Management Innovation 12 - Managing for Business

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• describe a range of corporate cultures and the underlying value system associated with each
• explain the management functions of planning, organizing, directing, and controlling
• identify and describe ways in which individuals handle management functions in an ethical manner
• identify and evaluate a range of management styles
• evaluate a range of motivational and leadership models
• apply collaborative problem-solving and decision-making skills and co-operative strategies to complete business tasks
• demonstrate aspects of human resource management in fulfilling team goals
• describe human resource management practices that include issues of harassment, gender bias, ethical standards, and diverse cultural values

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students research and discuss elements that contribute to an organization's corporate culture. Use case studies of a variety of corporate cultures (e.g., participatory, authoritative, laissez-faire) as an aid. Then ask students in groups to observe organizations at work, speaking briefly with individuals in the workplaces, and to build descriptions of the organizations' corporate cultures.
• Ask groups of students to describe the functions of management. Then have them interview several managers to determine how they see their responsibilities, how they perform management functions, and what priorities they attach to these functions. Ask students to report their findings to the class, making comparisons among managers.
• Ask small teams of students to observe managers in action through job shadowing and to identify the observed management styles. Have each team report critically on the appropriateness of each style by describing why it is or is not effective and why another style might be more effective.
• Ask students to role-play a variety of motivational and leadership styles, then have the class discuss the effectiveness of each model. Finally, have them identify situations in which each style might be used.
• Invite student groups to demonstrate models of conflict management, agreement negotiation, and consensus building by simulating union-management negotiations in which the union files a grievance based on harassment of one of its members. Suggest that each side contact local resource people and examine employment contracts to help prepare its position. Have students use negotiation and consensus-building skills to arrive at a satisfactory settlement.

SUGGESTED ASSESSMENT STRATEGIES

• When students participate in simulations to negotiate a union-management contract, note evidence that they contribute to the consensus-building process by:
  • identifying objective criteria for successful resolution of the negotiations
  • clearly stating the issues and concerns of the party they represent
  • asking questions to clarify the interests of the other party
  • listening actively to the concerns of others
  • generating options to address the issues and concerns of both parties
• Following discussion about motivational and leadership styles, work with students to develop criteria for a theory of leadership. To develop the criteria, have students consider:
  • the leader's organizational role
  • the leader's relationship with others in the organization
  • personal traits and characteristics of a leader
  • the values a leader must have
  • how a leader addresses conflict, solves problems, and makes decisions
  • different leadership styles required for different situations
  Once they determine criteria, have students use the criteria to develop and assess their own leadership theories. As an extension, ask students to assess their own leadership qualities in team settings and to develop plans for improvement.
• As students report their comparisons of different managers to the class, record evidence that they:
  • distinguish between managerial functions and other tasks
  • describe managerial tasks associated with planning, organizing, directing, and controlling
  • explain how different managers perform and prioritize these tasks
  • describe differences in each manager's concern for people and for the organization
  • comment on the effectiveness and appropriateness of each manager's style

• Canadian Entrepreneurship and Small Business Management, Third Edition
• Management: The Competitive Advantage, Second Canadian Edition
• Organized to be the Best!
• Understanding Canadian Business, Second Edition
• Working in Teams: Interaction and Communication

• Be Prepared for Meetings
• Competing in a Global Environment
• Continuous Performance Appraisal: Coaching is the Key
• Creating Transformational Change
• Establishing a Business Organization
• Ideas Into Action
• Managing a Business
• Marketing Products and Services
• Performance Management
• Promoting Social Responsibility and Ethical Behavior
• The Real Heroes of Business...and not a CEO among them
• Supervising for Quality
• Team Working

• Fundamentals of Management: Essential Concepts and Applications, Canadian Edition

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