What is
MANAGEMENT?
Other Teaching Tools 1.2
Video Notes 1.3
Brief Chapter Outline and Learning Goals 1.4
Lecture Outline and Lecture Notes 1.5
Notes for End-of-Chapter Materials 1.18
Review questions 1.18
discussion exercise 1.1 For UPS Managers, a School of 1.18
Hard Knocks
discussion exercise 1.2 New on the Job: Rookie Flubs 1.19
Career Management Notes 1.21
Study Skills Notes 1.22
Lecture Links 1.23
lecture link 1-1 Performing Managerial Roles 1.23
lecture link 1-2 Learning Management Skills 1.23
LectURE LINK 1-3 Beware of Bad Bosses 1.25
Bonus Internet Exercises 1.27
BONUS INternet Exercise 1-1 Researching Careers in Health 1.27
Care Management
BONUS INternet Exercise 1-2 Researching Philanthropy 1.28
Critical Thinking Exercises 1.29
critical thinking exercise 1-1 Management Tasks 1.29
critical thinking exercise 1-2 Rate Your Management Skills 1.30
Bonus Cases 1.31
BONUS case 1-1 Meg Whitman: A New Kind of Auction Hero 1.31
BONUS case 1-2 Moving up the Corporate Ladder 1.33
BONUS case 1-3 The World’s Largest Charity 1.35
Other Teaching Tools
For a description of each of these valuable teaching tools, please see the Preface in this manual.
Student Learning Tools
Student Online Learning Center (OLC) (www.mhhe.com/ghillyermanagement)
Student Study Guide
Spanish Translation Glossary (OLC)
Spanish Translation Quizzes (OLC)
Instructor Teaching Tools
Instructor Online Learning Center (www.mhhe.com/ghillyermanagement)
Annotated Instructor’s Resource Manual
IRCD (Instructor’s Resource Manual, Test Bank, PowerPoints, EZtest)
Asset Map
PageOut
PowerPoint Presentations (on IRCD and OLC)
Test Bank
Management at the Movies (DVD)
Management Videos on DVD
Enhanced Cartridge Option
Spanish Translation Glossary (OLC)
video NOTES
Two video series are available for use with Management: A Real-World Approach.
Management at the Movies
This innovative video collection includes video clips from twenty of the best Hollywood films. The Video Notes section of this Instructor’s Resource Manual (beginning on page V.1) provides Instructor’s Teaching Notes for each of the video segments, along with Student Materials keyed to chapter concepts.
Movie 1. “Fast Times at Ridgemont High” (2:14)
Illustrates the different actions a manager may take when dealing with customer conflict.
Management Videos on DVD
Also included are twenty videos geared to individual chapter topics. The teaching notes for these videos are also included in the Video Notes section of this Instructor’s Resource Manual (beginning on page V.50).
Video 1: “Winning Advice from Jack Welch” (6:15)
This video focuses on key management advice from Jack Welch. It is a good 10,000 foot overview, which tailors it nicely to this chapter.
Video “A Happy Customer Is a Repeat Customer”
The manager in this video offers good advice to a subordinate. This demonstrates a very basic approach to management.
BRIEF CHAPTER OUTLINE AND LEARNING GOALS
CHAPTER 1
What Is Management?
I. WHAT IS MANAGEMENT?
Learning objective 1
Define management.
A. Defining Management
B. Levels of Management
Learning objective 2
Identify and explain the levels of management.
C. Senior Management
D. Middle Management
E. Supervisory Management
II. THE MANAGEMENT PROCESS
Learning objective 3
Explain the management process.
A. Management Tasks
B. Manager Roles
Learning objective 4
Explain the basic principles of management.
C. Management Skills
III. THE MANAGEMENT AGREEMENT
IV. the changing nature of the manager’s environment
Learning objective 5
Identify the changing nature of the manager’s environment.
