl either effectively or ineffectively promoted diversity. Syl did not effectively increase the accuracy of perceptions or encourage flexibility. She seemed very willing to let Bob change the staffing of the project simply because he was uncomfortable around a gay man. Thus, he has predicted that a negative interaction will take place simply because Daniel is gay, when they have been working together fine in the past. Syl should attempt to challenge Bob on this belief. She also did not empower Daniel to challenge discriminatory behavior. When Daniel did, she shut him down and explained that this was an appropriate solution. She provided an analogy of two coworkers who don’t get along—a similar solution would work for them. Learning Objective #3: To identify equal employment laws relevant to diversity management. 1. According to Title VII of the Civil Rights Act of 1964, is Daniel being unlawfully discriminated against? No, Title VII does not protect people from discrimination on the basis of sexual orientation. However, same-sex sexual harassment was found to be illegal by the Supreme Court in Oncale vs. Sundowner Offshore Services, Inc. (1998).

Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising People as People

APPLICATION-BASED ACTIVITY

There are no Application-Based Activities for this chapter.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

Chapter 12 Motivating Employees Achieving Superior Performance in the Workplace CHAPTER CONTENTS

Teaching Resource Manual: A Guide to Implementation Career Readiness-Based Personal Development Plan

ii viii

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Textbook Practical Actions

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

Assignment Completion. Shows the total percentage of all learners in the class that have completed the assignments at this point in time.

Time on Task. Provides the user with a class-level view of the estimated time in comparison to the actual average time to completion across the entire class. Metacognition. Shows how aware the learners are of their knowledge, on average, across the entire class. Most Challenging Learning Objectives. Shows the number of challenging Learning Objectives across the class, in comparison to the total number of Learning Objectives in the assignment. Individual Learner Report. System provides all the assignment data available for that specific student at that point in time, showing a breakdown of all questions answered in each of the following categories:      

Correct with high confidence Incorrect with high confidence Correct with low confidence Incorrect with low confidence Correct with medium confidence Incorrect with medium confidence 12-iii

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

With Connect®, you can build your own course, make changes to the course throughout the semester, and use auto-grading. Connect® integrates with other Learning Management Systems, including Blackboard®, Canvas, and D2L. Students can study anytime with the free ReadAnywhere app, create personalized study plans, and Connect®’s Calendar and Report tools will help keep them on track. Connect® gives you a wide array of flexibility in making assignments and creating grading policies. You may choose to:  assign as many assignments as appropriate.  determine point values for each question/application exercise individually.  make available multiple attempts per assignment with options of accepting the highest score or averaging all the scores together.  deduct points for late submissions of assignments (percentage deduction per hour/day/week/so forth) or create hard deadlines.  show feedback on exercises/questions immediately or at your preference.  provide for study-attempts to allow for completion of the assignment after the due date without assigning a point value. Some recommendations include:  Before selecting the option for one attempt only, select unlimited or multiple attempts on the first few assignments to allow students a chance to learn and navigate the system.  Provide a low point value for each question because multiple questions are usually assigned for each chapter. A good rule of thumb would be to make “Quiz Questions” worth 1 point each and “Connect® Exercises” worth 5 to 10 points each because these require more time and thought.  Select feedback to be displayed after the assignment due date in order to limit students from giving the correct answers to other students while the application exercise is still available. So When Do I Assign Each Type of Teaching Resource? Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and testing to actually adapting your teaching to student needs? By utilizing the teaching resources outlined below during the three touch points, you can significantly impact students’ learning and create a learning environment that is more engaging, involving, and rewarding. In other words, you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating the greatest impact and assisting students in developing higher order thinking skills. The following recommendations pertain to these mentioned touch points, with an additional matrix that follows. Before Class

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

The learning goals we have for students determines our assignments before, during and after class. For example, you may want to focus on mastering content, applying content, or using content to solve problems. Alternatively, you may want to achieve all three goals. Connect® offers a host of additional pre-class assignments to choose from if your goal is mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action Boxes, Management in Action Cases, Legal/Ethical Challenge Cases, Uber Continuing Case, and Manager’s Hot Seat Videos. Case Analyses, Click and Drag Exercises, and Video Cases are optimal exercises to be utilized prior to class, as they provide students the opportunity to practice and apply key course concepts. A reading assignment—typically a chapter from the product in use—is a student’s initial exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior to class or an online lecture allows you to gauge their comprehension of the material. Having a better sense before class of which concepts your students are “getting” and which ones they are not, allows you to more effectively and efficiently plan your time with them during class. To ascertain student competency, use the reporting function of SmartBook 2.0, where you can view general results of their performance. Additionally, Connect® exercises, such as Case Analyses, Click and Drag Exercises, and video cases, offer students a second exposure to important sections of the chapter after their completion of a SmartBook 2.0 assignment. Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for students to understand. These animated videos were developed to further unpack in brief, yet effective, fashion the course topics that most commonly challenge students. Each animated video is accompanied by auto-graded multiple-choice questions that can be assigned to confirm student comprehension. If your learning objectives include fostering application and integrating the concepts discussed with real world practice, then Management in Action or legal/ethical challenge cases contained in the textbook can be assigned so students can think critically and practice applying what they learned in the readings to actual cases. The Management in Action cases are now all “problemfocused.” In other words, the cases contain problems that students can practice solving. These cases also contain multiple-choice questions that can be assigned in Connect® to gauge student comprehension. During Class The TRM offers a host of additional materials and experiential activities you can use to bring chapter content to life. If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities and lecture based on results from the general results report and the metacognitive skills report. This allows for a more tailored class period that enhances student engagement and more 12-v Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

opportunities to resolve gaps in knowledge. We also provide links to online readings that you can use to supplement the content covered in the textbook. They are useful if you desire to provide additional material beyond that covered in the text. If your goal is to create an engaging learning environment filled with student discussion and interactions, we provide multiple resources. First, each major heading in a chapter contains suggested discussion starter questions. These open-ended questions are likely to foster student discussion and engagement. We also provide additional activities (i.e., experiential exercises) for every Example and Practical Action box. If your goal is to provide for additional application of material, the TRM breaks down the textbook Management in Action cases and legal/ethical challenges by providing questions and ideal responses. Connect® also has multiple-choice questions that can be assigned for the Management in Action cases. Finally, the TRM has a selection of group exercises that allows instructors to focus on team learning methods. If your goal is to jointly engage your students while applying content from the text, you can select a Self-Assessment follow-up activity (all follow-up activities are found in the TRM). These assets are especially useful if you are “flipping” your classroom, wherein the class session is used for application and analysis of key concepts rather than lecture. The Suggested Resources across Teaching Touch Points Matrix provides a quick reference for activities that can be utilized during class. After Class After the face-to-face class session, or online lecture, you can assign Connect® exercises as homework to further reinforce the material covered in the textbook and lecture. You may also want to assign an iSeeIt! Animated Video if you notice that students are struggling with a particular topic, even after class. Students can also be assigned the continuing case for each chapter, which includes assignable multiple-choice and essay-based questions. To further gauge student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus more on defining and explaining material, and the test banks focus more on application and analysis. Moreover, the test banks now include more higher-level Bloom’s questions. Finally, if you are looking to have students think critically to solve real-world problems, then you may want to utilize an Application-Based Activity after class. Application-Based Activities are mini-simulations that allow students to make decisions and see their impact immediately. There are both theory-based questions that have right and wrong answers, and there are also branching questions that allow students to make ideal, sub-ideal, and incorrect decisions based on the theory they’ve learned. A student’s particular path in the activity will depend on the decisions made on the branching questions. Application-Based Activities should be utilized after a student has had at least one pass at the chapter content as they do not introduce new material. Rather, they encourage students to apply, analyze, and evaluate material they already understand. A Special Focus on Career Readiness 12-vi Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

The ninth edition has a new strategic focus on career readiness. The author’s goal is to provide you the information and teaching resources needed to develop students’ career readiness competencies desired by employers. The authors provide you the following information and resources:     

Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises

CAREER READINESS

iSeeIt! Animated Videos Self-Assessments

CAREER READINESS

Case Analyses Video Cases Example and Practical Action BoxesM Group Exercises/Career Group ExercisesM

CAREER READINESS

TRM Discussion StartersM TRM Follow-up activities for Case Analyses, Video Cases, Self-Assessments, and Example/Practical Action BoxesM Quizzes/Tests Uber Continuing Case Management in Action CaseM Legal/Ethical Challenge CaseM Manager’s Hot Seat Videos Application-Based Activities Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading. Also, some resources will require a paid subscription. 12-ix Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace



Assign Chapter 12 in SmartBook 2.0, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling most with, as can be seen in the reporting function of SmartBook 2.0 by going to “Reporting” then clicking the “LearnSmart” tab. A Click and Drag Exercises, such as one on “Applying the Principles of SelfManagement,” can be assigned. This can also be due on Wednesday so that students are able to practice prior to class, and you can also review results prior to lecturing. What is unique about this Click and Drag Exercise is that it examines career readiness. A Connect® Case Analysis, such as “Acuity Insurance and the Container Store Focus on Employee Motivation” can also be included so that students can learn about applying the concepts from the reading to a real-life scenario, therefore, further engaging them prior to the class session. If desired, you can then introduce a follow-up activity, found in the Teaching Resource Manual, during class on Wednesday. A career skill-based Self-Assessment can be assigned, such as “Assessing Your Acquired Needs” in order to follow up on content covered in the reading. This can set up a class activity to follow on Wednesday. Follow-up activities can be found in the Teaching Resource Manual.

During Class (on Wednesday) 



You can deliver a short, yet effective, lecture and focus on areas that students are really struggling with. This can be done by reviewing the reporting from SmartBook 2.0 and any assigned Connect® exercises, such as the recommended Click and Drag Exercise and Case Analysis. If students are struggling with a particular learning objective, you can then tailor the lecture and/or class activities to address those challenging concepts. You can assign a career skill-based Self-Assessment earlier in the week, for example on “Assessing Your Needs for Self Determination” and have students complete a follow-up activity during the class session based on the Self-Assessment results. Remember, followup activities for each Connect® exercise can be found in the TRM. A Manager’s Hot Seat video can be utilized to open up class discussion. Many of these videos cover frequent, yet controversial topics, and they ask students to describe what 12-x Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace



their decision-making process would be in those situations. Often, students will recommend conflicting approaches to solving the issues in the videos; therefore, there is more class engagement. For this chapter, one recommended Manager’s Hot Seat video is “Clearing Motivation for Takeoff.” If time allows, and you would like to dive into real situations, you can discuss an Example box from the text titled “Do Job Characteristics Matter in the Modern Workforce?” There is an additional in-class activity in the TRM.

After Class (after Wednesday)  



You can assign a Connect® exercise, such as the continuing case on Uber, to reinforce student comprehension of material and to also test application of concepts. Students can experience a real-life simulation that assesses critical-thinking and problem-solving skills by playing the Application-Based Activity on reinforcement theory. In this simulation, students play the facilities director at a world renowned shipping company. Students will need to work with the finance manager and lead plant operator to figure out why the company keeps losing or damaging customer packages, before it’s too late. You can assign an iSeeIt! video, which is a short, animated video. These videos briefly discuss a specific topic or theory in the chapter, and are followed by multiple-choice questions to gauge student comprehension. For this chapter, the recommended iSeeIt! Animated Video is “Expectancy Theory.” You can also assign an online quiz or test on the material.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

LEARNING OBJECTIVES

12.1

Explain the role of motivation in accomplishing goals.

12.2

Identify the needs that motivate most employees.

12.3

Discuss similarities and differences among three process theories.

12.4

Compare different ways to design jobs.

12.5

Discuss how to use four types of reinforcement.

12.6

Discuss the role of compensation in motivating employees.

12.7

Describe how to develop the career readiness competency of self-motivation.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

TEACHING RESOURCES

Section

Title

Resource Type

12.1: Motivating for Performance Billion Dollar Bling

ONLINE VIDEO

with Supplemental Activity (7 minutes) Are You More Interested in Extrinsic or Intrinsic Rewards? with Self-Assessment Activity

Self-Assessment CAREER READINESS

Personal vs. Contextual Factors in Motivation

Connect Click and Drag

Intrinsic vs. Extrinsic Rewards

Connect Click and Drag

Simple Model of Motivation

Connect Click and Drag

Using Extrinsic and Intrinsic Rewards to Motivate Student Achievement

Group Exercise

12.2: Content Perspectives on Employee Motivation The Explainer: One More Time, How Do You Motivate Employees

ONLINE VIDEO

with Supplemental Activity

(2 minutes)

Needs and Satisfaction Theories of Motivation

Connect Click and Drag

Maslow’s Hierarchy of Needs

Connect Click and Drag

Antoine’s: A French Quarter Tradition Antoines

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

with Supplemental Activity (5 minutes) Assessing Your Acquired Needs with Self-Assessment Activity

Assessing Your Needs for SelfDetermination with Self-Assessment Activity

Self-Assessment CAREER READINESS

Herzberg’s Two Factor Theory

Connect Click and Drag

Accounting Firm Sets Up Blind Dates

Connect Video Case

12.3: Process Perspectives on Employee Motivation Co-founder of Jimmy Choo Reinvents the Way High-end Shoes Are Sold Tamara Mellon: ‘I Don’t Believe Brands Should Be Silent Anymore’

ONLINE VIDEOS

(2-3 minutes each)

Tamara Mellon on Building a “Female-led” Company That Understands Women with Supplemental Activity Three Forms of Justice

Connect Click and Drag

Measuring Perceived Fair Interpersonal Treatment

Self-Assessment

with Self-Assessment Activity Why Do We Keep Our Salaries Secret?

ONLINE VIDEO

with Supplemental Activity

(8 minutes)

Expectancy Theory

Connect Click and Drag

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

What Can Motivate Low-Income High School Kids to Apply to College?

ONLINE VIDEO

(4 minutes)

with Supplemental Activity 12.4: Job Design Perspectives on Motivation The Money Makers

ONLINE VIDEO

with Supplemental Activity (3 minutes) Job Design and the Job Characteristics Model

Connect Click and Drag

Critical Psychological States in the Job Characteristics Model

Connect Click and Drag

Every Generation Wants Meaningful Work—But Thinks Other Age Groups Are in It for the Money

ONLINE ARTICLE

12.5: Reinforcement Perspectives on Motivation The Puzzle of Motivation

ONLINE VIDEO

with Supplemental Activity (19 minutes) Acuity Insurance and The Container Store Focus on Employee Motivation

Connect Case Analysis

12.6: Using Compensation, Nonmonetary Incentives, & Other Rewards: In Search of the Positive Work Environment Take Friday Off

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

Popular Incentive Compensation Plans The Power of Appreciation

Connect Click and Drag

ONLINE VIDEO

with Supplemental Activity (18 minutes) When Your Gym Is Your Office

ONLINE ARTICLE

with Supplemental Activity ONLINE VIDEO

(3 minutes) What Motivates You?

Group Exercise CAN BE USED ONLINE

12.7: Career Corner: Managing Your Career Readiness The “Dark Horse” with Supplemental Activity

ONLINE VIDEO

(5 minutes) Applying the Principles of SelfManagement

Connect Click and Drag

Using Self-Motivation on a Daily Basis

Career Corner Group Exercise

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

Comprehensive Materials Motivation Challenges in the FastFood World

Textbook Management in Action

Are Workplace Wellness Programs Using Proper Motivational Tools?

Textbook Legal/Ethical Challenge

Motivating Employees

Uber Continuing Case

Clearing Motivation for Takeoff

Manager’s Hot Seat Video

Expectancy Theory: Aloha Motivation!

Application-Based Activity

Reinforcement Theory: Delivering Consequences

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

OVERVIEW OF THE CHAPTER

12.1

Motivating for Performance Motivation is defined as the psychological processes that arouse and direct people’s goal-directed behavior. There are four major perspectives that offer different explanations for how to motivate employees. They are content theories, process theories, job design, and reinforcement theory.

12.2

Content Perspectives on Employee Motivation Content perspectives are theories emphasizing the needs that motivate people. Needs are defined as physiological or psychological deficiencies that arouse behavior. The content perspective includes four theories: Maslow’s hierarchy of needs, McClelland’s acquired needs theory, Deci and Ryan’s self-determination theory, and Herzberg’s two-factor theory.

12.3

Process Perspectives on Employee Motivation Process perspectives, which are concerned with the thought processes by which people decide how to act, have three viewpoints: equity/justice theory, expectancy theory, and goal-setting theory.

12.4

Job Design Perspectives on Motivation Job design, the division of an organization’s work among employees, applies motivational theories to jobs to increase performance and satisfaction. The traditional approach to job design is to fit people to the jobs; the modern way is to fit the jobs to the people, using job enrichment and approaches that are based on Herzberg’s landmark two-factor theory, discussed earlier in this chapter. The job characteristics model offers five job attributes for better work outcomes.

12.5

Reinforcement Perspectives on Motivation Reinforcement theory suggests behavior will be repeated if it has positive consequences and won’t be if it has negative consequences. There are four types of reinforcement: positive reinforcement, negative reinforcement, extinction, and punishment. This section also describes how to use some reinforcement techniques to modify employee behavior.

12.6

Using Compensation, Nonmonetary Incentives, & Other Rewards: In Search of the Positive Work Environment 12-7 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

Compensation, the main motivator of performance, includes pay for performance, bonuses, profit sharing, gainsharing, stock options, and pay for knowledge. Other, nonmonetary incentives address needs that aren’t being met, such as work–life balance, growth in skills, positive work environment, and meaning in work. 12.7

Using Career Corner: Managing Your Career Readiness The competency of self-motivation is defined as the ability to work productively without constant direction, instruction, and praise. Practicing self-management is a great way to take a structured approach to increasing one’s self-motivation.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

CLASSROOM OUTLINE

Manage U: Managing for Motivation: Building Your Own Motivation Employers want to hire people with the career readiness competency of self-motivation. To increase your self-motivation, first make sure that the goals you are trying to achieve are linked to your own values and that you are aiming for the goals for the right reasons. Next, set realistic, specific but challenging goals. For big goals, break them down into smaller ones, each with a date attached, to lay out a plan of smaller steps you can follow that all lead in the same direction. Celebrate achieving these smaller goals during your journey of obtaining your main goal. Hold yourself accountable by providing your mentor or a trusted friend updates of your progress. Even when you experience setbacks, continue to see success in your mind’s eye and envision yourself completing the goal. Finally, develop a “brag book” that summarizes your successes. Not only will this journal foster your self-confidence, you can draw on the examples when preparing for behavioral-based job interview questions. Possible Topics for Discussion: 

Are you currently using any of these strategies? If not, which ones can you adopt now to achieve your most immediate goals? Students’ responses will vary. You could ask the students how they could use these techniques to be successful in the class.

12.1 Motivating for Performance POWERPOINT SLIDES: #3 and 4 Motivation: What It Is, Why It’s Important #6 Why Is Motivation Important? Section 12.1 discusses motivation, which is defined as the psychological processes that arouse and direct people’s goal-directed behavior. Extrinsic versus intrinsic rewards are described, and the implications of motivation are discussed. The four perspectives on motivation are introduced. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Billion Dollar Bling.” This approximately 7-minute video profiles how jewelry designer Kendra Scott built her billion-dollar brand. For a supplemental activity, you could have the students discuss the personal and contextual factors that contribute to Kendra Scott’s motivation to build her company. 12-9 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

Topics and Tips for Discussion: 1. Discuss why it is important for managers to understand how to motivate their employees. In order to influence employee behavior, managers need to understand the motivational forces behind the behavior. If managers are able to meet employees’ unfulfilled needs or provide rewards that employees value, employees will display the behaviors necessary to ensure the firm’s success. 2. Think back to the favorite job you have ever had. Describe the intrinsic rewards that you enjoyed with that job. An intrinsic reward is the satisfaction, such as a feeling of accomplishment, a person receives from performing the particular task. Employees can be intrinsically motivated if they are able to see the results of their hard work pay off and if they are able to draw upon their many skills while performing their work. They can have a sense of pride at a job well done, especially if the work serves a meaningful purpose. 3. Discuss the needs that are important to you that can be satisfied through your work. Are those needs currently being met? What changes could be made to better meet your needs? The content theories described in the chapter identify needs that can be met through work. From Maslow’s hierarchy of needs, work can meet an individual’s physiological, safety, love, esteem, or self-actualization needs. A person’s need for achievement, affiliation or power from McClelland’s acquired need theories can be fulfilled. Deci and Ryan’s innate needs of competence, autonomy, and relatedness can be met through work. A person’s hygiene factors and motivating factors from Herzberg’s two-factor theory can also be addressed through work. If a student’s needs are not being fulfilled, job design techniques might be the solution. Section 12.1 Key Concepts: Motivation ● Motivation can be defined as psychological processes that arouse and direct goal-related behavior. ● People are mainly motivated to fulfill their wants and their needs. ● Motivation must be inferred from one’s behavior; it can’t be seen. ● Figure 12.1 presents an integrated model of motivation. o Motivation is the result of multiple personal and contextual factors. o The individual personal factors that employees bring to the workplace include personality, ability, emotions, and attitudes. o The contextual factors include organizational culture, cross-cultural values, and the physical environment. 12-10 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

Connect® Exercise CLICK AND DRAG: Personal vs. Contextual Factors in Motivation Summary of Activity: In this Click and Drag exercise, students will match the appropriate personal and contextual factors in motivation with their appropriate examples. ● Figure 12.2 presents a simple model of motivation. o People have certain needs that motivate them to perform specific behaviors. o They receive rewards for these behaviors that feedback and satisfy the original need. o Rewards are of two types: extrinsic and intrinsic. ▪

An extrinsic reward is the payoff (such as money) a person receives from others for performing a particular task.

▪

It is an external reward; the payoff comes from pleasing others.

▪

An intrinsic reward is the satisfaction (such as a feeling of accomplishment) a person receives from performing the particular task itself.

▪

It is an internal reward; the payoff comes from pleasing yourself.

SELF-ASSESSMENT 12.1 CAREER READINESS Are You More Interested in Extrinsic or Intrinsic Rewards? This 12-question self-assessment determines if students are more extrinsically or intrinsically motivated. Questions on curiosity, grades, and success are presented. Click for follow-up activity.

Connect® Exercise CLICK AND DRAG: Intrinsic vs. Extrinsic Rewards Summary of Activity: In this Click and Drag exercise, students will drop different types of rewards into the appropriate category on a provided chart. Why Is Motivation Important? 12-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

● Organizations want to motivate their employees to be more productive. ● Motivation can influence whether people want to work for your organization, if employees want to stay with your organization, if they will be tardy to or absent from work, if they will be engaged while at your organization, and if they will display organizational citizenship behaviors. Connect® Exercise CLICK AND DRAG: Simple Model of Motivation Summary of Activity: In this Click and Drag exercise, students will match terms with the appropriate stage of the simple model of motivation.

Group Exercise #1: Using Extrinsic and Intrinsic Rewards to Motivate Student Achievement There is a group exercise available at the end of this manual that provides students with the opportunity to better understand extrinsic and intrinsic rewards. Exercise Objectives: 1. To identify extrinsic and intrinsic rewards that motivate student achievement. 2. To generate suggestions for how instructors can use extrinsic and intrinsic rewards to motivate student achievement. Click for follow-up activity. Four Major Perspectives on Motivation: An Overview    

Content theories emphasize needs as motivators. Process theories focus on the thoughts and perceptions that motivate behavior. Job design theories focus on designing jobs that lead to employee satisfaction and performance. Reinforcement theory is based on the notion that motivation is a function of behavioral consequences and not unmet needs.

12.2 Content Perspectives on Employee Motivation POWERPOINT SLIDES: 12-12 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

#7 Four Major Perspectives on Motivation #8 Content Perspectives on Motivation #9 Maslow’s Hierarchy of Needs #10 McClelland’s Acquired Needs Theory #12 Deci and Ryan’s Self-Determination Theory #13 The Three Innate Needs #14 and #15 Herzberg’s Two-Factor Theory #16 A Comparison of the Content Theories Section 12.2 discusses the content perspective on employee motivation. Content theories emphasize the needs that motivate people. The content perspective theories described in this section include: Maslow’s hierarchy of needs, McClelland’s acquired needs theory, Deci and Ryan’s self-determination theory, and Herzberg’s two-factor theory. One way that you could begin your coverage of these topics is to have the students watch the Harvard Business Review video “The Explainer: One More Time, How Do You Motivate Employees?” This approximately 2-minute video describes Herzberg’s two-factor theory of motivation. For a supplemental activity, you could have the students analyze the extent to which their own professional motivation can be explained by the two factors of the model. Topics and Tips for Discussion: 1. Of the various needs described in the content theories, which ones seem to be the most insightful in explaining what motivates you? Students’ responses will vary. Look for an understanding of the needs of each content theory: Maslow’s hierarchy of needs: physiological, safety, love, esteem, and self-actualization. McClelland’s acquired needs theory: achievement, affiliation, and power. Deci and Ryan’s self-determination theory: competence, autonomy, and relatedness. Herzberg’s two-factor theory: hygiene and motivator factors. 2. Are there any differences between what motivates you personally versus professionally? The motivation process would be the same for personal versus professional motivation (i.e., needs and rewards), but personal-life motivation would be achieved primarily through intrinsic rewards. People generally don’t get paid to go running, biking or hiking, but probably every weekend in big cities, people are paying money for the right to participate in a 10-k or similar type of race. Personal-life hobbies are pursued because of the joy that task itself provides. 3. Discuss the factors of your work that you consider to be hygiene factors and those that you consider to be motivating factors. 12-13 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

According to Herzberg’s two-factor theory, motivating factors include achievement, recognition, the work itself, responsibility, advancement, and growth. Hygiene factors include pay and security, working conditions, interpersonal relationships, company policy, and supervisors. Section 12.2 Key Concepts: Content Perspectives of Motivation ● Content perspectives, also known as need-based perspectives, are theories that emphasize the needs that motivate people. ● Needs are defined as physiological or psychological deficiencies that arouse behavior. ● Needs are influenced by environmental factors; they can vary over time and from place to place. Connect® Exercise CLICK AND DRAG: Needs and Satisfaction Theories of Motivation Summary of Activity: In this Click and Drag exercise, students will match the appropriate needs and satisfaction theories of motivation with their definitions. Maslow’s Hierarchy of Needs Theory ● Maslow’s hierarchy of needs theory proposes that people are motivated by five levels of needs: physiological, safety, love, esteem, and self-actualization. ● In order of ascendance, from bottom to top, the five levels of needs are: o Physiological needs: basic human needs, such as food, clothing, shelter, and comfort, as well as self-preservation. o Safety needs: are concerned with physical safety and emotional security, such as avoiding violence and threats. o Love needs: love, friendship, and affection. o Esteem needs: self-respect, status, reputation, recognition, and self-confidence. o Self-actualization needs: self-fulfillment, the need to develop one’s fullest potential. ● Maslow suggested that needs are never completely satisfied. ● Our actions are aimed at fulfilling the “deprived” needs, those that remain unsatisfied at any point in time. ● Research does not clearly support Maslow’s theory, although it remains popular among managers. ● Maslow showed that workers have needs beyond that of just earning a paycheck. 12-14 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

● Managers should first try to meet employees’ level 1 and level 2 needs and then give employees a chance to fulfill their higher-level needs in ways that also advance the goals of the organization. Connect® Exercise CLICK AND DRAG: Maslow’s Hierarchy of Needs Summary of Activity: In this Click and Drag exercise, students will drop the correct terms on a provided Maslow’s hierarchy of needs chart.

Interactive Classroom Material: EXAMPLE: The “Chief Emotion Officer”: A Hotel CEO Applies Maslow’s Hierarchy to Employees, Customers, & Investors Chip Conley is CEO and founder of boutique hotel company Joie de Vivre (JDV). In Peak: How Great Companies Get Their Mojo from Maslow, he describes how JDV uses Maslow’s theory to motivate the business’ three key stakeholders—employees, customers, and investors—by tapping into the power of self-actualization to create peak performance. Click for follow-up activity. McClelland’s Acquired Needs Theory ● The acquired needs theory states that three needs—achievement, affiliation, and power—are major motives determining people’s behavior in the workplace. o Need for achievement: the desire to excel, to do something better or more efficiently, to solve problems, to achieve excellence in challenging tasks. o Need for affiliation: the desire for friendly and warm relations with other people. o Need for power: the desire to be responsible for other people, to influence their behavior, or to control them. ● Managers should recognize these needs in themselves and others and attempt to create work environments that are responsive to them. ● McClelland identifies two forms of the need for power: o The negative kind is the need for personal power, which is the desire to dominate others, and it involves manipulating people for one’s own gratification. o The positive kind is the need for institutional power, which is the desire to solve problems and further organizational goals. ● Individuals with a high need for achievement: o Prefer working on challenging, but not impossible, tasks or projects. 12-15 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

o They like situations in which good performance relies on effort and ability rather than luck. o They like to be rewarded for their efforts and to receive a fair and balanced amount of positive and negative feedback. ● Individuals with a high need for power: o Enjoy being in control of people and events, and being recognized for this responsibility. o Prefer work that allows them to control or have an effect on people, and to be recognized for their accomplishments. ● Individuals with a high need for affiliation: o Seek social approval and satisfying personal relationships. o May not be the most efficient managers because they will have to make decisions that will make people resent them. o They prefer work, such as sales, that provides for personal relationships and social approval.

SELF-ASSESSMENT 12.2 CAREER READINESS CAREER READINESS

Assessing Your Acquired Needs This 15-question Self-Assessment determines students’ acquired needs. Results will point toward achievement, affiliation, power, and an overall score. Click for follow-up activity. Self-Determination Theory ● Self-determination theory assumes that people are driven to try to grow and attain fulfillment, with their behavior and well-being influenced by three innate needs: competence, autonomy, and relatedness. o The need for competence is the need to feel qualified, knowledgeable, and capable of completing a goal or task and to learn different skills. o The need for autonomy is the need to feel freedom and discretion to determine what to do and how to do it. o The need for relatedness is the need to feel a sense of belonging, of attachment to others. ● To foster competence, managers can provide tangible resources, time, contacts, and coaching, making sure that employees have the knowledge and information they need to perform their jobs.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

● To foster feelings of autonomy, managers can develop trust with their employees and empower them by delegating meaningful tasks to them. ● To foster feelings of relatedness, use camaraderie.

SELF-ASSESSMENT 12.3 CAREER READINESS Assessing Your Needs for Self-Determination This 18-question Self-Assessment determines students’ self-determination levels. Scores on autonomy, competence, and relatedness are ascertained. Click for follow-up activity. Herzberg’s Two-Factor Theory ● Herzberg’s two-factor theory proposes that work satisfaction and dissatisfaction arise from two different factors—work satisfaction from motivating factors and work dissatisfaction from hygiene factors. ● Hygiene factors are factors associated with job dissatisfaction, such as salary, working conditions, interpersonal relationships, and company policy—all of which affect the job context in which people work. ● Motivating factors, or simply motivators, are factors associated with job satisfaction, such as achievement, recognition, responsibility, and advancement—all of which affect the job content or the rewards of work performance. ● According to this theory, motivating factors must be instituted to spur superior work performance. ● To apply this theory, managers should first eliminate dissatisfaction by addressing hygiene factors, making sure that working conditions, pay levels, and company policies are reasonable. ● Then they should concentrate on spurring motivation by providing opportunities for achievement, recognition, responsibility, and personal growth through motivating factors. Connect® Exercise CLICK AND DRAG: Herzberg’s Two Factor Theory Summary of Activity: In this Click and Drag exercise, students will place different types of rewards into either the hygiene or motivating factor categories.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

VIDEO CASE: Accounting Firm Sets Up Blind Dates Summary of Activity: In this video case, students will first view how an accounting firm is setting up blind dates for employees. Then, students will respond to four multiple choice questions. Follow-Up Activity: Students should be divided into groups of five. Each group should be assigned a different content theory of motivation (i.e. Maslow, McClelland, etc.) and asked to utilize how the firm’s professional blind date program satisfies, or does not satisfy, certain employee needs. Each group should present to the class.

12.3 Process Perspectives on Employee Motivation POWERPOINT SLIDES: #17 Process Perspectives on Employee Motivation #18 and #19 Equity/Justice Theory #20 Some Ways Employees Try to Reduce Inequity #21 The Elements of Justice Theory #22 Five Practical Lessons from Equity and Justice Theories #23 and #24 Expectancy Theory #25 Using Expectancy Theory to Motivate Employees #27, #28, and #29 Goal-Setting Theory Section 12.3 discusses process perspectives of motivation, which are concerned with the thought processes by which people decide how to act. Process theories have three viewpoints: equity theory, expectancy theory, and goal-setting theory. One way that you could begin your coverage of these topics is to profile the story of Tamara Mellon. When she was in her mid-twenties, she co-founded Jimmy Choo, a luxury brand of shoes, handbags and accessories. While at the company, she learned that she was paid less than some of the male managers that worked for her. In 2013, she launched the creation of the Tamara Mellon brand, but the company filed for bankruptcy in 2015. She has since re-launched the brand using a different business model and applying the lessons she has learned through her business struggles. You can have the students watch a series of three CNBC videos where Tamara discusses her business model, what motivates her and goals for the company’s culture. Each video is between approximately 2-3 minutes long. The videos are entitled: “Co-founder of Jimmy Choo Reinvents the Way High-end Shoes Are Sold,” “Tamara Mellon: ‘I Don’t Believe Brands Should Be Silent Anymore’,” and “Tamara Mellon on Building a ‘Female-led’ Company That Understands Women.” For a supplemental activity, you could have the students discuss how the motivational theories discussed in the chapter are illustrated in these videos. 12-18 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

Another way to present the material for Sections 12.2 and 12.3 is to assign teams of 4-5 students one of the content or process theories of motivation described in the chapter and instruct them that they are to present this theory to the rest of the class. Give each team large poster paper and several colored markers. Task the students with preparing any visual aids they feel they need to be able to present their theory to the class. Each team should describe the main tenets of the theory and the practical managerial implications of the theory. After 15-20 minutes of preparation time, have the students present their theories. Topics and Tips for Discussion: 1. Describe time that you experienced inequity at your company (or a previous one). Describe what created these feelings of inequity and how you dealt with the situation. Inequity exists when a person believes that his input to output ratio is less than that of another similarly-situated person. The person believes that he is contributing more inputs, but another person is getting equal or greater outputs. Perceptions of inequity can cause the person to reduce his inputs, to attempt to change his outputs, to change his perceptions of the equity, to change his comparison person or to leave the situation (i.e., change jobs, quit the company, etc.). 2. Apply Vroom’s expectancy theory to explain your level of effort in this class. Your level of effort in this class will be based on how much you value the outcomes of your efforts. If you have a high expectancy, you believe that if you exert more effort, you will be able to achieve a certain level of performance on the assignments and exams of the course. If you have a high instrumentality, you believe that specific outcomes will be the result of a specific level of performance in the class. For instance, your level of class performance may result in the outcome of an “A” in the class. If an “A” in the class is something that you want and value, you will be more likely to work hard (i.e., exert the effort) to achieve that outcome. 3. How could you use goal setting as a motivational tool at work? You can use goal setting to direct your attention toward goal-relevant tasks and away from irrelevant ones. Goal setting will help make sure that the effort you spend reaching your goals is proportional to the goal’s difficulty and time deadlines. Having a goal will foster your persistence, even if you have obstacles to goal attainment. Having a goal will require you to develop strategies and action plans. You want to be careful setting stretch goals, because even though they may motivate you to attempt things you consider impossible, they can encourage you to take ethical shortcuts to achieve them. You want to set specific goals, make sure you have the ability and resources needed to achieve the goal, and develop action plans for accomplishing your goal. Section 12.3 Key Concepts: Process Perspectives 12-19 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

● Process perspectives are concerned with the thought processes by which people decide how to act. ● Process perspectives try to understand why employees have different needs, what behaviors they select to satisfy them, and how they decide if their choices were successful. Equity Theory ● Equity theory is a model of motivation that explains how people strive for fairness and justice in social exchanges or give-and-take relationships. ● According to this theory, employees are motivated to see fairness in the rewards they expect for task performance and to resolve feelings of injustice. ● Equity theory is based on how cognitive dissonance motivates people to take action to maintain consistency between their beliefs and their behavior. ● The key elements in equity theory are inputs, outputs, and comparisons. o Inputs that people perceive they give to an organization are their time, effort, training, experience, status, and so on. o Outputs or rewards are the rewards that people receive from an organization, including pay, benefits, praise, recognition, promotions, perquisites, and so on. o Equity theory suggests that people compare the ratio of their outcomes to inputs against the ratio of someone else’s outcomes to inputs. ▪

If they perceive there is equity when they compare their ratio to that of another, they are satisfied with the ratio and don’t change their behavior.

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If they perceive there is inequity when they make this comparison, they feel resentful and act to change the inequity.

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Employees who feel they are under-rewarded could react to the inequity by reducing their inputs, trying to change the outputs or rewards they receive, distorting the inequity, changing the object of comparison, or leaving the situation.

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Employees who think they are treated fairly are more likely to support organizational change and are more apt to cooperate in group settings.

● Justice Theory o Organizational justice is concerned with the extent to which people perceive they are treated fairly at work. o Three different components of organizational justice have been identified: distributive, procedural, and interactional. ▪

Distributive justice reflects the perceived fairness of how resources and rewards are distributed or allocated.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

▪

Procedural justice is defined as the perceived fairness of the process and procedures used to make allocation decisions.

▪

Interactional justice relates to the quality of the interpersonal treatment people receive when procedures are implemented.

Connect® Exercise CLICK AND DRAG: Three Forms of Justice Summary of Activity: In this Click and Drag exercise, students will match the different forms of justice with their appropriate example.

SELF-ASSESSMENT 12.4 Measuring Perceived Fair Interpersonal Treatment This 10-question self-assessment determines perceived fair interpersonal treatment at a current or previous job. If a student has never been employed, university experience can be utilized. Questions on trust, respect, and praise are presented. Click for follow-up activity. ● Five practical lessons can be drawn from equity and justice theories: o Employee perceptions are what count, not what management thinks about the fairness of the organization’s policies, procedures, and reward system. o In decisions that affect them, employees want a voice, or the upward expression of challenging but constructive opinions, concerns, or ideas on work-related issues to their managers. o Employees should be given an appeals process to enhance the perceptions of distributive and procedural justice. o Employees’ perceptions of justice are strongly influenced by the leadership behavior exhibited by their managers. o An organizational climate for justice makes a difference. Interactive Classroom Material: EXAMPLE: Transparency at Buffer This Example details the use of transparency not only in organizational goals and financial achievements, but more specifically in worker pay levels. Every salary at Buffer is determined according to a very specific rubric. Every employee’s pay is available. This decreases feelings of inequity overall while encouraging early discussions of any perceived inequity. The system is faulted for not including performance ratings in pay determination, failing at distributive justice. 12-21 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

But overall, it has benefited the organization through decreased bias and ambiguity in hiring and promotion, and increased numbers of high-quality applicants. Click for follow-up activity. Expectancy Theory ● Expectancy theory suggests that people are motivated by two things: how much they want something, and how likely they think they are to get it. ● Figure 12.8 presents the major elements of expectancy theory. ● According to the theory, motivation involves the relationship between effort, performance, and the desirability of the outcomes. ● These relationships are affected by the three elements of expectancy, instrumentality, and valence. o Expectancy is the belief that a particular level of effort will lead to a particular level of performance. o Instrumentality is the expectation that successful performance of the task will lead to the outcome desired. o Valence is value, the importance a worker assigns to the possible outcome or reward. ● For your motivation to be high, all three elements—expectancy, instrumentality, and valence—must be high. ● When attempting to motivate employees using expectancy theory, managers should ask the following questions: o What rewards do the employees value? o What are the job objectives and the performance level you desire? o Are the rewards linked to performance? o Do employees believe you will deliver the right rewards for the right performance? Connect® Exercise CLICK AND DRAG: Expectancy Theory Summary of Activity: In this Click and Drag exercise, students will match fictitious scenarios with their appropriate place on a provided expectancy theory chart.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

EXAMPLE: Reducing the F’s: Applying Expectancy Theory to Failing Students Dr. Tim Richard has used a motivational program called Celebration/Remediation to improve the grades of students. At Westwood, the program worked like this: “Students who are passing all their classes get a 2-5 to 30-minute daily break for ‘celebration time’ with friends. Those who have even one F must stay inside for ‘remediation’—extra study, help from peer tutors, or meetings with teachers.” Click for follow-up activity. Goal-Setting Theory ● Goal-setting theory suggests that employees can be motivated by goals that are specific and challenging, but achievable. ● It is natural for people to set and strive for goals, but the goal-setting process is useful only if people understand and accept the goals. ● Goal setting helps motivate by directing attention, by regulating effort expended, by increasing persistence, and by fostering the use of strategies and action plans. ● A goal is defined as an objective that a person is trying to accomplish through his or her efforts. ● A stretch goal is a goal beyond what a company actually expects to achieve. ● To result in high motivation and performance, goals must have a number of characteristics: o Goals should be specific, usually meaning quantitative. o People must have the ability and resources needed to achieve the goal, and they need to be committed to the goal. o Goals should be linked to action plans which outline the activities that need to be accomplished in order to obtain the goal. o Feedback and participation enhance performance only when they lead employees to set and commit to a specific, difficult goal.

12.4 Job Design Perspectives on Motivation POWERPOINT SLIDES: #30 Job Design Perspectives on Motivation #31 Job Characteristics Model Section 12.4 discusses job design. It profiles the traditional approach to job design that fits people to jobs and the modern way that fits jobs to people. Scientific management, job enlargement, job enrichment, and the job characteristics model are described. 12-23 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

One way that you could begin your coverage of these topics is to have the students watch the CBS video “The Money Makers.” This approximately 3-minute video takes an inside look at the company that designs and produces the cash for more than 140 countries. For a supplemental activity, you could have the students apply the job characteristics model to the job of cash note designer. For another activity, you could have the students complete a “Good Time Journal.” Have the students keep a log of their daily activities. They should make note of when they felt engaged or energized and what they were doing during those times. Students should try to specifically describe the activities they were performing, the environments in which they were performing the tasks, the amount of personal interactions when completing the tasks, and the objects or devices they were using when performing the tasks. Students should try to make entries daily for three weeks. At the end of each week, the students should write down their reflections on which activities are engaging and energizing, and which are not. At the end of the 3-week period, have the students describe what results surprised them the most and how the results gave them insights into the types of jobs that they would likely find motivating. Topics and Tips for Discussion: 1. Discuss the advantages and disadvantages of using job enlargement as a form of job design. Using job enlargement could allow employees to utilize more of their skills and it can help to reduce boredom. With more employees skilled in being able to perform more jobs, this can make it easier for employers to manage production needs, if for example some employees call in sick. A downside to job enlargement is that employers would have to invest in training for employees to be able to perform their additional job duties, and job enlargement does little to make the job more meaningful for workers. 2. Discuss how the core job characteristics could be applied to your current job (or a previous one) to make it more motivating. The five core job characteristics are skill variety, task identity, task significance, autonomy and feedback. Your current or previous job could be made more motivating if you used more of your skills and abilities in performing the job duties; you worked on a whole and identifiable piece of work; the work that you did impacted many people; you were given some flexibility on how to structure and schedule your work; and you received feedback about how well you were performing. 3. Discuss how your instructor could apply the principles of the job characteristics model to motivate you to better performance in this class. If your professor wants to have students come to class, enjoy the class, perform well in the class and be highly motivated, he or she should aim to foster the three psychological states of the model: meaningfulness of work, responsibility for outcomes, and knowledge of actual results. Your professor could do this if he or she gave you a variety of different assignments that used different skills and abilities to complete; allowed you to work on 12-24 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

projects that fostered a sense of task identity; gave you assignments that impacted other people, such as service-based learning projects; let you pick how and when assignments should be completed; and gave you many updates during the term about how well you were performing. Section 12.4 Key Concepts: Job Design ● Job design is the division of an organization’s work among its employees and the application of motivational theories to jobs to increase satisfaction and performance. ● There are two approaches to job design: fitting people to jobs and fitting jobs to people. ● The traditional way approach to job design is fitting people to jobs, while the modern way is to fit the jobs to the people. Fitting People to Jobs ● Fitting people to jobs is based on the assumption that people will gradually adapt to any work situation. ● Jobs must still be tailored so that nearly anyone can do them. ● One technique of this approach is scientific management, the process of reducing the number of tasks a worker performs. ● When a job is stripped down to its simplest elements, it enables a worker to focus on doing more of the same task, thus increasing employee efficiency and productivity. ● A disadvantage of this approach is that simplified, repetitive jobs lead to job dissatisfaction, poor mental health, and a low sense of accomplishment and personal growth. Fitting Jobs to People ● Fitting jobs to people is based on the assumption that people are underutilized at work and that they want more variety, challenges, and responsibility. ● Two techniques for this type of job design are job enlargement and job enrichment. o Job enlargement consists of increasing the number of tasks in a job to increase variety and motivation. ▪

Research suggests job enlargement by itself won’t have a significant positive impact on job performance.

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Job enlargement is just one tool that should be used in job design.

o Job enrichment consists of building into a job such motivating factors as responsibility, achievement, recognition, stimulating work, and advancement. ▪

Instead of the job-enlargement technique (known as horizontal loading), employees are given more responsibility (known as vertical loading). 12-25

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

▪

Employees take on chores that would normally be performed by their supervisors.

The Job Characteristics Model ● The job characteristics model presented in Figure 12.9 consists of (a) five core job characteristics that affect (b) three critical psychological states of an employee that in turn affect (c) work outcomes—the employee’s motivation, performance, and satisfaction. ● The core job characteristics of this model are: o Skill variety: the extent to which a job requires a person to use a wide range of different skills and abilities. o Task identity: the extent to which a job requires a worker to perform all the tasks needed to complete the job from beginning to end. o Task significance: the extent to which a job affects the lives of other people. o Autonomy: the extent to which a job allows an employee to make choices about scheduling different tasks and deciding how to perform them. o Feedback: the extent to which workers receive clear, direct information about how well they are performing the job. ● These core characteristics affect the three critical psychological states of meaningfulness of work, responsibility for results, and knowledge of results, states which in turn fuel higher motivation, performance, and satisfaction and reduce absenteeism and turnover. ● Contingency factors refer to the degree to which a person wants personal and psychological development. ● To be motivated by enriched jobs, employees must have the necessary knowledge and skill, a desire for personal growth, and context satisfactions (the right physical working conditions, pay, and supervision). ● There are three major steps to follow when applying the job characteristics model: o Diagnose the work environment by using the job diagnostic survey to see whether a problem exists with a low motivating potential score (MPS). o Determine whether job design is appropriate by assessing if a core job characteristic is causing a low MPS. o Consider how to redesign the job by increasing core job characteristic(s) that are low. Connect® Exercise CLICK AND DRAG: Job Design and the Job Characteristics Model Summary of Activity: In this Click and Drag exercise, students will apply the job characteristics model to job design. 12-26 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

Interactive Classroom Material: EXAMPLE: Do Job Characteristics Matter in the Modern Workforce? This Example offers examples of several companies which utilize elements of the Job Characteristics Model to improve worker motivation. The University of Michigan makes call center work more meaningful, Hubspot encourages autonomy, and Cargill emphasizes feedback. Click for follow-up activity.

Connect® Exercise CLICK AND DRAG: Critical Psychological States in the Job Characteristics Model Summary of Activity: In this Click and Drag exercise, students will match the psychological states in the job characteristics model with their appropriate examples/definitions.

12.5 Reinforcement Perspectives on Motivation POWERPOINT SLIDES: #32 Reinforcement Perspectives on Motivation #33 and #34 Four Types of Reinforcement #35 Using Reinforcement to Motivate Employees Section 12.5 discusses reinforcement theory. This theory suggests behavior will be repeated if it has positive consequences and won’t be if it has negative consequences. There are four types of reinforcement: positive reinforcement, negative reinforcement, extinction, and punishment. One way that you could begin your coverage of these topics is to have the students watch the TED Talk “The Puzzle of Motivation.” In this 19-minute video, Dan Pink explores why traditional rewards aren’t always as effective as managers and companies would hope. For a supplemental activity, you could have the students discuss the concerns that managers should have about using reinforcement theory to modify employee behavior. Topics and Tips for Discussion: 1. Describe how positive reinforcement, negative reinforcement, and punishment seek to change behavior.

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Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

Positive reinforcement seeks to strength a behavior by linking the desired behavior to a positive consequence. The basic premise of this approach is that “behavior that is rewarded is repeated.” Negative reinforcement also strengthens a behavior, but by removing something negative. If you place a loud alarm clock on the other side of the bedroom before you go to bed and the only way to silence the alarm in the morning is to get out of bed to turn it off, this increases the chances you will get up on time. Punishment seeks to weaken a behavior by linking the undesired behavior to a negative consequence or the withdrawal of something positive. If your supervisor yells at you when you are late submitting a report, you probably won’t be late submitting the report the next time it is due. 2. Assume you wanted to change someone’s behavior using extinction. What are some of the possible disadvantages of using extinction as a behavioral modification strategy? One disadvantage of using extinction is that you don’t know what new behavior might replace the one that you are trying to decrease. Assume that one of your employees dominates team meetings with her self-serving comments, but you have been using positive reinforcement by thanking her for raising points for discussion. If you stopped thanking her for her contributions, she might stop making them, but she might stop attending the meetings altogether or may spend all of her time in the meeting looking at her cellphone. Extinction is best used with positive reinforcement of the behaviors you do want to increase. Other disadvantages of using extinction are that you would need to identify all factors that are currently reinforcing the behavior and eliminate them, and you would have to make sure that others don’t reinforce the behavior you are trying to change. 3. Describe situations or scenarios when you should use punishment and why you should seek to limit your use of punishment. Mangers should limit their use of punishment because it often damages the quality of the working relationship and creates fear in workers. It may also be difficult to punish each instance of the undesired behavior since managers will not always “catch” the employees when they engage in the behavior, especially if employees are able to “hide it” from their managers. Inconsistent use of punishment may not reduce the undesired behaviors. Punishment would be appropriate if there are immediate or significant safety risks to the employee or his coworkers. If there is a clear violation of the firm’s ethical policies, this also would be a situation that warrants punishment. Section 12.5 Key Concepts: Reinforcement Perspective on Motivation ● The reinforcement perspective focuses on how the consequences of a certain behavior affect that behavior in the future. ● The law of effect says behavior with favorable consequences tends to be repeated, while behavior with unfavorable consequences tends to disappear. 12-28 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

● Reinforcement theory attempts to explain behavior change by suggesting that behavior with positive consequences tends to be repeated, whereas behavior with negative consequences tends not to be repeated. ● Behavior modification is using reinforcement theory to change human behavior. ● Reinforcement is anything that causes a given behavior to be repeated or inhibited. ● There are four types of reinforcement described in Figure 12.10: positive reinforcement, negative reinforcement, extinction, and punishment. o Positive reinforcement is the use of positive consequences to encourage desirable behavior. o Negative reinforcement is the process of strengthening a behavior by withdrawing something negative. o Extinction is the weakening of behavior by ignoring it or making sure it is not reinforced. o Punishment is the process of weakening behavior by presenting something negative or withdrawing something positive. Connect® Exercise CASE ANALYSIS: Acuity Insurance and The Container Store Focus on Employee Motivation Summary of Activity: In this case analysis, students will first read about motivation Acuity Insurance and The Container Store. After reading the case, students will respond to 5 multiple-choice questions to measure comprehension. Follow-Up Activity: Students should be split into groups of 4 to 5 and asked to extract examples of reinforcement theory from both companies. Alternatively, the class can be split into two and each half of the class can be assigned one organization. Students can then individually volunteer to provide examples of positive reinforcement, negative reinforcement, extinction, or punishment at either Acuity Insurance or The Container Store. Using Reinforcement to Motivate Employees ● To effectively use positive reinforcement: o Reward only desirable behavior. o Give rewards as soon as possible after the desirable behavior appears. o Be clear about what behavior is desired. o Have different rewards, and recognize individual differences. ● To effectively use punishment: 12-29 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

o Punish only undesirable behavior. o Give reprimands or disciplinary actions as soon as possible. o Be clear about what behavior is undesirable. o Administer punishment in private. o Combine punishment and positive reinforcement.

12.6 Using Compensation, Nonmonetary Incentives, & Other Rewards: In Search of the Positive Work Environment POWERPOINT SLIDES: #37 Using Compensation, Nonmonetary Incentives, and Other Rewards to Motivate #38 Popular Incentive Compensation Plans #40 Nonmonetary Ways of Motivating Employees #41 Finding Meaning in Work Section 12.6 discusses compensation and nonmonetary incentives. The incentive compensation approaches of pay for performance, bonuses, profit sharing, gainsharing, stock options, and pay for knowledge are described. Money is often a main motivator of performance, but it is not the only one. Nonmonetary incentives that address needs for work–life balance, needs for skill development, the need for a positive work environment, and the need to matter are described. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Take Friday Off.” This approximately 6-minute video discusses how more companies are offering some form of “Summer Friday” compressed work-week program. For a supplemental activity, you could have the students analyze the advantages and disadvantages to employers of implementing a “Summer Friday” program. You can also have the students discuss the extent to which the employees profiled in the video are able to foster PERMA as a result of their “Summer Friday” benefit. Topics and Tips for Discussion: 1. Discuss the advantages and disadvantages of using profit sharing, gainsharing, stock options, and skill-based pay as forms of incentive compensation. One advantage of profit-sharing plans is that they focus employee efforts on the metric that arguably matters the most to companies—the ability to be profitable. They also require firms to make the payouts only when the firm is profitable. A downside of profitsharing plans is most employees see a very weak connection between how hard they work and the profitability of the firm. They can also encourage employees to take shortcuts or act in ways that may increase the short-term profitability of the firm, but damage it in the future (e.g., skipping on preventive maintenance to save money). This is also a key 12-30 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

disadvantage of stock options, but stock options, especially for CEOs and upper-level managers, appropriately hold them accountable for the profitability of the firm. Gainsharing plans reduce costs for companies and the gains are distributed, even if the company is not profitable. This is beneficial for the employees, but not for the company. Gainsharing plans also would be contingent on management actually being willing to implement proposed changes. Skill-based pay systems encourage employees to learn more, which should provide the company flexibility when scheduling workers. A downside is that the company may be paying for knowledge that it does not actually use, and employees may become disillusioned with the plan if they “top out” on their ability to learn more skills to earn more money. 2. Thinking of your current company (or a previous one), describe the nonmonetary ways of motivating employees used by the company. Nonmonetary ways of motivating employees include: (1) programs that support work–life balance, (2) providing opportunities for skill development, (3) providing a positive work environment, and (4) providing meaning in work. Employers can support work–life balance by providing work–life benefits, flex-time, and vacation/sabbatical time. Companies can foster skill development through “job shadowing” opportunities, by providing tuition reimbursement and by providing or paying for employee learning and development opportunities. Companies provide a positive work environment if employees have PERMA (i.e., positive emotions, engagement, relationships, meaning, and achievement), they have positive physical settings and they have a thoughtful boss. Employees will have meaning in their work if their work involves activities they love doing, if their work builds upon their natural strengths, and they have opportunities to help others. 3. Evaluate the extent to which you are flourishing. What elements of PERMA do you need to improve? Flourishing represents the extent to which our lives contain PERMA. The more positive emotions, engagement, relationships, meaning, and achievement you have in your life, the greater will be your well-being and your level of flourishing. Positive emotions include optimism and enjoyment. Engagement comes from fulfilling work. Relationships are fostered through social connections. When you have meaning, you have purpose in your life. With your accomplishments, you have pride in yourself. You can focus on fostering PERMA in both your personal and your professional activities. Section 12.6 Key Concepts: Motivation and Money ● Motivating isn’t just about money. ● Surveys have found that most workers rate having a caring boss higher than they value monetary benefits.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

● The Great Place to Work Institute has determined that great employers have three traits in common: pride in the company, camaraderie with colleagues, and employee trust in management. ● Most people are paid an hourly wage or a weekly or monthly salary, methods that are easy for an organization to administer but give employees little incentive to work hard. ● For incentive plans to work, certain criteria are advisable: o Rewards must be linked to performance and be measurable. o The rewards must satisfy individual needs. o The rewards must be agreed on by managers and employees. o The rewards must be believable and achievable by employees. Popular Incentive Compensation Plans ● Popular incentive compensation plans include pay for performance, bonuses, profit sharing, gainsharing, stock options, and pay for knowledge. ● Pay for performance, also known as merit pay, bases pay on one’s results. o With a piece rate approach, employees are paid according to how much output they produce. o With sales commission, sales representatives are paid a percentage of the earnings the company made from their sales. ● Bonuses are cash awards given to employees who achieve specific performance objectives. ● Profit sharing is the distribution to employees of a percentage of the company’s profits. ● Gainsharing is the distribution of savings or “gains” to groups of employees who reduced costs and increased measurable productivity. o One popular gainsharing plan is the Scanlon plan, in which a portion of any cost savings (usually 75 percent) is distributed to employees. ● With stock options, certain employees are given the right to buy stock at a future date for a discounted price. o Employees holding stock options will supposedly work harder to make the company’s stock rise. ● Pay for knowledge, also known as skill-based pay, ties employee pay to the number of job relevant skills or academic degrees they earn. Connect® Exercise CLICK AND DRAG: Popular Incentive Compensation Plans Summary of Activity: 12-32 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

In this Click and Drag exercise, students will match incentive compensation plans with their appropriate examples. Nonmonetary Ways of Motivating Employees ● Nonmonetary ways of motivating employees include addressing employees’ needs for work-life balance, their needs to expand their skills, their needs for a positive work environment, and their needs to find meaning in their work. ● The Need for Work-Life Balance o For many employees, work-life balance is the key determinant of career success. o Work-life benefits are employer-sponsored benefit programs or initiatives designed to help all employees balance work life with home life. o The purpose of such benefits is to remove barriers that make it hard for people to strike a balance between their work and personal lives. o Bad bosses are often an obstacle to work-life balance. o Flexible approaches to work, such as part-time work, flextime, compressed workweek, job sharing, and telecommuting provide for greater work-life balance. o Generous vacation policies or paid sabbaticals can enable employees to reenergize themselves. ● The Need to Expand Skills o Training programs can keep employees engaged with their work since they may view a job as a way of gaining skills that will enable them to earn a decent living in the future. o Learning opportunities can include studying with or “shadowing” co-workers, tuition reimbursement, and corporate training. ● The Need for a Positive Work Environment o Well-being is the combined impact of five elements—positive emotions, engagement, relationships, meaning, and achievement (PERMA). o Flourishing represents the extent to which our lives contain PERMA. o Employers can foster a positive work environment through surroundings and an understanding boss. Interactive Classroom Material: PRACTICAL ACTION: How Managers Can Encourage Gratitude This Practical Action lays out several ways in which managers can encourage and practice gratitude in the workplace: be specific, use gratitude to build relationships, be public with gratitude, encourage peer-to-peer gratitude, may it easy for others to practice gratitude, and recognize the power of praise. 12-33 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

Click for follow-up activity. ● The Need to Matter—Finding Meaning in Work o Workers now want to be with an organization that allows them to feel they matter. o Meaningfulness is the sense of belonging to and serving something that you believe is bigger than the self. o To build meaning into your life, identify activities you love doing and try to do more of these activities or find ways to build them into your work role, find a way to build your natural strengths into your personal and work life, and help others. Interactive Classroom Material: EXAMPLE: Successful Workspaces This Example discusses workspace setups. Traditional office spaces are now more prone to be cubicles and/or open-plan offices, with few or no walls. The question is if these more contemporary office setups are really increasing performance or distractions. Click for follow-up activity.

Group Exercise #2: What Motivates You? There is a group exercise available at the end of this chapter that provides students with the opportunity to apply various theories/models of motivation to their experiences. Exercise Objectives: 1. To determine the causes of students’ motivation in a previous work environment. 2. To apply various theories/models of motivation to student experiences. Click for follow-up activity.

12.7 Career Corner: Managing Your Career Readiness POWERPOINT SLIDES: #42 Model of Career Readiness #43 Managing Your Career Readiness Section 12.7 describes six steps for applying the principles of self-management, an important aspect of career readiness. It is important to have a “Wildly Important Goal” which is your “north star” or guiding purpose. You should break your Wildly Important Goal down into smaller bite-size goals. Next, you should create a “to-do” list for accomplishing your short-term 12-34 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

goals. After the to-do list is created, you prioritize the tasks in the order in which you need to complete them. Establish start and stop dates for each task once you have made your task list. Finally, as you work the plan, reward yourself and adjust as needed. One way that you could begin your coverage of these topics is to have the students watch the CBS video “The ‘Dark Horse.” This approximately 5-minute video profiles how “dark horses” have redefined success. A dark horse is a person who has triumphed against the odds—a winner that nobody saw coming. They don’t define success based on wealth, status, and power, but rather based on happiness and fulfilment. For a supplemental activity, you could have the students play the “judgement game” to uncover their “micro-motives” for fulfilment. A micromotive reflects your behavioral preferences and natural desires. There are three steps in the judgement game. First, become aware of a moment when you are judging someone. This can be a store clerk, a transit worker, a celebrity being interviewed on TV or a coworker. You want to develop an awareness of when you are judging others so you can consciously attend to your reaction. Next, identify the feelings that occur as you judge someone. Pay attending to positive or negative vivid reactions as you judge someone. The third step is to ask yourself why you are undergoing those feelings. Focus on what you would like and what you would hate if you had that person’s life. If you react negatively to one of your colleagues because she has to spend all day interacting with others, you may have a micro-motive of wanting to work independently. Have the students use the results of the judgement game to identify Wildly Important Goals they should pursue. Topics and Tips for Discussion: 1. Why is self-motivation an important skill for managers to have? Self-motivation is the ability to work productively without constant direction, instruction, and praise. It also includes the ability to establish and maintain good work habits and consistent focus on organizational goals and personal development. If a manager lacks self-motivation and does not role model self-motivation, it is unlikely he would be able to motivate others. If a manager is able to set and achieve his “Wildly Important Goals,” it is more likely that he would be able to inspire his workers to do the same. 2. What is your “Wildly Important Goal” for your career? Have the students reflect on goals that could take them from 10 years to the rest of their life to achieve. To help them create a Wildly Important Goal, have them try to picture a future version of themselves and what they would like to become. What has the future version of themselves accomplished? How will they measure their success? What do they want people to be saying about them at the end of their life’s journey? Then have the students reflect on how they could use the remaining steps to achieve their Wildly Important Goal. 3. Why is it sometimes difficult for people to prioritize the tasks they need to accomplish to achieve their goals?

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Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

When faced with a long list of tasks, people often opt to focus on the “easy to complete” tasks rather than harder ones. Since it is motivating to be able to check something off the to-do-list, people sometimes focus on the wrong goals. Rather than starting with the shortest task first, consider starting with a lengthier task first. Section 12.7 Key Concepts: Self-motivation   

Ability to work productively without constant direction, instruction, and praise Also includes the ability to establish and maintain good work habits and consistent focus on organizational goals and personal development Practicing self-management is a great way to take a structured approach to increasing one’s self-motivation.

Six steps to apply the principles of self-management 1) Identify Your “Wildly Important” Long-Term Goal. 2) Break Your Wildly Important Goal into Short-Term Goals. 3) Create a “To-Do” List for Accomplishing Your Short-Term Goals. 4) Prioritize the Tasks. 5) Create a Time Schedule. 6) Work the Plan, Reward Yourself, and Adjust as Needed. Connect® Exercise CLICK AND DRAG: Applying the Principles of Self-Management

CAREER READINESS

Summary of Activity: In this Click and Drag exercise, students will match principles of self-management with their appropriate examples.

