Instructor’s Manual, Chapter 1
KEY STUDENT QUESTIONS
Students typically enroll in an introductory management course with two primary questions:
“What makes a “good” manager?”
“How can I apply the material we learn in this class to my daily life?”
How you answer these questions depends on your teaching style and the tone you want to set for the
To increase class involvement, ask two or three students to describe the best managers they
have ever known.
Capture what the students say, and then ask the class to tell you what
similarities and differences they hear in the stories.
Link the similarities to the skills needed for
planning, organizing, leading and controlling, and then discuss the differences in terms of
leadership style and the flexibility leaders need to react differently to different situations.
important to let students know that there is not single set of guidelines to become a “good”
The best managers are the ones who have a wide range of skills which they apply
differently in different situations.
Then ask students to describe situations they have encountered
recently where they needed to use planning, organizing, leading and/or controlling.
Based on the
discussion, help students to see that the best way for them to apply the material is to think about
how to use each concept in their own lives.
One useful analogy here is to compare technical,
interpersonal, and conceptual skills to different types of tools - not every tool is right for every
person, and not every tool is right for every task, but the more tools you have in a toolbox, the
more likely it is that you will be able to get the job done effectively.
To maintain more control over the class, start the class by saying “This is your first day as a
Explain that whenever anyone creates a “to do” list they are planning, whenever
anyone tries to persuade someone else to do something they are leading, whenever anyone
checks to see if they have enough money in their checking account to take a vacation they are
organizing, and whenever anyone balances a checkbook they are controlling.
Go on to explain
that just as people have different styles of writing “to do” lists and managing their money,
managers use different styles of management, but that certain key skills have emerged, and that
the purpose of the class is to help students learn those skills.
The first day of class sets the tone for the
rest of the quarter.
If at all possible, I try to do three things
on the first day of class - 1) go over the class syllabus
(which helps the students understand my expectations for
the class); 2) find out from the students what their
expectations are for the class (I record these, and at the end of the term ask
students if they have been met); and 3) cover some introductory material from
Chapter 1 of the text (usually managerial skills, levels of management, etc.)
starting to lecture and discuss material on the first day of class, you convey your