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Library of Congress Cataloging-in-Publication Data
Library of Congress Control Number: 2023922765
ScoutAutomatedPrintCode
ISBN 10: 0-13-809064-5
ISBN 13: 978-0-13-809064-7
Brief Contents
Preface xxi
Acknowledgments xxx
Part 1 Introduction to Management 1
Chapter 1: Managers and You in the Workplace 1
Chapter 2: The Evolution of Management 21
Chapter 3: Making Decisions 46
Part 1 Management Practice 68
Part 2 Basics of Managing in Today’s Workplace 71
Chapter 4: Influence of the External Environment and the Organization’s Culture 71
Chapter 5: Diversity, Equity, and Inclusion 93
Chapter 6: Managing in a Global Environment 122
Chapter 7: Managing Social Responsibility and Ethics 144
Case Application 2: Posting for Just Other Employees to See 488
Planning and Control Techniques Module 493
Techniques for Assessing the Environment 493
Environmental Scanning 493
Forecasting 494
Techniques for Allocating Resources 496
Budgeting 496
Scheduling 497
Breakeven Analysis 501
Linear Programming 501
Project Management 503
Project Management Process 503
Role of Project Manager 504
Review and Discussion Questions 504
Managing Operations Module 507
The Role of Operations Management 507
Services and Manufacturing 507
Managing Productivity 508
Strategic Role of Operations Management 508
Value Chain Management 509
What Is Value Chain Management? 509
The Goal of Value Chain Management 510
Benefits of Value Chain Management 510
Value Chain Strategy 510
Current Issues in Managing Operations 512
Technology 512
Quality Management 513
Quality Standards 514
Mass Customization 515
Creating a Lean Organization 515
Review and Discussion Questions 516
Part 6: Management Practice 518
Continuing Case: Starbucks—Controlling 518
Practice Your Data Analysis Skills 520
Glossary 522
Name Index 534
Organization Index 547
Subject Index 550
Welcome to the 16th edition of Management. First published in 1984, this book has become one of the world’s most popular introductory management texts. It’s used by hundreds of US colleges and universities; it’s translated into Spanish, French, Russian, Dutch, Bahasa, Korean, and Chinese; and there are adaptations for Australia, Canada, India, and the Arab World.
New to This Edition
The 16th edition of Management addresses the evolving workplace at a pivotal time in the practice of management. Understanding that many students who use this text are not necessarily majoring in management, this edition continues to build on our approach of ensuring students see the importance and relevance of studying management. Each chapter opens with a common myth that students are likely to hold about that chapter’s content. We then show them that what they thought they knew was wrong. The objective? To demonstrate that the practice of management is not all common sense.
Further, regardless of students’ majors or career plans, they are likely to work in an organization. Whether that organization has three people or 300,000, there are common challenges that employees will encounter. We provide insights throughout the text, based on solid research, to help students survive and thrive in the workplace. In addition to revisions that uphold this commitment to demonstrating the importance and relevance of the course, other new aspects of this edition are highlighted below.
New Author
The most significant addition to this revision is a new co-author, Dr. Lori Long, who has been a contributor to previous editions of this text. Dr. Long took the lead in this revision and worked to ensure that the text maintains its reputation for readability and relevance while introducing fresh insights and perspectives.
With a blend of corporate, consulting, research, and teaching experience in human resource management, leadership development, culture cultivation, and innovation management, Dr. Long offers a well-rounded perspective that spans theory and practice. Her ability to bridge the gap between research and real-world application is a defining feature of her contributions to this edition.
Focus on Current Management Topics
New chapter openers and examples throughout update the text to focus on current management topics and emerging research. Throughout the text there is also a focus on two forces significantly impacting management practices with insights on how management is evolving to address them.
REMOTE AND HYBRID WORK
The COVID-19 global pandemic accelerated the adoption of remote and hybrid work in organizations. Although research is still emerging on effective remote and hybrid work practices, today’s reality requires managers to understand current best practices in offering remote and hybrid work options and how to optimize worker productivity in remote work environments. Coverage is provided in multiple chapters.
