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C H A P T E R O N E
1
Introduction
to Management
and Organizations
Lecture Outline
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Introduction to Chapter One
Who Are Managers?
What Is Management?
What Do Managers Do? In their study of this introductory
Management Functions chapter, your students will explore the
Management Roles concepts of management, managers,
Interpersonal Roles and organizations in todays dynamic
Informational Roles business environment. To illustrate the
Decisional Roles varied backgrounds, skills, and
Management Skills characteristics of successful managers,
Technical Skills
the opening case study, A Managers
Human Skills
Dilemma, features Jovita Carranza,
Conceptual Skills
How the Managers Job Is Changing
vice president of air operations at
Importance of Customers United Parcel Service (UPS). Having
Importance of Innovation climbed the career ladder from her first
What Is an Organization? job at UPS as a night-shift clerk to her
Why Study Management? current executive position, Carranza
The Universality of Management knows the importance of teamwork,
The Reality of Work efficiency, continuous development of
Rewards and Challenges of Being a workers, and communication with
Manager employees on every level. She
emphasizes the value of listening as she
tells students, I value the input of the
staff and the front-line workers. One of
my [approaches] is to sit back and
listen and observe. You learn more by
not speaking . . ..
ANNOTATED OUTLINE
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1. INTRODUCTION TO CHAPTER ONE
Chapter One introduces the concepts of management,
managers, and organizations through the exploration of five
major questions:
A. Who are managers?
B. What is management?
C. What do managers do?
D. What is an organization, and how is the concept of an
organization changing?
E. Why study management?
Q&A 1.1 If many traditional workers jobs now include managerial activities, why is the
formal position of manager still needed in organizations?
Q&A 1.2 Why have organizations traditionally been visualized as pyramids? Does this
pyramidal form accurately reflect the new realities of organizational structure?
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organizationsthose shaped like a pyramid (see Exhibit
1-1 and PowerPoint slide 1-7).
1. First-line managers (often called supervisors) are
located on the lowest level of management.
2. Middle managers include all levels of
management between the first-line level and the
top level of the organization.
3. Top managers include managers at or near the
top of the organization who are responsible for
making organization-wide decisions and
establishing plans and goals that affect the entire
organization.
3. WHAT IS MANAGEMENT?
A. Management involves coordinating and overseeing the
work activities of others so that their activities are
completed efficiently and effectively.
1. Coordinating and overseeing the work of others is
what distinguishes a managerial position from a
nonmanagerial one.
2. Efficiency is getting the most output
from the least amount of inputs in order to
minimize resource costs. Efficiency is often
referred to as doing things right (see Exhibit 1-2
and PowerPoint slide 1-9).
3. Effectiveness is completing activities
so that organizational goals are attained and is
often described as doing the right things (see
Exhibit 1-2 and PowerPoint slide 1-9).
Q&A 1.3 Are effective organizations necessarily efficient? Are efficient organizations always
effective?
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?
Thinking Critically About Is Lying Ever Okay?
Ethics
In this critical thinking exercise, students are asked to consider ethical dilemmas
associated with lying. After introducing the exercise, you might want to ask students to
consider these issues individually, then in small groups of two or three other students in
the class.
The small-group discussion could be followed by a discussion involving the entire class.
You might ask students: What factors did you consider in attempting to make ethical
decisions for these situations? How might a written organizational code of ethics assist
managers in making these decisions?
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?
Focus on Leadership Leaders, Managers, or Both?
To introduce this critical thinking exercise, ask students the following questions: Are all
leaders managers? Are all managers leaders? What makes an individual a leader? Why
do todays organizations need managers who have strong leadership skills?
Ask students to work in small groups to compile a list of at least ten qualities they think
an effective leader should possess. (Encourage students to think about previous or
present employers or work experiences to help identify and describe these qualities.)
When students have had an opportunity to complete their lists, ask each group to share
their findings with the entire class in a discussion of vital leadership traits and behaviors.
Throughout the discussion, you may want to emphasize the value of the students real-life
work experiences in understanding the importance of these qualities.
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C. Management Skills. Managers need certain skills to
perform the challenging duties and activities associated
with being a manager.
