PART 1: INTRODUCTION
CHAPTER 1 - MANAGERS AND MANAGEMENT
LEARNING OUTCOMES (PPT 1-2, 1-3)
After reading this chapter students will be able to:
1. Describe the difference between managers and operative employees.
2. Explain what is meant by the term “management.”
3. Differentiate between efficiency and effectiveness.
4. Describe the four primary processes of management.
5. Classify the three levels of managers and identify the primary responsibility of each group.
6. Summarize the essential roles performed by managers.
7. Discuss whether the manager’s job is generic.
8. Describe the four general skills necessary for becoming a successful manager.
9. Describe the value of studying management.
10. Identify the relevance of popular humanities and social science courses to management practices.
Opening Vignette
SUMMARY
Coleman Peterson, Chief Human Resource Manager and Executive Vice President of People Division,
Wal-Mart
What distinguishes those organizations that succeed from those that don’t are good managers.
Good managers accomplish goals through and with the efforts of others and can adapt to the everchanging environment around them.
Coleman Peterson is responsible for all employee matters in the largest organization in the world,
and does so with the respect of his bosses, his peers, and most importantly, the employees of the
organization. He adds value daily to Wal-Mart by finding qualified talent and developing better trained
employees. He believes there is value in consistency, wanted policies and practices to be the same for
Wal-Mart employees whether they are working in Germany, Canada, Mexico or the U.S.
Peterson’s key belief is that to keep employees motivated they need to understand that the
company respects them and will provide them with advancement opportunities, and that they will be
given the opportunity to offer feedback.
Coleman Peterson provides a good example of what a successful manager does. Successful
managers today are as diverse as the companies they manage. They manage large corporations, small
businesses, etc., while holding positions at the top, in the middle, and on the line overseeing employees,
and doing their work in every country on the globe.
Part I - Introduction
Teaching tips
1. Make contact with 3-5 local companies or CEOs through the chamber of commerce, Kiwanis club,
Better Business Bureau, etc. Try to see that the companies selected represent the variety of
organizations found today: large corporations, small businesses, government agencies, hospitals,
museums, schools, and such nontraditional organizations as cooperatives.
2. Choose 3-5 volunteers or 3-5 teams to visit these local companies and conduct brief 30-minute
interviews with the CEOs.
3. As a class, using this chapter, brainstorm what questions, 5-7 at the most, each team or interviewer
should ask.
Sample questions for discussion starters could include:

How is change affecting your organization today?

What is the biggest challenge your organization faces regarding change?

What strategies do you use to implement needed changes?

What, if anything, about your organization would you refuse to change?

In management class we talk about the responsibility of managers who direct the work of others
and operatives who work directly on a job or task and have no responsibility for overseeing the
work of others. How would you describe the value of each of these (i.e., managers and
operatives) to your organization?

What is the most unique or unusual responsibility or role held by a manager within your
organization?

