STUDENTS GET: Interactive, engaging content. Interactive Applications – chapter assignments that help you APPLY what you’ve learned in the course. Immediate feedback on how you’re doing. (No more wishing you could call your instructor at 1 a.m.) Quick access to lectures, practice materials, e-book, and more. (All the material you need to be successful is right at your fingertips.) LearnSmart – intelligent flash cards that adapt to your specific needs and provide you with 24 x 7 personalized study. With McGraw-Hill's Connect ® Management, Want to get better grades? (Who doesn’t?) Ready to do online interactive assignments that help you apply what you’ve learned? (You need to know how to use this stuff in the real world…) Need new ways to study before the big test? (A little peace of mind is a good thing…) STUDENTS... Less managing. More teaching. Greater learning.
39
Embed
Less managing. More teaching. Greater learning. · performance appraisal systems, developing and administering surveys to assess employee ... He uses an interactive environment to
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
STUDENTS GET:
Interactive, engaging content.
Interactive Applications – chapter assignments that help you APPLY what you’ve learned in the course.
Immediate feedback on how you’re doing. (No more wishing you could call your instructor at 1 a.m.)
Quick access to lectures, practice materials, e-book, and more. (All the material you need to be successful is right at your fingertips.)
LearnSmart – intelligent flash cards that adapt to your specific needs and provide you with 24 x 7 personalized study.
With McGraw-Hill's Connect® Management,
Want to get better grades? (Who doesn’t?)
Ready to do online interactive assignments that help you apply what you’ve learned? (You need to know how to use this stuff in the real world…)
Need new ways to study before the big test? (A little peace of mind is a good thing…)
STUDENTS...
Less managing. More teaching. Greater learning.
kin29546_fm_i-xxxviii_1.indd Page i 8/7/12 8:57 PM user-f502kin29546_fm_i-xxxviii_1.indd Page i 8/7/12 8:57 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
Want an online, searchable version of your textbook?
Wish your textbook could be available online while you’re doing your assignments?
Want to get more value from your textbook purchase?
Think learning management should be a bit more interesting?
Connect® Plus Management e-book
If you choose to use Connect® Plus Management, you have an affordable and searchable online version of your book integrated with your other online tools.
Connect® Plus Management e-book offers features like: Topic search
Direct links from assignments
Adjustable text size
Jump to page number
Print by section
Check out the STUDENT RESOURCES section under the Connect® Library tab.
Here you’ll find a wealth of resources designed to help you achieve your goals in the course. You’ll find things like quizzes, PowerPoints, and Internet activities to help you study. Every student has different needs, so explore the STUDENT RESOURCES to find the materials best suited to you.
kin29546_fm_i-xxxviii_1.indd Page ii 8/7/12 8:58 PM user-f502kin29546_fm_i-xxxviii_1.indd Page ii 8/7/12 8:58 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
iii
management s i x t h e d i t i o n
A PRACTICAL INTRODUCTION
Angelo Kinicki Arizona State University
Brian K. Williams
kin29546_fm_i-xxxviii_1.indd Page iii 8/7/12 1:11 PM user-f502kin29546_fm_i-xxxviii_1.indd Page iii 8/7/12 1:11 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
MANAGEMENT: A PRACTICAL INTRODUCTION, SIXTH EDITION
Some ancillaries, including electronic and print components, may not be available to customers outside the United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 DOW/DOW 1 0 9 8 7 6 5 4 3 2
ISBN 978-0-07-802954-7 MHID 0-07-802954-6
Senior Vice President, Products & Markets: Kurt L. Strand Vice President, General Manager, Products & Markets : Brent Gordon Vice President, Content Production & Technology Services: Kimberly Meriwether David Managing Director: Paul Ducham Executive Brand Manager : Michael Ablassmeir Executive Director of Development: Ann Torbert Development Editor: Jane Beck Development Editor: Andrea Heirendt Senior Marketing Manager: Elizabeth Trepkowski Director, Content Production: Sesha Bolisetty Lead Project Manager: Harvey Yep Content Project Manager: Danielle Clement Senior Buyer: Michael R. McCormick Cover/Interior Designer: Pam Verros Cover Image: MCT via Getty Images Senior Content Licensing Specialist: Jeremy Cheshareck Photo Researcher: Judy Mason Typeface: 10.5/12 Times New Roman Compositor: Aptara®, Inc. Printer: R. R. Donnelley
All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.
Library of Congress Cataloging-in-Publication Data
Kinicki, Angelo. Management : a practical introduction / Angelo Kinicki, Arizona State University, Brian K. Williams.—sixth edition. pages cm Includes index. ISBN-13: 978-0-07-802954-7 (alk. paper) ISBN-10: 0-07-802954-6 (alk. paper) 1. Management. I. Williams, Brian K., 1938- II. Title. HD31.K474 2013 658—dc23 2012026826
The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill, and McGraw-Hill does not guarantee the accuracy of the information presented at these sites.
www.mhhe.com
kin29546_fm_i-xxxviii_1.indd Page iv 8/7/12 1:11 PM user-f502kin29546_fm_i-xxxviii_1.indd Page iv 8/7/12 1:11 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
v
brief contents
part 1
Introduction
1 The Exceptional Manager: What You Do, How You Do It 2
2 Management Theory: Essential Background for the Successful Manager 38
part 2
The Environment of Management
3 The Manager’s Changing Work Environment & Ethical Responsibilities: Doing the Right Thing 66
4 Global Management: Managing Across Borders 96
part 3
Planning
5 Planning: The Foundation of Successful Management 130
6 Strategic Management: How Exceptional Managers Realize a Grand Design 154
7 Individual & Group Decision Making: How Managers Make Things Happen 188
part 4
Organizing
8 Organizational Culture, Structure, & Design: Building Blocks of the Organization 226
9 Human Resource Management: Getting the Right People for Managerial Success 262
10 Organizational Change & Innovation: Lifelong Challenges for the Exceptional Manager 304
part 5
Leading
11 Managing Individual Differences & Behavior: Supervising People as People 336
12 Motivating Employees: Achieving Superior Performance in the Workplace 374
13 Groups & Teams: Increasing Cooperation, Reducing Conflict 410
14 Power, Influence, & Leadership: From Becoming a Manager to Becoming a Leader 440
15 Interpersonal & Organizational Communication: Mastering the Exchange of Information 474
part 6
Controlling
16 Control Systems & Quality Management: Techniques for Enhancing Organizational Effectiveness 510
kin29546_fm_i-xxxviii_1.indd Page v 8/7/12 1:11 PM user-f502kin29546_fm_i-xxxviii_1.indd Page v 8/7/12 1:11 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
vi
A B O U T T H E
authors Angelo Kinicki is a professor of management at the W. P. Carey School of Business at Arizona State University. He also was awarded the Weatherup/Overby Chair in Leadership in 2005. He has held his
current position since 1982, when he received his doctorate in organizational behavior from Kent State University. Angelo is recognized for both his teaching and his research. As a teacher, Angelo has been the recipient of six teaching awards , including the John W. Teets Outstanding Gradu-ate Teacher Award (2009–2010) ; the Outstanding Teaching Award—MBA and Master’s Programs (2007–2008); the John W. Teets Outstanding Graduate Teacher Award (2009–2010) ; Graduate Teaching Excellence Award (1998–1999); Continuing Education Teaching Excel-lence Award (1991–1992); and Undergraduate Teaching Excellence Award (1987–1988). He also was selected into Wikipedia, Who’s Who of American Colleges and Universities, and Beta Gamma Sigma. Angelo is an active researcher. He has published more than 90 articles in a variety of leading academic and professional journals and has coauthored six college textbooks (27, counting revisions). His textbooks have been used by hundreds of universities around the world. Angelo’s experience as a researcher also resulted in his selection to serve on the editorial review boards for Personnel Psychology , the Academy of Manage-ment Journal, the Journal of Vocational Behavior, and the Journal of Management . He re-ceived the “All-Time Best Reviewer Award” from the Academy of Management Journal for the period 1996–1999. Angelo also is an active international consultant who works with top management teams to create organizational change aimed at increasing organizational effectiveness and profitability. He has worked with many Fortune 500 firms as well as numerous entrepre-neurial organizations in diverse industries. His expertise includes facilitating strategic-operational planning sessions, diagnosing the causes of or ganizational and work-unit problems, implementing performance management systems, designing and implementing performance appraisal systems, developing and administering surveys to assess employee attitudes, and leading management/ executive education programs. He developed a 360° leadership feedback instrument called the Performance Management Leadership Survey (PMLS) that is used by companies throughout the United States and Europe. One of Angelo’s strengths is his ability to teach students at all levels within a univer-sity. He uses an interactive environment to enhance undergraduates’ understanding about management and organizational behavior. He focuses MBAs on applying management
vi
kin29546_fm_i-xxxviii_1.indd Page vi 8/7/12 1:11 PM user-f502kin29546_fm_i-xxxviii_1.indd Page vi 8/7/12 1:11 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
vii
concepts to solve complex problems; PhD students learn the art and science of conduct-ing scholarly research. Angelo and his wife, Joyce, have enjoyed living in the beautiful Arizona desert for 28 years but are natives of Cleveland, Ohio. They enjoy traveling, golfing, and hiking with Nala, their golden retriever.
