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McGraw-Hill Education.
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.
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.
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.
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
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?
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.
● 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.
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● First-Line Managers: Directing Daily Tasks
o First-line managers make short-term operating decisions, directing the daily
tasks of nonmanagerial personnel.
● 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.
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:
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.
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.
● 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.
Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It
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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.
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.
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.
Section 1.4 Key Concepts:
The Manager’s Roles: Mintzberg’s Useful Findings
● A manager relies more on verbal than on written communication.
● A manager works long hours at an intense pace.
● A manager’s work is characterized by fragmentation, brevity, and variety.
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
Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It
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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.
● In their informational roles, managers receive and communicate information with other
people inside and outside of the organization.
● In their decisional roles, managers use information to make decisions to solve problems
or take advantage of opportunities.
● 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
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
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
Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It
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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.
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,
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
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,
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
Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It
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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.
Challenge #3: Managing for Diversity—The Future Won’t Resemble the Past
Challenge #4: Managing for Globalization—The Expanding Management Universe
● Verbal expressions and gestures don’t have the same meaning to everyone throughout the
world.
Challenge #5: Managing for Ethical Standards
● With the pressure to meet sales, production, and other targets, managers can face ethical
dilemmas.
Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It
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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.
Challenge #7: Managing for Happiness & Meaningfulness
● Happiness is getting what you want, or having your desires fulfilled.
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
SELF-ASSESSMENT 1.1 CAREER READINESS
How Strong Is My Motivation to Lead?
CAREER
READINESS
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Connect® Exercise:
CASE ANALYSIS: The “Fall” of Former Yahoo! CEO Marissa Mayer
Summary of Activity:
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,
Follow-Up Activity:
Students can be put into groups of 3 to 4 and asked to describe how Fair Oaks Farms overcomes
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.
Kinicki/Williams: Management, 9e: Chapter 1 The Exceptional Manager: What You Do, How You Do It
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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.
Topics and Tips for Discussion:
1. Describe someone you believe is successful in his or her career. What makes this person
successful?
2. How can you become better prepared for your chosen careers? Why is this important?
Section 1.7 Key Concepts:
● Career readiness represents the extent to which you possess the knowledge, skills, and
attributes desired by 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.
ONLINE
VIDEO
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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.
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.
Developing Career Readiness
There are six categories to development of career readiness:
1. Build self-awareness
3. Model others possessing the targeted competencies
5. Seek Experience from Student groups and organizations
6. Experiment
Connect® Exercise:
CLICK & DRAG: KSAOs Needed for Career Readiness
Summary of Activity:
1.8 Career Corner: Managing Your Career Readiness
POWERPOINT SLIDES:
#29 Model of Career Readiness (Figure 1.3)
CAREER
READINESS
CAREER
READINESS
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
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:
CLICK & DRAG: Process for Managing Career Readiness
Summary of Activity:
Career Corner Group Exercise #1: KSAOs in Business Occupations
Learning Objective
CAREER
READINESS
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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?
2. Why do you think Bowman’s behavior was ignored for over 10 years?
3. What would you have done if you were Commissioner Manfred?
Application of Chapter Content
1. Did Commissioner Bud Selig operate more from a principle of efficiency or
effectiveness? Explain your rationale.
2. Which of the seven challenges to being an exceptional manager did Commissioner
Manfred face in dealing with Bowman? How did he handle them?
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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.
3. Which of the three skills exceptional managers need did Bowman most lack? Which ones
does Commissioner Manfred most need? Explain your answers.
4. Which of the KSAOs needed for career readiness did Bowman lack? Which ones did he
display?
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?
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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
2. Give the presentation but skip over the negative results.
Delivering a sanitized report may spare your vice president from negative consequences.
3. 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
4. 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
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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.