ARTIFICIAL INTELLIGENCE
(AI) AI capabilities are advancing at an exponential rate and are reshaping many management practices. AI is becoming increasingly integrated into various aspects of business operations, from decision making to automation, and managers need to understand how AI can impact their organizations and how to harness its potential effectively. The opportunity for engagement or use of AI tools is addressed in every chapter of this edition.
New Chapter and Chapter Reorganization
The Management History Module has been revised to create a new chapter on the evolution of management. This new chapter is the most comprehensive, detailed, and updated review of management history available among introductory management texts. At this pivotal time in the practice of management, an understanding of the historical development of management concepts and practices provides context to help students appreciate how practices evolve in response to changing societal, economic, and technological factors. The remaining chapters have been reorganized, and the entrepreneurship chapter has been transitioned to a module in response to the growing number of colleges offering entrepreneurship as a separate course.
Streamlining and Enhancing Features
For this edition, we have streamlined and enhanced the features included within the text to retain its length and focus. The “Workplace Confidential,” “It’s Your Career,” and “Learning from Failure” features have been supplemented and updated to retain the text’s close focus on real-world application.
The Management Practice feature at the end of each part has also been thoroughly revised, with an updated “Integrative Case” and a new “Practice Your Data Analysis Skills exercise to help students hone this valuable career skill.
End-of-chapter materials have been enhanced with new and updated cases, exercises, discussion questions, and much more.
Additional Chapter-by-Chapter Changes in This Edition
Chapter 1
• New Managerial Challenge: Focus on Remote or Hybrid Work
• New Managerial Challenge: Focus on Technology, including artificial intelligence and digital transformation
• New Managerial Challenge: Focus on Employee Well-Being Chapter 2 (new chapter on evolution of management)
• Expanded coverage into the 21st century
• New coverage of early advocates of a social-person approach
• Coverage of the new industrial revolution and other recent developments in management research and practices
• New Learning from Failure: Learning from Failing Start-up Businesses
• New Workplace Confidential: Looking Back to Move Forward
• All new end-of-chapter questions and exercises
• New case: Uber’s CEO Gets Behind the Wheel
• New case: Managers Still Need to Be Data-Driven
Chapter 3
• New example for decision-making process
• New coverage of data and technology use in decision making
• New case: A Major League Baseball Rule Change
Chapter 4
• Expanded coverage of external environment to include investors and environmental, social, and governance (ESG) strategy
• New coverage on impact of remote work on culture
Chapter 5
• Expanded to include emerging practices in equity and inclusion
• Expanded coverage of dimensions of diversity to include socioeconomic status
• New coverage of measuring and reporting on diversity, equity, and inclusion (DEI) work
• New table: Stages of DEI Strategy
Chapter 6
• New coverage on the impact of remote work capabilities
• New Workplace Confidential: Succeeding in a Remote Job
• New case: Lululemon Power of Three × 2 Growth Strategy
Chapter 7
• New section: Stakeholder Capitalism
• New coverage of reporting on social responsibility and sustainability efforts including UN Sustainable Development Goals
• New Learning from Failure: From Greenwashing to Electric Cars
• New coverage on supporting ethical behavior including ethics officers and protecting whistleblowers
Chapter 8
• New section: Static versus Scenario Planning
• New section: SMART Objectives
• New case: Johnson Controls Using OpenBlue to Reach Net Zero
Chapter 9
• Revised and expanded coverage of the strategic management process
• New case: Nvidia’s Gaming and AI Strategy
Entrepreneurial Ventures Module
• Revised chapter into a module
• Added coverage on the entrepreneurial mindset
Chapter 10
• New coverage of flexible workplace options
• New Learning from Failure: Return to Office? Workers Say No Way!
