Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
LETTER TO INSTRUCTORS
Essentials of Management, 9e
Dear Colleague,
Whether you are a previous adopter, a new adopter, or a professor consider-
ing this text for adoption, I wish to thank you for your interest in Essentials of
Management 9e. Essentials was the first relatively brief management text
that was not simply an abbreviated version of a longer text. We created the
path for a more concise, more understandable, and practical approach to the
vast body of knowledge referred to as “management.” We assume that the
study of management is not exclusively geared toward C-level executives,
and that our readers will not be directing large enterprises or divisions of
large enterprises in their first job. Instead, the vast majority of our readers will
first be engaged in work that will require some managerial skill and knowl-
edge, even though they are not working as executives.
Virtually all texts in management and related fields claim to be practical,
although many single sentences within them make six sweeping recommen-
dations for CEOs or list ten companies that use a particular technique. We
contend that Essentials of Management, unlike much of the competition, is
and always has been a text that enables the student to apply much of the
information. We support our conclusions with relevant research studies wher-
ever possible, but our intent is not to review most of the research on a given
topic. A case in point is our presentation of transformational and charismatic
leadership. We present some relevant research findings but also offer the stu-
dents concrete suggestions for becoming more charismatic, including devel-
oping a more effective handshake.
My writing has always emphasized application both in textbooks and
trade books, and most of this writing has been about management, organiza-
tional behavior, human relations, leadership, and career management. Even
the articles I have published in professional journals would be understandable
to readers who were not specialists in the subject under investigation. For
exa ...
Copyright 2012 Cengage Learning. All Rights Reserved. May AlleneMcclendon878
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
http://www.cengage.com/highered
C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Ellen F. Monk
University of Delaware
Bret J. Wagner
Western Michigan University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Concepts in Enterprise Resource Planning,
Fourth Edition
Ellen F. Monk and Bret J. Wagner
Editor-in-Chief: Joe Sabatino
Se ...
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
Copyright 2019 Cengage Learning. All Rights Reserved. May not .docxbobbywlane695641
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
15e
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
EugEnE F. Brigham
University of Florida
JoEl F. houston
University of Florida
Fundamentals of
FinanCial
managEmEnt
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Printed in the United States of America
Print Number: 01 Print Year: 2018
Fundamentals of Financial Management,
Fifteenth edition
Eugene F. Brigham and Joel F. Houston
Senior Vice President, Higher Ed Product,
Content, and Market Development: Erin Joyner
VP, B&E, 4LTR and Support Program:
Mike Schenk
Sr. Product Team Manager: Joe Sabatino
Content Developer: Brittany Waitt
Product Assistant: Renee Schnee
Sr. Marketing Manager: Nathan Anderson
Content Project Manager: Nadia Saloom
Digital Content Designer: Brandon C. Foltz
Digital Project Manager: Mark Hopkinson
Marketing Communications Manager:
Sarah Greber
Production Service: MPS Limited
Sr. Art Director: Michelle Kunkler.
Copyright 2012 Cengage Learning. All Rights Reserved. May AlleneMcclendon878
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
http://www.cengage.com/highered
C O N C E P T S I N E N T E R P R I S E
R E S O U R C E P L A N N I N G
Fourth Edition
Ellen F. Monk
University of Delaware
Bret J. Wagner
Western Michigan University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Concepts in Enterprise Resource Planning,
Fourth Edition
Ellen F. Monk and Bret J. Wagner
Editor-in-Chief: Joe Sabatino
Se ...
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
Copyright 2019 Cengage Learning. All Rights Reserved. May not .docxbobbywlane695641
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
15e
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
EugEnE F. Brigham
University of Florida
JoEl F. houston
University of Florida
Fundamentals of
FinanCial
managEmEnt
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Printed in the United States of America
Print Number: 01 Print Year: 2018
Fundamentals of Financial Management,
Fifteenth edition
Eugene F. Brigham and Joel F. Houston
Senior Vice President, Higher Ed Product,
Content, and Market Development: Erin Joyner
VP, B&E, 4LTR and Support Program:
Mike Schenk
Sr. Product Team Manager: Joe Sabatino
Content Developer: Brittany Waitt
Product Assistant: Renee Schnee
Sr. Marketing Manager: Nathan Anderson
Content Project Manager: Nadia Saloom
Digital Content Designer: Brandon C. Foltz
Digital Project Manager: Mark Hopkinson
Marketing Communications Manager:
Sarah Greber
Production Service: MPS Limited
Sr. Art Director: Michelle Kunkler.
Engaged with you.www.cengage.com Source Code 14M-AA.docxYASHU40
Engaged with you.
www.cengage.com
Source Code: 14M-AA0105
Tap into engagement
MindTap empowers you to produce your best work—consistently.