A. Information Availability
B. Attitude Toward the Work Environment
C. Demographics
D. Diversity
E. Business Ethics
lecture OUTLINE AND LECTURE NOTES
The world of work:
Tony Gets a Promotion (Text pages 2-3)
The chapter begins with a case involving Tony Davis, a four-year employee of Taco Barn. Tony has worked for the local Taco Barn after high school and has been trained in every area in the restaurant. Tony’s supervisor, Jerry Smith, is being promoted to regional manager, leaving the position of unit manager open. Tony is now meeting with Dawn Williams, regional manager for his area. Williams gives Tony glowing praise and then offers him Jerry’s old position as unit manager. This case will be revisited at the end of this chapter as Tony learns the challenges he will face.
1. Do you think Tony is ready for this promotion? Why or why not?
Tony feels excited about being complimented and wanted by the company. By feeling wanted, it is normal to feel confident and ready to set the world on fire. However, Tony is still a young person who lacks some of the emotional, educational, and life maturity that it takes to be a good manager right away. Tony has operated under a good boss, who has probably been through the battles of the job, and has been educated from the “school of hard knocks”. Tony might think he is ready for the challenge – an important quality. But, without question, he will face some difficult challenges. He will need some seasoned, veteran leadership both on his staff and in the higher ranks to give him sound advice and guidance.
2. The team at Tony’s location is performing well. Is there anything that he needs to change?
Initially, Tony can enjoy the benefits of the sound model his boss developed at this location. However, Tony might have some tweaking to do as he learns more about his own job expectations and the strengths and weaknesses of his staff, and as he becomes more familiar with all the tasks of being a manager (see the Lecture Outline and discuss the duties of Supervisory Management). As time goes on, the current staff will remember less of their old boss and will respond to the needs and commands of their new boss.
3. What skills do you think Tony will need to succeed in his new role? Refer to the “Management Roles” section on pages 8-10 for guidance here.
Tony is young and has moved into the management position after his years on the job while in high school. Tony needs more training on what his company is really like on the inside to become better at developing the mission and vision of the company (see “Senior Management” in the Lecture Outline). Next, Tony needs more formal education at the local community college to get a better handle on what his main function is – managing people. Third, Tony needs to spend time with the middle management staff to learn more about what their roles are and how they affect his job at the store level. Additionally, Tony needs to see the middle level management operate so he has a sense of what they do, how they influence his job and performance, and so he can get an idea of what it might be like to move onto the next level of job category should he become successful at the store level.
4. What should Tony do in his first week as manager?
Tony would do well to meet with all of his employees to explain his hiring for the position and the promotion of his former boss. This is extremely important to make sure that everyone is clear on the management changes and that they hear it directly from him (some rumors almost always exist when a management change occurs). Next, Tony should assure everyone that the store is running smoothly and that he intends to keep everything running the same without any immediate changes (this also assures everyone that they still have their jobs and as that all is well with the company). Third, Tony should ask that all employees follow the same, previous chain of command but also let them know that his door is open should something out of the ordinary come up. Finally, Tony should immediately begin making his own mental notes as to how each employee is handling his/her job and duties, as his main function as the manager is to get the best performance from the best staff he can produce. His job depends upon results, and it is in his best interest to assess what he has and what planning and development might be needed to keep his store running at a high level.
Lecture outline lecture notes /I. What is Management?
Learning objective 1
Define management. (Text page 4)
A. Constant change affects all organizations, creating new challenges for managers.
1. Concern for the environment changes the way management thinks about their actions.
2. Companies face competition from all over the world.
3. Workplaces are increasingly diverse.
B. Defining Management
1. Management is the process of deciding the best way to use an organization’s resources to produce goods or provide services.
2. The organization’s resources include its employees, equipment, and money.
3. But, within that definition, management is very complex.
Learning objective 2
Identify and explain the levels of management. (Text pages 4-5.)
C. Levels of Management
1. All organizations, large and small, need managers.
D. Senior Management
1. Senior management is the highest level of management.
a. It sets the organization’s goals.
b. It decides which actions are necessary to meet those goals.
c. It decides how to use the organization’s resources.
