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Chapter 1
Legal/Ethical Challenge Case 29
Group Exercises 44
Uber Continuing Case 48
Manager’s Hot Seat Videos 49
Application-Based Activity 52
Creating a Personal Development Plan 53
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Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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
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
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.
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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
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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 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:
• assign as many assignments as appropriate.
• determine point values for each question/application exercise individually.
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
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
Before Class
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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
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.
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
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
Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It
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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 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).
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
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.
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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.
Material in the TRM related to career readiness will have the following icon:
CAREER
READINESS
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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.
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.
CAREER
READINESS
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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
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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.
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 first week of
the semester and you are covering Chapter 1 on being an exceptional manager, the following
format can be utilized:
Before Class (before Wednesday)
• 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
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
CAREER
READINESS
CAREER
READINESS
CAREER
READINESS
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• 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)
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
Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It
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LEARNING OBJECTIVES
1.1 Identify the rewards of being an exceptional manager.
1.3 Describe the levels and areas of management.
1.5 Discuss the skills of an outstanding manager.
1.7 Define the knowledge, soft skills, attitudes, and other characteristics needed for career
readiness and discuss how they can be developed.
Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It
TEACHING RESOURCES
Section
Resource Type
1.1: Management: What It
Is, What Its Benefits Are
(1 minute)
ONLINE
VIDEO
Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It
1.4: Roles Managers Must
Play Successfully
Connect® Click and
Drag
1.5: The Skills Exceptional
Managers Need
(4 minutes)
Connect Click and Drag
1.6: Seven Challenges to
Being an Exceptional
Manager
(3 minutes)
(1 minute)
Connect Click and Drag
Self-Assessment
ONLINE
VIDEO
ONLINE
VIDEO
ONLINE
ARTICLE
VIDEO
1-4
1.7: Building Your Career
Readiness
(3 minutes)
Connect® Click and
Drag
Self-Assessment
1.8: Career Corner:
Managing Your Career
Readiness
Connect® Click and
Drag
Career Corner Group
Exercise
Comprehensive Materials
Textbook Management in
Action Case
Textbook Legal/Ethical
Challenge Case
Uber Continuing Case
CAREER
READINESS
CAREER
READINESS
CAREER
READINESS
ONLINE
ARTICLE
CAREER
READINESS
ONLINE
VIDEO
READINESS
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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.
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
1.4 Roles Managers Must Play Successfully
Managers tend to work long hours at an intense pace; their work is characterized by
1.5 The Skills Exceptional Managers Need
1.6 Seven Challenges to Being an Exceptional Manager
Seven challenges face any manager: You need to manage for competitive advantage—
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Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
environmental policies. Finally, you need to manage for the achievement of your own
happiness and life goals.
1.7 Building Your Career 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,
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
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?
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.
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1. Describe the biggest challenges that you think that managers at your employer (or a
2. Describe how management likely differs for start-up companies versus long-established
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.
Interactive Classroom Material:
EXAMPLE: Efficiency versus Effectiveness: How Did Delta Airlines Deal with
the Emergency at Atlanta’s Hartsfield-Jackson Airport?
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
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.
Topics and Tips for Discussion:
1. Have the students arrange a time to interview their manager or someone who works in a