Brian Williams has been managing editor for college textbook publisher Harper & Row/Canfield Press in San Francisco; editor-in-chief for nonfiction trade-book publisher J. P. Tarcher in Los Angeles; publications and communications manager for the University of California, Systemwide Administration, in Berkeley; and an independent writer and book producer based in the San Francisco and Lake Tahoe areas. He has a BA in English and an MA in communication from Stanford University. Repeatedly praised for his ability to write directly and interestingly to students, he has coauthored 21 books (62, counting revisions). This includes the 2013 Using Information Technology: A Practical Introduction with his wife, Stacey C. Sawyer, now in its 10th edition with McGraw-Hill. He and Stacey are also coau-thors, with Susan Berston, of Business: A Practical Introduction. In addition, he has written a number of other information technology books, college success books, and health and social science texts. Brian is a native of Palo Alto, California, and San Francisco, but since 1989 he and Stacey, a native of New York City and Bergen County, New Jersey, have lived at or near Lake Tahoe, currently in Genoa (Nevada’s oldest town), with views of the Sierra Nevada. In their spare time, they enjoy foreign travel, different cuisine, museum going, music, hiking, contributing to the community (Brian is past chair of his town board), and warm visits with friends and family.
Management: A Practical Introduction has twice been the recipient of McGraw-Hill/Irwin’s Revision of the Year Award, for the third and fifth editions.
viiAbout the Authors
kin29546_fm_i-xxxviii_1.indd Page vii 8/7/12 1:11 PM user-f502kin29546_fm_i-xxxviii_1.indd Page vii 8/7/12 1:11 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
dedication To Melanie Hartnell. In admiration of her courage, strength, faith, and love of family and friends. She is missed.
—A.K.
To my wife, Stacey, for her 27 years of steadfast, patient support and for her collaboration and shared adventures; and to my beloved children and their families—Sylvia, Scott, and Atticus; and Kirk, Julia, Nicolas, and Lily.
—B.K.W.
kin29546_fm_i-xxxviii_1.indd Page viii 8/7/12 1:11 PM user-f502kin29546_fm_i-xxxviii_1.indd Page viii 8/7/12 1:11 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
Our primary goal is simple to state but hard to execute: to make learning principles of management as easy, effective, and effi cient as possible. Accordingly, the book integrates writing, illustration, design, and magazine-like layout in a program of learning that appeals to the visual sensibili-ties and respects the time constraints and different learning styles of today’s students. In an approach initially tested in our fi rst edition and fi ne-tuned in the subsequent editions, we break topics down into easily grasped por-tions and incorporate frequent use of various kinds of reinforcement techniques. Our hope, of course, is to make a difference in the lives of our readers: to produce a text that students will enjoy reading and that will provide them with practical benefi ts.
The text covers the principles that most management instructors have come to expect in an introductory text—planning, organizing, leading, and controlling—plus the issues that today’s students need to be aware of to succeed: customer focus, globalism, diversity, ethics, information technology, entrepreneurship, work teams, the service economy, and small business.
Beyond these, our book has four features that make it unique :
1. A student-centered approach to learning.
2. Imaginative writing for readability and reinforcement.
3. Emphasis on practicality.
4. Resources that work.
ix
The sixth edition of Management: A Practical Introduction —a concepts book for the introductory course
in management—uses a wealth of instructor feedback to identify which features from prior editions
worked best and which should be improved and expanded. By blending Angelo’s scholarship, teaching, and
management-consulting experience with Brian’s writing and publishing background, we have again tried to
create a research-based yet highly readable, innovative, and practical text.
“Kinicki/Williams is an effective prin-
ciples of management textbook that
does an excellent job of conveying
the excitement of management and
leadership to undergraduates. Engag-
ing and practical, it comes with a
comprehensive set of support materi-
als that range from the traditional to
exciting new uses of technology that
supercharge the teaching of critical
concepts. We looked at over ten text-
books before we adopted Kinicki, and
we’re most certainly glad that we did.
Publisher support has been excellent.”
—Gary B. Roberts,
Kennesaw State University
A promise: To make learning management easy, efficient, and effective
kin29546_fm_i-xxxviii_1.indd Page ix 8/7/12 1:11 PM user-f502kin29546_fm_i-xxxviii_1.indd Page ix 8/7/12 1:11 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
x
A Student-Centered Approach to Learning
“This style textbook succeeds in presenting management information with a fresh face. Each chapter is fi lled with current and useful information for students. The chapters begin by asking major ques-tions of the reader. As the student reads, [he or she is] engaged by these questions and by the informa-tion that follows. A totally readable text with great illustrations and end-of-chapter exercises!”
—Catherine Ruggieri, St. John’s University, New York
Each chapter begins with four to eight provocative, motivational Major Questions, written to appeal to students’ concern about “what’s in it for me?” and to help them read with purpose and focus.
Instead of opening with the conventional case, as most texts do, we open with The Manager’s Toolbox, a motivational device offering practical nuts-and-bolts advice pertaining to the chapter content students are about to read—and allowing for class discussion.
Chapters are organized to cover each major question in turn, giving students bite-sized chunks of information. Each section begins with a recap of the Major Question and includes “The Big Picture,” which presents students with an overview of how the section they are about to read answers the Major Question.
A
CHAPTER OPENERS: Designed to help students read with purpose
CHAPTER SECTIONS: Structured into constituent parts for easier learning
x
feature #1:
3. 3 The Ethical Responsibilities Required of You as a Manager
Major Question: What does the successful manager need to know about ethics and values?
3.4 The Social Responsibilities Required of You as a Manager
Ma jor Question: Is being socially responsible really necessary?
3.5 Corporate Governance
Major Question: How can I trust a company is doing the right thing?
3.1 The Community of Stakeholders Inside the Organization
Major Question: Stockholders are only one group of stakeholders. Who are the stakeholders important to me inside the organization?
3.2 The Community of Stakeholders Outside the Organization
Major Question: Who are stakeholders important to me outside the organization?
The Manager ’ s Changing Work Environment & Ethical Responsibilities Doing the Right Thing
This chapter sets the stage for understanding the new world in which managers must
operate and the responsibilities they will have. We begin by describing the community of
stakeholders that managers have to deal with—first the internal stakeholders (of employ-
ees, owners, and directors), then the external stakeholders in two kinds of environments
(task and general). We then consider the ethical and social responsibilities required in
being a manager, as well as the importance of corporate governance.
What’s Ahead in This Chapter
How Do People Excuse Lying & Cheating? “Students don’t just say ‘OK I cheated in school, but now I’m in the workplace and it ends here,” says an Arizona ethics professor. “They are forming bad habits that carry over into the market.” 1
The “Holier-Than-Thou” Effect
& Motivated Blindness
Have you ever cheated — had unauthorized help on tests? Or plagiarized — misrepresented others’ work as your own? Students know it’s wrong, so why do they do it? It’s important to understand the psychology here:
• The “holier-than-thou” effect. Many of us have an exces-sively favorable bias about ourselves, a condition known as the holier-than-thou effect . “People tend to be overly optimistic about their own abilities and fortunes—to overestimate their standing in class, their discipline, their sincerity,” suggests science writer Benedict Carey. “But this self-inflating bias may be even stronger when it comes to moral judgment.” 2
• Motivated blindness. In addition, many people are guided by so-called motivated blindness— the tendency to overlook information that works against their best interest. “Ample research shows that people who have a vested self-interest, even the most honest among us, have difficulty being objective,” say business professors Max Bazerman and Ann Tenbrunsel. “Worse yet, they fail to recognize their lack of objectivity.” 3 Motivated blindness enables us to behave unethically while maintaining a positive self-image .
Because of this psychology, cheating and plagiarism have become alarming problems in education, from high school to grad-uate school—even in graduate business programs. 4 Most students rationalize their behavior by saying, “I don’t usually do this, but
I really have to do it.” They would rather cheat, that is, than show their families they got an F. 5
The Dynamics Behind Cheating
Habitual cheating, Carey suggests, “begins with small infractions—illegally downloading a few songs, skimming small amounts from the register, lies of omission on taxes—and grows by increments.” As success is rewarded, these “small infractions” can burgeon into a way of life that becomes an ongoing deliberate strategy of deception or fraud. How do people rationalize cheating? The justifications are mainly personal and emotional:
• Cheating provides useful shortcuts. We constantly make choices “between short- and long-term gains,” suggests Carey, “between the more virtuous choice and the less virtuous one.” The brain naturally seeks useful shortcuts and so may view low-level cheating as productive in some situations.
• Cheating arises out of resentment. People often justify lying and cheating because they have resentments about a certain rule or a certain abusive boss.
• Cheating seeks to redress perceived unfairness. The urge to cheat may arise from a deep sense of unfairness, such as your sense that other people had special advantages.
• Cheating is to avoid feeling like a chump. Many people cheat to avoid feeling like a chump—to “not being smart” and “finishing out of the money.”