• New case: Life as a Digital Nomad in Foreign Cities
Chapter 11
• Expanded coverage of external influences on HR management, including social and cultural factors
• New coverage on the use of technology in hiring
• New It’s Your Career: Nailing the Behavior-Based Interview
• New case: Employees with Side Hustles: It’s No Secret
Chapter 12
• New coverage on changing culture
• Expanded coverage on types of innovation including breakthrough and sustaining innovations
• Revised and expanded coverage of strategies to stimulate innovation, including coverage of design thinking
• New coverage of the Business Model Canvas and idea incubation
• New Learning from Failure: Giving Up on Google Glass
• New case: Microsoft: Innovative Again
Chapter 13
• New coverage on improving attitudes using artificial intelligence
• New Learning from Failure: Troublesome Leader’s Personality (WeWork)
• New case: Heat Waves Cause Employees to Walk Off the Job
Chapter 14
• New coverage of technology and motivation
• New section: Motivating Remote Workers
Chapter 15
• New section: Technology and Teams, including coverage of virtual collaboration platforms and use of artificial intelligence
• New case: US Women’s Soccer: A Team in Transition
• New case: Taylor Swift’s Bonuses Cause Their Own “Swift Quake”
Chapter 16
• New Learning from Failure: Childhood Lessons on Failure (Sarah Blakely)
• New content on emergent leadership
• New case: New Endorsements Give Power to College Athletes
Chapter 17
• Revised and expanded coverage of technology and communication
• New case: No Meetings?
Chapter 18
• New coverage of Key Performance Indicators
• New case: Feeding Chocolate to Cows
Our Three Guiding Principles
What has allowed this text to flourish for 40 years? We think the answer is in our three guiding principles: (1) offer cutting-edge topic coverage, (2) ensure that the writing is readable and conversational, and (3) make certain the presentation is relevant to students.
Cutting-Edge Topic Coverage
This book has always sought to provide the latest topic coverage. It was, for instance, the first introductory management text to discuss organizational culture, the symbolic view of management, behavioral decision making, sustainability, and value-chain management. This edition continues in that tradition, with cutting-edge topics like stakeholder investing, remote work, artificial intelligence, and employee well-being. And, of course, the entire research base for this edition has been fully updated.
High Readability
Every textbook author claims their books are highly readable. The reality is that few actually are. Most appear to be written more for professors than for students. From the first edition of this text, we were determined to make the field of management interesting and engaging for students. How did we do this? First, we committed to a conversational writing style. We wanted the text to read like normal people talk. And second, we relied on extensive use of examples. As your senior author learned early in his teaching career, students often forget theories, but they remember stories. So you’ll find a wealth of current examples in this text.
Relevance
Since this text’s inception, we have subjected every theory and concept to our “So What?” test. We ask ourselves: Why is a specific concept relevant? Why should a student need to know this? This test has guided us in deciding what to include and exclude over these many editions, as well as reminding us to explain the importance and relevance of concepts when it might not be obvious.
Solving Learning and Teaching Challenges
Speaking of relevance, if there is one component of this text that instructors will find important, it’s our focus on providing job-relevant skills for students.
In the typical introductory management class, only about 20 percent of students are management majors. The rest are majoring in accounting, finance, marketing, information systems, or some other business discipline. As a result, instructors tell us that one of their most challenging obstacles in teaching the introductory management class is convincing these non-management majors of the course’s importance. These nonmanagement majors often question the course’s relevance to their career goals. As one accounting student put it, “Why do I have to take this class? I have no interest in being a manager. My time would be better spent taking another course in tax or auditing.”
We have an answer for those students: This text and your management class are relevant to anyone who plans to work in an organization. How? In addition to describing what effective managers do and offering insights into how organizations work, we include features that will help students develop the specific skills employers are looking for in job candidates and provide guidance to help students survive and thrive in the workplace. Let’s highlight what those features are:
WORKPLACE
CONFIDENTIAL Succeeding in a Remote Job
The emergence of remote work means companies no longer need to rely on finding talent in their local geographic area. They can also save money without the need to relocate recruits or provide office space. As an increasing number of companies offer the opportunity to work remotely, you will likely see more remote jobs available, giving you the chance to work from anywhere in the world. In fact, some countries are even offering digital nomad visas to attract remote workers. These special visas allow you to work remotely from within a country, typically for up to a year. Want to spend a year working from a beach in Barbados? You can! But although remote work might sound exciting, it is a challenge. Before you accept that cool job working for a company on the other side of the country or the globe, you should first ask yourself—is remote work right for me? Although the lure of the flexibility is clear, sometimes the downside of remote work doesn’t surface until you are into the job. And if you do accept the job, how can you make sure you succeed working remotely?
