Aplia Content Guide Homework They evaluate the extent to which they use stereotypes

APLIA CONTENT GUIDE

Overcoming

resistance to

change

4

Students are provided a chart of terms related to

resistance to change, and they must select terms that are

omitted from the chart. Students are also given a scenario,

and they must determine the resistance to change present

in the scenario.

Reflective

thinking, Analytic

skills

Evaluating

6

Students read statements made by Wynton Marsalis about

Reflective

Analyzing

5

Students are provided a scenario, and they must complete

Reflective

Analyzing

APLIA CONTENT GUIDE

Chapter 9 – Managing Human Resources and Diversity

Problem set description: This problem set is based on chapter 9 of Daft/Marcic 8e. In this problem set, students learn about human resource

strategies; the human resource planning process; laws related to human resources; how interviews and tests are used for selection, employee

recruitment, and training; how to conduct a performance review; and how to compensate employees for their work. Students learn about

diversity and how it is managed in organizations. They evaluate the extent to which they use stereotypes and the factors underlying bias, identify

stereotype threats and suggest ways to decrease them, and identify ways in which organizations deal with diversity issues.

Title

Problem #

Problem Description

AACSB Standard

Bloom’s (Highest

Level)

Diversity

engagement

problem

1

Students are provided pictures and asked to respond to

what they believe is being discussed. Students can then

interpret their responses using research by Copeland.

Reflective

thinking, Analytic

skills,

Multicultural and

diversity

Analyzing

2

Students demonstrate knowledge of key terms and

Reflective

Applying

Multicultural and

diversity

APLIA CONTENT GUIDE

HR laws

4

Students are given a set of statements, and they must

determine the HR law the statement describes. Students

are also given a scenario about an organization, and they

then must choose the HRM terms described in the

scenario.

Reflective

thinking, Analytic

skills,

Multicultural and

diversity

Evaluating

7

Students are given a scenario, and they must determine

Reflective

Evaluating

5

Students must determine whether an interview question is

Reflective

Evaluating

APLIA CONTENT GUIDE

Improving diversity

skills

9

Students are provided a scenario about biases, and they

must determine the type of bias presented. Students must

also complete fill-in-the-blank statements.

Reflective

thinking, Analytic

skills,

Multicultural and

diversity

Evaluating

Students are given two research reports, and they must

Reflective

Evaluating

diversity

APLIA CONTENT GUIDE

Chapter 10 – Understanding Individual Behavior

Problem set description: This problem set is based on the material in Chapter 10 of Daft/Marcic, Understanding Management (8e). It introduces

students to organizational behavior, or the study of the ways that people act in organizations. It includes information on attitudes (including job

satisfaction and organizational commitment), attributions (including the fundamental attribution error and self-serving bias), personality

(including the “big five” theory of personality and the MBTI), Kolb’s learning styles, and stress management.

Title

Problem #

Problem Description

AACSB Standard

Bloom’s (Highest

Level)

Engagement

activity –

Perception and

attention

1

Students are presented a video as an experiment and then

asked questions about the video. Students are also

required to complete fill-in-the-blank statements.

Reflective

thinking, Analytic

skills

Evaluating

concepts related to organizational behavior.

thinking, Analytic

given a scenario, and they must determine how best to

contend with the cognitive dissonance presented in the

scenario.

skills

APLIA CONTENT GUIDE

Attribution theory

4

Students are provided behavioral statements, and they

must determine the appropriate attribution levels for

those statements. Students are also given a scenario for

which they must complete fill-in-the-blank statements.

Reflective

thinking, Analytic

skills

Analyzing

Cognitive style

5

Students are provided a table of problem-solving styles,

and they must complete the table by choosing the missing

terms.

Reflective

thinking, Analytic

skills

Analyzing

Personality

skills

9

Students are provided a video case study about an

Reflective

Analyzing

APLIA CONTENT GUIDE

Chapter 11 – Leadership

Problem set description: This problem set is based on Chapter 11 of Daft/Marcic, 8e. It covers the following approaches to leadership: trait

theory, behaviors (task versus people, including the leadership grid), the Hersey/Blanchard situational leadership model, Fiedler’s contingency

theory, substitutes for leadership, charismatic versus transformational leadership, followership, power and influence, and modern leadership

theories (Level 5 leadership, authentic leadership, and servant leadership).

Title

Problem #

Problem Description

AACSB Standard

Bloom’s (Highest

Level)

Leader traits

1

Students select missing terms to complete a given table.

Students must choose statements that accurately describe

the relationship between leaders’ characteristics and

performance.

Reflective

thinking, Analytic

skills

Applying

2

Students demonstrate knowledge of key terms and

Reflective

Applying

a manager and a leader.

Students identify missing elements of the leadership

studies and the managerial grid.

Reflective

thinking, Analytic

skills

Applying

APLIA CONTENT GUIDE

Fiedler’s

contingency theory

5

Students are provided Fiedler’s Contingency Model of

Leadership, and they must choose terms to complete

statements about elements of the model. Students are

also provided a case study for which they must choose the

most appropriate terms and statement.

Reflective

thinking, Analytic

skills

Evaluating

scenario.

8

Students are given a scenario for which they must

determine the type of power displayed by an employee.

used from statements about an employee.