2. Job titles at this level include Chairperson of the Board, CEO, COO, CFO, and senior vice presidents.
3. Senior managers concentrate on setting the direction the company will follow, not day-to-day operations.
E. Middle Management
1. Middle management is responsible for implementing and achieving organizational objectives.
2. Examples: department heads and district sales managers.
3. Middle managers set goals for specific areas and decide what the employees must do to meet those goals.
F. Supervisory Management
1. Supervisory management, the first-level of management, manages operative employees.
2. These managers oversee day-to-day operations (examples: forepersons, crew leaders, and store managers.)
3 The text uses the example of management levels at JC Penney.
4. The three levels of management form a hierarchy, or a group ranked in order of importance, with very few senior managers at the top and many supervisory managers at the bottom. / Powerpoint 1-1
Chapter Title
(Refers to text page 1)
PowerPoint 1-2
Learning Objectives
(Refers to text page 3)
PowerPoint 1-3
What Is Management?
(Refers to text page 4)
TEXT Figure 1.1
The Management Pyramid
(Text page 6)
Bonus Case 1-1
Meg Whitman: A New Kind of Auction Hero
Meg Whitman turned an online auction site into one of the world’s biggest dot-com success stories. (See complete case, discussion questions, and suggested answers on page 1.31 of this manual.)
Bonus internet
exercise 1-1
Researching Careers in Health Care Management
This Internet exercise directs students to explore the field of health care management. (See complete exercise on page 1.27 of this manual.)
TEXT Figure 1.2
Levels of Management
(Text page 6)
PowerPoint 1-4
Levels of Management
(Refers to text page 7)
II. THE MANAGEMENT PROCESS
Learning objective 3
Explain the management process. (Text pages 5-8)
A. Ways to Understand Management
1. Divide the tasks that managers perform into categories.
2. Look at the roles that different types of managers play.
a. A role is a set of behaviors associated with a particular job.
3. Look at the skills that managers need to do their jobs.
B. Management Tasks or Functions
1. Managers in all organizations engage in basic activities.
a. Planning is the process of deciding what objectives to pursue during a future period and what to do to achieve those objectives.
b. Organizing is grouping activities, assigning activities, and providing the authority necessary to carry out the activities.
c. Staffing is determining human resource needs and recruiting, selecting, training, and developing human resources.
d. Leading is directing and channeling human behavior toward the accomplishment of objectives.
e. Controlling is measuring performance against objectives, determining the causes of deviations, and taking corrective action where necessary.
2. Many management activities and functions overlap.
3. Different levels of management focus on different activities.
a. Senior managers divide their time almost equally among the five functions.
b. Middle managers spend most of their time leading and controlling.
c. Supervisory managers spend little time planning and a lot of time leading and controlling.
progress Check Questions (Text page 8)
1. What is management?
2. Describe the three levels of management.
3. Describe the five categories of management tasks.
4. Which of the management tasks is most important for a front-line manager? Why?
Learning objective 4
Explain the basic principles of management. (Text pages 8-14)
C. Management Roles
1. In exercising their authority within the organization, managers take on different roles.
2. Henry Mintzberg identified 10 key managerial roles, split into three categories.
a. Interpersonal
i. the figurehead role
ii. the leader role
iii. the liaison role
b. Informational
i. the monitor role
ii. the disseminator role
iii. the spokesperson role
c. Decisional
i. the entrepreneur role
ii. the disturbance handler role
iii. the resource allocator role
iv. the negotiator role
3. Mintzberg found that managers were more often “in the moment” rather than focused on strategic plans, jumping from problem to problem.
progress Check Questions (Text page 10)
5. What are Mintzberg’s three categories of managerial roles?
6. Describe and provide an example of five of the 10 managerial roles.
7. Think of a manager you work for currently (or have worked for in the past). How would you describe his or her combination of managerial skills?
8. Why are managers called upon to be “in the moment”?
D. Management Skills
1. Managers need to have three types of skills.
a. Conceptual skills involve understanding the relationship of the parts of a business to one another and to the business as a whole.