For Discussion How would you justify cheating and plagiarism? Is it simply required behavior in order to get through college? (“I’m not going to be a chump.”) What do you say to the fact that, as the research shows, students who cheat and thus don’t actually do the assigned work are more likely to fail anyway?6 Do you think you can stop the lying and deception once you’re out in the work world?
kin29546_ch03_066-095.indd Page 67 7/30/12 10:35 AM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
? major question
3.1 THE COMMUNITY OF STAKEHOLDERS INSIDE THE ORGANIZATION
Stockholders are only one group of stakeholders. Who are the stakeholders important to me inside the organization?
THE BIG PICTURE Managers operate in two organizational environments—internal and external—both made up of stakeholders, the people whose interests are affected by the organization. The first, or internal, environment consists of employees, owners, and the board of directors.
In September 2010, a buried Pacific Gas & Electric natural-gas pipeline in the San Francisco suburb of San Bruno blew up in a spectacular pillar of fire, killing eight people and destroying 38 homes. “The gas-fed flames burned for more than 90 minutes while PG&E scrambled to find a way to shut off the line,” reported the San Francisco Chronicle. 7 How did this come about?
To Whom Should a Company Be Responsible? It turned out that PG&E had relied on gas-leak surveys to determine whether trans-mission pipelines were safe, but the company’s incentive system awarded bonuses to supervisors whose crews found fewer leaks and kept repair costs down. 8 Indeed, the company’s own internal audit found the incentives actually encouraged crews to pro-duce inaccurate surveys. An independent audit found that over an 11-year period PG&E collected $430 million more from its gas operations than the government had authorized—and it “chose to use the surplus revenues for general corporate purposes” rather than for improved safety. 9 In fact, in the three years prior to the explosion, the company spent $56 million a year on an incentive plan—stock awards, performance shares, and deferred compensation—for its executives and directors, including millions to the
Wall of fire. This 2010 gas explosion in San Bruno, California, which killed eight people, was linked to utility PG&E’s low priority given to pipeline safety and high priority to its “focus on financial performance.” What group should a company be most responsible to—stockholders, managers, customers, the public?
kin29546_fm_i-xxxviii_1.indd Page x 8/7/12 1:11 PM user-f502kin29546_fm_i-xxxviii_1.indd Page x 8/7/12 1:11 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
xi
Chapter tools help students learn how to learn In focus groups, symposiums, and reviews, instructors told us that many students do not have the skills needed to succeed in college. To support students in acquiring these skills, we offer the following:
“A One-Minute Guide to Success in This Class,” found on page 3, lays down four rules for student
success in class and suggestions for how to use this book
most effectively.
“Getting Control of Your Time: Dealing with the Information Deluge in College & in Your Career,” at the end of Chapter 1, gives students a crash
course in time-management skills, solid study habits, memory
aids, and learning from lectures.
Key terms are highlighted and terms and definitions are in boldface, to help students build
their management vocabulary.
Other devices to help students develop understanding: • Important scholar names in boldface so students remember key
contributors to the field of management.
• Frequent use of advance organizers, bulleted lists, and headings to help students grasp the main ideas.
• Illustrations positioned close to relevant text discussion so students can refer to them more easily and avoid flipping pages.
xi
the manager’s toolbox
A One-Minute Guide to Success in This Class Got one minute to read this section? It could mean the difference between getting an A instead of a B. Or a B instead of a C. It is our desire to make this book as practical as possible for you. One place we do this is in the Manager’s Toolbox, like this one, which appears at the beginning of every chapter and which offers practical advice appropriate to the subject matter you are about to explore. Here we show you how to be a success in this course.
Four Rules for Success The following four rules will help you be successful in this (or any other) course.
• Rule 1: Attend every class. No cutting (skipping) allowed.
• Rule 2: Don’t postpone studying, then cram the night before a test.
• Rule 3: Read or review lectures and readings more than once.
• Rule 4: Learn how to use this book.
How to Use This Book Most Effectively When reading this book, follow the steps below:
• Get an overview of the chapter by reading over the first page, which contains the section headings and Major Questions.
Getting Control of Your Time: Dealing with the Information Deluge in College & in Your Career Professionals and managers all have to deal with this cen-tral problem: how not to surrender their lives to their jobs. The place to start, however, is in college. If you can learn to manage time while you’re still a student, you’ll find it will pay off not only in higher grades and more free time but also in more efficient information-handling skills that will serve you well as a manager later on. 95
Using Your “Prime Study Time” Each of us has a different energy cycle. 96 The trick is to use it effectively. That way, your hours of best perfor-mance will coincide with your heaviest academic de-mands For example if your energy level is high during the
Space Your Studying, Rather Than Cramming
Cramming—making a frantic, last-minute attempt to memorize massive amounts of material—is probably the least effective means of absorbing information. Research shows that it’s best to space out your studying of a subject over successive days. A series of study sessions over sev-eral days is preferable to trying to do it all during the same number of hours on one day. It is repetition that helps move information into your long-term memory bank.
Review Information Repeatedly—Even
“Overlearn It”
By repeatedly reviewing information—what is known as
The Systems Viewpoint The 52 bones in the foot. The monarchy of Great Britain. A weather storm front. Each of these is a system. A system is a set of interrelated parts that operate together to achieve a common purpose. Even though a system may not work very well—as in the inefficient way the Russian government collects taxes, for example—it is nevertheless still a system. The systems viewpoint regards the organization as a system of interrelated parts. By adopting this point of view, you can look at your organization both as (1) a collection of subsystems — parts making up the whole system —and (2) a part of the larger environment. A college, for example, is made up of a collection of academic departments, support staffs, students, and the like. But it also exists as a system within the environment of education, having to be responsive to parents, alumni, legislators, nearby townspeople, and so on.
■ A policy is a standing plan that outlines the general response to a desig-nated problem or situation. Example: “This workplace does not condone swearing.” This policy is a broad statement that gives managers a general idea about what is allowable for employees who use bad language, but gives no specifics.
■ A procedure (or standard operating procedure ) is a standing plan that outlines the response to particular problems or circumstances. Example: White Castle specifies exactly how a hamburger should be dressed, including the order in which the mustard, ketchup, and pickles are applied.
■ A rule is a standing plan that designates specific required action. Exam-ple: “No smoking is allowed anywhere in the building.” This allows no room for interpretation.
“It’s hard enough to try to make the class exciting, and the only way is to incorporate up-to-date, relevant, and interesting examples. This text and McGraw-Hill have done just that. [It] makes my life easier, but more importantly, the students are getting the valuable education that they’ve paid for by having better materials and instruction.”
—Laura L. Alderson, University of Memphis
kin29546_fm_i-xxxviii_1.indd Page xi 8/7/12 1:11 PM user-f502kin29546_fm_i-xxxviii_1.indd Page xi 8/7/12 1:11 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
xii
Imaginative Writing for Readability feature #2
Research shows that textbooks written in an imaginative, people-oriented style
significantly improve students’ ability to retain information. We employ a number of
journalistic devices to make the material as engaging as possible for students.
We use colorful facts, attention-grabbing quotes,
biographical sketches, and lively tag lines to get
students’ attention as they read.
Our emphasis on practicality and applications
extends to the Example boxes, “mini-cases” that
use snapshots of real-world institutions to explain
text concepts. “Your Call” invites student critical
thinking and class discussion at the end of each
example. Suggestions for how to use the Example
boxes are found in the Instructor’s Manual.
“The Kinicki/Williams text is attractive and well organized. The writing is engaging, and there is much more than my current text in terms of examples, application, summaries, and cases. The graphical quality of the book is much better than the black and white version[s] [of texts]. Overall, I think this book represents an excellent approach to the subject of management from both an instructor and learner perspective.”
—Jeffrey Anderson, Ohio University
xii
INSIDE MATTERS—Analysis of Internal Strengths & Weaknesses
S—Strengths: inside mattersStrengths could be work processes,organization, culture, staff, product quality,production capacity, image, financialresources & requirements, service levels,other internal matters.
O—Opportunities: outside mattersOpportunities could be market segmentanalysis, industry & competition analysis, impact of technology on organization,product analysis, governmental impacts,other external matters.
W—Weaknesses: inside mattersWeaknesses could be in the same categories as stated for Strengths: workprocesses, organization, culture, etc.
T—Threats: outside mattersThreats could be in the same categoriesas stated for Opportunities: marketsegment analysis, etc.
OUTSIDE MATTERS—Analysis of External Opportunities & Threats
figure 6.2 SWOT ANALYSIS
SWOT stands for Strengths, Weaknesses, Opportunities, Threats.
Crisis Leading to the Strategic-Management Process: JetBlue Weathers an Ice Storm Founded in 1998, JetBlue started out as a low-fare airline, promising fares up to 65% lower than competitors along with, in one description, “creature comforts like assigned seating, leather upholstery, and satellite TV on individual screens in every seat.” 36 The formula was an immediate hit, and by 2007 JetBlue had grown from 6 daily flights and 300 employees to 575 daily flights to 52 destinations and 9,300 employees.