Career Corner Group Exercise: Using Self-Motivation on a Daily Basis CAREER READINESS

Exercise Objectives: 1. Students will develop a SMART long-term goal and associated action plan. 2. Students will enhance their understanding of how goals and action plans drive self-motivation. Click for follow-up activity.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

MANAGEMENT IN ACTION

MOTIVATION CHALLENGES IN THE FAST-FOOD WORLD Problem-Solving Perspective 1. What is the underlying problem in this case from the fast-food industry’s perspective? The underlying problem is that employees are demanding more desirable workplace conditions that are more sustainable and motivating to employees than those previously provided. 2. What are the causes of this problem? The demographic of fast-food employees has increased in age—going from almost entirely teenagers to mostly adults (20+ years old) and even adults with children. The fast-food industry, however, has not responded by providing more motivating workplace conditions such as increased pay and more humane treatment. 3. If you were a consultant to a food industry CEO, what recommendations would you make for fixing this problem? As a consultant to a fast-food industry CEO, my priority would be to try and improve the employee experience before getting into a financial discussion around the inequity of wages and benefits. My top three recommendations would include providing opportunities for growth, protecting employees from harassment, and ensuring that working conditions are safe. Regarding opportunities for growth, this does not necessarily have to involve promotions, as opportunities to develop new skills or assist managers to make themselves more marketable for other jobs has inherent value as well. Regarding protecting employees from harassment, strict policies need to be in place to deter harassment from managers and co-workers as well as entail methods for reporting harassment and enforcing consequences if harassment does take place. Regarding safe working conditions, managers and employees should be rewarded for cooking food at safe speeds and temperatures as well as taking the necessary time to clean up messes, cool fryers, etc. One possible reward could be additional training and skill development. Application of Chapter Content 1. What are the major motivation issues at play in the fast-food industry according to the major needs-based theories of motivation (Maslow’s hierarchy, McClellands’s acquired needs, and Deci and Ryan’s self-determination)? According to Maslow’s hierarchy, the major motivation issues at play fall across the various levels of needs. Physiological needs are not met when employees are not getting paid a living wage; safety needs are not met when there is harassment from managers, 12-37 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

coworkers, and customers and danger around inadequate time to clean up messes and let oil cool before changing; esteem needs are not met because of the stigma around working at fast-food restaurants and the inability to earn promotions. According to McClelland’s acquired needs, the most unmet need is that of achievement—again, the lack of opportunity for promotion plays a role here as well as the lack of opportunity to be creative or take ownership over any of the processes because they are so routinized. According to the theory of self-determination, an additional need that isn’t met is the feeling of being competent, especially when parts of the job are being taken over by robots that are accentuating the low level of skill needed to perform the work. 2. What would Herzberg’s theory say about hygiene and motivating factors present in fastfood industry jobs? Herzberg’s theory would say that neither hygiene nor motivating factors are being fulfilled. Hygiene factors include 1) pay and security, which are not being met as fastfood employees often earn minimum wage and receive no benefits when hired part-time,, 2) working conditions, which are undesirable in terms of safety and pace, and 3) interpersonal relationships, which are dominated by unpleasant co-worker sand customer interactions. Motivation factors include 1) achievement and advancement, which is a rarely attainable experience to a meaningful extent, especially considering only 2 percent of fast- food jobs are upper-level managerial, professional, or technical roles and 2) responsibility and the work itself, which is very repetitive, alienating, and standardized. 3. What do you think are the major drivers of the equity issues faced by fast-food employees? The major drivers of the equity issues are the lack of fairness and rewards, or outputs. First, when employees see a very small number of co-workers in leadership positions, they know that the chance of attaining one of these positions is unlikely. Additionally, seeing those in leadership positions with full-time jobs while many employees can only attain part-time positions is unfair as well. Second, employees are working tirelessly on the job, at a rather frenetic pace, while not receiving fair rewards (e.g., living wages, benefits) in return. This lack of reciprocation is not only unmotivating but can easily be perceived as unjust. In the end, fast-food workers are doing a lot of work at the bottom of the corporate restaurant totem pole while high-up executives are hyper-benefiting from their work. 4. How might expectancy theory alleviate some of the problems related to high turnover rates in the fast-food industry? Expectancy theory could alleviate some of turnover issues by helping employees understand the realistic levels of connection between their effort, performance, and outcomes. This also applies to how hiring managers explain the job to applicants. For example, it is important for employees to understand that there are a very limited number of opportunities for promotion and if promotion is a desired outcome by an employee, 12-38 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

then the instrumentality of the job for them will be very low. A similar argument could be made for an employee who desires a living wage or benefits but can only get a part-time position. Another question that applicants and employees must grapple with is how much they want the outcome. If all they desire is some level of income, as was the case when fast-food workers were mostly teenagers, then the job may hold strong valence. Ultimately, the expectancy theory model should be used to help identify applicants and employees who are likely to be motivated by the work in order to reduce turnover. 5. Use the job characteristics model to assess fast-food jobs and suggest how they might be improved to increase their motivating potential. According to the job characteristics model, there are several core characteristics that are lacking in fast-food jobs. For example, there is very little skill variety and autonomy in most fast-food tasks. As for feedback, it unfortunately often only comes when an employee makes a mistake or receives a customer complaint. In response to these negative characteristics, it is likely that the psychological states of employees (e.g., experienced responsibility for work outcomes) are subdued. This means that work outcomes such as motivation and satisfaction will be lower as well. One core characteristic, however, that could be emphasized is task significance, which could lead to increased psychological states and work outcomes. Task significance is defined as “the extent to which a job affects the lives of other people.” Certainly, helping to feed others, and doing so in large quantity on a daily basis, should be underscored as a major upside to fast-food work. Doing so can, per the model, increase the experienced meaningfulness of work and have a positive impact on work outcomes that are otherwise brought down by the other job characteristics.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

LEGAL/ETHICAL CHALLENGE

ARE WORKPLACE WELLNESS PROGRAMS USING PROPER MOTIVATIONAL TOOLS? Solving the Challenge Should organizations tie employee rewards to employee health outcomes in voluntary WWPs? 1. I am not in favor of tying employee rewards to health outcomes. Collecting and protecting employee medical information presents substantial risks including possible data breaches. Employees should have equal access to low-cost, quality health care, regardless of their personal health information, risk profiles, or health improvements. I would keep the programs voluntary and not administer rewards. Rewarding employees for good health may help lower overall healthcare costs for all employees, but there are serious concerns that employees may not be able to significantly impact their health. Also, there is a lot of risk when it comes to data breaches. This seems to be a risky, but possible solution. 2. I think it’s a good idea to tie rewards to employee health outcomes and to include waivers for employees to sign to authorize the release of their health information when they opt in to WWPs. Those who can improve their health-related outcomes should be rewarded for helping reduce the employer’s health care costs. This may be a decent option, but again, many employees cannot impact their healthrelated outcomes, so would it be just to reward only those who are able to? This may have a detrimental impact on morale. 3. I think it is a good idea to tie rewards to employee health outcomes, provided those outcomes can be measured reliably and accurately. Also, it is only fair to reward people for meeting goals they are actually able to control. Increasing stress-relieving practices such as meditation may be a more realistic goal for someone with hypertension than blood-pressure reduction. Employers should work with employees to come up with realistic, achievable, personalized goals. This may be the best, in-between solution. Here, employees are rewarded for what they can medically control. However, the risk of data breaches still exists. 4. Invent other options.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

TEXTBOOK EXAMPLES

EXAMPLE: The “Chief Emotion Officer”: A Hotel CEO Applies Maslow’s Hierarchy to Employees, Customers, & Investors Chip Conley is CEO and founder of boutique hotel company Joie de Vivre (JDV). In Peak: How Great Companies Get Their Mojo from Maslow, he describes how JDV uses Maslow’s theory to motivate the business’ three key stakeholders—employees, customers, and investors—by tapping into the power of self-actualization to create peak performance. YOUR CALL Part of the appeal of Maslow’s hierarchy, says social psychologist Douglas Kenrick of Arizona State University, is that the pyramid “captures a complicated idea in a very simple way.” Do you agree? How do you think managers at large can use this theory? Student responses will vary on agreeing or not with Douglas Kenrick. Managers need to understand what their employees’ needs are before designing rewards programs. Is it job security because there is a safety need, or is there a lack of socialization in the workplace, and more retreats are necessary to address the love need? SUPPLEMENTAL ACTIVITIES One way to build on this Example is to have the students watch the CBS Sunday Morning video “Antoine’s: A French Quarter Tradition.” This 5-minute video profiles how one family-owned business focuses on employee and customer needs as part of its key to success. Consider using the following discussion questions: 1. Explain how assigning waiters based on family connections, rather than based on seating location in the restaurant, fosters employee motivation. 2. Discuss the needs that explain Charles Carter’s motivation as a third-generation career waiter at Antoine’s. 3. While most restaurants aim to constantly reinvent, Antoine’s seeks to remain the same. Discuss how this strategy can positively and negatively impact employee motivation. Return.

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Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

EXAMPLE: Transparency at Buffer This Example details the use of transparency not only in organizational goals and financial achievements, but more specifically in worker pay levels. Every salary at Buffer is determined according to a very specific rubric. Every employee’s pay is available. This decreases feelings of inequity overall while encouraging early discussions of any perceived inequity. The system is faulted for not including performance ratings in pay determination, failing at distributive justice. But overall, it has benefited the organization through decreased bias and ambiguity in hiring and promotion, and increased numbers of high quality applicants. YOUR CALL 1. What do you think about Buffer’s approach toward transparency? Can you identify any drawbacks? As the Example points out, Buffer’s approach does fail at distributive justice. Employees who are the highest performers may feel their performance is not being recognized. Another potential cause of disagreement could be the additional $3,000/year for each dependent. This seems to penalize workers without children who may feel they are being treated unfairly. 2. Do you want to work for an organization that values open access to information? Student responses will vary. Have them explain exactly why or why not they would like this type of environment. SUPPLEMENTAL ACTIVITIES Have students watch the approximately 8-minute TEDx video “Why Do We Keep Our Salaries Secret?” This video discusses the history of pay secrecy vs. transparency. One interesting point David Burkus makes is that pay secrecy can actually help companies save money by creating information asymmetry, where management can hire workers for less than others are making because they don’t have to disclose that information. It puts applicants or those negotiating for a promotion at a disadvantage. Consider asking students: 1. Explain how pay secrecy can be linked to gender inequality in pay. Do you think pay transparency will actually have an effect on this gap? 2. Why would pay secrecy contribute to strife in the office? 3. What are the motivational outcomes of pay transparency—for employees? For management? For applicants? For investors? Return.

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Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

their classes get a 25- to 30-minute daily break for ‘celebration time’ with friends. Those who have even one F must stay inside for ‘remediation’—extra study, help from peer tutors, or meetings with teachers.” YOUR CALL: The tricky part, observes Westwood student tutor Joseph Leung, is addressing expectancy— ”getting people out of the mindset that they can’t succeed… A lot of times they just haven’t done their homework. I try to help them understand that the difference between a person passing and failing is their work ethic.” For top executives in business, expectancy doesn’t seem to be a problem; rather, it is instrumentality and valence. How could you apply Richard’s program to reward performance in business? Richard’s program can be utilized in performance evaluations in business. Employees need to realize that if they perform, they will receive an outcome (instrumentality). The outcome must be something that the employee appreciates (valence), or else it will make no difference if it is received or not. An outcome related to celebrating employee achievements at work and providing remediation for those who do not perform well can be established in order to provide outcomes that are valued by workers. In this case, even a negative result, such as not receiving a celebration, will lead to remediation, which will assist employees in reaching their goals the next time around. SUPPLEMENTAL ACTIVITIES One way that you could build on this Example is to have the students watch the PBS NewsHour video “What Can Motivate Low-Income High School Kids to Apply to College?” In this 4minute video, author Keith Frome discusses the role of peer leadership in motivating students to complete the college application process. Consider using the following questions for a supplementary discussion: 1. Using equity theory, explain the value of student or peer leadership when encouraging students to complete the college application process. 2. Apply expectancy theory to explain why low-income students may be reluctant to complete the college application process. 3. Explain how goal setting theory could be used to motivate more low-income students to complete the college application process. Return.

EXAMPLE: Do Job Characteristics Matter in The Modern Workforce? This Example offers examples of several companies that utilize elements of the Job Characteristics Model to improve worker motivation. The University of Michigan makes call center work more meaningful, Hubspot encourages autonomy, and Cargill emphasizes feedback. YOUR CALL: 1. Which of these job characteristics are most important to you? 12-43 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

This should encourage a lively discussion as students will differ on why one element is more important to them than another. Encourage them to discuss why certain elements motivate them more than others—what do they get from it? You can also discuss the difference in intrinsic versus extrinsic rewards and motivation. 2. How do you think you will facilitate things like meaningfulness, responsibility, and feedback as a manager? Students may not have enough experience to really answer this immediately. Try asking them to consider their current or past jobs. Did their managers encourage any of these elements? If so, did it work? What could have been done better? This could lead to a discussion full of interesting examples to examine. SUPPLEMENTAL ACTIVITIES To build on the Example, have your students read the short HBR article “Every Generation Wants Meaningful Work—But Thinks Other Age Groups Are in It for the Money.” This interesting article looks at how each generation defines meaningful work. Each generation seems to have a slightly different definition, and there is internal consistency in the cohorts to that meaning. However, a study revealed that they really all want the same thing, but believe the other generations only want money. Consider leading a discussion using questions such as: What would make work meaningful for you? (If you have any non-traditional aged students in your class, try comparing their definitions to the younger students’ definitions.) How do you think this differs, if it does, from what your parents or grandparents find as meaningful in their work? Your generation is labeled as Gen Z or the Post-Millennials, or the iGeneration. Do you think your emphasis on what makes work meaningful differs from previous generations? How? Why? You will most likely manage in a multi-generational company in the future. How will you approach the problem of trying to help members of different generations find meaning in their work? Return.

EXAMPLE: Successful Workspaces This Example discusses workspace setups. Traditional office spaces are now more prone to be cubicles and/or open-plan offices, with few or no walls. The question is if these more contemporary office setups are really increasing performance or distractions. YOUR CALL What kind of office surroundings would work best for you? Student responses will vary, but the responses should be based on factors presented in the chapter. For example, is there a higher chance that certain office setups spur intrinsic motivation? 12-44 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

SUPPLEMENTAL ACTIVITIES One way to build on this Example is to have the students read The Wall Street Journal article “When Your Gym Is Your Office.” This article and its corresponding 3-minute video profile the growing trend of health-club members doing work where they work out. Consider using the following discussion prompts: 1. Discuss how working at a gym could foster a positive work environment. 2. Discuss what actions gyms should take if they want to encourage more of their members to work at the gym. Discuss possible disadvantages to gyms of encouraging people to work rather than work out at the gym. 3. Thinking back to the material in Chapter 11, identify personality dimensions and individual differences that might influence whether an employee would enjoy working at a gym. Return.

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Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

TEXTBOOK PRACTICAL ACTIONS

PRACTICAL ACTION: How Managers Can Encourage Gratitude This Practical Action lays out several ways in which managers can encourage and practice gratitude in the workplace: be specific, use gratitude to build relationships, be public with gratitude, encourage peer-to-peer gratitude, may it easy for others to practice gratitude, and recognize the power of praise. YOUR CALL 1. Can you recall a time when someone expressed sincere gratitude for your contributions to a project? How did this make you feel? Students may be reluctant at first to speak up. You can encourage their participation by relating a story from your life. Once one person speaks up, others will follow suit until most hands will be raised. Be sure to “express gratitude” to them for their participation! 2. What creative suggestions can you come up with to encourage more gratitude in your organization? Their answers may arise from the discussion in the first part of the Your Call. They felt good when someone expressed gratitude. How can they pass that feeling forward? Encourage them to think out of box, to bypass the traditional online comments sections and really come up with something new. You could even turn this into a group exercise: have the students think of people they have never expressed their appreciation or thanks to and think of ways to do so. SUPPLEMENTAL ACTIVITIES Have your students watch a TEDx video of Mike Robbins’ “The Power of Appreciation.” This is a fairly long video at just over 18 minutes; however, students will find it inspirational and meaningful. This video discusses the difference between recognition and appreciation and why appreciation is so powerful both in our personal and our working lives. He points to research that shows both productivity and job satisfaction are positively affected by appreciation from others. He points to three things we need to do to engage in appreciation. 1. We need to really look hard for things to appreciate in others. 2. We need to remind ourselves to do this continually, even if it means putting it in our calendars until it becomes a part of daily life. 3. We need to learn to appreciate compliments. If you don’t have time to show it in class, consider assigning it as pre-work. Then lead a class discussion using questions such as: 1. Do any of the motivational theories we have been discussing explain the impact of appreciation? Which ones? How? 2. Think of a time when someone expressed appreciation for you. How did it feel? Would you want to pass that feeling forward to others?

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Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

3. Does this concept really apply to work? Isn’t recognition enough? Does this feel too emotionally overloaded to you? Why should you deal with such concepts at work? Return.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

SELF-ASSESSMENTS

SELF-ASSESSMENT 12.1 CAREER READINESS Are You More Interested in Extrinsic or Intrinsic Rewards? This survey was designed to assess extrinsic and intrinsic motivation. STUDENT QUESTIONS 1. What is more important to you, extrinsic or intrinsic rewards? Are you surprised by the results? Students may be surprised at how important intrinsic rewards are for them. Topics such as compensation have always been important to employees and have been strong motivators, but intrinsic rewards, such as the feeling of accomplishment and overcoming challenges on the job, have become increasingly important. 2. How can you use the results to increase your motivation to obtain good grades in your classes? Students should not only look at factors such as grade point averages when deciding whether to try hard in classes. How about the feeling of proving to a tough professor that you can get a good grade in his or her class, or overcoming a challenging subject? These are examples of intrinsic motivation. If a student is more intrinsically motivated, he or she can provide rewards for himself or herself for obtaining good grades in classes. 3. What might you say during an interview to demonstrate your self-awareness regarding the rewards that motivate you? During an interview one could mention one’s particular form of motivation. It may be best to shy away from simple monetary motivation and speak more to intrinsic motivation. Knowing what motivates you portrays your self-awareness regarding motivation. SUPPLEMENTARY ACTIVITY Students should be put into groups based on their Self-Assessment scores. Each group should have a good mix of both high and low intrinsic and extrinsic scorers. Groups should be tasked with creating a reward system for an auto dealership that wants to motivate its sales staff to sell more vehicles. This reward system may be a policy or even a promotion; however, it must include both intrinsic and extrinsic rewards. Each group should share its reward system with the class as a whole. Return.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

SELF-ASSESSMENT 12.2 CAREER READINESS CAREER READINESS

Assessing Your Acquired Needs This survey was designed to assess students’ motivation in terms of acquired needs. STUDENT QUESTIONS 1. What is the order of your most important needs? Are you surprised by this result? Students may be surprised to learn that power may not be their strongest need. You should be prepared to see achievement and affiliation as students’ most important needs. This relates to the common trend that employees see a lot of intrinsic importance with achievement and are interested in affiliation with colleagues. Though power remains an important subject, it may not be the first need. 2. Given that achievement and power needs are associated with career advancement, how might you increase these two need states? Students should think about choosing challenging careers and/or pay-for-performance incentive plans if they are achievement based. Power-based students should be in positions that include control or that have an effect on people. 3. What might you say during an interview to demonstrate that you have a high need for achievement? Students should discuss how they constantly strive to achieve their goals because they need that feeling of satisfaction within themselves. Examples of how they are motivated to accomplish goals should be utilized. SUPPLEMENTARY ACTIVITY The class should be split into thirds based on their acquired needs results (similar results should be grouped together) on the Self-Assessment. Students should take 5 minutes and write a workforce example of their assigned need. The instructor should create three columns on a whiteboard or chalkboard and have volunteers from each assigned need come and write their examples on the board. Do these columns represent low, moderate or high acquired needs? Do the posted examples portray the importance of these needs? Return.

SELF-ASSESSMENT 12.3 CAREER READINESS Assessing Your Needs for Self-Determination

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

This survey was designed to assess the extent to which an instructor is satisfying students’ needs for self-determination. STUDENT QUESTIONS 1. Are your needs being met? Do the results make sense in terms of your level of motivation in this course? You can relate the expectations in the course to autonomy, competence and relatedness motivation principles. Are there specific areas of the syllabus that establish this? 2. Based on the results, identify two things you might do to increase your motivation. You should bring up concepts such as resources, trust, and camaraderie. Do these relate to what students see as ways to increase their motivation? 3. What might you say during an interview to demonstrate self-awareness of your needs for competence, autonomy, and relatedness? Student responses will vary. Competence can be exhibited by one’s desire to learn, whether through classes or online research. Autonomy can be exhibited by one’s ability to receive tasks, effectively complete them with independence, and make sure they are done on time. Relatedness can be exhibited by doing activities with colleagues and within one’s community. SUPPLEMENTARY ACTIVITY The class should be split into thirds based on their motivation results (similar results should be grouped together) on the Self-Assessment. Students should take 5-10 minutes and write a workforce example of their assigned selfdetermination motivation. The instructor should create three columns on a whiteboard or chalkboard and have volunteers from each assigned self-determination motivation come and write their examples on the board. Are there patterns that the instructor can display? Are there particular organizations that can foster one source of motivation over another? Return.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

SELF-ASSESSMENT 12.4 Measuring Perceived Fair Interpersonal Treatment This survey was designed to assess the extent to which students are experiencing fair interpersonal treatment at work. STUDENT QUESTIONS 1. Are you being treated equitably? You should ask students for examples of equitable or inequitable treatment at work. How has this made them feel on the job? 2. Based on examining the three lowest-scoring items, what could your manager do to improve your perceptions of equity? You should be prepared to relate these lowest-scoring items to equity theory. Have students seen differences in their treatment with the treatment of colleagues or individuals in the same position at another organization? 3. What can you do to increase your perceptions of fair interpersonal treatment? You can describe the association between fair interpersonal treatment with job satisfaction, commitment, performance, and turnover. Students can increase their perceptions of fair interpersonal treatment by having a better appreciation for the ways that managers can treat us more fairly. SUPPLEMENTARY ACTIVITY The class should be split into groups of three with each group member choosing one type of organizational justice to represent based on a provided scenario. Students should take 5-10 minutes and write their response to the following scenario based on their chosen organizational justice: Acme Company’s Board of Directors just approved a significant “downsizing” of operations. This downsizing includes laying off 2,000 employees or 10% of Acme’s workforce. Each department has been asked to proportionately provide the names of individuals who are to be terminated to Human Resources. Human Resources is planning on sending a text-message next Friday afternoon letting the selected employees know that they are not to return to work the following Monday. The groups should discuss for 5-10 minutes and share with the class. Is the organization described in the scenario unfair, moderately fair or very fair? Is there a particular form of justice that has a greater impact than others? Return.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

GROUP EXERCISES

GROUP EXERCISE #1: USING EXTRINSIC AND INTRINSIC REWARDS TO MOTIVATE STUDENT ACHIEVEMENT Objectives ● To identify extrinsic and intrinsic rewards that motivate student achievement. ● To generate suggestions for how instructors can use extrinsic and intrinsic rewards to motivate student achievement. Introduction The purpose of this exercise is to explore the use of rewards in motivating student achievement. There are two types of rewards—extrinsic and intrinsic—that can be used to fuel student motivation. Extrinsic motivation drives people’s behavior when they do things in order to attain a specific outcome. Extrinsic motivation is the payoff a person receives from others for performing a particular task. For students, these rewards include things like grades, getting better jobs, verbal recognition from peers and professors, academic scholarships, and admittance to honorary societies and associations. In contrast, intrinsic motivation is driven by positive feelings associated with doing well on a task or job. Intrinsic rewards are self-granted; the payoff comes from pleasing yourself. Instructions 1. After providing a brief review of extrinsic and intrinsic rewards, break students into groups of five to eight people. Tell the groups that they have five minutes to silently brainstorm a list of extrinsic and intrinsic rewards that are associated with academic achievement. Tell the groups to use silent brainstorming because research shows that it leads to a greater quantity and quality of ideas. 2. Ask the groups to create a master list of all unique ideas generated through brainstorming. Have the groups identify their top five extrinsic and intrinsic rewards from the list. The groups can use a voting procedure to arrive at consensus. 3. Ask the students to generate specific recommendations for how any college instructor might build these top five extrinsic and intrinsic rewards into a classroom environment. 4. Reconvene the class and summarize the groups’ conclusions. Begin by asking each group to report on their top five extrinsic and intrinsic rewards. Record this information on the blackboard/whiteboard. Highlight consistent and unique ideas. Next, ask each group to provide one suggestion for how any instructor might build these rewards into the classroom environment. Questions for Discussion 1. What did you learn about the use of rewards from this exercise? 12-52 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

2. How can instructors improve student achievement through the application of extrinsic and intrinsic rewards? 3. Can instructors really motivate students? Source: A. Johnson & A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp.172-173. Tips for large classes: Groups may be larger, so additional time should be provided to brainstorm a list of extrinsic and intrinsic rewards that are associated with academic achievement. If there is not enough time, you may want to reduce the discussion questions to the first two. Return.

GROUP EXERCISE #2: WHAT MOTIVATES YOU? Objectives ● To determine the causes of students’ motivation in a previous work environment. ● To apply various theories/models of motivation to student experiences. Introduction The overall purpose of this exercise is for students to consider a time in which they exhibited both high and low performance and to analyze those situations from a motivational perspective. Motivation involves the psychological processes that arouse and direct behavior. The exercise gives students an opportunity to apply any number of motivation theories that are presented in the course textbook. Encourage students to use their textbooks during this exercise. In the exercise, students examine a time in their lives when they were performing at their best and what motivated them to do so. Instructions 1. Begin the exercise by distributing a copy of the matrix shown at the end of this exercise to each student. Ask your students to complete this matrix by first thinking of a situation in which they were highly motivated to complete either a work-related project or school assignment. Have students describe this situation in the first column of the matrix. Next, ask the students to complete the second column which identifies the factors that contributed to their motivation. Follow the same instructions for the last two columns that focus on a situation in which students had very low motivation. 2. Break students into groups of three, and ask them to share their completed matrices. Ask the students to keep notes on the common factors that contributed to both high and low motivation. 12-53 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

3. Have the students determine what the common factors were to both high and low motivation as well as what theories and models motivated the members of the group. 4. Reconvene as a class. Questions for Discussion 1. What common factors contributed to high and low motivation for your group? 2. What factors uniquely affected some group members and not others? 3. What do the answers to the first two questions suggest about motivation? 4. What theories/models of motivation explain the motivation of your group members? Source: A. Johnson; A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp.169-170. Tips for online classes: Students can be placed in online groups and the matrix can be posted to a discussion board. First, students complete the matrix individually. Then, they can share and discuss their matrices in the shared group space. Finally, instructor can also create a larger discussion board and include the entire class. Students can discuss the four discussion questions in this space, and instructor can moderate. Return.

CAN BE USED ONLINE

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

Motivation Matrix

A time when I was highly motivated

Factors contributing to my high motivation

A time when I had very little motivation

Factors contributing to my low motivation

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

CAREER CORNER GROUP EXERCISE

CAREER READINESS

CAREER CORNER GROUP EXERCISE: USING SELF-MOTIVATION ON A DAILY BASIS Learning Objectives  

Students will develop a SMART long-term goal and associated action plan. Students will enhance their understanding of how goals and action plans drive selfmotivation.

Introduction Motivation is the foundation of success. As Vince Lombardi said, “The best game plan in the world never blocked or tackled anybody.” Motivation directs behavior. Your success in life and at work depends on getting things done, and behavior is an essential part of that. This exercise outlines one technique for incorporating self-motivating habits into daily lives. Instructions The primary purpose of this exercise is to enhance students’ self-motivation skills while creating a mini-personal development plan that supports the attainment of their “wildly important” longterm goal. This exercise has three steps. First, students will create a wildly important long-term goal and visualize what their life will be like once they achieve it. Second, students will share this goal with their group and have the group discuss what interim goals are necessary for obtaining the long-term goal. Finally, each student will create a personal to-do list that will increase their probability of accomplishing their wildly important goal. 1. Start the activity by having the students watch:  Daniel’ Goldstein’s Ted Talk “The Battle Between My Present and Future Self.” 2. Ask each student to write down their “wildly important” long-term goal. Have them describe what their life will look like once they attain this goal. Review the SMART goal setting framework discussed in Chapter 5:  Specific, measurable, attainable, results-oriented, and target dates 3. Open the class discussion by asking the students to describe the biggest obstacles between their current and future self. Write these obstacles on the board. You may want to identify the top 3-5 obstacles. 4. Form groups of 3 or 4 students. Have each group complete the following steps:  Have a student share their wildly important goal. The group should spend 5 minutes brainstorming the interim (yearly, monthly, daily) goals or activities needed to attain the long-term goal.  Repeat this process for each group member. 12-56 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace



Have each student create a to-do list based on the personal development goals outlined during the group discussion. 5. Ask one or two students to share their long-term goal and the associated to-do list with the class. 6. Facilitate a class discussion by asking the following questions:  Why is it important to create short term to-do lists in support of long-term goals?  How does the accomplishment of interim goals lead to reinforcement of selfmotivation?  What role does self-management play in this process?  How can you use these techniques to increase your self-motivation on a daily basis? Wrap up this exercise by extolling the importance of rewarding accomplishment, the need for flexibility, and holding oneself accountable. Return.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

UBER CONTINUING CASE

Chapter 12: Motivating Employees This part of the Uber continuing case focuses on Chapter 12 and covers principles related to content and process theories of motivation. This continuing case’s real-world application of management knowledge and skills is designed to help you develop critical thinking ability and realize the practical power of sound managerial skills for solving problems in your job and career. The case includes five multiple-choice questions and two essay-based questions. The essaybased questions can also be used in class to spur discussion: 1. Use the elements of Expectancy Theory to describe an Uber driver’s thought process when deciding whether to extend his or her hours during surge pricing. The effort that a driver would need to exert is continuing to drive beyond the hours they were planning to drive. They do this in order to achieve performance that involves driving extra time to get extra riders while maintaining a positive rating, all with the expectancy that they will be able to physically keep driving and that the rider volume will allow them to get additional riders during this time. The instrumentality of doing so is that they will earn the outcome of more money. Depending on how much valence, or value, they attribute to earning more money will determine whether or not they decide to keep driving during surge pricing. 2. Use the four characteristics that Locke and Latham say goals must have to explain why Uber’s nudging of drivers through the app works. In particular, use the example of Uber telling a driver that they are “only a certain amount away from… matching their earnings from that point one week earlier.” Goals should be specific, and the encouraging message from Uber uses a very specific point of reference—the exact amount of money the driver had earned in the same amount of the time the week before. People must have the ability and resources needed to achieve the goal, and, in this case, to reach the goal the driver must simply be willing and able to keep driving until reaching the goal. Goals should be linked to action plans, and the action plan is very straightforward—keeping driving and accepting riders until reaching the specific amount (interestingly, this action plan may also push the driver to surpass their previous goal and set a higher goal for the following week). Performance feedback and participation are important for setting and reaching goals, and for this goal the driver has full control over choosing whether or not to pursue the goal. The feedback, of course, is being notified for reaching the goal.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

MANAGER’S HOT SEAT

CLEARING MOTIVATION FOR TAKEOFF I. Introduction SkyBlue, a popular airline, is introducing a new incentive plan that rewards employees for hitting certain marks on mishandled baggage and on-time departures. An airline supervisor is introducing this incentive plan to his team, and is being met with resistance and skepticism. II. Learning Objectives 1. Evaluate the organization’s use of equity theory to achieve goals. 2. Analyze the organization’s use of expectancy theory as it strives to meet its stated goals. 3. Demonstrate how goal setting theory can be utilized to motivate employees at the organization. III. Scenario Description: Scene Set-up: Brandon, Lucas, and Sophia meet in-between arriving and departing flights to discuss the new SkyBlue performance plan. Scene Location: SkyBlue Airlines Tarmac Break room Profile: 

Brandon Michaels – SkyBlue Airlines Supervisor



Lucas Trammell – SkyBlue Airlines Ramp Agent



Sophia Gunderson – SkyBlue Airlines Ramp Agent

Summary: Brandon meets with his team, Lucas and Sophia, to discuss the new SkyBlue performance plan called “SkyBlue Ground Success Plan.” It has two parts: first, each station can’t mishandle more than 100 bags in a calendar day. Second, daily on-time departures need to average 90% or more. If the team hits either of these goals, they’ll receive a $250 bonus at the end of each month. If they hit both, they’ll receive $500. Both Lucas and Sophia have serious concerns about this new plan and are not buying in. The team disbands to attend to a flight that just landed and agree to discuss the matter later in the day.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

IV. Discussion of Theory Equity & Justice Theory 

Ramp agents at smaller airports are held to the same standard but have fewer bags to process on a daily basis. o Student possible solution: Why is this a flat 100 number and not a percentage of bags?  Ramp agents at competing airlines have bigger teams to handle flights. o Student possible solution: Why isn’t this broken down by number of people on a team?  Procedural justice -> What procedures were put in place to get to these metrics? Is this fair? Expectancy Theory 



The goals seem to be a non-starter for the agents. It is mentioned that on their best day they have mishandled 200 bags, which still does not get close to the 100 metric. Also, ontime performance at the best airlines is not even 90%. This is an expectancy problem. o Student possible solution: There needs to be a number that is attainable so employees feel a high level of effort will lead to the needed performance. o Counter-argument: Brandon mentioned that they were able to get close to the baggage goal a couple of times last year—this would increase expectancy. The reward does not seem to be too appealing. It is mentioned that $250 is under 1% of salary. This is a valence problem. o Student possible solution: The reward needs to be an amount that is more valued by the agents. There also seems to be another effort to performance issue. Lucas raises the point that if he puts forth the effort necessary, but another party, such as the pilot, gets to the airport late and the flight is delayed, he will not be rewarded. This can also be looked at as an expectancy issue. o Student possible solution: Each team (i.e. ramp vs. pilot vs. gate agent, etc.) should be measured as opposed to an entire flight. This may be more feasible than an individual merit system, but would be more tedious than the current system.

Goal Setting Theory 

The goal is specific and quantifiable. 100 bags a calendar day and/or 90% daily on-time performance.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace



The goal is apparently too challenging to the employees, though their supervisor believes it is attainable. Challenging goals inspire employees to perform, but if they are too challenging and employees don’t believe they can achieve them, productivity drops. o Student possible solution: The goal itself or the resources provided to the ramp agents (i.e. team size) needs to be revisited. The on-time performance goal is also problematic because performance is also based on other departments, such as flight crew and airport gate agents. So employees do not have adequate control over hitting the mark. o Student possible solution: The on-time performance goal should be narrower and based on the ramp agents, not other parties. For example, it can be based on the time it takes to load/unload bags, which is unrelated to flight crews and gate agents.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

APPLICATION-BASED ACTIVITY

CHANGE MANAGEMENT: A FRESH NEW IDEA I. Introduction All Season Weelz, an automobile tire re-seller, recently offered a promotion providing a free trip to Hawaii for employees who hit a certain sales number. The promotion did not yield positive results. The student will need to find out what happened with the previous promotion and design a new, more effective promotion. II. Learning Objectives 1. Evaluate a company’s motivational program utilizing expectancy theory. 2. Develop a new motivational program based on expectancy theory principles. III. Scoring Dimensions The following theoretical concepts from the chapter are covered and scored in the simulation: Theoretical Concepts

Percentage of Simulation

Aspects of motivation

40%

Instrumentality (P to O)

20%

Expectancy (E to P)

20%

Valence

20%

IV. Follow-up Activity Students can be assembled into groups of 4 to 5 in order to create an additional promotion for the service department of the tire re-seller. The service department handles tire installation, replacement, and repair. The goal of the promotion is to have the service technicians work on each car more quickly so 1) there is less of a wait time for customers; and 2) more service appointments can be taken in one day. With this in mind, students should design a short promotion that includes all aspects of expectancy theory. The quality of work performed and safety of the technicians should also be taken into consideration. Groups can share their promotions with the class at the end of the activity. 12-62 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 12 Motivating Employees: Achieving Superior Performance in the Workplace

Reinforcement Theory: Delivering Consequences I. Introduction ShipIt is a world-renowned shipping company that can’t stop losing or damaging customer packages. The student will play the facilities director at ShipIt and will need to work with the finance manager and lead plant operator to figure out a solution. II. Learning Objectives 1. Understand the differences between reinforcement types. 2. Apply the most effective type of reinforcement in order to get a desired outcome. III. Scoring Dimensions The following theoretical concepts from the chapter are covered and scored in the simulation: Theoretical Concepts

Percentage of Simulation

Positive reinforcement

25%

Negative reinforcement

25%

Extinction

25%

Punishment

25%

IV. Follow-up Activity Students often turn to either positive reinforcement or punishment as solutions because these concepts remind them of rewards and punishment, respectively. The floor should be opened up for a class discussion on negative reinforcement and extinction. The following questions may be utilized: 1) What are some situations in which negative reinforcement or extinction may work best? 2) Has anyone ever administered such a consequence? If so, how did it turn out? 3) Has anyone ever been the recipient of such a consequence? If so, how did it turn out? The discussion can be closed out with encouragement for students to try not to always use positive reinforcement or punishment as the only go-to means. However, it should be stressed that if positive reinforcement works, it should still be considered as a primary form of reinforcement. This is because positive reinforcement is correlated with job satisfaction more than the other forms of reinforcement.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

Chapter 13 Groups and Teams Increasing Cooperation, Reducing Conflict CHAPTER CONTENT

Teaching Resource Manual: A Guide to Implementation Career Readiness-Based Personal Development Plan

ii viii

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Textbook Practical Actions

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

Assignment Completion. Shows the total percentage of all learners in the class that have completed the assignments at this point in time.

Correct with high confidence Incorrect with high confidence Correct with low confidence Incorrect with low confidence Correct with medium confidence Incorrect with medium confidence 13-iii

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

With Connect®, you can build your own course, make changes to the course throughout the semester, and use auto-grading. Connect® integrates with other Learning Management Systems, include Blackboard®, Canvas, and D2L. Students can study anytime with the free ReadAnywhere app, create personalized study plans, and Connect®’s Calendar and Report tools will help keep them on track. Connect® gives you a wide array of flexibility in making assignments and creating grading policies. You may choose to:  assign as many assignments as appropriate.  determine point values for each question/application exercise individually.  make available multiple attempts per assignment with options of accepting the highest score or averaging all the scores together.  deduct points for late submissions of assignments (percentage deduction per hour/day/week/so forth) or create hard deadlines.  show feedback on exercises/questions immediately or at your preference.  provide for study-attempts to allow for completion of the assignment after the due date without assigning a point value. Some recommendations include:  Before selecting the option for one attempt only, select unlimited or multiple attempts on the first few assignments to allow students a chance to learn and navigate the system.  Provide a low point value for each question because multiple questions are usually assigned for each chapter. A good rule of thumb would be to make “Quiz Questions” worth 1 point each and “Connect® Exercises” worth 5 to 10 points each because these require more time and thought.  Select feedback to be displayed after the assignment due date in order to limit students from giving the correct answers to other students while the application exercise is still available. So When Do I Assign Each Type of Teaching Resource? Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and testing to actually adapting your teaching to student needs? By utilizing the teaching resources outlined below during the three touch points, you can significantly impact students’ learning and create a learning environment that is more engaging, involving, and rewarding. In other words, you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating the greatest impact and assisting students develop higher order thinking skills. The following recommendations pertain to these mentioned touch points, with an additional matrix that follows. 13-iv Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities and lecture based on results from the general results report and the metacognitive skills report. This allows for a more tailored class period that enhances student engagement and more opportunities to resolve gaps in knowledge. We also provide links to online readings that you can use to supplement the content covered in the textbook. They are useful if you desire to provide additional material beyond that covered in the text. If your goal is to create an engaging learning environment filled with student discussion and interactions, we provide multiple resources. First, each major heading in a chapter contains suggested discussion starter questions. These open-ended questions are likely to foster student discussion and engagement. We also provide additional activities (i.e., experiential exercises) for every Example and Practical Action box. If your goal is to provide for additional application of material, the TRM breaks down the textbook Management in Action cases and legal/ethical challenges by providing questions and ideal responses. Connect® also has multiple-choice questions that can be assigned for the Management in Action cases. Finally, the TRM has a selection of group exercises that allows instructors to focus on team learning methods. If your goal is to jointly engage your students while applying content from the text, you can select a Self-Assessment follow-up activity (all follow-up activities are found in the TRM). These assets are especially useful if you are “flipping” your classroom, wherein the class session is used for application and analysis of key concepts rather than lecture. The Suggested Resources across Teaching Touch Points Matrix provides a quick reference for activities that can be utilized during class. After Class After the face-to-face class session, or online lecture, you can assign Connect® exercises as homework to further reinforce the material covered in the textbook and lecture. You may also want to assign an iSeeIt! Animated Video if you notice that students are struggling with a particular topic, even after class. Students can also be assigned the continuing case for each chapter, which includes assignable multiple-choice and essay-based questions. To further gauge student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus more on defining and explaining material, and the test banks focus more on application and analysis. Moreover, the test banks now include more higher-level Bloom’s questions. Finally, if you are looking to have students think critically to solve real-world problems, then you may want to utilize an Application-Based Activity after class. Application-Based Activities are mini-simulations that allow students to make decisions and see their impact immediately. There are both theory-based questions that have right and wrong answers, and there are also branching questions that allow students to make ideal, sub-ideal, and incorrect decisions based on the theory they’ve learned. A student’s particular path in the activity will depend on the decisions made on the branching questions. Application-Based Activities should be utilized after 13-vi Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

a student has had at least one pass at the chapter content as they do not introduce new material. Rather, they encourage students to apply, analyze, and evaluate material they already understand. A Special Focus on Career Readiness The ninth edition has a new strategic focus on career readiness. The authors’ goal is to provide you the information and teaching resources needed to develop students’ career readiness competencies desired by employers. The authors provide you the following information and resources:     

Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN

CAREER READINESS

Asking students to create a career readiness development plan is one straightforward way to guide your students toward higher career readiness. Angelo Kinicki has been doing this for years with his students and wants to provide you the guidance to do the same. Creating a personal development plan around career readiness starts with utilizing career readiness-based self-assessments. This enables students to obtain a baseline evaluation of their interpersonal strengths and weaknesses along a host of relevant competencies. The text contains links to 40 Self-Assessments that relate to various career readiness competencies. We recommend that students focus on the competencies that were most frequently discussed in the Career Corner sections of the textbook. They include the following: Understanding the Business, Critical Thinking/Problem Solving, Emotional Intelligence, Positive Approach, and SelfAwareness. The second phase entails the creation of a development plan to build on strengths and reduce weaknesses. The third phase then involves marshalling the resources and support needed to accomplish the plan. Students should determine if they need any tangible resources (e.g., money, time, input from others) in order to work the plan. The final phase focuses on working the plan. We believe that creation of the plan is the desired end result for this course. Working the plan is expected to happen after your class is over. It is strongly recommended that you grade students’ plans. This enables you to assess whether students are on the right track and provides the incentive students need to thoroughly complete their plans. Angelo has found that students do not put much effort into the plan if there are no rewards. He has allocated anywhere from 5 to 10 percent of his overall grade to this assignment. It is recommended that you only grade the logic, thoroughness, and feasibility of the plan rather than the follow-through because execution occurs at a later point in time. The instructor’s and students’ instructions for drafting a personal development plan are located in the Chapter 1 TRM.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises iSeeIt! Animated Videos Self-Assessments

CAREER READINESS

Case Analyses Video Cases Example and Practical Action BoxesM CAREER READINESS

Group Exercises/Career Group ExercisesM

CAN BE USED ONLINE

TRM Discussion Starters

TRM Follow-up activities for Case Analyses, Video Cases, Self-Assessments, and Example/Practical Action BoxesM Quizzes/Tests Uber Continuing Case Management in Action CaseM Legal/Ethical Challenge CaseM Manager’s Hot Seat Videos Application-Based Activities Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading. Also, some resources will require a paid subscription.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict



Assign Chapter 13 in SmartBook 2.0, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling most with, as can be seen in the reporting function of SmartBook 2.0 by going to “Reporting” then clicking the “LearnSmart” tab. A Click and Drag Exercise, such as one on “How to Become a More Effective Team Member,” can be assigned. This can also be due on Wednesday so that students are able to practice prior to class, and you can also review results prior to lecturing. What is unique about this Click and Drag Exercise is that it examines career readiness. A Connect® Case Analysis, such as “Teamwork is a Driver of Success at Whole Foods Market” can also be included so that students can learn about applying the concepts from the reading to a real-life scenario; therefore, further engaging them prior to the class session. If desired, you can then introduce a follow-up activity, found in the Teaching Resource Manual, during class on Wednesday. A career skill-based Self-Assessment can be assigned, such as “Attitudes Toward Teamwork” in order to follow-up on content covered in the reading. This can set up a class activity to follow on Wednesday. Follow-up activities can be found in the Teaching Resource Manual.

During Class (on Wednesday) 



CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict



A Manager’s Hot Seat video can be utilized to open up class discussion. Many of these videos cover frequent, yet controversial topics, and they ask students to describe what their decision-making process would be in those situations. Often, students will recommend conflicting approaches to solving the issues in the videos; therefore, there is more class engagement. For this chapter, one recommended Manager’s Hot Seat video is “Groups and Teams—Diagnosis: Dysfunction.” If time allows, and you would like to dive into real situations, you can discuss an Example box from the text titled “Building Trust Starts with Leader Behavior.” There is an additional in-class activity in the TRM.

After Class (after Wednesday)  

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

LEARNING OBJECTIVES

13.1

Identify the characteristics of groups and teams.

13.2

Describe the development of groups and teams.

13.3

Discuss ways managers can build effective teams.

13.4

Describe ways managers can deal successfully with conflict.

13.5

Describe how to develop the career readiness competency of teamwork/collaboration.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

TEACHING RESOURCES

Section

Title

Resource Type

13.1: Groups versus Teams The Explainer: How to Collaborate Effectively If Your Team Is Remote with Supplemental Activity Attitudes Toward Teamwork with Self-Assessment Activity

Social Media Proves to Boost Employee Engagement

ONLINE VIDEO

(2 minutes) Self-Assessment CAREER READINESS

ONLINE ARTICLES

Social Media at Work: Does Your Productivity Suffer?

Virtual Reality Takes on the Videoconference with Supplemental Activity How to Turn a Group of Strangers into a Team with Supplemental Activity

ONLINE VIDEO

(13 minutes)

13.2: Stages of Group and Team Development Build a Tower, Build a Team

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

with Supplemental Activity (7 minutes) Five Stages of Group Development

Connect Click and Drag

Assessing Your Team’s Productive Energy

Self-Assessment

with Self-Assessment Activity 13.3: Building Effective Teams Special Ops

ONLINE VIDEO

with Supplemental Activity (5 minutes) Personal Vulnerability— Leadership, Innovation and Talent

ONLINE VIDEO

with Supplemental Activity

(9 minutes)

Task and Maintenance Roles

Connect Click and Drag

Eight Ways to Build Effective Teams

Connect Click and Drag

Assessing Team Effectiveness

Self-Assessment

with Self-Assessment Activity Identifying Task and Maintenance Roles within Groups

Group Exercise

Treating Employees Well

Connect Video Case

13.4: Managing Conflict When Winner-Take-All Battles Backfire at Work

ONLINE ARTICLE

with Supplemental Activity Functional vs. Dysfunctional Conflict

Connect Click and Drag

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

Stimulating Functional Conflict

Connect Click and Drag

Interpersonal Conflict Tendencies

Self-Assessment

with Supplemental Activity

Conflict—Use It, Don’t Defuse It

CAREER READINESS

ONLINE VIDEO

with Supplemental Activity (19 minutes) Empathy: The Misunderstood Skill Group Exercise Teamwork is a Driver of Success at Whole Foods Market

Connect Case Analysis

What Is Your ConflictManagement Style?

Self-Assessment

with Self-Assessment Activity

CAREER READINESS

Five Conflict-Handling Styles

Connect Click and Drag

What is Your Preferred ConflictHandling Style?

Group Exercise CAN BE USED ONLINE

13.5: Career Corner: Managing Your Career Readiness Learning their Lessons

ONLINE VIDEO

with Supplemental Activity (2 minutes) How to Become a More Effective Team Member

Connect Click and Drag CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

CAREER READINESS

Comprehensive Materials IBM Wants Its Employees Back in the Office

Textbook Management in Action

When Employees Smoke Marijuana Socially: A Manager’s Quandary

Textbook Legal/Ethical Challenge

Groups and Teams

Uber Continuing Case

Groups and Teams—Diagnosis: Dysfunction

Manager’s Hot Seat Video

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

OVERVIEW OF THE CHAPTER

13.1

Groups versus Teams Teamwork promises to be a cornerstone of future management. A team is different from a group. A group typically is management-directed, a team self-directed. Groups may be formal, created to do productive work, or informal, created for friendship. Work teams engage in collective work requiring coordinated effort. Other types of teams are project teams, cross-functional teams, self-managed teams, and virtual teams.

13.2

Stages of Group and Team Development Groups can evolve into teams by going through five stages of development: forming, storming, norming, performing, and adjourning. They can also develop if they are forced to change in response to a crisis. We’ll look at both these processes.

13.3

Building Effective Teams To build a group into a high-performance team, managers must consider matters of collaboration, trust, performance goals and feedback, motivation through mutual accountability and interdependence, team composition, roles, norms, and team processes.

13.4

Managing Conflict Conflict, an enduring feature of the workplace, is a process in which one party perceives that its interests are being opposed or negatively affected by another party. Conflict can be negative (bad) or functional (good). Indeed, either too much or too little conflict can affect performance. This section identifies four sources of conflict in organizations and describes four ways to stimulate constructive conflict.

13.5

Career Corner: Managing Your Career Readiness You can improve your teamwork skills by using the competencies of oral communications, teamwork/collaboration, social intelligence, a positive approach, professionalism/work ethic, and a service to others orientation. Of these, teamwork/collaboration is most closely tied to concepts and models discussed in this chapter.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

CLASSROOM OUTLINE

Manage U: Effectively Managing Team Conflict The career readiness competencies of oral communication, teamwork/collaboration, leadership, and social intelligence can be applied to deal with team conflicts. Your first step in working to resolve a conflict between group members is to ask a lot of questions. This allows you to get the information you need to determine what the disagreement is about and to identify many possible solutions for resolving the conflict. Next, frame the conflict around behavior, not personalities. Behaviors are more easily changed than someone’s personality. If you established appropriate group norms while forming the group, it is important to encourage team members to follow those norms. Choose your words with care when dealing with a conflict. You want to avoid absolutes such as always or never, and use specific, descriptive words rather than evaluative statements. Finally, it is important to remember that conflict can be productive. Functional conflict can foster new ideas and innovative thinking. Possible Topics for Discussion: 

Think back to a conflict that occurred in a group or team to which you belong. What was the real cause of the disagreement, and how was it resolved? Would you do anything differently if you could? Conflicts are often personality, intergroup, or multicultural conflicts. Conflicts are often multidimensional, and it is important to determine the root cause of the disagreement. People often blame conflict on differences in personality, when that may not be the true problem. To reduce intergroup conflict, managers should create consistent goals or reward systems, make job boundaries clear, and ensure power and influence are appropriately distributed. To handle conflicts more effectively in the future, use the five basic conflict-handling styles: openness, equality, empathy, supportiveness, and positiveness.

13.1 Groups versus Teams POWERPOINT SLIDES: #4 Groups and Teams: How Do They Differ? #5 Formal Versus Informal Groups #6 Various Types of Teams #7 Virtual Team: Benefits and Challenges 13-7 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

Section 13.1 discusses how a team is different from a group and describes formal versus informal groups. The team approaches of cross-functional teams, self-managed teams, and virtual teams are described. One way that you could begin your coverage of these topics is to have the students watch the Harvard Business Review video “The Explainer: How to Collaborate Effectively If Your Team Is Remote.” This approximately 2- minute video describes best practices for remote collaboration. For a supplemental activity, you could have the students discuss how they could use the best practices from the video for any online classes they are taking or for any workrelated projects. Topics and Tips for Discussion: 1. Describe the formal group that you have most enjoyed being a member of. What about the group makes it your favorite? A formal group is a group assigned by organizations or its managers to accomplish specific goals. Given that people are often assigned to formal groups according to their skills, students might have liked best formal groups that effectively used all of their skills. Linking the material back to Chapter 12, students might identify specific needs that were addressed as a result of their participation in a formal group. 2. Discuss the reasons why companies rely on teams and the main advantages to their use. Using teams provide several key advantages to employers. Bringing together complementary skills and capabilities fosters synergy. Teams can often develop innovative and creative solutions to problems. Participating in a team fosters skill development, such as communication, leadership and conflict-management skills. 3. Assume that your employer (or a previous one) is going to implement self-managed teams. Discuss the benefits of using self-managed teams and some of the challenges to their implementation that the firm might experience. Self-managed teams (SMTs) encourage PERMA through skill development and meaningful work. They can improve quality and productivity. In the long-run, they can reduce costs. One challenge of using SMTs is that because of the training required and learning curve necessary to adopt the new system, initial set-up costs can be high. Productivity and efficiency often get worse before they get better. Employees, especially supervisors, can resist the change because of their fears of the unknown. Section 13.1 Key Concepts: Groups and Teams: How Do They Differ? ● A group of people and a team of people are not the same thing. 13-8 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

● A group is defined as two or more freely interacting individuals who share norms and goals and have a common identity. o It is different from a crowd, which is a transitory collection of people who don’t interact with one another. o It is also different from an organization (such as a labor union) which is so large that members also don’t interact. ● A team is a small group of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable. o The essence of a team is common commitment because without it, groups perform as individuals, but with it, they become a powerful unit of collective performance. o Reasons why teamwork is important are described in Table 13.1.

SELF-ASSESSMENT 13.1 CAREER READINESS CAREER READINESS

Attitudes Toward Teamwork This 10-question Self-Assessment determines what students’ attitudes are toward teamwork. Current or former jobs or university experiences can be utilized. Questions on impact, evaluation, and positivity are presented. Click for follow-up activity. Formal versus Informal Groups ● A formal group is a group assigned by organizations or its managers to accomplish specific goals. o A formal group may be a division, a department, a work group, or a committee, and it may be permanent or temporary. o People are usually assigned to the group according to their skills and the organization’s requirements. ● An informal group is a group formed by people whose overriding purpose is getting together for friendship or a common interest. o An informal group may be simply a collection of friends, or a voluntary organization. o Informal groups can advance or undercut the plans of formal groups. o These groups can also be highly productive—even more so than formal groups. 13-9 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

Interactive Classroom Material: EXAMPLE: Informal Groups & Informal Learning: Sharing Knowledge in the Lunchroom and on Social Media This Example asks the question “Can social interaction—in the lunchroom, on Second Life, Instagram, or Twitter—encourage collaboration and peer-to-peer learning?” Interest in this question comes from research that shows 70 percent of workplace learning is informal. Click for follow-up activity. Types of Teams ● Teams can be different based on their purpose, duration, and level of member commitment. ● Work teams have a clear purpose that all members share; they are usually permanent, and members must give their complete commitment to the team’s purpose in order for the team to succeed. ● Project teams are assembled to solve a particular problem or complete a specific task and can have varying durations. ● Cross-functional teams are designed to include members from different areas within an organization, such as finance, operations, and sales. ● Self-managed teams are defined as groups of workers who are given administrative oversight for their task domains. o Self-managed teams are expected to foster increased productivity and employee quality of work life, because employees are delegated greater authority and granted increased autonomy. o The most common chores of today’s self-managed teams are work scheduling and customer interaction, and the least common are hiring and firing. ● Virtual teams work together over time and distance via electronic media to combine effort and achieve common goals. o Virtual teams and distributed workers present many potential benefits: reduced real estate costs; ability to leverage diverse knowledge, skills, and experience across geography and time; ability to share knowledge of diverse markets; and reduced commuting and travel expenses. o It is more difficult for virtual teams than for face-to-face teams to establish team cohesion, work satisfaction, trust, cooperative behavior, and commitment to team goals. o Building team relationships is more difficult when members are geographically distributed. 13-10 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

o When virtual teams cross country borders, cultural differences, holidays, and local laws and customs can also cause problems. o There is no substitute for face-to-face contact, and meeting in person is especially beneficial early in virtual team development. ▪

Face-to-face interactions enable people to get familiar with each other and build credibility, trust, and understanding.

▪

Face-to-face interactions enable people to get real-time feedback, forge meaningful and real connections, and get a better sense of what others actually think and feel.

Interactive Classroom Material: PRACTICAL ACTION: Best Practices for Virtual Teams This Practical Action provides eight best practices that will help students develop their abilities as virtual team members and leaders. These include adapting communication methods, having fun, building trust, being a good partner, sharing information freely, documenting all work, selecting team members carefully—only those who can thrive in a virtual environment, and using good communication skills. Click for follow-up activity.

13.2 Stages of Group & Team Development POWERPOINT SLIDES: #8 Stages of Group and Team Development #9 Stage 1: Forming #10 Stage 2: Storming #11 Stage 3: Norming #12 Stage 4: Performing #13 Stage 5: Adjourning #15 Punctuated Equilibrium Section 13.2 introduces students to the group development process. Tuckman’s five-stage model of the group development process and punctuated equilibrium are discussed. One way to begin your coverage of these topics is to conduct the Marshmallow Challenge. This exercise was described by Tom Wujec in his 2010 TED Talk “Build a Tower, Build a Team.” According to Wujec, “the Marshmallow Challenge is a remarkably fun and instructive design exercise that encourages teams to experience simple but profound lessons in collaboration, 13-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

innovation, and creativity.” In the exercise, you provide teams of four students with 20 sticks of uncooked spaghetti, one yard of tape, one yard of string, and one standard-size marshmallow (not a mini size). Tell the students that they have 18 minutes to build the tallest free-standing structure with the constraints that they must use only the materials provided, and the marshmallow needs to be on top. After the teams complete the exercise, for a supplemental activity, you could have the students discuss what separated the best performing teams from the worst and have them describe what evidence of the five stages of group development or punctuated equilibrium they observed. You can also have the students watch Wujec’s 7-minute talk, and have them discuss why team incentives might not always improve performance. Topics and Tips for Discussion: 1. Discuss how the stages of group development might be different for virtual teams compared to traditional face-to-face teams. The five stages of group development are forming, storming, norming, performing, and adjourning. With virtual teams, it may take longer to foster trust in the forming stage. Team members may need the opportunity to meet face to face to help team members get acquainted. During the storming stage, the team may need more guidance in determining roles. More team norms would need to be established during the norming stage. For instance, the team is going to need to establish norms on how and when they communicate virtually. The performance stage might be harder for virtual teams to achieve since the lack of face-to-face contact may make it easier for some members to lose focus on the team’s objectives. For the adjourning stage, members of a virtual team will need to create virtual rituals the team can use to signify the team’s end. 2. Describe a time when one of your teams (either from your personal life or work) experienced the storming stage of group development. Describe the conflicts that developed and how the team was able to progress to stage 3. Conflicts in the storming stage might develop due to different views on the objectives of the teams, different work values and styles, or personality clashes, among other factors. Teams that are able to effectively transition from storming to norming probably knew that the storming stage was a normal part of team development. They knew that the storming stage was going to occur and thus were not surprised when it happened. They also don’t view the storming stage as negative, but as way to energize the diversity of the team. 3. Provide examples of firms or industries that are likely experiencing punctuated equilibrium. How are the changes likely to impact teams in the organizations? Technology, artificial intelligence, and changes in social values are all factors that can require the need for abrupt change by businesses. Among the industries that appear poised to experience punctuated equilibrium are the automotive industry (from autonomous vehicles), retail (from e-commerce), energy (from alternative energy) and 13-12 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

the medical field (from changes in government regulations and technological change). Teams whose companies are experiencing punctuated equilibrium may revert back to earlier stages in the group development process. For instance, new norms might need to be established as a result of the abrupt change. Section 13.2 Key Concepts: Tuckman's Five-Stage Model ● As shown in Figure 13.1, groups and teams go through five stages of development: forming, storming, norming, performing, and adjourning. ● Stage 1: Forming o The first stage, forming, is the process of getting oriented and getting acquainted. o This stage is characterized by a high degree of uncertainty as members try to break the ice and figure out who is in charge and what the group’s goals are. o Mutual trust is low, and there is a good deal of holding back to see who takes charge and how. o Leaders should allow time for people to become acquainted and socialize. ● Stage 2: Storming o The second stage, storming, is characterized by the emergence of individual personalities and roles and conflicts within the group. o The length of this stage depends on the clarity of goals and the commitment and maturity of the members. o Individuals may test the leader’s policies to determine how they fit into the power structure. o Subgroups take shape, and subtle forms of rebellion, such as procrastination, occur. o Many groups stall in stage 2 because power and politics erupt into open rebellion. o In this stage, the leader should encourage members to suggest ideas, voice disagreements, and work through their conflicts. ● Stage 3: Norming o In the third stage, norming, conflicts are resolved, close relationships develop, and unity and harmony emerge. o The group may now evolve into a team. o The team sets guidelines for what its members will do together and how they will do it.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

o Groups that make it through stage 2 generally do so because a respected member other than the leader challenges the group to resolve its power struggles so something can be accomplished. o Questions about authority are resolved through unemotional group discussion. o Group cohesiveness, a “we feeling” binding group members together, is the principal by-product of stage 3. o The leader should emphasize unity and help identify the team’s goals and values. ● Stage 4: Performing o In the fourth stage, performing, members concentrate on solving problems and completing the assigned task. o During this stage, the leader should give members the empowerment they need to work on tasks. ● Stage 5: Adjourning o In the final stage, adjourning, members prepare for disbandment. o The leader can help ease the transition by rituals celebrating “the end” and “new beginnings.” o The team leader can highlight valuable lessons learned to prepare everyone for future group and team efforts. ● Although research does not support the notion that groups can’t perform until the performing stage, both academics and practitioners agree that groups have a life cycle.

Connect® Exercise CLICK AND DRAG: Five Stages of Group Development Summary of Activity: In this Click and Drag activity, students will match fictitious scenarios with their corresponding stage in the group development process.

SELF-ASSESSMENT 13.2 Assessing Your Team’s Productive Energy

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

This 12-question Self-Assessment determines team productive energy at a current or former place of student employment or based on university experiences. Questions on alertness, opportunity recognition, and pace of work are presented. Click for follow-up activity. Punctuated Equilibrium ● In contrast to the distinct stages of Tuckman’s model, some groups follow a form of development called punctuated equilibrium, characterized by stability followed by abrupt change and then a return to stability. ● As shown in Figure 13.2, the group has periods of stable functioning until an event causes a dramatic change in norms, roles, and/or objectives. ● The group then establishes and maintains new norms of functioning, returning to equilibrium. ● Punctuated equilibrium often occurs in the wake of unexpected change.

13.3 Building Effective Teams POWERPOINT SLIDES: #16 Building Effective Teams #17 Collaboration and Trust #18 Performance Goals and Feedback #19 Motivation and Team Composition #20 Team Roles #21 Team Norms #22 Effective Team Processes Section 13.3 discusses how to build a high-performance team. The impact of collaboration, trust, performance goals and feedback, mutual accountability and interdependency, composition, roles, norms, and effective team processes are discussed. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Special Ops.” This approximately 5-minute video profiles an elite Air Force surgical team that is helping to increase survival rates for individuals wounded in action. For a supplemental activity, you could have the students analyze the extent to which the team displays the characteristics of a high-performance team. Topics and Tips for Discussion: 13-15 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

1. How do you come to trust your classmates or your co-workers? What can managers do to foster trust within their teams? Trust is reciprocal faith in others’ intentions and behaviors. The foundation for trust is credibility. You come to trust your classmates and your co-workers based on their past acts of integrity and their follow-through on their promises. Since trust begets trust, you should get your peers to trust you so you can trust them. You can foster trust by completing your work on time, by effectively communicating with team members and by instilling confidence in your fellow team members. Managers can foster trust by showing vulnerability, by taking responsibility for their mistakes, and by asking for help. 2. Think of the class group project that you most enjoyed working on as a student. Describe the extent to which that group met the characteristics of a high-performance team. High-performance teams are characterized as having (1) collaboration, (2) trust, (3) performance goals and feedback, (4) motivation through mutual accountability and interdependency, (5) composition, (6) roles, (7) norms, and (8) effective team processes. High-performance teams will share information and coordinate efforts to achieve a collective outcome. Trust in a high-performance team means that members act with integrity and follow through on their promises. A high-performance team will have specific, measurable performance goals and its members will receive feedback to know how well they are doing. High-performance teams will have mutual accountability whereby members answer to one another for their work and they will have team member interdependence where the team members rely on common task-related team inputs. High-performance teams often have diversity in personalities, values, knowledge, experience, and skills of team members. The task and maintenance roles that contribute to team success will be present in high-performance teams. A task role consists of behavior that concentrates on getting the team’s tasks done, while a maintenance role consists of behavior that fosters constructive relationships among team members. Effective norms, or general guidelines or rules of behavior that most group or team members follow, propel a high-performance team toward effective group dynamics and performance. Effective team processes for high-performance teams include having a team charter that outlines how a team will manage teamwork activities, engaging in team reflexivity, and giving team members a voice. 3. Think of your last team project that you completed either at work or at school. Describe the task and maintenance roles that you performed for this project. Task roles consist of behavior that concentrates on getting the team’s tasks done. These roles keep the team on track and get the work done. Task roles include: initiator, information seeker/giver, opinion seeker/giver, elaborator, coordinator, orienter, evaluator, energizer, procedural technician, and recorder. Maintenance roles consist of behavior that fosters constructive relationships among members. Maintenance roles 13-16 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

include: encourager, harmonizer, compromiser, gatekeeper, standard setter, commentator, and follower. Section 13.3 Key Concepts: High-Performance Teams ● Current research and practice suggest seven attributes of high-performance teams: shared leadership, shared accountability, sense of common purpose, trust and open communication, clear role expectations, early conflict resolution, and collaboration. ● The most essential considerations in building a group into an effective team are (1) collaboration, (2) trust, (3) performance goals and feedback, (4) motivation through mutual accountability and interdependency, (5) composition, (6) roles, (7) norms, and (8) effective team processes. ● Collaboration o Collaboration is the act of sharing information and coordinating efforts to achieve a collective outcome. o Teams are more effective when members collaborate. o Many factors can influence collaboration, including how teams are rewarded. ● Trust o Trust is defined as reciprocal faith in others’ intentions and behaviors. o The word reciprocal emphasizes the give-and-take aspect of trust: trust begets trust; distrust begets distrust. o Trust is based on credibility—how believable you are based on your past acts of integrity and follow-through on your promises. o Research supports a positive relationship between team members' trust and team performance. Interactive Classroom Material: EXAMPLE: Building Trust Starts with Leader Behavior This Example suggests leader behaviors that engender trust. These behaviors include showing vulnerability, taking responsibility for your mistakes, and asking for help. All of these increase trust between leaders and followers which in turn leads to greater collaboration and increased productivity. Click for follow-up activity. ● Performance Goals and Feedback

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

o Since teams are individuals organized for a collective purpose, the purpose needs to be defined in terms of specific, measurable performance goals with continual feedback to tell team members how well they are doing. ● Motivation through Mutual Accountability o A culture that supports teamwork exists when: clear performance goals exist; the work is considered meaningful; members believe their efforts matter; and they don’t feel they are being exploited by others. o Being mutually accountable to other members of the team makes members feel mutual trust and commitment. o Team member interdependence reveals the extent to which team members rely on common task-related team inputs, such as resources, information, goals, and rewards, and the amount of interpersonal interactions needed to complete the work. o Team leaders need to monitor the quality of team member interdependence. ● Team Composition o Team composition reflects the collection of jobs, personalities, values, knowledge, experience, and skills of team members. o Team member composition should fit the responsibilities of the team. ● Roles o A role is a socially determined expectation of how an individual should behave in a specific position. o A team member’s role is to help the team reach its goals. o Members develop their roles based on the expectations of the team, the organization, and themselves. o As shown in Table 13.2, there are two types of team roles: task and maintenance. ▪

A task role, or task-oriented role, consists of behavior that concentrates on getting the team’s tasks done.