When you are hiring a manager, what 3-5 skills or competencies do you believe are most
critical in a candidate?
4. Have the interviewers report back to class what they learned.
5. As a class, discuss how their discoveries fit or do not fit chapter content.
I. WHO ARE MANAGERS, AND WHERE DO THEY WORK?
A. Introduction (PPT 1-4)
1. Managers work in an organization.
2. An organization is a systematic arrangement of people brought together to accomplish some
specific purpose.
a) Your college or university is an organization.
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Chapter 1 - Managers and Management
B. What Three Common Characteristics Do All Organizations Share? (PPT 1-4)
1. Every organization has a purpose and is made up of people who are grouped in some fashion.
a) See Exhibit 1-1. (PPT 1-5)
b) This distinct purpose is typically expressed in terms of a goal or set of goals.
2. Second, purposes or goals can only be achieved through people.
3. Third, all organizations develop a systematic structure that defines and limits the behavior of
its members.
a) Developing structure may include creating rules and regulations, giving some members
supervisory control, forming teams, etc.
4. The term organization refers to an entity that has a distinct purpose, has people or members,
and has a systematic structure.
C. How Are Managers Different from Operative Employees? (PPT 1-6)
1. Organizational members fit into two categories: operatives and managers.
a) Operatives work directly on a job and have no oversight responsibility of others.
b) Managers direct the activities of other people in the organization.
1) Customarily classified as top, middle, or first line, they supervise both operative
employees and lower-level managers.
2) See Exhibit 1-2. (PPT 1-7)
3) Some managers also have operative responsibilities themselves.
2. The distinction between operatives and managers is that managers have employees who
report directly to them.
D. What Titles Do Managers Have in Organizations? (PPT 1-8)
1. First-line managers are usually called supervisors.
a) They are responsible for directing the day-to-day activities of operative employees.
b) In your college, the department chair would be a first-line supervisor.
2. Middle managers represent levels of management between the first-line supervisor and top
management.
a) They manage other managers and possibly some operative employees.
b) They are responsible for translating the goals set by top management into specific details.
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Part I - Introduction
3. Top managers, like Coleman Peterson, are responsible for making decisions about the
direction of the organization and establishing policies that affect all organizational members.
a) Examples: Coleman Peterson, FedEx’s Fred Smith, Xerox’s Anne Mulcahy, and Cisco’s
John Chambers.
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II.
WHAT IS MANAGEMENT, AND WHAT DO MANAGERS DO?
A. How Do We Define Management? (PPT 1-9)
1. Managers, regardless of title, share several common elements.
2. Management—the process of getting things done effectively and efficiently, through and with
other people.
a) The term “process” in the definition represents the primary activities managers perform.
3. Effectiveness and efficiency deal with what we are doing and how we are doing it.
a) Efficiency means doing the task right and refers to the relationship between inputs and
outputs.
b) Effectiveness means doing the right task, and in an organization that translates into goal
attainment.
c) See Exhibit 1-3. (PPT 1-10)
4. Efficiency and effectiveness are interrelated.
a) It’s easier to be effective if one ignores efficiency.
b) Good management is concerned with both attaining goals (effectiveness) and doing so as
efficiently as possible.
c) Organizations can be efficient and yet not be effective.
d) High efficiency is associated more typically with high effectiveness.
5. Poor management is most often due to both inefficiency and ineffectiveness.
B. What Are the Management Processes?
1. Henri Fayol defined the management process in terms of five management functions.
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Chapter 1 - Managers and Management
a) They plan, organize, command, coordinate, and control.
b) In the mid-1950s, two professors used the terms “planning,” “organizing,” “staffing,”
“directing,” and “controlling” as the framework for the most widely sold management
textbook.
2. The most popular textbooks now condense these processes to the basic four: planning,
organizing, leading, and controlling.
a) See Exhibit 1-4. (PPT 1-11)
b) These processes are interrelated and interdependent.
3. Planning encompasses defining an organization’s goals, establishing an overall strategy for
achieving those goals, and developing a comprehensive hierarchy of plans to integrate and
coordinate activities. (PPT 1-12)
a) Setting goals creates a proper focus.
4. Organizing—determining what tasks are to be done, who is to do them, how the tasks are to
be grouped, who reports to whom, and where decisions are to be made. (PPT 1-12)
5. Directing and coordinating people is the leading component of management.
a) Leading involves motivating employees, directing the activities of others, selecting the
most effective communication channel, or resolving conflicts among members. (PPT 113)
6. Controlling. (PPT 1-13)
a) To ensure that things are going as they should, a manager must monitor the
organization’s performance.
b) Actual performance must be compared with the previously set goals.
c) Any significant deviations must be addressed.
d) The monitoring, comparing, and correcting is the controlling process.
7. The process approach is clear and simple but may not accurately describe what managers do.
a) Fayol’s original applications represented observations from his experiences.
8. In the late 1960s, Henry Mintzberg provided empirical insights into the manager’s job.
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Part I - Introduction
C. What Are Management Roles?
1. Henry Mintzberg undertook a careful study of five chief executives at work.
a) Mintzberg found that the managers he studied engaged in a large number of varied,
unpatterned, and short-duration activities.
b) There was little time for reflective thinking.
c) Half of these managers’ activities lasted less than nine minutes.
2. Mintzberg provided a categorization scheme for defining what managers do on the basis of
actual managers on the job—Mintzberg’s managerial roles.
3. Mintzberg concluded that managers perform ten different but highly interrelated roles.
a) These ten roles are shown in Exhibit 1-5. (PPT 1-14)
b) They are grouped under three primary headings.
c) Interpersonal relationships.
1) The transfer of information.
2) Decision making.
D. Is the Manager’s Job Universal? (PPT 1-15)
1. The importance of the managerial roles varies depending on the manager’s level in the
organization.
a) The differences are of degree and emphasis but not of activity.
b) As managers move up, they do more planning and less direct overseeing of others.
1) See Exhibit 1-6. (PPT 1-16)
c) The amount of time managers give to each activity is not necessarily constant.
d) The content of the managerial activities changes with the manager’s level.
1) Top managers are concerned with designing the overall organization’s structure.
2) Lower-level managers focus on designing the jobs of individuals and work groups.
2. Profit versus Not-for-Profit.
a) The manager’s job is mostly the same in both profit and not-for-profit organizations.
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Chapter 1 - Managers and Management
b) All managers make decisions, set objectives, create workable organization structures, hire
and motivate employees, secure legitimacy for their organization’s existence, and
develop internal political support in order to implement programs.
c) The most important difference is measuring performance, profit, or the “bottom line.”
d) There is no such universal measure in not-for-profit organizations.
e) Making a profit for the “owners” of not-for-profit organizations is not the primary focus.
f) There are distinctions, but the two are far more alike than they are different.
3. Size of Organization.
a) Definition of small business and the part it plays in our society.
1) There is no commonly agreed-upon definition.
b) Small business—any independently owned and operated profit-seeking enterprise that
has fewer than 500 employees.
c) Statistics on small business.
1) 98 percent of all nonfarm businesses in the United States.
2) Employ over 60 percent of the private work force.
3) Dominate such industries as retailing and construction.