Change in Focus. Then in 2005, the founder, David Neeleman, decided to depart from the low-cost model of Southwest Airlines–style car-riers and to imitate more tra-ditional airlines. He added different kinds of aircraft, in-creased routes and airports, and built a $25 million train-ing center in anticipation of expanding the workforce to 30,000 by 2010. “These moves,” says one analysis, “increased the airline’s costs while draw-ing it into competition with a greater number of rivals,
which in turn made it harder for JetBlue to raise fares.” 37 JetBlue lost $20 million in 2005 and $1 million in 2006.
The Valentine’s Day Ice Storm. Then the Valentine’s Day crisis happened. On February 14, 2007, an ice storm settled on JetBlue’s New York hub at John F. Kennedy In-ternational Airport, preventing planes from taking off. Acting on forecasters’ predictions that the ice would change to rain, JetBlue continued to load flights and allow them to taxi to the runway. The result: planes couldn’t take off, and passengers were stuck in their seats for
hours—up to 6 hours, in some cases. In fact, only 17 of the airline’s 156 scheduled depar-tures left JFK that day, dis-rupting the entire system and displacing crews and aircraft. “In subsequent days,” says one account, “JetBlue management canceled more and more flights, angering thousands of passengers, until finally, on February 20, normal operations resumed.” 38
kin29546_fm_i-xxxviii_1.indd Page xii 8/7/12 1:12 PM user-f502kin29546_fm_i-xxxviii_1.indd Page xii 8/7/12 1:12 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
xiii
We want this book to be a “keeper” for students, a resource for future courses and for their careers—so we give students a great deal of practical advice in addition to covering the fundamental concepts of management. Application points are found not only throughout the text discussion but also in the following specialized features.
Practical Action boxes, appearing one or more
times in each chapter, offer students practical
and interesting advice on issues students will
face in the workplace. Detailed discussions of
how to use these Practical Action boxes appear
in the Instructor’s Manual.
Each chapter continues our strategy of repetition for learning reinforcement. We include various unique pedagogical features to help students take away the most significant portions of the chapter’s content:
feature #3 An Emphasis on Practicality
End-of-Chapter Resources that reinforce applications
Management in Action cases depict how companies students are familiar with respond to situations or issues featured in the text. Discussion questions are included for ease of use in class, as reflection assignments, or over online discussion boards.
Self-Assessment Exercises enable students to personally apply chapter content. These exercises include objectives for ease in assigning, instructions for use, guidelines for interpreting results, and questions for further reflection. They can also be found on the text website.
Legal/Ethical Challenges present cases—often based on real events—that require students to think through how they would handle the situation, helping prepare them for decision making in their careers.
xiii
PRACTICAL ACTION
How to Achieve Your Important Goals: Don’t Keep Every Option Open We’ve all been told that “It’s important to keep your op-tions open.” But should we? “You don’t even know how a camera’s burst-mode flash works, but you persuade yourself to pay for the extra feature just in case,” writes a journalist about this phenomenon. “You no longer have anything in common with someone who keeps calling you, but you hate to just zap the relationship. Your child is exhausted from after-school soccer, ballet, and Chinese lessons, but you won’t let her drop the piano lessons. They could come in handy.” 50
check out the three doors and settle on the one with the highest rewards. But when students stayed out of a room, the door would start shrinking and eventually disappear. Researchers found that most students would waste clicks by rushing back to reopen doors, even though they lost money by doing so—and they contin-ued to frantically keep all their doors open even when they were fined for switching.
Fear of Loss? Were the students just trying to “keep their options open”? Ariely doesn’t think so. The real mo-tivation, he suggests, is fear of loss. “Closing a door on an
kin29546_fm_i-xxxviii_1.indd Page xiii 8/7/12 1:12 PM user-f502kin29546_fm_i-xxxviii_1.indd Page xiii 8/7/12 1:12 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
xiv
Audio Visuals for Your Visual Students We present the richest and most diverse video program on the market to engage your students in the important management concepts covered in this text:
McGraw-Hill’s Expanded Management Asset Gallery! McGraw-Hill/Irwin Management is excited to now provide a one-stop shop for our wealth of assets, making it super quick and easy for instructors to locate specific materials to enhance their courses. All of the following can be accessed within the Management Asset Gallery:
Manager’s Hot Seat! This interactive, video-based application puts students in the manager’s hot seat and builds critical thinking and decision-making skills and allows students to apply concepts to real managerial challenges. Students watch as 15 real managers apply their years of experience when confronting unscripted issues such as bullying in the workplace, cyber loafing, globalization, inter-generational work conflicts, workplace violence, and leadership versus management.
Self-Assessment Gallery. Unique among publisher-provided self-assessments, our 23 self-assessments provide students with background information to
ensure that students understand the purpose of the assessment. Students test their values, beliefs, skills, and interests in a wide variety of areas allowing them to personally apply chapter content to their own lives and careers.
Every self-assessment is supported with PowerPoints and an instructor manual in the Management Asset Gallery, making it easy for the instructor to create an engaging classroom discussion surrounding the assessments.
Test Your Knowledge. To help reinforce students’ understanding of key management concepts, Test Your Knowledge activities provide students a review of the conceptual materials followed by application-based questions to work through. Students can choose practice mode, which provides them with detailed feedback after each question, or test mode, which provides feedback after the entire test has been completed. Every Test Your Knowledge activity is supported by instructor notes in the Management Asset Gallery to make it easy for the instructor to create engaging classroom discussions surrounding the materials students have completed.
Management History Timeline. This Web application allows instructors to present and students to learn the history of management in an engaging and interactive way. Management history is presented along an intuitive timeline that can be traveled through sequentially or by selected decade. With the click of a mouse, students learn the important dates, see the people who influenced the field, and understand the general management theories that have molded and shaped management as we know it today.
Principles of Management Video DVDs Volumes 1, 2, & 3. Sources from BusinessWeek Online, BBC, CBS, FiftyLessons, NBC, PBS, and McGraw-Hill are provided on 2- to 15-minute clips in three DVD sets. These company videos are organized by the four functions of management and feature organizations such as PlayStation, Panera Bread, Patagonia, Mini Cooper, and the Greater Chicago Food Depository. Other subjects are Employer-Subsidized Commuting, Grounded: Are U.S. Airlines Safe?, Using Facebook at Work, Adult Bullies, and Encore Careers. Corresponding video cases and a guide that ties the videos closely to the chapter can be found in the Instructor’s Manual and online.
No matter the course you teach—on-campus, hybrid, or online courses—we set out to provide you
with the most comprehensive set of resources to enhance your Principles of Management course.
Resources That Work
xiv
feature #4
kin29546_fm_i-xxxviii_1.indd Page xiv 8/7/12 1:12 PM user-f502kin29546_fm_i-xxxviii_1.indd Page xiv 8/7/12 1:12 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
xv
Assurance of Learning–Ready Many educational institutions are often focused on the notion of assurance of learning, an important element of some accreditation standards. Management: A Practical Introduction, 6th ed., is designed specifically to support your assurance of learning initiatives with a simple, yet powerful solution.
Each test bank question maps to a specific chapter learning outcome/objective listed in the text. You can use our test bank software, EZ Test and EZ Test Online, or in Connect Management to easily query for learning outcomes objectives that directly relate to the learning objectives for your course. You can use the reporting features of EZ Test to aggregate student results in a similar fashion, making the collection and presentation of assurance of learning data simple and easy.
AACSB Statement The McGraw-Hill Companies is a proud corporate member of AACSB International. Understanding the importance and value of AACSB accreditation, Management: A Practical Introduction, 6th ed., recognizes the curricula guidelines detailed in the AACSB standards for business accreditation by connecting selected questions in the text and/or the test bank to the six general knowledge and skill guidelines in the AACSB standards. The statements contained in Management: A Practical Introduction, 6th ed., are provided only as a guide for the users of this textbook. The AACSB leaves content coverage and assessment within the purview of individual schools, the mission of the school, and the faculty. While Management: A Practical Introduction, 6th ed., and the teaching package make no claim of any specific AACSB qualification or evaluation, we have within Management: A Practical Introduction, 6th ed., labeled selected questions according to the six general knowledge and skills areas.
EZ Test, McGraw-Hill’s flexible and easy-to-use electronic testing program, allows instructors to create tests from book-specific items. It accommodates a wide range of question types, and instructors may add their own questions. Multiple versions of the test can be created, and any test can be exported for use with course management systems such as WebCT or BlackBoard.
EZ Test Online, available at www.eztestonline.com , allows you to access the test bank virtually anywhere at any time, without installation, and to administer EZ Test–created exams and quizzes online, providing instant feedback for students.
Online Learning Center. Located at www.mhhe.com/kw6e, the Online Learning Center allows students to take chapter quizzes to review concepts and review chapter PowerPoint slides. Students can also easily upgrade to a richer set of Premium Online Resources right on this site.
