Solution Manual For
Management Fundamentals Concepts, Applications, and Skill Development
9e Robert N. Lussier
Chapter 1-15
Skill Builder Ideas and Answers
Chapter 1: Management and Its History
Skill Builder 1-1: Getting to Know You
Introduction
Note: Before doing this exercise, decide if you will use permanent class groups for all exercises. Use of
permanent groups was discussed in the introduction to the Instructor’s Manual. If you elect to use
permanent groups but have students add or drop the course, you may want to wait a few classes before
setting up the groups. You can do this exercise after finishing Chapter 1 or before starting.
I recommend doing this exercise so students can get to know you a little better as a person. Since
students don’t usually buy the book before the first class, I just read the exercise to them and write the
three question categories on the board during Procedure 3.
Total Time (up to 50 minutes)
Times will vary with class size. Select a time limit and allot times for each procedure. Below is
a sample time schedule for a 30-minute period.
Recommended approximate time for a 30-minute period:
(Remember: Your class may need more or less time for each procedure.)
8:00: Procedure 1, 6 minutes
8:06: Procedure 2, 6 minutes
8:12: Procedure 3, 6 minutes
(I tell students they do not have to have all three types of questions but to focus on what they
want to know.)
8:18: Procedure 4, 12 minutes
8:30: Finish
(I take only one question from a group and go to all groups for Question 1. Then I do the same for
Questions 2 and 3. I also tell the class that if they think of other questions to ask as they listen to other
groups’ questions, to add the question when I get to their group.)
,If your class is slower, you can finish the exercise during the next class. If your class is faster, you can
spend more time on the discussion and/or do the Apply It section.
Procedure 2 Discussion Question Answer
Most students realize the importance of calling people by name. One technique they can use to help
remember people’s names when they first meet them is to address the other party with a greeting that
states his or her name, such as “How do you do, Bill?” Then call the person by name two or three times
during the conversation. It takes a conscious effort to develop the ability to remember names. If you
forget a person’s name after meeting him or her, ask someone who knows the person what the person’s
name is. Then address the person by name.
Skill Builder 1-2: Comparing Management Skills
Introduction
Total Time (5–20 minutes)
Select a length of time and option to use.
Doing Skill Builder 1–2 in Class
Objective
To better understand the importance of good management skills and functions.
Preparation
Students should have completed the preparation comparing good and poor managers, or it could be
done in class.
Experience
Have students discuss the characteristics of good and poor managers.
Procedure (5–20 minutes)
Option 1. As a class, discuss preparation answers to the best and worst manager.
Option 2. Break into groups of 4 to 6 and have students discuss their preparation answers to the best
and worst manager.
Option 3. Same as option 2, but select a spokesperson to briefly share the groups’ answers. All groups
report their answers. You or a student may write answers on the board.
Skill Builder 1-3: Careers
Introduction
Total Time (0–20 minutes)
, Select a length of time and option to use.
Doing Skill Builder 1-3 in Class
Objective
To think about your career.
Preparation
Students should have completed the Discussion Questions about career plans.
Experience
Have students discuss their answers to the Discussion Questions in small groups or as a class.
Procedure (5–20 minutes)
Option 1. As a class, discuss answers to the Discussion Questions.
Option 2. Break into groups of 4 to 6 and have students discuss their answers to the Discussion
Questions.
Option 3. Same as option 2, but select a spokesperson to briefly share the groups’ answers. All groups
report their answers. You or a student may write answers on the board.
Skill Builder 1-4: Management Styles
Introduction
Note: This Skill Builder is based on leadership, and you can wait to use it with Chapter 12.
Total Time (10–75 minutes)
You may select any time length to spend on this exercise. Do as many situations as you have time for,
and give the class the answers to the remaining situations.
The Self-Assessment Your Preferred Management Style section of this Skill Builder asks students to
determine their preferred management style by selecting the alternative (a-b-c-d) they would use in the
given 12 situations. I begin this exercise by taking a minute or two to make sure all the students who did
the preparation understood how to determine their preferred style. It is important to understand that
there is no right or wrong style and that it is important to change styles. While the preparation asked
students to select the action they would take, in the in-class part of the exercise, they are asked to use
the model to determine the most appropriate style for the capability level of employees.
