978-0134728391 Chapter 6 Part 2

Learning Catalytics is a “bring your own device” student engagement, assessment,

and classroom intelligence system. It allows instructors to engage students in class

with realtime diagnostics. Students can use any modern, web-enabled device

IN-CLASS ACTIVITIES

In-Class Activity 1: Ice-Breaker: Organizational Structure

Activity Overview:

This activity asks students to consider the organizational chart and chain of command at their

college or university and invites them to discuss the relationships of the layers of management

and why the organizational chart is specifically structured the way that it is.

Time Limit: 30 minutes

What to Do:

1. Divide the class into four-member groups, asking each group to discuss the organizational

chart and chain of command at their college or university. Who reports to whom? (10

minutes)

2. Ask each group to discuss the relationship of the layers of management at the college or

university, as well as why the organizational chart is structured the way that it is. (10

minutes)

3. Reassemble the class and discuss each group’s findings. Are the groups consistent with one

another in their discussions? (10 minutes)

In-Class Activity 2: Small-Group Discussion: Centralization versus

Decentralization

Activity Overview:

This activity encourages students to consider the advantages and disadvantages of centralization

and decentralization within organizations.

Time Limit: 30 minutes

What to Do:

1. Divide the class into four-member groups and ask them to come up with five advantages of

centralization and five advantages of decentralization in organizations. (15 minutes)

2. Reassemble the class and discuss each group’s input. Which do they think is best? (15

minutes)

Don’t Forget:

In-Class Activity 3: Up for Debate: Making the Grade

Activity Overview:

This activity asks students to think about the advantages of intrapreneuring.

Time Limit: 30 minutes

What to Do:

1. Ask students to read the Entrepreneurship and New Ventures feature in the textbook. Divide

the class into groups of two or three students, and ask students to discuss how FedEx focuses

on intrapreneurship. How has the company benefited from intrapreneuring? Has it faced any

disadvantages from intrapreneuring? (10 minutes)

3. Reassemble the class as a whole and discuss each group’s input. (10 minutes)

Don’t Forget:

Before you begin, remind students that intrapreneurship is the process of creating and

maintaining the innovation and flexibility of a small-business environment within the confines of

In-Class Activity 4: Up for Debate: Who Runs the Grapevine?

Activity Overview:

This activity invites students to think more about the grapevine, focusing on whom within the

organization may be most likely to create it.

Time Limit: 30 minutes

What to Do:

1. Divide the class into two- or three-member teams and ask them to discuss within their groups

where the grapevine begins within an organization. Is it top managers? Is it mostly males or

females? Is the grapevine generated from specific departments? Is it generated from those

people with the most seniority? (15 minutes)

2. Reassemble the class as a whole and debate the small groups’ thoughts. (15 minutes)

Don’t Forget:

The grapevine is not likely to be generated in the same way within every organization. In

ANSWERS FOR END OF CHAPTER ACTIVITIES

QUESTIONS FOR REVIEW

6-1. Describe the five basic forms of departmentalization. Give examples of each.

Examples will vary by student. Departmentalization follows one (or any combination) of five

forms:

6-2. What are the advantages and disadvantages of a decentralized organizational structure?

6-3. What is the difference between responsibility and authority?

6-4. Why do some managers have difficulties in delegating authority? Of these reasons, which do

you think would be the most significant issue for you?

6-5. Why is a company’s informal organization important?

The company’s informal organization is the everyday social connections among employees

QUESTIONS FOR ANALYSIS

6-6. Draw a high-level organization chart for your college or university.

College organization structures do differ, but most colleges will use a functional structure

6-7. Describe a hypothetical organizational structure for a start-up Internet marketing firm.

Describe changes that might be necessary as the business grows.

6-8. Do you think that you would want to work in a matrix organization, such as Martha Stewart

Living Omnimedia, where you were assigned simultaneously to multiple units or groups?

Why or why not?

6-9. Interview the manager of a local service business, such as a fast-food restaurant. What types

of tasks does this manager typically delegate? Is the appropriate authority also delegated in

each case?

Answers will vary, but managers in fast-food restaurants typically delegate tasks like

6-10. Select a company where you would like to work one day. Using online research, determine

if the company has a functional, divisional, matrix, international, team, virtual, or learning

organization. Explain how you arrived at this conclusion. Do you believe that their

organizational structure is consistent with the organization’s mission? Do you think that

organizational structure is well-suited to your working style and preferences?

Answers will vary but after researching the company, the student should determine the type

BUILDING A BUSINESS: CONTINUING TEAM EXERCISE 6-11 TO 6-14

(Learning Objectives 3 and 4 – AACSB – interpersonal relations and teamwork, analytical

and reflective thinking, application of knowledge)

This exercise will give the students the opportunity to analyze and reflect on the impact that

organizational structure has on a company. Additionally, students should recognize that the

structure, number of employees, and decision-making should evolve and change depending on

various internal and external environmental factors. In this exercise students should discuss the

nuances of putting together an effective employee team and organization.

TEAM EXERCISE: GETTING WITH THE PROGRAM 6-15 TO 6-17

(Learning Objective 3 – AACSB – analytical thinking, application of knowledge)

6-15. With the average computer programmer earning nearly $80,000, and with all competitive

firms paying top dollar, why might organizational issues be critical in determining employee

loyalty?

6-16. If you were a programmer, what organizational factors would make a difference to you?

Why?

6-17. As the company founder, how willing would you be to make major organizational changes

in light of the shortage of qualified programmers?

changes needed to retain qualified programmers, the business is unlikely to thrive long-term.

EXERCISING YOUR ETHICS: I HEARD IT THROUGH THE GRAPEVINE

(Learning Objective 3 – AACSB – ethical understanding and reasoning, reflective

thinking)

6-18. What are the ethical issues in this situation?

6-19. What do you think most people would do in this situation?

6-20. What would you do in this situation?

CASES:

PUSHING THE PRODUCT

(Learning Objectives 2, 3, 4 – AACSB – analytical thinking, application of knowledge)

6-21. Describe the organizational structure of your college or university. Is it more functional or

divisional?

marketing director, operations director, and finance director. In a college, each department

6-22. In what ways does this structure help and hurt the mission of the college?

6-23. If you were hired by the college to help reorganize for better efficiency and better

provision of service, what tangible advice could you offer?

Characteristics such as maximizing cooperation and minimizing competition should be

.

HEARD IT THROUGH THE GRAPEVINE

(Learning Objective 5 – AACSB – analytical thinking, application of knowledge)

6-24. Thinking about your office or college, what types of information are conveyed through the

grapevine? How often is the information accurate?

6-25. Does a flat organization encourage or discourage office gossip? What leads you to this

conclusion?

Students’ perspective will frame their answer to this question. Some students may think since

6-26. Do you think that the grapevine would be more or less active in a matrix organization?

Why?

6-27. Many companies encourage their employees to form social relationships outside work to

build a sense of camaraderie. How would these informal groups feed or limit the grapevine?