MindTap is designed to help you master the material. Interactive
videos, animations, and activities create a learning path designed
by your instructor to guide you through the course and focus on
what’s important.
Tap into more info at: www.cengage.com/mindtap
“MindTap was very useful – it was easy to follow and everything
was right there.”
— Student, San Jose State University
“I’m definitely more engaged because of MindTap.”
— Student, University of Central Florida
“MindTap puts practice questions in a format that works well for me.”
— Student, Franciscan University of Steubenville
MindTap helps you stay
organized and efficient
by giving you the study tools to master the material.
MindTap empowers
and motivates
with information that shows where you stand at all times—both
individually and compared to the highest performers in class.
MindTap delivers real-world
activities and assignments
that will help you in your academic life as well as your career.
Flashcards
readspeaker
progress app
MyNotes
& highlights
selF QuizziNg
& practice
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
MANAGERIAL
ECONOMICS
A Problem Solving Approach
Luke M. Froeb
Vanderbilt University
Mikhael Shor
University of Connecticut
Brian T. McCann
Vanderbilt University
Michael R. Ward
University of Texas, Arlington
4e
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial
review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to
remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous
editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by
ISBN#, ...
MS Project 2010 Instructions in Contemporary Project Manag.docxgilpinleeanna
MS Project 2010 Instructions in Contemporary Project Management 2e
Chapter MS Project
4 Introduction to MS Project 2010
Toolbars, ribbons, and window panes
Initialize MS Project for Use
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, projected finish dates, information
6 Set up Work Breakdown Structure (WBS)
Understand WBS definitions and displays, enter summaries, create the outline,
Insert row number column, Hide/show desired amount of detail
7 Set up Schedule in MS Project
Define organization’s holidays, turn off change highlighting, understand types
of project data
Build Logical Network Diagram
Enter tasks and milestones, define dependencies, understand network
diagram presentation, verify accuracy
Understand Critical Path
Assign duration estimates, identify critical path
Display and Print Schedules
8 Define Resources
Resource views, max units, resource calendars
Assigning Resources
In split view enter work, select resource, modify assignments
Identify Over allocated Resources
Resource usage and Detailed Gantt views together
Dealing with Over Allocations
Manual leveling and judgment
9 Develop Bottom-up Project Budget
Assignment costs, activity costs, various cost perspectives
Develop Summary Project Budget
11 Baseline Project Plan
14 Report Progress
How MS Project recalculates based upon actual performance, current and future impacts
of variances, define the performance update process (what, when, and how)
Update the Project Schedule
Acquire performance data, set and display status date, Enter duration-
based performance data, reschedule remaining work, revise estimates
15 Close Project
Complete schedule, archive schedule, capture and publish lessons learned
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contemporary Project
Management
ORGANIZE / PLAN / PERFORM
SECOND EDITION
T I M O T H Y J . K L O P P E N B O R G
Xavier University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textboo ...
Case Study Seniority in OrganizationPermaja Resources CorpMaximaSheffield592
Case Study
Seniority in Organization
Permaja Resources Corporation has the policy of promoting employees from within the organization on a company wide basis. Seniority is based on the length of service and the performance ratings.
Rod Santos was hired as mechanical engineer trainee on March 20,2017 and got a performance rating of very satisfactory. He was a trainee for six months before his promotion to Engineer I at Section A of the machine shop section.
Roger Santiago was hired in January 2018 as engineer trainee in Section B of the machine shop had a performance rating of very satisfactory for the last two years. Both Santos and Santiago are mechanical engineering graduates of a prestigious school.
The position of supervising engineer in Section B was left vacant with the promotion of Art Real to Plant Superintendent of both section A and B. Due to the seniority rule, Rod Santos was promoted to the post. While Art would like to recommend Roger Santiago to the post, the HR department policy on seniority rule had to be applied, hence the intention watered down when he talked to the HR manager. Art talked to Rod Santos about his case and Rod Santos understood that Roger Santiago was also interested in the position.
One month later, a major machine broke down and Roger Santiago single-handedly worked diligently on the machine and completed it in due time to meet the customers’ demand. During a break time after the successful repair of the machine, Rod Santos, in the presence of the other workers, complemented the efforts and expertise of Roger Santiago. “Roger, thanks for the excellent work you have done. You are the best engineer around here and I would like you to know that I appreciate your effort very much. You have the knowledge, skills and experience around here and you are the number one engineer along this line.”
