Management Chapter 15 Kinickiwilliams Management Managing Individual Differences And Behavior Supervising People People

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Teaching Resource Manual: A Guide to Implementation ii

Learning Objectives 1

Teaching Resources 2

Overview of the Chapter 6

Classroom Outline 8

Management in Action Case 39

Legal/Ethical Challenge Case 41

Textbook Examples 42

Textbook Practical Actions 45

Self-Assessments 47

Group Exercises 50

Career Corner Group Exercises 53

Uber Continuing Case 56

Manager’s Hot Seat Videos 57

CHAPTER CONTENTS

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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 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

Our teaching resources fall into 16 categories: SmartBook 2.0, Click and Drag Exercises, iSeeIt Animated

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,

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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

With Connect®, you can build your own course, make changes to the course throughout the

Connect® gives you a wide array of flexibility in making assignments and creating grading

policies. You may choose to:

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• 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 assigned for

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

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.

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 Videos, Self–

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

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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

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

lectures based on results from the general results report and the metacognitive skills report. This allows

If your goal is to create an engaging learning environment filled with student discussion and interactions,

we provide multiple resources. First, each major heading in a chapter contains suggested discussion

starter questions. These open-ended questions are likely to foster student discussion and engagement. .

We also provide additional activities (i.e., experiential exercises) for every Example and Practical Action

box.

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). These assets are especially

useful if you are “flipping” your classroom, wherein the class session is used for application and analysis

of key concepts rather than lecture. The Suggested Resources across Teaching Touch Points Matrix

provides a quick reference for activities that can be utilized during class.

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.

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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-

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.

Material in the TRM related to career readiness will have the following icon:

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

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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 fifteenth week of the semester and

you are covering Chapter 15, the following format can be utilized:

Before Class (before Wednesday)

• Assign Chapter 15 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

• A Connect® Case Analysis, such as “Nokia Actively Uses Social Media to Communicate” 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 any

assigned Connect® exercises, such as the recommended Click and Drag Exercise and Case

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• 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.

• Students can experience a real-life simulation that assesses critical-thinking and problem-solving

skills by playing the Application-Based Activity on cyberloafing. In this simulation, students lead

a task force assembled to address issues with employee productivity and cyberloafing. The

company needs a communication strategy in place that will increase productivity without causing

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 lecture, and post-class activities

after the online lecture. A gap can be included between pre-class activities and the recording of the lecture

so that reporting can be reviewed.

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15.1 Describe the communication process.

15.3 Identify barriers to communication and ways managers can overcome them.

15.5 Identify ways for managers to improve their listening, writing, and speaking skills.

15.6 Review the techniques for improving the career readiness competency of

networking.

LEARNING OBJECTIVES

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Section

Title

Resource Type

15.1: The Communication

Process: What It Is, How

It Works

How Language Shapes the

Way We Think

Supplemental Activity

Web Video

(14 minutes)

Basic Model of Communication

Connect Click and

Drag

200 Oxen

Supplemental Activity

Web Video

(1 minute)

Communication Media

Richness

Connect Click and

Drag

15.2: How Managers Fit

into the Communication

Process

Energize your Meetings

Supplemental Activity

Web Video

(5 minutes)

Formal Communication

Channels

Connect Click and

Drag

A Conference Call in Real Life

Supplemental Activity

Web Video

(4 minutes)

15.3: Barriers to

Communication

The Vocal Habit That Women

Are Being Criticized for at Work

Supplemental Activity

Web Video

(3 minutes)

TEACHING RESOURCES

Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the

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Barriers to Communication

Connect Click and

Drag

Humor and culture in

international business

Supplemental Activity

Web Video

(15 minutes)

Hall of shame: More

multicultural brand blunders

Some Humorous Cross-

Cultural Advertising Gaffes!

Supplemental Activity

Online Articles

Understanding Nonverbal

Communications

Connect Click and

Drag

Practicing Nonverbal

Communication with a Twist on

Charades

Group Exercise

The Power of Talk: Who Gets

Heard and Why

Supplemental Activity

Online Article

Language and Thinking

Connect Video Case

15.4: Social Media and

Management

Joy of Missing Out

Supplemental Activity

Web Video

(5 minutes)

Keep It Clean: Social Media

Screenings Gain in Popularity

Supplemental Activity

Online Article

To What Extent Are You

Effectively Using Online Social

Self-Assessment

Career Readiness

CAREER

READINESS

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Social Media and Productivity

for Employers and Employees

Connect Click and

Drag

The Digital Identity: A Guide to

Online Branding, Marketing,

and Web Design

Supplemental Activity

Online Article

Elements of Effective Social

Media Policy

Connect Click and

Drag

Practical E-mail Tips

Connect Click and

Drag

What Celebrities Can Teach

Companies About Social Media

Supplemental Activity

Online Article with

Video

(4 minutes)

Assessing Social Media

Readiness

Self-Assessment Activity

Self-Assessment

15.5: Improving

Communication

Effectiveness

Know Your Value and Get Paid

What You’re Worth

How to Ask for a Raise: Tips

From a Fish Market

5 Ways to Listen Better

Supplemental Activity

Web Video

(3 minutes)

Web Video

(2 minutes)

Web Video

(8 minutes)

Assessing My Communication

Competence

Self-Assessment

Self-Assessment Activity

Career Readiness

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Does Your Organization Have

a Supportive or Defensive

Communication Climate?