▪

These roles keep the team on track and get the work done.

▪

A maintenance role, or relationship-oriented role, consists of behavior that fosters constructive relationships among members.

▪

These roles focus on keeping team members together.

Connect® Exercise CLICK AND DRAG: Task and Maintenance Roles Summary of Activity: 13-18 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

In this Click and Drag exercise, students will match descriptions of roles with either the task or maintenance category. ● Norms o Norms are general guidelines or rules of behavior that most group or team members follow. o Norms define the boundaries between acceptable and unacceptable behavior. o Although typically unwritten, norms have a powerful influence on group and organizational behavior. o Norms are enforced for four primary reasons: ▪

To help the group survive.

▪

To clarify role expectations.

▪

To help individuals avoid embarrassing situations.

▪

To emphasize the group’s important values and identity.

Interactive Classroom Material: PRACTICAL ACTION: How to Build a High-Performing Team This helpful Practical Action suggests methods by which teams can develop productive and effective team norms that will increase performance and productivity. It suggests considering what norms have worked well or poorly in past teams, the behaviors that are necessary to make norms effective, and how teams can insure accountability for normative behaviors. Click for follow-up activity. ● Effective Team Processes o Team processes are “members’ interdependent acts that convert inputs to outcomes through cognitive, verbal, and behavioral activities directed toward organizing taskwork to achieve collective goals.” o The following activities may improve team processes: ▪

Team charter: outlines how a team will manage teamwork activities.

▪

Team reflexivity: process in which team members collectively reflect on the team’s objectives, strategies, and processes and adapt accordingly.

▪

Team voice: extent to which team members feel free to “engage in the expression of constructive opinions, concerns, or ideas about work-related issues.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

CLICK AND DRAG: Eight Ways to Build Effective Teams Summary of Activity: In this Click and Drag activity, students will match the eight ways to build effective teams with their corresponding examples.

SELF-ASSESSMENT 13.3 Assessing Team Effectiveness This 18-question Self-Assessment determines team effectiveness at a student’s current or former job or based on university experiences. Questions on task-related problem solving, overcoming challenges, and facilitating team performance are presented. Click for follow-up activity.

Group Exercise #1: Identifying Task and Maintenance Roles within Groups There is a group exercise available at the end of this manual that provides students with the opportunity to enhance their understanding of task and maintenance roles. Exercise Objectives 1. To enhance understanding of task and maintenance roles. 2. To examine how task and maintenance roles influence group effectiveness. Click for follow-up activity.

Connect® Exercise VIDEO CASE: Treating Employees Well Summary of Activity: In this video case, students will first watch a video on JoJo Maman Bebe, a UK-based multichannel maternity wear and baby clothing retailer. The video focuses on the company’s view on teamwork. After viewing the video, students will respond to 4 multiple-choice questions to measure comprehension. Follow-Up Activity: Instructor should divide students into groups of four to five. Groups should discuss the following questions: 13-20 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

1. Should a company focus more on team satisfaction or return on investment? Why? 2. How does team job satisfaction have an impact on the company’s bottom line? What examples from the video support this? 3. What would you do if a member of your team is constantly underperforming? Groups should share their responses with the class as a whole and instructor can moderate the discussion.

13.4 Managing Conflict POWERPOINT SLIDES: #24 Managing Conflict #25 Relationship Between Intensity of Conflict and Performance Outcomes #26 and 27 Three Kinds of Conflict #28 How to Stimulate Constructive Conflict #29 Programmed Conflict #30 Five Basic Behaviors to Help You Better Handle Conflict #31 Five Conflict-Handling Styles Section 13.4 discusses conflict, which can be dysfunctional or functional. Three major sources of conflict are described: personality, intergroup, and multicultural. Strategies used to stimulate constructive conflict and basic behaviors to help you better handle conflict are discussed. The conflict-handling styles of avoiding, obliging, dominating, compromising, and integrating are described. One way that you could begin your coverage of these topics is to have the students read The Wall Street Journal article “When Winner-Take-All Battles Backfire at Work.” This article discusses the risks of using internal competitions to determine who gets a promotion and summarizes best practices firms should use to keep the runners-up from leaving. For a supplemental activity, you could have the students discuss the advantages and disadvantages of posting internal job openings online and have them discuss how companies should best address the needs of applicants who did not get the promotion. Topics and Tips for Discussion: 1. Think of examples of conflict that you have observed at your workplace (or at a previous one). Describe the positive and negative outcomes of this conflict. Positive outcomes from conflict include that it could identify important problems that should be addressed, and it could result in innovative problem-solving solutions. Conflict 13-21 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

can quickly turn negative if it is poorly managed or if it gets personal. Conflicts can result in negative emotions, negatively impact job satisfaction and productivity, and result in employee absenteeism or turnover. Have the students reflect on how well the conflict they observed was managed. 2. Describe the situations that most commonly produce conflict at your employer (or at a previous one). How could the conflict at the company be more effectively managed? Common sources of conflict are personality conflicts, intergroup conflicts, and crosscultural conflicts. Workplace incivility or strong personalities contribute to personality conflicts. Conflicts between departments can be fostered by inconsistent goals or reward systems, unclear job boundaries, and inconsistencies in power and influence. Differing assumptions about how to think and act can contribute to cross-cultural conflicts. Openness, equality, empathy, supportiveness, and positiveness are behaviors that can be used to better handle conflict. Managers should use one of five common conflict-handling styles based on the parties’ relative concern for others and for themselves. 3. Discuss how spurring competition between employees can benefit and harm the organization. Competition is often healthy in spurring people to produce higher results. By giving a reward to the organization’s top performers, you encourage everyone to be a top performer. Competition can motivate workers to exert more effort to achieve results. This can help a firm to get a competitive advantage in the market. A downside of spurring competition is that it does create “losers.” To avoid being in the “loser” group, an employee might resort to short-sighted, unethical, or even illegal activities. Competitions that sow fear and anxiety, such as concerns about getting terminated, losing incentivebased pay, or being publically humiliated, are more likely to contribute to dysfunctional conflict. Section 13.4 Key Concepts: Conflict ● Conflict is a process in which one party perceives that its interests are being opposed or negatively affected by another party. ● Conflicts may be between individuals, between an individual and a group, between groups, or between an organization and its environment. ● There are two types of conflicts: dysfunctional conflict and functional conflict. o Dysfunctional conflict is conflict that hinders the organization’s performance or threatens its interests. o As a manager, you need to do what you can to remove dysfunctional conflict, also referred to as negative conflict. 13-22 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

o Functional conflict benefits the main purposes of the organization and serves its interests. o There are some situations in which this kind of conflict—also called cooperative conflict—is considered advantageous. ● Social scientists believe that organizations can suffer from too little conflict. o Work groups or organizations that experience too little conflict tend to suffer apathy and lack of creativity. o Excessive conflict can erode organizational performance and may result in workplace aggression and violence. Connect® Exercise CLICK AND DRAG: Functional vs. Dysfunctional Conflict Summary of Activity: In this Click and Drag exercise, students will categorize provided scenarios as describing either functional or dysfunctional conflict.

Connect® Exercise CLICK AND DRAG: Stimulating Functional Conflict Summary of Activity: This Click and Drag exercise focuses on how to stimulate functional conflict, a necessary skill for effective managers. Specifically, the exercise is focused on the devil’s advocacy approach. Students need to place the provided term or phrase into the appropriate spot on a provided chart that contains the steps in the devil’s advocacy approach.

SELF-ASSESSMENT 13.4 CAREER READINESS Interpersonal Conflict Tendencies This 5-question Self-Assessment measures the amount of conflict students experience. Questions on feelings and frequency of undesirable actions are presented. Click for follow-up activity. Kinds of Conflict 13-23 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

● Three of the principal conflict triggers are (1) between personalities, (2) between groups, and (3) between cultures. ● Personality Conflicts: Clashes Because of Personal Dislikes or Disagreements o Personality conflict is defined as interpersonal opposition based on personal dislike, disagreement, or differing styles. o Personality conflicts often begin with instances of workplace incivility, or employees’ lack of regard for each other, which, if not curtailed, can diminish job satisfaction and teamwork engagement. o Personality conflicts are quite common, as is experiencing workplace incivility. ● Intergroup conflicts: Clashes Between Work Groups, Teams, and Departments o “We versus them” thinking can produce conflict among work groups, teams, and departments within an organization. o Some causes of intergroup conflicts are: ▪

Inconsistent goals or reward systems—when people pursue different objectives.

▪

Ambiguous jurisdictions—when job boundaries are unclear.

▪

Status differences—when there are inconsistencies in power and influence.

● Multicultural Conflicts: Clashes between Cultures o With cross-border mergers, joint ventures, and international alliances, there are opportunities for clashes between cultures. o Often success or failure, when business is being conducted across cultures, arises from dealing with differing assumptions about how to think and act. o Table 13.3 describes ways to build cross-cultural relationships. How to Stimulate Constructive Conflict ● Constructive conflict can be productive under a number of circumstances: o When your work group seems afflicted with inertia and apathy. o When there is a lack of new ideas, and there is resistance to change. o When there seems to be groupthink in the work unit. o When there’s high employee turnover. o When managers seem unduly concerned with peace, cooperation, compromise, consensus, and their own popularity rather than in achieving work objectives.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

● Four strategies used to stimulate constructive conflict are to: spur competition among employees, change the organization’s culture and procedures, bring in outsiders for new perspectives, and use programmed conflict. ● Spur Competition among Employees o Competition can spur people to produce higher results. ● Change the Organization’s Culture and Procedures o Competition may be created by making deliberate and highly publicized moves to change the corporate culture. o Results can be reinforced in visible ways through announcements of bonuses, raises, and promotions. ● Bring in Outsiders for New Perspectives o Organizations can become inbred and resistant to change without “new blood.” o Outsiders can bring new perspectives and can shake things up. ● Use Programmed Conflict o Programmed conflict is designed to elicit different opinions without inciting people’s personal feelings. o The idea is to get people to defend or criticize ideas based on relevant facts rather than on personal feelings and preferences. o Two methods of programmed conflict are devil’s advocacy and the dialectic method. ▪

Devil’s advocacy is the process of assigning someone to play the role of critic to voice possible objections to a proposal and thereby generate critical thinking and reality testing.

▪

The dialectic method is the process of having two people or groups play opposing roles in a debate in order to better understand a proposal.

Interactive Classroom Material: PRACTICAL ACTION: Playing the Devil’s Advocate This Practical Action presents students with tips about how to behave if they are designated as the devil’s advocate for their team. They are advised to listen and paraphrase the suggestion under discussion, to be non-confrontational, to mention the positive as well as the negative, and to refrain from continuously returning to the issues once they have made their point. Click for follow-up activity.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

Group Exercise #2: Empathy: The Misunderstood Skill There is a Group Exercise available at the end of this manual that provides students with the opportunity to practice a three-step approach for being empathetic. Exercise Objective: To present and practice a three-step approach for being empathetic. Click for follow-up activity.

Connect® Exercise CASE ANALYSIS: Teamwork is a Driver of Success at Whole Foods Market Summary of Activity: In this case analysis, students will first read about how Whole Foods structures its work teams. Then, students will respond to 4 multiple-choice questions to measure comprehension. Follow-Up Activity: Step 1: Instructor should divide students into small groups of four. First, groups should discuss how hiring factors can influence teamwork and performance within groups. Step 2: Each group is tasked with developing a list of hiring suggestions for organizations. Are these recommendations similar or different from Whole Foods’ approach? Why or why not? Why might these suggestions be an advantage or disadvantage to organizations? Group reflections should be shared with the rest of the class. Five Basic Behaviors to Help You Better Handle Conflict ● There are five basic behaviors that enable you to work on disagreements and keep them from flaring into out-of-control personality conflicts: openness, equality, empathy, supportiveness, and positiveness. ● Openness o State your views openly and honesty, not trying to disguise the real object of your disagreement. o Look at the conflict as a way to better understand the situation, and find a solution. o Concentrate on identifying the problem and taking a problem-solving approach. ● Equality o Treat the other’s status and ideas as equal to yours, allowing that person time to completely express his or her opinions. 13-26 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

o Evaluate all ideas fairly and logically, without regard to ownership. ● Empathy o Try to experience the other person’s feelings and point of view, showing you are truly listening. ● Supportiveness o Let the other person know you want to find a resolution that will benefit you both. o Support the other person’s position when it makes sense to do so. ● Positiveness o Be positive about the other person and your relationship. o Express your willingness to work toward a resolution that will be feasible for everyone. Conflict-Handling Styles ● There are five conflict-handling styles, or techniques, a manager can use for handling disagreements with individuals: avoiding, obliging, dominating, compromising, and integrating. ● Avoiding o Avoiding is ignoring or suppressing a conflict. o Avoidance is appropriate for trivial issues, when emotions are high and a coolingoff period is needed, or when the cost of confrontation outweighs the benefits of resolving the conflict. o It is not appropriate for difficult or worsening problems. o The benefit of this approach is that it buys time in unfolding and ambiguous situations. o The weakness is that it provides only a temporary fix and sidesteps the underlying problem. ● Obliging o Obliging is allowing the desires of the other party to prevail. o This style is also referred to as “smoothing” or “obliging.” o Obliging may be an appropriate conflict-handling strategy when it’s possible to eventually get something in return or when the issue isn’t important to you. o It’s not appropriate for complex or worsening problems. o The weakness is that once again it’s only a temporary fix that fails to confront the underlying problem. 13-27 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

● Dominating o Dominating or “forcing” is simply ordering an outcome, when a manager relies on his or her formal authority and power to resolve a conflict, but the needs of the other party are largely ignored. o Dominating is appropriate when an unpopular solution must be implemented and when it’s not important that others be committed to your viewpoint. o The advantage of dominating is speed. o The disadvantage is that in the end it doesn’t resolve personal conflict—if anything, it aggravates it by breeding hurt feelings and resentment. ● Compromising o In compromising, both parties give up something in order to gain something. o Compromise is appropriate when both sides have opposite goals or possess equal power. o The benefit of compromise is that it is a democratic process that seems to have no losers. o A downside is that people may be disappointed and feel cheated if they approach compromise situations with a win-lose attitude. ● Integrating o Integrating, or problem solving, is about collaboration. o The manager strives to confront the issue and cooperatively identify the problem, generating and weighing alternatives, and selecting a solution. o Integrating is appropriate for complex issues plagued by misunderstanding. o It is inappropriate for resolving conflicts rooted in opposing value systems. o The strength of integrating is its longer-lasting impact because it deals with the underlying problem, not just its symptoms. o Its weakness is that it’s very time-consuming.

SELF-ASSESSMENT 13.5 CAREER READINESS CAREER READINESS

What Is Your Conflict-Management Style? This 20-question Self-Assessment determines students’ conflict-management style based on current or former employment experiences. Results will present an avoiding, accommodating, forcing, compromising, or collaborative style. Click for follow-up activity. 13-28 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

Connect® Exercise CLICK AND DRAG: Five Conflict-Handling Styles Summary of Activity: In this Click and Drag exercise, students will match provided statements with their corresponding conflict-handling style.

Group Exercise #3: What is Your Preferred Conflict-Handling Style? There is a Group Exercise available at the end of this manual that provides students with the opportunity to apply and evaluate the effectiveness of conflict-handling styles. Exercise Objective To give students a chance to apply and evaluate the effectiveness of five different conflicthandling styles. Click for follow-up activity.

13.5 Career Corner: Managing Your Career Readiness POWERPOINT SLIDES: #32 Model of Career Readiness #33 Managing Your Career Readiness Section 13.5 describes actions for becoming a better team member and tips for becoming a more effective collaborator. To become a better team member, first you need to commit to the team. View team work as an opportunity to apply your best talents toward the goal of increasing the team’s overall performance. Second, you want to support team members. You can make your life better by making other lives better. You want to provide emotional and instrumental support to your teammates. Next, you should bring positive emotions such as happiness, gratefulness, and kindness to the team, and leave criticism and negativity outside team meetings. Finally, you should lead by example by demonstrating the behaviors you desire in others to be a better team member. To become a more effective collaborator, you should listen and learn and be openminded.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

One way that you could begin your coverage of these topics is to have the students watch the CBS video “Learning their Lessons.” This approximately 2-minute video profiles how an elementary school robotics team beat the odds. For a supplemental activity, you could have the students evaluate the factors that contributed to the team’s success and the extent to which the kids on the team demonstrated the characteristics of effective team members. Topics and Tips for Discussion: 1. Why is teamwork an important skill for managers to have? Being able to effectively harness the power of teams is a critical skill for managers. Teams increase productivity, improve quality, reduce costs and can foster workplace cohesiveness. Without effective management of the team, the team might struggle to achieve its goals, or it might fail because of dysfunctional conflict. An effective manager understands how to get the most out of teams. 2. How can managers encourage their employees to commit to the team? Managers need to make sure the firm’s processes and reward systems encourage team work. If the company’s performance management system rewards individual accomplishment and achievement, then employees will not focus the team’s success. As discussed in Chapter 12, behavior that is rewarded is repeated. Employees must understand the benefits of committing to the team. 3. How can you be a better listener? You can be a better listener by withholding judgment and showing respect by allowing everyone the opportunity to explain their ideas without interrupting. You can ask questions to clarify what others are saying. It is important to concentrate on the conversation by turning off your internal thoughts and whatever you were thinking about previously. You should focus on the present moment by being mindful. You want to remain quiet by spending disproportionately more time listening than you spend speaking. Being an effective listener is a skill that can be improved with focused effort and motivation. Section 13.5 Key Concepts: Becoming a More Effective Team Member  

Commit to the team — Commitment to a team comes down to your willingness to put the needs of others over self-interests. Support team members — You can provide emotional support in the form of the time you take to listen to and discuss personal matters with others. Instrumental support might entail showing someone how to complete a task or learn a new skill. It also means putting 13-30

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Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

 

in extra hours to help the team achieve its goals. Sharing information and providing positive feedback are other forms of support. Bring positive emotions to the team — Leave criticism and negativity outside team meetings. Lead by example — Demonstrate the behaviors you desire in others. If you want full commitment to team goals, commit to them yourself. If you want people to come prepared to team meetings, come overprepared.

Connect® Exercise CLICK AND DRAG: How to Become a More Effective Team Member Summary of Activity: In this Click and Drag exercise, students will match the ways to become a more effective team member with their appropriate examples. Become a More Effective Collaborator 



Listen and learn — Listening is the flip side of talking. Active listening requires effort and motivation. You can improve your listening by: withholding judgment, asking questions, showing respect, keeping your concentration and focus in the present moment, and remaining quiet. Be open-minded — You can’t collaborate if you aren’t open to others’ ideas. You won’t get the benefit of your teammates’ experience and knowledge if you fail to consider their input. Being open also requires you to stop trying to impress others by having the best or brightest ideas.

Career Corner Group Exercise: Effective Listening Exercise Objective: 1. Students will become more effective collaborators by improving their active listening skills. Click to view activity.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

MANAGEMENT IN ACTION

IBM WANTS ITS EMPLOYEES BACK IN THE OFFICE Problem-Solving Perspective 1. What is the underlying problem in this case from the perspective of CEO Ginni Rometty and from a senior leader from human resources? From Rometty’s perspective, the underlying problem is that IBM is not agile or nimble enough to keep up with the competitive tech marketplace. From the perspective of a senior leader from human resources, the underlying problem, more specifically, is that teams are not working well enough together and, in turn, are not churning out maximally innovative products. 2. What are the causes of this problem? One perspective of the cause is that too many team members are working remotely, which may inhibit collaborative efficiency. When team members lack physical proximity, in addition to poor collaboration, they also may have reduced trust and creativity. A supplementary explanation is that team processes and norms are not well structured. In this case, there is not a system in place to support sufficient communication (e.g., regularly setting goals and expectations together, coordinating work, resolving conflicts in a functional way) that is needed for a team to produce the best possible products. 3. What advice would you offer to solve the problem? Explain. I would recommend that IBM make incremental shifts and measure the outcomes before taking the drastic (and panicked) measure of completely ending their telework program. For example, select a pilot cohort of teams with which to try various changes: consistently enforced virtual norms, more frequent meetings, clear setting of goals and expectations with strategies for holding team members accountable, etc. If any (or multiple) of these initiatives are shown to increase team effectiveness, then spread these strategies across IBM’s teams with remote members. Certainly, a quantitative approach with data to back up decisions would be more well-received than the ultimatum that IBM gave to employees. Application of Chapter Content 1. What are some virtual best practices IBM could have employed for its remote teams? 13-32 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

Explain. One best practice for virtual teams is building trust. This happens best through occasional face-to-face meetings. Some best practices may say an annual meeting is enough, though some research would suggest having such meetings more often early in a team’s development, thus, building trust, is a crucial foundation to good teamwork. A second-best practice IBM could have used is hiring individuals, or at least only allowing full remote work for individuals, who can thrive in a remote work arrangement. These individuals could be identified by, for example, successful previous remote work experience. A third best practice could have been setting clear expectations around documents and the sharing of these documents. Especially in an innovative field, where ideas need to build off of each other and grow incrementally, documentation is crucial. Other best practices for virtual teams include the following: adapting communication, having fun, being a good partner, and using communication skills effectively. 2. Whether or not employees are collocated, describe how IBM can build effective teams. The first step IBM should take to build effective teams is set up specific expectations around the various aspects of teamwork. For example, one area is communication— research by Google has shown that everyone speaking in relatively equal proportion is important so that everyone has a chance to share their ideas and be involved—having a voice within a team gives members ownership over processes. Another area is around opportunities to try new ideas and even to fail. Psychological safety and trust develop when employees feel they have the freedom to take risks without fear of consequence. This is especially important for an innovative industry where new ideas often come out of unstructured, uninhibited exploration. Lastly, building a system of accountability is imperative for effective teamwork. Setting expectations around measurable performance goals and providing feedback can foster a team dynamic where team members push each other in a positive way while ensuring that progress is being made. 3. How could IBM stimulate functional or constructive conflict in its virtual teams? Explain. Functional conflict occurs when team members openly discuss the source of the conflict, such as a disagreement. For virtual teams, this requires two primary steps: 1) identifying that a disagreement exists, which may not be immediately clear since much of the communication taking place is asynchronous, and 2) creating an opportunity to discuss the disagreement openly. For the first step, creating psychological safety and trust among team members is a crucial foundation for being able to call out disagreements openly. For the second step, IBM should mandate that teams set clear expectations on how disagreements should be handled. This should include an all-team meeting when necessary to actually talk through the issue rather than the more passive communication that takes place via email or chat. Constructive conflict occurs when conflict is purposefully created to stimulate productivity. One way to bring about constructive conflict is to spur competition among employees. For 13-33 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

virtual teams, IBM could gamify parts of the teamwork process, giving points to team members for finishing their tasks, innovating team ideas, etc. IBM could also pit teams against other teams to encourage teamwork within the competitive work. Additionally, IBM could introduce new perspectives and disrupt the teams. For virtual teams, this could mean looping in non-team members to communication chains so that they can shake up the conversation. 4. IBM’s leadership and many in its workforce may not agree on how to address the company’s lagging revenues. What conflict handling style is IBM leadership utilizing to address the conflict? IBM is using the Dominating style for handling conflict. Dominating involves ordering an outcome rather than getting buy-in from employees or allowing employees to drive the decision-making. IBM likely chose to take this approach because the leadership team knew that the choice to end remote work would be unpopular. The issue, however, is that dominating should be used when it’s not important that others commit to the viewpoint, whereas in this situation it is very important that employees are on board. In response, employees are likely to leave if they feel like they are being unfairly forced to relinquish their flexible lifestyle afforded by remote work.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

LEGAL/ETHICAL CHALLENGE WHEN EMPLOYEES SMOKE MARIJUANA SOCIALLY: A MANAGER’S QUANDARY Solving the Dilemma 1. I would not tell the vice president of human resources about Blake’s drug use. He’s doing a good job, and I have not seen any impairment. Drug use off company premises, without impairment during work hours, is the concern of law enforcement and not an individual employee, whether or not a supervisor. If the organization has a zero-tolerance policy on marijuana use, then they can provide for random drug tests, and HR can take whatever action necessary based on those results. Nevertheless, being monitored by your boss outside of the organization in a private setting may prove to be problematic. 2. I would tell the vice president of human resources about the incident in which I observed Blake smoking marijuana, but I also would reinforce that he is a good performer. My gut feeling is that I need to honor the company’s zero-tolerance policy on drug use. The company’s directives about a zero-tolerance policy on drug use are to be enforced by mechanisms at HR’s disposal. This includes referral by a fellow employee if something is witnessed on the job, whether use of drugs, or impairment from them. However, this is private use of drugs outside of work, with no implications on the job. Having employees spying on each other outside of work is not healthy and will have adverse effects on the workforce. 3. I would talk to Blake. I would explain my predicament and then ask him about the frequency of his drug use. If Blake promised to stop smoking marijuana, I would not tell the vice president of human resources about the incident. Having a discussion about the frequency of drug use is a personal discussion, not a supervisor/subordinate discussion. This includes securing promises from the employee on future marijuana use. If the discussion is between friends outside of work, with no implications on the job, that is different, but to have a private discussion and to pass judgment when it comes to work implications is not very wise. In this case, the supervisor is deciding whether or not to break the confidence of the employee and/or to report this incident to HR based on steps the supervisor is dictating which are not in line with company policy or his/her role at the party. 4. Invent other options. Discuss. In this case it may be wise to just look the other way. However, these types of issues are controversial, and students may have different opinions on the matter. It is important to have different points of view presented in class. 13-35 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

TEXTBOOK EXAMPLES

EXAMPLE: Building Trust Starts with Leader Behavior This Example suggests leader behaviors that engender trust. These behaviors include showing vulnerability, taking responsibility for your mistakes, and asking for help. All of these increase trust between leaders and followers which in turn leads to greater collaboration and increased productivity. YOUR CALL Do you see showing vulnerability as a strength or weakness? Are there times when you feel your feelings of vulnerability should be hidden? Why or why not? If you have a culturally diverse classroom, draw on the beliefs and experiences of your students. This can be a very interesting and broad discussion. In particular, ask students if they respect someone who shows vulnerability—and how they define vulnerability. Are there types of vulnerability that can and should be shown and others that should not be? You might remind them that answering questions in class demonstrates courage in that they probably feel vulnerable to embarrassment if they are incorrect. ADDITIONAL ACTIVITIES Have your students watch Personal Vulnerability—Leadership, Innovation and Talent a TEDx Talk by Myric Polhemus (9:29). In this talk, Polhemus discusses the synergy that can be gained when a vulnerable leader interacts with “productive malcontents.” He points to the improved ability to innovate successfully and productively that comes from listening to employees who question, not just accept, a leader’s program. He points to the need for leaders to express vulnerability, to open themselves to criticism. After the students have watched the video, lead a class discussion utilizing questions such as: 1. What was the most compelling insight you got from this talk? 2. How do you feel about the idea that a leader should listen to criticism from subordinates? As a follower, could you imagine yourself going to your boss and expressing such deep concerns about a new initiative as Chris did in this video? What qualities would leaders have to demonstrate to make you willing to trust them? Return.

EXAMPLE: Informal Groups & Informal Learning: Sharing Knowledge in the Lunchroom and on Social Media 13-36 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

This Example asks the question “Can social interaction—in the lunchroom, on Second Life, Instagram, or Twitter—encourage collaboration and peer-to-peer learning?” Interest in this question comes from research that shows 70 percent of workplace learning is informal. YOUR CALL 1. Can games (such as the online multi-player game Second Life) or other social media (Facebook, Twitter, Instagram, etc.) be used to foster informal workplace collaboration? There are a lot of ways to foster informal workplace collaboration, and today using online multiplayer games or social media is an increasingly popular way to promote collaboration. Most employees are technologically savvy in these areas, and being able to meet online, utilizing a more relaxed setting, is beneficial to their collaboration. 2. How about allowing employees to BYOD—“bring your own device” to work, such as their own smartphone or tablet? Employees bringing their own devices to work helps when it comes to increased productivity, as an employee may be quicker and more productive on his/her own device than on an office computer. However, it is important to also understand the drawbacks to this practice. For example, employee devices tend to also have personal material on them that may distract the employee from his/her work responsibilities. Also, personal devices may not be as secure as devices provided by the company. ADDITIONAL ACTIVITIES You can build on this example by having students read one, two, or all three of the following articles. “Social Media Proves to Boost Employee Engagement.” This 2018 Forbes article provides examples of several methods being used at companies to boost productivity, collaboration, communication, and learning through the use of social media. These methods include gamification of training, increased socialization among workers using platforms such as FaceBook’s Workplace and increasing peer-to-peer recognition to strengthen corporate culture. Consider discussion questions such as:

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How would you respond to training programs at work that are gamified—that offer upgrades,

point bonuses, badges, and leaderboards? Would you be more likely to engage in training that was provided in this fashion than in more old-fashioned methods of training? Can you identify any downside to the gamification of training?

“Social Media at Work: Does Your Productivity Suffer?” is a 2017 article that includes several short videos imbedded within it. The article gives a short history of social media use and calls out its problems including social media addiction, performance loss, and distraction as well as its benefits of greater collaboration and communication. Consider using discussion questions such as: Would you consider yourself addicted to social media use? Has it ever affected your

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Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict Should organizations be worried about social media use by its employees?

“Virtual Reality Takes On the Videoconference” discusses how virtual reality systems could one day replace videoconferencing as a tool for business meetings. Consider using the following discussion questions: Describe the benefits and limitations of virtual reality technology over videoconferencing for

work-related discussion. Do you believe that virtual reality will replace video calls and/or face-to-face meetings for

work conversations? Explain your point of view. Thinking back to Chapter 9, discuss other applications of virtual reality systems for human resource management activities. Return.

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Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

TEXTBOOK PRACTICAL ACTIONS

PRACTICAL ACTION: Best Practices for Virtual Teams This Practical Action provides eight best practices that will help students develop their abilities as virtual team members and leaders. These include adapting communication methods, having fun, building trust, being a good partner, sharing information freely, documenting all work, selecting team members carefully—only those who can thrive in a virtual environment, and using good communication skills. ADDITIONAL ACTIVITIES In order to build on this Practical Action, consider showing “How to Turn a Group of Strangers into a Team” (12:51 minutes). This TED talk is by Amy Edmondson, Novartis Professor of leadership and Management at the Harvard Business School. Edmondson speaks engagingly of “Teaming,” not teamwork as we generally think of it, but teamwork as it occurs more frequently. Teaming is the coming together of individuals who may not know one another, have different cultures, languages, time zones, and industries—fluid, constantly changing, rapidly evolving teams. Consider using discussion questions such as: 1. Which of the best practices for virtual teams for the Practical Action box can you identify in the stories of successful teams in this TED talk? 2. Which of the best practices do you think is most important? Why? 3. Have you worked on any teams like the ones discussed in the video? Would you like to? Why or why not? Return.

PRACTICAL ACTION: How to Build a High-Performing Team This helpful Practical Action suggests methods by which teams can develop productive and effective team norms that will increase performance and productivity. It suggests considering what norms have worked well or poorly in past teams, the behaviors that are necessary to make norms effective, and how teams can insure accountability for normative behaviors. YOUR CALL How well do you think an organization could incorporate all the suggestions listed above for creating high-performance teams? What other strategies do you think contribute to outstanding team results? One method for reinforcing the lessons in this Practical Action is to start with these questions then move to the exercise in the Additional activity section. Direct the students to think about 13-39 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

what a company would be like, what type of leadership it would need, and what kinds of training should be available in order for the company to be able to incorporate these suggestions. What other strategies do your think contribute to the adoption of effective norms? Save this question for the additional activity if you decide to use it. If you are not using the additional activity, then gather the students’ ideas on the board. Encourage them to dig deeper into each idea, to consider the behaviors and accountability necessary to implement each strategy. ADDITIONAL ACTIVITIES Break the students into groups of five and have each group answer the following questions: 1. Think about effective teams you have been on. What norms contributed to their effectiveness? 2. Think about ineffective teams you have been on. What norms contributed to their ineffectiveness? 3. For each set of norms, what specific behaviors did team members exhibit? 4. For each set of norms, how were they enforced? Have each team report out its conclusions. Make a list of effective norms on one board and a list of ineffective norms on another board. Have students consider the similarities on each. Ask them what, if any, conclusions they can draw from the lists. Have them discuss the types of behaviors and consequences that appear to support effective norms. If your students are working in teams during the semester, ask them to meet and discuss the norms of their groups. Which of the productive, effective norms are they using? Can they identify any of the non-productive, ineffective norms within their group? How can they increase the use of their effective norms and decrease or eliminate their ineffective norms? Return.

PRACTICAL ACTION: Playing The Devil’s Advocate This Practical Action presents students with tips as to how to behave if they are designated as the devil’s advocate for their team. They are advised to listen and paraphrase the suggestion under discussion, to be non-confrontational, to mention the positive as well as the negative, and to refrain from continuously returning to the issues once they have made their point. 13-40 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

ADDITIONAL ACTIVITIES Consider using the TEDx talk “Conflict—Use It, Don’t’ Defuse It (19:12) To expand the discussion beyond Devil’s Advocacy into managing and using conflict. This talk begins with two very personal stories before going into the discussion using good conflict management techniques. You could start the talk at about the 9 minute mark if you want to skip the personal stories. The discussion is still excellent; you just miss some of the deeper links to why people behave the way they do in conflict situations. This talk also reflects back to the discussion of vulnerability in the section on building trust in teams. After watching the video, consider asking questions such as: 1. What is your most frequent method for handling conflict? (You might talk about your own tendency—this can encourage students to talk about their own attitudes towards conflict.) 2. How could vulnerability and curiosity improve your attitude towards conflict? 3. How can a team use conflict as an energy source? Return.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

SELF-ASSESSMENTS

SELF-ASSESSMENT 13.1 CAREER READINESS CAREER READINESS

Attitudes Toward Teamwork This survey was designed to assess students’ attitude toward teamwork. STUDENT QUESTIONS 1. What is your attitude toward teamwork? Student responses will differ based on assessment results. Some students will be surprised at how high or low they score on teamwork attitude. 2. If you do not have a positive teamwork attitude, consider the reason why and identify what you might do to foster a more positive attitude. There are many reasons why a student may not have a positive teamwork attitude. For example, he or she does not believe that teamwork behaviors are properly evaluated or appreciated; moreover, some students may feel that doing an assignment individually is more expeditious and effective. 3. What might you say during an interview to demonstrate that you possess the competency of teamwork/ collaboration? A candidate would want to positively answer how he or she worked on a team, had a good experience and overcame challenges. If the experience was not good, the candidate would want to describe what changes could be considered for the next assignment in order to improve the team experience. SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. Students who have a low teamwork attitude should be grouped together, and students who have a positive teamwork attitude should be grouped together. High scoring students should discuss why they believe teamwork is important and what their organizations do to foster teamwork. Low scoring students should discuss what they can do to better utilize teamwork at their organizations. Groups should share with the class and instructor can lead discussion on the importance of teamwork. Return.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

SELF-ASSESSMENT 13.2 Assessing Your Team’s Productive Energy This survey was designed to assess student team productive energy. STUDENT QUESTIONS 1. To what extent does the team display productive energy? Are you surprised by the results? Students’ responses will differ based on survey results. Some students will be surprised at the high or low level of the team productive energy. 2. Based on your survey scores, what can be done to improve the level of energy being displayed by the team? Be specific. Generally, in order to improve team energy levels, people in the group need to feel excited, enthusiastic, energetic and inspired about their job. This has a lot to do with who is selected for a team (fit) and how the team operates on a daily basis (norms). Teams that do not include the right fit of members, and/or do not have norms that motivate individuals to succeed for the best of the team, will not be as productive as they can be. 3. What would the survey suggest that you should do next time you are the leader of a work or school project team? The survey suggests that a team leader should make sure the team is being productive and has a collective desire to make things happen. This should include being successful at a work or school project via caring about the team’s survival and overall success. SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. There should be a mix of different students in each group. Groups should review the following scenario and discuss what stage the team is in, and what a strong team leader would do: You are on a team consisting of members from different areas of the company. Team members are starting to figure out their roles and there seems to be some ambiguity that is causing conflict. Different individuals have different viewpoints on how to move forward. Select groups should share their discussions with the class as a whole. Return.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

SELF-ASSESSMENT 13.3 Assessing Team Effectiveness This survey was designed to assess the overall effectiveness of a team’s internal processes. STUDENT QUESTIONS 1. How effective is the team? Student responses will differ based on assessment results. Some students will be surprised at how effective or ineffective the team is. 2. What aspects of the team’s internal processes are most in need of positive development? These responses will also differ, but in general, team members need to receive information and properly understand it, which should be confirmed by all members. Team members should willingly participate in team matters and there should be encouragement provided when team members attempt to meet new challenges. 3. Based on your survey scores, what are three recommendations for improving the team’s internal processes? Be specific. These will differ based on student survey scores but should outline some of the ideas in Question 2. SUPPLEMENTAL ACTIVITY Students should be put into groups based on their Self-Assessment scores. Students who scored highly should be grouped together and students with low scores should be grouped together. Students who scored highly should review the following examples of group effectiveness and see if they have experienced any of the examples: The team insures that all members receive information and that it is properly understood. The team members make sure other team members are performing appropriately. The team members work together to accomplish team goals. The team members approach their jobs with professionalism and dedication. The team members are competent and prepared for the job.

What further examples can they provide from their experiences? Students who scored low should also review the examples and discuss how they can exhibit these examples. Why may these examples not be present at their organization? Select groups can share their discussions with the class as a whole. 13-44 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

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SELF-ASSESSMENT 13.4 CAREER READINESS CAREER READINESS

Interpersonal Conflict Tendencies This Self-Assessment measures how well students get along with others at work and/or school. STUDENT QUESTIONS 1. Does your score match your perception of yourself? Students’ answers will vary depending on their results. 2. The assessment measures how well you get along with others and how they treat you--both sources of conflict. If you were to improve the measure, what other factors do you think should be included? Students should possibly point to environmental factors that may contribute to conflict, which include stress, company policies, goals/strategy, etc. Students can also point out personality dimensions and differences and how they can lead to functional or dysfunctional conflict. SUPPLEMENTAL ACTIVITY Instructor should open class discussion by asking the following questions: 1. Is there a time when conflict is actually appropriate? 2. If so, what type of conflict? 3. What factors contribute to conflict in the workplace? 4. How can these be mitigated? 5. How can constructive conflict be stimulated? Return.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

SELF-ASSESSMENT 13.5 CAREER READINESS What Is Your Conflict-Management Style?

CAREER READINESS

This Self-Assessment determines students’ conflict-management style based on current or former employment experiences. STUDENT QUESTIONS 1. Were you surprised by the results? Why or why not? Explain. Student responses will differ based on Self-Assessment results. Students may be surprised at which conflict-handling styles they primarily fall into. They may also be surprised that they combine different conflict-handling styles depending on the situation. 2. Were the scores for your primary and backup conflict-handling styles relatively similar, or was there a large gap? What does this imply? Discuss. Students who have a primary that is very far ahead of other conflict-handling styles, such as a backup, are very strong in that primary conflict-handling style. It is important to be able to handle different conflicts in different ways; so a student may benefit from working on other conflict-handling styles so that the backup style is closer in score to the primary. 3. Is your conflict-handling style one that can be used in many different conflict scenarios? Explain. Student responses will differ based on their primary conflict-handling styles. Some conflicthandling styles are more universally liked than others (i.e., compromising and collaborating) as opposed to ones that seem a bit one sided (i.e., accommodating and forcing). 4. What things might you say during an interview to demonstrate that you possess the ability to manage conflict? Candidates should bring up times that they faced pushback or had to tell someone no. It is important for the candidate to elaborate how the conflict was resolved and what the candidate learned from that interaction. SUPPLEMENTAL ACTIVITY Students should be put into five groups based on their scores on their conflict-handling style. Students who scored highly on each conflict-handling style should be grouped together. Students should discuss their assigned conflict-handling style. What are the advantages and disadvantages of each conflict-handling style? Are there specific situations where your assigned conflict-handling style would work best? Worst? Each group should share with the class. Instructor should present five columns on the board so each group can present advantages and disadvantages for each conflict-handling style. 13-46 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

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Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

GROUP EXERCISES

GROUP EXERCISE #1: IDENTIFYING TASK AND MAINTENANCE ROLES WITHIN GROUPS Objectives ● To enhance understanding of task and maintenance roles. ● To examine how task and maintenance roles influence group effectiveness. Introduction Group effectiveness is a function of the extent to which group members display a variety of task and maintenance roles. The overall purpose of this exercise is to enhance your students’ understanding of task and maintenance roles within groups. Instructions 1. Prepare a role assignment for the six students who will be participating in this exercise. On note cards or small pieces of paper, write one task or maintenance role for each of the six students. Be sure to provide a short descriptor of their role by using the information contained in the table shown at the end of this exercise. It is helpful to use the task role of initiator, coordinator, and orienter, and the maintenance roles of encourager, gatekeeper, and standard setter. 2. Conduct a short lecture on task and maintenance roles, and explain their overall purpose. Task roles: getting the work done—a task role, or task-oriented role, consists of behavior that concentrates on getting the team’s tasks done. Maintenance roles: keeping the team together—a maintenance role, or relationship-oriented role, consists of behavior that fosters constructive relationships among team members. 3. Arrange six chairs in a circle in front of the classroom and ask the class for six volunteers to work on a short group project. Have the volunteers come up front and take a seat in the circle. Write the names of these individuals on the board according to which seat they occupy. Pass out the role assignments, and ask these individuals to withhold sharing their role assignment with anyone else. 4. Give each role player a few seconds to study their role, and then read the group’s assignment to the entire class. The group’s assignment is as follows: Group Assignment: Using your assigned roles, as a group and speaking aloud, come up with a plan to promote a new student-run organization. This organization is called Students First, and its purpose includes making students aware of their rights as students, helping freshmen with adjustment issues, organizing events that promote healthy living, and various other student-oriented functions. Your task is to brainstorm a plan for promoting this organization on campus. Be specific. You have 15 minutes to come up with a plan. 13-48 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

5. Tell the rest of the class that you want them to try to identify which group members are exhibiting which of the task and maintenance roles. Encourage them to consult a list of these roles while the group is working on its task. 6. Begin the exercise, and stop it after 15 minutes. 7. Begin to process the exercise by asking the class to discuss which group members were exhibiting which task and maintenance roles. Record the class’s observations about each individual on the board. Next, inform the class of each of the volunteer’s specific role assignments. Questions for Discussion 1. To what extent was there agreement about who was providing task and maintenance roles? What does this level of agreement indicate about group dynamics? 2. Ask students to evaluate the effectiveness of this group. Why was the group effective or ineffective? 3. Were individual group members effective in executing their designated roles? Be sure to tell the group members that this is a chance to get feedback on their ability to display various roles. You don’t want them to get defensive about the feedback. 4. Are task and maintenance roles equally important? Explain. 5. What should group members do if they are working in a group that is not effectively enacting the various task and maintenance roles? Source: A. Johnson & A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp. 190-191.

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Task and Maintenance Roles

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

Task Roles

Description

Initiator

Suggests new goals or ideas

Information seeker/giver

Clarifies key issues

Opinion seeker/giver

Clarifies pertinent values

Elaborator

Promotes greater understanding through examples or exploration of implications

Coordinator

Pulls together ideas and suggestions

Orienter

Keeps group headed toward its stated goal

Evaluator

Tests group’s accomplishments with various criteria such as logic and practicality

Energizer

Prods group to move along or to accomplish more

Procedural technician

Performs routine duties

Recorder

Performs a “group memory” function by documenting discussion and outcomes

Maintenance Roles

Description

Encourager

Fosters group solidarity by accepting and praising various points of view

Harmonizer

Mediates conflict through reconciliation or humor

Compromiser

Helps resolve conflict by meeting others halfway

Gatekeeper

Encourages all group members to participate

Standard setter

Evaluates the quality of group processes

Commentator

Records and comments on group processes/dynamics

Follower

Serves as a passive audience

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

GROUP EXERCISE #2: EMPATHY: THE MISUNDERSTOOD SKILL Objective 

To present and practice a three-step approach for being empathetic.

Introduction In the classic novel, To Kill a Mockingbird, Atticus Finch says to his daughter Scout: “If you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view—until you climb into his skin and walk around in it.”1 This exercise asks students to determine how well they can walk in someone else’s shoes, to see something from someone else’s perspective. This skill is known as empathy. Merriam-Webster’s dictionary defines empathy as: “the feeling that you understand and share another person's experiences and emotions: the ability to share someone else's feelings.”2 Instructions 1. Present the following information about empathy and the three-step approach to being empathetic: Empathy: The Misunderstood Skill ● When a person becomes defensive, we need a tactic or skill to diffuse the emotional response and translate the conversation to a problem-solving focus. This skill is empathy. ● Empathy is recognizing and labeling another person’s feelings and thoughts. ● This technique allows you to focus on facts, not on personality. Emotions are vented and dealt with so a discussion can continue constructively. ● Empathy is not agreement; it is a reflective technique to encourage open communication. The person witnesses you listening to him or her and will perceive that you are trying to respond to his or her issues. The Differences Between Sympathy, Empathy, and Apathy ● Sympathy: sameness of feeling; a feeling of approval of, or agreement with, an idea. “You poor thing, I know just how you feel; I had my report rejected, too.” ● Empathy: the ability to share in another’s emotion, thoughts, or feelings. “I see that you are concerned that the interview didn’t go well.” ● Apathy: lack of emotion or interest; unconcern or indifference. “It is ridiculous to get so upset over this.”

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

The Three-Step Process of Using Empathy to Influence Behavior 1) Label the emotion: You seem annoyed about... 2) Restate the content: You seem annoyed about your efforts going unnoticed. 3) Create a transition sentence: You seem annoyed about your efforts going unnoticed. What steps can you take to publicize your work? 2. Use the following scenario to practice the three-step approach to empathy. Read the scenario, and ask students to write an empathetic response. Practice Scenario “Why are you giving me such a hard time about being five minutes late for our team meeting? Give me a break! You know that I have responsibilities at home, and it is hard for me to get here on time. I’m 40, and I have a wife and two small sons at home. Do you have to deal with sick kids? Do you have to arrange an emergency babysitter so you can get to class on time? Do you have to fight traffic to get here after working a full day? You would be much more understanding if you weren’t just a kid with no responsibility other than going to classes.” Assume you are the team leader. Sample answer: “It seems like you are overwhelmed with all the activities and responsibilities on your plate. I also sense that you are angry about my pointing out that you were late for our scheduled meeting.” (These two sentences represent step 1, label the emotion, and step 2, restate the content.) “Why don’t we all talk about your role on this team and how we can help you to accomplish your team tasks on a timely basis?” (This is the transition sentence.) 3. Break the class into groups, and distribute the scenarios listed below to each one. Ask each student to write an empathetic response using the three-step process for each scenario. Once done, ask students to share and critique each other’s answers. ● Assume you are answering as the teaching assistant and a student enters your office and says the following: “Rebecca’s grade was ten points higher than mine. I busted my back working on this assignment while she hardly studied at all. That’s what I get for working so hard. Your grading scheme is too subjective and unfair.” ● Assume you are a professor, and a student’s phone goes off in class: You have a class policy that says all cell phones must be turned off. During class today, Maria’s cell phone goes off during the middle of your lecture. You politely remind her to turn off her phone. She responds, “I know I should turn off my cell phone, but my sister is in the hospital having a baby, and the baby is due anytime now. I have to keep updated so I can get to the hospital. I am, after all, the baby’s godmother.” ● Assume you are answering as an academic advisor: “I am trying so hard and everything I do seems to get messed up. My grades are terrible, and I can’t keep up with the smart students in my honors classes. I want to drop honors English and math.” 13-52 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

4. Feedback and coaching: Pair up the students, and have them critique each person’s responses. Reconvene as a class. Questions for Discussion 1. Did you find it hard to provide empathetic responses? Why or why not? 2. What step was the most difficult? 3. When would you most likely use the skill of empathy? The answer is anytime one encounters conflict and emotional responses from others. 4. Can one make a mistake when using empathy? The answer is yes. One might mislabel the emotion and use poor transitional statements. Does this mean that empathy is a risky technique? No. We find that this technique is easier to use when you are using it with someone you know. Also, even if one makes a mistake when trying to use the three steps, we find that people appreciate the attempt to empathize. Source: A. Johnson & A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp. 155-157. 1

H. Lee, To Kill a Mockingbird (Philadelphia, PA: J.B. Lippincott Company, 1960).

Merriam-Webster’s Dictionary, n.d., http://www.merriam-webster.com/dictionary. (Accessed July 1, 2015).

Tips for large classes: The groups may need to be larger, which means you may need to allot more time for Step 3. If you are short on time, consider only discussing questions 1 and 2 at the end of the activity.

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Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

GROUP EXERCISE #3: WHAT IS YOUR PREFERRED CONFLICT-HANDLING STYLE? Objective ● To give students a chance to apply and evaluate the effectiveness of five different conflicthandling styles. Introduction Conflict occurs when one party perceives its interests are being opposed or set back by another party. Certain situations produce more conflict than others. Knowing the antecedents of conflict can help individuals to anticipate and resolve conflict. Everyone deals with conflict differently. There are five conflict-handling styles, or techniques, that a person can use for handling disagreements with individuals: avoiding— “maybe the problem will go away”; accommodating — “let’s do it your way”; forcing— “we have to do it my way”; compromising— “let’s split the difference”; and problem solving— “let’s cooperate to reach a win-win solution that benefits both of us.” This activity revolves around a scenario and how people react to it. Instructions 1. Students should remain at their desks. 2. Read or copy and distribute the following scenario, and then proceed to step 3. You decide to throw a party and invite all of your friends; many of these friends don’t know one another very well. You are confident this is going to be a good party. Once the party begins, you walk around talking to people. You notice that two of your friends are engaged in what looks to be a pretty serious discussion. You approach and try to find out what they are talking about. You didn’t think these two even knew each other. You find out from another person also watching the discussion that these two not only know each other, they don’t like each other. You realize your two friends are having a very loud and heated discussion about the last presidential election. 3. Have each student briefly write what he or she would do in this situation as the host of the party. 4. Break students into groups of 3 or 4, and ask each individual to discuss what he or she would do in this situation. Then ask them to answer the discussion questions as a group. 5. Reconvene as a class, and discuss the following questions. Questions for Discussion 1. What was the group’s preferred solution? What type of conflict-handling style does it represent? 2. Generate a response for this situation based on using each of the five core conflicthandling styles. Which solution do you think would be most effective? Explain your rationale. 3. Which conflict-handling style(s) would be the worst for this situation? Why? 13-54 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

4. What is your biggest take-away about conflict from this exercise? Explain. Source: A. Johnson & A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp. 370, 372. Tips for online classes: Students can be placed in online groups and the scenario can be posted to a discussion board. Each student can individually respond and state what he/she would do in this situation. Then, the group can discuss as a whole. After the groups have discussed, instructor can create a larger discussion board and include the entire class. This is where the groups can respond to the four discussion questions. It is important that each group assign one person to respond on behalf of the group. The instructor can then moderate the discussion.

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CAN BE USED ONLINE

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

CAREER CORNER GROUP EXERCISE

CAREER CORNER GROUP EXERCISE: EFFECTIVE LISTENING Learning Objective 

Students will become a more effective collaborator by improving their active listening skills.

Introduction Effective collaboration requires good listening skills. Improving one’s listening skills thus represents one key way to improve the career readiness competency of collaboration. This exercise focuses on developing the competency of teamwork/collaboration by focusing on listening skills. Instructions The primary purpose of this exercise is to improve students’ active listening skills. The suggested scenario for this activity is a vacation destination; however other scenarios can be used.    

Speaker: Vacation destination attributes; Receivers: Suggest Destination Speaker: Job characteristics; Receivers: Suggest Occupation Speaker: Date Activity; Receivers: Suggest Date Location Speaker: Car attributes; Receivers: Suggest Specific Automobile

1. Start the activity off with a listening game. A suggested listening game is included below.  Effective Listening Games by Diane WindingLand 2. Put students into groups of 4. Randomly assign one student as the “speaker” and the others as listeners. For 3 minutes have the speaker describe where they would like to go on spring break (vacation) without mentioning a specific location. For example, rather than saying “I want to go to Hawaii,” the speaker might say “I would like a place that is warm, has surfing, and places to hike. I also would like excursions such as hiking a mountain or hang gliding.” After three minutes, have the listeners write down a suggested destination along with 3 reasons why it would appeal to the speaker. Each listener presents their solution to the speaker. Have the speaker review how close the listeners were to what the speaker needed. If time allows, swap roles and repeat the exercise.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

3. Have each group reflect on what skills the speaker and the listener used to improve the effectiveness of their active listening. Ask each group to be prepared to present their conclusions on what it takes to be an effective listener. 4. Ask one or two groups to summarize their takeaways from this exercise. 5. Facilitate class discussion by using the following questions:  When listening, what was your focus? The words? The feeling? The body language?  Did you engage in any non-verbal communication, for example, nodding encouragingly as the speaker explained his preferences?  Did you reflect on what the speaker said before coming up with your conclusions, or were you thinking about destinations while the speaker was talking?  Going forward, what skills or traits will you utilize in order to be a more effective listener? Return.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

UBER CONTINUING CASE

Chapter 13: Groups and Teams This part of the Uber continuing case focuses on Chapter 13 and covers principles related to groups and teams. This continuing case’s real-world application of management knowledge and skills is designed to help you develop critical-thinking ability and realize the practical power of sound managerial skills for solving problems in your job and career. The case includes five multiple-choice questions and two essay-based questions. The essaybased questions can also be used in-class to spur discussion: 1. Using Tuckman’s five-stage model of team development and information provided in the case, explain three challenges that a leadership team working in a new city for Uber would have to work through. Also identify which member of the leadership team is responsible for leading each effort. In the performing stage of Tuckman’s model, performing includes “solving problems.” One challenge is understanding the local market. Each market has unique needs, such as those listed for LA, and the leadership team must gain an understanding of these needs in order for Uber to be most valuable to the clients in the market. The General Manager would lead this effort. A second challenge is making sure that Uber has a positive reputation in the new market. Engaging in positive conversations and driving positive press about Uber within that market can address this challenge. The Community Manager would lead this effort. A third challenge is retaining and engaging enough quality drivers to adequately serve the clients in that market. Without enough drivers, Uber cannot operate at maximum capacity. The Driver Operations Manager would lead this effort. 2. Imagine you are a General Manager of a leadership team in one of the cities in which Uber operates. You and the Community Manager disagree on the best way to message Uber’s new rideshare partnership, although the Community Manager feels more strongly about his idea than you do about yours. Which conflict-handling style would work best to empower the Community Manager in this situation, and why? Accommodating is when one of the disagreeing parties allows the other party’s idea or solution to prevail. In other words, one party must relinquish their stance on the issue and embrace the other. This style works most effectively when one party feels more strongly about the issue than the other party, such as would be the case presented in the prompt. The advantage of this style is that it encourages cooperation, and, in this case, would empower the Community Manager rather than creating tension or demotivating them to not share ideas in the future. 13-58 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

MANAGER’S HOT SEAT GROUPS AND TEAMS—DIAGNOSIS: DYSFUNCTION I. Introduction White Flint General Hospital has seen a surge in delays admitting patients due to a lack of space. A team of hospital employees has been assembled to address the issue and recommend changes to the Hospital Board. The team is meeting for the first time and things do not go so well. II. Learning Objectives 1. Demonstrate how the different stages of team development can affect team productivity. 2. Evaluate how collaboration, trust, interdependence and team composition contribute to team effectiveness. 3. Analyze the importance of leveraging different team roles. 4. Compare functional and dysfunctional conflict. 5. Demonstrate an ideal conflict-handling style. III. Scenario Description: Scene Set-up: Kira, Blake, and Ramon are meeting at a cafeteria table. Sarah joins later. Scene Location: Hospital cafeteria Profile: Kira Cook, Hospital Administrator Sarah Lavinus, Hospital Doctor Blake Fowler, Lead Registered Nurse Ramon Diaz, Lead Technician Summary: The hospital administrator is meeting with a doctor, lead RN and lead technician to discuss a surge in delays in admitting patients due to lack of space. A lot of patients have to wait a while to be discharged by a doctor, which is causing frustration and also contributing to a lack of space. The lead RN proposes that non-doctors have the authority to discharge patients, but that does not sit well with the doctor. There is functional and dysfunctional conflict happening within the group, and they do not get to any tangible results. 13-59 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

IV. Discussion of Theory 

Stages of group development o Team starts in the forming stage. Kira does not effectively get team members to socialize and build trust. o Team is stuck in the storming phase.



Effective teams o Collaboration and trust are non-existent.  For example, Kira and Ramon were not able to connect on things they shared in common in order to get Ramon interested in the discussion. o Team composition is not leveraged.  You have individuals from different functional areas of the hospital that are not able to utilize their experiences due to conflict.



Team roles o Roles are portrayed by different individuals:  Sarah = initiator  Kira = poor orienter  Ramon = harmonizer



Functional vs. dysfunctional conflict o Kira does not do a good job when functional conflict between Blake and Sarah turns into dysfunctional conflict.



Conflict handling styles o Kira should utilize integration, but ended up being an avoider.

Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict

APPLICATION-BASED ACTIVITY

There are no application-based activities for this chapter.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Chapter 14 Power, Influence, and Leadership From Becoming a Manager to Becoming a Leader CHAPTER CONTENTS

Teaching Resource Manual: A Guide to Implementation Career Readiness-Based Personal Development Plan

ii viii

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Textbook Practical Actions

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Assignment Completion. Shows the total percentage of all learners in the class that have completed the assignments at this point in time.

Time on Task. Provides the user with a class-level view of the estimated time in comparison to the actual average time to completion across the entire class. Metacognition. Shows how aware the learners are of their knowledge, on average, across the entire class. Most Challenging Learning Objectives. Shows the number of challenging Learning Objectives across the class, in comparison to the total number of Learning Objectives in the assignment. Individual Learner Report. System provides all the assignment data available for that specific student at that point in time, showing a breakdown of all questions answered in each of the following categories:      

Correct with high confidence Incorrect with high confidence Correct with low confidence Incorrect with low confidence Correct with medium confidence Incorrect with medium confidence 14-iii

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

With Connect®, you can build your own course, make changes to the course throughout the semester, and use auto-grading. Connect® integrates with other Learning Management Systems, include Blackboard®, Canvas, and D2L. Students can study anytime with the free ReadAnywhere app, create personalized study plans, and Connect®’s Calendar and Report tools will help keep them on track. Connect® gives you a wide array of flexibility in making assignments and creating grading policies. You may choose to:  assign as many assignments as appropriate.  determine point values for each question/application exercise individually.  make available multiple attempts per assignment with options of accepting the highest score or averaging all the scores together.  deduct points for late submissions of assignments (percentage deduction per hour/day/week/so forth) or create hard deadlines.  show feedback on exercises/questions immediately or at your preference.  provide for study-attempts to allow for completion of the assignment after the due date without assigning a point value. Some recommendations include:  Before selecting the option for one attempt only, select unlimited or multiple attempts on the first few assignments to allow students a chance to learn and navigate the system.  Provide a low point value for each question because multiple questions are usually assigned for each chapter. A good rule of thumb would be to make “Quiz Questions” worth 1 point each and “Connect® Exercises” worth 5 to 10 points each because they require more time and thought.  Select feedback to be displayed after the assignment due date in order to limit students from giving the correct answers to other students while the application exercise is still available. So When Do I Assign Each Type of Teaching Resource? Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and testing to actually adapting your teaching to student needs? By utilizing the teaching resources outlined below during the three touch points, you can significantly impact students’ learning and create a learning environment that is more engaging, involving, and rewarding. In other words, you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating the greatest impact and helping students develop higher order thinking skills. The following recommendations pertain to these mentioned touch points, with an additional matrix that follows. Before Class

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

The learning goals we have for students determines our assignments before, during and after class. For example, you may want to focus on mastering content, applying content, or using content to solve problems. Alternatively, you may want to achieve all three goals. Connect® offers a host of additional pre-class assignments to choose from if your goal is mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action Boxes, Management in Action Cases, Legal/Ethical Challenge Cases, Uber Continuing Case, and Manager’s Hot Seat Videos. Case Analyses, Click and Drag Exercises, and Video Cases are optimal exercises to be utilized prior to class, as they provide students the opportunity to practice and apply key course concepts. A reading assignment—typically a chapter from the product in use—is a student’s initial exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior to class or an online lecture allows you to gauge their comprehension of the material. Having a better sense before class of which concepts your students are “getting” and which ones they are not, allows you to more effectively and efficiently plan your time with them during class. To ascertain student competency, use the reporting function of SmartBook 2.0, where you can view general results of their performance. Additionally, Connect® exercises, such as Case Analyses, Click and Drag Exercises, and video cases, offer students a second exposure to important sections of the chapter after their completion of a SmartBook 2.0 assignment. Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for students to understand. These animated videos were developed to further unpack in brief, yet effective, fashion the course topics that most commonly challenge students. Each animated video is accompanied by auto-graded multiple-choice questions that can be assigned to confirm student comprehension. If your learning objectives include fostering application and integrating the concepts discussed with real world practice, then Management in Action or legal/ethical challenge cases contained in the textbook can be assigned so students can think critically and practice applying what they learned in the readings to actual cases. The Management in Action cases are now all “problemfocused.” In other words, the cases contain problems that students can practice solving. These cases also contain multiple-choice questions that can be assigned in Connect® to gauge student comprehension. During Class The TRM offers a host of additional materials and experiential activities you can use to bring chapter content to life.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities and lectures based on results from the general results report and the metacognitive skills report. This allows for a more tailored class period that enhances student engagement and more opportunities to resolve gaps in knowledge. We also provide links to online readings that you can use to supplement the content covered in the textbook. They are useful if you desire to provide additional material beyond that covered in the text. If your goal is to create an engaging learning environment filled with student discussion and interactions, we provide multiple resources. First, each major heading in a chapter contains suggested discussion starter questions. These open-ended questions are likely to foster student discussion and engagement. We also provide additional activities (i.e., experiential exercises) for every Example and Practical Action box. If your goal is to provide for additional application of material, the TRM breaks down the textbook Management in Action cases and legal/ethical challenges by providing questions and ideal responses. Connect® also has multiple-choice questions that can be assigned for the Management in Action cases. Finally, the TRM has a selection of group exercises that allows instructors to focus on team learning methods. If your goal is to jointly engage your students while applying content from the text, you can select a Self-Assessment follow-up activity (all follow-up activities are found in the TRM). These assets are especially useful if you are “flipping” your classroom, wherein the class session is used for application and analysis of key concepts rather than lecture. The Suggested Resources across Teaching Touch Points Matrix provides a quick reference for activities that can be utilized during class. After Class After the face-to-face class session, or online lecture, you can assign Connect® exercises as homework to further reinforce the material covered in the textbook and lecture. You may also want to assign an iSeeIt! Animated Video if you notice that students are struggling with a particular topic, even after class. Students can also be assigned the continuing case for each chapter, which includes assignable multiple-choice and essay-based questions. To further gauge student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus more on defining and explaining material, and the test banks focus more on application and analysis. Moreover, the test banks now include more higher-level Bloom’s questions. Finally, if you want students to think critically to solve real-world problems, then you may want to utilize an Application-Based Activity after class. Application-Based Activities are minisimulations that allow students to make decisions and see their impact immediately. There are both theory-based questions that have right and wrong answers, and there are also branching questions that allow students to make ideal, sub-ideal, and incorrect decisions based on the theory they’ve learned. A student’s particular path in the activity will depend on the decisions made on the branching questions. Application-Based Activities should be utilized after a student 14-vi Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

has had at least one pass at the chapter content as they do not introduce new material. Rather, they encourage students to apply, analyze, and evaluate material they already understand. A Special Focus on Career Readiness The ninth edition has a new strategic focus on career readiness. The author’s goal is to provide you the information and teaching resources needed to develop students’ career readiness competencies desired by employers. The authors provide you the following information and resources:     

Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises

CAREER READINESS

iSeeIt! Animated Videos Self-Assessments

CAREER READINESS

Case Analyses Video Cases

CAREER READINESS

Example and Practical Action BoxesM CAREER READINESS

Group Exercises/Career Group ExercisesM

CAN BE USED ONLINE

TRM Discussion StartersM TRM Follow-up activities for Case Analyses, Video Cases, Self-Assessments, and Example/Practical Action BoxesM Quizzes/Tests Uber Continuing Case Management in Action CaseM Legal/Ethical Challenge CaseM Manager’s Hot Seat Videos Application-Based Activities Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading. Also, some resources will require a paid subscription.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader



Assign Chapter 14 in SmartBook 2.0, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling most with, as can be seen in the reporting function of SmartBook 2.0 by going to “Reporting” then clicking the “LearnSmart” tab. A Click and Drag Exercise, such as one on “How to Become More Self-Aware,” can be assigned. This can also be due on Wednesday so that students are able to practice prior to class, and you can also review results prior to lecturing. What is unique about this Click and Drag Exercises is that it examines career readiness. A Connect® Case Analysis, such as “Mary Barra’s Leadership Guides General Motors through a Crisis and toward Profitability” can also be included so that students can learn about applying the concepts from the reading to a real-life scenario; therefore, further engaging them prior to the class session. If desired, you can then introduce a follow-up activity, found in the Teaching Resource Manual, during class on Wednesday. A career skill-based Self-Assessment can be assigned, such as “What Kind of Power Do I Prefer?” in order to follow-up on content covered in the reading. This can set up a class activity to follow on Wednesday. Follow-up activities can be found in the Teaching Resource Manual.