4) Will generate half of all new jobs during the next decade.
5)
Where the job growth has been in recent years.
(a) Companies with fewer than 500 employees have created more than 2 million jobs
annually.
(b) Small business start-ups increasing in countries such as China, Japan, Korea,
Taiwan, and Great Britain.
d) Managing a small business is different from that of managing a large one.
1) See Exhibit 1-7. (PPT 1-17)
2) The small business manager’s most important role is that of spokesperson.
3)
In a large organization, the manager’s most important job is deciding which
organizational units get what available resources and how much of them.
4)
The entrepreneurial role is least important to managers in large firms.
5) A small business manager is more likely to be a generalist.
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Part I - Introduction
6)
The large firm’s manager’s job is more structured and formal than in small firms.
7)
Planning is less carefully orchestrated in the small business.
8) The small business organizational design will be less complex and structured.
9)
Control in the small business will rely more on direct observation.
e) We see differences in degree and emphasis, but not in activities.
4. Management concepts and national borders.
a) Studies that have compared managerial practices between countries have not generally
supported the universality of management concepts.
1) In Chapter 2, we will examine some specific differences between countries.
b) Most of the concepts we will be discussing primarily apply to the United States, Canada,
Great Britain, Australia, and other English-speaking democracies.
c) Concepts may need to be modified when working with India, China, Chile, or other
countries whose economic, political, social, or cultural environments differ greatly from
that of the so-called free-market democracies.
5. Making decisions and dealing with change.
a) Managers make decisions and are agents of change.
1) Almost everything managers do requires them to make decisions.
2) The best managers are the ones who can identify critical problems, assimilate the
appropriate data, make sense of the information, and decide the best course of action
to take for resolving the problem.
b) Successful managers acknowledge the rapid changes around them and are flexible.
1) Successful managers recognize the potential effect of technological improvements on
a work unit’s performance.
2) They also realize that people often resist change.
c) Managers need to be in a position to “sell” the benefits of the change while
simultaneously helping their employees deal with the uncertainty and anxiety that
changes may bring.
d) We'll look at how managers act as agents of change in greater detail in Chapter 7.
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Chapter 1 - Managers and Management
E. What Skills and Competencies Do Successful Managers Possess?
1. In the 1970s, management researcher Robert L. Katz found that managers must possess four
critical management skills.
2. Management skills—those abilities or behaviors that are crucial to success in a managerial
position.
a) Two levels—general skills and specific skills.
3. General Skills (PPT 1-18)
a) Conceptual skills refer to the mental ability to analyze and diagnose complex situations.
1) They help managers see how things fit together and facilitate making good decisions.
2)
Interpersonal skills encompass the ability to work with, understand, mentor, and
motivate other people, both individually and in groups.
b) Technical skills are abilities to apply specialized knowledge or expertise.
1) Top-level managers—these abilities are related to knowledge of the industry and a
general understanding of the organization’s processes and products.
2)
Middle and lower-level managers—these abilities are related to the specialized
knowledge required in the areas with which they work.
c) Political skills are related to the ability to enhance one’s position, build a power base, and
establish the right connections.
1) Managers with good political skills tend to be better at getting resources, receive
higher evaluations, and get more promotions.
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4. Specific Skills. (PPT 1-19)
a) Research has also identified six sets of behaviors that explain a little bit more than 50
percent of a manager’s effectiveness.
1) Controlling the organization’s environment and its resources.
2) Organizing and coordinating.
3) Handling information.
4) Providing for growth and development.
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Part I - Introduction
5) Motivating employees and handling conflicts.
6) Strategic problem solving.
5. Management Competencies.
a) The most recent approach to defining the manager’s job.
b) These are defined as a cluster of related knowledge, skills, and attitudes related to
effective managerial performance.
c) One of the most comprehensive competency studies has come out of the United
Kingdom.
1) The management charter initiative (MCI).
2)
Based on an analysis of what effective managers should be able to do, the MCI sets
generic standards of management competence.
3) There are two sets of standards.
(a) Management I is for first-level managers.
(b) Management II is for middle managers.
(c) Standards for top management are under development.
4) Exhibit 1-8 lists standards for middle management. (PPT 1-20)
(a) For each area of competence, there is a related set of specific elements that define
effectiveness in that area.
d) The MCI standards are attracting global interest.
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III.
HOW MUCH IMPORTANCE DOES THE MARKETPLACE PUT ON MANAGERS?
A. Introduction (PPT 1-21)
1. Good managers can turn straw to gold.
2. Managers tend to be more highly paid than operatives.
a) As a manager’s authority and responsibility expand, so typically does his or her pay.
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Chapter 1 - Managers and Management
b) Large retail firms such as Best Buy and Bed, Bath and Beyond pay their managers
considerably more than their non-managers as a measure of the importance placed on
effective management skills.
3. However, not all managers make six-figure incomes.
4. What could you expect to earn as a manager?
a) It depends on level in the organization, education and experience, the type of business,
comparable pay standards in the community, and managerial effectiveness.
b) Most first-line supervisors earn between $30,000 and $55,000 a year.
c) Middle managers often start near $45,000 and top out at around $120,000.
d) Senior managers in large corporations can earn $1 million a year or more.
e) In 2002 the average cash compensation (salary plus annual bonus) for executives at the
largest U.S. corporations was well over $25 million.
f) In many cases, this compensation was also enhanced by other means, such as stock
options.
g) The top 15 of these individuals (CEOs from Tenet Healthcare, Tyco International,
Qualcomm, and Activision) averaged more than $35 million in total compensation
(including their stock options).
h) Management compensation reflects the market forces of supply and demand.
i)
Some controversy surrounds the large dollar amounts paid to these executives (see
Ethical Dilemma in Management).
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Ethical Dilemma in Management
Are U.S. Executives Overpaid?
SUMMARY
Are we paying U.S. executives too much? There are two sides to the issue. Support for paying
this amount is the fact that these executives have tremendous organizational responsibilities. They have to
manage today’s environment, keep moving into the future, and their jobs are six to seven days a week,
often ten to fourteen hours a day.
On the other hand, most of the research done on executive salaries questions the linkage to
performance. American company executives are some of the highest paid people in the world. Even when
performance problems lead to dismissal, some executives are paid phenomenal severance packages—
sometimes as much as $50 million. U.S. executives make two to five times the salaries of their foreign
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Part I - Introduction
counterparts. That is interesting when you consider that a number of executives in Japanese and European
organizations perform better. U.S. CEOs make more than 500 times as much as the average employee.
Do you believe that U.S. executives are overpaid? What's your opinion?
Teaching suggestions
1. Before leading this discussion consider assigning students the task of researching CEO pay of two
groups of companies, small caps and large caps to see if there are any significant differences.