Self-Assessment Activity

Self-Assessment

Defensive and Nondefensive

Communication

Connect Click and

Drag

Listening Styles

Connect Click and

Drag

Tips for Effective Listening

Connect Click and

Drag

Assessing Your Listening Style

Self-Assessment Activity

Self-Assessment

Career Readiness

Group Exercise

Nokia Actively Uses Social

Connect Case Analysis

Supplemental Activity

Web Video

(2 minutes)

Improving Your Face-to-Face

Connect Click and

Drag

Giving and Receiving

Career Corner Group

Fyre and Fury

Textbook Management

in Action

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Interpersonal and

Organizational Communication

Uber Continuing Case

Cyber-Loafing

Manager’s Hot Seat

Cyberloafing: Balancing

Communication Priorities

Application-Based

Activity

*Harvard Business Review articles are subscription based or accessible via hbsp.harvard.edu as examination copy.

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15.1 The Communication Process: What It Is, How It Works

Communication is the transfer of information and understanding from one

15.2 How Managers Fit into the Communication Process

Formal communication channels follow the chain of command, which is of

15.3 Barriers to Communication

We describe several barriers to communication. Physical barriers include

sound, time, and space. Personal barriers include variations in communication

15.4 Social Media and Management

We discuss social media and their use by employees and managers. We look at

the impact of social media on managers’ and organizations’ effectiveness,

15.5 Improving Communication Effectiveness

OVERVIEW OF THE CHAPTER

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employing empathy. We offer four tips for becoming a more effective writer.

Finally, we discuss how to be an effective speaker through three steps.

15.6 Career Corner: Managing Your Career Readiness

Communication is a career readiness competency that requires the application of

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Manage U: Improving Your Use of Empathy

A key component of effective communication is empathy, the ability to perceive and

share other people’s feelings. Improving your empathy will improve not only your

communication skills, but your leadership skills, as well. To develop your empathy,

begin with improving your listening skills. Actually listen to what is being said rather

than interrupting others or thinking about how you’re going to respond. Next, pay

Possible Topics for Discussion:

One way to put these suggestions into practice is to challenge yourself to have a

substantive conversation in which you really connect with someone you consider

difficult to communicate with or with whom you frequently disagree. Can you make a

plan to try this? Which tips will be most helpful to you?

When you know that you are going to be having a conversation with someone you

consider difficult to communicate with, you will want to be mindful to use

nondefensive communication. You should also try to understand why that person

might be defensive in his communication approach. Why might the person feel

threatened or uncomfortable about your conversation? Does the person have an

oversized ego? You want to display empathy when communicating with the person

to increase the chances of a successful communication process.

PowerPoint Slides:

CLASSROOM OUTLINE

15.1 The Communication Process: What It Is, How It Works

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One way that you could begin your coverage of these topics is to have the students

watch the TED Talk “How Language Shapes the Way We Think.” In this approximately

14–minute video, cognitive scientist Lera Boroditsky shares examples of how the world’s

You could also have the students participate in a version of the telephone game. In the

telephone game, one person whispers a short sentence into the ear of the person next

to him. The speaker is only allowed to say the sentence once without repeating it. The

receiver of the message then needs to whisper the sentence into the ear of the person

next to him. The process continues until the message has been passed to all the people

in the room. The last listener then says out loud the message he received. With

complex or not personally relevant sentences, the final message usually bears little

Topics and Tips for Discussion:

Describe a time when you experienced miscommunication, either in your personal life or

at work. What contributed to the miscommunication, and how could it have been

avoided?

There are many factors that can contribute to a communication breakdown. The

sender may not speak the same language as the receiver, thus limiting his ability to

Describe how the fondness of many Millennials for using text over other communication

media might impact communication effectiveness in the workplace.

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simple communication needs, but they are not appropriate for complex problem-

solving situations. Although many Millennials don’t like using their phones to

actually make phone calls, some messages warrant richer media. People should be

willing to adapt their communication preferences to those in the workplace who may

have different preferences.

Describe the types of noise that impact the communication process at your company (or

a former one). How can managers reduce the impact of noise?

Section 15.1 Key Concepts:

Defining Communication

● Communication is the transfer of information and understanding from one

person to another.

● The perceptual model of communication depicts communication as a process in

which receivers create meaning in their own minds.

How the Communication Process Works

● Communication has been said to be a process consisting of a sender

transmitting a message through media to a receiver who responds.

● A diagram of the communication process is presented in Figure 15.1.