CHAPTER 1 Management Career Paths
1.1 LEARNING OUTCOMES
1. Explain why you should study management regardless of your career goals.
2. Discuss two common paths to a management position.
3. Identify the three broad categories of management skills common to virtually all
management positions.
4. Explain the importance of each category for each managerial level.
5. Identify and describe the four Cs required for success at every organizational level.
6. List and describe at least three ways to develop conceptual skills.
1.2 CHAPTER OUTLINE
Paths to a Management Career
Education
Nonmanagerial Positions
Size, Type of Organization, and Industry
Skills Required for Success
Technical Skills
Soft Skills
Conceptual Skills
Managerial Skill Development
Technical Skills Development
Soft Skills Development
Conceptual Skills Development
Management Development Alternatives
Professional Development
Professional Literature
1.3 CHAPTER TEACHING TIPS
To teach the material covered in Chapter 1 of the text, use the Comprehensive Lecture Outline
(see section 1.4 below). Supplement the Comprehensive Lecture Outline with some of the
following instructor’s resources:
PowerPoint® slide presentation PowerPoint slides can be used for review purposes by
both instructors and students. Each presentation provides a basic framework for the
chapter. Instructors can access them on the instructor's companion website and on the
Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 1
, Instructor’s Resource CD. Students can access the slides on the CourseMate website for this
book.
Knowledge to Action (text) Chapter 1 includes three Knowledge to Action features that
help students:
* Identify the importance of supervisors to an organization and the importance of soft
skills within a job environment. (p. 9)
* Recognize which of their own soft skills need improvement. (p. 15)
* Identify professional organizations that would be beneficial for students to belong to
in their career field (p. 16)
(Note: See the Comprehensive Lecture Outline below for suggested answers to the
questions.)
Videos (CourseMate) The authors have selected and recommend the following video
clips for Chapter 1:
* BP: Operation Village People
* Ford
* Pepsico: Performance Review & Appraisal
Opening Vignette—Straight Talk from the Field (text) Cathy Novinger, President and
CEO of Novinger QTR, Inc., in Columbia, South Carolina, introduces students to important
steps in becoming successful at any company. Consider using the opener as an alternative
to the icebreaker included in the Comprehensive Lecture Outline.
Leveraging Technology (text) This feature provides a quick overview of some of the
challenges and opportunities managers face using technology for the entire organization.
Tips are given to help managers.
Questions for Reflection (text and section 1.5 below for suggested responses) Consider
using the questions for out-of-class assignments or to start in-class discussions to assess
student understanding and application of the most important concepts in the chapter.
Consider also using some of the questions as part of tests/quizzes.
Hands-on Activities (text and section 1.6 below for suggested responses) This section
includes four activities that may require students to do individual and/or group research
beyond the text. Consider using either or both of these activities after the completion of
the lecture for this chapter. For Chapter 1 the four activities are:
* Form a Team
* Interview Managers
* Prepare and Deliver a Presentation
* Assess Your Career Progress
Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 2
, You Decide Case Study (text and section 1.7 below for suggested responses) This case
covers Overcoming Lack of Relevant Work Experience and gives students an opportunity
to apply the concepts covered in the chapter through answering questions about a
hypothetical, yet realistic, scenario. Students practice critical thinking, problem solving,
and other skills as part of a classroom discussion or as a graded assignment. This is a
helpful case to begin the study of supervision, interviewing, and the hiring process.
The Manager’s Toolkit (text and section 1.8 below for suggested responses) This
provides students with a structured opportunity to analyze their work experience and soft
skills strengths and weaknesses. Assign Manager’s Toolkit activities at the end of each
chapter occasionally or consider assigning all or most of them to help students create a
Management Portfolio for use in the workplace or interviews.
Soft Skills for Success (text and section 1.9 below for suggested responses) Assign this
activity as homework to give students time to reflect on their answers about their work
ethics and ways to improve. Have students develop a written professional development
plan on how to improve their work ethic. Their articles should have appropriate citations.
Miscellaneous Activities (Instructor’s Manual, section 1.10) Consider using one of
these activities during the first week of class as an icebreaker designed to introduce the
students to each other and the instructor.
Learn It On the Web (Instructor’s Manual, section 1.11) You may choose to assign this
activity to deepen student understanding of trends shaping the future and their impact on
employee retention, etc.
1.4 COMPREHENSIVE LECTURE OUTLINE
ICEBREAKER ACTIVITY
Ask students individually or in groups of 3–5 to think of a supervisor (no names) they work for
or have worked for and list six of the supervisor’s attitudes/behaviors/policies (3 positive and 3
negative). Which of these behaviors would they (1) retain and (2) change if they were in that
position? Why? In small groups, have students compare their responses, identifying common
items, and then present their findings to the class. Use this information to lead a discussion on
the role of supervisors, emphasizing that students may want to adopt the positive behaviors.