• Instructors Manual. Authored by Linda Hoffman of Ivy Tech Community College of Indiana-Fort Wayne, the Instructor’s Manual was revised and updated to include thorough coverage of each chapter. It also offers time-saving features such as an outline on incorporating PowerPoint slides, lecture enhancers that supplement the textbook, video cases and video notes, and answers to all end-of-chapter exercises.
• PowerPoint Slides. Prepared by Brad Cox of Midlands Technical College, the PowerPoint slides provide comprehensive lecture notes, questions for the class, and company examples not found in the textbook.
• Test Bank. Written by Tia Quinlan-Wilder from the University of Denver, the Test Bank includes more than 100 questions per chapter in a variety of formats. The package includes a range of comprehension and application (scenario-based) questions as well as tagged Bloom’s Taxonomy levels and AACSB requirements.
kin29546_fm_i-xxxviii_1.indd Page xv 8/10/12 9:53 AM user-f502kin29546_fm_i-xxxviii_1.indd Page xv 8/10/12 9:53 AM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
xvixvixvviii
McGraw-Hill Connect Management
Less managing. . . More teaching. . . Greater learning. . .
McGraw-Hill Connect Management is an online assignment and
assessment solution that connects students with the tools and resources they need to achieve
success. With Connect Management, students can engage with their coursework anytime,
anywhere, enabling faster learning, more efficient studying, and higher retention of knowledge.
It also offers faculty powerful tools that make managing assignments easier, so instructors can
spend more time teaching.
Features
1. LearnSmart: Adaptive Self-Study Technology. Students want to make the best use of their study
time. Within Connect Management, LearnSmart provides students with a combination of practice,
assessment, and remediation for every concept in the textbook. LearnSmart’s intelligent software
adapts to every student response and automatically delivers concepts that advance the student’s
understanding while reducing time devoted to the concepts already mastered. The result for every
student is the fastest path to mastery of the chapter concepts.
Always at the forefront of learning innovation, McGraw-Hill has taken another leap forward. . . .
LearnSmart . . .
• Applies an intelligent concept engine to identify the relationships between concepts and to serve
new concepts to each student only when he or she is ready.
• Adapts automatically to each student, so students spend less time on the topics they understand
and practice more those they have yet to master.
• Provides continual reinforcement and remediation but gives only as much guidance as students
need.
• Integrates diagnostics as part of the learning experience.
• Enables you to assess which concepts students have efficiently learned on their own, thus freeing
class time for more applications and discussion.
2. Online Interactives. These engaging interactive scenarios provide students with immersive, expe-
riential learning opportunities so they can apply key concepts and deepen their knowledge of key
course topics. Students receive immediate feedback at intermediate steps throughout each exercise,
as well as comprehensive feedback at the end of the assignment. All interactives are automatically
scored and entered into the instructor grade book.
kin29546_fm_i-xxxviii_1.indd Page xvi 8/7/12 1:12 PM user-f502kin29546_fm_i-xxxviii_1.indd Page xvi 8/7/12 1:12 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
3. Interactive Presentations. New and specific to this textbook, the interactive presentations in
Connect are engaging, online, professional presentations covering the same learning objectives
and concepts directly from the chapters. Interactive Presentations teach students the core learn-
ing objectives in a multimedia format, bringing the content of the course to life. The Interactive
Presentations in Connect Management are a great prep tool for students—and when students are
better prepared, they are more engaged and more participative in class.
4. Student Progress Tracking. Connect Management keeps instructors informed about how each
student, section, and class is performing, allowing for more productive use of lecture and office
hours. The progress-tracking function enables you to . . .
• View scored work immediately and track individual or group performance with assignment and
grade reports.
• Access an instant view of student or class performance relative to learning objectives.
• Collect data and generate reports required by many accreditation organizations, such as AACSB.
5. Smart Grading. When it comes to studying, time is precious. Connect Management helps students
learn more efficiently by providing feedback and practice material when they need it, where they need
it. When it comes to teaching, your time also is precious. The grading function enables you to . . .
• Have assignments scored automatically, giving students immediate feedback on their work and
side-by-side comparisons with correct answers.
• Access and review each response; manually change grades or leave comments for students to
review.
• Reinforce classroom concepts with practice tests and instant quizzes.
6. Simple Assignment Management. With Connect Management, creating assignments is easier
than ever, so you can spend more time teaching and less time managing. The assignment manage-
ment function enables you to . . .
• Create and deliver assignments easily with selectable end-of-chapter questions and test bank
items.
• Streamline lesson planning, student progress reporting, and assignment grading to make class-
room management more efficient than ever.
• Go paperless with the eBook and online submission and grading of student assignments.
7. Instructor Library. The Connect Management Instructor Library is your repository for addi-
tional resources to improve student engagement in and out of class. You can select and use any
asset that enhances your lecture. The Connect Management Instructor Library includes . . .
xvii
• Instructor’s Manual
• PowerPoint files
• Test Bank
• Management Asset Gallery
• eBook
8. Student Study Center. The Connect Management Student Study Center is the place for students
to access additional resources. The Student Study Center offers students quick access to . . .
• Lectures, practice materials, eBooks, and more.
• Practice material and study questions, easily accessible on the go.
• Self-assessments, video materials, Manager’s Hot Seat, and more.
kin29546_fm_i-xxxviii_1.indd Page xvii 8/8/12 3:53 PM user-f502kin29546_fm_i-xxxviii_1.indd Page xvii 8/8/12 3:53 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
xviiixviiixvviiiiiiiii
9. Lecture Capture Via Tegrity Campus. Increase the attention paid to lecture discussion by decreasing
the attention paid to note taking. For an additional charge, Lecture Capture offers new ways for stu-
dents to focus on the in-class discussion, knowing they can revisit important topics later.
10. McGraw-Hill Connect Plus Management. McGraw-Hill reinvents the textbook-learning experience for
the modern student with Connect Plus Management . A seamless integration of an eBook and Manage-
ment, Connect Plus Management provides all of the Connect Management features plus the following:
• An integrated eBook, allowing for anytime, anywhere access to the textbook.
• Dynamic links between the problems or questions you assign to your students and the location in
the eBook where that problem or question is covered.
• A powerful search function to pinpoint and connect key concepts in a snap.
In short, Connect Management offers you and your students powerful tools and features that optimize
your time and energies, enabling you to focus on course content, teaching, and student learning. Connect
Management also offers a wealth of content resources for both instructors and students. This state-of-
the-art, thoroughly tested system supports you in preparing students for the world that awaits.
For more information about Connect, go to www.mcgrawhillconnect.com, or contact your local
McGraw-Hill sales representative.
Tegrity Campus:
Lectures 24/7. Tegrity Campus is a service that makes class
time available 24/7 by automatically capturing every lecture
in a searchable format for students to review when they
study and complete assignments. With a simple one-click start-and-stop process, you capture all
computer screens and corresponding audio. Students can replay any part of any class with easy-to-
use browser-based viewing on a PC or Mac.
Educators know that the more students can see, hear, and experience class resources, the better
they learn. In fact, studies prove it. With Tegrity Campus, students quickly recall key moments by using
Tegrity Campus’s unique search feature. This search helps students efficiently find what they need,
when they need it, across an entire semester of class recordings. Help turn all your students’ study
time into learning moments immediately supported by your lecture. Lecture Capture enables you to . . .
• Record and distribute your lecture with a click of button.
• Record and index PowerPoint presentations and anything shown on your computer so it is easily
searchable, frame by frame.
• Offer access to lectures anytime and anywhere by computer, iPod, or mobile device.
• Increase intent listening and class participation by easing students’ concerns about note taking.
Lecture Capture will make it more likely you will see students’ faces, not the tops of their heads.
To learn more about Tegrity, watch a two-minute Flash demo at http://tegritycampus.mhhe.com .
McGraw-Hill Customer Care Contact Information. At McGraw-Hill, we understand that getting the
most from new technology can be challenging. That’s why our services don’t stop after you purchase
our products. You can e-mail our product specialists 24 hours a day to get product training online. Or
you can search our knowledge bank of Frequently Asked Questions on our support website. For cus-
tomer support, call 800-331-5094, e-mail [email protected], or visit www.mhhe.com/
support. One of our technical support analysts will be able to assist you in a timely fashion.
kin29546_fm_i-xxxviii_1.indd Page xviii 8/8/12 3:54 PM user-f502kin29546_fm_i-xxxviii_1.indd Page xviii 8/8/12 3:54 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
eBook Options. McGraw-Hill’s eBooks (typically 40% of the bookstore
price) enable students to save money. Students may choose between
an online and a downloadable CourseSmart eBook. Through
CourseSmart , students have the flexibility to access an exact replica
of their textbook from any computer that has Internet service without plug-ins or special software via the
version, or create a library of books on their hard drive via the downloadable version.
CourseSmart eBooks allow students to . . .
• Highlight, take notes, organize notes, and share the notes with other CourseSmart users.
• Search terms across all eBooks in their purchased CourseSmart library.
• Print out eBooks five pages at a time.
Access to the CourseSmart eBook(s) is for 1 year. CourseSmart allows students to try one chapter of
the eBook(s), free of charge, before purchase. Visit www.coursesmart.com for more information and to
purchase access to our eBook(s).
xix
Create. Craft your teaching resources to match the way you teach!
