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Chapter 10
Organizational Change and Innovation:
Lifelong Challenges for the
Exceptional Manager
CHAPTER CONTENTS
Teaching Resources 2
Overview of the Chapter 7
Classroom Outline 8
Legal/Ethical Challenge Case 34
Group Exercises 46
Uber Continuing Case 56
Manager’s Hot Seat Videos 57
Application-Based Activity 59
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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 format. 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.
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
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.
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 Connect®’s 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.
• make available multiple attempts per assignment with options of accepting the highest
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.
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.
Additionally, Connect® exercises, such as Case Analyses, Click and Drag Exercises, and Video
Cases, offer students a second exposure to important sections of the chapter after their
completion of a SmartBook 2.0 assignment.
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
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
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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.
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
chapter, which includes assignable multiple-choice and essay-based questions. To further gauge
student comprehension, you can also assign a quiz or exam. The quiz banks in Connect® focus
more on defining and explaining material, and the test banks focus more on application and
analysis. Moreover, the test banks now include more higher-level Bloom’s questions.
A Special Focus on Career Readiness
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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 introduces the concept of career readiness and identifies the competencies
desired by employers.
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.
The instructor’s and students’ instructions for drafting a personal development plan are
located in the Chapter 1 TRM.
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
CAREER
READINESS
CAREER
READINESS
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the
Exceptional Manager
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 tenth week of
the semester and you are covering Chapter 10, the following format can be utilized:
Before Class (before Wednesday)
• Assign Chapter 10 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, as can be seen in
the reporting function of SmartBook 2.0 by going to “Reporting” then clicking the
“LearnSmart” tab.
CAREER
READINESS
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their decision-making process would be in those situations. Often, students will
recommend conflicting approaches to solving the issues in the videos; therefore, there is
After Class (after Wednesday)
• You can assign a Connect® exercise, such as the continuing case on Uber, to reinforce
student comprehension of material and to also test application of concepts.
• Students can experience a real-life simulation that assesses critical-thinking and
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
reporting. Students can be instructed to complete pre-class activities prior to watching the
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LEARNING OBJECTIVES
10.1 Discuss what managers should know about organizational change.
10.3 Describe the purpose of organizational development.
10.5 Discuss ways managers can help employees overcome fear of change.
Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the
Exceptional Manager
TEACHING RESOURCES
Section
Title
10.1: The Nature of Change
in Organizations
with Supplemental Activity
10.2: Types & Models of
Change
From Niche to Mainstream
with Supplemental Activity
Futuristic Restaurant Eatsa
Replaces Cashiers with iPads
What Is Your Readiness for
Change?
with Self-Assessment Activity
The Systems Model of Change
Connect Click and Drag
Favorite Dish Off the Menu: Now
What?
with Supplemental Activity
(3 minutes)
ONLINE
VIDEO
ONLINE
ARTICLE
Group Exercise
10.4: Organizational
Innovation
Fast Track
with Supplemental Activity
How Innovative Is the
Organizational Climate?
Zenplace Changes the Real Estate
Industry
Approaches Toward Innovation
Components of an Innovation
System
How Innovative Is the
Organizational Climate?
with Self-Assessment Activity
10.5: The Threat of Change:
Managing Employee Fear &
Resistance
Why Companies Resist Change
with Supplemental Activity
How Adaptable Are You?
ONLINE
VIDEO
ONLINE
VIDEO
Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the
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Overcoming Resistance to Change
Ten Reasons Why People Resist
Change
Can JCPenney Be Saved?
10.6: Career Corner:
Managing Your Career
Readiness
Amy Cuddy: Feeling Anxious?
The Last Thing You Should Do Is
Lie to Yourself
with Supplemental Activity
Becoming More Open to Change
ONLINE
VIDEO
CAN BE
USED
ONLINE
Chipotle Needs to Change
Textbook Management in
Action
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Did L’Oreal Go Too Far in Firing
Its Patent Lawyer?
Change and Innovation
Innovation in Aisle 9
Change Management: A Fresh
New Idea
Please note Harvard Business Review articles are subscription-based or accessible via hbsp.harvard.edu as
examination copy. Also note that resources like The Wall Street Journal will require a paid subscription.
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OVERVIEW OF THE CHAPTER
10.1 The Nature of Change in Organizations
Two types of change are reactive and proactive. Forces for change may consist of forces
10.2 Types & Models of Change
This section discusses the three types of change, from least threatening to most
10.3 Organizational Development: What It Is, What It Can Do
Organizational development (OD) is a set of techniques for implementing change, such
10.4 Organizational Innovation
Managers agree that the ability to innovate affects long-term success, and you will
10.5 The Threat of Change: Managing Employee Fear & Resistance
10.6 Career Corner: Managing Your Career Readiness
This section discusses the openness to change. This career competency can be
Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the
Exceptional Manager
CLASSROOM OUTLINE
Manage U: How Can I Be More Creative at Work?
Creativity is a talent regularly sought by organizations and the career readiness competencies of
proactive learning, positive approach, problem solving, and self-motivation can help foster
Possible Topics for Discussion:
• Which of the above recommendations interest you?
Student responses will vary as to if they would prefer to focus on proactive learning,
positive approach, problem solving, or self-motivation.
• In what ways can you improve your creative skills, and what specific activities are you
willing to commit to in order to increase your creativity?
There are several recommended activities that people can engage in daily to foster
creativity. One is to play brain games. Crossword puzzles or logic puzzles can foster
Kinicki/Williams, Management, 9e: Chapter 10 Organizational Change and Innovation: Lifelong Challenges for the
Exceptional Manager
One way that you could begin your coverage of these topics is to have the students watch the