Select five large caps and assign a student team to research each one.

Select five small caps and assign a student team to research each one.
2. Second, research or ask students to research the makeup of the boards of selected companies whose
CEOs are very highly paid. [There is some evidence of the linkage of CEO and the makeup of the
board, i.e., the more CEOs and executives on a company board, the higher the pay.]
3. A final item to research is the performance of the companies over the last three years and then match
that to the pattern of CEO performance and CEO pay.
4. This type of personal research will give the students substance to work with rather than an opinion
shaped by headlines.
IV.
WHY STUDY MANAGEMENT?
A. Reasons (PPT 1-22)
1. We all have a vested interest in improving the way organizations are managed.
a) We interact with them every day of our lives.
1) Examples of problems that can largely be attributed to poor management.
b) Those that are poorly managed often find themselves with a declining customer base and
reduced revenues.
2. The reality that once you graduate from college and begin your career, you will either
manage or be managed.
a) An understanding of the management process is foundational for building management
skills.
b) You will almost certainly work in an organization, be a manager, or work for a manager.
c) You needn’t aspire to be a manager in order to gain something valuable from a course in
management.
3. Management embodies the work and practices from individuals from a wide variety of
disciplines.
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Chapter 1 - Managers and Management
3. Self-Assessment #47 “How Motivated am I to Manage?”
V.
HOW DOES MANAGEMENT RELATE TO OTHER DISCIPLINES?
A. Introduction (PPT 1-23)
1. College courses frequently appear to be independent bodies of knowledge resembling a group
of silos.
2. There is typically a lack of connectedness between core business courses and between
courses in business and the liberal arts.
3. A number of management educators have begun to recognize the need to build bridges by
integrating courses across the college curriculum.
4. We’ve integrated topics around the humanities and social science courses you may have
taken to help you see how courses in disciplines such as economics, psychology, sociology,
political science, philosophy, and speech communications relate to topics in management.
5. The big picture is often lost when management concepts are studied in isolation.
B. What Can Students of Management Gain From Humanities and Social Science Courses?
1. Anthropology.
a) The study of societies which helps us learn about human beings and their activities.
b) Anthropologists’ work on cultures and environments has helped managers better
understand differences in fundamental values, attitudes, and behavior between people.
2. Economics.
a) Concerned with the allocation and distribution of scarce resources.
b) Provides an understanding of the changing economy and the role of competition and free
markets in a global context.
3. Philosophy.
a) Philosophy courses inquire into the nature of things, particularly values and ethics.
b) Ethical concerns go directly to the existence of organizations and what constitutes proper
behavior within them.
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Part I - Introduction
4. Political Science.
a) It studies the behavior of individuals and groups within a political environment.
b) Specific topics of concern include structuring of conflict, allocating power, and
manipulating power for individual self-interest.
c) Capitalism is just one form of an economic system.
d) The economies based on socialistic concepts are not free markets but government owned.
Organizational decision makers essentially carry out dictates of government policies.
1) Efficiency had little meaning in such economies.
e) Management is affected by a nation’s form of government, whether it allows its citizens
to hold property, by the ability to engage in and enforce contracts, and by the appeal
mechanisms available to redress grievances.
5. Psychology.
a) The science that seeks to measure, explain, and sometimes change the behavior of
humans.
b) Psychologists study and attempt to understand individual behavior, and is leading the
way in providing managers with insights into human diversity.
c) Psychology courses are also relevant to managers in terms of gaining a better
understanding of motivation, leadership, trust, employee selection, performance
appraisals, and training techniques.
6. Sociology.
a) Sociology studies people in relation to their fellow human beings.
b) Sociologists investigate how societal changes such as globalization, cultural diversity,
gender roles, and varying forms of family life affect organizational practices.
C. A Concluding Remark
1. We’ve attempted to provide some insight into need-to-integrate courses you have taken in
your college pursuits because what you learn in humanities and social science courses can
assist you in becoming better prepared to manage in today’s dynamic marketplace.
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Chapter 1 - Managers and Management
Review, Comprehension, Application
Chapter Summary
1.
Managers direct the activities of others in an organization. They have such titles as supervisor,
department head, dean, division manager, vice president, president, and chief executive officer.
Operatives are nonmanagerial personnel. They work directly on a job or task and have no
responsibility for overseeing the work of others.
2.
Management refers to the process of getting activities completed efficiently with and through other
people. The process represents the primary activities of planning, organizing, leading, and
controlling.
3.
Efficiency is concerned with minimizing resource costs in the completion of activities. Effectiveness
is concerned with getting activities successfully completed—that is, goal attainment.
4. The four primary processes of management are planning (setting goals), organizing (determining how
to achieve the goals), leading (motivating employees), and controlling (monitoring activities).
5. The three levels of management are first-line supervisors, middle managers, and top managers. Firstline supervisors are the lowest level of management and are typically responsible for directing the
day-to-day activities of operative employees. Middle managers represent the levels of management
between the first-line supervisor and top management. These individuals, who manage other
managers and possibly some operative employees, are primarily responsible for translating the goals
set by top management into specific details that lower-level managers can perform. Top managers, at
or near the pinnacle of the organization, are responsible for making decisions about the direction of
the organization and establishing policies that affect all organizational members.
6. Henry Mintzberg concluded that managers perform 10 different roles or behaviors. He classified
them into three sets. One set is concerned with interpersonal relationships (figurehead, leader,
liaison). The second set is related to the transfer of information (monitor, disseminator,
spokesperson). The third set deals with decision making (entrepreneur, disturbance handler, resource
allocator, negotiator).
7. Management has several generic properties. Regardless of level in an organization, all managers
perform the same four activities; however, the emphasis given to each function varies with the
manager’s position in the hierarchy. Similarly, for the most part, the manager’s job is the same
regardless of the type of organization he or she is in. The generic properties of management are
found mainly in the world’s democracies. One should be careful in assuming that management
practices are universally transferable outside so-called free-market democracies.
8. The four critical types of skills necessary for becoming a successful manager are: conceptual (the
ability to analyze and diagnose complex situations); interpersonal (the ability to work with and
understand others); technical (applying specialized knowledge); and political (enhancing one’s
position and building a power base).
9. People in all walks of life have come to recognize the important role that good management plays in
our society. For those who aspire to managerial positions, the study of management provides the
body of knowledge that will help them to be effective managers. For those who do not plan on
careers as managers, the study of management can give them considerable insight into the way their
bosses behave and into the internal activities of organizations.
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Part I - Introduction
10. Management does not exist in isolation. Rather, management practices are directly influenced by
research and practices in such fields as anthropology (learning about individuals and their activities);
economics (understanding allocation and distribution of resources); philosophy (developing values
and ethics); political science (understanding behavior of individuals and groups in a political setting);
psychology (learning about individual behavior); and sociology (understanding relationships among
people).
Companion Website
We invite you to visit the Robbins/DeCenzo Companion Website at www.prenhall.com/robbins for the
chapter quiz and student PowerPoints.
OneKey Online Courses
We invite you to visit www.prenhall.com/onekey for the part-ending ethics scenarios, diversity exercises,
and learning modules.
 Enhancing your Skill in Ethical Decision Making
New to this edition is an online interactive feature designed to give students experience in making
management decisions about hypothetical yet realistic ethical issues. Introductory paragraphs at the ends
of Parts 1, 2, 3, 4, and 5 provide background about the company (Boeing) and set up the situation for each
set of exercises. After they have studied the chapters in each part, have students log onto
www.prenhall.com/onekey and work through the two multiple choice questions and two short-essay
questions. You may want to hold classroom debates, assign students to conduct role-plays, or have
students work in teams to explore the decision alternatives involved in some of these ethical challenges.