During Class (on Wednesday) 



CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader



A Manager’s Hot Seat video can be utilized to open up class discussion. Many of these videos cover frequent, yet controversial, topics and they ask students to describe what their decision-making process would be in those situations. Often, students will recommend conflicting approaches to solving the issues in the videos; therefore, there is more class engagement. For this chapter, one recommended Manager’s Hot Seat video is “Leadership--Act the Role.” If time allows, and you would like to dive into real situations, you can discuss an Example box from the text titled “Great Leaders Worldwide” There is an additional inclass activity in the TRM.

After Class (after Wednesday)  



You can assign a Connect® exercise, such as the continuing case on Uber, to reinforce student comprehension of material and also to test application of concepts. Students can experience a real-life simulation that assesses critical-thinking and problem-solving skills by playing the Application-Based Activity on power and influence. In this simulation, students play the park engineer at a theme park. Students will need to work with the park manager and ride operator to address safety issues on a new roller coaster named the Inferno. The student must influence other stakeholders before it is too late and something dangerous happens on the ride. You can also assign an online quiz or test on the material.

If you are teaching a completely online course asynchronously, then the in-person class above can be substituted for a recorded online lecture that is customized based on SmartBook 2.0 reporting. Students can be instructed to complete pre-class activities prior to watching the lecture and post-class activities after the online lecture. A gap can be included between pre-class activities and the recording of the lecture so that reporting can be reviewed. This example is simply a week out of many that will provide for rigorous learning and student impact! You can utilize this format when creating a syllabus and extrapolate the rest of the weeks.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

LEARNING OBJECTIVES

14.1

Describe managers’ appropriate use of power and influence.

14.2

Identify traits and characteristics of successful leaders.

14.3

Identify behaviors of successful leaders.

14.4

Describe situational leadership.

14.5

Describe transformational leadership and its effects on employees.

14.6

Compare three additional perspectives on leadership.

14.7

Explain how to develop the career readiness competency of self-awareness.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

TEACHING RESOURCES

Section

Title

Resource Type

14.1: The Nature of Leadership: The Role of Power and Influence PayPal CEO: A Company’s Most Valuable Resource Is Its Employees with Supplemental Activity

CAREER READINESS

ONLINE VIDEO

(5 minutes) Assessing Your Readiness to Assume the Leadership Role with Self-Assessment Activity

Self-Assessment CAREER READINESS

Characteristics of Managers and Leaders

Connect Click and Drag

Five Sources of Power

Connect Click and Drag

What Kind of Power Do I Prefer?

Self-Assessment

with Self-Assessment Activity

CAREER READINESS

Nine Generic Influence Tactics

Connect Click and Drag

Which Influence Tactics Do I Use?

Self-Assessment

with Self-Assessment Activity

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Matching Influence Tactics to Outcomes

Connect Click and Drag

14.2: Trait Approaches: Do Leaders Have Distinctive Traits and Personal Characteristics? Ulta Beauty CEO Says of Her Success: “Anything is Possible” With Hard Work and Persistence with Supplemental Activity Moving Up Quickly in the Office, But at a Cost

ONLINE VIDEO

(5 minutes) ONLINE VIDEO

(4 minutes) Justin Trudeau: We Need Inclusive Growth for All

ONLINE VIDEO

with Supplemental Activity

(9 minutes)

Identifying Preferences for Traits Possessed by Leaders

Group Exercise CAN BE USED ONLINE

14.3: Behavioral Approaches: Do Leaders Show Distinctive Patterns of Behavior? How West Point and the Army Taught CEO Ken Lamneck About Leadership with Supplemental Activity Assessing Your Task & Relationship-Oriented Leader Behavior

ONLINE VIDEO

(5 minutes) Self-Assessment CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Practicing Servant Leadership

ONLINE VIDEO

with Supplemental Activity (4 minutes) Servant Leadership

Connect Click and Drag

Assessing Your Servant Orientation

Self-Assessment

with Self-Assessment Activity

CAREER READINESS

14.4: Situational Approaches: Should Leadership Vary with the Situation? Theresa May’s Tough Line Scores Points but Clouds Brexit Path Bruised UK Leader Seeks Brexit Help from Brussels

ONLINE ARTICLE

ONLINE VIDEO

(2 minutes) This Is the Time to Put Selfinterest Aside

ONLINE VIDEO

with Supplemental Activity

(3 minutes)

Contingency Theory

Connect Click and Drag

House’s Path-Goal Theory

Connect Click and Drag

The New Generation of NFL Head Coaches with Supplemental Activity

ONLINE VIDEO

(4 minutes)

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

14.5: The Uses of Transformational Leadership How Great Leaders Inspire Action Simon Sinek Explains What Almost Every Leader Gets Wrong

ONLINE VIDEO

(18 minutes) ONLINE VIDEO

with Supplemental Activity Indra Nooyi Tribute Film

(16 minutes) ONLINE VIDEO

with Supplemental Activity (8 minutes) Is My Manager Transformational?

Self-Assessment

with Self-Assessment Activity Key Behaviors of Transformational Leaders

Connect Click and Drag

Mary Barra’s Leadership Guides General Motors through a Crisis and toward Profitability

Connect Case Analysis

Leadership at American Express

Connect Video Case

14.6: Three Additional Perspectives Navigating History

ONLINE VIDEO

with Supplemental Activity (6 minutes) Assessing Your Leader—Member Exchange

Self-Assessment

with Self-Assessment Activity

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Improving a Leader-Member Exchange Relationship 5 Ways Being a Good Follower Makes You a Better Leader

Group Exercise

ONLINE ARTICLES

How To Be a Good Follower (and Why It’s a Skill You Need with Supplemental Activity Comparing Traits, Behaviors, and Skills Between Leaders

Group Exercise

14.7: Career Corner: Managing Your Career Readiness Get Gritty

ONLINE VIDEO

with Supplemental Activity (5 minutes) How to Become More Self-Aware

Connect Click and Drag CAREER READINESS

Using Your ABCs to Become More Self-Aware

Career Corner Group Exercise CAREER READINESS

Comprehensive Materials VA Turnaround: A Waiting Game

Textbook Management in Action

Should Starbucks Have a Corporate Loitering Policy?

Textbook Legal/Ethical Challenge

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Power, Influence, and Leadership

Uber Continuing Case

Power and Influence—Riding the Policy Wave

Manager’s Hot Seat

Leadership—Act the Role

Manager’s Hot Seat

Power & Influence: A Managerial Thrill Ride

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

OVERVIEW OF THE CHAPTER

14.1

The Nature of Leadership: The Role of Power and Influence Leadership skills are needed to create and communicate a company’s vision, strategies, and goals as well as to execute on these plans and goals. This section highlights the way successful managers use power and influence to achieve these ends and describes five sources of power and nine influence tactics they use to lead others. Leaders use the power of persuasion to get others to follow them. Five approaches to leadership are described in the next five sections.

14.2

Trait Approaches: Do Leaders Have Distinctive Traits and Personal Characteristics? Trait approaches attempt to identify distinctive characteristics that account for the effectiveness of leaders. We describe (1) positive task-oriented traits and positive/negative interpersonal attributes (narcissism, Machiavellianism, psychopathy) and (2) some results of gender studies.

14.3

Behavioral Approaches: Do Leaders Show Distinctive Patterns of Behavior? Behavioral leadership approaches try to determine unique behaviors displayed by effective leaders. These approaches can be divided into four categories, the first three of which are discussed in this section: (1) task-oriented behavior, (2) relationshiporiented behavior, (3) passive behavior, and (4) transformational behavior (discussed in Section 14.5).

14.4

Situational Approaches: Does Leadership Vary with the Situation? Effective leadership behavior depends on the situation at hand, say believers in two contingency approaches: Fiedler’s contingency leadership model and House’s path– goal leadership model.

14.5

The Uses of Transformational Leadership Four key behaviors of transformational leaders in affecting employees are: They inspire motivation and trust, encourage excellence, and stimulate them intellectually.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

14.6

Three Additional Perspectives Two other kinds of leadership are the leader–member exchange model, which emphasizes that leaders have different sorts of relationships with different subordinates, and leading with humility, grounded in the belief that something exists that is greater than ourselves. A third perspective is the role of followers in the leadership process.

14.7

Career Corner: Managing Your Career Readiness This chapter requires the combined use of 14 career readiness competencies. The focus of this section is on self-awareness. In order to become more self-aware, one should take the time to reflect, write down priorities, learn one’s strengths and weaknesses, and avoid the Dunning-Krueger effect.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

CLASSROOM OUTLINE

Manage U: Improving Your Leadership Skills It is important for managers to develop leadership skills. To improve your leadership skills, you should first understand your leadership style. Identifying your leadership style is an ongoing process that evolves as you acquire more experience and responsibility in the workplace. Next, you should adopt a proactive learning orientation. Improving your leadership skills is a process that never actually ends. It is a goal without an ending point. Next, recognize that there is no single best way to lead. Effective leaders have the ability to respond differently to different situations. Show your followers that you value them by delegating responsibilities, by giving credit where it is due, and by praising them in public. Finally, practice mindfulness. Engaging in meditation or other mindfulness activities will help you to reduce stress, sharpen your focus, and enable you to more effectively lead through tough times and crises. Possible Topics for Discussion: 

One business writer suggests it’s time for business leaders to abandon an old “rule” of leadership that says, “great leaders work alone.” Do you agree that effective leadership should include motivating, developing, and encouraging others? Why or why not? Given that a leader can’t be a leader without followers, effective leaders should focus on motivating, developing, and encouraging others. Although leaders often have to make final decisions and take actions independently, the best leaders will base their decisions on insights they gained from their followers.

4.1 The Nature of Leadership: The Role of Power and Influence POWERPOINT SLIDES: #3 The Nature of Leadership #4 Characteristics of Managers and Leaders #5 Five Sources of Power #7 Common Influence Tactics #8 Match Tactics to Influence Outcomes #9 An Integrated Model of Leadership

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Section 14.1 describes five sources of power and nine influence tactics leaders use to lead others. The differences between managing and leading are discussed, and an Integrated Model of Leadership is presented. One way that you could begin your coverage of these topics is to have the students watch the Fortune video “PayPal CEO: A Company’s Most Valuable Resource Is Its Employees.” In this approximately 5-minute video, Dan Schulman, the CEO of PayPal, discusses his views on leadership. For a supplemental activity, you can have the students apply Figure 14.1 to identify the factors that contribute to Schulman’s leadership effectiveness. Topics and Tips for Discussion: 1. Think of someone who you consider to be an effective leader. Now, explain why you consider him or her to be effective. Effective leaders have the traits and display the behaviors associated with effective leadership. The traits and behaviors of an effective leader are influenced by situational factors, characteristics of their followers and their use of power and influence tactics. Look for an understanding of the variables in Figure 14.1 that are associated with leadership effectiveness. 2. Describe a time that you needed to influence others at work. Identify the influence tactics that you used and assess the effectiveness of your attempt to influence others. Nine influence tactics are described in the chapter. Rational persuasion is trying to convince somebody by using reason, logic, or facts. Inspirational appeals build enthusiasm or confidence by appealing to others’ emotions, ideals, or values. Consultation involves getting others to participate in planning, making decisions, and changes. Ingratiating tactics get someone in a good mood prior to making a request. Personal appeals reference friendship and loyalty when making a request. Exchange tactics make explicit or implied promises and trading favors. Coalition tactics get others to support your effort to persuade someone. Pressure tactics demand compliance or use intimidation or threats. The foundation for legitimating tactics are one’s authority or right, organizational rules or policies, or explicit/implied support from superiors. The “soft” tactics of rational persuasion, inspirational appeals, consultation, ingratiation, and personal appeals are likely to be more effective than the remaining “hard” tactics that exert more overt pressure. Although leaders want to be able to use all of the influence tactics if the situation warrants, they still need to be authentic to their values and beliefs. 3. Explain the difference between someone who “manages” and someone who “leads.” People are managing if they are engaged in planning, investigating, organizing, and control. People are leading when they inspire others, provide emotional support, and try to get employees to rally around a common goal. Leaders are focused on influencing 14-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

others. They create a vision and a strategic plan for an organization, while a manager is responsible for implementing the vision and plan. Section 14.1 Key Concepts: Leadership and Power ● Leadership is the ability to influence employees to voluntarily pursue organizational goals. ● Leadership coaching is about enhancing a person’s abilities and skills to lead and to help the organization meet its operational objectives. ● Authority comes with a job, and it is the right to perform or command.

SELF-ASSESSMENT 14.1 CAREER READINESS Assessing Your Readiness to Assume the Leadership Role This 20-question Self-Assessment measures students’ readiness to assume a leadership role. Students can consider a current or previous job, or university experience, when responding to the questions. Questions on team spirit, coaching, and generating ideas are presented. Click for follow-up activity. Managerial Leadership: Can You Be Both a Manager and a Leader? 

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Managerial leadership is the process of influencing others to understand and agree about what needs to be done and the process of facilitating individual and collective efforts to accomplish shared objectives. Management is about coping with complexity. Leadership is about coping with change.

Connect® Exercise CLICK AND DRAG: Characteristics of Managers and Leaders Summary of Activity: In this Click and Drag exercise, students will match the characteristics of managers and leaders with the appropriate function. Five Sources of Power ● Power is the ability to marshal human, informational, and other resources to get something done.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

● Power is the extent to which a person is able to influence others so they respond to orders. o Personalized power is power directed at helping oneself. o Socialized power is power directed at helping others. ● Legitimate power is power that results from managers’ formal positions within the organization. o All managers have legitimate power over their employees, deriving from their position. o This power may be exerted both positively and negatively. ● Reward power is power that results from managers’ authority to reward their subordinates. o Rewards can range from praise to pay raises, from recognition to promotions. ● Coercive power results from managers’ authority to punish their subordinates. o Punishment can range from verbal or written reprimands to demotions and/or terminations. o Coercive power has to be used judiciously because a manager who is seen as being constantly negative will produce resentment among employees. ● Expert power results from one’s specialized information or expertise. o Expertise can be mundane (knowing work schedules of subordinates) or sophisticated (medical knowledge). ● Referent power derives from one’s personal attraction. o This power characterizes strong, visionary leaders who are able to persuade their followers as a result of their personalities, attitudes, or background. o Referent power may be associated with managers, but it is more likely to be characteristic of leaders. Connect® Exercise CLICK AND DRAG: Five Sources of Power Summary of Activity: In this Click and Drag exercise, students will read about different scenarios and match them with the appropriate source of power.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

What Kind of Power Do I Prefer? This 20-question Self-Assessment helps to determine the kind of power students prefer. Questions on commitment, job requirements, and influence are presented. Click for follow-up activity. Common Influence Tactics ● Influence tactics are conscious efforts to affect and change behaviors in others. ● Table 14.2 describes nine tactics for trying to influence others, ranked from most-used to least-used: o Rational persuasion: trying to convince somebody by using reason, logic, or facts. o Inspirational appeals: trying to build enthusiasm or confidence by appealing to others’ emotions, ideals, or values. o Consultation: getting others to participate in planning, making decisions, and changes. o Ingratiating tactics: getting someone in a good mood prior to making a request. o Personal appeals: referring to friendship and loyalty when making a request. o Exchange tactics: making explicit or implied promises and trading favors. o Coalition tactics: getting others to support your effort to persuade someone. o Pressure tactics: demanding compliance or using intimidation or threats. o Legitimating tactics: basing a request on one’s authority or right, organizational rules or policies, or explicit/implied support from superiors. ● These influence tactics are considered generic because they can be applied in all directions—up, down, and laterally within the organization. ● The first five influence tactics are considered “soft” tactics because they are considered friendlier than the last four “hard” or pressure tactics which exert more overt pressure. Connect® Exercise CLICK AND DRAG: Nine Generic Influence Tactics Summary of Activity: In this Click and Drag exercise, students will match terms or phrases with their corresponding influence tactic.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Which Influence Tactics Do I Use? This 13-question Self-Assessment helps to determine which influence tactics students use. The assessment will measure rational persuasion, as well as seven other influence tactics. Click for follow-up activity. Match Tactics to Influence Outcomes ● Core influence tactics—rational persuasion, consultation, collaboration, and inspirational appeals—are most effective at building commitment. ● Being authentic to your values and beliefs is more effective. ● Some employees are more apt to accept change when managers rely on a consultative strategy and are more likely to resist change when managers use a legitimating tactic. ● The benefits of ingratiation or “glad handing” are short-lived. ● Subtle flattery wins in the long term. ● Influence tactics can be taught and learned. Connect® Exercise CLICK AND DRAG: Matching Influence Tactics to Outcomes Summary of Activity: In this Click and Drag exercise, students will match different influence tactics to their possible outcomes. An Integrated Model of Leadership ● Figure 14.1 presents an integrated model of leadership. ● Effective leadership is influenced by four types of leadership behavior: task-oriented, relationship-oriented, passive, and transformational. ● Our ability to effectively engage in these leader behaviors is affected by traits, gender, and leadership skills. ● The relationship between leader behavior and leadership effectiveness is affected by two other considerations: power and influence, and situational factors. ● Different situations call for different leader behaviors.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

14.2 Trait Approaches: Do Leaders Have Distinctive Traits and Personal Characteristics? POWERPOINT SLIDES: #10 Trait Approaches to Leadership #11 “Dark Side” Traits #12 Example: Positive and Negative Traits #13 Do Women and Men Display Similar Leadership Traits? #14 Four Basic Skills for Leaders #15 Trait Theories Offer Four Conclusions Section 14.2 describes the trait perspective of leadership which attempts to identify distinctive characteristics that account for the effectiveness of leaders. This section explains positive taskoriented traits, interpersonal attributes, and skills associated with leadership effectiveness. The “dark side” traits of narcissism, Machiavellianism, and psychopathy are described. Differences between the leadership traits of women and men are also described. One way that you could begin your coverage of these topics is to have the students watch the Fortune video “Ulta Beauty CEO Says of Her Success: ‘Anything Is Possible’ With Hard Work and Persistence.“ In this 5-minute video, Mary Dillon, CEO of Ulta Beauty, discusses how her leadership style is contributing to the success of the company. For a supplemental activity, you could have the students discuss the traits, interpersonal attributes, and skills that likely contributed to Dillon’s leadership success. You could also have them discuss how Dillon’s gender may have impacted her leadership success. Topics and Tips for Discussion: 1. Think of someone you consider to be a great leader. What traits and interpersonal attributes cause you to view the person as a great leader? Positive task-oriented traits associated with leadership effectiveness are intelligence, conscientiousness, openness to experience, emotional stability, and positive affect. Positive interpersonal attributes are extroversion, agreeableness, and emotional intelligence. 2. Reflect on the traits and leadership style of a male leader and those of a female leader with whom you have worked. Describe the key differences between their approaches to leadership. Research shows that men are more likely to display more task leadership while women display more relationship leadership. Women are more likely to use a democratic or participative style than men, and men are more likely to use a more autocratic and 14-16 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

directive style. While female executives are likely to be viewed by others as more effective than men, men rate themselves as more effective than women evaluated themselves. 3. Describe a time you saw someone display behaviors that would be consistent with the “dark side” traits of narcissism, Machiavellianism, and/or psychopathy. To what extent did those traits help or hinder the person’s career success? Narcissism is defined as having a self-centered perspective, feelings of superiority, and a drive for personal power and glory. Machiavellianism displays a cynical view of human nature, and condones opportunistic and unethical ways of manipulating people, putting results over principles. Psychopathy is characterized by lack of concern for others, impulsive behavior, and a dearth of remorse when the psychopath’s actions harm others. As profiled in The Wall Street Journal video “Moving Up Quickly in the Office, But at a Cost,” these dark side traits may lead to short-term success in a company, but people who display these traits in extreme degrees are likely to have their careers derail over time. Section 14.2 Key Concepts: Trait Theories of Leadership ● Trait approaches to leadership attempt to identify distinctive characteristics that account for the effectiveness of leaders. ● Table 14.3 presents a list of positive and negative interpersonal attributes often found in leaders. ● Three negative or “dark side” traits of some leaders are: narcissism, Machiavellianism, and psychopathy. o Narcissism is defined as having a self-centered perspective, feelings of superiority, and a drive for personal power and glory. o Machiavellianism displays a cynical view of human nature, and condones opportunistic and unethical ways of manipulating people, putting results over principles. o Psychopathy is characterized by lack of concern for others, impulsive behavior, and a dearth of remorse when the psychopath’s actions harm others. ● The expression of “dark side” traits tends to result in career derailment—being demoted or fired. Do Women and Men Display Similar Leadership Traits? ● The increase of women in the workforce has generated much interest in understanding the similarities and differences in female and male leaders. ● Research reveals the following conclusions: 14-17 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

o Men and women were seen as displaying more task and relationship leadership, respectively. o Women used a more democratic or participative style than men, and men used a more autocratic and directive style than women. o Female leadership was associated with more cohesion, cooperative learning, and participative communication among team members. o Peers, managers, direct reports, and judges/trained observers rated women executives as more effective than men. o Men rated themselves as more effective than women evaluated themselves. Interactive Classroom Material: EXAMPLE: Great Leaders Worldwide This Example profiles two well-known world leaders: Canada’s Justin Trudeau and Germany’s Angela Merkel. Click for follow-up activity. Important Knowledge and Skills ● A team of researchers identified four basic skills needed by leaders. ● As described in Table 14.4, these skills include cognitive abilities, interpersonal skills, business skills, and strategic skills. o Cognitive abilities are used to identify problems and their causes in rapidly changing situations. o Interpersonal skills are used to influence and persuade others. o Business skills can maximize the use of organizational assets. o Strategic skills are used to draft an organization’s mission, vision, strategies, and implementation plans. Conclusions from Trait Theory ● Traits play a central role in how we perceive leaders, and they ultimately impact leadership effectiveness. Therefore, we cannot ignore the implications of leadership traits. ● The list of positive traits and “dark triad” traits shown in Table 14.2 provides guidance regarding the leadership traits you should attempt to cultivate and avoid if you want to assume a leadership role in the future. ● Organizations may want to include personality and trait assessments in their selection and evaluation processes. 14-18 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

● A global mindset, the belief in one’s ability to influence dissimilar others in a global context, is an increasingly valued task-oriented trait. Group Exercise #1: Identifying Preferences for Traits Possessed by Leaders There is a group exercise available at the end of this manual that provides students with the opportunity to explore individual preferences for preferred leadership traits. Exercise Objectives 1. To explore individual preferences for preferred leadership traits. 2. To reach a group and class consensus regarding the traits possessed by leaders. Click for follow-up activity.

14.3 Behavioral Approaches: Do Leaders Show Distinctive Patterns of Behavior? POWERPOINT SLIDES: #16 Behavioral Approaches #17 Task-Oriented Leader Behaviors #18 Relationship-Oriented Leader Behaviors #19 Consideration and Empowering Leadership #20 Ethical Leadership #21 Servant Leadership #22 Passive Leadership #23 Some Practical Implications of the Behavioral Approaches Section 14.3 discusses behavioral leadership approaches which try to determine unique behaviors displayed by effective leaders. This section describes (1) task-oriented behavior, (2) relationshiporiented behavior, and (3) passive behavior. One way that you could begin your coverage of these topics is to have the students watch the Fortune video “How West Point and the Army Taught CEO Ken Lamneck About Leadership.” In this 5-minute video, the CEO of Insight Enterprises, Ken Lamneck, discusses his views of servant leadership. For a supplemental activity, you could have the students discuss examples of the task and relationship leadership behaviors Lamneck discusses and have them describe characteristics of servant leaders. Topics and Tips for Discussion: 14-19 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

1. Thinking of your most recent job, describe the task-oriented and relationship-oriented behavior that your manager or supervisor has displayed. Describe the type of leader behaviors that you find most inspiring. Task-oriented leadership behaviors ensure that people, equipment, and other resources are used in an efficient way to accomplish the mission of a group or organization. Examples of task-oriented behaviors are planning, clarifying, monitoring, and problem solving. Students might be inspired by leaders who demonstrate initiating-structure leadership behaviors that describe what needs to be completed to get the job done, or they might be inspired by transactional leadership behavior that provides rewards contingent on performance. Relationship-oriented leadership behaviors focus on enhancing employees’ skills and creating positive work relationships. Students might be inspired by leaders who demonstrate consideration, empowering leadership, ethical leadership or servant leadership. 2. If you have ever worked for a manager who used empowering leadership, describe how the leader empowered you and the consequences of this empowerment. If your manager did not use empowering leadership, provide examples of ways that the manager could have empowered you. Empowering leadership fosters perceptions of psychological empowerment in others. Employees believe that they have control over their work. Empowering leaders lead for meaningfulness by inspiring and modeling desirable behaviors. They lead for employee self-determination by delegating meaningful tasks to them. They lead for competence by supporting and coaching employees. They lead for progress by monitoring and rewarding employees. Students with empowering leaders will likely have higher performance and will display more organizational citizenship behavior and creativity. 3. Assume you want your manager to use a less passive approach to leadership. Discuss how you could encourage your manager to use a different leadership style. Managers using a passive approach to leadership should hardly be called leaders because they fail to take responsibility for leading. They will avoid dealing with conflict or counterproductive work behaviors. They will not help their employees to grow by setting performance goals or giving performance feedback. Learning how to “manage up” is an important skill needed for career success. If you have a manager who is too passive, set a time to meet with him to discuss things that will help you to succeed. The manager may be too passive because he is overwhelmed with his job duties. Ask him to delegate more responsibilities to you. Although you want to get feedback, don’t bombard your manager with questions. Be strategic about how you use your time with your manager. Section 14.3 Key Concepts: Behavioral Leadership Approaches 14-20 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

● Behavioral leadership approaches attempt to determine the unique behaviors displayed by effective leaders. ● Behavioral approaches can be divided into four categories: task-oriented behavior, relationship-oriented behavior, passive leadership, and transformational leadership. Task-Oriented Leader Behavior ● The primary purpose of task-oriented leadership behaviors is to ensure that people, equipment, and other resources are used in an efficient way to accomplish the mission of a group or organization. ● Examples of task-oriented behaviors are planning, clarifying, monitoring, and problem solving. ● Two kinds of task-oriented behaviors are particularly important: (1) initiating-structure leadership and (2) transactional leadership. o Initiating-structure leadership is leader behavior that organizes and defines what employees should be doing to maximize output. o Transactional leadership focuses on clarifying employees’ roles and task requirements and providing rewards and punishments contingent on performance. Relationship-Oriented Leader Behavior ● Relationship-oriented leadership is primarily concerned with the leader’s interactions with his or her people. ● The emphasis is on enhancing employees’ skills and creating positive work relationships among coworkers and between the leader and the led. ● There are four kinds of relationship-oriented behaviors: consideration, empowerment, ethical leadership, and servant-leadership. ● Consideration o Consideration is leader behavior that is concerned with group members’ needs and desires and that is directed at creating mutual respect or trust. o Consideration promotes social interactions and identification with the team and leader. o Considerate leader behavior has a moderately strong positive relationship with measures of leadership effectiveness.

SELF-ASSESSMENT 14.4 CAREER READINESS Assessing Your Task & Relationship-Oriented Leader Behavior

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

This 12-question Self-Assessment measures students’ initiating structure and consideration in order to determine if they are more task or relationship-oriented. Questions on scheduling, explaining actions, and approachability are presented. Click for follow-up activity. ● Empowering Leadership o Empowering leadership is the extent to which a leader creates perceptions of psychological empowerment in others. o Psychological empowerment is employees’ belief that they have control over their work. o Increasing employee psychological empowerment requires four kinds of behaviors: leading for (1) meaningfulness, (2) self-determination, (3) competence, and (4) progress. ▪

Managers lead for meaningfulness by inspiring their employees and modeling desired behaviors.

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Managers lead for self-determination by delegating meaningful tasks.

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Managers lead for competence by supporting and coaching employees and by making sure employees have the knowledge needed to successfully perform their jobs.

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Managers lead for progress by monitoring and rewarding others.

● Ethical Leadership o Ethical leadership represents normatively appropriate behavior that focuses on being a moral role model. o Ethical leadership includes communicating ethical values to others, rewarding ethical behavior, and treating followers with care and concern. o Ethical leadership is driven by personal factors related to our beliefs and values, and it has a reciprocal relationship with an organization’s culture and climate. o Ethical leadership has many positive benefits. Interactive Classroom Material: EXAMPLE: Lauren Bush Lauren’s Empowering, Values-Driven Leadership at FEED This Example profiles Lauren Bush Lauren (LBL) and her company Feed. She is a leader in the effort to reduce child hunger around the world. She was able to fuse her love of fashion with her passion for helping to design a company that provides free meals through selling fashion merchandise linked to those meals. She empowers her workers, her consumers, all members in her supply chain as well as the children who directly benefit from the free meals. 14-22 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Click for follow-up activity. ● Servant-Leadership o Servant leadership focuses on providing increased service to others rather than to oneself. o Servant leadership is a long-term transformational approach to life and work. o Ten characteristics of the servant leader are shown in Table 14.4. o Employees whose manager displays the characteristics shown in Table 14.4 are likely to be happier, more productive, more creative, and more willing to go above and beyond their customary duties. Interactive Classroom Material: EXAMPLE: Servant-Leadership: Leaders Who Work for the Led This Example offers short profiles of two successful servant leaders: Mike DeFrino, CEO of Kimpton Hotels & Restaurants, and Marc Benloff, CEO of Salesforce. Click for follow-up activity.

Connect® Exercise CLICK AND DRAG: Servant Leadership Summary of Activity: In this Click and Drag exercise, students will review different scenarios and match them with the correct servant leader behaviors.

SELF-ASSESSMENT 14.5 CAREER READINESS Assessing Your Servant Orientation This 13-question Self-Assessment measures servant leadership based on current or former jobs. Questions on giving back, sacrificing, and ethical standards are presented. Click for follow-up activity. ● Passive Leadership: The Lack of Leadership Skills

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Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

o Passive leadership is a form of leadership behavior characterized by a lack of leadership skills. o In the type of passive leadership called the management-by-exception style, managers do not intervene until problems are brought to their attention or until the problems become serious enough to demand action. o Another passive type is laissez-faire leadership, a form of “leadership” characterized by a general failure to take responsibility for leading. o Passive leadership has a huge negative impact on employee perceptions of leaders—outweighing their positive perceptions of contributions by initiating structure, transactional, and consideration forms of leadership. Practical Implications of the Behavioral Approaches ● A leader’s behavior is more important than his or her traits. It is important to train managers on the various forms of task and relationship leadership. ● There is no one best style of leadership because how effective a particular leadership behavior is depends on the situation at hand.

14.4 Situational Approaches: Does Leadership Vary with the Situation? POWERPOINT SLIDES: #24 Situational Approaches #25 The Contingency Leadership Model #26 Three Dimensions of Situational Control #27 Representation of Fiedler’s Contingency Model #29 The Path-Goal Leadership Model #30 House’s Path-Goal Theory #31 Applying Situational Theories Section 14.4 discusses situational leadership approaches which hold that effective leadership behavior depends on the situation at hand, and thus, there is not a single “best” style of leadership. Fiedler’s contingency model and House’s path-goal theory are described. One way that you could begin your coverage of these topics is to have the students evaluate the effectiveness of British Prime Minister Theresa May’s leadership style while negotiating the Brexit terms for the United Kingdom’s exit from the European Union. You could have the students read The Wall Street Journal article “Theresa May’s Tough Line Scores Points but Clouds Brexit Path,” watch the 2-minute Reuters video “Bruised UK Leader Seeks Brexit Help 14-24 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

from Brussels,” and watch the 3-minute Guardian News video “This Is the Time to Put Selfinterest Aside.” For a supplemental activity, you could have the students discuss how May could best use situational approaches to leadership during the Brexit negotiations. Topics and Tips for Discussion: 1. Using the path-goal theory, describe how your own employee characteristics impact leadership behaviors that you would prefer that your leader use. If you have an external locus of control, you would likely prefer that your leader use path-goal clarifying and work facilitation behaviors, while if you have an internal locus of control, you might prefer achievement oriented behaviors. If you have low task ability, you would likely prefer work facilitation, interaction facilitation and supportive behaviors. Employees with a high need for achievement will value achievement oriented behaviors. People with limited experience with a position will prefer more directive styles of leadership, while those people with more need for path–goal clarity will value pathgoal clarifying behaviors. 2. Provide specific examples of how differences in national culture can impact the behaviors that leaders should use. Chapter 4 discusses the Hofstede and GLOBE Project models of cultural dimensions. People who value in-group collectivism are likely to prefer interaction facilitation, group-oriented decision making and networking behaviors. Individuals with a low power distance would value achievement oriented and supportive behaviors. Individuals with high uncertainty avoidance would value path-goal clarifying behaviors. People who value femininity and gender egalitarianism will prefer value-based behaviors. Individuals who value assertiveness will likely place a low value on supportive behaviors. People with a future orientation will value path-goal clarifying behaviors as they relate to longterm goals. Individuals who value performance orientation will prefer achievement oriented behaviors. People with a humane orientation will prefer value based behavior. 3. Discuss challenges leaders might face when determining appropriate leader behavior to use when managing virtual and/or dispersed teams. One challenge that leaders may face when managing virtual and/or dispersed team is that it may be harder for leaders to get to know their employees, given the lack of face-toface interaction. Thus, it may be more difficult for leaders to identify if their employees have an internal or external locus of control or their level of need for achievement. If the task structure is less clear in the virtual team, a leader may need to adjust his leadership style until the objectives of the team are more firmly established. Since the team is virtual and/or dispersed, cohesive group norms might not develop, requiring a more directive style of leadership. Section 14.4 Key Concepts: 14-25 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Situational Approaches ● According to the situational approach to leadership, effective leadership behavior depends on the situation at hand. ● As situations change, different leadership styles become appropriate. ● Two contingency approaches are Fiedler’s contingency leadership model and House’s path–goal leadership model. Fiedler’s Contingency Model ● The contingency leadership model developed by Fred Fiedler determines if a leader’s style is task-oriented or relationship-oriented and if that style is effective for the situation at hand. ● The tool used to determine one’s leadership orientation is a questionnaire known as the “least preferred coworker” or LPC scale. ● The higher the score, the more relationship-oriented the respondent is determined to be; the lower the score, the more task-oriented. ● Dimensions of Situational Control o Situational control refers to the amount of control and influence the leader has in her or his immediate work environment. o There are three dimensions of situational control: leader–member relations, task structure, and position power. ▪

Leader-member relations is the extent to which the leader has the support, loyalty, and trust of the work group.

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Task structure is the extent to which tasks are routine, unambiguous, and easily understood.

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Position power is how much power a leader has to make work assignments and reward and punish.

o As shown in Figure 14.2, the dimensions of situational control vary independently, forming eight combinations of situational control that vary from high to low. o High control implies that the leader’s decisions will produce predictable results because the leader has the ability to influence work outcomes, while low control implies that the leader doesn’t have that kind of predictability or influence. ● When Is Each Style Most Effective? o Neither the task-oriented nor the relationship-oriented leadership style is effective in all situations. o Task-oriented leadership should be most effective in either high-control or lowcontrol situations. 14-26 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

o Relationship-oriented leadership should be most effective in situations of moderate control. o If a leader’s orientation does not match the situation, Fiedler says it is better to try to move leaders into suitable situations rather than try to alter their personalities to fit the situations.

Connect® Exercise CLICK AND DRAG: Contingency Theory Summary of Activity: In this Click and Drag exercise students will match the different types of contingency theory with appropriate examples.

House’s Path-Goal Theory ● The path-goal leadership model holds that an effective leader makes available to followers desirable rewards in the workplace and increases their motivation by clarifying the paths or behavior that will help them achieve those goals, and by providing them with support. ● Successful leaders tie meaningful rewards to goal accomplishment, reduce barriers, and provide support. ● Numerous studies testing predictions from the original theory provided mixed results, and as a consequence, House proposed a new model presented in Figure 14.3. o Figure 14.3 shows that two contingency factors—employee characteristics and environmental factors—are expected to cause different leadership behaviors to be more effective than others. o Five important employee characteristics are locus of control, task ability, need for achievement, experience, and need for clarity. o Two relevant environmental factors are task structure (independent versus interdependent tasks) and work group dynamics. o The eight categories of leader behavior for the revised path-goal theory are described in Table 14.6. o House’s revision puts more emphasis on the need for leaders to foster intrinsic motivation through empowerment. o It also stresses the concept of shared leadership, the idea that employees do not have to be supervisors or managers to engage in leader behavior but rather may share leadership among all employees of the organization. 14-27 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

● Managerial Implications of Path-Goal Theory o Effective leaders use multiple types of leader behavior. o Leaders are encouraged to clarify the paths to goal accomplishment and to remove any obstacles that may impair an employee’s ability to achieve his or her goals. o Leadership styles should be modified to fit various employee and environmental characteristics.

Connect® Exercise CLICK AND DRAG: House’s Path-Goal Theory Summary of Activity: This Click and Drag exercise involves reading different scenarios and matching them with the appropriate path-goal leader behaviors.

Interactive Classroom Material: PRACTICAL ACTION: Applying Situational Theories This Practical Action provides a general, five-step strategy managers can use across a variety of situations in order to be successful. Click for follow-up activity.

14.5 The Uses of Transformational Leadership POWERPOINT SLIDES: #32 The Uses of Transformational Leadership #33 Four Key Behaviors of Transformational Leadership #34 Implications of Transformational Leadership for Managers #35 The Ethical Things Top Managers Should do to be Effective Transformational Leaders Section 14.5 discusses transformational leadership, which transforms employees to pursue organizational goals over self-interests. Transformational leaders inspire motivation, inspire trust, encourage excellence, and stimulate employees intellectually.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

One way that you could begin your coverage of these topics is to profile the leadership philosophy of Simon Sinek, a consultant and author of the books Start with Why and The Infinite Game. Sinek contends that inspirational leadership addresses the question of “why” (i.e., “what’s your purpose?”). You could have the students watch Sinek’s classic TED Talk “How Great Leaders Inspire Action.” In this 18-minute video, Sinek explores how leaders can inspire cooperation, trust, and change. Another video recommendation to have the students watch is the Inc. Magazine video “Simon Sinek Explains What Almost Every Leader Gets Wrong.” In this 16-minute video, Sinek discusses a new perspective to winning at the “game” of leadership. For a supplemental activity, have the students discuss examples of the transformational leadership behaviors discussed in the videos. Topics and Tips for Discussion: 1. Discuss the importance of charisma in transformational leadership. Do you believe that people who are not overly charismatic can still be transformational leaders? Explain your point of view. Leaders with charisma are able to persuade and influence people and to make others feel comfortable. Charisma is an important element of being a transformational leader since the leader needs to create a vision that followers buy into. Despite the importance of charisma, people can perceive charisma differently. A leader who one person perceives as charismatic, might not be so viewed by someone else. The key to success for transformational leadership is getting people to accept the inspirational vision. 2. Describe people who you consider to be transformational leaders—either people you know from your own work experiences or people you have learned about through the business press. What aspects of their leadership style would classify them as transformational leaders? Transformational leaders inspire motivation and trust, encourage excellence, and stimulate employees intellectually. Individuals can view a leader as transformational if they supported the vision articulated by the leader. They can also view a leader as transformational if they believe the leader is acting ethically and is “doing the right thing.” Transformational leaders encourage excellence by giving their followers opportunities to grow and to excel by giving them challenging work, more responsibility, empowerment, and one-on-one mentoring. Transformational leaders stimulate employees intellectually by fostering a sense of purpose, encouraging them to question the status quo, and pushing them to seek creative solutions. 3. Discuss action steps leaders can and should take to ensure that their transformational leadership is ethical. The ethical behavior of transformational leaders is an important consideration, because history is full of examples of transformational leaders who were not ethical. The ethical decision tree from Chapter 7 is a useful tool for ensuring that transformational leaders 14-29 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

are ethical. If the transformational leader is engaged in activities that are not legal, this would not be ethical. They should focus on actions that maximize shareholder value, but only if the impact on stakeholders is ethical. Section 14.5 Key Concepts: Transformational Leaders ● Full-range leadership suggests that leadership behavior varies along a full range of leadership styles, from take-no-responsibility (laissez-faire) leadership at one extreme through transactional leadership to transformational leadership at the other extreme. ● Transformational leadership transforms employees to pursue organizational goals over self-interests. ● Whereas transactional leaders try to get people to do ordinary things, transformational leaders encourage people to do exceptional things. ● Transformational leaders are influenced by two factors: individual characteristics and organizational culture. o Transformational leaders tend to be extroverted, agreeable, proactive, and open to change. o Adaptable, flexible cultures are more likely than rigid bureaucratic cultures to foster transformational leadership. ● The best leaders learn to display both transactional and transformational styles of leadership to some degree. ● Transformational leadership leads to superior performance when it “augments” or adds to transactional leadership. Interactive Classroom Material: EXAMPLE: The Superior Performance of Both a Transactional & Transformational Leader: PepsiCo’s CEO Indra Nooyi This Example profiles PepsiCo’s CEO, Indra Nooyi. Nooyi exhibits the qualities of both a transactional and a transformational leader. Click for follow-up activity. Four Key Behaviors of Transformational Leaders ● There are four key behaviors of transformational leaders: inspirational motivation, idealized influence, individualized consideration, and intellectual stimulation. ● Inspirational Motivation o Transformational leaders have charisma, a form of interpersonal attraction that inspires acceptance and support. 14-30 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

o Charismatic leadership was once viewed as a category of its own, but now it is considered part of transformational leadership. o Someone with charisma is presumed to be more able to persuade and influence people than someone without charisma. o A transformational leader inspires motivation by offering a vision for the organization. ● Idealized Influence o Transformational leaders inspire trust by being consistent, single-minded, and persistent in the pursuit of their goal. o They display high ethical standards, act as models of desirable values, and make sacrifices for the good of the group. ● Individualized Consideration o Transformational leaders actively encourage followers to grow and excel by giving them challenging work, more responsibility, empowerment, and one-onone mentoring. o They empower their people with enormous freedom to be creative and excel. ● Intellectual Stimulation o These leaders are gifted at communicating the organization’s strengths, weaknesses, opportunities, and threats so that subordinates develop a new sense of purpose. o Employees take responsibility for overcoming problems and seeking creative solutions.

Connect® Exercise CLICK AND DRAG: Key Behaviors of Transformational Leaders Summary of Activity: In this Click and Drag exercise, students will match the key behaviors of transformational leaders with their appropriate examples.

SELF-ASSESSMENT 14.6 Is My Manager Transformational? 14-31 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

This 10-question Self-Assessment measures students’ bosses’ transformational leadership. Questions on future plans, modeling, and feelings are presented. Click for follow-up activity. Managerial Implications of Transformational Leadership ● Transformational leadership can improve results for both individuals and groups. ● Employees at any level can be trained to be more transactional and transformational. ● Transformational leadership requires ethical leaders. ● To better ensure positive results from transformational leadership, top managers should follow the practices shown in Table 14.6: employ a code of ethics; choose the right people; make performance expectations reflect employee treatment; emphasize value of diversity; and reward high moral conduct. Connect® Exercise CASE ANALYSIS: Mary Barra’s Leadership Guides General Motors through a Crisis and toward Profitability Summary of Activity: Students will begin this case analysis by reading about Mary Barra, the CEO of General Motors. The case profiles Barra’s leadership style. After reading the case, students will respond to 5 multiple-choice questions to measure comprehension. Follow-Up Activity: Instructor should ask the class to think of examples of leaders using creative actions to inspire their workforce. Have students experienced such leadership behavior? Instructor should then divide the class into groups to think of creative ways to lead for meaningfulness. Groups should share with the class and nonsharing groups should answer if they would or would not feel inspired by such ideas.

Connect® Exercise VIDEO CASE: Leadership at American Express Summary of Activity: Students will begin by watching a video on Ken Chenault, the former CEO of American Express. The video profiles Barra’s leadership style. After watching the video, students will respond to 4 multiple choice questions to measure comprehension. Follow-Up Activity: Instructor can open a class discussion using the following questions: 14-32 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

1. Which of the four transformational behaviors mentioned in the textbook did Ken Chenault exhibit? 2. Can you think of other leaders that have exhibited transformational leadership? Who and how?

14.6 Three Additional Perspectives POWERPOINT SLIDES: #37 and #38 Two Additional Perspectives #39 What Followers Want Section 14.6 discusses two other kinds of leadership: the leader-member exchange model and leading with humility. It also introduces a third perspective, which is the role of followers in the leadership process. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Navigating History.” This approximately 6-minute video profiles the leadership style of Captain Amy Bauernschmidt, the first woman in Navy history to hold the title of executive officer, or XO, of a nuclear warship. For a supplemental activity, you could have the students discuss how Bauernschmidt demonstrates the qualities of a humble leader. Topics and Tips for Discussion: 1. How can leaders increase the number of followers they have when trying to implement organizational change? To make sure that followers are on board when a leader is implementing an organizational change, he should understand the factors that contribute to employee resistance to change. He may need to develop in-group relationships with employees who don’t have a predisposition toward change or are afraid of failure. The leader will need to strive to reduce any peer pressure that is fostering resistance to change. A leader will be able to ensure he has more followers during a change initiative if he invests the time to properly “unfreeze” the resistance to change and he effectively communicates with others about the need for the change. 2. When deciding who to hire as a potential leader for an organization, how can you assess his or her humility? How important do you think it is for leaders to be humble? Explain your point of view. Behavior-description interview questions could be used to assess a person’s humility. If you ask about factors that explain his success and the leader only talks about “me” 14-33 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

factors rather than “we” factors, he is likely not humble. If you ask about his weaknesses or missing skills, and he does not claim to have any, this shows a lack of humility. Leaders who have humility have a quiet confidence to them that is likely to be evident in the interview process. Student views will differ as to the importance of leader humility, but the leader’s humility likely will impact the firm’s corporate culture and ultimately its performance. 3. In evaluating your relationship with your current or most recent leader, would you be considered a good follower? Does the leader address your needs as a follower? How can you improve your leader-follower relationship? A good follower would have some level of compliance with the leader and be productive, reliable, honest, cooperative, proactive, and flexible. You can improve your leaderfollower relationship by understanding what motivates your leader and finding ways to effectively communicate with him. You should be willing to provide helpful feedback and not be afraid to speak up when your leader might be wrong. You want to work collaboratively with your leader and take joint-credit for successes. By raising your own competence and improving your critical thinking skills, you increase your value to your leader. Section 14.6 Key Concepts: Leader-Member Exchange (LMX) Model of Leadership ● The leader-member exchange (LMX) model of leadership emphasizes that leaders have different sorts of relationships with different subordinates. ● It focuses on the quality of relationships between managers and subordinates and assumes that each manager/subordinate relationship is unique. ● This unique relationship, which results from the leader’s attempt to delegate and assign work roles, can produce two types of leader-member exchange interactions: o An in-group exchange is characterized by mutual trust, respect and liking, and a sense of common fates. o An out-group exchange is characterized by lack of mutual trust and respect.

SELF-ASSESSMENT 14.7 Assessing Your Leader–Member Exchange This 12-question Self-Assessment measures the quality of students’ leader-member exchange. Scores on mutual affection, loyalty, contribution to work activities, professional respect, and overall leader-member exchange are calculated. 14-34 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Click for follow-up activity.

Group Exercise #2: Improving a Leader-Member Exchange Relationship This Group Exercise is available at the end of this manual and provides students with the opportunity to review and analyze an example of a real-life leader-member exchange relationship. Exercise Objectives: 1. To give students an example of a real-life leader-member exchange relationship and have them evaluate it. 2. To consider how one might improve the quality of a leader-member exchange relationship. Click for follow-up activity. The Power of Humility ● Humility is a relatively stable trait grounded in the belief that something greater than the self exists. ● Humble leaders tend to display five key qualities valued by employees: high selfawareness, openness to feedback, appreciation of others, low self-focus, and appreciation of the greater good. ● Managers should try to be humbler by changing the focus of their accomplishment from “me” to “we.” ● A humble style is better than an arrogant or complacent one. ● An organization’s culture can promote humility. The Role of Followers in the Leadership Process ● The quality of leadership appears to be dependent on the qualities of the followers being led. ● Leaders and followers need each other, and the quality of the relationship determines how we behave as followers. What Followers and Leaders Want ● Research shows that followers seek and admire leaders who create feelings of: o Significance: what one does at work is important and meaningful. o Community: a sense of unity that encourages followers to treat others with respect and to work together in pursuit of organizational goals. o Excitement: people are engaged and feel energized at work. 14-35 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

● Followers vary in their level of compliance with a leader. o Helpers are the most compliant, showing deference to their leaders. o Independents are less compliant, distancing themselves. o Rebels are the least compliant, showing divergence. ● Leaders clearly benefit from having helpers and, to some extent, independents. ● Leaders want followers who are productive, reliable, honest, cooperative, proactive, and flexible. ● They do not want followers who are reluctant to take the lead on projects, fail to generate ideas, are unwilling to collaborate, withhold information, provide inaccurate feedback, or hide the truth.

Interactive Classroom Material: PRACTICAL ACTION: How to Be a Good Leader By Being a Good Follower This Practical Action provides five ways you can become an intelligent follower. Click for follow-up activity.

Group Exercise #3: Comparing Traits, Behaviors, and Skills Between Leaders There is a group exercise available at the end of this manual that provides students with the opportunity to examine the leadership skills of famous leaders. Exercise Objectives: 1. To examine the leadership skills of famous leaders. 2. To explore different approaches to leadership. Click for follow-up activity.

14.7 Career Corner: Managing Your Career Readiness POWERPOINT SLIDES: #40 Model of Career Readiness #41 Managing Your Career Readiness 14-36 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Section 14.7 discusses the importance of self-awareness as a competency important for career readiness. Self-awareness entails understanding who you are and what you stand for. To foster your self-awareness, you must first take the time to reflect. For this reflection, consider using a journal where, at least weekly, you reflect on what has happened, what you learned, both in general and about yourself, and what you could do to improve in the future. Next, you should write down your priorities to be able to allocate time and resources to get those goals accomplished. The next step is to learn your strengths and weaknesses, both by completing selfassessments and by asking others for feedback. Finally, you want to avoid the Dunning-Kruger effect, which is a cognitive bias that prevents people from recognizing their own incompetence and causes them to feel confident that they actually are competent. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Get Gritty.” In this nearly 5-minute video, Angela Duckworth, author of the bestselling book Grit: The Power of Passion and Perseverance, discusses how grit can have a lasting impact on people’s lives and achievements. For a supplemental activity, you could have the students discuss how they could increase their grit and debate whether organizations should assess grit as part of their hiring process. Topics and Tips for Discussion: 1. Why is self-awareness an important skill for managers? When managers are self-aware of their strengths and weaknesses, they will be viewed as being more credible. This will help to foster trust and improve relationships with others. Self-aware managers will signal to others the importance of constantly focusing on learning and will send the message that it is okay to ask for help for the betterment of the organization. Self-aware managers will be familiar with how their potential biases impact how they perceive situations, which should improve their decision-making skills. Self-aware managers will be able to more effectively lead others. 2. What have you learned thus far in this course about your strengths and weaknesses? Student responses will vary. Look for insights gained as a result of completing the various Self-Assessments from the text and for any insights gained from feedback sought from others. 3. How can managers minimize the Dunning-Kruger bias? You can minimize the Dunning-Kruger bias by always focusing on learning and improving your competence. Thus, you want to foster a proactive learning orientation. You also want to regularly seek out feedback and avoid the tendency to discount the feedback that you did not like hearing. Finally, be aware of when you are most likely to be impacted by the Dunning-Kruger bias. When you are learning a new skill or performing a task that you rarely perform are times you might be at most risk for the Dunning-Kruger bias. 14-37 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Section 14.7 Key Concepts: Becoming More Self-Aware 1. Take the time to reflect. You can build intentional reflection into your life by considering the following questions on a regular basis:    

What happened? What did I learn in general? What did I learn about me? What will I do to improve in the future?

2. Write down your priorities. Self-awareness begins with identifying your top priorities for the next day, week, month, and year. The clarity you can gain from this practice enables you to target your efforts and resources on things that truly matter. 3. Learn your strengths and weaknesses. Completing self-assessments like the ones featured in this textbook and studying the feedback is a good first step. Because self-assessments can be positively biased, you should also ask family, friends, colleagues, and mentors for feedback. 4. Avoid the Dunning-Kruger effect. The Dunning-Kruger effect is cognitive bias whereby people who are incompetent at something are unable to recognize their own incompetence. And not only do they fail to recognize their incompetence; they’re also likely to feel confident that they actually are competent. Connect® Exercise

CAREER READINESS

CLICK AND DRAG: How to Become More Self-Aware Summary of Activity: In this Click and Drag exercise, students will match the different steps to becoming self-aware with their appropriate examples.

Career Corner Group Exercise: Using Your ABCs to Become More Self-Aware Exercise Objective: To increase students’ self-awareness. Click to view activity.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

MANAGEMENT IN ACTION

VA TURNAROUND: A WAITING GAME Problem-Solving Perspective 1. What is the underlying problem in this case from the VA secretary’s perspective? The underlying problem from the VA secretary’s perspective is, blindly, that people are focusing on wait times rather than the quality of care for those who are receiving care. This perspective grossly ignores the true problems, including all of the Veterans who aren’t getting access to any services at all due to the unprecedented wait times. 2. What are the causes of this problem? The overarching cause of the problem is that infrastructure does not exist to support the number of Veterans needing services. The underlying issues were made clear when billions in additional funding were granted, yet there were not systems in place to ensure that staffing was handled properly, that supplies were ordered and delivered in an efficient or appropriate manner, or that patient safety issues could be properly tracked and addressed. Lastly, there does not seem to be any sort of system of accountability, so that those not taking action, or taking actions that are ineffective, are quickly identified and removed from their positions. 3. What recommendations would you make to the Department of Veterans Affairs for fixing this problem? One recommendation would focus on strengthening the infrastructure. It seems clear that there is too much to manage for the one and only Secretary to be so involved in every aspect of VA operations. There should be multiple departments, adding new support positions for the Secretary. There needs to be a better system in place for hearing and addressing patient safety issues, controlling the supply chain, and staffing. Furthermore, they should strengthen the infrastructure at the regional or state level, along with added staffing to bolster this infrastructure in places where the volume of Veterans needing services is highest. Application of Chapter Content

1. From the perspective of trait theories, how would you evaluate the VA leaders discussed in the case? Which traits did each of the leaders possess? Which traits were they lacking? 14-39 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

It seems that the VA leaders discussed in the case generally took a Passive approach to leadership—they did not take responsibility for the failures within the VA and, hence, the problems persisted even with the infusion of billions of dollars in funding. Additionally, the leaders did not make an effort to empower others in the VA system or concern themselves with an ethical approach by thinking about the lives in the hands of the VA, where services are life-maintaining if not also life-saving. That being said, Bob McDonald also had traits of a servant leader, listening to his constituents on a regular basis. It is less clear from the case how Dr. Shulkin acted as a leader, although it may be that he exerted his positional power to stifle complaints and the raising of issues, as he indicated, for example, that he “did not recall” receiving any notifications about issues at the DC facility despite there being many egregious issues. 2. What skills would you suggest as most important for the next VA secretary to possess? Do you think any of the previous VA leaders displayed these skills? It is clear that the next VA secretary needs to possess strong business skills, as the infrastructure of the VA needs to be revamped for efficiency and effectiveness. In particular, curiosity, in tandem with foundational cognitive abilities, would be most beneficial because the Secretary needs to investigate the source of the issues and dig deep into how such issues have persisted. Conceptual skills will also be imperative so that the Secretary can better implement the VA’s mission, vision, and strategies. The Secretary will need to be able to identify where there are gaps in the implementation pipeline and determine how to fill those gaps with effective people and processes. 3. Evaluate both McDonald and Shulkin according to their task-oriented and relationshiporiented leadership behaviors. In which areas do you think each succeeded? In which areas do you think each failed? It is clear that Bob McDonald possessed stronger interpersonal traits than task-related traits. His strengths were in his extraversion and agreeableness, interacting personally (including, impressively, via text and phone calls) with Veterans in need. He also, however, showed signs of psychopathy (be it feigned or real), as he dismissed the idea that wait times mattered and touted the quality of care that Veterans were receiving. Additionally, Mr. McDonald seemed to lack the conscientiousness needed to identify the true causes of the VA’s issues and improve the system. As for Dr. David Shulkin, he similarly dismissed the issue of wait times and turned a blind eye to any issues that could have occurred under him (narcissism). The latter could also have been due to his lack of strong interpersonal traits, if no one felt comfortable reporting such issues to him. What Dr. Shulkin succeeded in is not made clear in the case. It is worth noting that, among the leadership, the VA Inspector General, Michael Missal, expressed that leaders should take on responsibility, showing more of an openness to addressing these overarching issues, which is a stronger task-related trait. 14-40 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

4. How would transformational leadership theory suggest that the next VA secretary should approach the task of turning around the struggling agency? The theory of transformational leadership would suggest that the next Secretary find ways to inspire VA employees to take ownership of the VA mission and prioritize that mission over their own self-interests. Once employees are on board with the mission, or the WHY of the work they do (e.g., to provide premier care for our nation’s veterans who have fought to keep our country free), they can then take impassioned action. To move the VA forward, employees need to be encouraged by the new Secretary to not only take the ordinary route of helping fix the current issues, but also to take the extraordinary measure of trying to create an innovative, improved system that will help to sustain the VA for decades to come. This should be intellectually stimulating and combined with a genuine promise to employees that they will grow as individuals—personally and professionally—through the newly charged work they are doing.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

LEGAL/ETHICAL CHALLENGE

SHOULD STARBUCKS HAVE A CORPORATE LOITERING POLICY? Solving the Challenge 1. I am not in favor of Starbucks instituting a corporate loitering policy. Decisions on how to manage customers and when to involve police should be made by store-level leadership, not corporate executives. Some locations are busier than others and should be able to decide whether nonpaying customers are taking up space that would otherwise go to paying customers. Managers should also have the discretion to call the police when they feel it’s appropriate. A single bad decision by one store manager shouldn’t represent the entire company, and most managers know how to apply these types of policies in a fair and nondiscriminatory fashion. The additional bias training will help prevent similar incidents from occurring in the future. This is one end of the spectrum and has its own pros and cons. It is true that by having each location set its own policies, local management can take into account how busy the location is. However, can it be guaranteed that local management will always use good judgement? Having the authority to call local police is a separate story. Any manager should have the authority to call the police if there is a safety issue. 2. I think it’s a good idea for Starbucks to have a corporate loitering policy. This type of leadership should come from the top of the organization and set the tone for what’s important to the company. A corporate policy would provide clearer guidance to store managers on how to handle nonpaying customers and would also protect the company from liability due to store managers making bad decisions. Starbucks should also provide clear and consistent guidelines for managers on when it’s appropriate to call law enforcement. This is the other side of the spectrum. It may be appropriate for there to be a corporate loitering policy that has been vetted by upper management, legal counsel, and public relations folks. This way, there is a consistent message coming from all locations. The only issue with this is that different locations may have different needs based on their surrounding population and café traffic. In these cases, having one policy may cause problems for locations that are outliers in terms of space. 3. I think it might be a good idea for Starbucks to have a corporate loitering policy, provided the policy does not lead to the appearance of discrimination and allows Starbucks to maintain its identity as a socially responsible, warm, welcoming place to spend time with others. For example, the policy could state that loitering is welcomed as long as there are no paying customers waiting for a seat. If paying customers don’t have anywhere to sit, then nonpaying customers should leave to make room for them. I think 14-42 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

all employees should participate in unconscious-bias training to ensure the policy is applied fairly and consistently. This is a sort of twist on the second option. It is positive in the sense that it tries to balance the needs of the location while still allowing the brand to express a warm and inviting atmosphere. However, what happens if a non-paying customer refuses to give up a seat for a paying customer? Also, what happens if paying customers enter the café, see that seats are not available, and do not even order in the first place? 4. Invent another option.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

TEXTBOOK EXAMPLES

EXAMPLE: Great Leaders Worldwide This Example profiles two well-known world leaders: Canada’s Justin Trudeau and Germany’s Angela Merkel. YOUR CALL What leadership traits do you think Justin Trudeau exhibits? What leadership traits does Angela Merkel seem to have? Which do they share, and how do they differ? What might account for any differences? Students’ responses will differ regarding Trudeau and Merkel, but most should account for positive task-oriented traits, such as intelligence, conscientiousness, openness to experience, emotional stability, and positive affect. There are also positive/negative interpersonal traits that may be alluded to (e.g., emotional intelligence for Trudeau and agreeableness for Merkel). Differences in traits would be linked to individual personality and also the countries/cultures in which they were brought up. ADDITIONAL ACTIVITIES One way to build on this Example is to have the students watch the CNN video “Justin Trudeau: We Need Inclusive Growth for All.” In this 9-minute video, CNN correspondent Christiane Amanpour talks with Canadian Prime Minister Justin Trudeau. Consider using the following discussion questions: 1. Discuss the traits, interpersonal attributes, and skills that likely contributed to Trudeau’s leadership success. 2. Describe indications of Trudeau’s global mind-set as profiled in the video. 3. Thinking back to the concepts in Chapter 11, discuss how Canada seems to have overcome the barriers to diversity in accepting recent immigrants. Why do you think other countries are less accepting of recent immigrants? Return.

EXAMPLE: Lauren Bush Lauren’s Empowering, Values-Driven Leadership at Feed This Example profiles Lauren Bush Lauren (LBL) and her company Feed. She is a leader in the effort to reduce child hunger around the world. She was able to fuse her love of fashion with her passion for helping to design a company that provides free meals through selling fashion merchandise linked to those meals. She empowers her workers, her consumers, all members in her supply chain as well as the children who directly benefit from the free meals. 14-44 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

YOUR CALL 1. How is LBL’s leadership both ethical and empowering? Ask students to think back to chapter 3 and the discussion of ethics and values. Have them list the values LBL demonstrates. Remind them that two main ways that companies promote ethics are 1) through the creation of a strong ethical climate in its policies, procedures and practices and 2) by hiring employees that espouse the same values as the company 2. How do ethics and empowerment combine to make FEED so successful in accomplishing its mission? Students should be able to point to the complete chain of ethics seen in Feed. LBL refuses to sell her products in stores whose values do not match those of Feed or to deal with suppliers whose values are not congruent with hers. Her emphasis on maintaining her values are specifically aimed at the Millennial market where consumers want to be a part of something that is making a difference. ADDITIONAL ACTIVITIES Have students visit the Feed site. Ask them to explore the site. There is a blog, ways to get involved, information on the history of Fee, even a continuously updated count of the meals provided to date (103,321,360 right now!) Remind them to look at the site map at the bottom and to look at careers with the company. After students have spent time learning about the company, consider leading a discussion focused around questions such as: 1. Would you want to work for a company such as Feed? Why? Discuss how its values intersect with yours. 2. If you read some of the Blog posts, what interested you or inspired you the most? 3. How important is LBL’s personality traits to her leadership and the success of the company? What traits do you think are most important? Return.

