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Chapter 01 - Managing and Performing
1-19
1. Identify and describe a great manager. What makes him or her stand out from the crowd?
Students—especially those with very limited work experience—may find this a difficult question to
answer especially since the word “great” is highly subjective. However, it can be answered from
three perspectives.
In addition, this question can be addressed from the family perspective. A student’s parents, for ex-
ample, may be great managers as they balance a number of different time-consuming activities de-
spite ongoing problems and pressures.
There are a number of issues that can be raised in connection with this question. Examples:
• Are successful business executives always great managers?
2. Have you ever seen or worked for an ineffective manager? Describe the causes and the conse-
quences of the ineffectiveness.
Different students will have different levels of experience. However, most will have worked on a
committee or as a member of a group and will thus have had some experience in an ineffective situa-
tion.
3. Describe, in as much detail as possible, how the Internet and globalization affect your daily life.
The use of the Internet has become a part of everyone’s daily life. Increased information is now made
available to benefit everyone that would use the Internet. The Internet allows a person to attend clas-
DISCUSSION QUESTIONS
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4. Identify some examples of how different organizations collaborate “across boundaries.”
Different organizations manage their resources across boundaries to build upon customer needs.
5. Name a great organization. How do you think management contributes to making it great?
Students may name organizations they have worked for or are familiar with by reputation. A great
organization is one that gains competitive advantage by employing management practices that satisfy
both internal and external stakeholders. Great organizations focus on cost competitiveness, quality,
speed, and innovation.
6. Name an ineffective organization. What can management do to improve it?
Students may name organizations they have worked for in the past or troubled organizations in the
news media. An ineffective organization is one that has no clear sense of direction and is not struc-
7. Give examples you have seen of firms that are outstanding and weak on each of the four pillars
of competitive advantage. Why do you choose the firms you do?
The four pillars of competitive advantage are cost, quality, speed, and innovation. Students should
be able to identify firms that are strong and weak in each of the areas. It is important that students
Chapter 01 - Managing and Performing
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Hong Kong, by contrast, you can have a suit made overnight. The quality can be quite good and the
8. Describe your use of the four management functions in the management of your daily life.
Most students are aware of the importance of planning in managing their daily lives, particularly if
students are attending school, working full-or part-time and involved in home and community activi-
9. Discuss the importance of technical, conceptual, and interpersonal skills at school and in jobs
you have held.
At school, students have to be able to handle the technical aspects of each course - a break-even anal-
ysis in marketing, a cash flow problem in finance, a linear programming problem in operations re-
10. What are your strengths and weaknesses as you contemplate your career? How do they corre-
late to the skills and behaviors identified in the chapter?
Students should be able to list at least three or four major strengths and weaknesses vis-à-vis their fu-
11. Devise a plan for developing yourself and making yourself attractive to potential employers.
How would you go about improving your managerial skills?
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sition his or her career and other interests. The instructor may want to emphasize ways they im-
proved managerial skills through education, training, and personal experiences.
12. Consider the managers and companies discussed in the chapter. Have they been in the news
lately, and what is the latest? If their image, performance, or fortunes have gone up or down,
what has changed to affect how they fared?
Many of the organizations listed in the chapter will have suffered setbacks or improved their status by
13. Who are Business Week’s most recent “Best and Worst Managers” and why were they select-
ed?
This information can be found on the Business Week website if needed.
Chapter 01 - Managing and Performing
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EXERCISE 1.1 - PERSONAL ASSESSMENT OF MANAGEMENT SKILLS (PAMS)
Students are naturally curious about their innate ability to manage, and this assessment gives them the opportunity to
discover what management skills they already have. While it may be difficult to get students to take this test prior to
the first day of class, at least ask them to take it before they start reading Chapter 1.
Student Question: “I’m not a manager. How should I answer these questions?”
Answer: Think about a time when you’ve been in a similar situation, and how you han-
dled that situation. For example, Question 11 says, “I maintain balance in my life by pur-
suing a variety of interests outside of work.” If you don’t work, ask yourself “What do I
Student Question: “Okay, I’ve scored my test, and I have 300 points. What does this
mean?”
Answer: To interpret your PAMS score, you first need to understand how this test was
constructed. David Whetten and Kim Cameron 3 have conducted extensive research on
what makes managers effective. They have found that there are 25 key skills for effec-
tive management, and that each of these key skills can be defined behaviorally. Each
item in the PAMS assessment represents one of the behaviors associated with a particular
skill. These skills and their associated items are listed below.
SKILL AREA
ITEMS
Developing Self-Awareness
1-5
Self-disclosure and openness
1-2
Awareness of self
3-5
Managing Stress
6-11
Eliminating stressors
6-7
3 Whetten, D. & Cameron, C. Developing Managerial Skills, Prentice Hall, 2005.
EXPERIENTIAL EXERCISES
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Mediating
56-58
Empowering and Delegating
59-67
Empowering
59-62
Delegating
63-67
Building Effective Teams and Teamwork
68-77
Teaching Tips
Many students enjoy this exercise. It allows for personal introspection and provides an opportuni-
ty for personal evaluation.
