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Chapter 2
Management Theory
Essential Background for the Successful
Manager
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 31
Legal/Ethical Challenge Case 34
Textbook Examples 36
Textbook Practical Actions 42
Self-Assessments 44
Group Exercises 48
Career Corner Group Exercises 51
Uber Continuing Case 54
Manager’s Hot Seat Videos 55
Application-Based Activity 56
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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 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.
• Increasing student engagement by providing opportunities for them to apply the
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.
Assignment Completion. Shows the total percentage of all learners in the class that have
completed the assignments at this point in time.
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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:
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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
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The following recommendations pertain to these mentioned touch points, with an additional
matrix that follows.
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.
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.
During Class
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The TRM offers a host of additional materials and experiential activities you can use to bring
chapter content to life.
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
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.
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decisions made on the branching questions. Application-Based Activities should be utilized after
a student has had at least one pass at the chapter content as they do not introduce new material.
Rather, they encourage students to apply, analyze, and evaluate material they already understand.
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.
• Career Corner sections in each chapter link chapter content to career readiness
competencies.
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.
Creating a personal development plan around career readiness starts with utilizing career
readiness-based self-assessments. This enables students to obtain a baseline evaluation of their
interpersonal strengths and weaknesses along a host of relevant competencies. The text contains
links to 40 Self-Assessments that relate to various career readiness competencies. We
recommend that students focus on the competencies that were most frequently discussed in the
Career Corner sections of the textbook. They include the following: Understanding the Business,
Critical Thinking/Problem Solving, Emotional Intelligence, Positive Approach, and Self–
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.
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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Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as
those require manual grading.
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
Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful
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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 second week
of the semester and you are covering Chapter 2, the following format can be utilized:
Before Class (before Wednesday)
• Assign Chapter 2 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
• A Click and Drag Exercise, such as one on “Management History—Understanding the
Business,” can be assigned. This can also be due on Tuesday evening so that students are
able to practice prior to class, and you can also review results prior to lecturing. What is
unique about this Click and Drag Exercises is that it examines career readiness.
• A Connect® Case Analysis, such as “Best Buy Uses Management Theories to Improve
Corporate Performance,” 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
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
• If you are flipping the class and utilizing the in-person session for activities, you can
utilize the follow-up activities from previously assigned Connect® exercises in the TRM.
CAREER
READINESS
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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, “Operations Management at Intel.” There is an
additional in-class activity in the TRM as well.
After Class (after Wednesday)
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.
This example is simply a week out of many that will provide for rigorous learning and student
impact! You can utilize this format when creating a syllabus and extrapolate the rest of the
weeks.
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LEARNING OBJECTIVES
2.2 Discuss the insights of the classical view of management.
2.4 Discuss the two quantitative approaches to solving problems.
2.6 Explain why there is no one best way to manage in all situations.
2.8 Define how managers foster a learning organization.
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TEACHING RESOURCES
Section
Title
2.1: Evolving Viewpoints:
How We Got to Today’s
Management Outlook
The Future of Leadership and
Management in the 21st-Century
Organization
with Supplemental Activity
Holacracy Video
with Supplemental Activity
2.2: Classical Viewpoint:
Scientific and
Administrative
Management
Ford and Taylor Scientific
Management
with Supplemental Activity
2.3: Behavioral Viewpoint:
Behaviorism, Human
Relations, and Behavioral
Science
The Year They Discovered People
with Supplemental Activity
Hawthorn Studies
with Supplemental Activity
ONLINE
ARTICLE
ONLINE
VIDEO
ONLINE
VIDEO
ONLINE
VIDEO
ONLINE
VIDEO
Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful
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What Is Your Orientation toward
Theory X/Theory Y?
with Self-Assessment Activity
The Origins of Our Open Office
Hellscape
with Supplemental Activity
4 Tips to Keep You Sane at the
Open Space Office
2.4: Quantitative Viewpoint:
Management Science and
Operations Research
FedEx Ground Operations
Management Talent Network
with Supplemental Activity
Life at FedEx Ground
Life at FedEx Ground 2
10 Supply Chain Disasters
with Supplemental Activity
2.5: Systems Viewpoint
Sports Authority Shutting Down
With Giant Going-Out-Of–
Business Sale
with Supplemental Activity
Sports Authority Plans to File for
Bankruptcy Protection
ONLINE
VIDEO
ONLINE
ARTICLE
ONLINE
VIDEO
ONLINE
VIDEO
ONLINE
VIDEO
ONLINE
ARTICLE
ONLINE
VIDEO
ONLINE
ARTICLE
Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful
Manager
with Supplemental Activity
On the Trail: Petrified Forest
National Park
with Supplemental Activity
The Systems Viewpoint
Best Buy Uses Management
Theories to Improve Corporate
Performance
2.6: Contingency Viewpoint
Getting Serious about Evidence-
Based Public Management
with Supplemental Activity
HR Gets Creative to Hire
Manufacturing Workers
Is It Too Late for Big Data Ethics?