1. Robert L. Katz found through his research in the
early 1970s that managers need three essential
skills (see Exhibit 1-5 and PowerPoint slide 1-
15).
a. Technical skills are job-specific knowledge
and techniques needed to proficiently
perform specific tasks.
b. Human skills are the ability to work well
with other people individually and in a group.
c. Conceptual skills are the ability to think
and to conceptualize about abstract and
complex situations.
2. Twenty-one skill-building modules appear at the
back of the textbook following Chapter 19. These
skills reflect a broad cross-section of the important
managerial activities that are elements of the four
management functions (see Exhibit 1-6).
Managers with good human skills can get the best from their people.
They know how to communicate, motivate, lead, and inspire
enthusiasm and trust. Self-Assessment #I.E.1 Whats My Emotional
Intelligence Score? provides students with an assessment of their
emotional intelligence, which is necessary for effective management
and leadership. In this exercise, students may want to reflect on the
following questions:
n What did you discover about yourself as you answered this
questionnaire? Did anything surprise you about your
assessment?
n How can you use this information in helping you to plan your
career?
n How will this information help you as a manager?
Each of the questionnaires in the Self-Assessment Library is designed
to help students understand their own characteristics. Since self-
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awareness is essential for personal growth and development, effective
management is based on our ability to be in tune with our own
personal characteristics. By understanding our unique strengths and
weaknesses, we can develop a more effective managerial style.
Managers have always had to deal with changes in the internal and
external environments of their organizations. Often, complete
information is not available. Self-Assessment #I.A.4. How Well Do I
Handle Ambiguity? contributes to students understanding of their
present ability to manage change. Students may want to reflect on the
following questions:
n What did you find out about yourself in doing this exercise? Did
anything surprise you about your assessment?
n How can you use this information in helping you to plan your
career?
n How will this information help you as a manager?
Emphasize that effective management is based on our ability to be in
tune with our own characteristics. By understanding our unique
strengths and weaknesses, we can develop a more effective
managerial style.
5. WHAT IS AN ORGANIZATION?
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Organizations need managers. An organization is a deliberate
arrangement of people to accomplish some specific purpose.
A. Organizations share three common characteristics: (1)
each has a distinct purpose; (2) each is composed of
people; and (3) each develops some deliberate structure
so members can do their work. (see Exhibit 1-9 and
PowerPoint slide 1-25).
?
Managing Your Career The Future Looks Bright!
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If your classroom has Internet capabilities, visit the Web site of the U.S. Department of
Labors Occupational Outlook Handbook at [www.bls.gov/oco]. (If you are unable to
access the Internet in your classroom, you may give students the address of the Web site
and encourage them to visit the site individually outside of class.) Click on the
Management link and ask students to suggest a few career fields for the class to explore
together at this site.
By briefly examining these links, you can show students how to use this valuable resource
to learn about the following aspects of a career they are interested in pursuing:
Q&A 1.4 How would you respond to a friend who says, I know some very successful
managers who never took a course in management. Cant you just learn this stuff on
the job?
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B. The Reality of Work. After graduation, students will either
manage or be managed. A course in management
provides insight and understanding about behaviors of
supervisors and the internal operations of organizations.
An individual does not have to aspire to be a manager in
order to benefit from taking a course in management.
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Manage? is designed to increase students appreciation of the
challenges associated with management, particularly where limited
resources and a variety of personalities exist. Students may want to
reflect on the following questions:
n What did you discover about yourself in doing this exercise? Did
anything surprise you about your assessment?
n How can you use this information in helping you to plan your
career?
n How will this information help you as a manager?
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to changes. Students should reflect on these new elements and
defend their selections.
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worked (a current or previous boss, a family member they have
watched closely, for example). Each student should prepare a list
independently. Next, for each of the three managers, ask the students
to identify a minimum of three characteristics that made the individual
a good manager and at least one characteristic that could have been
improved. Then, have the students identify the management function
where each desirable characteristic and each undesirable
characteristic should be classified. Ask your students to bring their lists
to class to use in a small-group setting.
When all of the lists have been completed, ask students to predict
which management function will be identified most frequently and
which function will be identified least often. Share the results of each
groups work to determine if their predictions were accurate.
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the globe, (b) assessed the feasibility of adding a new network
security consulting service, (c) kept employees focused on the
companys commitments to customers?
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