Diversity Perspectives: Communication and Interpersonal Skills, by Carol Harvey and June
Allard
1. Although a Harris poll revealed that Americans believed that 52% of the world’s population could
speak English, the actual figure is about 20%. Only 8% of the world’s population speaks English as a
first language. These statistics support the need to understand different cultures and languages to
compete successfully in a global marketplace and to communicate effectively with increasingly more
diverse customers and employees.
Sources:
Bababni,A. Human Index, at humanscapeindia.net/humanscape/hs0999/hs99915t.htm, June 22, 2004.
Taylor, H. Americans believe that over half of the world’s population speaks English (actually about
20% do so). The Harris Poll, #61, November 4, 1998. at
harrisinteractive.com/harris_poll/index.asp?PID=146, June 22, 2004.
2. One in eight or 13.3% of the U.S. population is considered to be of Hispanic origin. This is defined
as nationality, lineage, country of birth of the person and/or his/her ancestor. Largely due to
immigration and higher birth rates, Hispanics are now considered to be the largest and fastest growing
minority group in the U.S. Thirty-four percent of. the Hispanics in the United States are under the
age of eighteen.
Source:
Census.gov/prod/2003/pubs/p20-545.pdf, retrieved July 5, 2004.
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Chapter 1 - Managers and Management
3.
Only 22% of the households with annual incomes less than $15,000 had a home computer. This
question is designed to illustrate that people with higher incomes and/or higher social class
membership often have learning opportunities and benefits that people of lower social classes may
not enjoy.
Source:
Gorski, P. Digital Divide in 2000: a Fact Sheet. Available at
edchange.org/multicultural/resources/ddhacts.html on July 5, 2004.
4. To date forty different countries have had forty-seven women serve in this capacity (sixteen as
presidents and thirty-one as Prime Ministers).
Source:
Women around the World, The Center for Legislative Development, January 2000, v1, 2.
5. True - 14% of people with disabilities are self-employed compared to 8% of those without
physical disabilities. There are two reasons for this trend: the difficulty of finding employment and
the availability of improved technologies particularly the internet.
Source:
Diversity Factoids: May 27, 2004. Found at Diversityinc.com/members/7207print.cfm
on July 5, 2004.
6. As of 7/5/04 in thirty-six states it is still legal to fire an employee because of their sexual
orientation. Some counties and cities within those thirty-six states may have statutes protecting gays
in the workplace.
Source:
Hrc.org/Template.cfm?Section+Workplace_Discrimination_Laws
Reading for Comprehension
1. What is an organization? Why are managers important to an organization’s success?
Answer – An organization is a systematic arrangement of people brought together to accomplish
some specific purpose. All organizations share three common characteristics. 1) Every organization
has a purpose and is made up of people who are grouped in some fashion. 2) No purpose or goal can
be achieved by itself, therefore organizations have members. 3) All organizations develop a
systematic structure that defines and limits the behavior of its members. Organization—an entity that
has a distinct purpose, has people or members, and has a systematic structure.
Managers direct the activities of other people in the organization. Customarily classified as top,
middle, or first line, they supervise both operative employees and lower-level managers. First-line
managers are responsible for directing the day-to-day activities of operative employees. Middle
managers manage other managers and possibly some operative employees. They are responsible for
translating the goals set by top management into specific details. Top managers are responsible for
making decisions about the direction of the organization and establishing policies that affect all
organizational members.
2. What four common activities comprise the process approach to management? Briefly describe each of
them.
Answer – The management process can be condensed to four basics: planning, organizing, leading,
and controlling. See Exhibit 1-4. These processes are interrelated and interdependent.
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Part I - Introduction




Planning—encompasses defining an organization’s goals, establishing an overall strategy for
achieving those goals, and developing comprehensive plans to integrate and coordinate.
Organizing—determining what tasks are to be done, who is to do them, how the tasks are to be
grouped, who reports to whom, and where decisions are to be made.
Leading—managers motivate employees, direct the activities of others, select the most effective
communication channel, or resolve conflicts among members.
Controlling—to ensure that things are going as they should, a manager must monitor
performance. The monitoring, comparing, and correcting is the controlling process.
3. What are the four general skills and the six specific skills that affect managerial effectiveness?
Answer –
General Skills
 Conceptual skills refer to the mental ability to analyze and diagnose complex situations. They
help managers see how things fit together and facilitate making good decisions.
 Interpersonal skills encompass the ability to work with, understand, mentor, and motivate other
people, both individually and in groups.
 Technical skills are abilities to apply specialized knowledge or expertise.
 Political skills are related to the ability to enhance one's position, build a power base, and
establish the right connections.
Specific Skills
Research has also identified six sets of behaviors that explain a little bit more than 50 percent of a
manager’s effectiveness.
 Controlling the organization’s environment and its resources.
 Organizing and coordinating.
 Handling information.
 Providing for growth and development.
 Motivating employees and handling conflicts.
 Strategic problem solving.
4. How does a manager’s job change with his/her level in the organization?
Answer – The differences are of degree and emphasis but not of activity. As managers move up, they
do more planning and less direct overseeing of others. See Exhibit 1-6. The amount of time managers
give to each activity is not necessarily constant. The content of the managerial activities changes with
the manager’s level. Top managers are concerned with designing the overall organization’s structure.
Lower-level managers focus on designing the jobs of individuals and work groups.
5. What value do courses in anthropology, economics, philosophy, political science, psychology, and
sociology have for managers? Give an example of one application to management practice that
comes from each of these disciplines.
Answer – Students’ examples of application will vary but should take into consideration the
following practicalities:
 Anthropology. Anthropologists’ work on cultures and environments has helped managers better
understand differences in fundamental values, attitudes, and behavior between people.
 Economics. It provides an understanding of the changing economy and the role of competition
and free markets in a global context.
 Philosophy. Philosophy courses inquire into the nature of things, particularly values and ethics.
Ethical concerns go directly to the existence of organizations and what constitutes proper
behavior within them.
 Political Science. Specific topics of concern include structuring of conflict, allocation of power,
and how people manipulate power for individual self-interest. Management is affected by a
18
Chapter 1 - Managers and Management


