Type:
Solution Manual
Resource:
Exploring Management
Edition:
3rd Edition
Author(s):
John R. Schermerhorn
Schermerhorn Exploring Management 3rd edition
Chapter 1 The Management Process Everyone becomes a manager someday Chapter Objectives Each Chapter contains several inset features designed to assist the student reader in applying the concepts to relevant examples. Management Live illustrates how popular movies demonstrate management concepts in the chapter. Role Models features a management professional that illustrates key chapter concepts in a novel, visionary or inspirational way. Explore Yourself refers students to self assessment activities relevant to concepts in the chapter. Ethics Check profiles examples of ethical issues in management. Manager's Library features books that illustrate current events or trends relevant to chapter concepts. Facts to Consider introduces research or trends that may be used for class discussion in the classroom or online for distance learning. Chapter 1 begins to explore the fundamental notions of what a manager actually does, the requirements for a manager, and the expectations. Both the benefits and challenges are discussed. It may be worthwhile to have the class reflect at the outset on a person for whom they may have already worked or played sports with that they believe was a good manager. Then perhaps ask students to describe some of this person’s traits for further reinforcement and discussion as you present Chapter 1. Suggested learning activities for Management Live, Explore Yourself, Role Models, Ethics Check, Facts to Consider and Manager's Library are included at the end of each Chapter in this Instructor’s Resource Guide. The objectives of Chapter 1 may be summarized as: 1. 2. 3. 4. 5. 6. 7. 8.
To describe the varying types and levels of managers To convey how managers are measured for effectiveness To define accountability, especially in the face of changing and multiple expectations To describe the intensity and stress of managing To explain the four key functions of managers: Plan, Organize, Lead, and Control To describe managers in terms of skills as well as roles enacted To define ethics and corporate governance To explain globalization, job migration and other trends; and how students can begin to prepare for the contemporary organization in light of these trends, issues and concerns 9. To define diversity and discrimination 10. To review how talent and intellectual capital drive high-performance organizations
Chapter 1
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Schermerhorn Exploring Management 3rd edition
Chapter Outline 1.1 What Does it Mean to Be a Manager? •
Managers are persons who directly supervise, support, and help activate work efforts to achieve the performance goals of individuals, teams, or even an organization as a whole.
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Organizations have different types and levels of managers ✓ Figure 1.1 depicts an organization as a series of “layers,” each of which represents different levels of work and managerial responsibilities. ✓ First-line manager is someone who leads a group of people who perform nonmanagerial duties. ➢ Common titles are department head, team leader, supervisor ✓ Middle Managers are persons in charge of relatively large departments or divisions consisting of several smaller work units or teams. ➢ Usually supervise several first-line managers ➢ Examples are clinic directors in hospitals, plant managers, and regional sales managers in businesses ✓ Top managers are responsible for the performance of the organization as a whole. ➢ Chief Executive Officer (CEO), President, Vice Presidents ➢ Expected to be alert to trends in the external environment, recognize problems and opportunities, and to lead the organization to long-term success ➢ Best are strategic thinkers, can communicate well, and keep organization members focused on important objectives ✓ Boards of Directors ➢ Responsible for Corporate Governance and the active oversight of the affairs of the organization and the performance of its top management ➢ The CEO or President typically reports to the Board of Directors who are responsible for the hiring, firing and compensation of senior executives ➢ In non-profit organizations, may be called the Board of Trustees •
Accountability is a cornerstone of managerial performance ✓ Describes the requirement of one person to answer to a higher authority for performance achieved in his or her area of work responsibility ➢ Accountability flows upward in organizations ➢ Managers are also dependent on others to do the required work
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Effective managers strive for both performance and satisfaction ✓ Quality of work life (QWL) is integral to managers being a success ✓ QWL includes respect and valued employees, fair pay, safe working conditions, learning and growth opportunities, and pride in the workplace
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Managers must meet multiple and changing expectations ✓ Managers today often referred to as “coaches” or “coordinators”
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Schermerhorn Exploring Management 3rd edition
✓ See Figure 1.2–an upside-down pyramid depicting a new mindset for managers acting as coaches; the organization exists to serve its customers 1.1 Questions for discussion suggested answers 1) Each of us will be “managers” in several ways beyond work lives: managing our career; volunteer organizations; households; sports teams; daily priorities, etc. 2) Quality of work life connects directly to employee satisfaction and productivity and customer satisfaction. If employee morale is poor and/or if employees are not viewed as individuals with unique goals and concerns, this will impact current sales and profitability; it will also impact retention, and the costs associated with replacing experienced employees are quite high. 3) The upside down view emphasizes the importance of customers and employees who serve those customers. That pyramid view of an organization mirrors reality better than the notion that CEOs alone drive success. 1.2 What Do Managers Do and What Skills Do They Use? •
Managerial work is often intense and demanding. ✓ Henry Mintzberg describes daily managerial work in this manner in The Nature of Managerial Work ➢ In addition to the long hours, Mintzberg described a day spent at an intense pace at fragmented and varied tasks, using many types of communication media, working largely through relationships.
