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Fundamentals of Management, 10th Edition Solution Manual

Fundamentals of Management, 10th Edition Solution Manual offers the best solutions to textbook problems, helping you prepare for exams and assignments.

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    TABLE OF CONTENTS Preface i CHAPTER 1 .............................................................................................................................................. 1-1 HISTORY MODULE ......................................................................................................................... HM-18 CHAPTER 2 ............................................................................................................................................ 2-22 CHAPTER 3 ............................................................................................................................................ 3-36 CHAPTER 4 ............................................................................................................................................ 4-56 QUANTITATIVE MODULE ............................................................................................................ QM-77 CHAPTER 5 ............................................................................................................................................ 5-82 CHAPTER 6 .......................................................................................................................................... 6-101 CHAPTER 7 .......................................................................................................................................... 7-121 CAREER MODULE .........................................................................................................................CM-145 CHAPTER 8 .......................................................................................................................................... 8-148 CHAPTER 9 .......................................................................................................................................... 9-168 CHAPTER 10 ...................................................................................................................................... 10-190 CHAPTER 11 ...................................................................................................................................... 11-206 CHAPTER 12 ...................................................................................................................................... 12-226 CHAPTER 13 ...................................................................................................................................... 13-246 CHAPTER 14 ...................................................................................................................................... 14-263 CHAPTER 15 ...................................................................................................................................... 15-280 ENTREPRENEURSHIP MODULE ................................................................................................ EM-300

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    iv S AMPLE C OURSE S YLLABUS Robbins, Coulter, and DeCenzo’s Fundamentals of Management 10e with MyManagementLab All Assignments should be completed before class. Suggested Distribution: Exams 50% Quizzes 20% Writing Space (Essays) 20% Simulations 5% Participation 5% Discussion Questions could be added for online classes. Wee k Reading Assignment MyLab Assignment 1 Chapter 1: Managers and Management & Chapter 2: The Management Environment Critical Thinking Quizzes for Chapters 1 and 2 2 Chapter 3: Integrative Managerial Issue Critical Thinking Quiz 3 Chapter 4: Foundations of Decision Making Critical Thinking Quiz 4 Chapter 5: Foundations of Planning Critical Thinking Quiz Writing Space: MGMT 8 Strategic Decision Making 5 Chapter 6: Organizational Structure and Design Critical Thinking Quiz 6 Chapter 7: Managing Human Resources Critical Thinking Quiz 7 Chapter 8: Managing Change and Innovation Critical Thinking Quiz Simulation: Change 8 Mid-Term Exam 9 Chapter 9: Foundations of Individual Behavior Critical Thinking Quiz

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    v 10 Chapter 10: Understanding Groups and Managing Work Teams Critical Thinking Quiz 11 Chapter 11: Motivating and Rewarding Employees Critical Thinking Quiz Writing Space: MGMT 14 Theories of Motivation 12 Chapter 12: Leadership and Trust Critical Thinking Quiz Simulation: Leadership and/or Leadership Imperative 13 Chapter 13: Managing Communication and Information Critical Thinking Quiz 14 Chapter 14: Foundations of Control Critical Thinking Quiz 15 Chapter 15: Operations Management Critical Thinking Quiz 16 Final Exam O THER M ATERIALS A VAILABLE WITH F UNDAMENTALS OF M ANAGEMENT , 10 TH E DITION At the Instructor Resource Center (IRC), www.pearsonhighered.com/irc, instructors can access a variety of print, digital, and PowerPoint presentations available with this text in downloadable format. The process to register for this resource center is simple and gives you immediate access to new titles and new editions. As a registered faculty member, you can download resource files and receive immediate access to and instructions for installing course management content on your campus server. In case you ever need assistance, our dedicated technical support team is ready to help with the media supplements that accompany this text. Visit http://247.pearsoned.com for answers to frequently asked questions and toll-free user support phone numbers. The following supplements are available for download to adopting instructors:  Instructor’s Manual  Test Bank  TestGen ® Computerized Test Bank (test-generating program)  PowerPoint Presentations T EST B ANK