nation’s form of government, whether it allows its citizens to hold property, by the ability to
engage in and enforce contracts, and by the appeal mechanisms available to redress grievances.
Psychology. Psychology courses are also relevant to managers in terms of gaining a better
understanding of motivation, leadership, trust, employee selection, performance appraisals, and
training techniques.
Sociology. Sociologists investigate how societal changes such as globalization, cultural diversity,
gender roles, and family life are affecting organizational practices.
Linking Concepts to Practice
1. Are all effective organizations also efficient? Discuss. If you had to choose between being effective
or being efficient, which one would you say is more important? Why?
Answer – Management is the process of getting things done, effectively and efficiently, through and
with other people. Effectiveness and efficiency deal with what we are doing and how we are doing it.
Efficiency means doing the task right and refers to the relationship between inputs and outputs.
Effectiveness means doing the right task, which translates into goal attainment. Efficiency and
effectiveness are interrelated.
It’s easier to be effective if one ignores efficiency. Good management is attaining goals
(effectiveness) and doing so as efficiently as possible. Organizations can be efficient and yet not be
effective. High efficiency is associated more typically with high effectiveness. Poor management is
most often due to both inefficiency and ineffectiveness or to effectiveness achieved through
inefficiency.
To address the question of which is more important, maybe it depends. Doing the right tasks may
keep a business in business—keep the doors open and meet payroll. Doing the wrong tasks may close
the doors and send everyone home.
Suppose you are the owner and manager of a CPA firm. Over the years, your organization has
developed a long-term relationship with a number of customers who come to you each year to
prepare their income tax return.
If you chose to emphasize efficiency over effectiveness, what might happen? You might create an
infrastructure that at least in the short run would be very efficient. Suppose you have one person
handle a customer’s tax return preparation from start to finish (sounds like a silo). You could have
your accountants specialize in the type of customers they work with so they could become
even more efficient in completing the tax returns (we’ll talk about job specialization more in the
history module and chapter five). You could create a compensation system where accountants who
could document their ability to complete tax returns in less time were rewarded. Let’s come back to
this concept in a minute.
What if you chose to emphasize effectiveness over efficiency? Suppose that it is one of your
organization’s goals to guarantee accurate preparation of income tax returns. You may decide to send
all employees to training to learn the most up-to-date advice available regarding tax law. You may
also see that all of your employees have training each year in any changes being implemented by the
Internal Revenue Service. You might also create an infrastructure that would seem to be less
efficient. For example, you might require that each tax return be reviewed by three separate
accountants, one of whom must be a senior accountant, before it is released to the customer. You
may require all accountants to work with a wide variety of tax returns so they will develop a broader
base of expertise.
In the first example (the efficient office), everything might move quickly from start to finish but your
19
Part I - Introduction
control system may be weak. When customers begin to be audited by the IRS and learn that your
efficient operation was not necessarily effective (tax returns are not correct according to tax law and
IRS requirements), your customer base may quickly disappear and your ability to continue in business
could be at risk.
In the second example (the effective office), everything and everyone may be very knowledgeable
and thorough and correct. . .and expensive. When your customers begin to figure out that your
charges are higher than those paid by some of their friends for similar services, your customer base
may quickly disappear and your ability to continue in business could be at risk.
As an effective manager can you afford to separate effectiveness and efficiency? Probably not. You
need to pursue the right goals (effectiveness) and you need to use resources wisely (efficiency). Since
the two are so closely interrelated, understanding the fine balance between them is an important part
of how you become an effective manager.
2. Contrast planning, organizing, leading, and controlling with Henry Mintzberg’s ten roles.
Answer – Students’ responses can be abbreviated by comparing Exhibit 1-4 and Exhibit 1-6. See the
suggested answer for #4 below.
3. Is your college instructor a manager? Discuss in terms of both planning, organizing, leading, and
controlling, and Mintzberg’s managerial roles.
Answer – A college instructor is both an individual contributor and a manager. He/she is an operative
in that he/she produces “the product” of the university. But he/she is also a manager in that he/she
must manage the class and students.
In terms of:
 Planning—the instructor defines class goals, establishes the semester plan for achieving them,
and develops lesson plans to integrate and coordinate these efforts.
 Organizing—not as much, as he/she is primarily responsible for execution but may need to if
he/she uses class participation.
 Leading—should be relatively obvious, motivating students, direct the activities of others, select
the most effective communication channel, or resolve conflicts among members.
 Controlling—ah grading!
For the sake of space, suggestions will be limited to Mintzberg’s three primary categories.
 Interpersonal—the roles of leader and liaison.
 Informational—monitor and disseminator.
 Decisional—disturbance handler and resource allocator.
4. In what ways would the activities of an owner of an automotive repair shop that employs two people
and the president of the Ford Motor Company’s job be similar? In what ways would they be
different?
Answer – Managing the shop is different from managing the company. Refer to Exhibit 1-7. The
shop manager’s most important role is that of spokesperson. The president’s most important job is
deciding which organizational units get what available resources and how much of them. The
entrepreneurial role is least important to the president. The shop owner is more likely to be a
generalist. The president’s job is more structured and formal than in small firms. In the shop planning
is less carefully orchestrated, the shop’s design is less complex and structured, and control in the shop
will rely more on direct observation. We see differences in degree and emphasis, but not in activities.
5. Some individuals today have the title of project leader. They manage projects of various size and
duration and must coordinate the talents of many people to accomplish their goals, but none of the
20
Chapter 1 - Managers and Management
workers on their projects report directly to them. Can these project leaders really be considered
managers if they have no employees over whom they have direct authority? Discuss.
Answer – Less because they manage processes. They still perform the four basic functions of
managers, but of processes, not people. This fact is reflected in compensation structures, such as the
Hay Consulting Groups compensation strategy for managers.
Management Workshop
Team Skill-Building Exercise
A New Beginning
Purpose: This exercise will give students opportunities to connect with other students in the class, reflect
on this course, and set personal goals, as well as have an exposure to the type of exercise used in team
building.
Time: 50 minutes. [Time is approximate. The use of odd times, 7 ½ minutes, is to help students focus on
the time they have for each step.]
Instructions:
1. Explain to students that this exercise will provide them an opportunity to give you some feedback on
what they want from this course.
2. Before beginning the exercise, pass out your syllabus and give a brief overview of the class—major
assignments and events, your objectives, and your expectations.
3. Ask students to review the five questions in the text and take 10 minutes to record their own answers
to each question.
4. Call time and match the students into pairs. Consider using some unique, fun method of pairing—by
birth month, home state, color they are wearing, etc. This method is simply more interesting and
forces students to move around the room, stimulating some blood flow and waking them up. :-)
5. Students’ instructions from the text.
One of the more unnerving aspects of beginning a new semester is gaining an understanding of what
is expected in each class. By now, your instructor has probably provided you with a course syllabus,
which gives you some necessary information about how the class will function. Understandably, this
information is important to you. Yet, there is another component—giving your instructor some
indication of what you want or expect from the class. Specifically, there are some data that can be
useful for providing insight into your taking this class. To collect these data, you will need to answer
some questions. First, take out a piece of paper and place your name at the top. Then respond to the
following:

What do I want from this course?

Why is this class important to me?

How does this course fit into my career plans?

How do I like an instructor to “run” the class?

What do I think is my greatest challenge in taking this class?
21
Part I - Introduction
6. Ask students to take 15 minutes, 7 ½ minutes apiece to share their responses to these questions with
each other. Call time at 7 ½ minutes to switch primary speaker in the pair.
7. Based on this discussion, tell the students to take another 7 ½ minutes to develop a brief 1-minute
introduction and their partner’s brief responses to the questions.
8. Call time.
9. Create five columns on the board where you will record a few key words identifying the substance of
student responses to the questions.
10. Ask for volunteers. Have 5-10 students report and then ask if anyone wants to make sure they get to
share their partner’s responses. [You can review responses from the entire class or from as few as
three partners, depending on the time you wish to spend on this exercise.]
Understanding Yourself
Before you can develop other people, you need to understand your present strengths. To assist in this
learning process, we encourage you to complete the following self-assessments from the Prentice-Hall
Self-Assessment Library 3.0:


How Motivated Am I to Manage? (#47) (Also available in this chapter, p.19)
Am I Well Suited for a Career as a Global Manager? (#48)
After you complete these assessments, we suggest that you print out the results and store them as part of
your “portfolio of learning.”
Developing Your Mentoring Skill
Guidelines for Mentoring Others
A mentor is someone in the organization usually more experienced and in a higher level position
who sponsors or supports another employee (frequently called a protégé). A mentor can teach, guide, and
encourage. Some organizations have formal mentoring programs, but even if your organization does not,
mentoring should be an important skill for you to develop.
Steps in Practicing the Skill
Summary

Communicate honestly and openly with your protégé.

