Solution Manual For
Management Leading & Collaborating in a Competitive World 15e Thomas
Bateman, Robert Konopaske and Scott Snell
Chapter 1-18
Chapter 1
Managing and Performing
CHAPTER CONTENTS
Learning Objectives 1-2
Chapter Outline 1-2
Chapter Resources 1-3
Key Student Questions 1-3
Class Roadmap 1-5
Bottom Line 1-17
Spotlight On . . . 1-17
Lecturettes 1-18
Discussion Questions 1-24
Experiential Exercises 1-28
Concluding Case 1-33
Appendices 1-34
1-1
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
,LEARNING OBJECTIVES
1.1 Summarize the major challenges of managing in the new competitive landscape.
1.2 Describe the sources of competitive advantage for a company.
1.3 Explain how the functions of management are evolving in today‘s business environment.
1.4 Compare how the nature of management varies at different organizational levels.
1.5 Define the skills you need to be an effective manager.
1.6 Understand the principles that will help you manage your career.
CHAPTER OUTLINE
Managing in a Competitive World
Globalization
Technological Change
Knowledge Management
Collaboration across Boundaries
Managing for Competitive Advantage
Innovation
Quality
Service
Speed
Cost Competitiveness
Sustainability
Delivering All Types of Performance
The Functions of Management
Planning: Delivering Strategic Value
Organizing: Building a Dynamic Organization
Leading: Mobilizing People
Controlling: Learning and Changing
Performing All Four Management Functions
Management Levels and Skills
Top-Level Managers
Middle-Level Managers
Frontline Managers
Working Leaders with Broad Responsibilities
Must-Have Management Skills
You and Your Career
Be Both a Specialist and a Generalist
Be Self-Reliant
Connect with People
Actively Manage Your Relationship with Your Organization
Survive and Thrive
1-2
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
,CHAPTER RESOURCES
Experiential Concluding Case Spotlight On . . . Lecturettes
Exercises
A New Manager at Business for the Better 1.1: An Analysis of United
1.1 Your Personal USA Hospital States vs. Japanese
Network Supply Management
1.2 Are You an 1.2: An Examination of
Effective Managerial Roles
Manager?
1.3 Career Skills
Development
Connect® Video Connect® iSeeit! Connect® Click and Connect® Case Analysis
Cases Video Case Drag
Likely to Succeed as an
Fair Oaks Farms The Hawthorne The Four Functions of Executive?
Studies Management at Trader
Joe‘s
Connect® Application-Based Activity
THE MANAGEMENT GAME: FUNCTIONS, SKILLS, LEVELS, AND ROLES
You‘ve earned a coveted summer internship at Thriller Games. Part of your internship is observing
what managers at this world-famous organization do and how they work together to develop some of
the most thrilling video games on the planet! Are you ready to play this exciting management game?
KEY STUDENT QUESTIONS
Students who enroll in an introductory management course typically have two primary questions:
1. ―What makes a ―good‖ manager?‖
2. ―How can I apply the material we learn in this class to my daily life?‖
How you answer these questions depends on your teaching style and the tone you want to set for
the class.
To increase class involvement, ask two or three students to describe the best
managers they have ever known. Capture what the students say, and then ask the class
to tell you what similarities and differences they hear in the stories.
Link the similarities to the skills needed for planning, organizing, leading and
controlling, and then discuss the differences regarding leadership style and the
flexibility leaders need to react differently to different situations. It is important to let
students know that there is not a single set of skills or guidelines to become a ―good‖
1-3
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
, manager. The best managers are the ones who have a wide range of skills which they
apply in different situations. Then ask students to describe situations they have
encountered recently where they needed to use planning, organizing, leading and/or
controlling.
Based on the discussion, help students to see that the best way for them to apply the
material is to think about how to use each concept in their own lives. One useful
analogy here is to compare technical, interpersonal, and conceptual skills to different
types of tools. Not every tool is right for every person, and not every tool is right for
every task, but the more tools you have in a toolbox, the more likely it is that you will
be able to get the job done effectively.
To help engage your class in discussion, start the class by saying, ―This is your first
day as a manager.‖ Explain that whenever anyone creates a ―to do‖ list, he or she are
planning, whenever anyone tries to persuade someone else to do something they are
leading, whenever anyone plans their day in the morning they are organizing, and
whenever anyone balances a checkbook, he or she are controlling. Go on to explain
that just as people have different styles of writing ―to do‖ lists and keeping track of
their schedules, managers use different styles of management. However, certain key
skills have emerged and that the purpose of the class is to help students learn these
skills.
Teaching Tip
The first day of class sets the tone for the rest of the quarter. If at all possible, I try to do three
things on the first day of class:
1) Go over the class syllabus (which helps the students understand my expectations for the
class).
2) Find out about your students—what are their majors, hobbies, future goals?
3) Cover introductory material from Chapter 1 of the text (usually managerial skills, levels of
management, etc.) By starting to lecture and discuss material on the first day of class, you
convey your excitement about the subject matter, and you help your students become more
excited about it, too.
CLASS ROADMAP
The Class Roadmap gives Learning Objectives at appropriate places and lists PowerPoints. The boxes
Management in Action are addressed. Teaching Tips and Examples are presented and Connect® activities
are also given to enhance class instruction.