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    vi Each chapter of the text has an extensive test bank of multiple-choice, true/false, and short answer questions to test understanding. The Test Item File is specifically for the 10 th edition with page references, learning objective references, AACSB references where appropriate, and difficulty level for each question. The Test Bank is in MS Word so that instructors can easily incorporate select questions into their own tests. T EST G EN ® C OMPUTERIZED T EST B ANK ( TEST - GENERATING PROGRAM ) The test bank is also available in TestGen, a test-generating program that allows instructors to efficiently add, edit, or delete questions from the test bank; analyze test results; and organize a database of exams and student results. Our TestGens are converted for use in BlackBoard, WebCT, Angel, D2L, and Moodle. All the aforementioned conversions are available on the IRC. P OWER P OINT P RESENTATIONS Instructor PowerPoint presentations are available for each chapter and module in the text.  Instructor PowerPoints: This presentation includes basic outlines and key points from each chapter. It includes figures and photos from the text, and is a good option for instructors looking for a set of slides that summarize the topics and examples in the book. V IDEO L IBRARY Video segments that illustrate the most pertinent topics in management today and highlight relevant issues that demonstrate how people lead, manage, and work effectively. Videos illustrating the most important subject topics are available in MyManagementLab. AACSB L EARNING STANDARDS T AGS IN THE T EST I TEM F ILE Questions that test skills relevant to AACSB standards are noted with the appropriate tag, which may help identify potential applications of these skills for students. M Y M ANAGEMENT L AB : (www.mymanagementlab.com) Is an easy-to-use online tool that personalizes course content and provides robust assessment and reporting to measure individual and class performance. All of the resources you need for course success are in one place – flexible and easily adapted for your course experience. Students can purchase access to MyManagementLab with a Pearson eText or without a Pearson eText by visiting www.mymanagementlab.com. They can also purchase an access card packaged with the text from www.mypearsonstore.com at a reduced price.

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    Chapter 1 – Managers and Management 1-1 CHAPTER 1 MANAGERS AND MANAGEMENT LEARNING OUTCOMES After reading this chapter, students should be able to: 1-1. Tell who managers are and where they work. 1-2. Define management. 1-3. Describe what managers do. 1-4. Explain why it’s important to study management. 1-5. Describe the factors that are reshaping and redefining management. Management Myth MYTH: Only those who want to be managers need to take a course in management. TRUTH: Anyone who works in an organization—not just managers—can gain insight into how organizations work and the behaviors of their boss and coworkers by taking a course in management. SUMMARY Everyone seems to think they know what makes a good leader. They think it is common sense but you don’t have to be a manager, or aspire to be a manager, in order to gain something from a management course. Teaching Tips: Get students to give some examples of good managers. Ask if it matters if the manager is young or old, male or female? Is management necessary in non-profit organizations and small companies like it is in for-profit and large companies?

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    Chapter 1 – Managers and Management 1-2 I. WHO ARE MANAGERS, AND WHERE DO THEY WORK? A. Introduction 1. Managers work in an organization. 2. An organization is a deliberate arrangement of people brought together to accomplish some specific purpose. a) Your college or university is an organization. So is a football team and a sorority. B. What Three Characteristics Do All Organizations Share? 1. Every organization has a purpose and is made up of people who are grouped in some fashion. a) See Exhibit 1-1. b) This distinct purpose is typically expressed in terms of a goal or set of goals. 2. Purposes or goals can only be achieved through people. 3. All organizations develop a systematic structure that defines and limits the behavior of its members. a) Developing a structure may include creating rules and regulations, giving some members supervisory control, forming teams, etc. C. How Are Managers Different from Nonmanagerial Employees? 1. Organizational members fit into two categories: nonmanagerial employees and managers. a) Nonmanagerial employees work directly on a job or task and have no oversight on the 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 nonmanagerial employees and lower-level managers. 2) See Exhibit 1-2. 3) Some managers also have nonmanagerial responsibilities themselves. 2. The distinction between non-managers and managers is that managers have employees who report directly to them.