Encourage honest and open communication from your protégé.

Treat the relationship with the protégé as a learning opportunity.

Take the time to get to know your protégé.
Practicing the Skill
1. Select someone you know in an organizational setting (e.g., a relative, neighbor, or friend). This
could be a service organization at your university, a profit or not-for-profit organization in the
community, a church you attend, an organization where you work, or even an organization where you
would like to work. Ask the person you selected if they would spend thirty minutes to an hour
teaching you an organizational skill. This could be how to perform a particular operation in one
22
Chapter 1 - Managers and Management
department of the organization, how to process a form used by the organization, a procedure used
when a visitor comes on site, etc.
2. Next teach your protégé an organizational skill you’ve mastered (could relate to the same
organization as in Step 1 or could be related to a separate organization).
3. Write a brief set of notes about each mentoring experience.
4. Be sure to record what you learned from your protégé and how you might have improved your own
learning opportunity.
5. Could you have prepared ahead of time? How would that have helped you learn better?
6. In assessing your performance as a mentor, evaluate your skill in organizing and presenting the
necessary information.

Did your protégé ask questions you could not immediately answer?

How did you handle these?

How do you think you could have done better?
In-Class Teaching Tips for Using Practicing the Skill
1. Students should select someone they are comfortable with to serve as their mentor.
As a class, brainstorm a list of 3-7 characteristics they would look for in a mentor.
Examples could include:

Thorough understanding of process or skill to be taught;

Able to communicate well (i.e., not seen as condescending or aloof; easy to understand);

Seems “approachable” or seems to like helping others;

Knows the company, its products/services, and processes well;

Has time, or is willing to make time, to work with the protégé;

Is respected by others in the company; etc.
Recommend students include their preferred criteria in priority order when they write a description of
their experience of being mentored.
2. Encourage students to ask the mentor to teach the student something the student finds particularly
interesting.
3. Students should then ask their mentor, or someone else, to serve as their protégé to allow the student
to experience the role of mentor.
As a class, discuss similarities and differences between serving in the role of mentor and the role of
23
Part I - Introduction
protégé. Brainstorm a list of 3-7 characteristics they would look for in a protégé:
Examples could include:

Has both a desire and ability to learn;

Accepts feedback well;

Has time, or is willing to make time, to work with the mentor; etc.
4. Encourage students to select a skill or process to teach that they really know well.

Form students into small groups in class and have them brainstorm, discuss, and share ideas of
what skills/processes they could teach.