With McGraw-Hill Create, www.mcgrawhillcreate.com, you can easily
rearrange chapters, combine material from other content sources, and
quickly upload content you have written, like your course syllabus or teaching notes. Find the content
you need in Create by searching through thousands of leading McGraw-Hill textbooks. Arrange your
book to fit your teaching style. Create even allows you to personalize your book’s appearance by
selecting the cover and adding your name, school, and course information. Order a Create book and
you’ll receive a complimentary print review copy in three to five business days or a complimentary
electronic review copy (eComp) via e-mail in about one hour. Go to www.mcgrawhillcreate.com today
and register. Experience how McGraw-Hill Create empowers you to teach your students your way.
McGraw-Hill Higher Education and Blackboard have teamed up. What does this mean for you?
1. Your life simplified. Now you and your students can access McGraw-Hill’s Connect™ and Create™ right from within your Black-board course—all with one single sign-on. Say goodbye to the days of logging in to multiple applications.
2. Deep integration of content and tools. Not only do you get single sign-on with Connect™ and Create™, you also get deep integration of McGraw-Hill content and content engines right in Black-board. Whether you’re choosing a book for your course or building Connect™ assignments, all the tools you need are right where you want them—inside of Blackboard.
3. Seamless gradebooks. Are you tired of keeping multiple gradebooks and manually synchronizing grades into Blackboard? We thought so. When a student completes an integrated Connect™ assign-ment, the grade for that assignment automatically (and instantly) feeds your Blackboard grade center.
4. A solution for everyone. Whether your institution is already using Blackboard or you just want to try Blackboard on your own, we have a solution for you. McGraw-Hill and Blackboard can now offer you easy access to industry-leading technology and content, whether your campus hosts it, or we do. Be sure to ask your local McGraw-Hill representative for details.
kin29546_fm_i-xxxviii_1.indd Page xix 8/7/12 1:12 PM user-f502kin29546_fm_i-xxxviii_1.indd Page xix 8/7/12 1:12 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
xxxx
Chapter-by-Chapter Changes from the Previous Edition
1. The Exceptional Manager. Yahoo CEO Carol Bartz discussion replaced with IBM CEO Virginia Rometty. Top-earning CEO added: McKesson’s John Hammergren. Updates: diversity statistics, e-commerce statistics, top managers’ earn-ings, managers’ salaries, white-collar criminals. New Management in Action case: “Target Is Trying to Overcome the Problem of ‘Showrooming.’”
2. Management Theory. Cisco Example box updated and repurposed. Theory X/Theory Y updated. Operations research redefined and updated as operations management. Complexity theory introduced. Example box content replaced with “Closed Versus Open Systems: When Netflix Didn’t Listen.” Some material (virtual organization, boundaryless organiza-tion, knowledge worker, human capital, social capital) moved to Chapter 9. New Management in Action case: “Boeing Focuses Its Operations & Supply Chain to Improve Productivity & Meet Deadlines.” New Legal/Ethical Challenge: “Should the Federal Government Be Allowed to Oust a Drug-Company CEO?”
3. The Manager’s Changing Work Environment & Ethical Responsibilities. New Manager’s Toolbox: “How Do People Excuse Lying & Cheating?” New chapter lead about California utility PG&E gas explosion killing eight people and ques-tions about who a firm is responsible to. In-text example converted to Example box, “Managing the Media: Johnson & Johnson Succeeds—& Then Fails—in Handling Product Recalls.” Updates: economic forces, demographic forces. Mate-rial added on Great Recession’s impact on today’s college freshmen. Section added: “One Type of Social Responsibility: Sustainability, ‘Going Green.’” Old section 3.5, “The New Diversified Workforce,” moved to Chapter 11. New section added, “Corporate Governance”; includes “The Need for Independent Directors” and “The Need for Trust” and new Example box, “Corporate Governance: Chesapeake Energy’s CEO Gets Some Unusual Breaks from His Board of Directors.” New Management in Action case: “Carnival CEO Micky Arison Fails to Provide Interviews After the Costa Concordia Sinks.” New Legal/Ethical Challenge: “Should Facebook Take a More Proactive Approach in Mentoring the Children’s Online Privacy Protection Act?”
4. Global Management. New chapter introduction. Updates: cellphone subscriptions statistics, mergers, multinational corporations. Material added to Example box “Americans Working Overseas,” to Practical Action box “Being an Effec-tive Road Warrior,” and to Practical Action box “Global Outsourcing: Which Jobs Are Likely to Fall Victim to Offshoring?” Updates and new material: international parts suppliers for Apple iPhone, top 12 exporting countries, U.S. franchises in foreign countries, top 10 nations for U.S. exports, top 10 nations U.S. imports from, tariffs on Chinese solar panels, Europe’s embargo of Iran oil, IMF loans to weaker European countries, and statistics regarding NAFTA, EU, and APEC. In section on cultural differences, new material about cultural mistake involving presents in China; different tipping etiquettes worldwide; sections on language, interpersonal space, and communication; and U.S. managers on foreign assignments. Discussion of Hofstede model deleted. New Management in Action case: “Elektrobit Corp. Strives to Make Foreign Assignments a Good Experience.” New Legal/Ethical Challenge: “Is Apple Doing Enough to Control Employment Practices in Its Chinese Factories?”
5. Planning. Text updated and converted to Example box, “Thinking Ahead: Ford Plans a Radical Redesign of the Fu-sion. Example boxes for “Mission Statements” and “Vision Statements” for three different companies revised to cover “Hilton, Amazon, & Patagonia.” Statistics added about implementation of clearly articulated strategic direction. Caveat added that strategic planning now done closer to one to two years rather than every five years. New Example box: “Strategic Planning by Top Management: Amazon Manages for the Future, to the Frustration of Short-Term Inves-tors.” Section on SMART goals moved to Section 5.3. Example box updated, “Strategic, Tactical, & Operational Goals: Southwest Airlines.” In-text examples on programs versus projects expanded. Section heading retitled from “Promot-ing Goal Setting: Management by Objectives” to “Promoting Goal Setting: SMART Goals & Management by Objectives.” Example box expanded, “Setting Objectives: Walmart’s CEO Lays Out an Agenda for Change.” New Management in
kin29546_fm_i-xxxviii_1.indd Page xx 8/7/12 1:12 PM user-f502kin29546_fm_i-xxxviii_1.indd Page xx 8/7/12 1:12 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
xxi
Action case: “Will GM’s Strategic Plan Lead to Future Success?” New Legal/Ethical Challenge, “How Do You Think Companies Should Respond to Accusations Made by a Whistle-Blower?”
6. Strategic Management. Material added on how strategy can determine the structure of the organization. Example box updated, “Developing Competitive Advantage: Is Apple’s App Store a Model for Ford?” New Example box: “Comparing Strategies: Big-Company ‘Make the Consumer a Captive’ Versus Small-Firm ‘Offer Personal Connections.’” Change of in-text examples for “Growth Strategy,” “Stability Strategy,” and “Defensive Strategy”—from PepsiCo to IBM, from Best Buy to Alaska Airlines, from Carnival Corp. to Kodak. Example boxes updated: “SWOT Analysis: How Would You Analyze Toyota?” and “Contingency Planning: Southwest Airlines Uses Hedging to Hold Down Price of Aviation Fuel.” Use of spreadsheet software added to scenario planning. New Management in Action case: “J. C. Penney Is Changing Its Competitive Strat-egy.” New Legal/Ethical Challenge: “Should Companies Be Pressured to Recruit Females for Boards of Directors?”
7. Individual & Group Decision Making. Example box updated: “Evaluation: The Boeing 787 Dreamliner, a Bet-the-Company Decision.” In-text examples added: of Campbell trying to penetrate China’s soup market; of entrepreneur’s buying I Can Has Cheezburger? silly-cat blog; of Fabulus becoming Fab.com; of Gap closing U.S. stores and expanding in Asia. Example box repurposed as “Use of Analytics: The Oakland A’s ‘Moneyball’ Secret.” New section added “The Uses of ‘Big Data’” about data analytics. Practical Action box added, “The Steps in Critical Thinking.” Material on white-collar criminals added to “Making Ethical Decisions.” Outdated table deleted, “The Magnificent Seven: General Moral Principles for Managers.” Example box replaced. “Confirmation Bias” moved from 2 to 3 on list of biases; “Overconfi-dence Bias” added as 6, “Hindsight Bias” 7, and “Framing Bias” as 8; “Escalation of Commitment Bias” moved to 9. Ex-ample box deleted, “Avoiding Escalation of Commitment.” New Management in Action case: “Companies Recognize Mistakes in an Attempt to Increase Creativity & Innovation.”