Discuss negatives as things that may occur in the workplace, with students striving to avoid
those as they move into management positions.
I. Paths to a Management Career
A. Education Many colleges offer programs designed to prepare students for
management careers. Some businesses seek employees who majored in areas outside
business, such as arts and science. Most companies require experience within the
organization before promotion to management.
Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 3
, B. Nonmanagerial Positions Employees with outstanding job performance records who
have demonstrated the ability to work effectively with other employees are most likely
to be promoted to first-line management positions.
C. Size, Type of Organization, and Industry Generally, small organizations tend to
employee individuals with a broad range of knowledge and skills, whereas large
organizations look for individuals with specialized skills.
II. Skills Required for Success A core of common knowledge and skills are needed for all
employees. These include technical skills, soft skills, and conceptual skills.
A. Technical Skills Technical skills are the knowledge, expertise, and ability required to do
the job. Employees must know what information they need and what they must be able
to do to perform tasks accurately and efficiently.
B. Soft Skills Soft skills are human skills, personal attributes, and interpersonal skills. They
are skills that relate to how the employee interacts and works with others.
C. Conceptual Skills These skills are the ability to view the organization as a whole and to
understand the relationships among its components.
III. Managerial Skills Development Organizations have different levels of management. A
pyramid is a visual representation, with top-level executives at the top, middle managers
one level below, followed by first-line managers, and then nonmanagerial employees.
___________________________________________________________________________
KNOWLEDGE TO ACTION
1. Why are first-line managers important to organizations and their management structure?
Answers may vary but expect responses such as:
a. First-line managers are often team leaders and have more technical training than middle
managers and executives.
b. First-line managers are the go-to managers for many employees.
2. Why do so many organizations make soft skills a high priority in their job descriptions
when they are recruiting and training new employees?
Answers will vary, but expect responses such as:
a. Soft skills are important because they relate to how a person interacts with work and
others.
b. Soft skills include communication, critical thinking, work ethic, integrity and honesty,
teamwork and collaboration, problem solving, creativity, trust, and multicultural skills.
c. Soft skills are important to every employee in every level of an organization.
______________________________________________________________________________
Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 4
1.1 LEARNING OUTCOMES
1. Explain why you should study management regardless of your career goals.
2. Discuss two common paths to a management position.
3. Identify the three broad categories of management skills common to virtually all
management positions.
4. Explain the importance of each category for each managerial level.
5. Identify and describe the four Cs required for success at every organizational level.
6. List and describe at least three ways to develop conceptual skills.
1.2 CHAPTER OUTLINE
Paths to a Management Career
Education
Nonmanagerial Positions
Size, Type of Organization, and Industry
Skills Required for Success
Technical Skills
Soft Skills
Conceptual Skills
Managerial Skill Development
Technical Skills Development
Soft Skills Development
Conceptual Skills Development
Management Development Alternatives
Professional Development
Professional Literature
1.3 CHAPTER TEACHING TIPS
To teach the material covered in Chapter 1 of the text, use the Comprehensive Lecture Outline
(see section 1.4 below). Supplement the Comprehensive Lecture Outline with some of the
following instructor’s resources:
PowerPoint® slide presentation PowerPoint slides can be used for review purposes by
both instructors and students. Each presentation provides a basic framework for the
chapter. Instructors can access them on the instructor's companion website and on the
Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 1
, Instructor’s Resource CD. Students can access the slides on the CourseMate website for this
book.
Knowledge to Action (text) Chapter 1 includes three Knowledge to Action features that
help students:
* Identify the importance of supervisors to an organization and the importance of soft
skills within a job environment. (p. 9)
* Recognize which of their own soft skills need improvement. (p. 15)
* Identify professional organizations that would be beneficial for students to belong to
in their career field (p. 16)
(Note: See the Comprehensive Lecture Outline below for suggested answers to the
questions.)
Videos (CourseMate) The authors have selected and recommend the following video
clips for Chapter 1:
* BP: Operation Village People
* Ford
* Pepsico: Performance Review & Appraisal
Opening Vignette—Straight Talk from the Field (text) Cathy Novinger, President and
CEO of Novinger QTR, Inc., in Columbia, South Carolina, introduces students to important
steps in becoming successful at any company. Consider using the opener as an alternative
to the icebreaker included in the Comprehensive Lecture Outline.
Leveraging Technology (text) This feature provides a quick overview of some of the
challenges and opportunities managers face using technology for the entire organization.
Tips are given to help managers.