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Managers plan, organize, lead and control. ✓ Four functions in the management process-see Figure 1.3 ✓ The Management Process - planning, organizing, leading and controlling ✓ All managers in any organization are responsible for doing each of these functions well ✓ Planning is the process of setting performance objectives and determining what actions should be taken to accomplish them ✓ Organizing is the process of assigning tasks, allocating resources, and coordinating the activities of individuals and groups ✓ Leading is the process of arousing people’s enthusiasm to work hard and inspiring their efforts to fulfill plans and accomplish objectives ✓ Controlling is the process of measuring work performance, comparing results to objectives, and taking corrective action as needed
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Managers enact informational, interpersonal, and decisional roles. ✓ The four management functions are not performed step-by-step ➢ Mintzberg identified three sets of roles that he believed all good managers enact successfully Through these roles, the manager fulfills the four management functions ✓ Informational roles focus on the giving, receiving, and analyzing of information
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Schermerhorn Exploring Management 3rd edition
✓ Interpersonal roles reflect interaction with people inside and outside the work unit ✓ Decisional roles involve using information to make decisions to solve problems or address opportunities •
Managers pursue action agendas and engage in networking. ✓ Agenda setting is used by managers to develop action priorities; these agendas may be incomplete and loosely connected in the beginning ✓ Networking is the building, maintenance, and use of positive relationships with other people, ideally those who may be useful someday ➢ Networks create the opportunity through which many agenda items can be fulfilled ➢ Most managers maintain extensive networks not only with their own organization, but also with customers, suppliers, and community representatives
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Managers use a variety of technical, human, and conceptual skills. ✓ Technical skill is the ability to use a special proficiency or expertise to perform particular tasks ➢ Examples are accountants, engineers, and systems analysts ➢ Technical skills are very important at career entry levels ✓ Human skill is the ability to work well with others ➢ High self awareness, capacity for empathy, trusting, and enthusiasm with others ➢ Emotional Intelligence (EI) (described by Daniel Goleman) is the ability to manage ourselves and our relationships effectively ➢ See the inset summarizing the five facets of EI ✓ Conceptual skill is the ability to think critically and analytically; the capacity to break down problems into smaller parts, see the relations between the parts and recognize the implications of any one problem for others ➢ Conceptual skills actually grow in importance as one moves up to higher management responsibilities
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Managers can and should learn from experience. ✓ Lifelong learning - the process of continuously learning from our daily experiences and opportunities ✓ Table 1.1 presents six "Must Have" managerial skills. ➢ Teamwork ➢ Self-Management ➢ Leadership ➢ Critical Thinking ➢ Professionalism ➢ Communication ✓ Learning Activity: Have students rank these skills in order of importance individually or in small groups. Compile the lists in a large group, asking students to justify their choices.
1.2 Questions for discussion suggested answers
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