Overall, the higher the score is on the test, the more likely it is that you possess each of these
skills. There are several different approaches you can take to interpreting your score. Each ap-
proach will help you understand your management skills in a slightly different way. These ap-
proaches are:
(1) Compare your score with the highest score possible on the test (510.) How close are you?
How far away?
EXERCISE 1.2 - EFFECTIVE MANAGERS
Student Responses
Some of the behaviors students might observe in effective managers include:
1. Fully supports and carries out company policies
2. Is honest in all matters pertaining to company property or funds
3. Communicates and interprets policy so that it is understood by the members of the
EXERCISE 1.3 – Are You An Effective Manager?
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OBJECTIVES
1. To recognize what behaviors contribute to being a successful manager.
2. To develop a ranking of critical behaviors that you personally believe are important for becoming an effective
manager.
INSTRUCTIONS
1. Following is a partial list of behaviors in which managers may engage. Rank these items in terms of their im-
MANAGERIAL BEHAVIORS WORKSHEET
_____ Collaborates with people from different parts of the organization.
_____ Looks for ways to incorporate technology into the operation.
_____ Ensures that services/products are of a high quality and delivered on time.
EXERCISE 1.4 - YOUR PERSONAL NETWORK
Suggested Responses to Discussion Questions
1. What were some of the best primary sources identified by your group?
2. What were some of the best sources for secondary contacts identified by your group?
The best sources for secondary contacts will differ from student to student, but most often
3. What are some suggestions for approaching primary contacts?
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Primary contacts are people with whom you interact on a regular basis. Most of these
4. What were some suggestions for approaching secondary contacts?
The most effective approach for a secondary contact is to ask for an informational inter-
5. What did you learn about yourself and others from this exercise?
Hopefully, students now know that they have a wider circle of contacts than they may
Teaching Tips
Time: 30-40 min.
Resources/Set-up: Participants will need a blank sheet of paper and the figure "Primary and secondary
connections" (in chapter) as a guide.
Chapter 01 - Managing and Performing
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A New Manager at USA Hospital Supply
Case Summary:
This case provides students with insights into the thoughts and feelings that a new manager
faces, especially if he or she is promoted within their existing company.
Chapter Topics Related to the Case:
• Discuss the concepts of being both a specialist and a generalist.
• Identify the managerial and other skills that students need to bring to a job.
Case Discussion Questions:
1. How will Charlie’s approach to quality and service affect his company’s perfor-
mance?
Students should put themselves in the position of Charlie’s teammates and think about
management rather than simply on sales training.
2. Which of the basic functions of management has Charlie considered? How well is he
preparing to carry out these functions?
Charlie briefly considered planning when he made out a list of salespeople. Additional
3. Which management skills does Charlie have? In what areas do you think he has the
greatest need to develop skills? How can he actively manage his development as a
manager?
From what we read in the case, it appears that Charlie possesses a good set of interperson-
al skills as well as strong technical skills in sales. However, he may need develop his con-
CONCLUDING CASE
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Example 1.1 – Technological Change: In today’s world, communications rarely take place via
letters or faxes… e-mail and text messaging are the order of the day. But with more efficient de-
Example 1.2 - Innovation: The most innovative companies are those that re-envision more than
just the product itself. For example, Zipcar has been recognized for its innovation across six dif-
Example 1.3 - Leading: Are “Generation Y” employees really that much different in their moti-
vational needs than baby boomers or generation X employees? Andrea S. Hershatter, the director
Example 1.4 – Top-level managers: It used to be that top-level management was the purview of
white males. But times are changing, and even though minorities and women still face glass ceil-
Example 1.5 – Interpersonal and communication skills: PricewaterhouseCoopers releases an
annual report on “Annual and Long-Term Incentives”. The report covers the ways in which top
companies reward their employees. Interestingly enough, the 2007 report shows that companies
Example 1.6 – Survive and Thrive: In his book The One Thing You Need To Know…About
Great Managing, Great Leading, and Sustained Individual Success, Marcus Buckingham discuss-
es what leaders of companies such as Walgreens and Best Buy have to say about the art of leader-
EXAMPLES
Chapter 01 - Managing and Performing
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9 Breen, B., “The Clear Leader”, Fast Company, March 2005, pp. 65-67.
Chapter 01 - Managing and Performing
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Please see the following additional materials in Connect.
