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exploring management

Questions and Answers of Exploring Management

4. While the spokespersons are meeting, members remaining in the groups should discuss what they expect to observe during the feedback session.
5. Th e classroom should be rearranged. Th e instructor should be invited in.
6. Spokespersons should deliver feedback to the instructor while observers make notes.
7. After the feedback session is complete, the instructor will call on observers for comments, ask the spokespersons for their reactions, and engage the class in general discussion about the exercise
1. Identify from the list below the three activities that you fi nd most uncomfortable when part of a team.(a) Telling a friend that she or he must stop coming late to team meetings(b) Pointing out
2. Form three-person teams as assigned by your instructor. Identify the three behaviors with which each person indicates the most discomfort.
3. Have each team member practice performing these behaviors with another member, while the third member acts as an observer. Be direct, but try to perform the behavior in an appropriate way. Listen
4. When fi nished, discuss the overall exercise and be prepared to share highlights of the exercise with the rest of the class.
1. After reading the story, rank the fi ve characters in the story beginning with the one you consider the most off ensive and ending with the one you consider the least objectionable. Th at is, the
2. Form groups as assigned by your instructor (at least four persons per group with gender mixed). Each group should:(a) Elect a spokesperson for the group(b) Compare how the group members have
3. After completing the prior steps, discuss in the group the outcomes and reasons for agreement or disagreement on the rankings. Pay particular attention to any patterns that emerge.
4. Have a spokesperson be prepared to discuss the results of the exercise and the discussion within your group with the rest of the class.
1. Discuss American football—the rules, the way the game is played, the way players and coaches behave, and the roles of owners and fans.
2. Use American football as a metaphor to explain the way U.S. corporations run and how they tend to behave in terms of strategies and goals.
3. Prepare a class presentation for a group of visiting Japanese business executives. In this presentation, use the metaphor of American football to (1) explain American business strategies and
1. Discuss American football—the rules, the way the game is played, the way players and coaches behave, and the roles of owners and fans.
2. Use American football as a metaphor to explain the way U.S. corporations run and how they tend to behave in terms of strategies and goals.
3. Prepare a class presentation for a group of visiting Japanese business executives. In this presentation, use the metaphor of American football to (1) explain American business strategies and
What personalities cause the most problems when people work together in teams, and what can be done to best deal with them?
What is the future for labor unions in America?
What should Baby Boomers know about members of the Millennial generation to best manage them in the workplace?
What management insights are available in various elements of our popular culture and refl ected in our everyday living?
What types of crises do business leaders face and how do they deal with them?
How do organizations in the same industry fare when they pursue somewhat or very diff erent strategies?
What organizational cultures do we encounter and deal with every day, and what are their implications for employees, customers, and organizational performance?
What stories do your friends, acquaintances, family members, and you tell about their bosses that are truly hard to believe?
What is happening in the area of executive compensation and what do you think about it?
What do you do with a “superstar” on your team?
What words do people use in organizations that carry meanings that create unintended consequences for the speaker?
Does job satisfaction vary around the world, and does it refl ect diff erences in national cultures?
“Globalization” is frequently in the news. You can easily read or listen to both advocates and opponents. What is the bottom line? Is globalization good or bad, and for whom?
Who are the entrepreneurs in your community and what are they accomplishing?
1. Complete the following activities and bring the results to class. Your work should be in a written form suitable for grading.Activity 1: Strengths and Weaknesses Inventory Diff erent occupations
2. In class, form into groups as assigned by the instructor. Share your career-planning analysis with the group and listen to those of others. Participate in a discussion that examines any common
1. Agree on a defi nition of “sustainability” that should fi t the operations of any organization.
2. Brainstorm audit criteria that can be used to create a Commitment to Sustainability Scorecard (CSS) that can be used to assess the sustainability practices of an organization.
3. Formalize your list of criteria and then create a formal CSS worksheet that can be used to conduct an actual audit. Be sure that an organization being audited would not only receive scores on
4. Present and defend your CSS to the class at large.
5. Use feedback received from the class presentation to revise your CSS to be used in an actual organizational sustainability audit.
6. Use your CSS to conduct a sustainability audit for a local organization.
1. How satisfi ed are you with the outcome of the meeting project?Not at all satisfi ed 1 2 3 4 5 6 7 Totally satisfi ed
2. How do you think other members of the meeting/project group would rate you in terms of your infl uence on what took place?No infl uence 1 2 3 4 5 6 7 Very high infl uence
3. In your opinion, how ethical was any decision that was reached?Highly unethical 1 2 3 4 5 6 7 Highly ethical
4. To what extent did you feel “pushed into” going along with the decision?Not pushed into it at all 1 2 3 4 5 6 7 Very pushed into it
5. How committed are you to the agreements reached?Not at all committed 1 2 3 4 5 6 7 Highly committed
6. Did you understand what was expected of you as a member of the meeting or project group?Not at all clear 1 2 3 4 5 6 7 Perfectly clear
7. Were participants in the meeting/project group discussion listening to each other?Never 1 2 3 4 5 6 7 Always
8. Were participants in the meeting/project group discussion honest and open in communicating with one another?Never 1 2 3 4 5 6 7 Always
9. Was the meeting/project completed effi ciently?Not at all 1 2 3 4 5 6 7 Very much
10. Was the outcome of the meeting/project something that you felt proud to be a part of ?Not at all 1 2 3 4 5 6 7 Very much
1. Make sure that everyone in your group completed this assessment for the same team project.
2. Each person in the group should then take the “mirror test.” Th ey should ask: (a) What are my thoughts about my team and my contributions to the team, now that the project is fi nished? (b)