• Make sure you have the equipment you need. This is something you can ask before you start the job. Some companies may even provide an allowance to purchase an ergonomic chair or other equipment.
• If you are working from home, make sure you have a designated workspace. That will help you transition into work mode, and you can walk away from the space at the end of your workday. But also consider alternate work spots, especially if you need to be creative. Changing scenery is helpful, so scout out a good spot at the library or in a public coworking space.
• Take care of your health. Take regular breaks and make sure you stand up and stretch regularly. Make sure you block out breaks on your calendar, so you don’t end up in back-to-back meetings.
• Virtual meetings can cause fatigue. Consider turning off your self-view on the screen—watching yourself is
Developing Resilience
“Learning from Failure” boxes illustrate how people like Sarah Blakely, James Dyson, and J.K. Rowling as well as companies like Google and Volkswagen have encountered setbacks, assessed what went wrong, gained new insights from their experience, and bounced back.
Resilience is a valuable quality for students and employees. These boxes can help students see the positive side of failures and how individuals and organizations have learned from their mistakes.
Learning from F AILUR E
Advice for Surviving and Thriving in the Workplace
Regardless of whether one is working in an organization employing three people or 300,000, there are common challenges that employees will encounter. We provide students with guidance for dealing with these challenges in our “Workplace Confidential” features.
Giving Up on Google Glass
Created by Google’s X factory, the hope of a gamechanging innovation in wearable products ended when Google finally stopped making Google Glass 10 years after a lackluster launch. The product was first introduced in 2013 at a retail price of $1,500, offering consumers wearable glasses allowing them to access technology via their face instead of having to pull out a phone. The smart glasses were discontinued two years later, having never caught on. The failure was blamed on a clunky design, high price, and concerns around privacy. In 2019 Google relaunched the product as the Glass Enterprise Edition, which shifted the focus from consumers to businesses with an intent to sell to industries such as manufacturing and logistics. But again, the product failed to catch on, and the company announced in 2023 that it would end production.
Where did Google go wrong? First, Google Glass was an example of a solution looking for a problem. Although the technology was an interesting idea, it was not fulfilling any customer need. And it was a high price for technology that was not needed. Customers also complained about privacy concerns because wearers could easily hit record to capture video at any time, making the glasses unwelcome in most public places Issues around the purpose of the glasses and the high cost seemed to plague corporate sales as well. When Google announced it would stop making the Glass Enterprise Edition, it was part of a larger cost-cutting initiative across the company. Although it made sense that Google tried to save its investment in Google Glass by relaunching it to a new market, ultimately the company lost millions of dollars by focusing on the novelty of technology instead of the needs of the customer.62
IT ’S YOU R CAREE R
Na ilin g t he Be ha vi or-Based Int e rvie w
A common approach to interviewing is what is called the behavior-based interview. Based on the idea that past behavior is the best predictor of future behavior, the behavior-based interview asks you to share past experiences to demonstrate your skills and competencies. You know you are in a behavior-based interview when the questions start with “Tell me about a time when . . . ” or “Give me an example of . . . ” and then ask for you to share an experience that demonstrates a specific skill or ability. “Tell me about a time you had to manage a difficult customer” is an example of a behavior-based interview question.
The key to succeeding in a behavior-based interview is preparation! Start by making a list of the skills, abilities, or competencies that the job might require The job posting is a good place to start to determine these. It is likely to list skills such as communication, teamwork, time management, and creativity.
