SOLUTION MANUAL FOR M,
MANAGEMENT 5TH
EDITION BY BATEMAN
Bateman & Snell, 9e Instructors Manual 0
, Bateman M 5e: IM: Chapter 1 Managing Effectively in a Changing World
chapter
Managing Effectively in a Changing World
CHAPTER CONTENTS
1
Learning Objectives 2
Key Student Questions 2
Class Roadmap 4
Key Terms Presented in This Chapter 9
Green Box 10
Prep Cards 11
Chapter Videos 12
Lecturettes 14
Additional Discussion Questions 19
Examples 23
Supplemental Features 25
Young Manager Clips
Manager’s Hot Seat (to come in spring 2017)
Self-Assessment
Test Your Knowledge
, Bateman M 5e: IM: Chapter 1 Managing Effectively in a Changing World
LEARNING OBJECTIVES
LO1 Describe the four functions of management.
LO2 Understand what managers at different organizational levels do.
LO3 Define the skills needed to be an effective manager.
LO4 Summarize the major challenges facing managers today.
LO5 Recognize how successful managers achieve competitive advantage.
KEY STUDENT QUESTIONS
Students typically enroll in an introductory management course with two primary questions:
1.
2.
class to my daily life?”
“What makes a “good” manager?”
“How can I apply the material we learn in this
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 in terms of
leadership style and the flexibility leaders need to react differently to different situations. It is
important to let students know that there is not single set of guidelines to become a “good”
manager. The best managers are the ones who have a wide range of skills which they apply
differently 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 maintain more control over the class, start the class by saying “This is your first day as a
manager.” Explain that whenever anyone creates a “to do” list they are planning, whenever
anyone tries to persuade someone else to do something they are leading, whenever anyone
checks to see if they have enough money in their checking account to take a vacation they are
organizing, and whenever anyone balances a checkbook they are controlling. Go on to explain
that just as people have different styles of writing “to do” lists and managing their money,
1-2
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education
MANAGEMENT 5TH
EDITION BY BATEMAN
Bateman & Snell, 9e Instructors Manual 0
, Bateman M 5e: IM: Chapter 1 Managing Effectively in a Changing World
chapter
Managing Effectively in a Changing World
CHAPTER CONTENTS
1
Learning Objectives 2
Key Student Questions 2
Class Roadmap 4
Key Terms Presented in This Chapter 9
Green Box 10
Prep Cards 11
Chapter Videos 12
Lecturettes 14
Additional Discussion Questions 19
Examples 23
Supplemental Features 25
Young Manager Clips
Manager’s Hot Seat (to come in spring 2017)
Self-Assessment
Test Your Knowledge
, Bateman M 5e: IM: Chapter 1 Managing Effectively in a Changing World
LEARNING OBJECTIVES
LO1 Describe the four functions of management.
LO2 Understand what managers at different organizational levels do.
LO3 Define the skills needed to be an effective manager.
LO4 Summarize the major challenges facing managers today.
LO5 Recognize how successful managers achieve competitive advantage.
KEY STUDENT QUESTIONS
Students typically enroll in an introductory management course with two primary questions:
1.
2.
class to my daily life?”
“What makes a “good” manager?”
“How can I apply the material we learn in this
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 in terms of
leadership style and the flexibility leaders need to react differently to different situations. It is
important to let students know that there is not single set of guidelines to become a “good”
manager. The best managers are the ones who have a wide range of skills which they apply
differently 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 maintain more control over the class, start the class by saying “This is your first day as a
manager.” Explain that whenever anyone creates a “to do” list they are planning, whenever
anyone tries to persuade someone else to do something they are leading, whenever anyone
checks to see if they have enough money in their checking account to take a vacation they are
organizing, and whenever anyone balances a checkbook they are controlling. Go on to explain
that just as people have different styles of writing “to do” lists and managing their money,
1-2
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education