8. Orgnizational Culture, Structure, & Design. Under “Adhocracy Culture” heading, Cisco material deleted. Under “Symbols,” “Stories,” “Heroes,” and “Rites & Rituals,” in-text examples replaced—with IKEA, Salesforce.com, and New Belgium Brewery. Under “Leader Reactions to Crises,” in-text example replaced by Anne Mulcahy and Xerox. Material added to Practical Action box “Transition Problems on Your Way Up: How to Avoid the Pitfalls.” Material added to “Wide Span of Control”; “Accountability” head replaced by “Authority.” Section 8.5 introduction replaced with Google decision-making problems. Introduction and definition of “organizational design,” categorized as three types: traditional designs, horizontal designs, and designs that open boundaries between organizations. Example box replaced with “Horizontal Design: Whole Foods Market.” Figure 8.10 “Team-based structure” retitled “Horizontal design.” Heading “6. The Network Structure: Connecting a Central Core to Outside Firms by Computer Connections” replaced by “6. Designs That Open Boundaries Between Organizations: Hollow, Modular & Virtual Structures”; term boundaryless organization introduced and defined. New heading added entitled “The Hollow Structure: Operating with a Central Core to Outside Firms & Outsourcing Functions to Outside Vendors”; term hollow structure introduced and defined. Figure 8.11 “Network structure” retitled “Hollow structure.” Example box heading replaced with “EndoStim, a Medical Device Startup Operation, with a Hollow Structure”; material in box edited and compressed. Example box “Modular Structure: Bombardier Builds a Snap-Together Business Jet” deleted and material compressed and pulled into text as in-text example. The terms virtual organization and virtual structure introduced and defined. Heading introduced, “The Link Between Strategy & Structure,” with two paragraphs of discussion. New Management in Action case: “Verizon Is Creating a Culture That Focuses on Shareholder Value.” New Legal/Ethical Challenge: “What Type of Culture Is Being Created by the New Orleans Saints?”
9. Human Resource Management. Paragraphs resequenced in Manager’s Toolbox, “How to Stand Out in a New Job.” Some updating of “Best Companies to Work For.” The terms human capital, knowledge workers, and social capital introduced and defined, with discussion. Table 9.1 shortened to one page. Change of term discrimination to workplace discrimination . Terms adverse impact and disparate treatment introduced and discussed. Update of EEOC statistics. Heading added, “What Managers Can Do” (about sexual harassment), and paragraph of discussion. Material added about use of social networks in recruiting. New discussion about résumés. To Practical Action box “Applying for a Job? Here Are Some Mistakes to Avoid,” addition of material warning employers may check students’ Facebook pages. Material added about integrity tests, with in-text example. Statistics added about performance reviews, forced ranking,
kin29546_fm_i-xxxviii_1.indd Page xxi 8/7/12 1:12 PM user-f502kin29546_fm_i-xxxviii_1.indd Page xxi 8/7/12 1:12 PM user-f502 /202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles/202/MH01824/kin29546_disk1of1/0078029546/kin29546_pagefiles
xxiixxxiiiiii
and benefits. Four pages added of new section, “9.8 Labor-Management Issues,” discussing labor unions, with the following subsections: “How Workers Organize,” “How Unions & Management Negotiate a Contract,” “The Issues Unions & Management Negotiate About” (also covers right-to-work laws, COLA, and givebacks), and “Settling Labor-Management Disputes” (including mediation and arbitration). New Legal/Ethical Challenge: “You Have Been Offered a Promotion, but You’re Pregnant: Should You Say Anything Before Receiving the Formal Offer?”
10. Organizational Change & Innovation. Sequence of chapter sections reorganized: Former “10.4 The Threat of Change: Managing Employee Fear & Resistance” now follows “10.1 The Nature of Change in Organizations” and precedes old “10.2 Organizational Development: What It Is, What It Can Do”; the last section of the chapter is former “10.3 Pro-moting Innovation Within the Organization.” Material about speed as a competitive weapon added to Manager’s Tool-box, “Managing for Innovation & Change Takes a Careful Hand.” In section “Some Traditional Companies May Not Survive Radically Innovative Change,” in-text example of Eastman Kodak replaced with Nokia. Material added about survey of CEOs and incremental change. Under head “Reactive Change,” new material added on social media and “pink slime.” Example box replaced with “Proactive Change: Redbox’s Parent, Coinstar, Gets Out Front on New Vending Machines.” To Figure 10.1, “Forces for Change Outside and Inside the Organization,” addition of outside forces “Shareholder & customer demands,” “Supplier practices,” and “Social & political pressures”; two paragraphs of discussion on these follow in text. Material added under “Changing Technology” on top innovations of the last 30 years and under “Changing Strategy” on “big four” record labels. Section deleted and replaced with “How Does Failure Impede Innovation,” including table, “Factors That Reduce an Organization’s Ability to Learn from Failure.” Added to the Practical Action box “What Makes a Successful Startup?” is an in-text example about Build-a-Bear Workshop. Under “Unfreezing,” “Changing,” and “Refreezing,” example we added the introduction of wireless handheld computers in hospitals. New Example box added: “Kotter’s Steps in Organizational Change: Implementing an Electronic Health Record System.” New Management in Action case: “SAP Is Counting on Organizational Change to Boost Revenue Growth.” New Legal/Ethical Challenge: “Should People Be Allowed to Polish Their Nails in Flight?”
11. Managing Individual Differences & Behavior. New Example box added, “Self-Monitoring Should Include ‘the Good, the Bad, & the Ugly.’” New statistics added to section on values. Table 11.4 deleted and some of the material pulled into the text. Example box replaced by “How Values & Attitudes Affect Behavior: Thinking Beyond Profit to Create Value for Society.” Section 11.4, “Perception & Individual Behavior,” moved to Section 11.3. Under head “Four Distortions in Perception,” we deleted “1. Selective Perception” and renum-bered succeeding subsections. Material on sex-role stereotypes and statistics on race/ethnicity revised. Example box revised: “The Halo Effect: Do Good Looks Make People Richer & Happier?” Section added: “The Recency Effect: ‘The Most Recent Impressions Are the Ones That Count,’” with Example box, “The Recency Effect: Can You Use It to Get a Better Performance Review?” Section 11.3, “Work-Related Attitudes & Behaviors Managers Need to Deal With,” moved to Section 11.4. Paragraphs on job involvement and under “Work-Related Attitudes” deleted, and material added on em-ployee engagement and on job satisfaction; material deleted on turnover and other material added about onboarding. New section, “11.5. The New Diversified Workforce” moved here from Section 3.5 in Chapter 3. Material added on younger workers, older workers, men and women pay differentials, and race and ethnicity, including basketball player Jeremy Lin as an example of ethnocentrism. Section 11.5, “Understanding Stress & Individual Behavior,” moved to Sec-tion 11.6. Material deleted and statistics added on work stress. New Management in Action case: “Steve Jobs’s Person-ality & Attitudes Drove His Success.” New Legal/Ethical Challenge: “Is Smoking a Legitimate Individual Difference to Consider When Hiring People?”
12. Motivating Employees. Text material and Figure 12.1 added on an integrated model of motivation. Some material added under extrinsic rewards. Example box replaced with “Looking for Peak Performance: A Hotel CEO Applies Maslow to Employees, Customers, & Investors.” Example box replaced with “Acquired Needs Theory: What Motivates Face-book’s COO Sheryl Sandberg?” Material added on equity theory and to Example box on expectancy theory. New table added, “Table 12.2. How Does Goal Setting Work?” Four elements of goal-setting theory revised to “Some Practical Re-sults of Goal-Setting Theory.” Material on four types of reinforcement was revised. A heading is added, “Is Money the Best Motivator?” and text material is revised. Material on gainsharing revised. New Management in Action case: “School Officials from Marshall Metro High School Attempt to Motivate Students & Teachers to Achieve Higher
Performance.” New Legal/Ethical Challenge: “Should Senior Executives Receive Bonuses for Navigating a Company Through Bankruptcy?”
13. Groups & Teams. “Technical & Organizational Redesign” subsection replaced by “Are Self-Management Teams Ef-fective?”, including new table, Table 13.3, “Some Ways to Empower Self-Managed Teams.” Three opening paragraphs re-vised. Resequencing of seven considerations in building an effective team into nine considerations, adding cooperation and trust; additions of sections on cooperation and trust. Addition of new tables: Table 13.4, “How to Build & Maintain Trust with Team Members,” and Table 13.5, “How to Enhance Cohesiveness in Teams: Ten Factors That Lead to Success.” Deletion of table “Ways to Build Collaborative Teams: Eight Factors That Lead to Success.” Example box replaced by “How to Develop Team Norms: Creating a ‘Fear-Free Zone’ of Trust.” Example box replaced by “Groupthink: An Enthusi-asm for Brainstorming, a Technique That Often Doesn’t Work.” Paragraph on managing conflict deleted; new material added on workplace incivility. Example box replaced by “‘What We Have Here Is a Failure to Communicate’: The Plight of the Tongue-Tied.” Material added on cross-cultural conflict and new table, “Table 13.6, Ways to Build Cross-Cultural Re-lationships.” Example box deleted, “Use of the Dialectic Method.” New Management in Action case: “Hiring Decisions Influence Teamwork & Performance.”