3. Share results of both the assessment and mirror test with one another. Discuss their implications: (a) for the future success of the group on another project and (b) for the members as they go
4. Be prepared to share your team project results with the class as a whole.
1. Look up recent news reports and analyst summaries for each of the following organizations:Coach and Kate Spade . . . Southwest Airlines and Delta Airlines . . . New York Times and USA Today . . .
2. Use this information to write a short description of the strategies that each seems to be following in the quest for performance success.
3. Compare the strategies for each organizational pair, with the goal of identifying whether or not one organization has a strategic advantage in the industry.
4. Try to identify other pairs of organizations and do similar strategic comparisons for them.
5. Prepare a summary report highlighting (a) the strategy comparisons and (b) those organizations whose strategies seem best positioned for competitive advantage.
1. Discuss the concept of the network organization structure as described in the textbook.
2. Create a network organization structure for your college or university. Identify the “core staffi ng” and what will be outsourced.Identify how outsourcing will be managed.
3. Draw a diagram depicting the various elements in your Network “U.”
4. Identify why Network “U” will be able to meet two major goals: (a) create high levels of student learning and (b) operate with cost effi ciency.
5. Present and justify your design for Network “U” to the class.
1. In your team make two lists. List A should identify the things that represent the core cultures of organizations. List B should identify the things that represent the observable cultures of
2. Take an organizational culture walk through a major shopping area of your local community. Choose at least three business establishments.Visit each as customers. As you approach, put your
3. Analyze and compare your data to identify the major cultural attributes of the three organizations and how they infl uence customers and organizational performance.
4. Use your results to make some general observations and report on the relationship between organizational cultures and performance as well as among organizational cultures, employee motivation, and
1. Listen to others and ask others to talk about the leaders they have had or presently do have. What strange-but-true stories are they telling?
2. Create a journal that can be shared with class members that summarizes, role-plays, or otherwise communicates the real-life experiences of people whose bosses sometimes behave in ways that are
3. For each of the situations in your report, try to explain the boss’s behaviors.
4. Also for each of the situations, assume that you observed or heard about it as the boss’s supervisor. Describe how you would “coach”or “counsel” the boss in order to turn the situation
1. Check the latest reports on CEO pay. Get the facts and prepare a brief report as if you were writing a short, informative article for Fortune magazine. Th e title of your article should be
2. Address the equity issue: Are CEOs paid too much, especially relative to the pay of average workers?
3. Address the pay-for-performance issue: Do corporate CEOs get paid for performance or for something else? What do the researchers say? What do the business periodicals say? Find some examples to
4. Address the social responsibility issue: Should CEOs accept pay that is many times the amounts that workers receive?
5. Take a position: Should a limit be set on CEO pay? If not, why not? If yes, what type of limit should be set? Who, if anyone, should set these limits—the government, company boards of directors,
1. Everywhere you look—in entertainment, in sports, and in business—a lot of attention these days goes to the superstars. What is the record of teams and groups with superstars? Do they really
2. What is the real impact of a superstar’s presence on a team or in the workplace? What do they add? What do they cost? Consider the potential cost of having a superstar on a team in the equation
3. Interview the athletic coaches on your campus. Ask them the previous questions about superstars. Compare and contrast their answers. Interview players from various teams. Ask them the same
4. Develop a set of guidelines for creating team eff ectiveness in a situation where a superstar is present. Be thorough and practical.
1. What does the term “globalization” mean? Review various defi nitions and fi nd the common ground.
2. Read and study the scholarly arguments about globalization. Summarize what the scholars say about the forces and consequences of globalization in the past, present, and future.
3. Examine current events relating to globalization. Summarize the issues and arguments. What is the positive side of globalization?What are the negatives that some might call its “dark” side?
4. Consider globalization from the perspective of your local community or one of its major employers. From their perspectives, is globalization a threat or an opportunity, and why?
5. Take a position on globalization. State what you believe to be the best course for government and business leaders to take. Justify your position.
1. Read the local news, talk to your friends and other locals, and think about where you shop. Make a list of the businesses and other organizations that have an entrepreneurial character. Be as
2. For each of the organizations, do further research to identify the persons who are the entrepreneurs responsible for them.
3. Contact as many of the entrepreneurs as possible and interview them. Try to learn how they got started, why, what they encountered as obstacles or problems, and what they learned about
4. Analyze your results for class presentation and discussion. Look for patterns and diff erences in terms of entrepreneurs as persons, the entrepreneurial experience, and potential insights into
5. Consider writing short cases that summarize the “founding stories” of the entrepreneurs you fi nd especially interesting.
• Planning is the process of setting performance objectives and determining how to accomplish them.
• A plan is a set of intended actions for accomplishing important objectives.
• Th e steps in the planning process are: (1) defi ne your objectives; (2) determine where you stand vis-à-vis objectives; (3) develop premises regarding future conditions;(4) make a plan to best
• Th e benefi ts of planning include better focus and action orientation, better coordination and control, and better time management.
• Planning improves time management by setting priorities and avoiding time wasters.
• Short-range plans tend to cover a year or less, whereas long-range plans extend out to three years or more.
• Strategic plans set critical long-range directions; operational plans are designed to support and help implement strategic plans.
• Policies, such as a sexual harassment policy, are plans that set guidelines for the behavior of organizational members.
• Procedures are plans that describe actions to take in specifi c situations, such as how to report a sexual harassment complaint.

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