EXAMPLE: Servant-Leadership: Leaders Who Work For The Led This Example offers short profiles of two successful servant leaders: Mike DeFrino, CEO of Kimpton Hotels & Restaurants, and Marc Benioff, CEO of Salesforce YOUR CALL 1. Understandably, servant leadership is popular with employees. How do you think servant leadership helps companies be successful? Students should point to the inspirational appeal of working for a leader who is dedicated to helping both the organization and its members achieve their goals. Have them refer to Table 14-45 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

14.5 and ask them how each of the leadership elements in the table can contribute to an organization’s performance. 2. Do you think there are any situations in which servant leadership would not be appropriate? The text points out the servant leadership in not a quick-fix approach to organizational conflict or change. Can they think of situations in which even a servant leader would need to put the needs of the company above the goals of the members? Can a servant leader be successful in any type of organization, or are there situations that would limit or even eliminate a servant leader’s effectiveness? ADDITIONAL ACTIVITIES One way to build on this Example is to have the students watch the SNN video “Practicing Servant Leadership.” In this 4-minute video, Mike DeFriino, CEO of Kimpton, discusses how he works to meet the needs of employees and customers at his company’s hotels and restaurants. Consider using the following discussion questions:

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1. Describe examples of effective leadership behavior styles displayed by DeFrino. 2. Discuss how DeFrino displays servant leadership. 3. Think of the trait theories of leadership, describe positive traits and interpersonal attributes possessed by DeFrino that explain his leadership effectiveness. Return.

EXAMPLE: The Superior Performance of Both a Transactional & Transformational Leader: PepsiCo’s CEO Indra Nooyi This Example profiles PepsiCo’s CEO, Indra Nooyi. Nooyi exhibits the qualities of both a transactional and a transformational leader. YOUR CALL Which of the four key transformational leader behaviors did Nooyi display? What other types of leader behavior are evident in this example? Nooyi seems to be focused on “idealized influence” or, “We are here to do the right thing.” She pushed for PepsiCo to buy Quaker Oats and Tropicana, and PepsiCo removed trans fats from its products well before most other companies did. Students can also identify inspirational motivation, individualized consideration, or intellectual stimulation if they can provide examples. ADDITIONAL ACTIVITIES One way to build on this Example is to have the students watch the Connecticut Women’s Hall of Fame video “Indra Nooyi Tribute Film.” This 8-minute video profiles the life journey and the leadership style of Nooyi. Consider using the following discussion questions: 14-46 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

1. Describe the life experiences and individual characteristics that likely have shaped Nooyi’s transformational leadership style. 2. Describe examples of how Nooyi displays a transformational leadership style. 3. Describe some of the challenges you believe PepsiCo will face in the next 5 to 10 years. In other words, what supertrends are on the horizon for which the company will need to prepare? Return.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

TEXTBOOK PRACTICAL ACTIONS

PRACTICAL ACTION: Applying Situational Theories This Practical Action provides a general, five-step strategy managers can use across a variety of situations in order to be successful. ADDITIONAL ACTIVITIES One way that you could build on this Practical Action is to have the students watch the NFL video “The New Generation of NFL Head Coaches.” This 4-minute video profiles differences in leadership styles of various NFL coaches and discusses how coaching styles are likely to change in the future. Consider using the following discussion questions:

ONLINE VIDEO

Critique the extent to which the “my way or the highway” style of coaching is likely to be effective with today’s generation of athletes. Apply the path-goal model to describe the characteristics of football players which are likely linked to the appropriate leadership style a coach should use. Should coaches change their style of leadership to adjust to the unique needs of each of their players? Explain your point of view. Return.

PRACTICAL ACTION: How To Be a Good Leader By Being a Good Follower This Practical Action provides five ways you can become an intelligent follower. YOUR CALL Do you think you’ve been a good follower in past jobs? Student responses will vary based on past experiences. Ask students to link their responses to the types of followers in this section: helpers, independents, and rebels. Also have them consider the behaviors that leaders want/don’t want to see in followers. Ask them which of these behaviors they engaged in and if they purposely avoided others. After considering their behaviors, do they still think they were good followers? ADDITIONAL ACTIVITIES One way that you could build on this Practical Action is to have the students read the Fast Company article “5 Ways Being A Good Follower Makes You A Better Leader.” This article discusses how, as followers, we can learn some important skills that make us better leaders. “How To Be a Good Follower (And Why It’s a Skill You Need)” offers advice on behaviors that 14-48 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

will improve your followership, your relationship with your boss, and also prepare you for the role of leader. Consider using the following discussion questions: 1. Discuss how changes in technology and social media are changing the role of followers. 2. Discuss how the skills you learn as a good follower can make you a better leader. 3. Discuss action steps that you could take to be a better follower to your leader. Return.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

SELF-ASSESSMENTS

SELF-ASSESSMENT 14.1 CAREER READINESS Assessing Your Readiness to Assume the Leadership Role This survey was designed to assess students’ readiness to assume the leadership role. STUDENT QUESTIONS 1. What is your level of readiness? Are you surprised by the results? Student responses will differ based on assessment results. Many students will be surprised at their low leadership role readiness. 2. Looking at the three highest- and lowest-rated items in the survey, what can you do to increase your readiness to lead? Think of specific actions you take right now. Generally, in order to increase readiness to lead, students should understand the importance of building team spirit, coaching, and generation of ideas. It is important to be a convincing person, but to also provide compliments and resolve conflict when necessary as well. 3. What things might you say during an interview to demonstrate that you are ready to lead? Candidates should mention times when they have taken the initiative to lead others to success on a task or project. This can be in a work or school environment. Specific examples of how others were inspired should be used. Concepts such as building team spirit, coaching, and generating ideas should be utilized during the interview. SUPPLEMENTARY ACTIVITY Students should be put into groups based on their Self-Assessment scores. There should be a mix of high and low scorers in each group. Groups should create job descriptions for a leader and manager. The descriptions should focus on roles and responsibilities, and the previous experience of candidates. Each group should share their job descriptions with the rest of the class for feedback. The instructor can guide the discussion and point out differences between the job descriptions. Return.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

SELF-ASSESSMENT 14.2 CAREER READINESS What Kind of Power Do I Prefer? This Self-Assessment encourages students to reflect on which bases of power they commonly use. STUDENT QUESTIONS 1. Which of the five bases of power do you prefer to use? This Self-Assessment measures the extent to which a student prefers to use reward, coercive, legitimate, referent, or expert power. Students’ responses as to which bases they use the most will vary. 2. Describe how this form of power helps you at school, at work, and socially. Legitimate power directly related to your scope of job responsibilities will often bring compliance at work, but the source of power is dependent on staying in the position and it does not transfer to activities that you don’t have a legitimate organizational right to control. If you have the ability to provide rewards that people value, they are likely to comply with what you ask them to do, but this source of power is dependent on you always being able to provide the rewards and that the rewards always stay valued. Coercive power can also foster compliance, but it can be abused and can foster dissatisfaction in the workplace. When you have specialized knowledge or demonstrate expertise, people tend to trust you and respect what you say, but in today’s fast-paced environment, knowledge doesn’t stay valued for long. People like you and respect you when you have referent power, but missteps that damage your reputation can diminish your referent power. 3. Which of the five bases is your least preferred? What are the implications for you at school, at work, and socially? Given the synergistic nature of the bases of power, having low levels of referent power can be problematic. People are more likely to be influenced by people who they like, who happen to have reward and legitimate power, than by people they don’t admire. Similarly, it may be difficult for someone to gain referent power if he is viewed as not being very knowledgeable. Thus, rather than focus on coercive or legitimate power, possessing referent and/or expert power might make you more influential at school, at work, or within your personal social network. 4. What things might you say during an interview to demonstrate that you understand how to use power when influencing others? Candidates should mention how they use specific types of power in specific circumstances and how one type of power will not work for every situation. It would be best to focus on more positive sources of power, such as expert and referent, rather than coercive. However, mentioning when the candidate resorted to coercive power is fine, as long as it was measured. 14-51 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

SUPPLEMENTARY ACTIVITY Students should be put into groups based on the bases of power they most preferred. Three questions should be discussed: 1. How have students been able to utilize this power in the workplace? 2. Are there consequences associated with utilizing this power? 3. Who is the best target for this specific power? Groups should nominate one individual to report out to the class. The class can then discuss as a whole. Instructor question for class: Which bases of power are most likely to assist in obtaining compliance? How can you improve expert and referent power? Return.

SELF-ASSESSMENT 14.3 CAREER READINESS Which Influence Tactics Do I Use? This Self-Assessment encourages students to reflect on which influence tactics they commonly use. STUDENT QUESTIONS 1. Is your rational persuasion score the highest? Regardless, give some specific examples of how you use this tactic. Students’ responses will vary. Students can use the rational persuasion tactic by explaining the reason for a request or proposal, by explaining how the person would benefit from their proposal, by providing evidence that a proposal is feasible, by explaining why their proposal is objectively better than competing ones, by explaining how likely problems or concerns should be handled, or by providing evidence that the requested action that they are proposing will lead to the successful completion of a task or project. 2. Which tactic is your least preferred (lowest score)? Provide examples of situations when and how you could use this tactic. Students’ responses will vary. Soft influence tactics are often preferred since they allow people to feel like they can resist the influence if they want. Thus, rational persuasion, inspirational appeals, consultation, ingratiation and personal appeals should be used more frequently than the hard tactics. However, the exchange tactic may be necessary if people are unlikely to have an intrinsic interest in the proposal. The coalition tactic may be needed if there are other parties with competing interests. Pressure or legitimating tactics may be warranted when people have 14-52 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

their own self-interests that they are trying to serve. It is important to apply the contingency approach when determining which influence tactics to use. 3. What might you say during an interview to demonstrate that you understand how to use these nine tactics to influence others? Candidates should mention how they use specific influence tactics in specific circumstances and how one influence tactic will not work for every situation. It would be best to focus on more positive influence tactics, such as rational persuasion, inspirational appeals, and consultation. However, mentioning when the candidate resorted to tactics such as pressure is fine, as long as it was measured and more of a last resort. SUPPLEMENTARY ACTIVITY Students should be put into groups based on their influence tactic scores. The individuals who scored highest on an influence tactic should be grouped together. Students should come up with examples from work or school exhibiting influence tactics: 1. When did they work, and when did they not? 2. Who was the best target of the influence tactic? After discussion, a representative from each group can share with the class and write examples on the board. The class can then discuss as a whole. Instructor question for class: Which tactic do you think best obtains commitment? Return.

SELF-ASSESSMENT 14.4 CAREER READINESS Assessing Your Task & Relationship-Oriented Leader Behavior This survey was designed to evaluate students’ own leader behavior. STUDENT QUESTIONS 1. Do you prefer to use task or relationship leadership? Why do you think this is the case? Students’ responses will differ based on assessment results. Students will be comparing two different scores, initiating structure and consideration. 2. Look at the items for the two lowest scored items for initiating structure and consideration and then identify how you can increase the extent to which you display both types of leadership. Generally, for initiating structure, individuals are very organized and structured. Work is scheduled and deadlines are enforced. Procedures are also uniform. For consideration, the 14-53 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

group is consulted before action is taken, suggestions are taken into consideration from the group and actions are fully explained. 3. What things might you say during an interview to demonstrate that you can be both task and relationship-oriented in your approach toward leading others? Candidates should discuss their ability to balance what needs to get done, and how to motivate others to do it by showing you care. Examples of challenging tasks that were successfully completed should be used, with an emphasis on how both task and relationship orientation were balanced. SUPPLEMENTARY ACTIVITY Students should be put into groups based on their Self-Assessment scores. There should be a mix of high and low initiating structure and consideration scorers in each group. Each group should come up with an example of a task and relationship-oriented behavior that can be exhibited in the workplace. The groups should share with the rest of the class on the board and the instructor can lead discussion. Do students prefer using initiating structure or consideration? Return.

SELF-ASSESSMENT 14.5 CAREER READINESS Assessing Your Servant Orientation This survey is designed to assess the extent to which students possess a servant orientation. STUDENT QUESTIONS 1. To what extent do you possess a servant orientation? Are you surprised by the results? Students’ responses will differ based on assessment results. Students may be surprised at how they exhibit low or high servant leadership as this is a term not universally known. 2. How might you demonstrate more servant-leadership in your teams at work or school? Be specific. Generally, managers who care about the careers of their employees, hold high ethical standards and care about the well-being of employees are servant leaders. 3. What things might you say during an interview to demonstrate that you possess the career readiness competency of service/others orientation?

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Candidates should discuss how they may have developed others in further succeeding in their careers. They can also bring up times when they faced ethical dilemmas, and how they handled them. Overall, the well-being of employees should be a focus of the discussion as servant leaders hold that out as a priority. SUPPLEMENTARY ACTIVITY The instructor should ask the class to provide workplace examples of servant-leadership characteristics. Have they had a boss who exhibited servant leadership? Each student can then write their current or former boss feedback based on servant-leadership characteristics. How can bosses transform typical manager behavior to servant-leadership behavior? Selected students can share with the class as a whole. Based on the assessment, how can students demonstrate more servant leadership in their own work teams? Return.

SELF-ASSESSMENT 14.6 Is My Manager Transformational? This assessment measures students’ perceptions of their managers’ transformational leadership. STUDENT QUESTIONS 1. What could your manager have done to be more transformational? In order for managers to be more transformational, they need to establish and communicate a positive vision for the future (i.e., inspirational motivation). The right vision serves as a beacon of hope and common purpose. A manager should also demonstrate idealized influence by instilling pride, respect and trust within employees. In order to demonstrate individualized consideration, your manager should provide support, encouragement, empowerment, and coaching to employees. To become more transformational, your manager should foster intellectual stimulation by seeking innovative and creative solutions to organizational problems. By using these key behaviors, your manager could become more transformational. 2. What three behaviors can you exhibit to increase your application of transformational leadership? Students’ responses will vary. Look for an understanding of the types of behaviors that demonstrate the elements of transformational leadership: inspirational motivation, idealized influence, individualized consideration, and intellectual stimulation. 14-55 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

SUPPLEMENTARY ACTIVITY Students should be put into groups based on Self-Assessment scores. High scorers should be placed together, and low scorers should also be placed together. High scoring groups should discuss what their organization is doing to exhibit transformational leadership. Some questions: 1. How are the interactions between leaders and followers? 2. What makes the environment more than just a transactional environment? Low scoring groups should discuss what their organization can do to better exhibit transformational leadership. 1. How are the interactions between leaders and followers? 2. Is the environment transactional? Laissez-faire? Each group should also provide an example of each of the transformational leader behaviors. A representative from each group should share with the class. Return.

SELF-ASSESSMENT 14.7 Assessing Your Leader–Member Exchange This Self-Assessment measures the quality of students’ leader-member exchange. STUDENT QUESTIONS 1. Where do you stand on the different dimensions underlying leader–member exchange? Are you surprised by the results? Students’ responses will differ based on assessment results. Many students will be surprised at their level leader-member exchange. Scoring should be based on mutual affection, loyalty, contribution to work activities, professional respect and an overall score. 2. Do you think the quality of your leader–member exchange is impacting your job satisfaction or performance? Explain. Most students’ quality of leader-member exchange will impact their job satisfaction. This is especially important when you look at each subcomponent of the scoring key. When there is not as much mutual affection, loyalty, contribution or professional respect, it would be difficult for an employee to be fully satisfied and perform at an optimum level. 3. Based on your survey scores, how might you improve the quality of your relationship with your boss? Be specific. 14-56 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

There are many ways to improve the quality of one’s relationship with his or her boss. First, it is important to discuss your feelings with your boss if you feel like you are not as close to him or her as you would like to be. Having a professional, yet loyal relationship with a boss is the first step in enjoying coming to work. Second, it is important to have fun at work with your boss when you can. Sometimes, employees think that their bosses are strict and tough, but they can also be fun at work; they just have not been given the opportunity. SUPPLEMENTARY ACTIVITY Students should be put into groups based on Self-Assessment scores. Those with low overall leader member exchange should be grouped together, and those with high leader member exchange should be grouped together. Groups with high LMX should discuss what they do in the workplace to enhance their relationship with their superiors. Some questions: 1. Group members should provide examples of why they have a high LMX with their bosses. What happens in or out of the workplace? 2. Why is it important to have a high LMX? Groups with a low LMX should discuss ways to improve their relationship with their superiors. Some questions: 1. Group members should provide examples of why they have a low LMX with their bosses. What happens in or out of the workplace? 2. How do they feel about their relationship with their bosses? The class should then discuss as a whole and instructor should highlight steps to improve students’ leader member exchange. Return.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

GROUP EXERCISES

GROUP EXERCISE #1: IDENTIFYING PREFERENCES FOR TRAITS POSSESSED BY LEADERS Objectives ● To explore individual preferences for preferred leadership traits. ● To reach a group and class consensus regarding the traits possessed by leaders. Introduction The overall goal of this exercise is to explore students’ perceptions about the traits possessed by leaders. Leadership traits are physical or personality characteristics that can be used to differentiate leaders from followers. Contemporary leadership research shows that leaders possess certain traits and that followers possess expectations and beliefs about what types of traits are possessed by leaders. A sample list of leadership traits includes, intelligence, extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience. In this exercise, students will compile a list of leadership traits and then discuss what type of leader the class prefers. Instructions 1. Ask your students to identify someone they believe to be a good leader. 2. Ask students to write down the unique traits possessed by this leader. ● Example: Bill Gates ● Traits: creativity, drive, enthusiasm, intelligence, strength in adversity. 3. Break students into groups of 5 or 6 and ask each group to elect a recorder. 4. Make a copy of the leader preferences matrix shown at the end of this exercise and pass it out to each group. Alternatively, you can create a slide to represent it. 5. Each group member shares his or her leader traits with the group (including the recorder’s preferences), and the recorder writes this information on the leader preferences matrix. 6. The recorder then looks over the matrix and highlights the traits which appear more than once. Traits that were mentioned more than once represent a group’s set of preferred leadership traits. 7. Once each group has completed this task, ask the recorders one at a time to share their group’s preferences with the class. You should summarize this information on the blackboard/whiteboard, flipchart, or overhead. Like the group recorder, highlight the traits that occur more than once. Questions for Discussion 14-58 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

1. What traits were identified by multiple groups? Probe for the rationale behind the students’ choices. 2. To what extent do our preferences for these traits influence our evaluations of others’ leadership potential or effectiveness? For example, you might ask the class to discuss whether perceptions of leadership influenced their voting preferences in the previous presidential campaign. 3. To what extent are students comfortable selecting managerial employees on the basis of their traits? Can this lead to discriminatory decisions? Explain. 4. In your group work, did you notice if men and women preferred different leadership traits? If so, why might this occur? Source: A Johnson & A Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp. 355-356.

Tips for large and online classes: Large classes: Groups may need to be larger (6-7). Instructor should post the leader preferences matrix as a slide or pass out handouts. If time is limited, questions 3 and 4 above may need to be eliminated. Online classes: Students can be placed in online groups and the scenario can be posted to a discussion board. Each student can individually respond and state a leader and his/her traits (the leader preferences matrix below can be posted online for the students to fill out). Steps 5 and 6 can then be completed as a group, with the group subsequently reporting out to the class via email. After the groups have discussed, instructor can create a larger discussion board and include the entire class. This is where the groups can respond to the four discussion questions. The instructor can then moderate the discussion. Return.

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Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Leader Preferences Matrix

Group Member:

(name)_______

(name)________

Preferred Traits

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Our Team Preference

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

GROUP EXERCISE #2: IMPROVING A LEADER-MEMBER EXCHANGE RELATIONSHIP Objectives ● To give students an example of a real-life leader-member exchange relationship and have them evaluate it. ● To consider how one might improve the quality of a leader-member exchange relationship. Introduction Leader-member exchange theory focuses on the quality of relationships between managers and subordinates as opposed to the behaviors or traits of either leaders or followers. It does not assume that leader behavior is characterized by a stable or average leadership style. There are two types of leader-member exchanges. In-group exchanges are partnerships characterized by mutual trust, respect and liking, and a sense of common fates. Out-group exchanges are partnerships characterized by a lack of mutual trust, respect and liking, or a sense of common fates. Instructions 1. Break students into groups of three or four and read or distribute the scenario below. Beth was hired as an administrative assistant at a large restaurant. During her interview, her boss seemed so likeable and funny, and he was willing to answer all of her questions. She felt comfortable and excited about the job. Beth assumed her duties during the summer, the restaurant’s slowest season. She had plenty of time to learn her job and stretch her wings. Soon, her organizational skills, productivity, and willingness to take on any task impressed all of the restaurant’s management staff, but her new boss never participated in this praise and was rarely around to observe her work. The summer passed, and soon Beth was given more and more responsibility by her boss who was seldom in the restaurant. When he was there, he delegated all of his duties, while he dined with, and entertained, the restaurant’s patrons. After a year passed, it was well understood that while her boss was supposed to be in charge, Beth ran the restaurant. Soon the restaurant customers were bringing her their special dinner requests, and the other members of the management staff rarely asked her boss for anything; they came to her instead. In the meantime, her boss still hadn’t given her a raise and had no problem leaving her in charge while he took off for the weekend, the restaurant’s busiest time. He also put Beth in charge of all special events and holiday dinners. He was usually present at these events, and behaved as if he were the restaurant manager, demanding that the rest of the staff bring him food or whatever else he wanted.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

When summer came again, there was rumbling that many of the restaurant staff were going to be laid off. Many speculated that the restaurant manager would be fired, and that Beth would move into his position. But when the hiring decisions were made, Beth’s boss got a promotion thanks to some of his “friendships” with the owners of the restaurant, and Beth was demoted from her administration position to a hostess. 2. Ask the groups to answer the discussion questions shown below. 3. Reconvene as a class and discuss the group’s suggestions for improving leader-member exchange. Questions for Discussion 1. How would you evaluate the quality of the leader-member exchange? 2. What are the causes of the relationship between Beth and the restaurant manager? 3. What can Beth do to improve the quality of her leader-member exchange? Be specific. Source: A Johnson & A Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp. 350-352.

Tips for large and online classes: Large classes: Groups may need to be larger (5-6). Instructor should post the scenario as a slide or pass out handouts. If time is limited, question 1 may need to be eliminated since it would have been touched upon in the groups. Online classes: Students can be placed in online groups and the scenario can be posted to a discussion board. Groups can discuss via threads and then the class can discuss as part of a larger discussion forum, or via email. Return.

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Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

GROUP EXERCISE #3: COMPARING TRAITS, BEHAVIORS, AND SKILLS BETWEEN LEADERS Objectives ● To examine the leadership skills of famous leaders. ● To explore different approaches to leadership. Introduction In this chapter, you learned different approaches to explaining leadership. We know that leaders possess traits and skills that make them successful. They are effective communicators. They use different sources of power and rely on a variety of influence techniques. They are successful at motivating people to voluntarily pursue goals. Leaders can be villains or heroes, trailblazers and visionaries, revolutionaries or college students. The purpose of this exercise is to examine the skills displayed by famous leaders and to determine how you might use this knowledge to improve your leadership skills. Instructions 1. Break into groups of five to six people. 2. Brainstorm a list of famous leaders—CEOs, presidents, politicians, monarchs, etc., as long as the group knows something about their skills as leaders. Next, the group needs to pick two leaders to compare and contrast. Try to pick leaders that seem vastly different from one another—for example, Steve Jobs and Mother Teresa. You also might ask them to select one leader who is effective and one who is not (e.g., someone who went to prison). 3. Use the following survey to profile the leaders in terms of their traits, behaviors, and skills. 4. Answer the discussion questions.

Profile Survey

Leader A Name:

Leader B Name:

______________________

_______________________

In terms of power:

Personalized power

____

Personalized power

____

This person uses/used

Socialized power

____

Socialized power

____

which sources of power?

Legitimate power

____

Legitimate power

____

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

Reward power

____

Reward power

____

Coercive power

____

Coercive power

____

Expert power

____

Expert power

____

Referent power

____

Referent power

____

In terms of influence:

Rational persuasion

____

Rational persuasion

____

What influence tactics

Inspirational appeals ____

Inspirational appeals

____

does/did this person use?

Consultation

____

Consultation

____

Ingratiating tactics

____

Ingratiating tactics

____

Personal appeals

____

Personal appeals

____

Exchange tactics

____

Exchange tactics

____

Coalition tactics

____

Coalition tactics

____

Pressure tactics

____

Pressure tactics

____

Legitimating tactics

____

Legitimating tactics

____

In terms of the trait

Intelligence

____

Intelligence

____

approach to leadership:

Conscientiousness

____

Conscientiousness

____

Which traits does/did

Openness to

this person exhibit?

experience

____

experience

____

Emotional stability

____

Emotional stability

____

Narcissism

____

Narcissism

____

Machiavellianism

____

Machiavellianism

____

Psychopathy

____

Psychopathy

____

Openness to

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

In terms of behavioral approaches to leadership:

Task-oriented

behavior

____

Which leadership behaviors Relationship-oriented did/does this person exhibit?

behavior Passive behavior

____

Relationship-oriented ____

behavior

____

Passive behavior

____

Transformational behavior

behavior

Transformational ____

behavior

____

Questions for Discussion 1. In what ways were the leadership styles of these leaders similar and different? Explain. 2. Which one of these leaders would you want to work for? Explain your rationale. 3. What did you find most interesting about doing this comparison? Return.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

CAREER CORNER GROUP EXERCISES

CAREER READINESS

CAREER CORNER GROUP EXERCISE: USING YOUR ABCS TO BECOME MORE SELF-AWARE Learning Objective 

To increase students’ self-awareness.

Introduction Developing self-awareness is not just an intellectual exercise. It entails understanding who you are and what you stand for. It requires thinking about your life vision, values, personality, needs, behavioral tendencies, and social skills. This exercise focuses on developing this ability by incorporating intentional self-reflection as a daily habit. Instructions The primary purpose of this exercise is to improve students’ self-awareness. This exercise introduces the ABC framework as an observational tool for becoming more self-aware. A is the antecedent or event that triggers your inner dialogue, B is our belief about why it happened, and C is the consequence or outcome. Students will increase their ability to objectively evaluate their behavior by identifying and recording these connections. This will lead to higher levels of selfawareness. 1. Start the activity by having the students watch:  Tash Eurich’s Ted Talk “Increase Your Self-Awareness with One Simple Fix” Alternatively, they can read:  Thai Nguyen’s article “12 Self-Awareness Exercises That Fuel Success” in Entrepreneur  Anthony Tjan’s article “5 Ways to Become More Self-Aware” in Harvard Business Review 2. Open the class discussion with Carl Jung’s quote “There is no cure and no improving of the world that does not begin with the individual himself.” Ask students to describe why self-awareness is so important. Point out the leadership-related benefits, such as:  Understanding your strengths and weaknesses  Anticipating how others perceive you

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Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

3. State a familiar adversity-based scenario to the class (this is the “A”). Start with, “Imagine you….” See list at the end of the exercise for examples. Ask each student to write down:  B – his/her explanation for why it happened  C – the consequence or outcome 4. Put students in groups of 4 or 5 students. Have each group complete the following steps:  Have students share their Bs and Cs.  The group can spend 5 to 10 minutes discussing the different B-C connections. 5. Ask one or two groups to deliver their observations to the class. 6. Facilitate a class discussion by asking some or all of the following questions: 1. When discussing this scenario as a group, what are some of the different interpretations? Different outcomes? What conclusions did you draw? 2. What role does the belief about the situation play in driving the consequences? 3. If we want to change the consequences, what do we need to consider? 4. If faced with this situation in the future, will anything change? 5. How can you use these techniques to become more self-aware? Adversity-Based Situation Examples  Caught in traffic graph  Stuck in a line long at Chipotle  Failing to get an internship  Receiving a poor grade Return.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

UBER CONTINUING CASE

Chapter 14: Power, Influence, and Leadership This part of the Uber continuing case focuses on Chapter 14 and covers principles related to power, influence, and leadership. This continuing case’s real-world application of management knowledge and skills is designed to help you develop critical thinking ability and realize the practical power of sound managerial skills for solving problems in your job and career. The case includes five multiple-choice questions and two essay-based questions. The essaybased questions can also be used in-class to spur discussion: 1. Use Feidler’s contingency model (Figure 14.2) to compare and contrast the optimal leadership styles of both Kalanick and Khosrowshahi. Kalanick’s style of leadership across the three components can be described as: 1) poor in leader-member relations, as he primarily cares about expansion of the company and profits; 2) high in task structure, as he believes his subordinates (primarily drivers) perform structured jobs; and 3) Strong in position power, as he wields his unilateral decision-making to make sure employees do what he tells them to do. Ultimately, this indicates that he would do best in Situation V of the model, with an optimal leadership style of relationship-motivated leadership. In contrast, Khosrowshahi’s style of leadership can be described as: 1) good in leader-member relations, as he highly prioritizes communication with employees along with empathy and understanding; 2) high in task structure, as he believes his subordinates (primarily drivers) perform structured jobs and 3) strong position power as he runs the company (though he does not seem to use his position power as Kalanick does, which could be argued as him having weak position power). Ultimately, this indicates that he would do best in Situation I of the model, part of task-motivated Leadership. Even if students believe he has weak position power, his optimal leadership style would be task-motivated leadership. 2. Explain how Khosrowshahi’s actions as a leader toward supporting immigrants—an important population to the Uber workforce—could create an in-group exchange with immigrant employees and drivers. In-group exchange is one type of leader-member exchange interaction. In particular, these types of exchanges embody trust and respect. This includes a sense of shared mission, or fate, by both parties. To foster such relationships among the immigrant population, Khosrowshahi has let both his words and actions speak for his stance on supporting this population. He has followed his own career path to Uber because he wants everyone to go somewhere where they “can make a difference in the world.” Additionally, he has spent time hearing feedback directly from drivers and other 14-69 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

employees. Above and beyond these efforts, Khosrowshahi has given money and Uber’s resources (e.g., legal team members’ time) to assisting immigrant families trying to reunite. It is easy to see how trust and respect have been built between Uber’s new leader and the immigrant population.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

MANAGER’S HOT SEAT VIDEO POWER AND INFLUENCE—RIDING THE POLICY WAVE I. Introduction It’s November and the holiday rush is upon a mid-size retail surf store named Ollie’s. The store manager is having a meeting with some of his staff. They are quite disgruntled about two new policies that have been put in place. First, employees who are clocking out of their shift need to wait for a manager to check them before leaving the premises. Second, employees cannot take any leave during the holiday rush between Thanksgiving and Christmas Eve. Employees are not happy about these policies. II. Learning Objectives 1. Demonstrate how influence tactics can be utilized to change behaviors in others. 2. Analyze transactional versus transformational leadership. 3. Demonstrate the impact of leader-member exchange. III. Scenario Description: Scene Set-up: Mark, Amir, Sherry, and Brianna are meeting. Scene Location: Ollie’s stock room/backroom. Profile: Mark – Store Manager Amir – Sales Associate Sherry – Assistant Manager Brianna – Sales Associate Summary: Mark is meeting with his team to discuss the November holiday rush. The team is quite disgruntled about two new policies that have been put in place. First, employees who are clocking out of their shift need to wait for a manager to check them before leaving the premises. Second, employees cannot take any leave during the holiday rush between Thanksgiving and Christmas Eve. Employees are not happy about these policies, but Mark’s position is quite firm, and his influence tactics don’t seem to alleviate the concerns. 14-71 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

IV. Discussion of Theory 

Influence tactics o Legitimizing – Mark saying that policy is policy and he has the authority to enforce it o Coalition – Sherry trying to team the employees up against Mark o Exchange – Brianna asking for breaks to be on the clock to make up for time lost after clock-outs



Transactional versus transformational o Mark is more transactional while Sherry is more transformational. o Mark has opportunities to be transformational (i.e. when Brianna says it feels like they are not being trusted), but he instead just focuses on company policy. o Mark is also more about initiating structure and does not incorporate much consideration for employee wants and needs.



Leader-Member Exchange o Ali is obviously in Mark’s in-group. He trusts him, goes out of his way for him, and says he is a model employee. In return, it seems Ali is fine with a lot of what Mark is doing. o Sherry and Brianna are in Mark’s out-group. He is constantly sparring with them. He also believes that Ali, who is an associate, may make a better manager than Sherry.



Ethical considerations o Is it right to have employees waiting to be checked out, when their employer requires it, if they are not being paid to wait?

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

LEADERSHIP—ACT THE ROLE I. Introduction Kayak Studios is facing production delays over stage design and assembly issues. The stage manager is meeting with the studio manager to discuss the issues prior to both of them meeting with the lead set employees. The studio is part of a union, which is making things especially difficult for management. II. Learning Objectives 1. Evaluate passive leadership and its effect on the workplace. 2. Analyze the three dimensions of situational control. 3. Evaluate the effects of different influence tactics in the workplace. III. Scenario Description: Scene Set-up: Mark, Amir, Sherry, and Brianna are meeting. Scene Location: Ollie’s stock room/backroom. Profile: Andy – Film Producer Naomi – Production Manager Ervin – Head Carpenter Marina – Lead Electrician Summary: The video starts with Andy and Naomi discussing a set building delay that is affecting the shoot schedule. Naomi is discussing the challenges of trying to lead Ervin and Marina, who supervise the set crew. Since the set is part of a union, there are certain restrictions on what personnel moves can and cannot be done with the set crew. Ervin and Marina then enter the scene, and both Andy and Naomi try different ways to influence them, with mixed results. IV. Discussion of Theory 

Passive leadership o Andy is only getting involved when there are production delays. This is passive leadership by exception, and it is of concern to Naomi. Naomi needs Andy to be more involved, possibly as a transformational leader. 14-73

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader



Fiedler’s contingency model o Naomi is representing a low-control situation based on poor leader-member relations, low task structure, and weak position power. o Ideally, Naomi would be utilizing a task-motivated leadership approach, but she seems to be utilizing a more relationship-motivated style. Andy is trying to point this out to her. o Naomi’s response is that things may get worse if she focuses more on the task instead of remedying the relationships and considering team needs. For example, she can’t just document one issue (unless it is major like setting fire to the set) and terminate employees based on that.



Influence tactics o Personal appeals (referring to friendship and loyalty when making a request, asking a friend to do a favor): Andy reminds Marina what he has done for her in the past. o Rational persuasion (trying to convince someone with reason, logic, or facts): Andy tells Ervin that if the studio goes out of business, everyone loses their jobs. The union can’t protect them from that, and they need to make sure the films are not delayed. o Inspirational appeals (trying to build enthusiasm by appealing to others’ emotions, ideals, or values): Andy tries to get Ervin and Marina excited about their future and wants to safeguard their reputations in the industry.

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader

APPLICATION-BASED ACTIVITY

POWER & INFLUENCE: A MANAGERIAL THRILL RIDE I. Introduction Magnolia Park recently introduced the newest thrill ride to its amusement park - the Inferno. This coaster features some of the fastest speeds and highest drops in the world. However, the roller coaster has also been having a lot of safety issues as well. The student will play a Park Engineer who is meeting with the Park Manager and Inferno Ride Operator with the hopes of persuading them to take action before something horribly bad happens at the park. II. Learning Objectives 1. Identify sources of power different individuals at an organization have. 2. Apply the most effective influence tactics in order to get a desired outcome. III. Scoring Dimensions The following theoretical concepts from the chapter are covered and scored in the simulation: Theoretical Concepts

Percentage of Simulation

Sources of Power

20%

Influence Tactics

80%

IV. Follow-up Activity Students can be assembled into groups of 4 to 5 in order to update the Magnolia Park Operating Regulations. The updates should include positive influence tactics including rational persuasion, expertise, consultation, etc. The point is to make the regulations effective, but less confrontational so the same type of issue does not arise in the future. Some considerations for the group: 

Should the Engineer work more closely with senior park leadership instead of solely making the decision? If the Engineer should retain sole authority, are there ways to embed more consultation into the Regulations? 14-75

Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to Becoming a Leader



Should there be a part in the Regulations that includes what the authority of the Park Manager and Ride Operator is? Would it help if they had specific roles?

Students should pay close attention to the existing park regulations as provided in the simulation. A copy of that regulation is provided here:

Kinicki/Williams, Management, 9e: Chapter Managing Individual Differences and Behavior Supervising People as People

Chapter

15 5

Interpersonal and Organizational Communication: Mastering the Exchange of Information CHAPTER CONTENTS Teaching Resource Manual: A Guide to Implementation

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Textbook Practical Actions

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

57 9 -i

Kinicki/Williams, Management, 9e: Chapter Managing Individual Differences and Behavior Supervising People as People

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

The purpose of the Teaching Resource Manual (TRM) is to support you in the delivery of your chosen curriculum in either face-to-face or online classroom formats. It also was created to help you address some of the following challenges in higher education:  Addressing the inability to measure student comprehension prior to major assignments such as a midterm or project.  Overcoming the inability to tailor your lecture to the topics that students find difficult.  Increasing student engagement by providing opportunities for them to apply the knowledge gained in the classroom to real-world scenarios.  Providing students with opportunities for self-reflection outside of classroom activities.  Increasing students’ critical-thinking and problem-solving skills. You will learn that we created many different teaching resources you can use either before, during, or after class. Because of the quantity of options, the goal of this implementation guide is to provide an overview of how you might select the many teaching resources at your disposal. So What Assets Can I Choose From? Generally, a typical class session for any course comprises three “touch points:” before, during, and after class. For a face-to-face course, your class session would normally be the day you lecture to students. For an online course, the class session would be when you recorded the lecture or when the live lecture is streamed on the Web. Our teaching resources fall into 16 categories: SmartBook 2.0, Click and Drag Exercises, iSeeIt Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action boxes, Group Exercises, TRM discussion starters, TRM follow-up exercises, Uber Continuing Case, quizzes and tests, Management in Action Cases, Manager’s Hot Seat Videos, and Application-Based Activities (mini-sims). After describing the use of SmartBook 2.0 and Connect® exercises, we discuss how you might use these teaching resources before, during, or after class. Assigning SmartBook 2.0 and Connect® Exercises SmartBook 2.0, (In Connect®, click on Performance / Reports / Assignment Results. Here you can choose SmartBook and choose the assignment you wish to view reports for.) The following reports are available through SmartBook 2.0: Instructor Dashboard. Click on one of the tiles from Assignment Completion, Time on Task, Metacognition, Most Challenging Learning Objectives, and Individual Learners. Assignment Completion. Shows the total percentage of all learners in the class that have completed the assignments at this point in time.

Kinicki/Williams, Management, 9e: Chapter Managing Individual Differences and Behavior Supervising People as People

   

make available multiple attempts per assignment with options of accepting the highest score or averaging all the scores together. deduct points for late submissions of assignments (percentage deduction per hour/day/week/so forth) or create hard deadlines. show feedback on exercises/questions immediately or at your preference. provide for study-attempts to allow for completion of the assignment after the due date without assigning a point value.

Some recommendations include:  Before selecting the option for one attempt only, select unlimited or multiple attempts on the first few assignments to allow students a chance to learn and navigate the system. 



So When Do I Assign Each Type of Teaching Resource? Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and testing to actually adapting your teaching to student needs? By utilizing the teaching resources outlined below during the three touch points, you can significantly impact students’ learning and create a learning environment that is more engaging, involving, and rewarding. In other words, you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating the greatest impact and assisting students develop higher order thinking skills. The following recommendations pertain to these mentioned touch points, with an additional matrix that follows.

Kinicki/Williams, Management, 9e: Chapter Managing Individual Differences and Behavior Supervising People as People

Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for students to understand. These animated videos were developed to further unpack in brief, yet effective, fashion the course topics that most commonly challenge students. Each animated video is accompanied by autograded multiple-choice questions that can be assigned to confirm student comprehension. If your learning objectives include fostering application and integrating the concepts discussed with real world practice, then Management in Action or legal/ethical challenge cases contained in the textbook can be assigned so students can think critically and practice applying what they learned in the readings to actual cases. The Management in Action cases are now all “problem-focused.” In other words, the cases contain problems that students can practice solving. These cases also contain multiple-choice questions that can be assigned in Connect® to gauge student comprehension. During Class The TRM offers a host of additional materials and experiential activities you can use to bring chapter content to life. If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities and lectures based on results from the general results report and the metacognitive skills report. This allows for a more tailored class period that enhances student engagement and more opportunities to resolve gaps in knowledge. We also provide links to online readings that you can use to supplement the content covered in the textbook. They are useful if you desire to provide additional material beyond that covered in the text. If your goal is to create an engaging learning environment filled with student discussion and interactions, we provide multiple resources. First, each major heading in a chapter contains suggested discussion starter questions. These open-ended questions are likely to foster student discussion and engagement. . We also provide additional activities (i.e., experiential exercises) for every Example and Practical Action box. If your goal is to provide for additional application of material, the TRM breaks down the textbook Management in Action cases and legal/ethical challenges by providing questions and ideal responses. Connect® also has multiple-choice questions that can be assigned for the Management in Action cases. Finally, the TRM has a selection of group exercises that allows instructors to focus on team learning methods. If your goal is to jointly engage your students while applying content from the text, you can select a SelfAssessment follow-up activity (all follow-up activities are found in the TRM). These assets are especially useful if you are “flipping” your classroom, wherein the class session is used for application and analysis of key concepts rather than lecture. The Suggested Resources across Teaching Touch Points Matrix provides a quick reference for activities that can be utilized during class. After Class After the face-to-face class session, or online lecture, you can assign Connect® exercises as homework to further reinforce the material covered in the textbook and lecture. You may also want to assign an iSeeIt! Animated Video if you notice that students are struggling with a particular topic, even after class. Students can also be assigned the continuing case for each chapter, which includes assignable multiplechoice and essay-based questions. To further gauge student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus more on defining and explaining material, and the test banks focus more on application and analysis. Moreover, the test banks now include more higher-level Bloom’s questions. 9 -v Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter Managing Individual Differences and Behavior Supervising People as People

Finally, if you are looking to have students think critically to solve real-world problems, then you may want to utilize an Application-Based Activity after class. Application-Based Activities are minisimulations that allow students to make decisions and see their impact immediately. There are both theory-based questions that have right and wrong answers, and there are also branching questions that allow students to make ideal, sub-ideal, and incorrect decisions based on the theory they’ve learned. A student’s particular path in the activity will depend on the decisions made on the branching questions. Application-Based Activities should be utilized after a student has had at least one pass at the chapter content as they do not introduce new material. Rather, they encourage students to apply, analyze, and evaluate material they already understand. A Special Focus on Career Readiness The ninth edition has a new strategic focus on career readiness. The authors goal is to provide you the information and teaching resources needed to develop students’ career readiness competencies desired by employers. The authors provide you the following information and resources:  Chapter 1 introduces the concept of career readiness and identifies the competencies desired by employers.  Career Corner sections in each chapter link chapter content to career readiness competencies.  Connect® exercises that directly relate to career competencies.  Self-Assessments directly related to career competencies. These assessments have follow-up activities in the TRM.  Career Corner group exercises in the TRM focusing on building career competencies. Many of these exercises can also be utilized in large in-person and online classes. Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises

CAREER READINESS

iSeeIt! Animated Videos Self-Assessments

CAREER READINESS

Case Analyses Video Cases Example and Practical Action BoxesM Group Exercises/Career Group ExercisesM

CAREER READINESS

Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading. Also, some resources will require a paid subscription.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

A Week at a Glance When creating a syllabus and schedule for students, you can utilize the above-mentioned matrix as a guide. Let’s use the following example: You teach a face-to-face Principles of Management course, and the course meets once a week on Wednesday afternoons. If this is the fifteenth week of the semester and you are covering Chapter 15, the following format can be utilized: Before Class (before Wednesday)  Assign Chapter 15 in SmartBook 2.0, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling most with, as can be seen in the reporting function of SmartBook 2.0 by going to “Reporting” then clicking the “LearnSmart” tab.  A Click and Drag Exercise, such as one on “To What Extent Are You Effectively Using Online Social Networking at Work?,” can be assigned. This can also be due on Wednesday so that students are able to practice prior to class, and you can also review results prior to lecturing. What is unique about this Click and Drag Exercises is that it examines career readiness.  A Connect® Case Analysis, such as “Nokia Actively Uses Social Media to Communicate” can also be included so that students can learn about applying the concepts from the reading to a real-life scenario; therefore, further engaging them prior to the class session. If desired, you can then introduce a follow-up activity, found in the Teaching Resource Manual, during class on Wednesday.  A career skill-based Self-Assessment can be assigned, such as “Assessing My Communication Competence” in order to follow-up on content covered in the reading. This can set up a class activity to follow on Wednesday. Follow-up activities can be found in the Teaching Resource Manual. During Class (on Wednesday)  You can deliver a short, yet effective, lecture and focus on areas that students are really struggling with. This can be done by reviewing the reporting from SmartBook 2.0 and any assigned Connect® exercises, such as the recommended Click and Drag Exercise and Case Analysis. If students are struggling with a particular learning objective, you can then tailor the lecture and/or class activities to address those challenging concepts.  You can assign a career skill-based Self-Assessment earlier in the week, for example on “Assessing Your Readiness to Assume the Leadership Role” and have students complete a followup activity during the class session based on the Self-Assessment results. Remember, follow-up activities for each Connect® exercise can be found in the TRM.  A Manager’s Hot Seat video can be utilized to open up class discussion. Many of these videos cover frequent, yet controversial topics, and they ask students to describe what their decisionmaking process would be in those situations. Many times, students will recommend conflicting approaches to solving the issues in the videos; therefore, there is more class engagement. For this chapter, one recommended Manager’s Hot Seat video is “Listening Skills--Yeah, Whatever.”  If time allows, and you would like to dive into real situations, you can discuss an Example box from the text titled “Secrecy and Silence” There is an additional in-class activity in the TRM. After Class (after Wednesday) 15-ii Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

 



You can assign a Connect® exercise, such as the continuing case on Uber, to reinforce student comprehension of material and also to test application of concepts. Students can experience a real-life simulation that assesses critical-thinking and problem-solving skills by playing the Application-Based Activity on cyberloafing. In this simulation, students lead a task force assembled to address issues with employee productivity and cyberloafing. The company needs a communication strategy in place that will increase productivity without causing a backlash among employees. Students will need to balance the company and employees' interests using the right communications methods. You can also assign an online quiz or test on the material.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

LEARNING OBJECTIVES

15.1

Describe the communication process.

15.2

Compare communication channels and appropriate ways for managers to use them.

15.3

Identify barriers to communication and ways managers can overcome them.

15.4

Discuss how managers can successfully use social media to communicate.

15.5

Identify ways for managers to improve their listening, writing, and speaking skills.

15.6

Review the techniques for improving the career readiness competency of networking.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

TEACHING RESOURCES

Section

Title

Resource Type

How Language Shapes the Way We Think

Web Video (14 minutes)

15.1: The Communication Process: What It Is, How It Works

Supplemental Activity Basic Model of Communication

Connect Click and Drag

200 Oxen Supplemental Activity

Web Video (1 minute)

Communication Media Richness

Connect Click and Drag

Energize your Meetings Supplemental Activity

Web Video (5 minutes)

Formal Communication Channels

Connect Click and Drag

A Conference Call in Real Life

Web Video (4 minutes)

15.2: How Managers Fit into the Communication Process

Supplemental Activity 15.3: Barriers to Communication The Vocal Habit That Women Are Being Criticized for at Work

Web Video (3 minutes)

Supplemental Activity

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Barriers to Communication

Connect Click and Drag

Humor and culture in international business

Web Video (15 minutes)

Supplemental Activity Hall of shame: More multicultural brand blunders

Online Articles

Some Humorous CrossCultural Advertising Gaffes! Supplemental Activity Understanding Nonverbal Communications

Connect Click and Drag

Practicing Nonverbal Communication with a Twist on Charades

Group Exercise

The Power of Talk: Who Gets Heard and Why

Online Article

Supplemental Activity Language and Thinking

Connect Video Case

Joy of Missing Out

Web Video (5 minutes)

15.4: Social Media and Management

Supplemental Activity Keep It Clean: Social Media Screenings Gain in Popularity

Online Article

Supplemental Activity To What Extent Are You Effectively Using Online Social Networking at Work?

Self-Assessment Career Readiness

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Social Media and Productivity for Employers and Employees

Connect Click and Drag

The Digital Identity: A Guide to Online Branding, Marketing, and Web Design

Online Article

Supplemental Activity Elements of Effective Social Media Policy

Connect Click and Drag

Practical E-mail Tips

Connect Click and Drag

What Celebrities Can Teach Companies About Social Media

Online Article with Video (4 minutes)

Supplemental Activity Assessing Social Media Readiness

Self-Assessment

Self-Assessment Activity 15.5: Improving Communication Effectiveness Know Your Value and Get Paid What You're Worth

Web Video (3 minutes)

How to Ask for a Raise: Tips From a Fish Market

Web Video (2 minutes)

5 Ways to Listen Better

Web Video (8 minutes)

Supplemental Activity Assessing My Communication Competence

Self-Assessment Career Readiness

Self-Assessment Activity

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Does Your Organization Have a Supportive or Defensive Communication Climate?

Self-Assessment

Self-Assessment Activity Defensive and Nondefensive Communication

Connect Click and Drag

Listening Styles

Connect Click and Drag

Tips for Effective Listening

Connect Click and Drag

Assessing Your Listening Style

Self-Assessment

Self-Assessment Activity

Career Readiness

Observing Group Communication

Group Exercise

Nokia Actively Uses Social Media to Communicate

Connect Case Analysis

A CEO's 5 Tips to Becoming a Better Networker

Web Video (2 minutes)

CAREER READINESS

15.6: Career Corner: Managing Your Career Readiness

Supplemental Activity Improving Your Face-to-Face Networking Skills

Connect Click and Drag

CAREER READINESS

Giving and Receiving Feedback

Career Corner Group Exercise

CAREER READINESS

Fyre and Fury

Textbook Management in Action

Was ESPN Fair in Firing Curt Schilling for His Social Media Post?

Textbook Legal/Ethical Challenge

Comprehensive Materials

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Interpersonal and Organizational Communication

Uber Continuing Case

Cyber-Loafing

Manager’s Hot Seat

Cyberloafing: Balancing Communication Priorities

Application-Based Activity

*Harvard Business Review articles are subscription based or accessible via hbsp.harvard.edu as examination copy.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

OVERVIEW OF THE CHAPTER

15.1 The Communication Process: What It Is, How It Works Communication is the transfer of information and understanding from one person to another. The process involves sender, message, and receiver; encoding and decoding; the medium; feedback; and “noise,” or interference. Managers need to tailor their communication to the appropriate medium (rich or lean) for the appropriate situation.

15.2 How Managers Fit into the Communication Process Formal communication channels follow the chain of command, which is of three types—vertical, horizontal, and external. Informal communication channels develop outside the organization’s formal structure. One type is the grapevine. Another, face-to-face communication, builds trust and depends heavily on managers’ effective listening skills.

15.3 Barriers to Communication We describe several barriers to communication. Physical barriers include sound, time, and space. Personal barriers include variations in communication skills, processing and interpreting information, trustworthiness and credibility, ego strength, listening skills, judging others, and generational considerations. Crosscultural barriers are a greater challenge as more jobs include interactions with others around the globe. Nonverbal communication can present a barrier if it conflicts with the spoken message. Finally, gender differences can present barriers but can be overcome.

15.4 Social Media and Management We discuss social media and their use by employees and managers. We look at the impact of social media on managers’ and organizations’ effectiveness, including applications to recruiting, productivity, sales, innovation, and reputation management. We also consider the costs of social media use, such as the effects of cyberloafing and the need to manage e-mail, as well as growing concerns about security and privacy. We look at the use of texting in organizations and, finally, at the implications for managers of setting social media policy.

15.5 Improving Communication Effectiveness We describe how you can be a more effective listener, as in learning to concentrate on the content of a message, communicating nondefensively, and

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

employing empathy. We offer four tips for becoming a more effective writer. Finally, we discuss how to be an effective speaker through three steps.

15.6 Career Corner: Managing Your Career Readiness Communication is a career readiness competency that requires the application of 12 competencies from the model of career readiness. We are going to focus on the competency of networking because it plays a key role in getting a job after graduation and requires good communication skills. Networking is the ability to build and maintain a strong, broad professional network of relationships.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

CLASSROOM OUTLINE

Manage U: Improving Your Use of Empathy A key component of effective communication is empathy, the ability to perceive and share other people’s feelings. Improving your empathy will improve not only your communication skills, but your leadership skills, as well. To develop your empathy, begin with improving your listening skills. Actually listen to what is being said rather than interrupting others or thinking about how you’re going to respond. Next, pay attention to nonverbal cues, including the speaker’s body language, facial expressions, and tone of voice, and your own nonverbal behaviors. You will also want to consider issues from the other person’s perspective. You are using empathy if you try to put yourself in someone else’s shoes and you ask yourself what you would do if you were in the other person’s place. You also need to know your audience and their level of prior knowledge about your topic to avoid going into too much or too little detail on key concepts. Lastly, you project empathy when you smile and appear friendly and open to others’ views and ideas. Possible Topics for Discussion: One way to put these suggestions into practice is to challenge yourself to have a substantive conversation in which you really connect with someone you consider difficult to communicate with or with whom you frequently disagree. Can you make a plan to try this? Which tips will be most helpful to you? When you know that you are going to be having a conversation with someone you consider difficult to communicate with, you will want to be mindful to use nondefensive communication. You should also try to understand why that person might be defensive in his communication approach. Why might the person feel threatened or uncomfortable about your conversation? Does the person have an oversized ego? You want to display empathy when communicating with the person to increase the chances of a successful communication process.

15.1 The Communication Process: What It Is, How It Works PowerPoint Slides: Section 15.1 discusses elements of the communication process. The following elements of the communication process are described: sender, message, receiver, encoding, decoding, the medium, feedback, and noise. The importance of selecting a medium with the correct level of media richness is addressed.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

One way that you could begin your coverage of these topics is to have the students watch the TED Talk “How Language Shapes the Way We Think.” In this approximately 14-minute video, cognitive scientist Lera Boroditsky shares examples of how the world’s nearly 7,000 languages shape the way we think. For a supplemental activity, you could have the students discuss how language can impact how people perceive the world around them. You could also have the students participate in a version of the telephone game. In the telephone game, one person whispers a short sentence into the ear of the person next to him. The speaker is only allowed to say the sentence once without repeating it. The receiver of the message then needs to whisper the sentence into the ear of the person next to him. The process continues until the message has been passed to all the people in the room. The last listener then says out loud the message he received. With complex or not personally relevant sentences, the final message usually bears little resemblance to the original message. To use the telephone game in the classroom, whisper a short, non-relevant sentence into the ear of a student at the end of the row in the back of the classroom. Have that student whisper the sentence into the ear of the next person. Tell the students that they have to pass along the statement as best they heard it because the sender cannot repeat it. An example of a sentence that is often used with this exercise is, “Yolanda’s aunt shared her secret sweet potato pie recipe with me.” Have the last student state out loud the message as he understood it, and then compare that to the original message. Have the students reflect on what contributed to the communication breakdown. You can consider repeating the exercise with a statement that is more meaningful to students to see if less of the message is lost in the process. The statement, “We might get out of class early today,” often seems to survive the exercise well. Topics and Tips for Discussion: Describe a time when you experienced miscommunication, either in your personal life or at work. What contributed to the miscommunication, and how could it have been avoided? There are many factors that can contribute to a communication breakdown. The sender may not speak the same language as the receiver, thus limiting his ability to create a message that will have meaning to the receiver. The receiver may not be using active listening or the medium used did not have sufficient media richness for the message. Noise might be created due to the sender’s foreign accent, poor cellphone reception or background noise at a loud, busy office. The chances for miscommunication can be reduced by using an appropriate medium and using feedback to ensure the message was received as intended. Learning another language, including the differences in non-verbal communication, can also reduce miscommunication. Describe how the fondness of many Millennials for using text over other communication media might impact communication effectiveness in the workplace. Although using text messages fosters immediacy in the communication process, text messages are not a rich medium. Text messages might be appropriate for routine, 15-10 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

simple communication needs, but they are not appropriate for complex problemsolving situations. Although many Millennials don’t like using their phones to actually make phone calls, some messages warrant richer media. People should be willing to adapt their communication preferences to those in the workplace who may have different preferences. Describe the types of noise that impact the communication process at your company (or a former one). How can managers reduce the impact of noise? There are many types of noise that can impact the communication process. The most obvious is physical noise, such as the sounds of talking coworkers or the sounds from loud equipment. Noise would also include factors such as a speaker who does not clearly articulate his words or uses nervous expressions such as “um’s.” Noise can be created by the words the sender uses to transmit his message. If the sender is using words, technical language, or jargon unfamiliar to the receiver, it will make the accurate decoding of the message more difficult. This also occurs when a speaker uses a word or phrase in a different way than the receiver would. To “table” an issue means the opposite in British English than it does in American English. The burden to reduce noise starts with the sender. He should know his receivers well enough to use words and phrases familiar to them and select a media channel appropriate for the message. He should also use feedback to ensure his message was received as intended. Instead of asking your receiver, “Do you understand what I said,” ask the receiver to summarize back what he understood the message to be. Section 15.1 Key Concepts: Defining Communication ● Communication is the transfer of information and understanding from one person to another. ● The perceptual model of communication depicts communication as a process in which receivers create meaning in their own minds. ● You are an efficient communicator when you can transmit your message accurately in the least time. ● You are an effective communicator when your intended message is accurately understood by the other person. How the Communication Process Works ● Communication has been said to be a process consisting of a sender transmitting a message through media to a receiver who responds. ● A diagram of the communication process is presented in Figure 15.1. ● The sender is the person wanting to share information. ● Information is called a message, and the receiver is the person for whom the message is intended. ● Encoding is translating a message into understandable symbols or language. 15-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

● Decoding is interpreting and trying to make sense of the message. ● The medium is the pathway by which a message travels, such as by using text, e-mail, hand-written notes, face-to-face conversation, phone calls, or videoconferencing. ● Feedback occurs when the receiver expresses his or her reaction to the sender’s message. o Feedback is essential in communication so that the person sending the message can know whether the receiver understood it in the same way the sender intended—and whether he or she agrees with it. o Feedback can be facilitated by paraphrasing—when people restate in their own words the crux of what they heard or read. ● The communication process can be disrupted at several different points by noise—any disturbance that interferes with the transmission of a message. o The noise can occur in the medium, such as a poor cell phone connection, or it can occur during encoding or decoding. o Noise can also occur during cross-cultural communication, through the use of nonverbal communication, and as a result of the use of jargon, which is terminology specific to a particular profession or group.

Connect® Exercise CLICK AND DRAG: Basic Model of Communication Summary of Activity: In this Click and Drag exercise, students will properly sequence the components of the perceptual model of communication.

Interactive Classroom Material: EXAMPLE: Secrecy and Silence This Example details how the culture of silence at Volkswagen and the enforced silo effect at Theranos enabled unethical and illegal practices and prevented employees and investors from knowing how bad the situations actually were at these two companies. Selecting the Right Medium and Media Richness ● Managers need to use the right communication tool for the right condition. ● All media have their own advantages and disadvantages, and there are a few different criteria to consider when choosing the right medium, including whether a given medium is rich or lean. 15-12 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

● Media richness indicates how well a particular medium conveys information and promotes learning. Figure 15.2 presents the different types of media over a continuum, ranging from high to low. o The “richer” a medium is, the better it is at conveying information. o Types of media may be positioned along a continuum ranging from high media richness to low media richness. o Face-to-face, the most personal form of communication, is also the richest, while impersonal written media is low in richness. ● A rich medium should be used in a routine situation and to avoid oversimplification, while a lean medium is best for a routine situation and to avoid overloading, which provides more information than is necessary.

Connect® Exercise CLICK AND DRAG: Communication Media Richness Summary of Activity: In this Click and Drag exercise, students will match fictitious situations with their corresponding media richness.

15.2 How Managers Fit into the Communication Process PowerPoint Slides: Section 15.2 discusses formal and informal communication channels. Formal communication channels, which follow the chain of command, include vertical, horizontal, and external. Informal communication channels, which develop outside the organization’s formal structure and do not follow the chain of command, include the grapevine and face-to-face communication. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Energize your Meetings.” In this 5-minute video, professor Steven Rogelberg provides tips for making meetings more effective. For a supplemental activity, you could have the students discusses whether their managers follow any of the recommendations for meetings discussed in the video. Topics and Tips for Discussion: If you are engaged in upward communication with your boss, describe how you might want to tailor your communication style depending on the gender of your boss. Upward communication flows from a lower level to a higher level. Your boss’ preferences for upward communication styles are likely to be impacted by his or her 15-13 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

approach to leadership, as discussed in Chapter 14. Since men are more likely to use task leadership, you could probably be more direct and focus on your individual contributions to the company. Since women display more relationship leadership, you might to emphasize “we” rather than “me” when communicating upward with a female manager. Since women use a more democratic or participative style than men, they may be more open to upward feedback in general. They may be more receptive to the display of emotions in the upward communication process, but may have higher standards for the level of politeness they expect in the communication process. Since the differences in communication and leadership styles across genders are based on generalized assumptions, it is still important to base your upward communication approach on the unique relationship with your individual boss. Describe a time when you experienced ineffective horizontal communication with one of your co-workers. What factors contributed to the poor communication, and how should you have handled the situation differently? Horizontal communication occurs at the same level as you within the organization. Your ineffective horizontal communication with your co-worker could have been caused by your company’s organizational structure that encouraged your co-worker to only be concerned about his job, and not about yours. Your co-worker might view you or your department as a rival, and thus he would not be willing to share information. As discussed in Chapter 12, behavior that is rewarded is repeated. Thus, if your manager does not encourage horizontal communication, your attempts to engage in horizontal communication with a co-worker might have been thwarted. To foster more effective horizontal communication with co-workers, you should help them to see how helping you helps them to do their jobs, to remind them that your only rivals are your firm’s external competition, and find ways to reward them for engaging in horizontal communication. Describe a time when you relied on information from your organization’s grapevine. Was the information accurate? How could managers at your organization better manage the grapevine? The grapevine is an informal communication channel not controlled by the company. Though the information that flows through the grapevine is sometimes mere personal gossip, the grapevine can often be a source of accurate information, especially when formal means of communication are not being effectively used by the company. Although managers are never going to be able to “kill the grapevine,” they can reduce the need for employees to rely on it by using formal methods of communication in a timely manner. Have open lines of communication and provide a constant flow of accurate, timely information. Managers should also know that grapevine use increases during periods of uncertainty. Be sure to monitor the grapevine and correct any damaging rumors flowing through it when your employees are likely to be under stress or are concerned about the future. If employees believe they are getting timely and true information from formal communication channels, they will be less likely to rely on grapevine information. Section 15.2 Key Concepts: 15-14 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Formal Communication Channels ● Formal communication channels follow the chain of command and are recognized as official. ● Formal communication is of three types: vertical (upward and downward), horizontal (laterally or sideways), and external (outside the organization). ● Vertical communication is the flow of messages up and down the hierarchy within the organization. o Downward communication flows from a higher level to a lower level (or levels). ▪

In small organizations, top-down communications may be delivered face-to-face, while in larger organizations, these communications are delivered via meetings, e-mail, memos, and company publications.

o Upward communication flows from a lower level to a higher level (or levels). ▪

Often this type of communication is from a subordinate to his or her immediate manager.

▪

Effective upward communication depends on an atmosphere of trust.

● Horizontal communication flows within and between work units; its main purpose is coordination. o Examples of horizontal communication include sharing information, coordinating tasks, solving problems, resolving conflicts, and getting the support of your peers. o Barriers to horizontal communication include: ▪

Specialization that makes people focus just on their jobs alone.

▪

Rivalry between workers or work units.

▪

Lack of encouragement from management.

● External communication flows between people inside and outside the organization. o This form of communication is increasingly important because organizations desire to communicate with stakeholders such as customers, suppliers, shareholders, or other owners in pursuit of their strategic goals.

Connect® Exercise CLICK AND DRAG: Formal Communication Channels 15-15 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Summary of Activity: In this Click and Drag exercise, students will match the different types of formal communication channels with appropriate examples Informal Communication Channels ● Informal communication channels develop outside the formal structure and do not follow the chain of command. ● Informal communication channels are more spontaneous, can skip management levels, and can cut across lines of authority. ● Two types of informal channels are the grapevine and face-to-face communication. o The grapevine is the unofficial communication system of the informal organization, a network of in-person and online gossip and rumor. ▪

The grapevine is more active when official communication is lacking.

▪

Employees are more likely to believe the grapevine when official and unofficial communication conflict.

▪

Managers must learn how they can most effectively influence the grapevine.

o Face-to-face communication builds trust and depends heavily on managers' effective listening skills. ▪

Employees value authentic human contact with the boss and welcome the implication that their manager cares about them.

▪

Face time builds relationships and trust, shows respect for employees as individuals, and thus is highly motivating.

▪

To make the most of face-to-face communication in the work environment, you should: ● Make time for face-to-face communication by scheduling time with individual employees when everyone will be free of distractions. ● Listen not just to the words the other person is saying but also to the emotional content behind the words, and be brief when it's your turn to speak. ● Deliver good news up front, but when delivering bad news, build up to it by explaining the situation, identifying factors you can’t control, and giving the other side of the argument its due. ● Hold employee town hall meetings with an open questionand-answer session, and be available for informal conversations with individuals afterwards. 15-16

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

● Use webcasts to achieve face time if your employees work remotely. Interactive Classroom Material: PRACTICAL ACTION: How To Streamline Meetings This Practical Action sets out clear guidelines for both meeting leaders and participants so they act before, during, and after meetings in ways that make meetings more productive.

