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Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-i
Chapter 11
Managing Individual Differences
and Behavior
Supervising People as People
CHAPTER CONTENTS
Teaching Resource Manual: A Guide to Implementation ii
Career Readiness-Based Personal Development Plan viii
Learning Objectives 1
Teaching Resources 2
Overview of the Chapter 7
Classroom Outline 9
Management in Action Case 39
Legal/Ethical Challenge Case 42
Textbook Examples 43
Textbook Practical Actions 48
Self-Assessments 50
Group Exercises 58
Career Corner Group Exercises 65
Uber Continuing Case 67
Manager’s Hot Seat Videos 69
Application-Based Activity 71
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-ii
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 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.
You will learn that we created many different teaching resources you can use either before,
during, or after class. Because of the quantity of options, the goal of this implementation guide is
to provide an overview of how you might select the many teaching resources at your disposal.
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.
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.
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
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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
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
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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.
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
score or averaging all the scores together.
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
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
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Before Class
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.
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.
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
in the textbook can be assigned so students can think critically and practice applying what they
learned in the readings to actual cases. The Management in Action cases are now all “problem-
focused.” In other words, the cases contain problems that students can practice solving. These
cases also contain multiple-choice questions that can be assigned in Connect® to gauge student
comprehension.
During Class
The TRM offers a host of additional materials and experiential activities you can use to bring
chapter content to life.
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
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If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities
and lectures based on results from the general results report and the metacognitive skills report.
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
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
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
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 introduces the concept of career readiness and identifies the competencies
desired by employers.
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People as People
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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.
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
The instructor’s and students’ instructions for drafting a personal development plan are
located in the Chapter 1 TRM.
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading.
Also, 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
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
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
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Before Class (before Wednesday)
• Assign Chapter 11 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 most with, as can be seen in the
reporting function of SmartBook 2.0 by going to “Reporting” then clicking the
“LearnSmart” tab.
• A Connect® Case Analysis, such as “Individual Differences, Values, Attitudes, and
Diversity at Facebook” can also be included so that students can learn about applying
the concepts from the reading to a real-life scenario; therefore, further engaging them
prior to the class session. If desired, you can then introduce a follow-up activity, found in
the Teaching Resource Manual, during class on Wednesday.
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
• You can assign a career skill-based Self-Assessment earlier in the week, for example on
“What is Your Level of Emotional Intelligence?” and have students complete a follow-up
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
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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 “The Toxic Workplace: “Rudeness Is Like the Common
Cold” There is an additional in-class activity in the TRM.
After Class (after Wednesday)
• You can assign a Connect® exercise, such as the continuing case on Uber, to reinforce
student comprehension of material and also to test application of concepts.
• You can assign an iSeeIt! video, which is a short, animated video. These videos briefly
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
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-1
LEARNING OBJECTIVES
11.1 Describe the importance of personality and individual traits in the hiring process.
11.3 Describe the way perception can cloud judgment.
11.5 Identify trends in workplace diversity that managers should be aware of.
11.7 Describe how to develop the career readiness competencies of positive approach and
emotional intelligence.
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
TEACHING RESOURCES
Section
Title
Resource Type
11.1: Personality &
Individual Behavior
Introverts and the “Quiet
Revolution”
with Supplemental Activity
(8 minutes)
Big Five Personality Traits
Connect Click and Drag
Where Do You Stand on the Big
Five Dimensions of Personality?
with Self-Assessment Activity
Self-Assessment
Core Self-Evaluations
Connect Click and Drag
What Is Your Level of
Generalized Self-Efficacy?
with Self-Assessment Activity
Self-Assessment
Emotional Intelligence
Connect Click and Drag
What Is Your Level of Emotional
Intelligence?
with Self-Assessment Activity
Self-Assessment
ONLINE
VIDEO
CAREER
READINESS
CAREER
READINESS
READINESS
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
The ABC Model of Attitudes
Connect Click and Drag
Do You Have a Positive Approach
at Work?
Self-Assessment
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-5
Failure 101: Colleges Teach
Students How to Cope with
Setbacks
What Is Your Level of Resilience?
Self-Assessment
with Supplemental Activity
Workplace Burnout
Connect Video Case
The Type-A Behavior Pattern
Group Exercise
Individual Differences, Values,
Attitudes, and Diversity at
Facebook
Connect Case Analysis
11.7: Career Corner:
Managing Your Career
Readiness
Tips for Managing a Demanding
Boss
with Supplemental Activity
(5 minutes)
Identify Potentially Bad Attitudes
Connect Click and Drag
Self-Awareness and Fostering a
Positive Approach
Career Corner Group
Exercise
ONLINE
ARTICLE
ARTICLE
ONLINE
VIDEO
ONLINE
ARTICLE
CAREER
READINESS
CAREER
READINESS
CAN BE
USED
ONLINE
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-6
Comprehensive Materials
Does the Financial Services
Industry Lack Diversity?
Textbook Management in
Action
Should Airlines Accommodate
Oversized People?
Textbook Legal/Ethical
Challenge
Managing Individual Differences
and Behavior
Uber Continuing Case
Diversity: Mediating Morality
Manager’s Hot Seat
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.
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
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OVERVIEW OF THE CHAPTER
11.1 Personality & Individual Behavior
11.2 Values, Attitudes, & Behavior
11.3 Perception & Individual Behavior
11.4 Work-Related Attitudes & Behaviors Managers Need to Deal with
Attitudes are important because they affect behavior. Managers need to be alert to the key
11.5 The New Diversified Workforce
One of today’s most important management challenges is working with stakeholders of
11.6 Understanding Stress & Individual Behavior
Stress is what people feel when enduring extraordinary demands or opportunities and are
11-8
11.7 Career Corner: Managing Your Career Readiness
This section focuses on developing the attitude of positive approach and the emotional
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
CLASSROOM OUTLINE
Manage U: How to Make a Positive First Impression at Work
It is important to make a positive first impression at work, and there are steps you can take to
help ensure this happens. When meeting new people at work, you want to be prepared to answer
any questions or discuss any issues that may come up. Make sure that your body posture conveys
Possible Topics for Discussion:
• Have you ever felt like you got off on the wrong foot with a new acquaintance or
coworker? What did each of you do to try to repair the situation?
11.1 Personality and Individual Behavior
POWERPOINT SLIDES:
#3 Personality and Individual Behavior
#4 The Big Five Personality Dimensions
#6 Core Self-Evaluations
#7 Self-Efficacy
#8 Self-Esteem
#9 Locus of Control
#10 Emotional Stability
#11 Emotional Intelligence (EI)
#12 The Traits of Emotional Intelligence