POWERPOINTS
Slide 1 Managing and Performing
Slide 2 Learning Objectives
MANAGEMENT IN ACTION
LYNSI SNYDER: MANAGING IN-N-OUT TO SUCCESS
1-4
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
Management Leading & Collaborating in a Competitive World 15e Thomas
Bateman, Robert Konopaske and Scott Snell
Chapter 1-18
Chapter 1
Managing and Performing
CHAPTER CONTENTS
Learning Objectives 1-2
Chapter Outline 1-2
Chapter Resources 1-3
Key Student Questions 1-3
Class Roadmap 1-5
Bottom Line 1-17
Spotlight On . . . 1-17
Lecturettes 1-18
Discussion Questions 1-24
Experiential Exercises 1-28
Concluding Case 1-33
Appendices 1-34
1-1
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
,LEARNING OBJECTIVES
1.1 Summarize the major challenges of managing in the new competitive landscape.
1.2 Describe the sources of competitive advantage for a company.
1.3 Explain how the functions of management are evolving in today‘s business environment.
1.4 Compare how the nature of management varies at different organizational levels.
1.5 Define the skills you need to be an effective manager.
1.6 Understand the principles that will help you manage your career.
CHAPTER OUTLINE
Managing in a Competitive World
Globalization
Technological Change
Knowledge Management
Collaboration across Boundaries
Managing for Competitive Advantage
Innovation
Quality
Service
Speed
Cost Competitiveness
Sustainability
Delivering All Types of Performance
The Functions of Management
Planning: Delivering Strategic Value
Organizing: Building a Dynamic Organization
Leading: Mobilizing People
Controlling: Learning and Changing
Performing All Four Management Functions
Management Levels and Skills
Top-Level Managers
Middle-Level Managers
Frontline Managers
Working Leaders with Broad Responsibilities
Must-Have Management Skills
You and Your Career
Be Both a Specialist and a Generalist
Be Self-Reliant
Connect with People
Actively Manage Your Relationship with Your Organization
Survive and Thrive
1-2
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
,CHAPTER RESOURCES
Experiential Concluding Case Spotlight On . . . Lecturettes
Exercises
A New Manager at Business for the Better 1.1: An Analysis of United
1.1 Your Personal USA Hospital States vs. Japanese
Network Supply Management
1.2 Are You an 1.2: An Examination of
Effective Managerial Roles
Manager?
1.3 Career Skills
Development
Connect® Video Connect® iSeeit! Connect® Click and Connect® Case Analysis
Cases Video Case Drag
Likely to Succeed as an
Fair Oaks Farms The Hawthorne The Four Functions of Executive?
Studies Management at Trader
Joe‘s
Connect® Application-Based Activity
THE MANAGEMENT GAME: FUNCTIONS, SKILLS, LEVELS, AND ROLES
You‘ve earned a coveted summer internship at Thriller Games. Part of your internship is observing
what managers at this world-famous organization do and how they work together to develop some of
the most thrilling video games on the planet! Are you ready to play this exciting management game?
KEY STUDENT QUESTIONS
Students who enroll in an introductory management course typically have two primary questions:
1. ―What makes a ―good‖ manager?‖
2. ―How can I apply the material we learn in this class to my daily life?‖
How you answer these questions depends on your teaching style and the tone you want to set for
the class.
To increase class involvement, ask two or three students to describe the best
managers they have ever known. Capture what the students say, and then ask the class
to tell you what similarities and differences they hear in the stories.
Link the similarities to the skills needed for planning, organizing, leading and
controlling, and then discuss the differences regarding leadership style and the
flexibility leaders need to react differently to different situations. It is important to let
students know that there is not a single set of skills or guidelines to become a ―good‖
1-3
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
, manager. The best managers are the ones who have a wide range of skills which they
apply in different situations. Then ask students to describe situations they have
encountered recently where they needed to use planning, organizing, leading and/or
controlling.
Based on the discussion, help students to see that the best way for them to apply the
material is to think about how to use each concept in their own lives. One useful
analogy here is to compare technical, interpersonal, and conceptual skills to different
types of tools. Not every tool is right for every person, and not every tool is right for
every task, but the more tools you have in a toolbox, the more likely it is that you will
be able to get the job done effectively.
To help engage your class in discussion, start the class by saying, ―This is your first
day as a manager.‖ Explain that whenever anyone creates a ―to do‖ list, he or she are
planning, whenever anyone tries to persuade someone else to do something they are
leading, whenever anyone plans their day in the morning they are organizing, and
whenever anyone balances a checkbook, he or she are controlling. Go on to explain
that just as people have different styles of writing ―to do‖ lists and keeping track of
their schedules, managers use different styles of management. However, certain key
skills have emerged and that the purpose of the class is to help students learn these
skills.
Teaching Tip
The first day of class sets the tone for the rest of the quarter. If at all possible, I try to do three
things on the first day of class:
1) Go over the class syllabus (which helps the students understand my expectations for the
class).
2) Find out about your students—what are their majors, hobbies, future goals?
3) Cover introductory material from Chapter 1 of the text (usually managerial skills, levels of
management, etc.) By starting to lecture and discuss material on the first day of class, you
convey your excitement about the subject matter, and you help your students become more
excited about it, too.
CLASS ROADMAP
The Class Roadmap gives Learning Objectives at appropriate places and lists PowerPoints. The boxes
Management in Action are addressed. Teaching Tips and Examples are presented and Connect® activities
are also given to enhance class instruction.
POWERPOINTS
Slide 1 Managing and Performing
Slide 2 Learning Objectives
MANAGEMENT IN ACTION
LYNSI SNYDER: MANAGING IN-N-OUT TO SUCCESS
1-4
© McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.