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    Chapter 1 – Managers and Management 1-3 D. What Titles Do Managers Have? 1. Top managers are responsible for making decisions about the direction of the organization and establishing policies that affect all organizational members. a) Top managers have titles including vice president, managing director, chief operating officer, chancellor, etc. 2. Middle managers represent levels of management between the first-line supervisor and top management. a) They manage other managers and possibly some nonmanagerial employees. b) They are responsible for translating the goals set by top management into specific details. 3. First-line managers are usually called supervisors, shift managers, etc. a) They are responsible for directing the day-to-day activities of nonmanagerial employees. 4. Team leaders are responsible for managing and facilitating activities of a work team. a) They typically report to a first-line manager. II. WHAT IS MANAGEMENT? 1. Management can be defined as 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. 2. Effectiveness and efficiency deal with what we are doing and how we are doing it. From the Past to the Present The terms management or manager come from a number of sources. One source says that the word manager originated in 1588 to describe one who manages. The specific use of the word as “one who conducts a house of business or public institution” is said to have originated in 1705. Another source says that the origin (1555–1565) is from the word ‘ maneggiare ’, which meant “to handle or train horses,” and was a derivative of the word mano , which is from the Latin word for hand, manus . This origin arose from the way that horses were guided, controlled, or directed where to go—by using one’s hand. The words management and manager are more appropriate to the early twentieth century. Peter Drucker, the late management writer, studied and wrote about management for more than 50 years. The word ‘management’ was first popularized by Frederick Winslow Taylor. In 1911, Taylor’s book “Principles of Scientific Management” was published. Its contents were widely embraced by managers around the world. The book described the theory of scientific management: the use of scientific methods to define the “one best way” for a job to be done. He spent more than two decades passionately pursuing the “one best way” for such jobs to be done. Based on his groundbreaking study of manual workers using scientific principles, Taylor became known as the “father” of scientific management. Some of these techniques like the analysis of basic work that must be performed and time-and-motion studies, are still used today.

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    Chapter 1 – Managers and Management 1-4 a) Efficiency means doing the task right and refers to the relationship between inputs and outputs. Management is concerned about minimizing resource costs while achieving the desired output. b) Effectiveness means doing the right task, and in an organization, that translates into goal attainment. c) See Exhibit 1-3. 3. Efficiency and effectiveness are interrelated. a) It’s easier to be effective if one ignores efficiency. b) Good management is concerned with both the attainment of goals (effectiveness) and efficiency in the process. III. WHAT DO MANAGERS DO? A. Describing what managers do is a difficult task 1. While the job of manager varies from organization to organization, they do share some common elements. 2. Management researchers have developed three approaches to describe what managers do: functions, roles, and skills/competencies. B. The Four Management Functions 1. See Exhibit 1-4; planning, organizing, leading, and controlling. 2. These processes are interrelated as well as interdependent. 3. Planning encompasses defining an organization’s goals, establishing an overall strategy for achieving those goals, and developing plans to coordinate activities. 4. Organizing—determining what tasks are to be done, who is to do them, how the tasks are grouped, who reports to whom, and where decisions are to be made. 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, and resolving conflicts. 6. Controlling. 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) Monitoring, comparing, and correcting are the controlling process. C. Management Roles Approach 1. Fayol’s original applications represented mere observations from his experiences in the French mining industry.