Next, think about stories you can tell to share your experiences that demonstrate you have those skills. For example, did you write a persuasive email
that convinced your boss to try your idea? Did you create a time management process that helps you deliver assignments on time? And remember, not every experience has to be a success for you to learn from it. For example, maybe you had a team project that was a disaster, but through the project you learned how to better work in teams. Finally, practice responding to the questions you think you will need to answer. The STAR method is a good way to focus your question responses to make sure you tell the interviewer what they need to know, without going on too long. You can organize your story to share the Situation, Task, Action, and Result.
• Situation: Share some context around the challenge you faced. Where were you working? What was your job?
• Task: What was the specific problem you solved, opportunity you took advantage of, or challenge you responded to?
• Action: Explain exactly what you did to resolve the problem, or what action you took in response to the challenge. Make sure you use “I” and not “we” to emphasize your role, even if it was a team project.
• Result: What was the outcome? Did you save a customer? Get an A on the project? If you are sharing a failure, what did you learn?73
Career Guidance
We’ve found that students appreciate career guidance. Toward that end, we included “It’s Your Career” boxes that address skills that will enhance career progress. These include identifying your strengths and weaknesses, managing your time, developing your negotiation skills, and learning to read an organization’s culture.
Continued Focus on Practical Applications
This edition of Management continues our commitment to provide instructors with a comprehensive set of in-text exercises that allow students to translate what they’ve learned into practical applications. These include, for example, end-of-chapter cases, ethical dilemmas, and team-building exercises, plus a part-ending integrative case. Here’s a brief summary of these applications.
Case Applications
There are two case applications at the end of each chapter.
-xe noitcudorp evissam a dna sseccus evissam a htob saw ruoT sarE s’tfiwS rolyaT ecute. Her three-hour-plus, 44-song live show covers themes from her 17-year career. The 52-date sold-out US tour was an ambitious e ort with elaborate stage designs .ylkciuq nwod nekat dna tup gnieb egareva57 diap ,wohs rep 000,45 ylraen ,snaF ticket price of $250 to see Swift’s era-themed rooms moving on stage and screen with coordinated dance numbers, an acoustic set, and 10 out t changes during each show. .egats noitnetta yap tol elohw a ereht ,ylsuoivbO 58 maet tnacifingis a deriuqer wohs namow-eno ylgnimees s’tfiwS rolyaT ,esruoc e ort. Her fashion alone represented the work of several of the world’s most prominent designers, and she needed help changing costumes several times each show. The technically ambitious stage show, created and executed by designers and a variety of .spordkcab euqinu htiw reerac s’tfiwS smubla tnereffid desacwohs ,srekrow 59 Other team members included the 50-plus truckers transporting sets and equipment from one stadium to the next, caterers to feed everyone, workers handing out LED wristbands that sync up to songs in unison when Swift is singing, and many more.
Starbucks Integrative Case
Each of the six parts of this book concludes with the Starbucks integrative case. This case helps students see how concepts can be applied in an organization with which most are familiar as well as see the integrative nature of management. Each part of the case has been updated with developments since the previous edition.
Practice Your Data Analysis Skills
Continuing Case:
Starbucks—Introduction
P2-19.
A co ee business started by three friends caught on, and currently has 10 locations, the environmentally conscious founders of this business have started to consider if the gar bage generated by each store is problematic. Last month, the average waste sent to land lls amounted to 1,500 pounds per store. Stores are open seven days a week, and about 500 customers visit each store daily. It turns out that single-use co ee cups, approximately 500 per day per store, can be replaced by compostable paper cups at a cost of $0.15 per cup. By implementing recycling, 600 pounds of garbage per store can be diverted from going to a land ll. What is the waste diversion rate per store if recycling and compostable cups are used? Assume 50 single-use cups equal one pound of garbage, and the waste diversion rate is calculated by dividing the amount of waste diverted by the total amount of waste, then multiply the total by 100. The waste diversion rate is presented as a percentage.