Ask that each student report out 1-3 skills they think they could teach someone else.
5. Ask students to prepare 3-5 minute oral summaries of their mentoring experience to present in class.
Developing Your Diagnostic and Analytical Skills
You’re Fired! “The Apprentice” and Donald Trump
You’re fired! Two words that no one wants to hear. But those two words are heard at the end of
the hit new show, “The Apprentice.” The Apprentice stars CEO-extraordinaire, Donald Trump. The
show is a success, and is based on the premise that sixteen contestants compete for a position in Trump’s
organization as his “Apprentice” , for an annual salary of $250,000. Each week the contestants work in
teams to compete against each other through business issues based around marketing, sales, finance, etc.
The winning team receives a reward from “The Donald,” while the losing team sees one of their team
members fired by Mr. Trump.
Trump put his reputation and assets on the line for the show, and some critics thought the show
would portray Trump as a publicity-seeker and encourage contestants to succeed at all costs. Critics also
thought the show might demoralize many of Trump’s current employees, causing them to lose respect and
trust for the company’s leaders. Trump’s response; “I don’t worry about them. I pay them a lot of
money.”
Trump has proven naysayers wrong, and has accomplished something one may not be able to put
a value on---an hour-long prime-time commercial for Trump himself and the Trump organization. And,
other companies are paying upwards of a million dollars just to advertise on the show.
Is Donald Trump a genius? Has he been successful by doing things “outside of the box?” Once
again it appears so. And both the Trump Organization and Trump are winning.
Responding to the Case
1. What management roles does Donald Trump demonstrate in 1) leading his company; and 2)
relationships to employees. Cite examples.
Answer – Students’ responses will be unique but should address the following principles.
Planning encompasses defining an organization's goals, establishing an overall strategy for achieving
those goals, and developing comprehensive plans to integrate and coordinate. So he needs to create
strategies that will address each challenge, including having a vision of how to take advantage of the
real estate and luxury markets.
24
Chapter 1 - Managers and Management
Organizing—determining what tasks are to be done, who is to do them, how the tasks are to be
grouped, who reports to whom, and where decisions are to be made. He has chosen to hire highquality people, and has assigned them to the positions they are best suited for.
Leading involves motivating employees, directing the activities of others, selecting the most effective
communication channel, or resolving conflicts among members. He has worked to intentionally
create a work environment that removes barriers for employees and promotes enthusiasm.
Controlling—ensures that things are going as they should, a manager must monitor performance.
Actual performance must be compared with the previously set goals.
2. How does Donald Trump use technical, human, and conceptual skills to encourage his organization to
be innovative and creative? Discuss.
Answer –
Technical Skills
a) Trump exhibits technical skills in order to encourage his organization to be innovative and
creative by staying on top of current real estate trends so that his organization can identify
lucrative prospects for development.
b) Trump also exhibits technical skills in financial decisions, marketing decisions.
Human Skills
a) Trump uses human skills to encourage his organization to be innovative and creative by being
very straightforward, rewarding failure and encouraging risk taking.
Conceptual Skills
a) Trump uses conceptual skills to encourage his organization to be innovative and creative by
thinking strategically at all times and always looking for gaps in existing marketplaces for a
strategic advantage.
3. Do you believe Trump’s risk-taking emphasis would work in other organizations? If yes, what type
of organization? If no, why not?
Answer--Trump’s risk-taking emphasis would work in organizations that are volatile, such as brokerages. It would
also work in companies pursuing an innovation strategy, such as a dot-com company. However, in other
types of organizations which are more stable or more mature, it may not work. In those kinds of
organizations, the culture is often based on being risk averse, and the focus is on maintaining the status
quo. Employees in those types of organizations are less likely to thrive under a leader such as Trump, as
they themselves will have developed risk averse ways of conducting their business.
Enhancing Your Communication Skills
1. Develop a 3-4 page response to the following question: “Are U.S. executives overpaid?” Present both
sides of the argument and include supporting data. Conclude your discussion by defending and
supporting one of the two arguments you’ve presented.
2. Describe how the president of your college fulfills the 10 managerial roles identified by Henry
Mintzberg (refer to Exhibit 1-5, p. 11). In your discussion, provide specific references to actual
activities by your college’s president—not just the “identifiable activities” we’ve listed in the exhibit.
3. Schedule a meeting with three faculty members—one who teaches economics, one who teaches
psychology, and one who teaches political science. Ask each of them how their respective courses
25
Part I - Introduction
relate to today’s business environment, and what are the most critical elements from their courses that
a business student should understand. Write up your findings in a 3-4 page report.
Team Exercises Based on Chapter Material
1. Break the class into teams of 5. Appoint someone to be Donald Trump. Assign each team one of the
following disciplines (see below).
Explain to the class that they are all graduate students in each of their respective disciplines. They have
10 minutes to prepare a 2 minute speech to Mr. Trump persuading him to hire their group from their
discipline. Explain that they should focus on the disciplinary strengths that they hold by virtue of their
assigned background, and that they should be prepared to describe concrete examples of how they would
help Mr. Trump to be a more effective manager. Have Mr. Trump decide which team to hire, and have
him/her tell the others “YOU’RE FIRED” In true Trump fashion, be sure to have some type of reward for
the winning team (candy bars, movie passes, etc)
The students will come up with some very clever applications, but as a guideline, their answers
should follow the following trends:
 Economics – They could help him to decide what markets to explore, where to open and close
stores as he understands the changing economy.
 Philosophy – As risk-taking and an undeniable focus on winning and achieving are central to this
company, this could be a key discipline for him, helping him understand how his external
constituencies might perceive company behavior. Philosophy courses inquire into the nature of
things, particularly values and ethics. Ethical concerns go directly to the existence of
organizations and what constitutes proper behavior within them.
 Sociology – Students from this discipline could help Mr. Trump track key issues for his
constituents, especially the environmentalists. Sociologists investigate how societal changes such
as globalization, cultural diversity, gender roles, and family life are affecting organizational
practices.
 Anthropology - Anthropologists’ work on cultures and environments can help Mr. Trump better
understand differences in fundamental values, attitudes, and behavior between people.
 Political Science – Students from this field could advise Mr. Trump regarding the structuring of
conflict, allocation of power, and how people manipulate power for individual self-interest.
Management is affected by a nation’s form of government, whether it allows its citizens to hold
property, by the ability to engage in and enforce contracts, and by the appeal mechanisms
available to redress grievances. Therefore, they could also advise Mr. Trump about the interface
regarding his business and government.
 Psychology – Students from this discipline could counsel Mr. Trump and help him have a better
understanding of motivation, leadership, trust, employee selection, performance appraisals, and
training techniques.
2. Divide the class in two. Within each side of the room, have the students break into teams of 5. Tell all
the groups in one side of the room they have 5 minutes to prepare an argument for the concept that certain
people are naturally good managers and therefore don’t need management education and have the groups
on the other side of the room argue for the value in studying management. Each argument must have 3-5
main points.
Once the time allotted is up, draw a line down the middle of the board. Have a representative
from each group in the side that is AGAINST management education go to the board and on their
respective side, list their main points for their position. Simultaneously, have one representative
from each of the groups FOR management education list their main points on their respective side
of the board. (total time for board writing: 5 minutes)
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Chapter 1 - Managers and Management
Have a representative from each group summarize their points (10 minutes)
Once the arguments for both sides are heard, tell students they can get up and change sides if
they’d like to change their position.
Discuss the value of management education.
3. Break the class into groups of 5. Assign each group one of the four general skills necessary for
becoming a successful manager (conceptual, interpersonal, technical, political). Have them think about
their coursework in college, and which courses are giving them skills in their assigned skill. Make four
different columns on the board, and write the course numbers and names identified by the different
groups in the corresponding columns.
Some examples:




Conceptual skills refer to the mental ability to analyze and diagnose complex situations. They
help managers see how things fit together and facilitate making good decisions. Any kind of
logic, engineering, or strategy courses help with this as well as any course that has service
learning.
Interpersonal skills encompass the ability to work with, understand, mentor, and motivate other
people, both individually and in groups. Any course that requires working in teams; also,
Organizational behavior courses, psychology, social psychology, or sociology, or communication
courses
Technical skills are abilities to apply specialized knowledge or expertise. Any discipline based
course (mathematics, for example) that furthers technical and/or applied skills would apply.
Political skills are related to the ability to enhance one's position, build a power base, and
establish the right connections. Political science courses, negotiation courses, organizational
behavior courses are a few that would accomplish the development of these types of skills.
4. Break the class into groups of 5. Give the groups 15 minutes to leave the class and identify an
example (they can just remember it) of either something in the university that is efficient but not effective,
something that is effective but not efficient, or something that is both efficient and effective. Make three
columns on the board and list the different examples under “efficient but not effective” “effective but not
efficient” and “both efficient and effective.” Once the lists are made, select examples from the first two
columns and what it would take to remedy them so they could be categorized “both efficient and
effective.”
5. Break the class into groups of 5 and assign each group either planning, organizing, leading, or
controlling. Explain to them that they must leave the classroom for 15 minutes, and they should bring
back some evidence of a student group or leader planning, organizing, leading, or controlling (they
usually bring back things from bulletin boards or print outs of emails from leaders of organizations
they’re involved in.) Go around the room and ask the groups to describe what they brought back, and
make sure that their examples and explanations depict the dimensions correctly. As a guideline,
 Planning—encompasses defining an organization’s goals, establishing an overall strategy for
achieving those goals, and developing comprehensive plans to integrate and coordinate. A
marketing document outlining a student organization’s goals and strategy would work for this
one.
 Organizing—determining what tasks are to be done, who is to do them, how the tasks are to be
grouped, who reports to whom, and where decisions are to be made. Any document that outlines
the structure of an organization or a poster identifying different positions open for election would
exemplify this. Or, a call for volunteers would do this as well.
 Leading—managers motivate employees, direct the activities of others, select the most effective
communication channel, or resolve conflicts among members. Any email or flyer from an
organizational leader that is inspirational in nature would accomplish this. An announcement of a
speech of this type would also be suitable.
27
Part I - Introduction

Controlling—to ensure that things are going as they should, a manager must monitor
performance. The monitoring, comparing, and correcting is the controlling process. This one is
the hardest---but students may bring back documents that outline their fiscal shortfalls, meeting
attendance records, etc.
28