• CH2M Hill
CH2M Hill provides solutions that positively impact people in all corners of the globe by
building a better, more sustainable world in which to live. Over time and through global ex-
pansion, the company has evolved to one employing over 30,000 people and boasting $7 bil-
Project Management: Steering the Committee
I. Introduction
Conflict among work groups is a common problem in organizations. This scenario depicts an or-
ganizational conflict and highlights different conflict management styles. A discussion of these
styles and their effectiveness would be valuable for students in Management or Organizational
Behavior courses studying organizational conflict.
II. Learning Objectives
1. To assess students’ understanding of the sources of conflict and the conflict process.
III. Scenario Description:
Overview: Three months ago, Patrick was given goal of implementing a computerized tracking
system on the factory floor with the expectations that it would raise quality control and workflow
ly and has not been proven, although the company was gung-ho, because their competitors were
MANAGER’S HOT SEAT (MHS)
CHAPTER VIDEO
SUPPLEMENTAL FEATURES
Chapter 01 - Managing and Performing
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using all sorts of computerized systems in their production facilities. Patrick has spent a little
time writing a report, but is feeling generally confident.
Profile:
• Patrick Bennett is the Managing Supervisor of Production at TechBox, a desktop design
software house, who oversees production and supervises a floor of 50 employees.
References: The references included in the DVD are:
• Sources of Conflict (PPT 9-3)
Back History: TechBox produces a specialized computer chip for a large client base of high-end
computer companies such as Dell, IBM, and Compaq. Within the TechBox compound are the
manufacturing factories and the corporate headquarters.
Patrick Bennett is the new hotshot manager overseeing the production of the main component of
the chip. He has started to implement a computerized tracking system to increase quality control
Sam Adelson has worked his way up from the mailroom. He does not embrace change and is
skeptical of young hot shots and young people in general. He also does not embrace computer-
ized system enhancements, which is odd for a man in high tech. In a nutshell, he’s stodgy,
grumpy, and difficult.
Chapter 01 - Managing and Performing
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Scene Set-up: A meeting is held with key stakeholders of Patrick’s project to discuss the status of
it in terms of time and budget.
Scene Location: TechBox conference room
The Meeting - Summary: Stakeholders in the project note their concern with the project going
over budget and missing deadlines. Patrick, the project manager, defends himself and assures
One Week Later - Patrick assures the group that they are now firmly under budget and plan to be
done on time. Lucinda mentions that Frank, one of Patrick’s employees, said he thought the pro-
Afterthoughts – Summary: Patrick doesn’t think the meeting went very well. He says he didn’t
feel listened to and was upset that the group was more persuaded by people indirectly involved in
the project than by him. He felt he did ok and tried to work with them on an individual basis. In
the second meeting, he said if he hadn’t stood his ground they would have “squished” him.
IV. Discussion Questions:
The References and related Discussion Questions may be found in PowerPoint slides 9-1 to 9-10.
Learning Objective #1: To assess students’ understanding of the sources of conflict and the conflict pro-
cess.
1. What sources of conflict were present in this scenario? Refer to PPT 9-3 to construct your
answer.
Many sources of conflict come into to play here. Ambiguous rules may have been a source
of conflict because Patrick didn’t seem to think that going over budget a little was going to be
Chapter 01 - Managing and Performing
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2. On PPT 9-4, The Conflict Process, overt behaviors are depicted as indicators of manifest con-
flict. What overt behaviors did you identify during this scenario?
Lucinda repeatedly rolled her eyes and displayed negative affect towards Patrick. She was
1. Patrick’s strategy should be to:
A. Emphasize progress
B. Defend himself
C. Impress superiors
Patrick should emphasize his progress in terms that the rest of the group will understand
2. What does Sam Adelson insinuate about Patrick [when he calls him a
hot- shot]?
A. He’s arrogant
3. How was this [first] meeting?
A. A success
Learning Objective #2: To analyze and evaluate different conflict management styles.
1. Various conflict management styles are depicted on PPT 9-7. For each of the participants in the
scenario, describe which style(s) they used and cite examples to support your answer.
Lucinda – Competing – she doesn’t seem to want to listen to Patrick’s position or reasoning and
puts roadblocks up to any suggestion that is not her own.
4. How should Patrick respond [when Lucinda says “Frank says you will need an addi-
tional 3 weeks’]?
Chapter 01 - Managing and Performing
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A. Defame Frank
Learning Objective #3: To identify ways to ensure functional, rather than dysfunctional, conflict occurs.
1. Review the Structural Approaches to Conflict Management (PPT 9-9). Several approaches to
minimizing dysfunctional conflict are provided. Identify at least two specific actions taken by
members of the group to minimize dysfunctional conflict.
2. Choose two approaches (on PPT 9-9) and provide specific examples of what could have been
done in this scenario to reduce dysfunctional conflict.
The superordinate goals that all members share should have been discussed up front. This
5. Confidence is low. Patrick should:
A. Fight back
6. How should Patrick respond?
A. Refuse offer
Chapter 01 - Managing and Performing
There are no self assessments for this chapter
SELF-ASSESSMENT