Skills Exercises
It’s not enough to “know” something. Students need to be able to apply that knowledge. Skills Exercises at the end of each chapter are designed to help achieve that goal. Some of these exercises include developing your skills at creativity, collaboration, building trust, interviewing, motivating others, and acquiring power.
Community. Connection. Caring. Committed. Co ee. Five Cs that describe the essence of Starbucks Corporation what it stands for and what it wants to be as a business. With more than 32,000 stores in eighty countries, Starbucks is the world’s number one specialty co ee retailer. The company also owns the Baya, Evolution Fresh, La Boulange, Princi, Starbucks Reserve, Seattle’s Best Co ee, Starbucks VIA, Starbucks Refreshers, Teavana, Verismo, and Torrefazione Italia brands.1 It’s a company that truly epitomiz es the challenges facing managers in today’s globally competitive environment. To help you better understand these challenges, we’re going to take an in-depth look at Starbucks through these continuing cases, which you’ll nd at the end of every part of the text. Each of these six part-ending continuing cases will look at Starbucks from the perspective of the material presented in that part. Although each case “stands alone,” you’ll be able to see the progression of the management process as you work through each one.
Applied Data Analysis Skills
Following the Starbucks case at the end of each section, we have added a new “Practice Your Data Analysis Skills” assignment for students. Using a theme of a new coffee shop business, students can practice basic data analysis and apply their critical thinking skills to understand the implications of the data.
SKILLS EXERCISE Developing Your Collaboration Skill
About the Skill
Collaboration is the teamwork, synergy, and cooperation used by individuals when they seek a common goal. In many cross-cultural settings, the ability to collaborate is crucial. When all partners must work together to achieve goals, collaboration is critically important to the process. However, cultural di erences can often make collaboration a challenge.
Steps in Practicing the Skill
• Look for common points of interest. The best way to start working together collaboratively is to seek commonalities that exist among the parties. Common points of interest enable communications to be more e ective.
• Listen to others. Collaboration is a team e ort. Everyone has valid points to o er, and each individual should have an opportunity to express their ideas.
• Check for understanding. Make sure you understand what the other person is saying. Use feedback when necessary.
• Accept diversity. Not everything in a collaborative e ort will “go your way.” Be willing to accept di erent ideas and di erent ways of doing things. Be open to these ideas and the creativity that surrounds them.
• Seek additional information. Ask individuals to provide additional information. Encourage others to talk and more fully explain suggestions. This brainstorming opportunity can assist in nding creative solutions.
• Don’t become defensive. Collaboration requires open communication. Discussions may focus on things you and others may not be doing or need to do better. Don’t take the constructive feedback as personal criticism. Focus on the topic being discussed, not on the person delivering the message. Recogniz e that you cannot always be right!
Practicing the Skill
Interview individuals from three nationalities di erent than your own about the challenges of collaborating with individuals from di erent cultures. What challenges do di erent cultures create when people are asked to collaborate? How do they recommend dealing with these challenges? What advice do they have for improving your ability to collaborate at work with people from di erent cultures? Do they think being bilingual and traveling to di erent countries will improve your ability to collaborate?
Ethics Dilemmas
Each chapter presents students with an ethical dilemma and encourages them to practice their skills in ethical decision making and critical decision making.
ETHICS DILEMMA
In many ways, technology has made all of us more productive; however, ethical issues do arise in how and when technology is used. Take competitive amateur and professional sports as an example. All kinds of technologically advanced sports equipment (swimsuits, golf clubs, ski suits, etc.) have been developed that can sometimes give competitors/players an edge over their opponents. Access to technology is expensive, meaning technology use in sports is not equally available to everyone.32
WORKING TOGETHER Team Exercise
Almost a third of employees who leave their companies within the rst 90 days say they didn’t t into the company’s culture.34 This suggests that learning about a company’s culture before you accept a job could save you a considerable amount of grief To increase the chances that you’ll t with the culture of the company you next work for, form groups of three or four and share the characteristics of an organizational culture each group member wants (and doesn’t want) in an employer.
“My Turn to Be a Manager”
Exercises Additional opportunities for students to apply management concepts introduced in each chapter are the “My Turn to Be a Manager” exercises.