with Supplemental Activity
Do You Know How Much Private
Information You Give Away
Every Day?
with Supplemental Activity
2.7: Quality-Management
Viewpoint
Revolutionizing Quality
Management
with Supplemental Activity
NICE Introduces the Market’s
ONLINE
VIDEO
ONLINE
VIDEO
ONLINE
ARTICLE
ONLINE
ARTICLE
ONLINE
ARTICLE
ONLINE
ARTICLE
Management Solution That Works
With Any Recording Platform and
Kinicki/Williams, Management, 9e: Chapter 2 Management Theory: Essential Background for the Successful
Manager
To What Extent Is Your
Organization Committed to Total
Quality Management?
with Self-Assessment Activity
Which Are the Best Companies to
Work for in the United States and
Why?
Danny Meyer
2.8: The Learning
Organization in an Era of
Accelerated Change
CAN BE
USED
ONLINE
with Supplemental Activity
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Are You Working for a Learning
Organization?
with Self-Assessment Activity
The Learning Organization
Connect® Click and
Drag
Readiness
with Supplemental Activity
(2 minutes)
Understanding the Business
Connect® Click and
Drag
Comprehensive Materials
The Downfall of Sears
What Should You Do about an
Insubordinate Employee?
Uber Case: Management Theory
ONLINE
ARTICLE
READINESS
CAREER
READINESS
CAN BE
USED
ONLINE
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OVERVIEW OF THE CHAPTER
2.1 Evolving Viewpoints: How We Got to Today’s Management Outlook
After studying theory, managers may learn the value of bringing rationality to the decision-
2.2 Classical Viewpoint: Scientific and Administrative Management
The three historical management viewpoints we will describe are (1) the classical,
described in this section; (2) the behavioral; and (3) the quantitative. The classical
2.3 Behavioral Viewpoint: Behaviorism, Human Relations, and Behavioral Science
The second of the three historical management perspectives was the behavioral viewpoint,
which emphasized the importance of understanding human behavior and of motivating
2.4 Quantitative Viewpoint: Management Science and Operations Research
The third and last category under historical perspectives consists of quantitative
2.5 Systems Viewpoint
Three contemporary management perspectives are (1) the systems, (2) the contingency,
and (3) the quality-management viewpoints. The systems viewpoint sees organizations as
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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.
study of how order and pattern arise from very complicated, apparently chaotic systems.
The contingency viewpoint emphasizes that a manager’s approach should vary according
to the individual and environmental situation. It is a forerunner to evidence-based
management. The quality-management viewpoint has two traditional approaches: quality
control, the strategy for minimizing errors by managing each stage of production, and
quality assurance, which focuses on the performance of workers, urging employees to
strive for zero defects. A third quality approach is the movement of total quality
management (TQM), a comprehensive approach dedicated to continuous quality
improvement, training, and customer satisfaction.
2.6 Contingency Viewpoint
2.7 Quality-Management Viewpoint
The quality-management viewpoint, the third category under contemporary perspectives,
2.8 The Learning Organization in an Era of Accelerated Change
2.9 Career Corner: Managing Your Career Readiness
The career competency of understanding the business is defined as the extent to which
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CLASSROOM OUTLINE
Manage U: What Type of Work Environment Do I Prefer?
A people-focused organization stems from Theory Y, which is a view of the organization that
considers employees to be capable, creative, responsible, and motivated to work and learn. In
contrast, Theory X suggests that workers are resistant and unwilling and need to be monitored
and controlled in order to achieve anything. A part of self-awareness, which is a career
competency employers desire in college graduates, is better understanding what type of
organizational work environment one prefers.
Possible Topics for Discussion:
● Would you like to work for a company that follows a people-focused, Theory Y view of
its employees?
● What about Theory X?
● What questions might you ask a recruiter to determine whether a company believes in a
Theory Y or Theory X view of its employees?
2.1 Evolving Viewpoints: How We Got to Today’s
Management Outlook
POWERPOINT SLIDES:
#3 Six Practical Reasons for Studying This Chapter