Recommended approximate time for a 50-minute period:
(Remember: Your class may need more or less time for each procedure.)
, 8:00: Go over the Self-Assessment Your Preferred Management Style section to check
determination of preferred style; 3 minutes.
8:03: Explain how to use management styles Model 1–1 based on the situation; 12
minutes.
8:15: Step 1. Instructor applies the model to situation 2; 5 minutes.
8:20: Step 2–1. Students apply the model to situation 3. (I teach them how to answer, as it
will be on the exam skill-builder part. See the note at the end of exercise on how to use this
skill builder on exams.) 8 minutes.
8:28: Step 2–2. Students apply the model to situations 4 through 6. (I tell them that if they
have questions as they work, I will go to them and answer their questions. If they are not
done, it’s OK; you are going over the answers anyway.) 7 minutes.
8:35: Step 2–2. Go over the answers. Try not to get sidetracked by debating the
recommended answers. (Again, I go over answers in the format I test them on.) 6 minutes.
8:41: Step 2–3. Students do as many of situations 7 through 12 as time permits; 6 minutes.
8:47: Step 2–3. Go over answers to situations 7 through 12 (giving quick, simple answers
only); 3 minutes.
8:50: finish.
Note: I tell students I will go over all answers. If they have any questions, they should see me after class
so we can finish on time. Try not to waste time arguing with students if they disagree with
recommended answers. There is room for interpretations. If students can match capability level and
management style on the job, they will tend to be successful. On the exams, I give full credit for the best
and second-best style (see below for details).
Testing on Skill Builder 1-4
I do not give multiple-choice questions because in the business world, no one will hand managers
multiple-choice questions. When I tell students to do situation 3 (procedure step 2–1), I tell them how
they will be tested on the exam, and I go over the answer in the four-part format below. Students are
not allowed to look at the model during the test; they need to know the model.
A situation will be given.
Capability Level:
Management Style:
Behavior to Use:
Action Taken:
On the Capability Level line, the number 1–4 (1 = low capability, 2 = moderate capability, 3 =
high capability, 4 = outstanding capability) is placed.
On the Management Style line, the name of the management style (autocratic, consultative,
participative, empowering) that is appropriate for the capability is placed.
Management Fundamentals Concepts, Applications, and Skill Development
9e Robert N. Lussier
Chapter 1-15
Skill Builder Ideas and Answers
Chapter 1: Management and Its History
Skill Builder 1-1: Getting to Know You
Introduction
Note: Before doing this exercise, decide if you will use permanent class groups for all exercises. Use of
permanent groups was discussed in the introduction to the Instructor’s Manual. If you elect to use
permanent groups but have students add or drop the course, you may want to wait a few classes before
setting up the groups. You can do this exercise after finishing Chapter 1 or before starting.
I recommend doing this exercise so students can get to know you a little better as a person. Since
students don’t usually buy the book before the first class, I just read the exercise to them and write the
three question categories on the board during Procedure 3.
Total Time (up to 50 minutes)
Times will vary with class size. Select a time limit and allot times for each procedure. Below is
a sample time schedule for a 30-minute period.
Recommended approximate time for a 30-minute period:
(Remember: Your class may need more or less time for each procedure.)
8:00: Procedure 1, 6 minutes
8:06: Procedure 2, 6 minutes
8:12: Procedure 3, 6 minutes
(I tell students they do not have to have all three types of questions but to focus on what they
want to know.)
8:18: Procedure 4, 12 minutes
8:30: Finish
(I take only one question from a group and go to all groups for Question 1. Then I do the same for
Questions 2 and 3. I also tell the class that if they think of other questions to ask as they listen to other
groups’ questions, to add the question when I get to their group.)
,If your class is slower, you can finish the exercise during the next class. If your class is faster, you can
spend more time on the discussion and/or do the Apply It section.
Procedure 2 Discussion Question Answer
Most students realize the importance of calling people by name. One technique they can use to help
remember people’s names when they first meet them is to address the other party with a greeting that
states his or her name, such as “How do you do, Bill?” Then call the person by name two or three times
during the conversation. It takes a conscious effort to develop the ability to remember names. If you
forget a person’s name after meeting him or her, ask someone who knows the person what the person’s
name is. Then address the person by name.
Skill Builder 1-2: Comparing Management Skills
Introduction
Total Time (5–20 minutes)
Select a length of time and option to use.