4-8. Do you think the use of technology in sports is based on the desire to gain an advantage or the fear of competing at a disadvantage?33 Is this an ethical concern for the use of technology?
4-9. What if your school (or country) were competing for a championship and couldn’t a ord to out t athletes in such equipment, and it a ected their ability to compete? Would that make a di erence?
4-10. Given the degree of complexity and change technology has brought to amateur and professional sports, what can regulators (i.e., management) do to gain some control over their environment?
Compare your lists for common factors. Now choose one of the group members’ lists and, as a group, discuss: What could you do when visiting a company for an interview to nd out whether it has the characteristics on the list? What questions could be asked during the interview to nd out if the company has a strong or weak culture? What clues could be looked for when walking around the company to understand what the culture is like? Be ready to share your analysis with the class.
Team Exercises
Work in today’s organizations is increasingly being done in groups and teams. And being a “team player” has become an important quality in the hiring process. To help students build their collaboration skills, we have included team exercises at the end of each chapter.
MY TURN TO BE A MANAGER
• Find current examples in any popular business periodical of both the omnipotent and symbolic views of management. Write a paper describing what you found and how your examples represent these views of management.
• Consider a business that you frequent (for example, a restaurant or co ee shop) and review the six aspects of the external environment discussed in the text. Create a list of factors in the external environment that could a ect the management of the business you selected.
• Choose an organization you are familiar with or would like to know more about. Create a table identifying potential stakeholders of this organization. Then indicate what particular interests or concerns these stakeholders might have.
• Activist investors and special interest groups try to pressure top management at companies to make signi cant changes to their policies. How have executives at companies like
Coca-Cola, Disney, Exxon, and Meta made changes in response to investors’ or special interest groups’ demands? Give some examples and indicate whether you agree or disagree with the changes. Was there any evidence of greenwashing at the company(ies) you researched?
• If you belong to a student organization, evaluate its culture by answering the following: How would you describe the culture? How do new members learn the culture? How is the culture maintained? If you don’t belong to a student organization, talk to another student who does and evaluate it using the same questions.
• Research remote work and work nomads. In a short paper, discuss the positive and negative impacts these ways of working have on an organization with a strong culture. Would the e ects be the same for an organization with a weak culture? Explain whether maintaining an organization’s culture should be di erent if remote workers and work nomads are used.
About MyLab Management
To improve student results, we recommend pairing the text content with MyLab Management, which is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and will help your students learn and retain key course concepts while developing skills that future employers are seeking in their candidates. From Mini Sims to Personal Inventory Assessments and Dynamic Study Modules, MyLab Management helps you teach your course, your way. Learn more at https://www.pearson.com/en-us/higher-education/productsservices/mylab/management.html
Instructor Teaching Resources
Management 16e comes with the following teaching resources:
Supplements available to instructors at www. pearson.com
Features of the Supplement Instructor’s Manual authored by Nathan Hartman from Illinois State University
Test Bank authored by Mike Casey
• Chapter-by-chapter summaries
• Teaching notes
• Answers for End-of-Chapter activities
• Over 1800 multiple-choice, true/false, and short answer/ essay questions
• Aligned to Learning Objectives from the text
• Classified according to difficulty level
• AACSB learning standard identified (Written and oral communication, Ethical understanding and reasoning, Analytical thinking, Diverse and multicultural work environments, Reflective thinking, Application of knowledge, Interpersonal relations and teamwork, and Integration of real-world business experiences)
Computerized TestGen
TestGen allows instructors to:
• Customize, save, and generate classroom tests
• Edit, add, or delete questions from the Test Item Files
• Analyze test results
• Organize a database of tests and student results.
PowerPoints authored by Mike Casey
Slides include all the graphs, tables, and equations in the text.
PowerPoints meet accessibility standards for students with disabilities. Features include, but are not limited to:
• Keyboard and Screen Reader access
• Alternative text for images
• High color contrast between background and foreground colors
