Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
Kinicki/Williams, Management, 9e: Chapter Managing Individual Differences and Behavior Supervising People as
People
9-i
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
Kinicki/Williams, Management, 9e: Chapter Managing Individual Differences and Behavior Supervising People as
People
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,
Kinicki/Williams, Management, 9e: Chapter Managing Individual Differences and Behavior Supervising People as
People
9-iii
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:
Kinicki/Williams, Management, 9e: Chapter Managing Individual Differences and Behavior Supervising People as
People
9-iv
• 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
Kinicki/Williams, Management, 9e: Chapter Managing Individual Differences and Behavior Supervising People as
People
9-v
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.
Kinicki/Williams, Management, 9e: Chapter Managing Individual Differences and Behavior Supervising People as
People
9-vi
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
Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the
Exchange of Information
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 15 Interpersonal and Organizational Communication: Mastering the
Exchange of Information
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
Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the
Exchange of Information
15-iii
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
• 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.
Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the
Exchange of Information
15-1
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
Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the
Exchange of Information
15-2
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
Exchange of Information
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
Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the
Exchange of Information
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)
Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the
Exchange of Information
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
Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the
Exchange of Information
15-6
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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.
Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the
Exchange of Information
15-7
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
Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the
15-8
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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
Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the
Exchange of Information
15-9
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
Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the
Exchange of Information
15-10
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.
Kinicki/Williams, Management, 9e: Chapter 15 Interpersonal and Organizational Communication: Mastering the
Exchange of Information
15-11
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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.