Doing Skill Builder 1–2 in Class
Objective
To better understand the importance of good management skills and functions.
Preparation
Students should have completed the preparation comparing good and poor managers, or it could be
done in class.
Experience
Have students discuss the characteristics of good and poor managers.
Procedure (5–20 minutes)
Option 1. As a class, discuss preparation answers to the best and worst manager.
Option 2. Break into groups of 4 to 6 and have students discuss their preparation answers to the best
and worst manager.
Option 3. Same as option 2, but select a spokesperson to briefly share the groups’ answers. All groups
report their answers. You or a student may write answers on the board.
Skill Builder 1-3: Careers
Introduction
Total Time (0–20 minutes)
, Select a length of time and option to use.
Doing Skill Builder 1-3 in Class
Objective
To think about your career.
Preparation
Students should have completed the Discussion Questions about career plans.
Experience
Have students discuss their answers to the Discussion Questions in small groups or as a class.
Procedure (5–20 minutes)
Option 1. As a class, discuss answers to the Discussion Questions.
Option 2. Break into groups of 4 to 6 and have students discuss their answers to the Discussion
Questions.
Option 3. Same as option 2, but select a spokesperson to briefly share the groups’ answers. All groups
report their answers. You or a student may write answers on the board.
Skill Builder 1-4: Management Styles
Introduction
Note: This Skill Builder is based on leadership, and you can wait to use it with Chapter 12.
Total Time (10–75 minutes)
You may select any time length to spend on this exercise. Do as many situations as you have time for,
and give the class the answers to the remaining situations.
The Self-Assessment Your Preferred Management Style section of this Skill Builder asks students to
determine their preferred management style by selecting the alternative (a-b-c-d) they would use in the
given 12 situations. I begin this exercise by taking a minute or two to make sure all the students who did
the preparation understood how to determine their preferred style. It is important to understand that
there is no right or wrong style and that it is important to change styles. While the preparation asked
students to select the action they would take, in the in-class part of the exercise, they are asked to use
the model to determine the most appropriate style for the capability level of employees.
Recommended approximate time for a 50-minute period:
(Remember: Your class may need more or less time for each procedure.)
, 8:00: Go over the Self-Assessment Your Preferred Management Style section to check
determination of preferred style; 3 minutes.
8:03: Explain how to use management styles Model 1–1 based on the situation; 12
minutes.
8:15: Step 1. Instructor applies the model to situation 2; 5 minutes.
8:20: Step 2–1. Students apply the model to situation 3. (I teach them how to answer, as it
will be on the exam skill-builder part. See the note at the end of exercise on how to use this
skill builder on exams.) 8 minutes.
8:28: Step 2–2. Students apply the model to situations 4 through 6. (I tell them that if they
have questions as they work, I will go to them and answer their questions. If they are not
done, it’s OK; you are going over the answers anyway.) 7 minutes.
8:35: Step 2–2. Go over the answers. Try not to get sidetracked by debating the
recommended answers. (Again, I go over answers in the format I test them on.) 6 minutes.
8:41: Step 2–3. Students do as many of situations 7 through 12 as time permits; 6 minutes.
8:47: Step 2–3. Go over answers to situations 7 through 12 (giving quick, simple answers
only); 3 minutes.
8:50: finish.
Note: I tell students I will go over all answers. If they have any questions, they should see me after class
so we can finish on time. Try not to waste time arguing with students if they disagree with
recommended answers. There is room for interpretations. If students can match capability level and
management style on the job, they will tend to be successful. On the exams, I give full credit for the best
and second-best style (see below for details).
Testing on Skill Builder 1-4
I do not give multiple-choice questions because in the business world, no one will hand managers
multiple-choice questions. When I tell students to do situation 3 (procedure step 2–1), I tell them how
they will be tested on the exam, and I go over the answer in the four-part format below. Students are
not allowed to look at the model during the test; they need to know the model.
A situation will be given.
Capability Level:
Management Style:
Behavior to Use:
Action Taken:
On the Capability Level line, the number 1–4 (1 = low capability, 2 = moderate capability, 3 =
high capability, 4 = outstanding capability) is placed.
On the Management Style line, the name of the management style (autocratic, consultative,
participative, empowering) that is appropriate for the capability is placed.