14. Power, Influence, & Leadership. Material added on managers versus leaders, including new table, “Table 14.1, Char-acteristics of Being a Manager & a Leader.” New subsection added, “Managerial Leadership: Can You Be Both a Man-ager & a Leader?” and introduction of concept of managerial leadership. Example box replaced by “Set a Goal, Maintain Intensity: The Man Who Built Zynga, a Tightly Wired Machine.” New material added on Steve Jobs (replacing Bill Gates and Andy Grove), Kouzes and Posner’s research, gender studies, and women executives, and old material deleted, in-cluding outdated table on women executives. Material added under “Does the Revised Path–Goal Theory Work?” Apple CEO Tim Cook added as an example of a transactional leader. Material added to Example box, “The Superior Perfor-mance of Both a Transactional & Transformational Leader: PepsiCo’s CEO Indra Nooyi.” Nooyi examples added under “Inspirational Motivation,” “Idealized Influence,” and “Intellectual Stimulation.” “Shared Leadership” discussion deleted. Practical Action box deleted, “Ten Tips on Being an E-Leader.” Material added, “Followers: What Do They Want, How Can They Help? ” along with Practical Action box, “How to Be a Great Follower: Benefiting Your Boss—& Yourself.” New Management in Action case: “Lynn Tilton’s Leadership Helps Turn Around Failing Companies.” New Self-Assessment: “Assessing Your Leader-Member Exchange.” New Legal/Ethical Challenge: “Is It Ethical to Use Subversive Approaches to Influence Others?”
15. Interpersonal & Organizational Communication. Manager’s Toolbox replaced with “Acing the Interview: Communi-cating Counts in Landing a Job.” New material added: on social media (as “lean medium”), on communication problems in a fast-food drive-through line, on buzzwords, on oversized egos, on nonverbal communication, and on gender-related communication differences. “Linguistic style” introduced and defined. Material reduced on women and communication. Material revised in Practical Action box, “How to Streamline Meetings.” Material added on Millennials, telecommunica-tions, and security. Section added: “Social Media: Pros & Cons.” Introduction of “crowdsourcing”; new Example box, “Crowdsourcing: Using Facebook & Twitter to Develop New Ideas.” Material added on “active listening” and “What’s Your Listening Style—or Styles?” New tables added: “Using Facebook in Your Professional Life,” “Six Keys to Effective Listening,” “Five Steps to Better Reading,” “Five Rules for Business Writing, Both Online & Offline.” Updated statistics on fear of public speaking. New Management in Action case: “Procter & Gamble Company Restricts Use of Internet Sites.” New Legal/Ethical Challenge: “Should Companies Be Allowed to Check Personal E-Mail Accounts?”
16. Control Systems & Quality Management. New material on why productivity is important and examples of compa-nies that lost control. Example added on 3M Co. revising system to improve productivity. Example of Ford senior man-agers added to “Strategic Control by Top Managers.” Example added of Google’s Innovation Time Off program. Quality control and quality assurance definitions repeated. Example box replaced by “Chrysler Does a Makeover: Initiating a New Quality Strategy.” Example box replaced by “Do Social Media Ads Work? The Need for Benchmarking.” New Man-agement in Action case: “Control Mechanisms & Quality Processes Save a Steel Mill Plant in Burns Harbor, Michigan.” New Legal/Ethical Challenge: “Is Corporate Monitoring of Employee Behavior Going Too Far?”
acknowledgments We could not have completed this product without the help of a great many people. The first edition was signed by Karen Mellon and developed by Glenn and Meg Turner of Burr-ston House, to all of whom we are very grateful. Sincere thanks and gratitude also go to our former executive editor John Weimeister and to our present executive brand manager Michael Ablassmeir. Among our first-rate team at McGraw-Hill, we want to acknowledge key contributors: Jane Beck, development; Elizabeth Trepkowski, executive marketing manager; Harvey Yep, lead project manager; senior buyer Michael R. McCormick; designer Pam Verros; senior content licensing specialist Jeremy Cheshareck; and photo researcher Judy Mason. We would also like to thank Linda Hoffmann for her work on the Instructor’s Manual; Brad Cox for the PowerPoint slides; and Tia Quinlan-Wilder for the test bank. Warmest thanks and appreciation go to the individuals who provided valuable input during the developmental stages of this edition, as follows:
We would also like to thank the following colleagues who served as manuscript reviewers during the development of previous editions:
xxiv
Laura L. Alderson, University of Memphis
William Scott Anchors, University of Maine at Orono
Jeffrey L. Anderson, Ohio University
James D. Bell, Texas State University at San Marcos
Daniel A. Cernas Ortiz, University of North Texas
Linda D. Clarke, University of Florida
Dean Cleavenger, University of Central Florida
Loretta Ferguson Cochran, Arkansas Tech University
Keith Credo, McNeese State University
Dan Curtin, Lakeland Community College
Tom Deckelman, Owens Community College
E. Gordon DeMeritt, Shepherd University
John DeSpagna, Nassau Community College
Linda Durkin, Delaware County Community College
Jud Faurer, Metro State College of Denver
Gail E. Fraser, Kean University
Connie Golden, Lakeland Community College
Reggie Hall, Tarleton State University
Samuel Hazen, Tarleton State University
Evelyn Hendrix, Lindenwood University
Marvin Karlins, University of South Florida
Renee N. King, Eastern Illinois University
Guy Lochiatto, MassBay Community College
Michael Dane Loflin, Limestone College
Ivan Lowe, York Technical College
Margaret Lucero, Texas A & M-Corpus Christi
Christine I. Mark, University of Southern Mississippi
Marcia A. Marriott, Monroe Community College
Christopher P. Neck, Arizona State University
Thomas J. Norman, California State University-Dominguez Hills
Fernando Pargas, James Madison University
H. Lynn Richards, Johnson County Community College
Gary B. Roberts, Kennesaw State University
Thomas J. Shaughnessy, Illinois Central College
Jim Smas, Kent State University
Barb Stuart, Daniels College of Business
Marguerite Teubner, Nassau Community College
Carolyn Waits, Cincinnati State Technical & Community College
G. Stoney Alder, Western Illinois University
Phyllis C. Alderdice, Jefferson Community College
Laura L. Alderson, University of Memphis
Scott Anchors, Maine Business School
Jeffrey Anderson, Ohio University
John Anstey, University of Nebraska at Omaha
Maria Aria, Camden County College
James Bell, Texas State University-San Marcos
Victor Berardi, Kent State University
Patricia Bernson, College County of Morris
David Bess, University of Hawaii
Stephen Betts, William Paterson University
Danielle Beu, Louisiana Tech University
Randy Blass, Florida State University
Larry Bohleber, University of Southern Indiana
Melanie Bookout, Greenville Technical College
Robert S. Boothe, University of Southern Mississippi
Barbara Rosenthal, Miami Dade Community College/Wolfson Campus
Gary Ross, Barat College of DePaul University
Catherine Ruggieri, St. John’s University-New York
Cindy Ruszkowski, Illinois State University
William Salyer, Morris College
Diane R. Scott, Wichita State University
Marianne Sebok, Community College of Southern Nevada
Randi Sims, Nova Southeastern University
Frederick J. Slack, Indiana University of Pennsylvania
Erika E. Small, Coastal Carolina University
Gerald F. Smith, University of Northern Iowa
Mark Smith, University of Southwest Louisiana
Jeff Stauffer, Ventura College
Raymond Stoudt, DeSales University
Robert Scott Taylor, Moberly Area Community College
Virginia Anne Taylor, William Patterson University
Wynn Teasley, University of West Florida
Jerry Thomas, Arapahoe Community College
Joseph Tomkiewicz, East Carolina University
Robert Trumble, Virginia Commonwealth University
Joy Turnheim Smith, Elizabeth City State University
Isaiah Ugboro, North Carolina Agricultural & Technical State University
Anthony Uremovic, Joliet Junior College
Barry Van Hook, Arizona State University
Susan Verhulst, Des Moines Area Community College
Annie Viets, University of Vermont
Tom Voigt, Jr., Aurora University
Carolyn Waits, Cincinnati State Technical & Community College
Bruce C. Walker, University of Louisiana at Monroe
Tekle O. Wanorie, Northwest Missouri State University
Charles Warren, Salem State College
Velvet Weems-Landingham, Kent State University-Geauga
Allen Weimer, University of Tampa
David A. Wernick, Florida International University
James Whelan, Manhattan College
John Whitelock, Community College of Baltimore/Catonsville Campus
Wendy V. Wysocki, Monroe County Community College
The following professors also participated in an early focus group that helped drive the development of this text. We appreciate their suggestions and participation immensely:
We would also like to thank the following students for participating in a very important focus group to gather feedback from the student reader’s point of view:
Finally, we would like to thank our wives, Joyce and Stacey, for being understanding, patient, and encouraging throughout the process of writing this edition. Your love and support helped us endure the trials of completing this text. We hope you enjoy reading and applying the book. Best wishes for success in your career.
Angelo Kinicki Brian K. Williams
Rusty Brooks, Houston Baptist University
Kerry Carson, University of Southwestern Louisiana