Reflective

thinking, Analytic

Evaluating

skills

6

Students complete a table by selecting the appropriate

missing terms. Students are also given scenarios for which

Reflective

thinking, Analytic

Evaluating

APLIA CONTENT GUIDE

Chapter 12 – Motivating Employees

Problem set description: Problems in this set cover Maslow’s, Alderfer’s, and McClelland’s needs theories; Herzberg’s two-factor theory; goal

setting; equity theory; expectancy theory; reinforcement theory; job design; the job characteristics model; compensation strategies; and

employee empowerment. The problem set is based on Daft/Marcic, 8e.

Title

Problem #

Problem Description

AACSB Standard

Bloom’s (Highest

Level)

Engagement

exercise – What

motivates you?

1

Students are provided a list of rewards and asked to

choose the one that would mean the most to them.

Reflective

thinking, Analytic

skills

Applying

Hierarchy of Needs diagram. Students must also respond

to statements about the diagram by selecting terms and

filling in blanks.

thinking, Analytic

skills

2

Students demonstrate knowledge of key terms and

concepts related to motivation. Students are also provided

Reflective

thinking, Analytic

Applying

APLIA CONTENT GUIDE

Goal setting as a

motivational

process

5

Students are given a statement with a problem involving

the use of goals, and they must choose the type of

problem presented in the statement. Students are also

provided a research report by Morisano, et al., and they

must interpret the report’s findings about the use of goals.

Reflective

thinking, Analytic

skills

Evaluating

Equity theory

6

Students are provided a scenario, and they must complete

fill-in-the-blank statements and select terms in a list about

Equity Theory and behavior.

Reflective

thinking, Analytic

skills

Analyzing

process and must choose terms to complete the diagram.

choose the best statement to for a corresponding memo.

thinking, Analytic

Students are provided a scenario, and they must choose

Reflective

Analyzing

Job design

9

Students are given a scenario, and they must also

complete fill-in-the-blank statements by selecting from a

list of terms related to job design.

Reflective

thinking, Analytic

skills

Evaluating

7

Students are given a diagram of the Expectancy Theory

Reflective

Evaluating

APLIA CONTENT GUIDE

10

Students must choose a term that identifies the content of

a statement about a core job dimension. Students must

Reflective

thinking, Analytic

Evaluating

APLIA CONTENT GUIDE

Chapter 13 – Managing Communication

Problem set description: This problem set is based on chapter 13 of Daft/Marcic 8e. It covers the communication process (encoding,

transmission, decoding, feedback, and noise), formal and informal channels of communication, the Lengel/Daft research on channel richness,

nonverbal communication, listening, and communicating during a crisis.

Title

Problem #

Problem Description

AACSB Standard

Bloom’s (Highest

Level)

2

Students demonstrate knowledge of key terms and

Reflective

Applying

Engagement

1

Students must complete a diagram of the communications

process by selecting the missing terms. Students must also

Reflective

thinking, Analytic

Applying

APLIA CONTENT GUIDE

Nonverbal

communication

4

Students are given scenarios about nonverbal

communications, and they must select the most

appropriate answer to corresponding questions.

Reflective

thinking, Analytic

skills,

Communication

abilities

Analyzing

channels

5

Students must determine whether a statement identifies a

good listener or a bad listener. Students must also read a

Reflective

thinking, Analytic

Evaluating

APLIA CONTENT GUIDE

Chapter 14 – Leading Teams

Problem set description: This problem set covers teams and team management. Students learn about the differences between groups and

teams, how to create functional teams, team characteristics (size, diversity, and team type), team processes (stages of development,

cohesiveness, norms, and conflict resolution), and how to lead a team effectively. (Based on chapter 14 of Daft/Marcic 8e.)

Title

Problem #

Problem Description

AACSB Standard

Bloom’s (Highest

Level)

Engagement

question – Are you

a team player?

1

Students are provided three statements about roles in a

class project and required to choose the statement that

describes the role they would most likely perform for the

project.

Reflective

thinking, Analytic

skills

Applying

team characteristics.

APLIA CONTENT GUIDE

Team process case

– Evo outerwear

4

Students are provided a video case study, and they must

select the most appropriate response(s) to questions

about a stage of the team formation process.

Reflective

thinking, Analytic

skills

Analyzing

5

Students are given a graph, and they must respond to a

Reflective

Analyzing

APLIA CONTENT GUIDE

Chapter 15 – Managing Quality and Performance

Problem set description: This problem set covers organizational control systems, including budgeting, financial statements, balanced scorecards,

open book management, hierarchical and decentralized control, and total quality management (TQM). (Based on chapter 15 of Daft/Marcic 8e.)

Title

Problem #

Problem Description

AACSB Standard

Bloom’s (Highest

Level)

Engagement

question – Control

processes

1

Students are provided a list of statements about budgeting

and asked to determine how many are true.

Reflective

thinking, Analytic

skills

Analyzing

statement about elements of a balanced score card.

feedback control process an action composes.

2

Students demonstrate knowledge of key terms and

Reflective

Applying

APLIA CONTENT GUIDE

Control case –

Control processes

at Barcelona

5

Students are provided a video case study. They must then

complete a corresponding statement using a list of terms

and exhibit knowledge of the budgeting process.

Reflective

thinking, Analytic

skills

Analyzing

set of statements. Students must also identify factors that

would have an impact on TQM.

6

Students are provided a scenario of buying out a

Reflective

Analyzing