15.3 Barriers to Communication PowerPoint Slides: Section 15.3 discusses several barriers to communication. These barriers are classified as physical barriers, personal barriers, cross-cultural barriers, nonverbal barriers, and gender differences. One way that you could begin your coverage of these topics is to have the students watch the Wall Street Journal video “The Vocal Habit That Women Are Being Criticized for at Work.” In this nearly 3-minute video, linguist Lisa Davidson explains “vocal fry” or “creaky phonation,” which involves dropping one’s voice to its lowest natural register. Even though vocal fry is used equally by men and women, women are more likely to receive comments and criticism about the speech pattern. For a supplemental activity, you could have the students discuss how they react when they hear women using vocal fry and discuss ways that people can overcome their biases against women using vocal fry. Topics and Tips for Discussion: Describe examples of miscommunication that can occur with nonverbal communication. Miscommunication can occur with nonverbal communication when the sender and the receiver apply different meanings to the same behavior. This often happens in cross-cultural communication. Eye contact does not have the same meaning across cultures. Eye contact is viewed as a way to express interest in the United States, but lack of direct eye contact is viewed as a sign of respect in other cultures. Similarly, facial expressions, gestures, and the use of space have context-specific definitions. Miscommunication can also occur when there is an inconsistency between a speaker’s words and his nonverbal messages. If someone says “I am not angry with you” while tapping his toes with his arms crossed and a scowl on his face, you will not know to give more weight to his words or to his actions. Assume you are communicating with someone who as an oversized ego. What actions could you take to increase the effectiveness of your communication with this person? 15-17 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Sometimes a person with an oversized ego is really lacking in self-confidence. Their oversized ego is a way to compensate for their lack of confidence. It may be effective to praise them and acknowledge them when they do make a good point, but don’t point out when they are wrong or try to disagree with them. You don’t want to stoop to their level by boasting or bragging about yourself since this is likely to just foster one-upmanship behaviors. When communicating, you want to focus on the issues rather than personal attacks or telling them that they are wrong. You want to frame what you would like the person to do as a request rather than an order to do something. You want show gratitude and be mindful of saying please and thank you. Discuss what you could do to overcome mindlessness and be a better listener. Mindlessness is a state of reduced attention, often caused by overloading our brains. To be a better listener, you need to engage in mindful behaviors. You should not rush to respond by thinking about what you are going to say while your counterpart is still talking. You want to judge the content of the person’s message, not his delivery. Plan on summarizing the person’s message when he is done talking. Knowing that you are going to have to recap what the speaker said will encourage you to pay more attention to the person’s ideas. Limit the potential for distractions by putting your cellphone out of the “zone of temptation” when you need to be more mindful in your listening. Section 15.3 Key Concepts: Physical Barriers ● Sound, time, and space are examples of physical barriers. ● Noise from machinery can be a physical barrier. ● Office design can be a physical barrier too, if it isolates people in cubicles or surrounds them with noisy open space that makes conversation difficult. Personal Barriers ● Variable Skills in Communicating Effectively o Some people are simply better communicators than others. o Better communication skills can be learned. ● Variations in How Information is Processed and Interpreted o Because people use different frames of reference to interpret the world around them, they are selective about what things have meaning to them and what don’t. o These differences affect what we say and what we think we hear. ● Variations in Trustworthiness and Credibility o Without trust between you and the other person, communication is apt to be flawed. 15-18 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

o Instead of communicating, both of you will be concentrating on defensive tactics, not the meaning of the message being exchanged. ● Oversized Egos o Egos—pride, self-esteem, and even arrogance—are another barrier. o Egos influence the way we treat each other and influence how receptive we are to being influenced by others. ● Faulty Listening Skills o Mindlessness is a state of reduced attention or thoughtlessness. o Life's dynamics put all of us into occasional states of mindlessness. o Our brains simply can't keep up with all the stimuli we receive. ● Tendency to Judge Others’ Messages o We have a natural tendency to judge others’ statements from our own point of view. o This is especially true if we have strong feelings about an issue. ● Generational Differences o There are often generational differences in the use of and preferences for different forms of communication. o Older generations might be reluctant to adopt new communication technology. Cross-Cultural Barriers ● Culture represents the ideas, values, practices, and material objects that allow a group of people to carry out their collective lives in relative order and harmony. ● Culture naturally affects the way we communicate, both with those who share that culture and especially with those from other cultures. ● Cultural differences that can impede communication include different languages, nonverbal signs and symbols, prejudice and bias, religious and other beliefs, and ethnocentrism. ● Cross-cultural barriers can be reduced via cross-cultural communication training. This type of training is very important for expatriates.

Connect® Exercise CLICK AND DRAG: Barriers to Communication Summary of Activity: In this Click and Drag exercise, students will match descriptions with their corresponding barrier to effective communication. 15-19 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Interactive Classroom Material: EXAMPLE: Personal and Cross-Cultural Barriers to Communication Can Adversely Affect an Organization This Example details culturally based miscommunication by Dove Soap, Wendy’s, and Tesco Markets. It demonstrates how easily a company’s marketing and advertising can rebound and cause reputational problems for organizations. Nonverbal Communication ● Nonverbal communication consists of messages sent outside of the written or spoken word. ● Some research suggests that about 55 percent of what we communicate is transmitted nonverbally. ● Four ways in which nonverbal communication is expressed are through (1) eye contact, (2) facial expressions, (3) body movements and gestures, and (4) touch. ● Eye Contact o Westerners use eye contact to signal the beginning and end of a conversation, to reflect interest and attention, and to convey both honesty and respect. o Asians lower their eyes to show respect, while members of Latin cultures do so to show remorse. o Differences in the meaning behind eye contact can lead to misunderstanding. ● Facial Expressions o In the United States, smiling represents warmth, happiness, or friendship, whereas frowning represents dissatisfaction or anger. o People in some cultures are less openly demonstrative than people in the United States. o People from other cultures may smile slightly when angry or embarrassed, as well as when happy. ● Body Movements and Gestures o Open body positions express openness, warmth, and availability for communication. o Closed body positions represent defensiveness. o Angling your body away from the other person generally makes you look disinterested. o Interpretations of body language can depend on context and culture. ● Touch 15-20 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

o Norms for touching vary significantly around the world. o Kissing on the cheek, patting on the shoulder, and embracing may be appropriate in the U.S., but people in other cultures find these actions offensive. o Western women tend to use touching of other women to show friendship or sympathy, whereas men are less likely to touch other men and more likely to associate being touched with sexual behavior. o Other cultures are often more conservative about the use of touch between men and women. o Table 15.3 provides suggestions for better nonverbal communication skills.

Connect® Exercise CLICK AND DRAG: Understanding Nonverbal Communication Summary of Activity: In this Click and Drag exercise, students will review scenarios and match them with the appropriate form of nonverbal communication.

Group Exercise #1: Practicing Nonverbal Communication with a Twist on Charades There is a group exercise available at the end of this manual that provides students with the opportunity to further examine the topic of nonverbal communication. Exercise Objective ●

To examine the difficulty in using nonverbal communication during the communication process.

Gender Differences ● Women and men process language in different parts of the brain, so perhaps it's not surprising that gender differences in communication exist. ● There are several general differences in communication between genders including the use of questions, whether people should be asked to participate before contributing, and how to solve problems. ● Table 15.4 presents some possible general differences in communication between genders. ● One researcher suggests that everyone become aware of how differing linguistic styles affect our perceptions and judgments. 15-21 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

o A linguistic style is a person’s characteristic speaking patterns. o This includes pacing, pausing, directness, word choice, and use of questions, jokes, stories, apologies, and similar devices.

Interactive Classroom Material: PRACTICAL ACTION: Improving Communications between Men and Women This Practical Actions describes four ways in which men and women can improve their cross gender communication. These include making sure task instructions are clear, balancing how much you need to say, striking a happy medium between relationships and power, and recognizing that people don’t all listen in the same way.

Connect® Exercise VIDEO CASE: Language and Thinking Summary of Activity: In this video case, students will first watch a video that highlights how language impacts one’s thinking. After watching the video, students will respond to 4 multiple choice questions to measure comprehension. Follow-Up Activity: Instructor can open the floor for a follow-up discussion by asking the following questions: 1. Has anyone ever traveled to a foreign country and noticed differences in how some objects are described in a foreign language? 2. Can anyone speak a different language? If so, can you describe any differences in linguistic styles between English and this language?

15.4 Social Media and Management PowerPoint Slides: Section 15.4 discusses the pervasive impact of social media and how social media can impact managerial and organizational effectiveness. Various concerns about social media are addressed, including cyberloafing, phubbing, security, privacy, and e-mail overload. Managerial implications of texting are described, and the role of social media policies is discussed.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

One way that you could begin your coverage of these topics is to have the students watch the CBS video “Joy of Missing Out.” In this nearly 5-minute video, David Pogue discusses the benefits of “JOMO,” or finding joy in disconnecting. For a supplemental activity, you could have the students discuss if they show any signs of being addicted to their phone and have them discuss how they could implement the tips for a healthy digital diet. Topics and Tips for Discussion: Does social media make you more or less productive at work? Explain your point of view. While avid personal social media use at work will diminish productivity, some personal social media use at work can likely foster productivity. Someone who accesses personal social media at work for a few minutes will likely be able to return to their work duties with a boost in mood and a heightened ability to focus. If the employee does not feel like he is missing out on social media, he may be more likely to be productive after a quick break. The challenge is that it is difficult for some employees to control their level of social media use. Once they get on a social media platform, they will want to read “just one more post.” The key is for a worker to be able use social media in moderation, a goal that is more attainable for some workers than for others. Set and stick to strict timelines how much time you will spend each day on social media and turn off all notifications. This will allow you to better harness the power of social media, but on your own terms. Discuss the advantages and disadvantages of using crowdsourcing. Describe best practices for using crowdsourcing to solve organizational problems. Crowdsourcing is using the Internet and social media to enlist a group outside the organization for help solving a problem. Critics of crowdsourcing believe that using a large group of outsiders to solve a problem is unlikely to provide better results than if the company had used “experts” to make the decision. Supporters of crowdsourcing believe that companies can get valuable input from the crowd and it is a fast and cheaper way to get insights than relying on “experts.” In order for crowdsourcing to be effective, managers first need to “plant the seed” for collaboration by initially posting their own ideas and giving potential collaborators needed insight into the organization and its needs. It is also important for managers to be responsive to the contributors. By responding publically to contributions they receive, managers will encourage more contributors to come forward because they are confident their ideas will be heard. Describe best practices for effectively managing your e-mail. One best practice is to limit the number of emails that you get by unsubscribing to newsletters or notifications that you don’t need, or at least having the messages automatically directed to a different folder than your inbox so you can look at them later. Dedicate specific times for checking your email, and don’t feel the need to compulsively check it, especially when it is off-work hours. Try to limit the emails that you get by limiting the number than you send. Don’t send emails to people who don’t really need to read them. Assume that everything that you send via email 15-23 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

could become public and perhaps used against you. Don’t forward to others emails that the sender did not intend to get the message. Be brief and professional in your message and double check for errors before pressing send. It may be helpful to type your message in a program such as Word with more robust tools for checking for grammatical mistakes before pasting the content into your email program. Only use email when it is the best media channel for the message you are sending. Often, a face-to-face meeting or a phone conversation is more appropriate. Section 15.4 Key Concepts: Social Media ● Social media use web-based and mobile technologies to generate interactive dialogue with members of a network. ● The widespread use of social media is changing our personal lives and the very nature of how businesses operate and the principles of management. ● Social media allow business managers to reach and interact with customers in new ways and can increase a company’s brand awareness and sales. Social Media and Managerial and Organizational Effectiveness ● With their ease of use, speed, and potentially huge audiences, social media have increasing applications for managers' and organizations' effectiveness. ● Social media can influence employment recruiting, employee and employer productivity, innovation, sales, and corporate reputation. ● Employment Recruiting o About 92 percent of companies today use social media for recruiting, especially for recruiting “passive” job candidates, that is, those who aren't actively looking for a new job. o LinkedIn, Facebook, and Twitter are the primary social media sources used for recruiting. o Most recruiters believe that social media allow them to more easily find candidates with specific sets of skills. o Employers should ensure that they don’t illegally use protected characteristics such as religious affiliation, age, family composition, or sexual orientation when recruiting using social media.

Interactive Classroom Material: PRACTICAL ACTION: Building Your Personal Social Media Brand This Practical action gives four more important pieces of advice for developing and promoting your individual brand: 1) optimize your profile; 2) follow companies that interest you; 3) Participate in industry-related chat rooms and discussion groups; and 4) edit your general online social presence. 15-24 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

● Employee Productivity o Social media tools at work, if used appropriately, can make communication by and among employees more productive. o The key for employees, managers, and employers is to harness the speed and reach of social media to enhance individual performance. o Results like reduced turnover, higher performance, increased job satisfaction, and greater creativity and collaboration are common findings in research about the effects of social media. o Employees who work remotely are particular beneficiaries of social media's communications capabilities. o There is plenty of evidence that everyone should unplug from e-mail and social media on a regular basis, if not during every evening, weekend, and vacation.

SELF-ASSESSMENT 15.1 CAREER READINESS To What Extent Are You Effectively Using Online Social Networking at Work? This 11-question self-assessment measures positive versus distracting online social networking use at work. Questions on accessing relevant work knowledge, socializing, and distractions are presented.

● Employer Productivity o Companies of all sizes and industries believe in the benefits of social media. o Social media can allow firms to connect in real time over distance with employees, customers, communities, suppliers, and prospective talent; to collaborate within and outside organization; and to expand boundaries to utilize knowledge, skills, and experience of people not employed by the organization. o If deployed effectively, social media enable businesses to do the following: ▪

Connect with key stakeholders.

▪

Connect with varied sources of expertise inside the organization.

▪

Connect with varied sources of expertise outside the organization.

o On the other hand, if not managed effectively, social media can create many legal, financial, and human resource risks.

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Connect® Exercise CLICK AND DRAG: Social Media and Productivity for Employers and Employees Summary of Activity: In this Click and Drag exercise, students will match the various benefits to using social media with their corresponding employee or employer category. ● Social Media and Innovation o Crowdsourcing is using the Internet and social media to enlist a group outside the organization for help solving a problem. o The assumption of crowdsourcing is that the more people you have thinking about the problem, the more potential ideas will be generated, but it has a mixed record of success. o In order to use social media for innovation, organizations need clear strategies and objectives. ● Social Media and Sales and Brand Recognition o Social media presence can generate customers and brand recognition when: ▪

Social media increase product/service awareness and generate customer inquiries.

▪

Social media enhance relationships with customers.

▪

Social media increase the ability to reach customers on a global scale.

▪

Social media foster co-promotion of local businesses and the image of small businesses in the area.

▪

Social media foster consumers' conversations about brands.

o Recent research suggests that social media won't create positive outcomes unless two conditions are present. ▪

First, the company must possess both competence in social media skills and technology, and commitment in the form of dedicated resources.

▪

Second, a successful social media strategy requires consumers or customers with social media skills.

Interactive Classroom Material: EXAMPLE: TD Bank Dominates Social Media This Example focuses on how on particular bank, Toronto-Dominion – the 11th largest bank in the US—is leveraging social media to remain connected with customers. The 15-26 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Example points out that with ever increasing numbers of customers banking online and through ATMs rather than in person in local branches, banks need to find new ways to connect with customers. TD Bank gives individually customized gifts to customers to show how TD knows and values them. TD also maintains a rapid response online presence to answer questions and conducts online financial management seminars. ● Social Media and Reputation o Some companies have been very successful at using social media to build and protect their reputations online. o To limit the harm of negative comments posted by disgruntled customers or employees, firms should: ▪

Create and enforce a social media policy for employees.

▪

Appoint experienced managers to monitor social media presence and respond quickly and appropriately to negative posts.

▪

Acknowledge there is a problem, and apologize if the organization is in error.

▪

Take the conversation offline to a private sphere such as phone or e-mail if necessary.

Downsides of Social Media ● It’s fair to say the digital age and rise of social media have introduced almost as many difficulties as efficiencies into people’s lives. ● Some of these problems relate to cyberloafing, security breaches, privacy concerns, and the volume of e-mail. ● Cyberloafing o Cyberloafing refers to lost productivity due to using the Internet at work for personal use. o Employees waste time talking on cell phones or texting, surfing the Internet, spending time on social media, sending personal e-mail, and shopping. o Software tools can reduce cyberloafing, but managers should engage employees in decisions about how to use such tools to make sure rules are fair and to make employees feel like they are "part of the conversation.” o Most employees can and do bring their own devices to work and so are perfectly capable of bypassing controls installed on office computers. o Taking an online break from work might not be such a bad thing if it can reduce stress and improve concentration. ● Phubbing and FOMO 15-27 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

o Microaggressions, or acts of unconscious bias, include a number of seemingly tiny but repeated actions, like interrupting others, mispronouncing or mistaking someone’s name, and avoiding eye contact. o The urge to phub others springs from the fear of missing out—FOMO—or of being out of touch with something happening in our social network ● Security o Security is defined as a system of safeguards for protecting information technology against disasters, system failures, and unauthorized access that result in damage or loss. o Security is a continuing challenge, with threats ranging from malicious software (malware) that tries to trick people into yielding passwords and personal information, to viruses that can destroy or corrupt data. o Human error by careless or improperly trained employees is part of the problem. o Internal attacks by disgruntled employees are one of the biggest security threats a business can face. o Table 15.6 presents some ways to protect yourself against security and privacy breaches on the Internet. ● Privacy o Privacy is the right of people not to reveal information about themselves. o A potentially devastating violation of privacy is identity theft, in which thieves hijack your name and identity and use your good credit rating to get cash or buy things. o The most important thing to know about online and social media privacy is that nothing posted is ever truly private. o The monitoring of electronic work communications is widespread with employers monitoring their employees' e-mail and tracking their Internet use. o Determined employees can often get around monitoring tools and devices, sometimes weakening the organization's security protocols in the process. ● The Need to Manage E-mail o The average worker can receive hundreds of e-mails a day, even though most of us can handle no more than a few dozen in that time. o While texting, social networking, and other forms of electronic and digital communication have begun to reduce the dominance of e-mail, it's predicted that the number of e-mail users worldwide will continue to grow. o Table15.7 presents tips for better e-mail handling.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Connect® Exercise CLICK AND DRAG: Practical E-mail Tips Summary of Activity: In this click and drag exercise, students will review fictitious scenarios based on what people should and should not do, when using e-mail. Then, students will match these scenarios with their corresponding e-mail tips. Managerial Implications of Texting ● Many feel that those who deal directly with customers should not be texting at work. ● For others, some very limited use of texting for personal reasons at work, in the right time and place, can be a big help in increasing work-life balance and relieving stress. ● To make the most of texting for work purposes: o Strictly limit your use for personal reasons during the work day. o Text only important messages. o Avoid texting during meetings. o Don't use abbreviations or emojis. o Proofread every message before sending, and be especially alert for potential miscommunication instigated by auto-correct features. Managerial Considerations in Creating Social Media Policies ● Many employees say they would quit their job if their ability to do at least some personal tasks during the work day were restricted. ● While some social media use during work hours may be taking place for nonwork reasons, many employees do use social media for constructive work purposes. ● A social media policy describes the who, how, when, and for what purposes of social media use, and the consequences for noncompliance. ● Social media policies clarify expectations and can also prevent impulsive or abusive posts and messages that can damage an organization's or an individual's reputation. ● Table 15.8 outlines elements of an effective social media policy.

Connect® Exercise CLICK AND DRAG: Elements of Effective Social Media Policy Summary of Activity: 15-29 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

In this Click and Drag exercise, students will match the different elements of an effective social media policy with their appropriate examples.

Interactive Classroom Material: EXAMPLE: A Sampling of Social Media Policies This Example provides selected provisions from some prominent companies’ social media policies. Organizations include IBM, Best Buy, McDonald’s, and the Washington Post.

SELF-ASSESSMENT 15.2 Assessing Social Media Readiness This four-question assessment gauges organizational readiness for social media. Topics of leadership, management, culture, and organization are covered.

15.5 Improving Communication Effectiveness PowerPoint Slides: Section 15.5 describes essential communication skills. These skills include using nondefensive communication and displaying empathy. Recommendations on how to be a better listener, writer, and speaker are presented. One way that you could begin your coverage of these topics is to have the students watch the MSNBC video “Know Your Value and Get Paid What You're Worth.” In this approximately 3-minute video, Mika Brzezinski provides recommendations for women on how to advocate for salaries that reflect what they are worth. You could also have the students watch the Wall Street Journal video “How to Ask for a Raise: Tips From a Fish Market.” This approximately 2-minute video describes five negotiation tactics that women can use when asking for a raise. For a supplemental activity, you could have the students discuss the reasons why it is difficult for some people to negotiate for higher salaries and to discuss the reasons why this is an important career skill. You could also have the students watch Julian Treasure’s classic TED Talk “5 Ways to Listen Better.” In this 8-minute video, Treasure, who studies sound and advises businesses on how best to use it, discusses why it is hard to listen, and he presents suggestions for how people can improve their listening. You could have the students discuss the actions they could take and the behaviors they could display to become better listeners. 15-30 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Topics and Tips for Discussion: Describe a time when someone was using defensive communication with you. How effective was the conversation? How should the person have approached the situation differently? Defensive communication is either aggressive, attacking, angry communication or passive, withdrawing communication. When a sender is using defensive communication, it is harder for the receiver to actually hear what the sender is saying. We may not really listen to what the person is trying to say. Thus, defensive communication is not likely to be effective communication. The key is to aim to use nondefensive communication. Both the sender and receiver need to make sure that they have their emotions in check. Defensive communication often begets more defensive communication unless one or both parties are able to control their emotions. Defensive communication is often evaluative and controlling, while nondefensive communication is descriptive and focused on problem solving. Nondefensive communication is also empathetic and straightforward, while defensive communication is neutral and strategizing. Describe action steps that you could take to display more empathy. Empathy is the ability to recognize and understand another person’s feelings and thoughts. There is cognitive empathy, emotional empathy, and compassionate empathy. To display more empathy, you need to mindfully pay attention to the feelings and emotions others are displaying. You need to set an intention to stay in the present moment. You should also attempt to pause before responding, make friendly eye contact, and strive to be kind and nonjudgmental. Think of a presentation or a public speech to which you really enjoyed listening. What about the speech made it an effective presentation? Effective presentations often begin with effective preparation. The presenter may have watched various TED talks to be able to reflect on the presentation style that would work best for him and his audience. The presenter will have asked ahead of time about who the audience would be, how much time he would be allowed, what technology would be available, and whether there would be a question-and-answer session afterward. The presenter also likely followed Dale Carnegie’s classic advice to (1) tell them what you’re going to say; (2) say it; and (3) tell them what you said. Section 15.5 Key Concepts:

SELF-ASSESSMENT 15.3 CAREER READINESS Assessing My Communication Competence This 12-question self-assessment measures students’ communication competence at school and work. Questions on interrupting, following-up, and speaking volume are presented. 15-31 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Nondefensive Communication ● Defensive communication is either aggressive, attacking, angry communication or passive, withdrawing communication. ● Nondefensive communication is assertive, direct, and powerful. ● Defensiveness often is started by the poor choice of words we use and/or the nonverbal posture used during interactions. ● Using absolutes like “always” or “never” is very likely to create a defensive response. ● Table 15.9 describes antecedents of defensive and nondefensive communication. ● Some steps to achieving nondefensive communication are: build relationships first, frame your message into terms that acknowledge the receiver's point of view, free yourself of prejudice and bias, practice full disclosure, and pick a time and place conducive to communicating and listening.

SELF-ASSESSMENT 15.4 Does Your Organization Have a Supportive or Defensive Communication Climate? This 14-question self-assessment measures an organization’s supportive or defensive communication climate. Questions on listening, expression of opinions, and influence are presented.

Connect® Exercise CLICK AND DRAG: Defensive and Nondefensive Communication Summary of Activity: In this Click and Drag exercise, students will properly categorize examples of defensive and nondefensive communication. Empathy ● Empathy is the ability to recognize and understand another person's feelings and thoughts. ● Empathy is a reflective technique that fosters open communication. ● Being empathetic requires two key actions: mindfulness and incorporating your understanding of another person's feelings and thoughts into your communications. 15-32 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

● Empathy leads to more effective communication and interaction because people feel heard, and it sends the message that we care about others. ● Studies show that everyone can learn empathy with training and practice. Being an Effective Listener ● Active listening is the process of actively decoding and interpreting verbal messages. ● It requires full attention and processing of information. ● Listening is a cornerstone skill of communication competence. ● Many of us think we are good listeners when evidence suggests just the opposite, and we will not become better listeners unless we are motivated to do so. ● There are four typical listening styles: active, involved, passive, and detached. ● These listening styles differ with respect to how invested the listener is, their level of participation, and the type of body language they display. Connect® Exercise CLICK AND DRAG: Listening Styles Summary of Activity: In this Click and Drag exercise, students will match the various tips listening styles with their appropriate examples ● Effective listening is a learned skill, though it takes energy and desire to develop it. ● Table 15.10 has some suggestions for increasing your listening skills.

Connect® Exercise CLICK AND DRAG: Tips for Effective Listening Summary of Activity: In this Click and Drag exercise, students will match the various tips for effective listening with their corresponding descriptions.

SELF-ASSESSMENT 15.5 CAREER READINESS Assessing Your Listening Style

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

This 10-question self-assessment measures students’ listening styles at school, work, and home. Questions on listening to speaker intent, understanding the message, and biases are presented.

Being an Effective Writer ● Given that e-mail and texting have replaced the telephone in so much of business communication, writing is an essential management skill. ● Recommendations for writing business communications more effectively include: o Start by telling your purpose and stating what you expect of the reader. o Keep your words and structure simple, be direct, and use active voice. o Send your message to only those people who need the information, and don’t send a message when you are feeling emotional. o Follow spelling and grammar rules, and proofread your writing before sending it on. ● Table15.11 presents other recommendations for business writing, both online and offline. Being an Effective Speaker ● Being an effective speaker is one of the greatest skills you can have. ● One can do away with a great deal of anxiety about speaking in public by knowing what and how to prepare. ● Dale Carnegie’s classic advice for the content of a presentation still holds: (1) Tell them what you’re going to say. (2) Say it. (3) Tell them what you said. o The introduction should prepare the audience for the rest of the speech. o For the main body of the speech, you want to select and cover your few key points as succinctly as possible, and provide your listeners with guidelines and transitional phrases so they can see where you’re going. o The end should provide a solid, strong, persuasive wrap-up, and you want to give some thought to the last thing you will say. Group Exercise #2: Observing Group Communication There is a group exercise available at the end of this manual that provides students with the opportunity to observe the communication process within a group. Exercise Objectives ● To observe the communication process within a group, identifying strengths and weaknesses. ●

To get individual feedback on communication skills.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Connect® Exercise CASE ANALYSIS: Nokia Actively Uses Social Media to Communicate Summary of Activity: In this case analysis, students will first read a case on Nokia’s digital communication strategy. Then, they will respond to 4 multiple choice questions to measure comprehension. Follow-Up Activity: Instructor should break students into groups of four to five. Each group is tasked with discussing how the internet changes the dynamics of relationships, policies and procedures by answering these two questions: 1. What are the possible advantages or disadvantages? Groups should be encouraged to share and discuss how the rapid development of technology and how it is utilized affects the business. 2. What are the pros and cons of Nokia’s BlogHub and VideoHub?

15.6 Career Corner: Managing Your Career Readiness PowerPoint Slides: Section 15.6 describes techniques for improving the career readiness competency of networking. Networking is the ability to build and maintain a strong, broad professional network of relationships. The first step to improving your networking skills is to create a positive mindset. If you have a negative attitude about networking, you are not likely to have a favorable experience when you network. You should view networking as a way to make more friends and connect with people with similar interests. The second step is to identify a few people who would be able to help you achieve your short-term and long-term career goals. These people should be the focus on your networking efforts. Next, you want to network with a purpose. When at an event where the main focus is networking, you want to spend time interacting with people who you already know, people with whom you have ‘weak ties,’ and aim to meet new people. You don’t have to spend all of your energy trying to meet strangers with whom you don’t have any common interests and who can’t help you. Next, you want to focus on having meaningful conversations by asking questions that will build personal connections. Ask good questions such as “What excites you right now?” or “What are you looking forward to?” rather than “Where do you work?” Next be present and mindful in your current conversation rather than scanning the room for the person who you would like to meet next. Finally, follow up with those individuals you found particularly interesting or would like to see again. Ask them to join your LinkedIn network, or send them a text, e-mail or handwritten notes.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

One way that you could begin your coverage of these topics is to have the students watch the Wall Street Journal video “A CEO's 5 Tips to Becoming a Better Networker.” In this approximately 2-mintue video, Pradeep Aradhya, CEO of Novus Laurus, discusses his personal best practices which have help him, an introvert, become an excellent networker. For a supplemental activity, you could have the students do a classroom “speed networking” exercise. Similar to a “speed dating” event, have a student talk to another student for three minutes with the goal of creating a comfortable interaction, in which everyone shares something about themselves. After three minutes, have the students switch to a new partner. Do this for at least five rounds of pairings or until students have had the opportunity to meet most of their colleagues from the class. After the pairings, have the students reflect on which of their pairings were the most successful and why. Have them critique the types of questions that they used to engage in networking. Have them reflect on how they could improve their networking skills. Topics and Tips for Discussion: Why is networking an important skill for managers? Even though most people understand the value of networking while looking for a job, it is also very important in helping managers do their jobs. By networking, a manager may gain insights into new perspectives or different ideas on how to handle situations. It can also help a manager to identify opportunities or challenges facing firms in his industry. Networking can be an effective way for a manager to harness the power of the grapevine approach to communication. Finally, networking can help managers to locate resources such as talent that can help the organization to be successful. Why do so many people seem to have negative attitudes about networking? People often find networking intimidating and inauthentic. They may doubt that they have anything interesting to say about themselves or have fears that the people they attempt to network with will not be receptive. People may come to view networking in a more positive light if they practice what they could talk about when networking. Being confident is not the same as having an oversized ego. People need to be comfortable talking about themselves in a compelling way. People should also view networking as a chance to help others, not merely as a chance to find someone who can help them. How can you best engage in social networking, using platforms such as LinkedIn? Arguably, rule number 1 for using LinkedIn is just because you can send a message to people and ask them to help you, does not mean that you should. You want to get to know a person before asking him or her for a favor. Sending to a stranger a LinkedIn message along the lines of “I am interested in working in your company and wanted to know if you could help me get the job” is a message that is likely to be ignored. Demonstrate common interests or value you could contribute when contacting strangers or connections of connections. You do want to personalize your connection requests by crafting messages that will be relevant to them. You 15-36 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

want to nurture your LinkedIn connections and check for messages often and respond to them quickly. Section 15.6 Key Concepts: Communication is a career readiness competency that requires the application of 12 competencies from the model of career readiness.  

We are going to focus on the competency of networking because it plays a key role in getting a job after graduation and requires good communication skills. Networking is the ability to build and maintain a strong, broad professional network of relationships. It typically requires developing and using contacts from one context in another.

Improve Your Face-to-Face Networking Skills 1. Create a Positive Mindset - Pursue a more positive attitude by eliminating the thought that networking is a game. Networking is more enjoyable when it is driven by your authentic intention to develop genuine relationships, rather than being something required for getting a job. 2. Identify Your Career Goals - Before doing any networking, you need to be clear about your goals and plans. Establish a 5- to 10-year career goal and then develop a high-level action plan for accomplishing it. 3. Network with a Purpose - Have a purpose for attending networking events. Research shows that networkers tend to spend the majority of their time with people they already know, so we encourage you to avoid putting pressure on yourself to meet strangers. 4. Build Personal Connections - The key is to draw people into meaningful conversations. People will remember more about you if the conversation is meaningful and has some degree of emotionality. 5. Be Mindful - Maintain eye contact with those with whom you are conversing, and avoid the tendency to let wandering eyes survey the room for the next person you want to meet. That’s an easy way to send the message that the person in front of you is not important. 6. Follow-Up - Be sure to follow up with those individuals you found particularly interesting or would like to see again. Use whatever medium of communication you deem relevant. 7. Connect® Exercise CLICK AND DRAG: Improving Your Face-to-Face Networking Skills Summary of Activity: In this Click and Drag exercise, students will match the different tips for improving face-to-face networking with their appropriate examples.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Career Corner Group Exercise #1: Giving and Receiving Feedback Learning Objective To improve student ability to give and receive feedback. Click to view activity.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

MANAGEMENT IN ACTION: Fyre and Fury

Problem-Solving Perspective 1. What is the underlying problem in this case from an event-planning perspective? The underlying problem from an event-planning perspective is that McFarland began (and continued) aggressively marketing an event for which he had not figured out a budget, secured an adequate venue and accommodations, or established the necessary staffing infrastructure. 2. What were the causes of this problem? One cause of this problem as that McFarland was overly ambitious and impatient in his vision for planning and executing the event. Another cause was that McFarland had absolutely no experience in planning events, much less a live music festival, and was solely relying on his social connections to carry him. A third cause was that he chose a location that could not possibly have been ready for such an event, as it lacked the already-promised resources, buildings, and amenities. 3. What recommendations would you make to someone trying to execute a similar idea in the future? One recommendation would be for a person or group executing a similar idea to follow the standard event-planning timeline. In doing so, those responsible for the event would calculate their realistic financial resources to establish a budget, find an appropriate venue along with the necessary permits, contract with vendors and staff, then book the talent, and lastly, market the event and sell admission. Another recommendation would be to communicate regularly and openly with attendees in the time leading up to the event. A third recommendation is to cancel the event and refund admission if the event cannot take place. Application of Chapter Content 1. What kinds of vertical and horizontal communication errors did McFarland make while attempting to plan the festival? In terms of vertical communication errors, McFarland made mistakes in both downward and upward communication. In terms of downward communication, he neither managed his team members’ roles well nor gave clear enough instructions for those he was managing to do their job. He also did not set clear expectations around wipolicies and practices. In terms of upward communication, McFarland did not listen to his subordinates and refused to postpone the festival. In terms of horizontal communication, McFarland did not create an infrastructure for information to be shared across those doing various tasks. He also did not attempt to encourage those working together to solve problems or be supportive. 2. What do you see as the biggest barriers to communication in this situation? The biggest barrier to communication was McFarland himself, as he withheld information as well as shared false information. Additionally, there was a lack of coordination among those doing the various tasks. A third, unseen barrier, seems to have been fear of repercussions, as McFarland 15-39 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

and others refused to tell attendees about the deal-breaking issues (even though they told performers about them in advance). 3. How did McFarland’s background and lack of experience affect the way he processed the messages he received during planning? McFarland’s background was centered on making or raising money, messaging, and social connections. In turn, his messaging was centered on enticement and sensationalism—anything to get people to sign up and buy packages for the Fyre Festival. His lack of event-planning experience meant that he had nothing (or knowledge of what) to communicate around the planning of the event, including updates that would have been relevant to potential attendees. 4. Would you say McFarland was ultimately effective or ineffective at using social media? Explain. McFarland, unfortunately, was extremely effective at using social media. He was able to garner the support of major influences (e.g., Kendall Jenner) who promoted the event to their millions of fans. He also used highly intriguing language to pique peoples’ interest. In the end, McFarland was able to successfully get big spenders to put money down to attend. He specifically exploited the hype that was created, using social media as a one-way channel of communication that did not allow for meaningful two-way communication by potential attendees, while never truly having the ability to deliver. 5. Do you think McFarland could have successfully executed this event if he had been a better communicator? What, specifically, would have to change? It may have been possible to execute the event, although it required a lot of coordination and resources that it seems Exuma Islands did not have (e.g., materials for the construction of the promised villas). In this case, McFarland could have avoided defensive communication, which included his withdraw from communicating with potential attendees. Furthermore, if the event was going to take place, McFarland would have needed to communicate expectations and tasks to his team, coordinate all of the work that needed to be done on the Islands to prepare for the event, and listen to those working with him. Lastly, he should have anticipated and set more realistic expectations on what the event could and could not be when messaging to potential attendees.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

LEGAL/ETHICAL CHALLENGE

Was the Firing of Curt Schilling for His Social Media Post Fair? SOLVING THE CHALLENGE Do you think it was fair for ESPN to fire Curt Schilling for expressing his views on social media? 1. No. ESPN was displaying political correctness rather than supporting one of its employee’s rights to express his views about transgender bathroom rights. He should be reinstated. It is important to look at Schilling’s contract. Celebrities and others in the public eye make a lot of money because they are famous. Part of these lucrative contracts may include suppression of speech that would decrease the value of these figures because of something they said. These clauses in contracts include morality clauses. With this in mind, speaking his political views in public may indeed have caused him to be fired. 2. Yes. ESPN told its employees not to make political statements, and Schilling clearly ignored this recommendation. People in the broadcasting industry need to be very careful when communicating. All ESPN employees may not be in the same boat as Schilling. In other words, he may be fired for political speech because of his sheer celebrity status, while others may not be. This means he must be especially careful in following the directions of ESPN (whether the directions were provided in contract or via a written directive). However, this is debatable, as some may believe that political speech and morality (or behavior) are two different things. In that case, Schilling’s supporters may have a point. 3. Invent other options. Students may be creative here, as long as they can balance company interests versus free speech.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

TEXTBOOK EXAMPLES

EXAMPLE: Secrecy and Silence This Example profiles the Volkswagen and Theranos scandals. It seems that a lot of what happened at these organizations can be attributed to a culture of silence. YOUR CALL In terms of the communications process modeled in figure 15.1, do you think a “culture of silence” can constitute a form of noise? What about the “silo” effect? At what other point or point in the communication model do you think silence and secrecy can interfere with communication? Students should easily be able to identify the “culture of silence” and “silo” effects as types of noise in the communication process. Remind them that Noise is “any disturbance that interferes with the transmission of a message.” Have them identify at which point in the communication process each of these interfered with effective communication. Then have them consider each of the other elements in the process and discuss how secrecy or silence at each point could interfere with effective communication. Additional Activities: A fun way to reinforce the importance of “noise” in miscommunication is to show the “200 Oxen” commercial produced by Sprint Communications in the early 2000s. This video is only 30 seconds long but can start a fruitful discussion of noise issues in digital communication. After your students have stopped laughing, consider asking questions such as:  This commercial demonstrated how a simple word misunderstanding can create expensive problems for a business. Do word misunderstandings occur other than in spoken communication? Where and how?  What other types of communication failures can happen when utilizing digital communication? Give examples.  At what point in the communication process does the noise interfere in this ad?  Can generational differences in communication preferences increase the possibility of communication failures?  Can the medium you choose contribute to noise?

EXAMPLE: Personal and Cross-Cultural Barriers to Communication Can Adversely Affect an Organization This Example details culturally based miscommunication by Dove Soap, Wendy’s, and Tesco Markets. It demonstrates how easily a company’s marketing and advertising can rebound and cause reputational problems for organizations. 15-42 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

YOUR CALL: How would you attempt to recover from a personal or cross-cultural gaffe? Students will probably start by saying they would apologize. Then they will suggest they should try to understand “why” the gaffe occurred and try to assure the other person that they will try to be more sensitive and careful in the future. You can point out that this may be easier to accomplish in a one-to-one situation than in an organizational situation. When an organization makes such a gaffe, it can be extremely difficult to apologize. On the internet such gaffes are repeated frequently months even years later, yet the apology may not be. What can you do to avoid cross-cultural gaffes? There are several things students can suggest here. In personal situations, when meeting individuals from different cultures, they can ask them questions about their culture, history and background. Organizations frequently give cross-cultural training to employees (and often their family members too!) being stationed overseas. ADDITIONAL ACTIVITIES: This additional activity can be done as two separate exercises or a combined longer exercise. 1. Have your students watch Humor and culture in international business, a TEDx talk by Chris Smit (14:42 minutes). This talk looks at many issues in crosscultural communication, norms, and expectations in business. Among the many concepts Smit examines are humor, organizational structure, power distance, stereotypes, and uncertainty avoidance. .He shows how these can impact business dealings across cultures. Lead a discussion utilizing questions such as: a. Why do people use stereotypes when talking about people from other cultures? Tell me some cultural stereotypes you have heard about your culture. How does it make you feel? b. What is the greatest insight you got from this talk? What do you think is the most important thing to understand about other cultures to avoid misunderstandings? c. Smit talks about culture as the “collective programming of the human mind.” How can organizations protect themselves from making crosscultural mistakes due to this “collective programming?” 2. Have students access “Hall of shame: More multicultural brand blunders,” and/or Some Humorous Cross-Cultural Advertising Gaffes! These two articles detail some quite bad marketing blunders around the world. Have students identify the types of blunders being made based on the sections in the text on Personal Barriers and Cross-Cultural Barriers. If you use these articles along with the TEDx talk in part 1, consider asking students to identify which elements in Smit’s talk explain why these misunderstandings occur.

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EXAMPLE: TD Bank Dominates Social Media This Example focuses on how on particular bank, Toronto-Dominion – the 11th largest bank in the US—is leveraging social media to remain connected with customers. The Example points out that with ever increasing numbers of customers banking online and through ATMs rather than in person in local branches, banks need to find new ways to connect with customers. TD Bank gives individually customized gifts to customers to show how TD knows and values them. TD also maintains a rapid response online presence to answer questions and conducts online financial management seminars. YOUR CALL Are there potential drawbacks to having a robust social media presence as TD Bank does? If so, what are they? Students should identify the two problems described in the section on Social Media and Sales and Brand Recognition: 1) Companies’ sites need to demonstrate their competence at developing and maintaining the site for customer service and interaction. Sloppy website or websites that are not kept up to date can damage their brands as well as their customer relationships.2) For a company to have a successful online presence, they need customers who are tech savvy and able to take advantage of the site. ADDITIONAL ACTIVITIES: One way to expand on this Example is to have your students read “The Digital Identity: A Guide to Online Branding, Marketing, and Web Design.” This article introduces students to the idea of digital identity: the totality of information available about you online that represents who you are. This is an important concept not only for an individual (see the Practical Action: Building Your Own Personal Social Media Brand), but also as an organization. This article advises on mistakes to avoid when developing and maintaining your online brand. It emphasizes putting forth the effort and resources to develop and fully realized digital identity. After your students have read the article, have them meet in groups to develop answers to the following questions. Then lead a class discussion comparing the answers developed by the groups.  What is the difference between Pay Per Click (PPC) campaigns and Search Engine Optimization (SEO) campaigns? Which is more likely to result in engaged customers and increased brand development?  Why is it important to focus on your digital identity as a firm? Discuss the advantages of a-well managed digital identity.  How can companies optimize their online presence? What do they need to enable access by the greatest number of potential customers?  Imagine you are starting your own business, where would you start in developing a digital identity? What are the most important first steps you would take? Why are these the most important steps?

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EXAMPLE: A Sampling of Social Media Policies This Example provides selected provisions from some prominent companies' social media policies. Organizations include Adidas, Best Buy, and HP. YOUR CALL One writer says that since employees today are unable to fully separate their personal posts from the reputation of their organization, each one is, in effect, “a mouthpiece, a critic, a supporter, a case in point, and endorsement, a walking billboard.” Do you agree or disagree? Do you think having a social media policy can effectively mitigate the dangers of allowing employees to fill these roles? Student agreement on the statement may vary. Whether or not a student agrees, it is important to understand that social media policies are important. On the one hand, they should not overly limit social media use or statements, as you then get into freedom of speech rules. On the other hand, they should also defend an organization’s reputation, and when commercial interests are at stake, employees should have some limitations, especially on trade secrets and other matters. All employees should not be mouthpieces for an organization, only certain ones should be authorized to do this. This is just another reason why sound social media policies are important. Additional Activities: One way to build on this Example is to have the students read The Wall Street Journal article “What Celebrities Can Teach Companies About Social Media.” This article and its corresponding 4-minute video profile how the social media strategies of celebrities can help businesses as they build and maintain their brands online. Consider using the following discussion questions: Thinking of your current or most recent employer, provide recommendations for how the organization could differentiate its approach for the various social media platforms. Is there a danger for companies with posting too frequently on social media? Explain your point of view. Provide recommendations for how your current or most recent employer could use social media to drive sales without being “overly promotional.”

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TEXTBOOK PRACTICAL ACTIONS

PRACTICAL ACTION: How to Streamline Meetings This Practical Action sets out clear guidelines for both meeting leaders and participants so they act before, during, and after meetings in ways that make meetings more productive. YOUR CALL Do you think it makes sense to have a policy that all meetings must end in five minutes? Why? Students will most likely think limiting meetings to such a short amount of time would not be very productive. They will wonder how much can really be done in such a short amount of time. Ask them to think of when 5-minute meetings might be appropriate. Do you have any additional suggestions about making meetings more effective? Have students consider meetings they have attended, at work or as part of student teams. What frustrated them in these meetings? Ask them to try to be specific. Then have them think of a way to avoid such a situation. Have them link their fix to the specific problem. Then ask them if they can generalize from this specific problem to a general rule for all or most meetings. Would there be a situation in which their solution would be inappropriate? Additional Activities: This Practical Action includes some great advice for running meetings. Does it apply to virtual meetings? Here is a way to introduce students to this topic. Have them watch “A Conference Call in Real Life.” This 4-minute video demonstrates the pitfalls of a virtual meeting. Next, have them go online and find tips for running a virtual meeting. Lead a discussion based on questions such as these:  What communication problems did you see in the video? Would these same types of problems occur in face-to-face meetings? Explain.  Did the tips you found online for running effective virtual meetings address the issues you saw in the video? Would they have helped prevent or alleviate them?  Would the behaviors suggested in the Practical Action translate into effective behaviors for virtual meetings?

PRACTICAL ACTION: Improving Communications between Men and Women 15-46 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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This Practical Actions describes four ways in which men and women can improve their cross gender communication. These include making sure task instructions are clear, balancing how much you need to say, striking a happy medium between relationships and power, and recognizing that people don’t all listen in the same way. YOUR CALL What do you think are the biggest challenges in cross-gender communication? Do you think both males and females should flex to the tendencies of the other gender? These questions are sure to lead to a spirited discussion. Ask students to give detailed examples of miscommunications they have had with the other gender. Ask students for examples both from their personal experience and from their work experience. You might also ask if they see any differences in how male and female professors communicate. Do those differences reflect any of the differences discussed in the Practical Action? Additional Activities: One way to build on this Practical Action is to ask students to read the seminal article on differences in gender communication by Deborah Tannen: “The Power of Talk: Who Gets Heard and Why.” This article appeared originally in the Harvard Business Review in September, 1995. It is just as powerful today. Consider asking students:  What is meant by being in a one-up versus a one-down position? Does this explain why men never seem to want to ask for directions?  After reading this article, what do you understand about communicating with the other gender that baffled you before?  As a manager, how would understanding the differences in gender communication help you?  What elements of the Practical Action reflect what you learned in this article?

PRACTICAL ACTION: Building Your Personal Social Media Brand This Practical action gives four more important pieces of advice for developing and promoting your individual brand: 1) optimize your profile; 2) follow companies that interest you; 3) Participate in industry-related chat rooms and discussion groups; and 4) edit your general online social presence. YOUR CALL Think of 8-10 companies in an industry you’d like to work in. What kind of online brand do you think recruiters at those companies are looking for? Students will frequently have two or three companies they are interested in. Ask them why? What is it about a company’s image (brand) that attracts them? What is it about themselves that would fit into the company’s image? What wouldn’t? The answers to this Your Call will be extremely specific to each student. Encourage them to think both broadly and specifically about their 15-47 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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chosen companies’ brand images. What is the broad, overall feel of the company? How is that broad image shown in smaller, more specific ways by the company? Have them connect their responses to why the company attracts them. ADDITIONAL ACTIVITIES: Here are two ways to expand this Practical action. You may want to use the first idea in conjunction with the Your Call feature. 1. Have you students go online and locate the websites of several companies which they may be interested in working for. You can start them by recommending they think in terms of industries first. Are they interested in sports? Movies? Accounting? Financial advising? Consulting? New product generation? Online gaming? Retail? They can begin by searching the industry, then narrow their search down to a few specific companies to research. Once they have several possibilities, consider asking questions such as:  What specifically interests you about this company?  How do you think you could contribute to this company?  How can you change your resume to be more interesting to these companies? Think specifically about each?  What types of items will you need on your resume that are not yet there? 2. A second way to expand on this Practical action is to have the students look critically at their online presence. As of December 2018, the top social media sites for job applicants are LinkedIn, Facebook, Instagram, Twitter, Google+, YouTube, and Pinterest.  Start students off by having them read Keep It clean: Keep It Clean: Social Media Screenings Gain in Popularity. Based on a 2018 CareerBuilder survey, this article points out the 70% of employers look at applicants social media accounts when deciding whether or not to hire them. This short article gives students some concrete ideas about how to improve their online presence. Including a section on what specifically to avoid online.  After students have read the article, have them take a critical look at their own online postings. Consider asking them: i. How many of you found things on your social media accounts that you probably would not want prospective employers to see? ii. Beyond merely deleting problematic posts and pictures, what can you do to make your social media presence more positive? iii. How can you build a consistent image across the various platforms you use?

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SELF-ASSESSMENTS

SELF-ASSESSMENT 15.1 CAREER READINESS To What Extent Are You Effectively Using Online Social Networking at Work? This survey was designed to assess how well students are using social networking in their jobs.

Student Questions: 1. To what extent is social media helping or hurting your performance at work? Student responses will differ based on assessment results. The assessment will cover positive and distracting online social networking use. Some students will be surprised at how distracting their usage of online social networking is in the workplace. 2. Based on your survey scores, what can you do to more effectively use social media at work? Be specific. Generally, employees should use social media to solve work-problems, not create problems in the workplace by being distracted. Moreover, social networking should help promote working from home, but not to contact friends and family while on the job. 3. What things might you say during an interview to demonstrate that you possess the career readiness competency of new media literacy? Candidates should discuss how they use social media in a positive way (i.e. spreading of information). If they have used social media for work, they should advise how and if it was successful. Showing a mastery of different platforms, such as Facebook, Instagram, etc. would be helpful.

Supplementary Activity: Instructor should open class discussion with the following questions: 1) What are some current work usages of social media, and how does this affect the workplace? 2) Do your employers have social media policies? a. If so, what are some of the rules?

CAREER READINESS

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3) What elements should definitely be included in a social media policy to balance employee and employer needs?

SELF-ASSESSMENT 15.2 Assessing Social Media Readiness This Self-Assessment encourages students to reflect on their leadership’s attitude toward social media.

Student Questions: 1. To what extent is the organization ready for capitalizing on social media? Student responses will differ based on assessment results. 2. Based on the results, what recommendations would you make to management about improving the value of social media within the company? Managers should not only be developing effective social media policies, but also understanding the value of social media. Students may refer to Section 15.4 for some of the benefits social media brings for employers, when used effectively.

Supplemental Activity: 1) Students should be placed in groups based on their scores on the SelfAssessment. Those who had a high social media readiness score should be placed together, and those with a low score should be placed together. 2) Groups should analyze if organizations they work for, or have worked for in the past, utilize the social media readiness dimensions provided below. Specific examples should be written down to share with the class. 

Leadership o Leadership attitudes toward applying social media in the enterprise describe both the level of their support and the degree to which social media is incorporated into enterprise strategy.



Management o Management in a social organization supports a spirit of working within collaborative communities to create open participation to achieve a purpose that raises organizational performance.



Culture o The culture in social organizations demonstrates a propensity to collaborate and share knowledge freely and widely. The culture encourages people at all organizational layers to voice their views and ideas. 15-50

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

Organization o Collaborative communities extend the way a social organization works. A company becomes a social organization as it gains confidence and opens itself up to the potential of the insight, experience and interest of customers, employees, associates, and others.

3) The class can discuss as a whole and the instructor can see if the groups’ Self-Assessment scores affected their analysis.

SELF-ASSESSMENT 15.3 CAREER READINESS Assessing My Communication Competence This Self-Assessment encourages students to reflect on their level of communication competence.

Student Questions: 1. Are you surprised by the results? Explain. Students will vary in their level of astonishment with their scores and their views of their strengths and weaknesses, but remind students that communication competence can be improved. 2. Based on your scores, what are your top three strengths and your three biggest weaknesses? Students’ responses will vary. 3. How might you use your strengths more effectively in your role as a student? Students may realize that there are ways they can improve their communication competence and use their strengths in any of their roles, including student, worker, or relationship partner. For example, students may realize that eye contact sends a message that you are engaged in the conversation. Introducing new topics, bringing new parties to the conversation, or asking follow-up questions sends the message that you want to learn from others. By not interrupting others or by changing your communication style to meet the needs of others, you send a message that you consider the exchange to be a two-way conversation rather than a one-way expressing of ideas. 4. What might you say or do during an interview to demonstrate that you possess the career readiness competency of oral/written communication? Candidates may discuss times when they needed to present in front of others, or write something important for others. The success of the presentation or paper should be discussed. The candidate can also discuss times when he or she had to write on someone else’s behalf (i.e. a campaign manager writing on behalf of a candidate). 15-51 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Supplemental Activity: 1) Students should be put into one of three groups based on the communication skills. A good mix of high and low scorers should be in each group. 2) Each group should discuss examples of how to properly exhibit the assigned communication skill in the workplace. a) Two representatives from the groups can do a 30-second mock simulation of a supervisor/subordinate discussion for the class. b) The simulation should portray the assigned communication skill. 3) The instructor can lead class discussion after the groups have completed their work. How does noise play a role in inhibiting communication skills?

SELF-ASSESSMENT 15.4 Does Your Organization Have a Supportive or Defensive Communication Climate? This survey was designed to assess the supportive and defensive communication climate of students’ organizations.

Student Questions: 1. Where does the work environment stand in terms of having a supportive or defensive communication climate? Student responses will differ based on assessment results. Many students may be surprised to find that their organization has a supportive or defensive communication climate. 2. Based on your survey scores, what advice would you give to management in order to promote a more supportive communication climate? Be specific. Generally, management should have an “open door policy” which allows employees to express their ideas and opinions without being treated disrespectfully. Management should not be dogmatic, and managers should not always believe that they are right. Lastly, it is important for managers to not to make employees feel inferior so that opinions can be shared. 3. Considering your project teams at school, what can you do to create a more supportive communication climate in these teams? Students should heed some of the advice in Question 2 and implement them when working on projects at school. Though there may not be one “manager”

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

on a school team, it is important for all team members to treat colleagues with respect and listen to everyone’s opinions.

Supplemental Activity: 1) Students should be put into pairs notwithstanding their self-assessment scores. 2) Each pair is to simulate two 30-second conversations between a supervisor and subordinate. The first simulation should portray a defensive climate, and the second should portray a non-defensive climate. 3) Select groups can present their simulation to the class and students can point out

which simulation portrays a defensive climate and which portrays a non-defensive climate.

SELF-ASSESSMENT 15.5 CAREER READINESS Assessing Your Listening Style This survey was designed to assess the overall strength of students’ listening skills.

Student Questions: 1. Is your listening style detached, passive, or involved? Based on your survey scores, what can you do to become more of an involved listener? Be specific. Student responses will differ based on assessment results. Students may be surprised at how detached, passive, or involved their listening styles are. Generally, students should listen at their capacity when others are talking; listen to the complete message received before making judgement; and question when they do not fully understand a speaker’s message. 2. Think of two ways you can practice better listening in your teams at work or school. Be specific. Students can be creative with their ideas here. Students can start conversations and have a third-party observe their listening skills. For example, did they interrupt or pass judgment before listening to the speaker’s entire message? Students can also record their conversation with another person (make sure you get consent), and see how their listening skills are. 3. What can you say or do during an interview to display your listening skills? First, candidates should discuss their approach to conversations. It would be beneficial to discuss how a candidate actively listens to others before responding. Second, candidates should exhibit active listening during the interview itself as that is the best representation of one’s listening skills.

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1) Students should be placed in groups based on their scores on the SelfAssessment. Those who had a detached listening style should be placed together, and those with an active listening style should be placed together. 2) Active listeners should discuss how active listening at work is maintained through policies and norms. a) Did students just become active listeners one day, or was this something they developed? If it was developed, how? b) Have they received feedback from their supervisors on their active listening? 3) Detached listening style scorers should discuss what organizations can do to promote active listening. a) Have students missed something important that was said because they were not actively listening? b) Have they received feedback from their supervisors on their active listening (or lack thereof)? 4)

The class can discuss as a whole with select groups sharing.

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GROUP EXERCISES

Group Exercise #1: Practicing Nonverbal Communication with a Twist on Charades Objective 1. To examine the difficulty in using nonverbal communication during the communication process. Introduction The overall purpose of this exercise is to examine the difficulty in using nonverbal communication. This exercise involves a fun way in which to examine nonverbal communication. Nonverbal communication is a message sent outside of the written or spoken word. Communication experts estimate that 65 percent to 90 percent of every conversation is partially interpreted through sources of nonverbal communication such as body movements and gestures, touch, facial expressions, and eye contact. Instructions This is a game of charades – the classic party game where teammates guess a topic from nonverbal clues. Only this game has a twist, the guessers can’t use verbal communication either. You run this exercise using one group as a demonstration in front of the entire class, or you can break the class into subgroups. You can conduct two rounds of the exercise if time permits. 1. Break students into groups of six. One teammate is the clue giver, one is the observer, and the other four teammates are guessers. Ask students to read the role descriptions provided. 2. Distribute the following set of topics to each group. The clue giver chooses one topic and shares his or her associated clue with the observer. ● Musical Groups ● Jungle Animals ● Sporting Events ● Celebrities ● Job Descriptions (Doctor, Construction worker, etc.) ● Favorite Foods ● Movies 3. Guessing begins. Give each group 10 minutes to guess the correct title, word, name, etc. You can conduct a second round of the game if time permits. 4. After the game, reconvene as a class. 15-55 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Questions for Discussion 1. Did any group get their team mates to guess the correct answer? 2. How difficult was it to get your point across using only nonverbal communication? 3. What are the pros and cons of nonverbal communication? 4. What are the dangers of interpreting nonverbal communication while communicating with others? 5. What have you learned about nonverbal communication? Role Descriptions Clue Giver: Pick one of the seven topic areas you want to use in the exercise, and tell your group of guessers so they know what to look for. Next, select a specific title, word, name, etc. for that topic area, and inform the observer of your choice. For example: Topic one is musical groups. You might choose the Rolling Stones. Make sure that the clue you choose is something universally known – you want your team to guess the correct answer. Now try to communicate this title, word, name, etc. to your group without using any sort of verbal communication, props, sound effects, etc. You can only communicate nonverbally. Observer: Your role has three parts: (1) police the guessing sessions – watch for any communication which breaks the rules; (2) ask the clue giver to tell you his or her clue; (3) collect written guesses, and determine if they are accurate; (4) constantly observe the guessing session, and record your observations for class discussion. Guessers: You are not allowed to guess verbally. You can use nonverbal methods to convey your guess, and then you should watch the clue giver closely. He or she will help you along if you are on the right track. If you think you know the answer, write it down, and submit to the observer. He/she will let you know if it is correct. Otherwise keep guessing until time is up.

Source: A Johnson & A Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp. 305-306. Tips for large classes: Groups may need to be larger, which means providing them with 15 minutes instead of 10 to guess the correct title, word, name, etc. If time is limited, question 5 above may need to be eliminated.

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Group Exercise #2: Observing Group Communication Objectives ● To observe the communication process within a group, identifying strengths and weaknesses. ● To get individual feedback on communication skills. Introduction You can learn a great deal about your communication style by receiving feedback from others. Although we communicate all day long, we do not always stop to check whether we are actually communicating the intended message. By practicing our communication skills and receiving feedback, this exercise helps you become a more effective communicator. The purpose of this exercise is twofold: to see how you communicate in a group and to see how others communicate; and to learn how to develop your skills from both experiences. Instructions The fishbowl technique has been used for many years as a vehicle for providing feedback to individuals or groups. The class should first divide into subgroups of five or six people. Next, these subgroups are formed into teams comprised of two subgroups of five or six people. Once the subgroups/teams are formed, one subgroup is selected to be the discussion group; the other subgroup will form the observing group. The seats should be arranged so that members of one subgroup sit in the middle, and members in the second subgroup arrange their desks to form a circle around this subgroup. The center subgroup is the discussion group. This subgroup will discuss a topic from the list below for approximately 10 minutes. The subgroup surrounding the center subgroup will observe and take notes on the center subgroup’s discussion and interaction with one another. A form like that shown below might be used by observers to take notes. After time is up, the subgroups switch—the outer subgroup moves to the center and begins discussion on a topic, while the center subgroup moves to the outer circle and begins observing and taking notes. Once all of the subgroups have had a chance to both observe and discuss, all members of the two subgroups/teams should share their observations with one another. The feedback you receive from the teams can be used or discarded by you. It is often hard to hear that we are different from how we think we are in terms of how others see and hear us, but this is an opportunity to learn both. Topics for Discussion 1. Voters should be required to show state-issued IDs before they are allowed to vote. 2. The Internet should be regulated. 15-57 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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3. Chief executive officers should not make more than 20 times the lowest paid employee in the organization. 4. The minimum wage should be $15 an hour. 5. All U.S. citizens should be allowed to attend college at the taxpayers’ expense. Observation Guidelines Use the form shown below to take notes on how the center subgroup communicates. Use the following guidelines. ● What barriers to communication do you see in this subgroup? o That is, do any of the members have a tendency to judge others’ messages? o Do any of the members exhibit faulty listening skills? ● What types of communication styles do you see? o Do some members appear to be better communicators? o Were some individuals better listeners than others? o Was anyone assertive, aggressive, passive-defensive, or disengaged? ● How well does this subgroup communicate nonverbally? o Do any subgroup members look away from the speaker? o Do any of the members speak too quickly or too slowly? o Is there a subgroup member that smiles and is animated? Questions for Discussion 1. Were you surprised at some of your behavior that your classmates noted? Explain. 2. Based on the feedback from your classmates, what are some things you can do to work on your communication style? 3. During your observation role, did you notice any gender-related communication differences? Explain. 4. Do you think the fishbowl technique is a valuable tool for obtaining feedback on interpersonal skills? Why or why not?