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    Chapter 1 – Managers and Management 1-5 2. In the late 1960s, Henry Mintzberg provided empirical insights into a manager’s job. He undertook a careful study of five chief executives at work. Mintzberg provided a categorization scheme for defining what managers do on the basis of actual managers on the job—Mintzberg’s managerial roles. Mintzberg concluded that managers perform ten different but highly interrelated roles. a) These ten roles are shown in Exhibit 1-5. b) They are grouped under three primary headings: 1) Interpersonal roles – figurehead, leader, liaison 2) Informational roles – spokesperson, disseminator, monitor 3) Decisional roles – entrepreneur, disturbance handler, resource allocator, negotiator D. What Skills and Competencies do Managers Need? 1. Robert Katz proposed that managers must possess and use four critical management skills. a) Conceptual skills – used to analyze and diagnose complex situations. b) Interpersonal skills – involved with working well with other people, both individually and in groups. c) Technical skills – job-specific knowledge and techniques needed to perform work tasks. d) Political skills – to build a power base and establish the right connections. E. Is the Manager’s Job Universal? 1. Level in the Organization: The importance of managerial roles varies depending on the manager’s level in the organization. a) The differences in managerial roles 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. 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) Upper-level managers are concerned with designing the overall organization’s structure. e) Lower-level managers focus on designing the jobs of individuals and work groups. 2. Profit versus Not-for-Profit.

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    Chapter 1 – Managers and Management 1-6 a) The manager’s job is mostly the same in both profit and not-for-profit organizations. 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. 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) The role of managing a small business is different from that of managing a large one. 1) See Exhibit 1-7. 2) The small business manager’s most important role is that of spokesperson (outwardly focused). 3) In a large organization, the manager’s most important job is deciding which organizational units get what available resources (inwardly focused). 4) The entrepreneurial role is least important to managers in large firms. 5) A small business manager is more likely to be a generalist. 6) The large firm’s manager’s job is more structured and formal than the manager in a small firm. 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. d) 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 3, 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.

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    Chapter 1 – Managers and Management 1-7 c) Concepts may need to be modified when working with India, China, Chile, or other countries where economic, political, social, or cultural environments differ greatly from that of the so-called free-market democracies. IV. WHY STUDY MANAGEMENT? A. Reasons 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 the foundation 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. V. WHAT FACTORS ARE RESHAPING AND REDIFINING MANAGEMENT? A. Introduction a) Managers are dealing with changing workplaces, a changing workforce, changing technology, and global economic uncertainties. b) Managers everywhere are likely to have to manage in changing circumstances, and the fact is that how managers manage is changing. B. Why Are Customers Important to the Manager’s Job? 1. Without customers, the organization wouldn't survive. 2. Employee attitudes and behaviors play a big role in customer satisfaction. 3. Managers must create a customer responsive organization. C. Why Is Innovation Important to the Manager’s Job? 1. Not being innovative in today's world is risky. 2. Managers need to understand what, when, where, how, and why innovation can be fostered and encouraged throughout the organization. 3. Managers not only need to be innovative but they must foster it in others.

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    Chapter 1 – Managers and Management 1-8 A Question of Ethics Twenty-six percent of new managers feel they’re unprepared to transition into management roles. Fifty-eight percent of new managers don’t receive any training to help them make the transition. Forty-eight percent of first-time managers fail in that transition. Moving to a management position isn’t easy, as these statistics indicate. If your professor has assigned this, go to the Assignments section of mymanagementlab.com to complete these discussion questions. Questions for students to consider:  Does an organization have an ethical responsibility to assist its new managers in their new positions? Why or why not?  What could organizations do to make this transition easier? D. Importance of Social Media to the Manager’s Job 1. Social media – forms of electronic communication through which users create online communities to share ideas, information, personal messages, and other content. Technology and the Managers Job Is It Still Managing When What You’re Managing Are Robots? It shouldn’t be surprising that the office of tomorrow will be heavily populated by robots. What happens to the manager’s job when this happens? And how will these new (robotic) employees affect their human counterparts? From the evidence that exists, it appears that people find it easy to interact with robots as co-workers. Students should think about:  Defining managers and management under this type of setting.  Conducting research on telepresence and telepresence robots. How might this technology change the way workers and managers work together?  What’s your response to the title of this box: Is it still managing when what you’re managing are robots?  If you had to “manage” people and robots, how do you think your job as manager might be different than what the chapter describes? Teaching Tips: Have students think about several recent innovations, i.e. smart phones. How out of place would these technologies have been 20, 50, or 100 years ago? Once we start to use a new technology, how long does it take before the ‘awe’ factor wears off?

