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Chapter 6
Strategic Management:
How Exceptional Managers Realize a
Grand Design
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 8
Management in Action Case 32
Legal/Ethical Challenge Case 35
Textbook Examples 36
Self-Assessments 42
Group Exercises 45
Career Corner Group Exercises 47
Uber Continuing Case 49
Manager’s Hot Seat Videos 51
Application-Based Activity 52
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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.
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.
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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.
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
• Correct with low confidence
• Incorrect with low confidence
• Correct with medium confidence
• Incorrect with medium confidence
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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:
• assign as many assignments as appropriate.
• determine point values for each question/application exercise individually.
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
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create a learning environment that is more engaging, involving, and rewarding. In other words,
you can now tailor your classrooms to pinpoint and address critical challenges, thereby creating
the greatest impact and assisting students develop higher-order thinking skills.
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.
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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.
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.
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
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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-simulations that allow students to make decisions and see their impact immediately.
There are both theory-based questions that have right and wrong answers, and there are also
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, Section 1.7, 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,
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
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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Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as those require manual grading.
Please note that some resources will require a paid subscription.
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 fourth week of
the semester and you are covering Chapter 6 on strategic management, the following format can
be utilized:
Before Class (before Wednesday)
• Assign Chapter 6 in SmartBook, making it due Tuesday evening so that reporting can be
• A Click and Drag exercise, such as the one on “Developing Strategic Thinking,” can be
assigned. This can also be due on Wednesday so that students are able to practice prior
to class, and you can also review results prior to lecturing. This Click and Drag exercise
supports career readiness competencies.
• A Connect® case analysis, such as “Costco Plans to Grow Its International Markets,”
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
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 and any
assigned Connect® exercises, such as the recommended Click and Drag and Case
Analysis. If students are struggling with a particular learning objective, you can then
tailor the lecture and/or class activities to address those challenging concepts.
activity during the class session based on the Self-Assessment results. Remember, follow-
up activities for each Self-Assessment can be found 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 “SWOT Analysis: How Would You Analyze Toyota?”
There is an additional in-class activity in the TRM related to the Example Box.
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 reporting.
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LEARNING OBJECTIVES
6.1 Identify the three principles underlying strategic positioning.
6.3 Explain how an organization assesses the competitive landscape.
6.5 Discuss Porter’s five competitive forces and the four techniques for formulating strategy.
6.7 Describe how to enhance your strategic thinking.
Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a
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TEACHING RESOURCES
Title
Resource Type
Weight Watchers Changes Name
to “WW” in Big Bet on Wellness
with Supplemental Activity
(2 minutes)
Forbes Small Giants 2017:
ONLINE
VIDEO
with Supplemental Activity
with Supplemental Activity
(2 minutes)
Drag
with Self-Assessment Activity
with Supplemental Activity
Connect® Click and
Drag
with Supplemental Activity
6.4: Establishing Corporate-
with Supplemental Activity
Three Common Grand Strategies
Connect® Click and
Drag
Digital Attraction
with Supplemental Activity
(4 minutes)
SWOT Analysis
Connect® Click and
Drag
ONLINE
VIDEO
Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a
Grand Design
The BCG Matrix
Connect® Click and
Drag
Diversification
Connect® Click and
Drag
Three Levels of Strategy
Connect® Click and
Drag
Impact of CVS and Aetna Merger
Connect® Video Case
The Explainer: Porter’s Five
Forces
with Supplemental Activity
(2 minutes)
Porter’s Five Competitive Forces
Connect® Click and
Drag
Porter’s Four Competitive
Strategies
Connect® Click and
Drag
IKEA Focuses on Growth
Connect® Case Analysis
Core Skills Required for Strategic
Planning
with Self-Assessment Activity
Self-Assessment
Holiday Shipping Rush
ONLINE
VIDEO
CAREER
READINESS
with Supplemental Activity
with Supplemental Activity
Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a
Grand Design
Second Thoughts About a Strategy
Shift
with Supplemental Activity
Harvard Business Review
Case Study
Assessing the Obstacles to
Strategic Execution
with Self-Assessment Activity
Self-Assessment
Looking for a Job? Highlight Your
Ability, Not Your Experience
with Supplemental Activity
(7 minutes)
Engaging in Lateral Thinking
Connect® Click and
Drag
Comprehensive Materials
Textbook Management in
Action
Textbook Legal/Ethical
Challenge
Uber Continuing Case
Application-Based
Activity
CAREER
READINESS
ONLINE
VIDEO
ONLINE
ARTICLE
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OVERVIEW OF THE CHAPTER
6.1 Strategic Positioning and Levels of Strategy
Strategic positioning attempts to achieve sustainable competitive advantage by preserving
6.2 The Strategic-Management Process
The strategic-management process has five steps: This process has five-steps: (1)
6.3 Assessing the Current Reality
6.4 Establishing Corporate-Level Strategy
6.5 Establishing Business-Level Strategy
6.6 Executing and Controlling Strategy
6.7 Career Corner: Managing Your Career Readiness
Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a
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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.
There are four career readiness competencies that drive your ability to think strategically:
Understanding the business, task-based functional knowledge, critical thinking/problem
solving, and decision making.
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Grand Design
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CLASSROOM OUTLINE
Manage U: Building Your Personal Brand
An effective personal brand sends a strong message to your employer, your colleagues and your
potential employers. You want to foster a personal brand that lets people know your strengths,
interests, experiences, and intentions. Your personal brand should reflect your unique identity
and strengths, as well as convey the fact that you are career ready. To create and promote your
personal brand, you should: (1) identify the core message of your brand, (2) write a personal
branding statement, (3) develop a social media strategy, and (4) start networking.
Possible Topics for Discussion:
▪ Do you have a personal brand? If not, why are you waiting to create one?
▪ Using the preceding steps, how would you shift your social media presence to make it
more appealing to potential employers?
6.1 Strategic Positioning and Levels of Strategy
POWERPOINT SLIDES:
Kinicki/Williams, Management, 9e: Chapter 6 Strategic Management: How Exceptional Managers Realize a
Grand Design
#3 What Is an Effective Strategy?
#4 Levels of Strategy
#5 Strategic Positioning and Its Principles
#6 Three Levels of Strategy
Section 6.1 discusses strategic positioning which attempts to achieve sustainable competitive
advantage by preserving what is distinctive about a company. Three key principles underlie
strategic positioning: (1) strategy is the creation of a unique and valuable position, (2) strategy
requires trade-offs in competing, and (3) strategy involves creating a “fit” among activities. The
three levels of strategy are described: corporate, business level, and functional.
One way that you could begin your coverage of these topics is to have the students watch the