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Group One:

Communication Styles Noted:

Student Name: Student Name: Student Name: Student Name: Student Name: Student Name:

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

CAREER CORNER GROUP EXERCISES

Career Corner Group Exercise—Giving and Receiving Feedback Learning Objective  To improve student ability to give and receive feedback. Introduction Managers must be able to give and receive constructive feedback in order to achieve personal and organizational excellence. The best feedback is specific, respectful, and takes a problem-solving approach. This exercise, a group role-play, gives students the opportunity to practice giving and receiving feedback. The activity challenges each participant to think on their feet, exercise their decision-making skills and solve the problem presented by the role-play scenario. Overall, this exercise provides an opportunity to practice and become comfortable with confronting behavioral issues in the workplace. Instructions The purpose of this exercise is to help students become proficient in giving and receiving feedback. This exercise requires pre-class preparation. The instructor will need to make copies of the scenarios to be distributed to the class. These scenarios appear at the bottom of the instructions. Each scenario takes approximately 8 to 10 minutes to run. First, the class will discuss what issues may arise when giving or receiving feedback. Each group will then participate in a role-play exercise that forces them to deal with an uncomfortable situation. Each group will then use this experience to develop a guideline for either giving or receiving feedback. 1. Start the class discussion by asking the class what are the challenges when giving feedback. Then, have them discuss what are the challenges when receiving feedback. Press the class to describe what makes them defensive in these situations. If there is time, we recommend using the following material to use as an introduction:  Cultivating Collaboration: Don’t Be So Defensive TED TALK by Jim Tamm (https://www.youtube.com/watch?v=vjSTNv4gyMM)  How to Stop Getting Defensive: Learn Graceful ways to cope with feeling defensive by Ellen Hendriksen (https://www.psychologytoday.com/us/blog/how-be-yourself/201805/how-stopgetting-defensive) 2. Describe the activity as follows: This is a role-playing activity consisting of two parts, the manager and the employee. Each role will be randomly assigned. The goal of this activity is to confront the employee issue before it significantly affects the work environment or the employee’s performance. 3. Put the students into groups of 4. Ask for two volunteers per group to assume the role of manager and employee. Hand out the scenarios. Give the students 1 minute to read the role-play and 5 minutes to act out the given scenario. The remaining group members act as observers. 4. Have each group debrief the role-play. Suggested debrief questions are outlined in the slide below:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

5. Facilitate a class discussion using the following questions:  What constitutes constructive feedback versus criticism? What role does emotional triggers play in this distinction?  Why does probing for the intent behind the message allow you to discern constructive feedback versus criticism?  How can you stay engaged when receiving negative or critical feedback?  When you receive negative or critical feedback what do you? What should you do? Have you tried self-reflection?  Having participated in this exercise, what have learned about giving and receiving feedback?  If we were to run the scenarios again, for would you do differently? Scenario Options: 1. You are a payroll manager supervising 25 people. Your team works in close quarters with little physical separation between workstations. Drew is one of your best performers, yet you have received complaints that Drew tends to sprinkle conversations with rather crude and vulgar references. This is not a team of saints, but some have complained that Drew is crossing the line. You need to talk to Drew. 2. You are an accounting manager, and the business relies on your department to produce accurate financial reports the end of each month. Your department uses Excel. Last month, you hired a new accountant, Taylor, who claimed to be proficient in Excel. However, co-workers have come to you with complaints about Taylor’s work and questioning his abilities. You need to talk to Taylor. 3. You are an office manager overseeing a department of 25 people. One of your employees comes to you and complains about Pat’s unpleasant body odor and how difficult it is to work in the same area. You agree to talk to Pat. 4. You are a project manager and supervise a team of 11 people. It is near Christmas, and you notice that within one day the office supply cabinet has been conspicuously depleted of tape, scissors, and packing materials. Other than you, the administrative assistant, Lesley, is the only one with the key to the cabinet. You need to talk to Lesley. 15-62 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Modified from We Need to Talk: Ten Scenarios to Practice Handing Needed Conversations by Douglas Crawford, PhD

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

UBER CONTINUING CASE

Chapter 15: Interpersonal and Organizational Communication This part of the Uber continuing case focuses on Chapter 15 and covers principles related to interpersonal and organizational communication. This continuing case’s real-world application of management knowledge and skills is designed to help you develop critical thinking ability and realize the practical power of sound managerial skills for solving problems in your job and career. The case includes five multiple-choice questions and two essay-based questions. The essay- based questions can also be used in-class to spur discussion: 1. Using the four components of communication outlined in the communication process framework in Figure 15.1, describe the process Uber initiates when a rider is being connected with a hearing impaired driver. In a situation where a rider is connected with a hearing impaired driver, Uber, as the “sender,” provides riders with a few key American Sign Language (ASL) signs while they wait for the driver. The message is sent through the app, which in this case is the “medium.” The “receiver,” which is the rider in these situations, receives the message about ASL signs and decides whether or not they will learn the signs. This decision is one part of the reaction, or “feedback.” Additionally, the receiver decides whether they will actually use the signs once in the car as well. 2. Due to the nature of city infrastructure and existing taxi systems, Uber faces regulatory battles in many cities. In turn, as Brad Stone put it, the leaders of Uber must be good “storytellers” when talking to city government officials. Explain these challenges in terms of encoding and decoding barriers and how Uber needs to frame their messaging. An encoding barrier is when a message is not expressed correctly, and a decoding barrier is when the recipient doesn’t understand the message. Uber is a relatively new system and technology that evades or transcends the current taxi system. In turn, Uber must encode their message into a compelling rationale and use concepts that city government officials can understand. If Uber’s leaders were to talk about, for example, only the financial and corporatelevel benefits, then they are not telling the most compelling “story” as to why the city should allow their service to be used. In order for city government officials to understand how Uber can be beneficial, leaders at Uber must convince them that the benefits outweigh the costs (e.g., to the taxi drivers and system) and that the people of their city will be better off as a result.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

MANAGER’S HOT SEAT Students may complete the “Cyber-Loafing” Manager’s Hot Seat exercises in Connect for this chapter. Introduction The need for organizations to keep their data secure constantly infringes on workers’ electronic privacy rights. In this case, the challenges of Internet monitoring are explored when a worker abuses his privileges and shirks his workplace responsibilities. The case also explores how outward sources of conflict may not actually be the real problem. Learning Objectives 1) To recognize the role of electronic privacy in organizational settings. 2) To understand the role of performance appraisals in the workplace. 3) To identify the difference between real and presenting problems. Scenario Description Overview Bryan Dobbs, director of marketing at Sarga Inc., has received multiple complaints about Davy Siegler over the past two months. Apparently, Siegler spends his day surfing the net, passes all his own work on to subordinates, and disrupts those around him by dragging them over to view various videos, jokes, and timewaster findings online. Dobbs sets up a meeting with the intention of discovering what issues are causing Siegler's clear lack of motivation and poor production. During the meeting, Siegler is passive-aggressive and displays motivation and resentment issues. He recently received an “above average” performance appraisal but no pay increase. Profile  

Bryan Dobbs, Director of Marketing, Sarga Inc. Davy Siegler, Product Group Manager, Sarga Inc.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Discussion Questions: Learning Objective #1: To recognize the role of electronic privacy in organizational settings. Siegler seemed surprised to learn that Sarga Inc was monitoring his Internet usage. How appropriate is it for Sarga Inc. to monitor their employee’s Internet usage? Discussion will vary based on students’ opinions on this topic, but be prepared for a lively discussion. Be sure to raise the point that as organizations respond to growing security concerns, their efforts often encroach on workers’ privacy. The division between the two has become increasingly complex and blurry. Many organizations monitor more than just Internet usage; they store and review email, use video surveillance, record time spent on the phone and numbers dialed, and store and review computer files. Learning Objective #2: To understand the role of performance appraisals in the workplace. Pretend you are in the role of Dobbs and that you have to provide an updated performance appraisal for Siegler. What would you write? Performance appraisal documents are formal ways by which supervisors evaluate, or appraise, the performance of their subordinates. In most organizations, employees have access to their appraisals. Appraisals need to both protect the organization and motivate the employee. Sometimes these two purposes are in conflict. Most will see a candid appraisal as negative; employees need praise and reassurance to believe that they are valued and can do better. But the praise that motivates someone to improve can come back to haunt a company if the person does not eventually do acceptable work. An organization is in trouble if it tries to fire someone whose evaluations never mention mistakes. So in the case of Siegler, it’s important that the Internet usage concern be included. The writer may want to minimize the issue and say Siegler is already working on it, but it should be mentioned nonetheless. Learning Objective #3: To identify the difference between real and presenting problems. Dobbs suspected that something else was going on with Siegler beyond increased Internet usage. What was the real problem that Siegler confessed to during his meeting with Dobbs? Siegler was upset that he had an excellent performance review and did not receive a pay raise. He also feels like his career has plateaued and that he would like more challenging work.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

Sometimes when dealing with conflict, the problem that surfaces may not be the real problem, but just a presenting problem. In Siegler’s case, the presenting problem was using the Internet and shirking of responsibilities. The real problem was hurt emotions about not getting a raise and not feeling challenged enough.

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the Exchange of Information

APPLICATION-BASED ACTIVITY

Cyberloafing: Balancing Communication Priorities I. Introduction Vector Technology's employees are enjoying the internet in the office a bit too much. The company has been suffering a loss in productivity the past year and has determined it to be related to cyber-loafing. The company needs a communication strategy in place that will increase productivity without causing a backlash among employees. The CEO has assembled a task force and asked the student to lead it. II. Learning Objectives 1. Apply the correct communication medium based on the situation at hand. 2. Evaluate the effectiveness of different social media policies. 3. Understand the impact of both formal and informal communication. III. Scoring Dimensions The following theoretical concepts from the chapter are covered and scored in the simulation: Theoretical Concepts Percentage of Simulation Selecting the Right Medium for Effective 34% Communication Developing a Social Media Policy 33% Improving Communication Effectiveness 33% IV. Follow-up Activity Students can be assembled into groups of 4 to 5 and tasked with reviewing the following article on social media fails: The 7 Biggest Social Media Fails of 2017. Students should choose of the organizations listed and create a Communications Plan for addressing the issue at hand. The brief plan should include what top level executives will do, what mediums of communication will be utilized, and how quickly all of this will materialize. Students in online classes can be put in groups and provided with the article link. Each group can have its own discussion board to discuss the article and develop the communications plan in. The communications plans can then be distributed to the class. Instructor can moderate a discussion with the class as a whole via an all class discussion board or emails.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

Chapter 16 Control Systems and Quality Management Techniques for Enhancing Organizational Effectiveness CHAPTER CONTENTS Teaching Resource Manual: A Guide to Implementation Career Readiness-Based Personal Development Plan

ii viii

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Management in Action Case

Legal/Ethical Challenge Case

Textbook Examples

Textbook Practical Actions

Self-Assessments

Group Exercises

Career Corner Group Exercises

Uber Continuing Case

Manager’s Hot Seat Videos

Application-Based Activity

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION

Addressing the inability to measure student comprehension prior to major assignments such as a midterm or project.  Overcoming the inability to tailor your lecture to the topics that students find difficult.  Increasing student engagement by providing opportunities for them to apply the knowledge gained in the classroom to real-world scenarios.  Providing students with opportunities for self-reflection outside of classroom activities.  Increasing students’ critical-thinking and problem-solving skills. You will learn that we created many different teaching resources you can use either before, during, or after class. Because of the quantity of options, the goal of this implementation guide is to provide an overview of how you might select the many teaching resources at your disposal. So What Assets Can I Choose From? Generally, a typical class session for any course comprises three “touch points:” before, during, and after class. For a face-to-face course, your class session would normally be the day you lecture to students. For an online course, the class session would be when you recorded the lecture or when the live lecture is streamed on the Web. Our teaching resources fall into 16 categories: SmartBook 2.0, Click and Drag Exercises, iSeeIt Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action boxes, Group Exercises, TRM discussion starters, TRM follow-up exercises, Uber Continuing Case, quizzes and tests, Management in Action Cases, Manager’s Hot Seat Videos, and Application-Based Activities (mini-sims). After describing the use of SmartBook 2.0 and Connect® exercises, we discuss how you might use these teaching resources before, during, or after class. Assigning SmartBook 2.0 and Connect® Exercises SmartBook 2.0, (In Connect®, click on Performance / Reports / Assignment Results. Here you can choose SmartBook and choose the assignment you wish to view reports for.) The following reports are available through SmartBook 2.0: Instructor Dashboard. Click on one of the tiles from Assignment Completion, Time on Task, Metacognition, Most Challenging Learning Objectives, and Individual Learners. Assignment Completion. Shows the total percentage of all learners in the class that have completed the assignments at this point in time. 16-ii Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

Correct with high confidence Incorrect with high confidence Correct with low confidence Incorrect with low confidence Correct with medium confidence Incorrect with medium confidence

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

assign as many assignments as appropriate.



determine point values for each question/application exercise individually.



make available multiple attempts per assignment with options of accepting the highest score or averaging all the scores together.



deduct points for late submissions of assignments (percentage deduction per hour/day/week/so forth) or create hard deadlines.



show feedback on exercises/questions immediately or at your preference.



provide for study-attempts to allow for completion of the assignment after the due date without assigning a point value.

Some recommendations include: 

Before selecting the option for one attempt only, select unlimited or multiple attempts on the first few assignments to allow students a chance to learn and navigate the system.



Provide a low point value for each question because multiple questions are usually assigned for each chapter. A good rule of thumb would be to make “Quiz Questions” worth 1 point each and “Connect® Exercises” worth 5 to 10 points each because these require more time and thought.  Select feedback to be displayed after the assignment due date in order to limit students from giving the correct answers to other students while the application exercise is still available. So When Do I Assign Each Type of Teaching Resource? Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and testing to actually adapting your teaching to student needs? By utilizing the teaching resources outlined below during the three touch points, you can significantly impact students’ learning and create a learning environment that is more engaging, involving, and rewarding. In other words, you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating the greatest impact and assisting students to develop higher-order thinking skills. The following recommendations pertain to these mentioned touch points, with an additional matrix that follows. 16-iv Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

Before Class The learning goals we have for students determines our assignments before, during and after class. For example, you may want to focus on mastering content, applying content, or using content to solve problems. Alternatively, you may want to achieve all three goals. Connect® offers a host of additional pre-class assignments to choose from if your goal is mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action Boxes, Management in Action Cases, Legal/Ethical Challenge Cases, Uber Continuing Case, and Manager’s Hot Seat Videos. Case Analyses, Click and Drag Exercises, and Video Cases are optimal exercises to be utilized prior to class, as they provide students the opportunity to practice and apply key course concepts. A reading assignment—typically a chapter from the product in use—is a student’s initial exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior to class or an online lecture allows you to gauge their comprehension of the material. Having a better sense before class of which concepts your students are “getting” and which ones they are not allows you to more effectively and efficiently plan your time with them during class. To ascertain student competency, use the reporting function of SmartBook 2.0, where you can view general results of their performance. Additionally, Connect® exercises, such as Case Analyses, Click and Drag Exercises, and video cases, offer students a second exposure to important sections of the chapter after their completion of a SmartBook 2.0 assignment. Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for students to understand. These animated videos were developed to further unpack in brief, yet effective, fashion the course topics that most commonly challenge students. Each animated video is accompanied by auto-graded multiple-choice questions that can be assigned to confirm student comprehension. If your learning objectives include fostering application and integrating the concepts discussed with real world practice, then Management in Action or legal/ethical challenge cases contained in the textbook can be assigned so students can think critically and practice applying what they learned in the readings to actual cases. The Management in Action cases are now all “problemfocused.” In other words, the cases contain problems that students can practice solving. These cases also contain multiple-choice questions that can be assigned in Connect® to gauge student comprehension. During Class The TRM offers a host of additional materials and experiential activities you can use to bring chapter content to life.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities and lectures based on results from the general results report and the metacognitive skills report. This allows for a more tailored class period that enhances student engagement and more opportunities to resolve gaps in knowledge. We also provide links to online readings that you can use to supplement the content covered in the textbook. They are useful if you desire to provide additional material beyond that covered in the text. If your goal is to create an engaging learning environment filled with student discussion and interactions, we provide multiple resources. First, each major heading in a chapter contains suggested discussion starter questions. These open-ended questions are likely to foster student discussion and engagement. We also provide additional activities (i.e., experiential exercises) for every Example and Practical Action box. If your goal is to provide for additional application of material, the TRM breaks down the textbook Management in Action cases and legal/ethical challenges by providing questions and ideal responses. Connect® also has multiple-choice questions that can be assigned for the Management in Action cases. Finally, the TRM has a selection of group exercises that allows instructors to focus on team learning methods. If your goal is to jointly engage your students while applying content from the text, you can select a Self-Assessment follow-up activity (all follow-up activities are found in the TRM). These assets are especially useful if you are “flipping” your classroom, wherein the class session is used for application and analysis of key concepts rather than lecture. The Suggested Resources across Teaching Touch Points Matrix provides a quick reference for activities that can be utilized during class. After Class After the face-to-face class session, or online lecture, you can assign Connect® exercises as homework to further reinforce the material covered in the textbook and lecture. You may also want to assign an iSeeIt! Animated Video if you notice that students are struggling with a particular topic, even after class. Students can also be assigned the continuing case for each chapter, which includes assignable multiple-choice and essay-based questions. To further gauge student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus more on defining and explaining material, and the test banks focus more on application and analysis. Moreover, the test banks now include more higher-level Bloom’s questions. Finally, if you are looking to have students think critically to solve real-world problems, then you may want to utilize an Application-Based Activity after class. Application-Based Activities are mini-simulations that allow students to make decisions and see their impact immediately. There are both theory-based questions that have right and wrong answers, and there are also branching questions that allow students to make ideal, sub-ideal, and incorrect decisions based on the theory they’ve learned. A student’s particular path in the activity will depend on the decisions made on the branching questions. Application-Based Activities should be utilized after a student has had at least one pass at the chapter content as they do not introduce new material. Rather, they encourage students to apply, analyze, and evaluate material they already understand. 16-vi Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

Material in the TRM related to career readiness will have the following icon:

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX Type of Asset

Before-Class/Lecture

During-Class/Lecture

After-Class/Lecture

SmartBook 2.0 Click and Drag Exercises

CAREER READINESS

iSeeIt! Animated Videos Self-Assessments

CAREER READINESS

Case Analyses Video Cases Example and Practical Action BoxesM Group Exercises/Career Group ExercisesM

CAREER READINESS

TRM Discussion StartersM TRM Follow-up activities for Case Analyses, Video Cases, Self-Assessments, and Example/Practical Action BoxesM Quizzes/Tests Uber Continuing Case Management in Action CaseM Legal/Ethical Challenge CaseM Manager’s Hot Seat Videos Application-Based Activities Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading. Please note that some resources will require a paid subscription

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

Before Class (before Wednesday) 



Assign Chapter 16 in SmartBook 2.0, making it due Tuesday evening so that reporting can be reviewed prior to the lecture on Wednesday. The lecture can be customized based on what concepts in the chapter students are struggling most with, as can be seen in the reporting function of SmartBook 2.0 by going to “Reporting” then clicking the “LearnSmart” tab. A Click and Drag Exercise, such as one on “Tips for Managing Your Career,” can be assigned. This can also be due on Wednesday so that students are able to practice prior to class, and you can also review results prior to lecturing. What is unique about this Click and Drag Exercise is that it examines career readiness. A Connect® Case Analysis, such as “McDonald's Controls its Supply Chain” can also be included so that students can learn about applying the concepts from the reading to a real-life scenario; therefore, further engaging them prior to the class session. If desired, you can then introduce a follow-up activity, found in the Teaching Resource Manual, during class on Wednesday. A career skill-based Self-Assessment can be assigned, such as “Assessing Your Financial Literacy” in order to follow-up on content covered in the reading. This can set up a class activity to follow on Wednesday. Follow-up activities can be found in the Teaching Resource Manual.

During Class (on Wednesday) 



You can deliver a short, yet effective, lecture and focus on areas that students are really struggling with. This can be done by reviewing the reporting from SmartBook 2.0 and any assigned Connect® exercises, such as the recommended Click and Drag Exercise and Case Analysis. If students are struggling with a particular learning objective, you can then tailor the lecture and/or class activities to address those challenging concepts. You can assign a Self-Assessment earlier in the week, for example on “Assessing the Innovation and Learning Perspective of the Balanced Scorecard” and have students complete a follow-up activity during the class session based on the Self-Assessment results. Remember, follow-up activities for each Connect® exercise can be found in the TRM. A Manager’s Hot Seat video can be utilized to open up class discussion. Many of these videos cover frequent, yet controversial topics, and they ask students to describe what their decision-making process would be in those situations. Often, students will recommend conflicting approaches to solving the issues in the videos; therefore, there is more class engagement. For this chapter, one recommended Manager’s Hot Seat video is “Control—Losing Control with Automation.” 16-x

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness



If time allows, and you would like to dive into real situations, you can discuss an Example box from the text titled “Steps in the Control Process: What’s Expected of UPS Drivers?” There is an additional in-class activity in the TRM.

After Class (after Wednesday)  



Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

LEARNING OBJECTIVES

16.1

Describe control as a managerial function.

16.2

Explain how successful companies implement controls.

16.3

Discuss the purpose of the balanced scorecard and strategy maps in measuring performance.

16.4

Describe financial tools managers should know.

16.5

Explain the total quality management process.

16.6

Identify barriers to effective control and ways managers can overcome them.

16.7

Describe the manager’s role in increasing productivity.

16.8

Discuss the process for managing career readiness and review five tips for managing your career.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

TEACHING RESOURCES

Section

Title

Resource Type

16.1: Control: When Managers Monitor Performance Sonos CEO Says “Caring Candor” is a Winning Leadership Formula

ONLINE VIDEO

with Supplemental Activity

(4 minutes)

Steps in the Control Process

Connect Click and Drag

UPS Will Start Utilizing Virtual Reality to Teach driver Safety

ONLINE VIDEO

(2 minutes) UPS Drivers Tackle Holiday Week with Supplemental Activity

ONLINE VIDEO

(2 minutes)

16.2: Levels and Areas of Control Tunnel Vision

ONLINE VIDEO

with Supplemental Activity (8 minutes) 5 Major Supply Chain Disruptions & How to Reduce Their Impact

Online Article

with Supplemental Activity Areas of Control

Connect Click and Drag

16.3: The Balanced Scorecard and Strategy Maps 16-2 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

The Explainer: The Balanced Scorecard

ONLINE VIDEO

with Supplemental Activity

(3 minutes)

The Balanced Scorecard

Connect Click and Drag

Assessing the Innovation & Learning Perspective of the Balanced Scorecard

Self-Assessment

with Self-Assessment Activity Applying the Balanced Scorecard

Group Exercise

McDonald’s Controls Its Supply Chain

Connect Case Analysis

16.4: Some Financial Tools for Control Money Talks

ONLINE VIDEO

with Supplemental Activity (4 minutes) Companies Pay Workers to Get Savvier with Money Assessing Your Financial Literacy with Self-Assessment Activity

Control at Threadless

ONLINE ARTICLE

Self-Assessment CAREER READINESS

Connect Video Case

16.5: Total Quality Management The Land of Legos with Supplemental Activity

ONLINE VIDEO

(5 minutes) PDCA Cycle

Connect Click and Drag

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

Serving and Leading with a Quality Mindset with Supplemental Activity Wagamama and Oracle Hospitality Enhance the Guest Experience

ONLINE VIDEO

(16 minutes) ONLINE VIDEO

with Supplemental Activity

(5 minutes)

Core TQM Principles

Connect Click and Drag

The 10 Most Customer-Obsessed Companies in 2018

ONLINE ARTICLE

with Supplemental Activity Assessing Your Satisfaction with Your College or University Experience

Self-Assessment

with Self-Assessment Activity Exploring Total Quality Management—TQM

Group Exercise CAN BE USED ONLINE

TQM Tools, Techniques, and Standards

Connect Click and Drag

16.6: Managing Control Effectively Confessions of a Recovering Micromanager

ONLINE VIDEO

(12 minutes) Why You’re Micromanaging, and How to Stop with Supplemental Activity Barriers to Control

ONLINE VIDEO

(1 minute) Connect Click and Drag

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

16.7: Managing for Productivity Physics of Productivity

ONLINE VIDEO

with Supplemental Activity (5 minutes) 16.8: Career Corner: Managing Your Career Readiness Your Blueprint for Career Advancement Needs Updating with Supplemental Activity

ONLINE VIDEO

ONLINE ARTICLE

(4 minutes) Tips for Managing Your Career

Connect Click and Drag CAREER READINESS

Embracing Proactive Learning

Career Corner Group Exercise CAREER READINESS

Comprehensive Materials Is Tesla Out of Control?

Textbook Management in Action

Is GPS Tracking of Employee Actions an Effective Form of Management Control?

Textbook Legal/Ethical Challenge

Controlling Uber

Uber Continuing Case

Control—Losing Control with Automation

Manager’s Hot Seat

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

Managerial Control: A Turbulent Ride

Application-Based Activity CAN BE USED ONLINE

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

OVERVIEW OF THE CHAPTER

16.1

Control: When Managers Monitor Performance Controlling is monitoring performance, comparing it with goals, and taking corrective action. This section describes six reasons control is needed and four steps in the control process.

16.2

Levels and Areas of Control This section describes three levels of control—strategic, tactical, and operational—and six areas of control: physical, human, informational, financial, structural (bureaucratic and decentralized), and cultural. We also look at the supply chain and special considerations for control mechanisms in service firms.

16.3

The Balanced Scorecard and Strategy Maps The balanced scorecard helps managers establish goals and measures for four strategic perspectives. A visual representation of the relationships among balanced scorecard perspectives is the strategy map.

16.4

Some Financial Tools for Control Financial controls are especially important. These include budgets, financial statements, and audits.

16.5

Total Quality Management Total quality management (TQM) is dedicated to continuous quality improvement, training, and customer satisfaction. Two core principles are people orientation and improvement orientation. Some techniques for improving quality are employee involvement, benchmarking, outsourcing, reduced cycle time, and statistical process control.

16.6

Managing Control Effectively This section describes four keys to successful control and five barriers to successful control.

16.7

Managing for Productivity The purpose of a manager is to make decisions about the four management functions— planning, organizing, leading, and controlling—to get people to achieve productivity and realize results. Productivity is defined by the formula of outputs divided by inputs for a specified period of time. Productivity matters because it determines whether the organization will make a profit or even survive. 16-7 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

16.8

Career Corner: Managing Your Career Readiness Control plays a critical role in the career readiness competency of career management, which represents the proactive management of your career and the seeking of opportunities for professional development.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

CLASSROOM OUTLINE

Manage U: Using a Mentor to Exercise Control in Your Career Mentoring is the process of forming and maintaining intensive and lasting developmental relationships. Mentors are willing to coach their mentees throughout the passages of their careers. To make your mentoring collaborations successful for both you and your mentor, start by setting specific goals you want to achieve in the relationship and from your interactions. You need to know what you want and go after it. Next, you want to come prepared for all your meetings or conversations with your mentor. Take appropriate actions and do your homework to make the most efficient use of your time together. You want to stay open-minded and listen to your mentor’s recommendations, even if you don’t believe the feedback. It is possible that your mentor sees a weakness or opportunities to grow that you can’t objectively see. It is important to respect your mentor’s time and not take advantage of your mentor’s generosity. You may reach a stage in your growth when your mentor has done everything he can for you, or you feel that the relationship just isn’t working out. Express your gratitude for everything your mentor has done for you but let him know that you are ready to step out on your own. You may want to establish another mentoring relationship that is closer to your ideal or it may be time for you to serve as a mentor to someone. Possible Topics for Discussion: 

A mentoring relationship is a two-way street. When you reach out to a potential mentor, what can you offer in return for the coaching and expertise? Make a list of ideas, considering what your age, cultural background, goals, and outside interests might contribute to the collaboration. Mentors often feel a personal sense of satisfaction from knowing that they are helping someone. Mentors gain new skills and knowledge as a result of their mentoring efforts. It can be a chance for mentors to improve their leadership and communication skills and to be exposed to different perspectives. By applying the principles of Chapter 12 on motivation, think about what needs you can help the mentor fulfill as a result of your relationship and what extrinsic and intrinsic rewards the mentor would receive.

16.1 Control: When Managers Monitor Performance POWERPOINT SLIDES: #3 Control: When Managers Monitor Performance #4 Why Is Control Needed? #5-8 Steps in the Control Process 16-9 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

#10 Types of Control Section 16.1 introduces the control function of management. Controlling is monitoring performance, comparing it with goals, and taking corrective action. This section describes six reasons why control is needed and the four steps in the control process. It also describes the three types of control: feedforward, concurrent, and feedback. One way that you could begin your coverage of these topics is to have the students watch the Fortune video “Sonos CEO Says ‘Caring Candor’ is a Winning Leadership Formula.” In this approximately 4-minute video, Patrick Spence, CEO of Sonos, discusses what he has learned about creating an organizational culture that allows the firm to “pivot” when it needs to change. For a supplemental activity, you could have the students discuss the value of providing caring candor as an aspect of the control and evaluation process. Topics and Tips for Discussion: 1. Discuss the reasons why control is an important managerial activity. Control is an important managerial activity because it identifies whether corrective action is needed. It is a critical step in determining effective performance. By comparing actual performance to planned performance, it helps managers make critical adjustments to achieve success. 2. Discuss the reasons why control is a difficult managerial function. What are the challenges involved with controlling? A difficult aspect of control is establishing appropriate standards. Often managers focus on quantitative standards that are easy to measure, but they may not be the best standards. Managers have to be concerned about the unintended consequences of setting performance standards. Control is also difficult because there are many external factors that can impact the ability of the company to achieve its standards. Changes in competition, technology or government policies can impact the firm. It is sometimes difficult to accurately measure actual performance. It may also be difficult for managers to identity what specific corrective actions will actually solve the problem and bring about the desired performance. 3. Critique how well your company (or a previous one) performs the steps in the control process. What does the firm need to do better? The four general steps in the control process are to (1) establish standards; (2) measure performance; (3) compare performance to standards; and (4) take any necessary corrective action. A company could fall short in any of these steps. It could establish standards that are easy to measure, but they are not important ones to meet. It may inaccurately measure performance because it uses an inappropriate source of performance information. When comparing actual performance to standards, a manager may fail to consider any external factors that gave the company a “tailwind” that helped 16-10 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

it to achieve the standards. For example, the strength of a company’s exports can be impacted by the value of the country’s currency. Sales may be higher merely because the nation’s currency is weaker. The corrective action taken by the manager might not address the root cause of the performance deficiency. Section 16.1 Key Concepts: Controlling ● Control is making something happen the way it was planned to happen. ● Controlling is defined as monitoring performance, comparing it with goals, and taking corrective action as needed. ● There are four management functions: o Planning is setting goals and deciding how to achieve them. o Organizing is arranging tasks, people, and other resources to accomplish the work. o Leading is motivating people to work hard to achieve the organization’s goals. o Controlling is concerned with seeing that the right things happen at the right time in the right way. ● Lack of control mechanisms can lead to problems for both managers and companies. Why Is Control Needed? ● To Adapt to Change and Uncertainty o All organizations must deal with environmental changes and uncertainties. o Control systems help managers anticipate, monitor, and react to these changes. ● To Discover Irregularities and Errors o Small problems can mushroom into big ones. o In the long run, small problems can cripple an organization. ● To Reduce Costs, Increase Productivity, or Add Value o Control systems can reduce labor costs, eliminate waste, increase output, and increase product delivery cycles. o Controls can help add value to a product. ● To Detect Opportunities and Increase Innovation o Controls can alert managers to opportunities that might go unnoticed. ● To Provide Performance Feedback o When a company becomes larger, it may find it has several product lines, material-purchasing policies, customer bases, and worker needs that conflict with each other. o Controls help managers coordinate these various elements. 16-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

● To Decentralize Decision Making and Facilitate Teamwork o Controls allow top managers to decentralize decision making at lower levels. o It also encourages employees to work together in teams. Steps in the Control Process ● The four control process steps are: establish standards, measure performance, compare performance to standards, and take corrective action, if necessary. ● Step 1: Establish Standards o A control standard, or performance standard or simply standard, is the desired performance level for a given goal. o Standards are best measured when they are quantifiable. o Standards for for-profit organizations include standards of financial performance, return on investment, and so on. o Nonprofit institutions and service organizations may use different performance standards. o Subjective standards, such as level of employee satisfaction, can also be set. o One technique for establishing standards is to use the balanced scorecard. ● Step 2: Measure Performance o The second step is to measure performance, such as by number of products sold, units produced, or cost per item. o Performance data are usually obtained from three sources: (1) employee behavior and deliverables; (2) peer input or observations; and (3) personal observation. o Measurement techniques can vary for different industries, such as for manufacturing industries versus service industries. ● Step 3: Compare Performance to Standards o The third step in the control process is to compare measured performance against the standards established. o Performance above standards may be rewarded. o Performance that is below standards needs to be investigated to determine if the deviation from performance is significant. o The greater the difference between desired and actual performance, the greater the need for action. o How much deviation is acceptable depends on the range of variation built into the standards.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

o Management by exception is a control principle that states that managers should be informed of a situation only if data shows a significant deviation from standards. ● Step 4: Take Corrective Action, If Necessary o This step determines changes that should be made to obtain desirable outcomes. o There are three possibilities: (1) make no changes; (2) recognize and reinforce positive performance; or (3) take action to correct negative performance. o When performance meets or exceeds the standards set, managers should give rewards. o When performance falls significantly short of the standard, managers should carefully examine the reasons why, and take the appropriate action. o It may turn out the standards themselves were unrealistic, owing to changing conditions, in which case the standards need to be altered. Connect® Exercise CLICK AND DRAG: Steps in the Control Process Summary of Activity: In this Click and Drag exercise, students will drop fictitious scenarios into the appropriate area in a provided chart to correspond with the correct steps in the control process.

Interactive Classroom Material: EXAMPLE: Steps in the Control Process: What’s Expected of UPS Drivers? This Example describes Integrad, a high-tech training center designed and used by UPS to train its drivers. The Example then profiles how, once drivers have trained at Integrad, UPS implements the control process via establishing standards, measuring performance, comparing performance to standards, and taking corrective action. Click for follow-up activity. Types of Controls ● There are three types of control: feedforward, concurrent, and feedback. ● They vary based on the timing of when control takes place. ● Feedforward Control o Feedforward control focuses on preventing future problems. o This is done by collecting performance information about past performance and then planning to avoid pitfalls or roadblocks prior to starting a task or project. 16-13 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

● Concurrent Control o Concurrent control entails collecting performance information in real time. o This enables managers to determine if employee behavior and organizational processes conform to regulations and standards. o Corrective action can then be taken immediately when performance is not meeting expectations. ● Feedback Control o Feedback control amounts to collecting performance information after a task or project is done. o This information then is used to correct or improve future performance. o This form of control is extensively used by supervisors and managers.

16.2 Levels and Areas of Control POWERPOINT SLIDES: #11 Levels of Control #12 Six Areas of Control #14 Structural Area Section 16.2 describes three levels of control—strategic, tactical, and operational. It describes six areas of control: physical, human, informational, financial, structural, and cultural. The impact of the type of firm—manufacturing firm or service provider—is also discussed. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Tunnel Vision.” In this approximately 8-minute video, tech titan Elon Musk describes his vision for using tunnels as a way to address California’s “soul-destroying traffic.” For a supplemental activity, you could have the students describe the areas of control and the types of control that will be necessary to ensure The Boring Company’s strategic success. Topics and Tips for Discussion: 1. Considering your company (or a previous one), describe the key strategic, tactical, and operational control issues facing the firm. Strategic control uses an organizationwide perspective. Tactical control uses a divisional or departmental level perspective. Operational control monitors day-to-day goals. Using a university as an example, a key strategic control issue on the university level is dealing with declining university enrollments and a decrease in public funding. Increasingly, people are asking questions about if “college worth is it?” and state governments are cutting funding levels to schools. A tactical-level control issue for a specific department 16-14 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

in the university is developing academic programs that are consistent with the skills that graduates will need when they graduate. It could also include making sure the department has sufficient faculty to teach all the courses the department wants to offer. An example of operational-level control issue would be making sure that all the copies of an exam were printed in time for a faculty member’s test in a large-lecture class. 2. Considering your company (or a previous one), provide examples of relevant control measures for each of the six areas of control. The six areas of organizational control are physical, human, informational, financial, structural, and cultural. Continuing with the university example, physical control would focus on making sure the university had sufficient classrooms, computers, and photocopiers to meet the needs of its students. In the human resources area, a university might do a background check to ensure that an applicant for a professorial role does not have a criminal record for sexual assault. For informational control, a university may assess the number of “closed” classes or make predictions about the number of students to admit to programs. In the financial area, a university might measure if students are receiving their financial aid in a timely manner or the percentage of students who pay their parking fines. Universities are often criticized for using bureaucratic control, with an emphasis on rules and regulations, as their form of structural control. Most professors are dedicated to ensuring their students learn and grow and thus the university’s culture is likely to reinforce these accepted norms and behaviors. 3. Discuss the ways that the control function is more difficult for service firms compared to manufacturing firms. One of the reasons why the control function might be more difficult for service firms compared to manufacturing firms is that most services are performed by humans, while increasingly more manufacturing work is performed by robots or with the use of advanced computer systems. Robots don’t need to be led and managed in the same way as human workers. Humans also have more variability in their performance. Another difference is that service companies often don’t have physical inventories that can be counted or managed. Since service firms usually develop a personal, if temporary, relationship with their client or customer, effective leadership and employee motivation are likely more critical to the firm’s success. Section 16.2 Key Concepts: Levels of Control ● There are three levels of control that correspond to the three principal managerial levels: strategic, tactical, and operational. ● The three levels frequently interact. ● Strategic Control 16-15 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

o Strategic control is monitoring performance to ensure that strategic plans are being implemented, and taking corrective action as needed. o Strategic control is mainly performed by top managers who have an organizationwide perspective. ● Tactical Control o Tactical control is monitoring performance to ensure that tactical plans—those at the divisional or departmental level—are being implemented, and taking corrective action as needed. o Tactical control is done mainly by middle managers. ● Operational Control o Operational control is monitoring performance to ensure that operational plans— day-to-day goals—are being implemented, and taking corrective action as needed. o Operational control is done mainly by first-level managers. Areas of Control ● The six areas of organizational control are (1) physical, (2) human, (3) informational, (4) financial, (5) structural, and (6) cultural. ● Physical Area o The physical area includes buildings, equipment, and tangible products. o Equipment controls monitor the use of computers, cars, and other machinery. o Quality controls ensure that products are being built according to certain acceptable standards. o Inventory-management controls keep track of how many products are in stock, how many will be needed, and what their delivery dates are. ● Human Resources Area o The human resources area includes controls used to monitor employees, such as personality tests, drug testing, performance tests, performance evaluations, and employee surveys. Interactive Classroom Material: EXAMPLE: Adidas Cares About Fair Labor Practices This Example details how Adidas controls labor conditions throughout its supply chain network of about 800 independent factories in 55 countries. Without adequate controls, Adidas would not be able to ensure adherence to its supply chain code of conduct. As a result of its efforts, Adidas has won high praise from the Fair Labor Association. Click for follow-up activity. 16-16 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

● Informational Area o The informational area includes controls of information resources, such as production schedules, sales forecasts, and environmental impact statements. ● Financial Area o The financial area would include such considerations as: Are bills being paid on time? How much money is owed by customers? How much money is owed to suppliers? Is there enough cash on hand to meet payroll obligations? o An organization’s financial controls can affect the other three preceding types. ● Structural Area o The structural area refers to the organization’s arrangement from a hierarchical or structural standpoint. o Two examples are bureaucratic control and decentralized control. ▪

Bureaucratic control is an approach to organizational control that is characterized by the use of rules, regulations, and formal authority to guide performance. ● This form of control uses strict rules, a rigid hierarchy, and welldefined job descriptions to elicit employee compliance. ● It also uses administrative mechanisms such as budgets, performance appraisals, and external rewards to get results.

▪

Decentralized control is an approach to organizational control that is characterized by informal and organic structural arrangements. ● This form of control uses the corporate culture, group norms, and workers taking responsibility for their performance to get increased employee commitment.

● Cultural Area o The cultural area is an informal method of control that influences the work process and performance through norms that develop from the values and beliefs of an organization’s culture. Connect® Exercise CLICK AND DRAG: Areas of Control Summary of Activity: In this Click and Drag exercise, students will match each area of control with its corresponding description. Controlling the Supply Chain 16-17 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

● The supply chain is the sequence of suppliers that contribute to creating and delivering a product, from raw materials to production to final buyers. ● Supply chains are a major cost center for most companies, and the way firms structure the distribution of their products can have enormous financial impact. ● Companies are paying closer attention to the sourcing, shipping, and warehousing of their products and to the ingredients and component parts they require. ● Many organizations are creating specialized supply chain departments that look specifically at cost and quality control in these areas and the way they contribute to the cost and quality of finished products. Control in Service Firms ● Service providers differ from manufacturers in several ways, including the fact that service companies cannot hold any inventory of their services, which are intangible. ● Service firms also usually develop a personal, if temporary, relationship with their client or customer. ● Some services, such as flights and hotel accommodations, are highly perishable. ● The U.S. service industry has grown considerably in the last few decades, as a great deal of manufacturing activity has moved overseas. ● Measuring and controlling employee behavior applies to the role of control in service organizations.

16.3 The Balanced Scorecard and Strategy Maps POWERPOINT SLIDES: #15 The Balanced Scorecard #16 and #17 The Balanced Scorecard: Four Perspectives #18 The Visual Representation of a Balanced Scorecard #19 The Strategy Map Section 16.3 discusses the balanced scorecard and strategy maps. The balanced scorecard establishes goals and performance measures according to four “perspectives” or areas— financial, customer, internal business, and innovation and learning. A visual representation of the balanced scorecard is the strategy map. One way that you could begin your coverage of these topics is to have the students watch the Harvard Business Review video “The Explainer: The Balanced Scorecard.” This 3-minute video explains the four perspectives of the balanced scorecard and provides examples of performance metrics for each perspective. For a supplemental activity, you could have the students develop a 16-18 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

balanced scorecard for an organization of their choice, either their current employer or an organization where they would like to work after graduation. Topics and Tips for Discussion: 1. Discuss how advances in information technology are changing how organizations can measure and evaluate their effectiveness. Advances in technology make it easier and faster for managers to access the data they need to evaluate their firms’ effectiveness. The information can be accessed in real time and shared instantaneously with users around the globe. Technology also has improved the accuracy of control and evaluation processes by reducing human errors. It also allows managers to easily customize what information they receive and in what format. Managers today can measure and track more metrics than they could without these technological advancements. 2. Use the four perspectives of the balanced scorecard to develop performance metrics for your university or academic institution. What grade would you give your school on these metrics? The four perspectives of the balanced scorecard are (1) customer satisfaction, (2) internal processes, (3) innovation and improvement activities, and (4) financial measures. The customer satisfaction perspective for a university would consider not only the extent to which it is satisfying the needs of its students, but also its faculty and staff, its alumni, its corporate partners that hire its graduates, and the broader community. The internal process perspective considers what the university must do internally to meet its customers’ expectations. Is the university doing the right things and is it doing things right? Measures that students could consider are four-year graduation rates, faculty-tostudent classroom ratios and placement rates. The innovation and learning perspective would consider if the university is prepared for the future. Measures that students could evaluate would include number of new courses, the level of integration of technology into the classroom, and the emphasis on professional development opportunities for faculty and staff. The financial perspective would consider how the university looks to its shareholders. Since most universities are non-profit, they would not have shareholders who own stock in the institution, but the governments, businesses, alumni and students who are stakeholders of the university want the university to achieve profitability goals to remain on solid financial footing. Financial measures could include the size and profitability of endowment funds and the university’s level of budget surplus or shortfall. 3. Use course concepts to explain the motivational impact of a strategy map. A strategic map shows relationships among a company’s strategic goals. This would enable employees to better appreciate how their efforts contribute to the success of the organization. According to McClelland’s acquired needs theory, individuals with a high need for achievement will be motivated by the desire to achieve the organization’s goals. The use of a strategic map will enable employees to see the connection between their effort and their performance and the outcomes that will result from their performance. 16-19 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

According to the principles of expectancy theory, employees will have higher motivation if the outcomes have a positive valence. According to the principles of the job characteristics model, a strategy map will help employees to understand the task significance of their work, creating meaningfulness of work, which will lead to positive work outcomes. Finally, goal-setting theory contends that employees will be motivated by goals that are specific and challenging. Section 16.3 Key Concepts: The Balanced Scorecard ● The balanced scorecard gives top managers a fast but comprehensive view of the organization via four indicators: (1) customer satisfaction, (2) internal processes, (3) innovation and improvement activities, and (4) financial measures. ● The balanced scorecard establishes goals and performance measures according to these four ‘‘perspectives’’ or areas. ● Financial Perspective o Financial perspective assesses, ‘‘how do we look to shareholders?’’ o Corporate financial strategies and goals generally fall into two buckets: revenue growth and productivity growth. o Revenue growth goals might focus on increasing revenue from both new and existing customers. ● Customer Perspective o Customer perspective assesses, ‘‘how do customers see us?’’ o Many companies view customers as one of their most important constituents. o The balanced scorecard uses such measures as market share, customer acquisition, customer retention, customer satisfaction/loyalty, product/service quality, response time, and percentage of bids won. ● Internal Business Perspective o The internal business perspective focuses on what the organization must excel at to effectively meet its financial objectives and customers’ expectations. o Four critical high-level internal processes that managers are encouraged to measure and manage are: innovation; customer service and satisfaction; operational excellence, which includes safety and quality; and good corporate citizenship. o Companies tend to adopt continuous improvement programs in pursuit of upgrades to their internal processes. ● Innovation and Learning Perspective 16-20 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

o The innovation and learning perspective assesses, ‘‘can we continue to improve and create value?’’ o Learning and growth of employees is the foundation for all other goals in the balanced scorecard. o The idea is that capable and motivated employees, who possess the resources and culture needed to get the job done, will provide higher quality products and services in a more efficient manner. o Typical metrics in this perspective are employee satisfaction/engagement, employee retention, employee productivity, training budget per employee, technology utilization, and organizational climate and culture. Connect® Exercise CLICK AND DRAG: The Balanced Scorecard Summary of Activity: In this Click and Drag exercise, students will match primary indicators in the balanced scorecard with their corresponding descriptions.

SELF-ASSESSMENT 16.1 Assessing the Innovation & Learning Perspective of the Balanced Scorecard This 15-question Self-Assessment measures students’ employers’ innovation and learning, based on the balanced scorecard. Questions on compensation and performance, strategic objectives and long-term targets, and embracing change are presented. Click for follow-up activity.

Group Exercise #1: Applying the Balanced Scorecard There is a Group Exercise available at the end of this manual that provides students with the opportunity to gain practice at creating a balanced scorecard. Exercise Objectives: 1. To gain practice at creating a balanced scorecard. 2. To consider how a balanced scorecard can be used to manage over time. Click for follow-up activity. Strategy Maps

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

● A strategy map is a visual representation of a company's critical objectives and the crucial relationships among them that drive organizational performance. ● Maps show relationships among a company's strategic goals. ● This helps employees understand how their work contributes to their employer’s overall success. ● Figure 16.6 provides an illustrative strategy map for Dr. Pepper Snapple Group. ● The beauty of a strategy map is that it enables leaders to present a strategic road map to employees on one page, and it provides a clear statement about the criteria used to assess organizational effectiveness. Connect® Exercise CASE ANALYSIS: McDonald’s Controls Its Supply Chain Summary of Activity: In this Case Analysis, students will first read about how McDonald’s controlled its supply chain after more than 500 patrons contracted an intestinal disease after eating at locations in 16 states. Then, students will respond to 4 multiple-choice questions to measure comprehension. Follow-Up Activity: Instructor should break students into small groups. Each group is tasked with discussing the following questions: 1. Did McDonald’s follow a sound control process? Why or why not? 2. How can organizations and managers make sure that their control systems are yielding effective results? 3. How can managers overcome a break in the control process? Groups should come up with ways in which managers can improve shareholder value to share with the rest of the class.

16.4 Some Financial Tools for Control POWERPOINT SLIDES: #21 Budgets: Formal Financial Projections #22 Fixed versus Variable Budgets #23 Financial Statements #24 Audits Section 16.4 discusses financial controls, which include budgets, financial statements, and audits. A budget is a formal financial projection. Financial statements summarize the organization’s 16-22 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

financial status. Audits are formal verifications of an organization’s financial and operational systems. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Money Talks.” This approximately 4-minute video provides tips on how to have important financial conversations, both at home and at the office. For a supplemental activity, you could have the students discuss actions steps they could take to improve their financial literacy and to become more comfortable with awkward financial conversations.

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Topics and Tips for Discussion: 1. Discuss the advantages and disadvantages of fixed versus variable budgets. A fixed budget does not allow for adjustment over time. This provides a level of certainty with costs and helps to keep costs from spiraling out of control. This level of rigidity can become a double-edged sword for a company. A fixed budget does not give the firm much ability to adapt to changing circumstances. You may have overestimated or underestimated demand for your firm’s product or failed to anticipate new and emerging opportunities. A variable budget, or one that allows the allocation of resources to vary in proportion with various levels of activity, would allow you to exploit new opportunities and would allow you to deal with unforeseen situations such equipment failure. 2. Discuss the risks to organizations when their employees lack competencies in personal financial management. Should organizations provide personal financial training to all of their employees? Explain your point of view. As discussed in The Wall Street Journal article “Companies Pay Workers to Get Savvier with Money,” the strain of living paycheck to paycheck affects employee productivity, stress and well-being. Workers with financial worries are carrying that stress into the workplace, which may cause them to be distracted at work or to miss work altogether. Research shows that employees who are under financial stress are more likely to be in workplace accidents. Financially-strapped workers may be willing to quit for even modest increases in salary elsewhere. If employees are financially unprepared for retirement, they may stay in the workforce longer than they need or want, negatively impacting their motivation and morale. Workers who won’t retire may be blocking promotion opportunities for younger workers. There are also concerns that financially strained workers may be more inclined to steal from their employer. To address these concerns, companies are increasingly investing in developing the financial literacy of their workers and using incentives to boost participation in financial wellness programs. These programs have low costs but seem to offer great returns. 3. Discuss how having competencies in personal financial management could help you in your career. What should you do to improve your competency in this area? Many of the decisions that managers make have financial implications for the company. How a manager uses the firm’s resources or manages the budgeting process may be impacted by his or her basic financial skills. If you are poor at personal financial 16-23 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

management, you may make poor workplace decisions about how to use resources. If you want to improve your financial literacy, see what resources your university and/or employer offers in personal financial management. Universities are increasingly offering classes in the basics of financial management and an increasing number of companies are providing resources to their employees to improve their financial wellbeing. Author and radio talk show host Dave Ramsey provides straightforward recommendations for achieving financial wellbeing. Students could check out some of Ramsey’s broadcasts or read some of his books if they want to improve their financial management competence. Suze Orman is another popular financial advisor. Section 16.4 Key Concepts: Budgets ● A budget is a formal financial projection. ● A budget states an organization’s planned activities for a given period of time in quantitative terms. ● Budgets are prepared for the organization as a whole and for the divisions within it. ● The point of a budget is to provide a yardstick against which managers can judge how well they are controlling monetary expenditures. ● Incremental budgeting allocates increased or decreased funds to a department by using the last budget period as a reference point; only incremental changes in the budget request are reviewed. o One difficulty is that incremental budgets tend to lock departments into stable spending arrangements. o Another difficulty is that a department may engage in many activities of varying importance, so it can be difficult to sort out how well managers performed at the varying activities. ● A fixed budget or static budget allocates resources on the basis of a single estimate of costs. o The budget does not allow for adjustment over time. ● A variable budget or a flexible budget allows the allocation of resources to vary in proportion with various levels of activity. o The budget can be adjusted over time as the environment changes. Financial Statements ● A financial statement is a summary of some aspect of an organization’s financial status. ● The information contained in such a statement is essential in helping managers maintain financial control over the organization. 16-24 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

● There are two basic types of financial statements: the balance sheet and the income statement. o A balance sheet summarizes an organization’s overall financial worth—assets and liabilities—at a specific point in time. ▪

Assets are the resources that an organization controls and consist of current assets and fixed assets.

▪

Current assets are cash and other assets that are readily convertible to cash within one year’s time.

▪

Fixed assets are property, building, equipment, and the like, which have a useful life that exceeds one year but which are usually harder to convert to cash.

▪

Liabilities are claims, or debts, by suppliers, lenders, and other nonowners of the organization against a company’s assets.

o The income statement summarizes an organization’s financial results—revenues and expenses—over a specified period of time, such as a quarter or a year. Audits ● Audits are formal verifications of an organization’s financial and operational systems. ● An external audit is a formal verification of an organization’s financial accounts and statements by outside experts. o External auditors are certified public accountants (CPAs) who work for an accounting firm that is independent of the organization. o An external auditor’s task is to verify that the organization, in preparing its financial statements and in determining its assets and liabilities, followed generally accepted accounting principles. ● An internal audit is a verification of an organization’s financial accounts and statements by the organization’s own professional staff. o An internal auditor’s job is to verify the accuracy of the organization’s records and operating activities. o Internal audits also help uncover inefficiencies and thus help managers evaluate the performance of their control systems.

SELF-ASSESSMENT 16.2 CAREER READINESS Assessing Your Financial Literacy This 15-question Self-Assessment measures students’ financial literacy. Questions on inflation, credit history, and retirement are presented. 16-25 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

Click for follow-up activity.

Connect® Exercise VIDEO CASE: Control at Threadless Summary of Activity: In this Video Case, students will first view a video on the control process as it pertains to Threadless. Threadless is an apparel e-commerce website. Students will then respond to 4 multiple choice questions to measure comprehension. Follow-Up Activity: Step 1: Instructor should open the floor for students to discuss control systems. Students should be encouraged to share from their personal and professional experiences. Step 2: Students should be broken into groups of four to five. Groups should focus on discussing the four principles of control and quality. Some specific discussion questions include: 1. What are the key takeaways from Threadless? 2. What may be some challenges with their on-demand printing?

16.5 Total Quality Management POWERPOINT SLIDES: #25 Deming Management #26 The PDCA Cycle: Plan-Do-Check-Act #27 Total Quality Management #28 Two Core Principles of TQM #29 People Orientation #30 Improvement Orientation #31 Applying TQM to Services #32 Some TQM Techniques Section 16.5 discusses total quality management, or TQM, which is dedicated to continuous quality improvement, training, and customer satisfaction. The four principles of Deming management and the two core principles of TQM are discussed. The following techniques for improving quality are described: outsourcing, reduced cycle time, statistical process control, Six Sigma and lean Six Sigma, and ISO quality standards. One way that you could begin your coverage of these topics is to have the students watch the CBS video “The Land of Legos.” This approximately 5-minute video profiles the challenges 16-26 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

facing Legos as it looks to develop plant-based plastics to recreate its iconic Lego bricks. For a supplemental activity, you could have the students discuss how Lego can use the principles and methods of TQM in its quest to find alternative materials for its petroleum-based plastic products. Topics and Tips for Discussion: 1. Discuss the total quality management principles and tools that are used at your company (or a previous one). Total quality management (TQM) is dedicated to continuous quality improvement, training, and customer satisfaction. The two core principles of TQM are people orientation and improvement orientation. Companies display people orientation if everyone involved with the organization focuses on delivering value to customers. They display improvement orientation if everyone works on continuously improving the work processes. TQM tools include benchmarking, outsourcing, reduced cycle time, statistical process control, Six Sigma, and ISO quality standards. 2. Discuss the importance of the human resource management function in implementing total quality management. Effective human resource management processes are an important element of TQM programs. Unless the company hires, trains and motivates workers with the skills needed for a TQM program to be effective, the company’s TQM initiatives will fail. The company must place a priority on recruiting and selecting the right candidates and giving them the training and knowledge they need to implement TQM methods. 3. One of the principles of TQM is that people will focus on quality if given empowerment. Evaluate the extent to which you believe that principle is true. What factors influence the extent to which the principle holds true? Empowerment gives workers the power to make decisions and take corrective actions to make the company and its products better. With empowerment, workers can use their skills and knowledge to make suggestions that the company will implement. This will foster intrinsic motivation in the workers. Employee engagement is a key ingredient to the success of a TQM program. Although empowerment alone will not make a TQM program successful, it is arguably a necessary but not sufficient factor for success. Section 16.5 Key Concepts: Deming Management ● Deming management proposed ideas for making organizations more responsive, more democratic, and less wasteful. ● Deming management includes four principles: 16-27 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

o Quality should be aimed at the needs of the consumer. o Companies should aim at improving the system, not blaming workers. o Improved quality leads to increased market share, increased company prospects, and increased employment. o Quality can be improved on the basis of hard data, using the PDCA cycle. ▪

The PDCA cycle is a Plan-Do-Check-Act cycle using observed data for continuous improvement of operations.

▪

The four steps continuously follow each other, resulting in continuous improvement.

Connect® Exercise CLICK AND DRAG: PDCA Cycle Summary of Activity: In this Click and Drag exercise, students will match each area of the PDCA cycle with its corresponding description. Core TQM Principles ● Total quality management (TQM) is defined as a comprehensive approach—led by top management and supported throughout the organization—dedicated to continuous quality improvement, training, and customer satisfaction. ● There are four components to TQM: o Make continuous improvement a priority. o Get every employee involved. o Listen to and learn from customers and employees. o Use accurate standards to identify and eliminate problems. ● The two core principles of TQM are people orientation and improvement orientation. ● People Orientation o With people orientation, everyone involved with the organization should focus on delivering value to customers. o Organizations adopting TQM value people as their most important resource. o Assumptions of the people orientation: ▪

Delivering customer value is most important.

▪

People will focus on quality if given empowerment.

▪

TQM requires training, teamwork, and cross-functional efforts. 16-28

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

Interactive Classroom Material: EXAMPLE: Hyundai Takes on the Luxury Car Market This Example shows how Hyundai Motor Co. is now second only to Kia in initial quality of its luxury sedan, Genesis. The Example demonstrates the importance of attention to quality. Genesis was originally a quality failure. It was only after the company changed its approach to quality that Genesis became a leading luxury vehicle surpassing BMX, Lexus, and Porsche. Click for follow-up activity. ● Improvement Orientation o With improvement orientation, everyone should work on continuously improving the work processes. o Continuous improvement is defined as ongoing small, incremental improvements in all parts of an organization. o Assumptions of an improvement orientation: ▪

It’s less expensive to do it right the first time.

▪

It’s better to do small improvements all the time.

▪

Accurate standards must be followed to eliminate small variations.

▪

There must be strong commitment from top management.

o Kaizen is a Japanese philosophy of small continuous improvement that seeks to involve everyone at every level of the organization in the process of identifying opportunities and implementing and testing solutions. Interactive Classroom Material: EXAMPLE: Kaizen Principles in Action This Example describes how two U.S. organizations (Herman Miller and Studio 904), as well as a UK restaurant chain (Wagamama), are utilizing Kaizen methods. Click for follow-up activity.

Connect® Exercise CLICK AND DRAG: Core TQM Principles Summary of Activity: In this Click and Drag exercise, students will match the different core TQM principles with their appropriate examples. Applying TQM to Services 16-29 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

● There are differences between products and services including: o Manufacturing industries provide tangible products; service industries provide intangible products. o Manufacturing products can be stored; services generally need to be consumed immediately. o Services tend to require a lot of people effort. o Customers are much more involved in the delivery of services than they are in the delivery of manufactured products. ● One clear prerequisite for providing excellent service is effective training. ● Judging the quality of services is different because it comes down to meeting the customer’s satisfaction, which may be a matter of perception. Interactive Classroom Material: EXAMPLE: Service Excellence This Example examines two organizations considered leaders in customer experience and satisfaction: Nordstrom and Trader Joe’s. Nordstrom is dedicated not only to in store customer satisfaction, but also to online customer satisfaction, believing they must excel at both. Trader Joe’s intensely focuses on customers’ needs and rapidly satisfying them. Click for follow-up activity.

SELF-ASSESSMENT 16.3 Assessing Your Satisfaction with Your College or University Experience This 15-question Self-Assessment measures student satisfaction with the college or university experience. Questions on interactions with professors, feedback on work, and campus facilities are presented. Click for follow-up activity. TQM Tools, Techniques, and Standards ● Several tools and techniques are available for improving quality. ● Tools described in this section include outsourcing, reduced cycle time, statistical process control, Six Sigma, and quality standards ISO 9000 and ISO 14000. ● Outsourcing o Outsourcing is the subcontracting of services and operations to an outside vendor. o Outsourcing is usually done to reduce costs or increase productivity. 16-30 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

o Outsourcing short-term and project work to freelance or contract workers in the so-called gig economy also saves companies many employee-related expenses. o Outsourcing is also being done by many state and local governments. o Known as privatization, governments subcontract services such as fire protection, correctional services, and medical services. ● Reduced Cycle Time o Reduced cycle time is the reduction in steps in a work process. o The emphasis on increasing the speed with which an organization’s operations and processes can be performed. o Eliminating wasteful motions, unnecessary steps, and the like can improve performance. ● Statistical Process Control o Statistical process control is a statistical technique that uses periodic random samples from production runs to see if quality is being maintained within a standard range of acceptability. o If quality is not acceptable, production is stopped to make corrections. ● Six Sigma and Lean Six Sigma o Six Sigma is a rigorous statistical analysis process that reduces defects in manufacturing and service-related processes. o A company using Six Sigma attempts to improve quality and reduce waste to the point where errors nearly vanish. o Reaching Six Sigma means there are no more than 3.4 defects per million products or procedures. o The Six Sigma philosophy is to reduce variation and make customer-focused, data-driven decisions. o The key terms are Define, Measure, Analyze, Improve, and Control (DMAIC.) o A recent approach is known as lean Six Sigma, which focuses on problem solving and performance improvement—speed with excellence—of a well-defined project. o Even though Six Sigma and lean Six Sigma cannot compensate for human error or control events outside a company, they give a manager a more tangible, dataoriented way to approach problem solving. ● ISO 9000 and ISO 14000 o The International Organization for Standardization (ISO) created a set of quality standards known as the 9000 series.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

o The ISO 9000 series consists of quality-control procedures that companies must install—from purchasing to manufacturing to inventory to shipping—which can be audited by independent quality-control experts, or “registrars.” o The goal is to reduce flaws in manufacturing and improve productivity by adopting eight "big picture" Quality Management Principles: ▪

Customer focus

▪

Leadership

▪

Involvement of people

▪

Process approach

▪

System approach to management

▪

Continual improvement

▪

Factual approach to decision making

▪

Mutually beneficial supplier relationships

o Companies must document their ISO 9000 procedures and train their employees to use them. o ISO 14000 series identifies standards for environmental performance and dictates standards for documenting a company’s management of pollution, efficient use of raw materials, and reduction of the firm’s impact on the environment. Group Exercise #2: Exploring Total Quality Management—TQM There is a group exercise available at the end of this manual that provides students with the opportunity to discover how companies are using TQM principles. Exercise Objective: To discover how companies are using TQM principles. Click for follow-up activity.

Connect® Exercise CLICK AND DRAG: TQM Tools, Techniques, and Standards Summary of Activity: In this Click and Drag exercise, students will match the different core TQM tools, techniques, and standards with their appropriate examples. Takeaways from TQM Research

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

● Although companies do not always use the tools, techniques, and processes as suggested by experts, the far majority of TQM adopters follow its general principles, which in turn fosters improved operational performance. ● There are four key inhibitors to successfully implementing TQM: o Failure to provide evidence supporting previous improvement activities. o Lack of a champion who is responsible for leading the implementation. o Inability to measure or track results of the program. o Failure to develop a culture of quality or continuous learning. ● Managers need to overcome these roadblocks for TQM to deliver its intended benefits.

16.6 Managing Control Effectively POWERPOINT SLIDES: #34 The Keys to Successful Control System #35 Barriers to Control Success Section 16.6 discusses four keys to successful control and five barriers to successful control. One way that you could begin your coverage of these topics is to have the students watch the TED Talk video “Confessions of a Recovering Micromanager.” In this 12-minute video, entrepreneur Chieh Huang discusses the negative consequences of being a micromanager. You could also have the students watch the Harvard Business Review video “Why You’re Micromanaging, and How to Stop.” This 1-minute video also provides tips on how to stop being a micromanager. For a supplemental activity, you could have the students discuss why it can be difficult for managers to stop being a micromanager. Topics and Tips for Discussion: 1. Describe the keys to successful control systems. Successful control systems share several characteristics. First, they are strategic and results oriented, meaning they are concentrated on significant activities that will make a real difference. Effective control systems are also timely, accurate and objective. This means that the information is available when needed, it is correct, and it is as objective as possible. Effective systems are also realistic, positive, understandable, and encourage self-control. The standards used in the system should be viewed as obtainable, they should emphasize positive development, they should be simple to understand, and they should encourage good communication and mutual participation. Finally, effective control systems need to be flexible, with employees being able to use individual judgment to make modifications when necessary. 16-33 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

2. Describe barriers to control success that you have observed at your company (or a previous one). One barrier to successful control success that students may have observed is too much control. If a company tries to strictly control all of its employees’ behaviors, they might try to circumvent the company’s control systems and sabotage its success. A second barrier is too little employee participation. Employees are more likely to support control systems when they play a role in creating the systems. A third barrier is overemphasis on means instead of ends. Achieving the goal and how the goal is achieved are both important considerations in control systems. Another barrier is overemphasis on paperwork. If employees spend all their efforts on preparing reports, they will have little time to actually implement the findings from those reports. The final barrier is an overemphasis on one approach. Using multiple control approaches will improve the accuracy, and hence usefulness, of the company’s control systems. 3. Describe a time that you felt micromanaged at work. What attitudes and behaviors did you display as a result of being micromanaged? A person who is being micromanaged at work has a manager who is unable to delegate tasks and decisions and insists on taking an inappropriately detailed focus on his subordinates’ work. A micromanager will check everyone’s work, will always need to be kept “in the loop” and will expect his workers to be constantly available. People who are being micromanaged are likely to have lower levels of job satisfaction, they will be less engaged with their work, and will likely be less productive than people who are given more empowerment. Workers who are being micromanaged may engage in counterproductive work behaviors, they may be absent from work more, and they are more likely to seek employment elsewhere. Section 16.6 Key Concepts: Keys to Successful Control Systems ● Strategic and Results-Oriented o Control systems support strategic plans and are concentrated on significant activities that will make a real difference to the organization. o Managers should develop control standards that will measure how well the firm’s strategic plans are being achieved. ● Timely, Accurate, and Objective o Control systems should be timely by providing information when needed, and often enough to allow employees and managers to take corrective action for any deviations. o Control systems must be impartial and fair, not biased or prejudiced. ● Realistic, Positive, Understandable, and Encourage Self-Control 16-34 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

o Control systems should incorporate realistic expectations. o Control systems should emphasize development and improvement. o Control systems should fit the people involved, be kept as simple as possible, and present data in understandable terms. o Control systems should encourage good communication and mutual participation. ● Flexible o Control systems must leave room for individual judgment. o This allows them to be modified when necessary to meet new requirements. Barriers to Control Success ● Too Much Control o Some organizations try to exert too much control. o Such micromanagement frustrates employees and may lead them to ignore or try to sabotage the control process. o Over-control can be counterproductive because employees are more effective and achieve greater job satisfaction if they feel empowered to use their own judgment. ● Too Little Employee Participation o Employee participation can enhance productivity. o Involving employees in both the planning and execution of control systems can heighten employee morale. ● Overemphasis on Means Instead of Ends o Control systems are not ends in themselves but the means to eliminating problems. o Employees may manipulate data to fulfill short-run goals instead of the organization’s strategic plan. ● Overemphasis on Paperwork o One barrier is management emphasis on getting reports done while neglecting other performance activity. o Undue emphasis on reports can lead to too much focus on quantification of results and even to falsification of data. ● Overemphasis on One Instead of Multiple Approaches. o One type or method of control may not be enough. o Multiple control activities and information systems provide multiple performance indicators, thereby increasing accuracy and objectivity. 16-35 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

Connect® Exercise CLICK AND DRAG: Barriers to Control Summary of Activity: In this Click and Drag exercise, students will match the different barriers to control with their appropriate examples.