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    Chapter 1 – Managers and Management 1-9 2. Employees can use social media for work purposes. Several examples are discussed in the text about companies using social media to manage human resource issues and to foster communication and collaboration throughout the company. 3. It can also be a problem and managers must be careful that social media does not turn the organization into a place where people boast, brag, or send one way messages to employees. E. Importance of Sustainability to the Manager’s job 1. Sustainability – company’s ability to achieve its business goals and increase long- term shareholder value by integrating economic, environmental, and social opportunities into its business strategies. a) This is becoming more important. b) Managers must look at corporate social responsibility not only to manage in an efficient and effective way but also responding strategically to a wide range of environmental and social challenges. F. Wrapping It Up 1. Being a manager is both challenging and exciting. 2. Gallup polls indicate that the single most important variable in employee productivity and loyalty is the quality of the relationship between employees and their direct supervisors. 3. Gallup also found that the relationship with their manager is the largest factor in employee engagement —which is when employees are connected to, satisfied with, and enthusiastic about their jobs— accounting for at least 70 percent of an employee’s level of engagement. 4. Research also shows that talented managers contribute about 48 percent higher profit to their companies than do average managers. Another study found that when a poor manager was replaced by a talented one, employee productivity increases by 12 percent. REVIEW AND APPLICATIONS CHAPTER SUMMARY 1-1 Tell who managers are and where they work. Managers are individuals who work in an organization directing and overseeing the activities of other people. Managers are usually classified as top, middle, or first-line. Organizations, which are where managers work, have three characteristics: goals, people, and a deliberate structure. 1. 1-2 Define management. Management is the process of getting things done, effectively and efficiently, with and through other people. Efficiency means doing a task correctly (“doing things right”) and getting the most output from the least amount of inputs. Effectiveness means “doing the right things” by doing those work tasks that help the organization reach its goals. 1-3 Describe what managers do. What managers do can be described using three approaches: functions, roles, and skills/competencies. The functions approach says

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    Chapter 1 – Managers and Management 1-10 that managers perform four functions: planning, organizing, leading, and controlling. Mintzberg’s roles approach says that what managers do is based on the 10 roles they use at work, which are grouped around interpersonal relationships, the transfer of information, and decision making. The skills/competencies approach looks at what managers do in terms of the skills and competencies they need and use. Four critical management skills are conceptual, interpersonal, technical, and political. Additional managerial competencies include aspects such as dependability, personal orientation, emotional control, communication, and so forth. All managers plan, organize, lead, and control, although how they do these activities and how often they do them may vary according to level in the organization, whether the organization operates for profit or not-for-profit, the size of the organization, and the geographic location of the organization. 1-4 Explain why it’s important to study management. One reason it’s important to study management is that all of us interact with organizations daily so we have a vested interest in seeing that organizations are well managed. Another reason is that in your career, the reality is that you will either manage or be managed. By studying management, you can gain insights into the way your boss and fellow employees behave and how organizations function. 1-5 Describe the factors that are reshaping and redefining management. In today’s world, managers are dealing with changing workplaces, a changing workforce, global economic and political uncertainties, and changing technology. Four areas of critical importance to managers are delivering high-quality customer service, encouraging innovative efforts, using social media efficiently and effectively, and recognizing how sustainability contributes to an organization’s effectiveness. DISCUSSION QUESTIONS 1-1 What is an organization and what characteristics do organizations share? 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. 1-2 How do managers differ from nonmanagerial employees? Answer: Nonmanagerial employees are people who work directly on a job or task and have no responsibility for overseeing the work of others. Nonmanagerial employees may be referred to by names such as associates, team members, contributors, or even employee partners. Managers, on the other hand, are individuals in an organization who direct and oversee the activities of other people in the organization. This distinction doesn’t mean, however, that managers don’t ever work directly on tasks. Some managers do have work duties not directly related to overseeing the activities of others. 1-3 In today’s environment, which is more important to organizations—efficiency or effectiveness? Explain your choice.

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    Chapter 1 – Managers and Management 1-11 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 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, 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 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, thorough, 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.

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