Questions for Reflection (text and section 1.5 below for suggested responses) Consider
using the questions for out-of-class assignments or to start in-class discussions to assess
student understanding and application of the most important concepts in the chapter.
Consider also using some of the questions as part of tests/quizzes.
Hands-on Activities (text and section 1.6 below for suggested responses) This section
includes four activities that may require students to do individual and/or group research
beyond the text. Consider using either or both of these activities after the completion of
the lecture for this chapter. For Chapter 1 the four activities are:
* Form a Team
* Interview Managers
* Prepare and Deliver a Presentation
* Assess Your Career Progress
Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 2
, You Decide Case Study (text and section 1.7 below for suggested responses) This case
covers Overcoming Lack of Relevant Work Experience and gives students an opportunity
to apply the concepts covered in the chapter through answering questions about a
hypothetical, yet realistic, scenario. Students practice critical thinking, problem solving,
and other skills as part of a classroom discussion or as a graded assignment. This is a
helpful case to begin the study of supervision, interviewing, and the hiring process.
The Manager’s Toolkit (text and section 1.8 below for suggested responses) This
provides students with a structured opportunity to analyze their work experience and soft
skills strengths and weaknesses. Assign Manager’s Toolkit activities at the end of each
chapter occasionally or consider assigning all or most of them to help students create a
Management Portfolio for use in the workplace or interviews.
Soft Skills for Success (text and section 1.9 below for suggested responses) Assign this
activity as homework to give students time to reflect on their answers about their work
ethics and ways to improve. Have students develop a written professional development
plan on how to improve their work ethic. Their articles should have appropriate citations.
Miscellaneous Activities (Instructor’s Manual, section 1.10) Consider using one of
these activities during the first week of class as an icebreaker designed to introduce the
students to each other and the instructor.
Learn It On the Web (Instructor’s Manual, section 1.11) You may choose to assign this
activity to deepen student understanding of trends shaping the future and their impact on
employee retention, etc.
1.4 COMPREHENSIVE LECTURE OUTLINE
ICEBREAKER ACTIVITY
Ask students individually or in groups of 3–5 to think of a supervisor (no names) they work for
or have worked for and list six of the supervisor’s attitudes/behaviors/policies (3 positive and 3
negative). Which of these behaviors would they (1) retain and (2) change if they were in that
position? Why? In small groups, have students compare their responses, identifying common
items, and then present their findings to the class. Use this information to lead a discussion on
the role of supervisors, emphasizing that students may want to adopt the positive behaviors.
Discuss negatives as things that may occur in the workplace, with students striving to avoid
those as they move into management positions.
I. Paths to a Management Career
A. Education Many colleges offer programs designed to prepare students for
management careers. Some businesses seek employees who majored in areas outside
business, such as arts and science. Most companies require experience within the
organization before promotion to management.
Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 3
, B. Nonmanagerial Positions Employees with outstanding job performance records who
have demonstrated the ability to work effectively with other employees are most likely
to be promoted to first-line management positions.
C. Size, Type of Organization, and Industry Generally, small organizations tend to
employee individuals with a broad range of knowledge and skills, whereas large
organizations look for individuals with specialized skills.
II. Skills Required for Success A core of common knowledge and skills are needed for all
employees. These include technical skills, soft skills, and conceptual skills.
A. Technical Skills Technical skills are the knowledge, expertise, and ability required to do
the job. Employees must know what information they need and what they must be able
to do to perform tasks accurately and efficiently.
B. Soft Skills Soft skills are human skills, personal attributes, and interpersonal skills. They
are skills that relate to how the employee interacts and works with others.
C. Conceptual Skills These skills are the ability to view the organization as a whole and to
understand the relationships among its components.
III. Managerial Skills Development Organizations have different levels of management. A
pyramid is a visual representation, with top-level executives at the top, middle managers
one level below, followed by first-line managers, and then nonmanagerial employees.
___________________________________________________________________________
KNOWLEDGE TO ACTION
1. Why are first-line managers important to organizations and their management structure?
Answers may vary but expect responses such as:
a. First-line managers are often team leaders and have more technical training than middle
managers and executives.
b. First-line managers are the go-to managers for many employees.
2. Why do so many organizations make soft skills a high priority in their job descriptions
when they are recruiting and training new employees?
Answers will vary, but expect responses such as:
a. Soft skills are important because they relate to how a person interacts with work and
others.
b. Soft skills include communication, critical thinking, work ethic, integrity and honesty,
teamwork and collaboration, problem solving, creativity, trust, and multicultural skills.
c. Soft skills are important to every employee in every level of an organization.
______________________________________________________________________________
Instructor's Manual for Administrative Management © 2015 Cengage Learning. All Rights Reserved. 4