16.7 Managing for Productivity POWERPOINT SLIDES: #36 Managing for Productivity #37 Managing for Productivity and Results #38 The Role of Information Technology #39 Processes to Increase Productivity Section 16.7 discusses how managers need to manage for productivity and results. Productivity is the formula of outputs divided by inputs for a specified period of time. Processes that can be used to increase productivity include benchmarking and following best practices. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Physics of Productivity.” In this nearly 5-minute video, James Clear describes how breaking down tasks into small, achievable goals leads to higher productivity. For a supplemental activity, you could have the students describe examples of how they could use the 2-minute rule to bring about a personal change. Topics and Tips for Discussion: 1. How could the organization that you work for (or a previous one) improve its productivity? Productivity measures the ratio of outputs divided by inputs for a specified period of time. If you want to increase a company’s productivity, you need to achieve greater output with changes to inputs. Inputs include labor, capital, materials, and energy. To improve labor, your company could focus on finding new sources of talent, such as individuals with criminal histories or individuals with disabilities, who are often overlooked in the workforce. To increase capital, your company could seek out new sources of finance such as using the global capital market or accessing microfinance companies. Using “green” or environmentally-friendly materials or sources of energy might help your company to improve its productivity. 2. How can companies use benchmarking to improve productivity? 16-36 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

Benchmarking is when a company identifies best practices or standards used by other relevant firms and then compares its performance to other companies. By seeing how it performs compared its competitors and best-in-class companies, a firm will identify areas where will be able to improve its productivity. When benchmarking, firms should identify the performance metrics it wants to use as benchmarks and determine the companies that should serve as its basis for comparison. Gathering benchmarking data will allow the firm to identify areas for improvement and what best practices it should be following. 3. How can you improve your own personal productivity? You can improve your personal productivity by focusing on the skills and competencies of the career readiness model discussed throughout the book. As presented in Figure 1.4, the career readiness model identifies knowledge, skills, attitudes and other characteristics that are linked to career success. It will be important for you to develop a learning orientation so that you can continue to improve on these skills and competencies as you progress through your career. Section 16.7 Key Concepts: Managing for Productivity ● Managers in the 21st century will operate in a complex environment and will need to deal with seven challenges: managing for competitive advantage, diversity, globalization, information technology, ethical standards, sustainability, and their own happiness and life goals. ● Managers should draw on the practical and theoretical knowledge described in this book to make decisions about the four management functions. ● A manager’s purpose is to get the people reporting to them to achieve productivity and realize results. Productivity ● Productivity is defined by the formula of outputs divided by inputs for a specified period of time. ● Outputs are all the goods and services produced. ● Inputs are labor, capital, materials, and energy. ● Productivity = Outputs Inputs

Goods + Services Labor + Capital + Materials + Energy

● A manager can increase overall productivity by making substitutions or increasing the efficiency of any one element: labor, capital, materials, or energy. The Importance of Increasing Productivity 16-37 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

● Productivity determines whether the company makes a profit. ● Increased productivity increases our nation’s standard of living. ● Productivity has even been zero or negative in some countries. ● Several explanations for the lack of growth in productivity have been proposed: o Globalization helps increase the ripple effects of any country’s economic downturns on its neighbors and trading partners. o Climate change is affecting productivity as extreme weather, including droughts and floods, becomes more common. o Productivity gains from information technology, such as automation and the Internet, shareware, cloud computing, and other communication technologies, have slowed. o Some believe the lack of productivity growth may be a measurement error since new technologies are difficult to value. ● Many companies have implemented enterprise resource planning (ERP), software systems, and information systems for integrating virtually all aspects of a business. ● Benchmarking is a way to measure something against a standard, the benchmark. ● Best practices are a set of guidelines, ethics or ideas that represent the most efficient or prudent course of action. Managing Individual Productivity ● Individual employees, managers, and organizations all share responsibility for increasing individual productivity. ● Individuals contribute by proactively bringing their skills, energy, talents, and motivation to work on a daily basis, and by engaging in self-development and organizational citizenship. ● Managers should use the concepts, tools, and techniques discussed throughout this book to help develop their managerial and leadership skills. ● Organizations need to provide positive work environments and cultures that promote employee engagement, satisfaction, and flourishing by investing in training and development and the resources people need to increase their productivity.

16.8 Career Corner: Managing Your Career Readiness POWERPOINT SLIDES: #40 Model of Career Readiness 16-38 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

#41 Managing Your Career Readiness Section 16.8 describes tips for managing your career. Career management is the proactive management of your career and the seeking of opportunities for professional development. Just as with the control process, the process for managing career readiness begins with identifying what you want to accomplish. What are the KSAOs of career readiness that you want to develop? You can experiment with small steps aimed at developing your KSAOs and then evaluate the results of your experiments. Other tips for managing your career are to make every day count, stay informed and network, promote yourself, roll with change and disruption, and remember that small things matter during an interview process. One way that you could begin your coverage of these topics is to have the students read The Wall Street Journal article “Your Blueprint for Career Advancement Needs Updating.” This article and its corresponding nearly 4-minute video explore whether people are doing enough to advance their careers. For a supplemental activity, you could have the students discuss the extent to which they display the signs of a career plan that needs a workout and have them develop a fitness plan for their careers. Topics and Tips for Discussion: 1. Why is career management an important skill for managers? Managers who lack awareness of the direction they want their careers to take are likely not going to be effective at helping their employees find their own path to effective career management. Managers who are skilled at career management will be able to help their own employees find their own interests and realize their values. Managers who value career management will give their employees training opportunities to overcome any weaknesses and development opportunities to prepare them for future stages of their career progression. A manager may also help his employees with job searches for new positions or offer counseling on career-related problems. A manager plays a very important role in the career management process of his or her workers. 2. What are the KSAOs of career readiness that you want to develop? Student responses will vary. Look for an understanding of the elements of the career readiness model presented in Table 1.2. 3. How could you best deal with a layoff that was an unexpected event in your career management journey? First realize that although you were not planning to be laid off, in the long run it may work out well for your career. View this as an opportunity to pursue new options that you may have not considered when you were gainfully employed. You may have already stayed too long at your current position because of inertia. If you are laid off, it may have had nothing to do with your performance, but rather just the bad luck of being in a department that needed to make cuts. Although it is hard, don’t take it personally, and 16-39 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

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Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

don’t view it as a sign that you are a failure. You may want to take a few days to process your emotions before jumping right into the job search process. Take the time to rethink your career plan before immediately taking the first available job option. When you are looking for new positions, don’t trash talk your former employer when interviewing or networking. Be honest about the fact that you were laid off but focus on what you learned and how you grew as a result of your time there. Section 16.8 Key Concepts: Career Management 

Represents the proactive management of your career and the seeking of opportunities for professional development.

Process for Managing Career Readiness 1. 2. 3. 4.

Identify the KSAOs you want to develop. Determine which concepts are relevant for developing your targeted KSAOs. Experiment with implementing a few small steps aimed at developing your KSAOs. Evaluate the results of your experimental small steps.

All of these steps require a willingness on your part to manage your career readiness Tips for Managing Your Career 1. 2. 3. 4. 5.

Make Every Day Count Stay Informed and Network Promote Yourself Roll with Change and Disruption Small Things Matter during Interviews CAREER READINESS

Connect® Exercise CLICK AND DRAG: Tips for Managing Your Career Summary of Activity: In this Click and Drag exercise, students will match different tips for managing their careers with their appropriate examples.

Career Corner Group Exercise: Embracing Proactive Learning Learning Objective: To increase students’ proactive behavior. 16-40 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

Click to view activity.

Epilogue: The Keys to Your Managerial Success What are nine keys to personal managerial success? Keys to Your Managerial Success ● Adopt a proactive approach to life-long learning. o Continue to grow and develop if you want to be active, positive contributors to your family, work environment, community, and society at large. ● Find your passion and follow it. o Find something you love to do and do it vigorously. ● Encourage self-discovery and be realistic. o Develop self-awareness, have an active mind, and be willing to grow and change. ● Every situation is different, so be flexible. o No principle or theory will apply under all circumstances. ● Focus on career readiness. o Get feedback on your interpersonal skills and develop a plan for improvement. ● Learn how to develop leadership skills. o To develop your own leadership skills: offer to help others, take the initiative when action is needed, and don’t be afraid to ask for more responsibility. ● Treat people as if they matter, because they do. o If you treat employees, colleagues, and customers with dignity, they respond accordingly. ● Draw employees and peers into your management process. o The old top-down, command-and-control model of organization is moving toward a flattened, networked kind of structure. o Lines of authority aren’t always clear or don’t exist, so one’s persuasive powers become key. ● Be flexible, keep your cool, and take yourself lightly. o The more unflappable you appear in difficult circumstances, the more you’ll be admired by your bosses and coworkers. 16-41 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

● Go with the flow and stay positive. o During the ebbs and flows of the journey of life, don't focus too heavily on negative events and thoughts. o Negative thoughts rob you of positive energy and your ability to perform at your best. o A positive approach toward life is more likely to help you flourish.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

MANAGEMENT IN ACTION: IS TESLA OUT OF CONTROL?

IS TESLA OUT OF CONTROL Problem-Solving Perspective 1. What is the underlying problem in this case from the perspective of CEO Elon Musk? From Musk’s perspective, the underlying problem is that there are too many errors occurring during production. He believes this is a result of too much automation (which he previously endorsed as a good idea). 2. What are the causes of the problem? The most straightforward cause of the problem is that there has not been enough oversight and testing of the automated systems. One major underlying issue here is that Tesla is strapped for cash and cannot necessarily afford to fix the automated systems. One example of this is that Tesla chose to invest in robots instead of humans, and then realized they still needed high-paid engineers to program and maintain the automation, which actually cost more than using humans in place of robots on the assembly line. Another issue is that Tesla is a publicly-traded company that must answer to investors, set and meet high revenue/production goals, and keep customers happy. None of these are going well as Tesla burns through cash, is not able to ramp up production as promised, and has myriad customers complaining about defects when they do finally receive their Teslas. 3. What is your evaluation of Musk’s approach for solving the problem? Musk’s approach to solving the problem is that there needs to be more human oversight in order to alleviate the issues. This makes sense since Musk has described himself as a nano-manager. His response, however, is not seemingly sustainable, as it has been documented that he is now often sleeping at the factory so that he can single-handedly attempt to catch and fix the production line errors. Musk needs to trust and allow others to help him with this process, putting a better leadership infrastructure in place so that he can run the business while others nano-manage the production line. Musk’s strengths are his charisma and public persona, but if he is sleeping in the conference room, waking up and watching the assembly line all day, and then repeating that daily, he is not playing to his strengths. Application of Chapter Content 1. Is Musk implementing feedforward, concurrent, or feedback control to solve production issues? Explain. 16-43 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

Musk is now implementing concurrent control, watching the assembly line as it produces cars to identify where the performance issues are occurring and trying to fix them as quickly as possible. He, however, is doing this after issues have already occurred, which means that his current approach is built on a foundation of feedback control. While Musk is currently stuck correcting the current issues, the goal is to get to a point of feedforward, where Musk can preempt future issues. 2. Which areas of organizational control are part of Tesla’s plan to remedy issues with the Model 3? Provide examples. One area of organizational control that is part of Tesla’s plan is the physical area. This area includes the actual production facility and equipment. Examples of this include changing and fixing the robots (and robot monitoring systems) that are part of the production line, carrying out the finishing steps on some cars by hand, and stopping the production line to make sure things are fixed correctly. A second area included in their plan is the financial area. Tesla needs to increase production so that they can fulfill the orders they’ve taken, which were taken to ensure incoming cash flow. Tesla also plans to do an extreme audit of expenditures while also needing to raise more funding from investors if the money isn’t coming from car sales. A third area included here is the structural area. Musk has increased the level of bureaucratic control, nano-managing the assembly line and demanding that any expenses totaling more than one million dollars need to be approved directly by him. Additionally, hiring over 1,000 new employees adds further need for bureaucratic control to ensure the new hires are productive. 3. Create a balanced scorecard to give Musk a view of Tesla. Utilize all four perspectives. From the financial perspective, Tesla looks incompetent to shareholders. Musk has repeatedly made production promises that he has not kept, and the company is burning through cash. Tesla’s goal needs to be getting production where it needs to be in order to meet current orders and future demand. From a customer perspective, Tesla looks incompetent as well. Tesla has taken orders that it cannot yet fulfill. Furthermore, of the orders that Tesla has fulfilled, there are myriad defects in the cars. Customers are making sure others know about these defects by posting reviews and complaints online. One positive for shareholders is that Tesla has maintained its reputation as one of the very few high-end, environmentally-friendly vehicles on the market. From an internal business perspective, the production lag and errors are not giving employees confidence in the process. Tesla is desperately focused on getting production numbers to where they need to be, and, in many cases, this means that nothing else is a priority—this includes the employee experience. From an innovation and learning perspective, Tesla is poised to score highest in this area. As production line areas are reduced, Tesla can continue working toward its revolutionary, visionary goal of creating an entire society that runs on electricity and is, 16-44 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

in turn, gas-free. The value of being a competitive, electric car company means that they have the potential to shift the paradigm of the motor vehicle industry. 4. What type of an audit is Musk utilizing? Explain. Musk is utilizing an internal audit. He is having his financial team conduct the audit and looking at the company’s own financial accounts. His goal is to reduce costs at every point possible. Must also intends to personally take control over larger expenditures as a way to ensure that money is only being spent where absolutely necessary. 5. Is Musk exhibiting the two core principles of total quality management? Why or why not? The TQM core principle of people orientation involves getting employees to focus on product quality and customer value and insist that employees must be given decisionmaking power so that they become invested and buy into the mission. Musk does not provide employees with such power. Quite contrarily, he limits their decision-making power greatly by nano-managing work and taking away opportunities for other leaders to make spending decisions. From the perspective of improvement orientation, Musk tried to automate every step of the production process (well beyond what other auto industry giants would recommend), and now he must backtrack to make small, incremental improvements until the process is corrected. It does seem that Musk is now in line with the ideas behind improvement orientation, looking to rectify his previous mistakes. 6. Which barriers to control success are exhibited by Tesla? Provide examples. One barrier to control success exhibited by Tesla is too much control. Musk attempts to exert an extremely high level of control. This ranges from his personally supervising the production line, to nano-managing employees as a result of his OCD tendencies, to directly controlling the higher-level expenditures. Another barrier present at Tesla is overemphasis on means instead of ends. Musk is pushing his factor to be fully operational 24/7, which is going to push supervisors, employees and the equipment to their boundaries, possibly resulting in burnout, absenteeism, and machine breakdowns. Lastly, there is an overemphasis on one instead of multiple approaches. Musk is hyperfocused on managing every step of the process and controlling all aspects of the company while pushing everyone to work harder and faster. This is unlikely to be a long-term recipe for success.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

LEGAL/ETHICAL CHALLENGE

IS GPS TRACKING OF EMPLOYEE ACTIONS AN EFFECTIVE FORM OF MANAGEMENT CONTROL? More companies are using GPS apps to track the whereabouts of their employees. Companies claim such devices increase productivity and help locate employees in times of a crisis, such as the 2016 terrorist attack in Paris. For example, the city of Aurora, Colorado installed tracking devices inside its sweeper and snowplows “to make sure they’re being used as taxpayers intended.” Management claims a 15 percent increase in productivity by having the tracking devices in the vehicles. Driver Maria Coleman said, “It’s Big Brother. It’s watching you, making sure you do what you’re supposed to do, but if you are doing what you’re supposed to be doing then you shouldn’t have a problem.” Companies also use tracking devices as part of their wellness program. The Wall Street Journal reported that 40-50 percent of companies with wellness programs use them to provide employees with feedback about their progress. In this application, however, tracking behavior is optional. The practice of tracking is now heading to the courts. Myrna Arias, a former sales executive for money-transfer company Intermex Wire Transfer, sued the company after she was fired for failing to use a Xora app that “contained a global positioning system function which tracked the exact location of the person possessing the smartphone on which it was installed.” Arias' boss, John Stubits, admitted that she would be tracked both on and off the clock. He “bragged that he knew how fast she was driving at specific moments ever since she had installed the app on her phone.” Arias agreed to use the app during work hours but thought it was an invasion of privacy during nonwork hours. Stubits “told Arias she was required to keep her phone on ‘24/7’ to answer client calls.” Arias decided to uninstall “the app to protect her privacy and was scolded by Stubits. A few weeks later, Intermex fired her.” Solving the Challenge What would you do if you were the CEO of Intermex and in charge of deciding what do about the Arias case and the use of tracking employees? 1. I appreciate the value of people flourishing at work, but this is a sales context, and the company needs to be responsive to customer issues 24/7. Thus, I would fight the lawsuit and keep using the tracking device. Tracking employees during off hours is not an invasion of privacy. This may be problematic as employees may have a case that they should not be tracked during off hours. It may not be appropriate to track what employees are doing if it is not related to employment. A case can be made if employees are still working (irregular hours) while being tracked in the evenings/weekends, but if they are not being paid, it may not make sense. 16-46 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

2. People won't flourish if the company doesn't change its ways. I would settle the lawsuit but continue to monitor employees only during work hours. It's an invasion of privacy to track people when they are not at work. This may be a good choice. Fighting the lawsuit on nonworking hours tracking may be a waste of money and also a demoralizing action for the workforce. It would probably be best not to track employees when they are not at work. 3. Settle the lawsuit and continue to track employees 24/7. I would also make all current and new employees sign a waiver indicating that it is a job requirement to use the tracking device 24/7. People can leave if they don't want to abide by the policy. Having employees sign a waiver may be of assistance to the organization when it comes to liability purposes, but it may not solve the issues that the tracking causes for job satisfaction. 4. Invent other options. Student responses may vary but should balance the needs of both employers and employees.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

TEXTBOOK EXAMPLES

EXAMPLE: Steps in the Control Process: What’s Expected of UPS Drivers? This Example describes Integrad, a high-tech training center designed and used by UPS to train its drivers. The Example then profiles how, once drivers have trained at Integrad, UPS implements the control process via establishing standards, measuring performance, comparing performance to standards, and taking corrective action. YOUR CALL The UPS controls were devised by industrial engineers based on experience. Do you think the same kinds of controls could be established for, say, filling out tax forms for H&R Block? The same kinds of controls, with slight variation, can be established for filling out tax forms for H&R Block. There should be certain standards when asking questions of clients and checking “audit-triggers” in tax returns. Moreover, asking about certain deductions can be standardized. Managers can then look at reports and see if these audit triggers and deductions were implemented on the tax returns, and if not, why? If these performance standards do not match actual performance, a manager can observe the H&R employee when he/she is working with clients and provide advice after the client meeting. ADDITIONAL ACTIVITIES To extend the learning from this Example, you may have your students watch these two videos. Each is only about 1 ½ minutes long. The first, “ÚPS Will Start Utilizing Virtual Reality to Teach driver Safety,” demonstrates the latest virtual reality training at Integrad. It emphasizes the high-tech nature of driver training. The second video, “UPS Drivers Tackle Holiday Week,” shows the mush lower tech part of the job—loading, delivering, and picking up packages. After students have watched the videos, consider breaking them into groups to tackle the following questions, then leading a class discussion comparing their group responses. The Example discusses some of the controls used after training at Integrad. After watching the video on high-tech training, what kinds of control do you think UPS uses during training at Integrad? These two parts of the UPS job demonstrate very different uses of technology. Should UPS consider more high-tech elements in the loading, pick-up and delivery of packages? If so, what types of tech can you envision them using? What kind of controls would need to be implemented with the tech you describe? Return.

ONLINE VIDEOS

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

EXAMPLE: Adidas Cares About Fair Labor Practices This example details how Adidas controls labor conditions throughout its supply chain network of about 800 independent factories in 55 countries. Without adequate controls, Adidas would not be able to ensure adherence to its supply chain code of conduct. As a result of its efforts, Adidas has won high praise from the Fair Labor Association. YOUR CALL 1. How do you think Adidas’ fair labor practices affect its employees, local communities, and the brand as a whole? The students may think back to Chapter 3 which discussed the new triple bottom line—the standard of success involving representing people, plant, and profit. Adidas emphasis on fair labor practices demonstrates its emphasis on representing people. Students may also note that employees are an important internal stakeholder group and that working to improve their job satisfaction increases motivation and performance (Chapter 12). You can also include a discussion of strategic management (Chapter 6). The text described the first core process of business as people: “You need to consider who will benefit you in the future.” 2. Has your image of Adidas changed now that you’ve read about its practices? Student responses will vary. You could consider asking them why they currently choose the brands they purchase, and if knowing more about the ethical stands of companies would change their purchasing decisions. ADDITIONAL ACTIVITIES Adidas could have a disaster on its hands if their controls failed and customers found out their affiliated manufacturers were engaging in unethical labor practices. Adidas’ controls are intended to avoid such a disaster. One way to build on this example is by looking at other potential supply chain disasters and how having strong plans and controls already in place can help companies mitigate the effects. Have your students read the September 2018, Industry Star blog “5 Major Supply Chain Disruptions & How to Reduce Their Impact.” This article explains the difficulty involved in supply chain risk management (SCRM) with examples of how natural disasters, transportation failures, geopolitical instability, price hikes, and cyber-attacks can endanger an organization’s supply chain. Have your students choose one of the types of disasters and go online to find an example of it. Have them gather data on the disaster itself, how the company/companies affected by it reacted, and the outcome for them. As a second part of the activity, have the students analyze whether or not the company/companies had any obvious controls in place prior to the disaster. Did they seem to be prepared? If so, were the controls adequate? How could they have been improved? If the company did not have controls in place, what kinds of controls might have mitigated the disaster? You can have students perform this activity as individuals or in groups depending on class size. Once the students have completed the exercise, lead a discussion comparing their findings. In addition to the report out on findings, you could consider discussion questions such as: 16-49 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

1. How do you feel about the importance of controls now compared to before reading this chapter and researching these potential supply-chain disasters? 2. Your text discuss six areas of control. Which type of control or combination of controls do you feel are most important? 3. Imagine you are just starting a business. How much attention would you place on designing controls? Which would you start with? Return.

EXAMPLE: Hyundai Takes on the Luxury Car Market This Example shows how Hyundai Motor Co. is now second only to Kia in initial quality of its luxury sedan, Genesis. The Example demonstrates the importance of attention to quality. Genesis originally was a quality failure. It was only after the company changed its approach to quality that Genesis became a leading luxury vehicle surpassing BMX, Lexus, and Porsche. YOUR CALL 1. Hyundai still trails Kia in the J.D. Power quality rankings. What do you think the company can do to improve even more? Have students focus on the two core principles of TQM: people orientation and improvement orientation. It is apparent that CEO Mong Koo has emphasized improvement orientation. Could more be done with people orientation? 2. Is it a coincidence that two South Korean automakers have topped the quality rankings? In response to this question, students may refer to both country and organizational culture as determinants of these companies’ ability to surpass companies from cultures outside South Korea. Have students refer back to Chapter 8 and point to specific cultural attributes that could enable this level of performance. ADDITIONAL ACTIVITIES One way to build on this Example is to ask your students to watch Garry Moise’s TEDx talk “Serving and Leading with a Quality Mindset.” In this 16-minute talk, Moise lays out the relationship between an individual’s quality mindset and an organization’s performance. He points out that effective leaders serve with a quality mindset and points to four tools inherent in the quality mind set. The first is Vision. We need a vision of the impact we want to make on the lives of others. Second, we need empathy. Moise quotes May Angelou, “People will never forget the way we make them feel.” Third, he uses Peter Drucker to demonstrate the importance and need for commitment: “Unless a commitment is made, there are only promises and hopes, but no plans.” The fourth tool of the quality mindset is adaptability. This is exemplified by a comment by John Wooten: “If we fail to adapt, we fail to move forward.” Moise suggests that the more individuals—leaders and workers—adopt these tools of the quality mindset, the better organizations are able to create value for their customers—and for other stakeholders. After your students have viewed this video, consider discussion questions such as: 16-50 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

Edward Deming proposed four principles to improve quality. Discuss how the quality mindset can contribute to the achievement of each of these principles. Do you believe you have a quality mindset? Whether you answer is yes, no, or somewhat, how could you apply it to your job as a student? Could a university (or a high school, junior high, or grammar school) benefit from encouraging its administrators and teachers to adopt a quality mindset? What types of improvements would you expect to see? Return.

EXAMPLE: Kaizen Principles in Action This Example describes how two U.S. organizations (Herman Miller and Studio 904), as well as a UK restaurant chain (Wagamama), are utilizing Kaizen methods. YOUR CALL Some recommended tips for implementing Kaizen methods include actively looking for unconventional ideas thinking about how to do something instead of why it can’t be done and avoiding both excuses and perfection. Do you think this is good advice for Herman Miller, Studio 904, Wagamama, and Boeing? Why or why not? Student responses will differ, but most will say this is good advice. Actively looking for unconventional ideas, thinking about how to do something instead of why it can’t be done, and avoiding both excuses and perfection, promote continuous improvement and instill a culture of innovation. ADDITIONAL ACTIVITIES One way to build on this Example is to have the students watch the Oracle video “Wagamama and Oracle Hospitality Enhance the Guest Experience.” Although primarily a promotional video for Oracle, the 5-minute video provides a behind-the-scenes view of how Wagamama has used technology to improve the customer experience. Consider using the following discussion questions: 1. Wagamama has plans for international expansion. How might national differences or culture impact how customers define quality restaurant service? 2. How important would the technology improvements the firm has implemented be in deciding whether you wanted to become a customer of Wagamama? Explain your point of view. 3. Based on how you have seen technology implemented at other restaurants, provide recommendations for how Wagamama could further improve the customer and employee experience using technology. Return.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

EXAMPLE: Service Excellence This Example examines two organizations considered leaders in customer experience and satisfaction: Nordstrom and Trader Joe’s. Nordstrom is dedicated not only to in store customer satisfaction, but also to online customer satisfaction believing they must excel at both. Trader Joe’s intensely focuses on customers’ needs and rapidly satisfying them. YOUR CALL: Do you think Nordstrom’s and Trader Joe’s approaches to customer service can compete with online shopping? Why or why not? Most students will agree that the in-store experience at these two companies can compete favorably with online shopping. Each store is capable of offering value not available online, such as actually trying on and developing an outfit at Nordstrom’s or tasting and accepting and rejecting new foods right on the spot at Trader Joe’s. Additionally, they will point out that Nordstrom’s demonstrates a willingness to incorporate some of the advantages of online shopping such as immediate payment into its in-person customer experience. ADDITIONAL ACTIVITIES To build on this Example, have your students read Forbes article “The 10 Most CustomerObsessed Companies in 2018.” From Netflix and Disney to Apple and the Ritz-Carlton, this article describes what it is each company offers its customers that keep them coming back and back and back again. There are two ways to approach this activity: 1) have the students read the article and then lead a class discussion, or 2) have the students choose one of the companies to research in more depth, have them present reports to the class, then lead a class discussion. Consider discussion questions such as: 1. What do these companies have in common when it comes to customer service? Why are these elements so important? 2. Can you have controls for customer service? What type? How would you know whether you need strong controls on employee behaviors or if you could allow almost unlimited freedom in how your employees interact with customers? 3. What is your favorite store? Why? Does it have to do with customer service? Are there any stores you don’t visit anymore due to a poor customer experience? What does this tell you about the importance of a strong emphasis on customer service? 4. Could a university benefit from encouraging its administrators and teachers to adopt a quality mindset? What types of improvements would you expect to see? Return.

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Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

TEXTBOOK PRACTICAL ACTIONS

No Practical Actions in this chapter.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

SELF-ASSESSMENTS

SELF-ASSESSMENT 16.1 Assessing the Innovation & Learning Perspective of the Balanced Scorecard This survey was designed to assess the innovation and learning perspective of the balanced scorecard. STUDENT QUESTIONS 1. Where does the company stand in terms of commitment to innovation and learning? Are you surprised by the results? Student responses will differ based on survey results. Some students may be surprised at their company’s high or low balanced scorecard use. 2. Use the three highest and lowest scores to identify the strengths and weaknesses of this company’s commitment to innovation and learning. Students will generally point to antiquated performance evaluation systems at the organization; a lack of continuous improvement in business processes; and management not embracing change and input from employees. 3. Based on your answer to Question 2, provide three suggestions for what management could do to improve its commitment to innovation and learning. Management should first invest in improving its performance evaluation systems and tie performance metrics to the most critical factors of success. This ties into continuously improving business processes and tracking product and service performance. Lastly, management should embrace change as a way to improve the organization’s competitive advantage and use input from human capital, or employees, to be innovative and learning. SUPPLEMENTAL ACTIVITY Students should be placed into one of four groups based on Self-Assessment scores. There should be a good mix of different scores in each group. Each group should be assigned a balanced scorecard perspective. They should create a fictional organization and respond to the call of the question for their perspective. Sample goals and measures should be drafted. Each group can present its sample goals and measures to the class. Instructor can draft four columns on the board so students can write in their responses there. Return.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

SELF-ASSESSMENT 16.2 CAREER READINESS Assessing Your Financial Literacy This survey was designed to assess students’ financial literacy. STUDENT QUESTIONS 1. Where do you stand in terms of financial literacy? Student responses will differ based on survey results. Some students may be surprised at their level of financial literacy based on everyday topics covered in the survey. 2. Look at the statements you got incorrect and identify the specific aspects of financial knowledge that you may be lacking. Some students may have trouble with budgeting and savings. Others may have trouble with banking system, asset protection and retirement. 3. What can you say during an interview to demonstrate that you possess financial literacy? Be specific. Candidates should discuss what they know about personal and corporate finance. Basic banking and financial terms should be utilized during the discussion. SUPPLEMENTAL ACTIVITY Instructor can open class discussion by asking the following questions: 1. Why is financial literacy important in today’s world? 2. What can happen if you do not have an understanding of essential financial elements? 3. How can one go about educating himself or herself on financial concepts? 4. Students may have good ideas that they can share with the class as a whole. Return.

CAREER READINESS

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

SELF-ASSESSMENT 16.3 Assessing Your Satisfaction with Your College or University Experience This survey was designed to assess the extent to which students are satisfied with their college experience. STUDENT QUESTIONS 1. What is your level of satisfaction? Are you surprised by the results? Responses will differ based on individual assessment results. Some students may be surprised at how satisfied or dissatisfied they are with their college or university experience. 2. Based on your scores, identify three things that your college or university might do to improve student satisfaction. Be specific. In this day and age, students are looking for interesting subjects, related to future employment, in the classroom that will keep them engaged, while learning in an environment where the professor uses easy-to-understand language. On campus, students need access to technology, such as computers, and leisure activities to get their mind off their studies. 3. Are students really customers? Explain your rationale. Students are surely customers. Though many of the academic subjects taught are not customized for students, the entire academic experience, from the classroom, to the library, to the cafeteria, is based on making life better for students. The student may not “always be right” like many customer service mottos adhere to (i.e., on grades), they are paying for a good quality educational experience, and colleges and universities should take that into consideration when planning the student experience at their institutions. SUPPLEMENTAL ACTIVITY Students should be placed into groups based on their Self-Assessment scores. Low experience satisfaction scorers should be placed together, and high experience satisfaction scorers should be placed together. Groups should discuss what brings them satisfaction at a college or university and if they have received satisfaction at their current institution. How do they measure satisfaction? Groups can share with the class. Instructor should connect satisfaction scores with what groups have listed as satisfaction factors. Return.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

GROUP EXERCISES

GROUP EXERCISE #1: APPLYING THE BALANCED SCORECARD Objectives ● To gain practice at creating a balanced scorecard. ● To consider how a balanced scorecard can be used to manage over time. Introduction The goal of this exercise is to examine how the balanced scorecard is used to assess an organization’s effectiveness. In this exercise, students are put in the position of developing a balanced scorecard for the dean of a college or school of business. This application requires students to think through the variety of measures that can be used to evaluate the effectiveness of a business school. Instructions 1. Give a brief lecture on the balanced scorecard. 2. Break students into groups of five and use the following situation as a context for creating a balanced scorecard. Tell students that the dean of your college or school of business is interested in evaluating the effectiveness of your college/school. She thus needs to develop a balanced scorecard. 3. Give groups 30 minutes to brainstorm different measures that may be used to evaluate the effectiveness of your college/school of business in terms of the four categories contained in a balanced scorecard. Ask groups to come up with at least two measures for each of the four balanced scorecard categories. They do not need to turn the measures into goals. This component of the exercise can be enhanced by providing students with any information related to your college/school’s long-term vision or strategies. If you have this information, pass it out and ask students to read it and ask any questions. 4. While the groups are working, write the four balanced scorecard categories across the top of the blackboard/whiteboard. Reconvene the class and ask a representative from one of the groups to come up front and write down the group’s proposed measures for each scorecard category. The class can critique these ideas after the individual is done writing. Follow the same procedures for each group. You should start to get repetitive ideas after 2-4 presentations. Questions for Discussion 1. What did you find hard and easy about this exercise? 2. Why is a balanced scorecard important to any organization?

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

3. How would a dean or any manager use a scorecard throughout the year to manage? What systems or mechanisms would need to be in place in order to manage an organization, work unit, or employees via a balanced scorecard? Source: A. Johnson & A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom (New York, NY: McGraw-Hill/Irwin, New York, NY, 2006), pp. 438-439. Tips for large and online classes: Large classes: Groups may need to be larger, which means providing them with 40 minutes instead of 30 minutes in order to brainstorm. If time is limited, question 1 above may need to be eliminated. Online classes: Students may be placed in online groups in a discussion board. The groups can brainstorm and then the professor can create a class-wide discussion board with the four Balanced Scorecard categories. Students from each group can then post to there. Critique can also be done on this class-wide discussion board, and the instructor can moderate. Return. GROUP EXERCISE #2: EXPLORING TOTAL QUALITY MANAGEMENT—TQM Objectives ● To discover how companies are using TQM principles. Introduction The overall purpose of this exercise is to explore how real companies are using total quality management principles. This is an Internet-based exercise in which students choose a company and explore whether or not it exhibits TQM principles. They then meet in groups to compile a list of TQM examples to share with the class. Instructions 1. Give a lecture on TQM. 2. Give students the following directions for the individual portion of this exercise: ● Pick a company you would like to research. Example: Southwest Airlines, Starbucks, UPS, Microsoft, etc. ● Locate this company’s website. ● Explore the company’s site and look for evidence of TQM principles. Look for both People Orientation and Improvement Orientation. Also observe if there is any evidence supporting the use of the PDCA cycle. List specific examples to bring to class for discussion. The best way to locate this information is to go to the company’s “about us” or “our company” page. 16-58 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAN BE USED ONLINE

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

o For example: People Orientation: At Coca-Cola, it strives to be a great place to work where people are inspired to be the best they can be. Improvement Orientation: CocaCola’s plan is to be a responsible citizen that makes a difference by helping build and support sustainable communities. 3. Give students the following directions for the group portion of this exercise: ● Break into groups of three or four. ● Each group member shares his or her TQM findings. All group members listen for consistencies, and someone records them on a sheet of paper. o For example: “Based on our group’s findings, a company exhibiting TQM principles has a diverse, customer-focused workforce and continues to improve its products and the organization itself.” 4. Once each group completes Step 2, lead a class discussion by asking someone from each group to go to the blackboard/whiteboard and list their group’s findings. Questions for Discussion In preparation, put the following on the blackboard/whiteboard. People Orientation Improvement Orientation 1. What trends do you see across companies? 2. What did you learn about TQM from this exercise? 3. Do you think companies will become more or less concerned about TQM in the 21st century? Return. Source: A. Johnson & A. Kinicki, Group and Video Resource Manual: An Instructor’s Guide to an Active Classroom (New York, NY: McGraw-Hill/Irwin, 2006), pp. 452-453.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

CAREER CORNER GROUP EXERCISES

CAREER READINESS

EMBRACING PROACTIVE LEARNING Learning Objective • To increase students’ proactive behavior. Introduction Control plays a critical role in the career readiness competency of career management, which represents the proactive management of students’ careers and the seeking of opportunities for professional development. This exercise focuses on encouraging a proactive approach to career management. Instructions The primary purpose of this exercise is improving student’s proactive behavior regarding their career readiness. This exercise focuses students’ attention on the long-term aspects of career management and has 2 parts. First, students discuss their career aspirations and create a chart outlining the key KSAOs needed to attain their career goals. They then use the chart to propose a set of activities needed to achieve their career goals. These activities constitute the proactivity needed to propel students’ career readiness. Students will need to access the Internet for this exercise. A copy of the Career Readiness KSAOs is included at the end of this exercise. 1. Start the activity by having the students watch:  

Scott Dinsmore’s Ted Talk on “How to Find Work You Love” Ari Wallach’s Ted Talk on “3 Ways to Plan for the (Very) Long Term”

ONLINE VIDEO

Alternatively, students can read: •

Alison Doyles’ “What Is the Career Planning Process?”

2. Write the following saying on the board: “On the road to the future, there are drivers, there are passengers, and there is road kill.” Open the class discussion by asking the students “Where do see yourselves 5 years from now? 10 years?” Follow up with, “How are you going to make this happen?” Point out the benefits of a proactive approach to career management. 3. Put students in groups of 4 or 5. We suggest grouping students by their preferred occupation or major. Give the groups 5 minutes to describe their career aspirations. The group should select one generic career readiness outcome associated with their five-year aspirations, and another for 16-60 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE ARTICLE

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

their ten-year aspirations. Students can go to the Occupational Handbook for assistance on this: Bureau of Labor Statistics: Occupational Handbook. 4. Have each group create a chart containing the needed KSAOs at different levels of management (i.e. nonmanagerial employees, first-line managers, middle managers, and top managers) in their particular occupation or major. 5. Ask each group to complete the chart by identifying specific activities they should engage in in advance of their 5-year and 10-year plans. These activities should address the following questions: a. b. c. d.

How will you keep informed? How will you build your network? How will you monitor the business environment? How can you anticipate change and disruption?

6. Ask 2 or 3 groups to present their charts to the class. 7. Facilitate a class discussion by asking some or all of the following questions: • What is the point of proactive behavior? • What activities did you consider? What made you select the ones you presented? • What obstacles do you expect to encounter? How will you overcome them? • How can you utilize proactive behavior to make every day count?

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

KSAO Handout

Return.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

UBER CONTINUING CASE

Chapter 16: Controlling Uber This part of the Uber continuing case focuses on Chapter 16 and covers principles related to the control function of management. This continuing case’s real-world application of management knowledge and skills is designed to help you develop critical thinking ability and realize the practical power of sound managerial skills for solving problems in your job and career. The case includes five multiple-choice questions and two essay-based questions. The essaybased questions can also be used in-class to spur discussion: 1. Using the balanced scorecard framework and the Uber case information provided for this chapter, explain the customer perspective with specific examples. The balanced scorecard framework specifically asks for goals and the connected measures from four different perspectives. The customer perspective asks, “How do customers see us?” From the Uber case information provided for this chapter, it’s clear that prioritized goals for Uber include high customer (1) satisfaction and (2) safety. The respective measures for these two goals are (1) the star ratings and feedback comments that customers leave and (2) the sensor-based information that Uber receives about vehicle speed as well as starting and stopping. 2. Based on the first three steps of Deming’s PDCA cycle, explain how Uber carried out releasing the new app for drivers. The first three steps of the PDCA cycle are Plan, Do, and Check (the fourth step, Act, is least informed by the information provided in the case information for this chapter). The first step, Plan, involves figuring out what desired and important changes should be made. In Uber’s case, the company took feedback from drivers on the previous version of the app and determined what changes and additional features were needed. The second step, Do, involves implementing the change. In Uber’s case, the company launched the new app to its drivers. The third step, Check, involves observing what happens after the change is implemented. In Uber’s case, the company started gathering more granular data on driver behaviors and performance. Uber should see that behavior and performance both improved (e.g., fewer canceled rides, better following of speed limits, and, ultimately, higher customer ratings) if the change did, in fact, improve the company’s services.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

MANAGER’S HOT SEAT CONTROL—LOSING CONTROL WITH AUTOMATION I. Introduction Appsung has developed the 15th edition of its popular H-Line mobile device and has started manufacturing. The phone went on sale last week, but Appsung can’t keep up with demand. A couple of managers are meeting on the production line to discuss the issues the company is facing. II. Learning Objectives 1. 2. 3. 4. 5.

Demonstrate the steps in the control process. Analyze the effects of different types of control. Evaluate the different levels of control. Assess the importance of quality management. Analyze the barriers to control success.

III. Scenario Description: Scene Set-up: Leo is approached in his office by Amy and Mike. Scene Location: Leo’s Office Profile: Leo Manheim – Plant Manager Amy Steele – Senior Director of Operations Mike Turner – Director of Sales and Marketing Summary: The video starts with Leo being approached by Amy and Mike. Both of them have problems with how the manufacturing of the Appsung H-15 phones are going. The phones have been delayed, which is causing problems with the corporate office and customers. Leo mentions that the batteries they have received are defective, and the fact that corporate fully automated the assembly process is causing other issues. This is especially true for the camera installation. Amy and Mike try and come up with controlbased solutions, but face resistance from Leo as he believes their solutions will backfire. IV. Discussion of Theory 

Steps in the control process 16-64

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness



o Leo is following the steps in the control process, but his corrective action may not be the most efficient. Leo is also not looking at revising standards, which is causing an issue for other departments like sales and marketing. Control types o Leo has been implementing feedback control. Amy wants to know why concurrent control hasn’t been implemented. Leo may feel like that is micromanaging. Balanced scorecard o The four perspectives of the balanced scorecard are covered by Amy and Mike. Leo has not been paying much attention to those. Control levels o Leo has concerns about centralizing control while Mike and Amy are wondering why that hasn’t already been done. Quality management o Leo believes he is producing a superb product, but he is not focusing on continuous improvement and the utilization of accurate standards. Barriers to control success o Leo believes the asks by Amy and Mike are going to backfire  He is concerned about focusing on micromanagement and overemphasis on means instead of ends.

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

APPLICATION-BASED ACTIVITY

MANAGERIAL CONTROL: A TURBULENT RIDE I. Introduction Alliance Airlines has had a horrible past two years. The airline's on-time rating has plummeted, causing passenger frustration worldwide. Airline executives were hoping things had turned around last year, but poor on-time performance seems to still be plaguing Alliance. Leadership is now meeting to find out what happened and how to resolve the issue before the company's sagging revenues cause it to go bankrupt. As the CEO of Alliance, students are tasked with making decisions on how to move forward to address the issue. II. Learning Objectives 1. Understand the steps in the control process. 2. Diagnose control-based problems at an organization. 3. Demonstrate how corrective action can be utilized to remediate problems at an organization. III. Scoring Dimensions The following theoretical concepts from the chapter are covered and scored in the simulation: Theoretical Concepts

Percentage of Simulation

Management Control Theory

50%

Control-Based Decision Making

50%

IV. Follow-up Activity Students can be assembled into groups of 4 to 5 in order to create an Alliance Airlines Total Quality Management Program. The one-page program should cover the following from the textbook:

Kinicki/Williams, Management, 9e: Chapter 16 Control Systems and Quality Management: Techniques for Enhancing Organizational Effectiveness

Students should expand on these four areas as they relate to an airline. Each area should have 2-3 action items that Alliance Airlines plans on doing to uphold continuous quality improvement. Students can then share with the class.

Online classes: Students can be placed in discussion groups and provided with the abovementioned four TQM principles. Each group can then develop their own Alliance Airlines Total Quality Management Program and email out to the entire class for review.

CAN BE USED ONLINE

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

Learning Module 1 Entrepreneurship CHAPTER CONTENTS

Learning Objectives

Teaching Resources

Overview of the Chapter

Classroom Outline

Textbook Examples

Self-Assessments

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

LEARNING OBJECTIVES

LM 1.1

Define entrepreneurship and discuss its importance across the world.

LM 1.2

Identify how entrepreneurs get started.

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

TEACHING RESOURCES

Section

Title

Resource Type

LM 1.1: Entrepreneurship: Its Foundation and Importance Clark’s Clarity

ONLINE VIDEO

with Supplemental Activity (7 minutes) New Incentive for Google Employees: Awards Worth Millions!

ONLINE ARTICLES

“Google Found Out That Giving Its Employees Trips to Hawaii Is Better than $1M Awards.” with Supplemental Activity To What Extent Do You Possess an Entrepreneurial Spirit? with Self-Assessment Activity

Self-Assessment CAREER READINESS

LM 1.2: Starting a Business Women Who Lead

ONLINE VIDEO

(4 minutes) How I Became an Entrepreneur at 66

ONLINE ARTICLE

with Supplemental Activity John’s Crazy Socks

Connect® Video Case

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

OVERVIEW OF THE CHAPTER

LM 1.1

Entrepreneurship: Its Foundation and Importance Entrepreneurship, a necessary attribute of business, means the taking of risks to create a new enterprise. It can increase the standard of living around the world.

LM 1.2

Starting a Business Businesses start with an idea for a new product or service. Entrepreneurs then undertake a series of activities to build the foundation for getting the business off the ground. These activities include writing a business plan, choosing the company’s legal structure, and arranging for financing. Once this foundation has been built, the job of building an organizational culture and design further helps the business take off.

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

CLASSROOM OUTLINE

Manage U: So You Want to Start a Business? People currently working for corporations want to start a business of their own. The number of start-ups has been growing since 2000 and small businesses are a continuing source of net new jobs added to the U.S. economy. One of the many issues that you should consider before you start your own business is to first identify your motives and to realize that your goals for starting and running your business may change over time. You need to work to find clients, and if you are still working for a corporation, it might be prudent to keep that job until you build on your client base. You want to acknowledge that there are many people who can provide insights to help you succeed. Be humble and gain from their wisdom. As you grow your company, hire people who complement your skills and abilities and who can create synergetic value for your combined skills. Even though you should hire a good accountant, it is still important for you to know the basics of accounting. Possible Topics for Discussion: 

Have you ever thought about starting your own business? What excites you about the opportunity of starting a business, and what fears get in the way of your doing so? Explain. Many people who have thought about starting their own business are likely drawn to the independence and autonomy that they will probably enjoy. They will have the freedom to determine what to make, how to make it, how to sell it, and when to get things done. As your own boss, you set the deadlines and you can create the organizational culture that you have always sought from an employer. Being an entrepreneur would allow you to use all your skills and allow you to pursue something about which you are passionate. It may allow you to earn more money and to have more control over when you work. The obvious risks of starting a business are that you could lose money and a fair number of new ventures do fail. You need to have a great idea for a value-creating business and believe that it is the right time to implement your ideas. The lack of a steady paycheck is also a fear of potential entrepreneurs.

LM 1.1

Entrepreneurship: Its Foundation and Importance

POWERPOINT SLIDES: #3 Five Issues to Consider for Starting a Business #4 Three Components of Entrepreneurship #5 Two Types of Entrepreneurs 8 -4 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

#6 and #7 Entrepreneurship Compared to Self-Employment #8 Characteristics of Entrepreneurs and How They Differ from Managers #9 Why Entrepreneurship Matters across the Globe #10 Small Businesses #11 Entrepreneurship Improves the World’s Standard of Living Section LM 1.1 defines entrepreneurship and explains how it is different from self-employment. It also describes the characteristics of entrepreneurs and discusses why entrepreneurship is important around the world. One way that you could begin your coverage of these topics is to have the students watch the CBS video “Clark’s Clarity.” This approximately 7-minute video profiles how Francesco Clark started the popular Clark’s Botanicals skincare line. For a supplemental activity, you could have the students discuss the extent to which Clark illustrates the characteristics of an entrepreneur. Topics and Tips for Discussion: 1. In what ways do entrepreneurs differ from people who are self-employed? Self-employed people may hire others to work for them, while entrepreneurs have people who work with them to accomplish the entrepreneur’s vision. Self-employed people tend to stay in one geographic area and avoid taking risks, while entrepreneurs are global thinkers who understand the need to take and manage risk. Self-employed people tend to do much of the work themselves whereas entrepreneurs have mindsets that they need to rely on others for success. Entrepreneurs have more complex legal structures and a broader set of legal responsibilities than self-employed people. Finally, the two differ with respect to interests and influence. The aspirations, interests, and scope of influence of the self-employed are much smaller than entrepreneurs. 2. What are the most important characteristics of entrepreneurs? As shown in Figure LM 1.2, entrepreneurs have a high-risk propensity and are willing to take chances in the pursuit of new opportunities. Entrepreneurs often have high generalized self-efficacy because they need to have confidence in their ability to achieve diverse types of goals. Entrepreneurs have a strong need for achievement, especially for the need to achieve their vision. Entrepreneurs have strong preference for shaping their own destiny, and thus a high need for autonomy. On the Big Five personality dimensions, entrepreneurs tend to be more extroverted, conscientious, emotionally stable, and open to experiences than managers, but they also are less agreeable than managers. Entrepreneurs have a high tolerance for ambiguity because they are trying to do things that haven’t been done before. Entrepreneurs need to be proactive to create first-mover advantages in their industries. Entrepreneurs often have an internal locus of control, and they are generally more innovative and creative than others. 3. Why does entrepreneurship matter?

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

Start-ups, or newly created companies designed to grow fast, are important for generating wealth and economic development. Economic development is fueled by innovation, which is the foundation of entrepreneurial activities. Entrepreneurship fuels job creation, with many jobs created by small businesses. Entrepreneurial job creation improves standards of living around the world, and many people are motivated to start their own businesses to improve their own standard of living. LM 1.1 Key Concepts: Entrepreneurship ● Entrepreneurs drive innovation and growth around the world. ● Entrepreneurship is a process of (a) recognizing opportunities for new venture creation or new value creation, (b) deciding to exploit these opportunities, and (c) exploiting the opportunities by the way of new venture creation or new value creation . . . for realization of some desired value. o Entrepreneur: someone who organizes and operates a business or businesses, taking on greater than normal financial risks in order to do so. o Intrapreneur: someone working inside an existing organization who sees an opportunity for a product or service and mobilizes the organization’s resources to realize the idea. Interactive Classroom Material: EXAMPLE: An Intrapreneur: Intel’s Anthropologist Genevieve Bell This Example first demonstrates the apparently different attitudes of Microsoft and Virgin to intrapreneurship. It then looks deeper into the role of Genevieve Bell at Intel. Dr. Bell, an anthropologist, leads a large group in discovering new ways to integrate humans and electronic devices. Click for follow-up activity. Entrepreneurship vs. Self-Employment 

Self-employment is a way of working for yourself as a freelancer or the owner of a business rather than for an employer. o Self-employed people work for themselves and sometimes hire others to assist in getting things done. The success of the business lies on the shoulders of the owner. o Self-employed people tend to stay in one geographic area, work virtually, and prefer to avoid taking risks. o Self-employed people tend to do much of the work themselves, partly because they are experts and want to save costs to maximize profits.

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

o Self-employed can incorporate or file as sole proprietors. Entrepreneurs, in contrast, have a broader set of legal requirements, as well as insurance and tax considerations. o Entrepreneurs have broader aspirations aimed at influencing industries, markets, and greater numbers of people. Self-employed individuals are more focused on operating a business in a specific geographic area and market. Their aspirations, interests, and scope of influence are much smaller. Characteristics of Entrepreneurs  

Being an entrepreneur is what it takes to start a business; being a manager is what it takes to grow or maintain a business. Being an entrepreneur and being a manager require different skills (Figure LM 1.2) o Risk propensity o Generalized self-efficacy o Need to achieve o Need for autonomy o Big Five personality dimensions o Tolerance for ambiguity o Proactivity o Internal locus of control o Innovative/creative ability

A start-up is a newly created company designed to grow fast. Start-ups generate wealth and economic development. Entrepreneurship drives innovation. o Patents (licenses with which the government authorizes a person or company to exclude others from making, using, or selling an invention for a time) protect innovations.

CAREER READINESS

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship



o Small businesses, defined by the U.S. Small Business Administration (SBA) as those having fewer than 500 employees, are the form of business with which most entrepreneurs enter a market. Entrepreneurship drives job creation. o Historical figures show that small businesses employ about 50 percent of all private-sector employees, and they created 63.3 percent of net new jobs from 1992 to 2013. Entrepreneurship improves the world’s standard of living o The standard of living is the level of necessaries, comforts, and luxuries that a person is accustomed to enjoy. o Entrepreneurial job creation improves standards of living around the world by transferring profits from the business to employees (in the form of pay) and thus to communities as employees are better able to make purchases that maintain or improve their material life.

LM 1.2

Starting a Business

POWERPOINT SLIDES: #12 Four Sources of Ideas for a Start-Up Business #13 Business Plans Answer Critical Questions #14 Components of a Business Plan #15 Four Possible Legal Structures for Entrepreneurs #16 Financing Options for Start-Ups #17 Entrepreneurs Need an Organizational Culture and Design Section LM 1.2 describes the actions entrepreneurs need to take to get their business started. These steps include writing a business plan, choosing the company’s legal structure, and arranging for financing. The importance of building an effective organizational culture and design are also discussed. One way that you could begin your coverage of these topics is to have the students watch the Inc. video from the Women Who Lead series that focuses on Kristen Pumphrey, founder of P.F. Candle Co. In this approximately 4-minute video, Pumphrey discusses how she started her company and how it has evolved over time. For a supplemental activity, you could have the students discuss the elements that should be included in a business plan for P.F. Candle Co. You could also have the students critique the extent to which Pumphrey implemented the best practices described in the Manage U profile that opens the learning module. Topics and Tips for Discussion: 1. How could you come up with an idea for a new business? 8 -8 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

You could start with reflecting on what are your passions, skills, and talents. Knowing what you are good at can help you to identify opportunities. Knowing what your challenges are could also help you to identify opportunities, as problems or frustration can inspire new ideas. Being well read could help you to identify an opportunity or need in an industry. Emerging technologies and e-commerce are providing many entrepreneurs ideas for new businesses. Finally, take note of customer complaints. Their frustrations can indicate that a product of service could be improved. 2. What elements should be included in a comprehensive business plan? A business plan should start with an executive summary that synthesizes the other elements of the plan. The executive summary should serve as a “two-minute elevator speech” to convince readers of the quality of your planning process. Your business description section should outline the business, its mission, vision, product or service, and the reason you started it. It should include a SWOT analysis, describe the legal structure of the company, and identify the principals in the business. The market analysis section describes the market you are trying to enter, your competitors, where you fit in the market, how your product or service is unique, and the level of market share you expect to obtain. It is important to provide information on the skills and experiences of the firm’s management team and to describe the culture and organizational structure you plan to create. The section on sales strategies should highlight how you plan to market and promote your product or service to build brand awareness. If you plan to seek funding for your venture, you will need to describe the funding requirements and to make clear to potential investors how the funding will support expansion. You should also include financial projections that show your current and future financial needs, as well as a cash flow analysis. 3. Why is it important for entrepreneurs to select the correct legal structure? The type of legal structure selected by an entrepreneur will influence how much the business pays in taxes, how much of a personal legal liability the entrepreneur will face, and how much direct control the entrepreneur will have over the firm. In the United States, there are four basic business entities: sole proprietorship, partnership, corporation, and limited liability (LLC). A sole proprietorship would be the simplest legal structure and it would give the entrepreneur the most control over the business, but the entrepreneur would have unlimited legal liability. If an entrepreneur is starting his or her business with other people, collectively they could create either a general or limited partnership. This structure still leaves the entrepreneur with unlimited liability and there is also the risk of disagreements between the partners. If an entrepreneur created a corporation, it would be separate from its owners and the corporation would have its own legal rights. The key benefit of creating a corporation is that it reduces personal liability. The corporation could either be a C corporation or S corporation, creating differences with how the company’s earnings are taxed. The final option for an entrepreneur is a limited liability company (LLC). This structure is a hybrid structure that combines elements of sole proprietor, partnership, and corporation. An LLC might be an attractive option for an entrepreneur because this structure has fewer 8 -9 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

recordkeeping and reporting requirements than a corporation and it would limit the entrepreneur’s personal liability. 4. Assume you have come up with a great idea for a new business venture. How could you get funding to support your venture? A common source of initial funding for new ventures is personal funding. Unless you have “skin in the game” with your own money, other types of investors may be less willing to invest in your venture. You may get funding through your friends and family members, but your relationships with these “love money” investors could sour if the business fails. A bank loan, especially one through the Small Business Association, could be a good source of financing. You may be lucky enough to find an angel investor who is willing to give back and mentor new entrepreneurs. As you company grows, you may become attractive to venture capitalists (VCs) who provide capital in exchange for an ownership share in the company. Finally, you could use crowd investing by harnessing the power of the Internet to allow groups of people to invest in your company. LM 1.2 Key Concepts: Businesses Start with an Idea ● The following actions can assist any aspiring entrepreneur to uncover a business idea: o

Identify your passions, skills, and talents.

Identify a problem or frustration.

Identify an opportunity or need.

Study customer complaints.

Writing the Business Plan 

 

A business plan is much more than a funding plan. It also answers critical questions such as: o What business are we in? o What is our vision and where are we going? o What will we do to achieve our goals? Research shows that entrepreneurs who use a business plan are 16 percent more likely to survive than those who don’t. Business plans generally cover the following areas: o Executive summary o Business description o Market analysis o Organization and management o Sales strategies o Funding requirements o Financial projections 8-10

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

Choosing a Legal Structure  Sole proprietorship o Someone who owns an unincorporated business by himself or herself o Simplest form of business structure o Owner has unlimited liability o Income taxed through individual  Partnership o A relationship between two or more persons who join to carry on a trade or business o Each person contributes money, labor or skill, and expects to share in the profits and losses of the business.  General partnership – partners equally share all profits and losses. There is unlimited liability for both partners.  Limited partnership – one partner has control of operations, and that person has limited liability. o Income and losses are “passed through” to the partners’ individual taxable incomes.  Corporation o An entity that is separate from its owners, meaning it has its own legal rights, independent of its owners—it can sue, be sued, own and sell property, and sell the rights of ownership in the form of stocks. A corporation’s owners have limited liability.  C corporation: owned by shareholders and are taxed as separate entities. The profit of a corporation is taxed to the corporation when earned and is taxed to the shareholders when distributed as dividends (double taxation).  S corporation: corporations that elect to pass corporate income, losses, deductions, and credits through to their shareholders for federal tax purposes. Shareholders report the flow-through of income and losses on their personal tax returns and are assessed at their individual income tax rates (no double taxation). Legal structure most frequently used by entrepreneurs in 2017.  Limited Liability Company (LLC) o A hybrid structure that combines elements of sole proprietor, partnership, and corporation. o LLC does not pay income taxes itself; instead, the owners list business profits and losses on their personal tax returns. o Limited liability for owners and fewer recordkeeping requirements than for corporations. o Second most frequently used legal structure in 2017. 8-11 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

Financing  

The availability of financing to start or grow a business can make the difference between pursuing an entrepreneurial dream and giving up. Financing options for start-ups: o Personal funding o Family and friends (aka “love money”) o Bank loans o Venture capital  Venture capitalists (VCs) exchange funds for an ownership share in the company. o Angels  Angel investors are wealthy individuals or retired executives who invest in small firms. o Crowd investing  Crowd investing allows a group of people—the crowd—to invest in an entrepreneur or business online.

Creating the “Right” Organizational Culture and Design   

All entrepreneurs learn that they can’t complete all tasks alone. Organizational culture, discussed in detail in Chapter 8, helps the business articulate its own values and beliefs, which generally flow from the founder’s. Organizational design, discussed in Chapter 8, is the process of designing the optimal structure of accountability and responsibility an organization will use to execute its strategies.

Interactive Classroom Material: EXAMPLE: Amanda Johnson Starts and Grows a Business Whereas the first Example discusses intrapreneurial activity, this Example is a first-person description of the life of an entrepreneur. Amanda Johnson started a floral design business when her husband lost his job and they needed income to support them and their new child. She discusses the decisions she made as the business grew. Click for follow-up activity.

Connect® Exercise VIDEO CASE: John’s Crazy Socks Summary of Activity: 8-12 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

In this Video Case, John’s Crazy Socks, a father-son venture inspired by co-founder John Lee Cronin, a young man with Down syndrome, is profiled. Students will then complete four multiple-choice questions after they’ve viewed the video. Follow-Up Activity: Instructor should divide students into small groups. Each group is tasked with developing a short business plan for John’s Crazy Socks. The instructor can post the general topics for a business plan listed under the section Writing the Business Plan. Students should know that financial projections may not be available due to a lack of information. If students want to further explore the company, they can visit: https://johnscrazysocks.com.

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

TEXTBOOK EXAMPLES

EXAMPLE: An Intrapreneur: Intel’s Anthropologist Genevieve Bell This Example first demonstrates the apparently different attitudes of Microsoft and Virgin to intrapreneurship. It then looks deeper into the role of Genevieve Bell at Intel. Dr. Bell, an anthropologist, leads a large group in discovering new ways to integrate humans and electronic devices. YOUR CALL Do you think most companies truly support intrapreneurship? Why would they not? Just reading this Example demonstrates that not all companies support intrapreneurship. Microsoft has had a history of lacking managerial support for intrapreneurial ideas which they are now trying to overcome. On the other hand, Richard Branson at Virgin feels intrapreneurs are the important creators within the Virgin Group. Some companies with extremely hierarchical and/or bureaucratic cultures may resist intrapreneurship as they view ideas and projects as developing from the top down rather than from the bottom up. ADDITIONAL ACTIVITIES One way to build on this Example is by having students learn about and discuss Google’s Founders Awards program. First have students read “New Incentive for Google Employees: Awards Worth Millions!” This short 2005 article from The New York Times introduced the Google Founders Awards and the reasoning behind them—Google wanted to attract employees who otherwise might do their own start-ups. Next, have your students read “Google Found Out That Giving Its Employees Trips to Hawaii Is Better than $1M Awards.” This article discusses why the Founders Awards idea failed and how Google replaced it. After students have read these articles, consider leading a discussion with questions such as: 1. Thinking back to what you learned about motivation, particularly equity and expectancy theories, why do you think the Founders Awards did not work as anticipated? What elements of these theories were specifically missing? 2. If you owned a company, how would you reward intrapreneurs? Devise the elements of a plan to encourage intrapreneurship. 3. Your text describes the characteristics of entrepreneurs. Do you think intrapreneurs share the same characteristics? If not, which characteristics might differ between entrepreneurs and intrapreneurs? Return.

ONLINE ARTICLES

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

EXAMPLE: Amanda Johnson Starts and Grows a Business Whereas the first Example discusses intrapreneurial activity, this Example is a first-person description of the life of an entrepreneur. Amanda Johnson started a floral design business when her husband lost his job and they needed income to support them and their new child. She discusses the decisions she made as the business grew. ADDITIONAL ACTIVITIES The Example tells the story of a young female entrepreneur, discussing how it’s important to recognize that more women are becoming entrepreneurs. Nevertheless, we do not really think of old(er) people as entrepreneurs. One way to develop this Example is to have your students watch this TED talk: “How I Became an Entrepreneur at 66.” The TED talk introduces Paul Tasner who was laid off from his job at 64. After 40 years of solid work, he wasn’t sure what to do and spent two years as a consultant before deciding to open his own company. After students listen to Tasner’s story, have them break into groups and go online to find stories of other old(er) entrepreneurs. There are several articles available online. When they are done, have each group present the story of their favorite old(er) entrepreneur. Return.

ONLINE VIDEO

Kinicki/Williams, Management, 9e: Learning Module 1: Entrepreneurship

SELF-ASSESSMENTS

SELF-ASSESSMENT LM 1.1 CAREER READINESS To What Extent Do You Possess an Entrepreneurial Spirit? This Self-Assessment allows students to compare their motivations, aptitudes, and attitudes with those found in a sample of entrepreneurs from a variety of industries. STUDENT QUESTIONS 1. To what extent are your motives, aptitudes, and attitudes similar to entrepreneurs? Explain. Students who have high energy, an internal locus of control, high tolerance for ambiguity, and self-confidence would fare well. Patience and motivation, with the ability to overcome failure, are important as well. Student responses will differ, but they should follow this theme. 2. Based on your results, where do you have the biggest gaps with entrepreneurs in terms of the individual motives, aptitudes, and attitudes? The above answer should still hold true, but in the inverse. 3. What do these gaps suggest about your entrepreneurial spirit? Discuss. Students should realize how they fare in their ability to have characteristics associated with entrepreneurs. 4. What things might you say during a job interview to demonstrate that you possess entrepreneurial characteristics? Explain. Candidates should discuss the characteristics of entrepreneurs and how they exemplify them. Examples include a high tolerance for ambiguity, need for autonomy, and high-risk propensity. Examples should be utilized from previous work and school activities. SUPPLEMENTAL ACTIVITY Students should be assigned to groups based on their Self-Assessment scores. Students with high and low scores should be mixed together. Groups should discuss how a high entrepreneurial orientation will assist organizations in being innovative and creative. Each group should create a short innovation policy for a mock organization. The policy should include resources and procedures for employees to exercise innovation and creativity while strengthening instinct and intuition. Each group should share their innovation policy with the class as a whole and solicit feedback. Return. 8-16 Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAREER READINESS