With the compliment, Roger Santiago resorted a little sarcastically, “I know how all these things run here as I am one of those who installed that machine. I know more about this whole thing than you do. If only the HR department knew how to recognize people with potential, you would not be here in the first place.”
Write the answers in essay format. You may, however, use bullet points, diagrams, tables, or any graphs to support your arguments.
The essay should be well organized, that is, it has an introduction, body, and conclusion (1200 words).
Referencing : Use Harvard referencing style for in-text citation and make a table of references at the end.
Research: Use a minimum of two additional sources of information.
Question 1An organization's compensation scheme is key to its ability to attract, motivate and retain essential staff members. A number of different compensation systems exist; choose organizations that apply the merit pay plan in compensating its employees. Explain how is the Traditional Compensation Approach Different from the modern one you choose?Question 2
Explain how a company can ...
book Vet medicine large animal procedure.pdfSamerPaser
Care has been taken in each chapter to present the material in a uniform, easyto-follow format. We have intentionally departed from the standard paragraph
prose format to introduce various techniques in a step-by-step manner along
with clear explanations and rationale for each action. Our intent? To concisely
answer the critical questions everyone has when learning a new procedure:
“What do I need, what do I do, and what can go wrong?” Ultimately, our goal was
to provide these answers in a clinically accessible format, eliminating the need
to wade through more traditional texts.
06512_fm_rev04.indd 8 9/11/12 11:05 AM
Chinese line of
control;
Indian claim
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I I I I
I
I
I
I I
I
I
I
I
I
I I I
I
I
I
I
I
I
Beijing
Pyeongyang
Seoul
Tokyo
Hanoi
Delhi
Kathmandu
Thimphu
Dhaka
Tashkent
Bishkek
Islamabad
Ulaanbaatar
Urumchi�
Lhasa
Xining
Lanzhou
Chengdu
Hankou
Xi'an
Zhengzhou
Tianjin
Taiyuan
Jinan
Shijiazhuang
Harbin
Changchun
Shenyang
ShanghaiSuzhou
Nanjing
Chongqing
Guiyang
Kunming
Guangzhou
Xianggang
Haikou
Fuzhou
Hangzhou
Hefei
Taipei
Nanchang
Nanning
Changsha
Yinchuan
Hohhot
Kashi
Hotan
Aksu
Yining
Patna
Miran
Korla
Guyuan
Datong
Vladivostok
Dunhuang
Hami
Pusan
Kyoto
Nagoya
Sendai
Osaka
Nagasaki
Qufu
Luoyang
Ningbo
Suizhou
Dali
Xiamen
Tarim
In
du
s
Ch
enab
Cham
bal
G
a
nga
M
aquan
Brahmaputra
C
hi
nd
wi
n
Sa
lw
ee
n
D
adu
M
ekong
Jialing
Huai
H
an
G
an
Xiang
Xi
Yu
an
X
ia
o
F
uc
hu
n
L
ia
o
Wei
Ya
ng
zi
Yellow
Red
Ya
lu
Tu
m
en
Ganges
Yarlung Zangbo
Ir
ra
w
ad
dy
Nu
Lancang
Y
along
M
in
Jin
sh
a
F
en
Selen
ge
Konqi
Lake
Balkhash
Lake
Issyk-kül
Lop
Nur
Lake
Qinghai
Dongting
Lake
Lake
Tai
Poyang
Lake
P A C I F I C
O C E A N
S e a o f
J a p a n
E a s t
C h i n a
S e a
B a y o f
B e n g a l
S o
u t h
C
h i
n a
S
e
a
Y
e
l l o
w
S
e
a
Bay of
Bohai
HEILONGJIANG
JILIN
LIAONING
NEI MENGGU
HEBEI
BEIJING
TIANJIN
SHANXI
SHAANXI
GANSU
QINGHAI
XINJIANG
XIZANG
(TIBET)
N
IN
G
X
IA SHANDONG
HENAN
ANHUI
JIA
N
G
SU
ZHEJIANG
SHANGHAI
S I C H U A N HUBEI
GUIZHOU HUNAN
JIANGXI
FUJIAN
GUANGXI
GUANGDONG
T
A
IW
A
N
HAINAN
YUNNAN
HONG KONG
C
H
O
N
G
QI
NG
KYUSHU
SH
IK
O
KU
HOKKAIDO
H
O
N
S
H
U
R
Y
U
K
Y
U
��
IS
L
A
N
D
S
�
VIETNAM
LAOS
THAILAND
MYANMAR
INDIA BHUTAN
NEPAL
PAKISTAN
KAZAKHSTAN
M O N G O L I A
KYRGYZSTAN
PHILIPPINES
TAJIKISTAN
BANGLADESH
C H I N A
NORTH
KOREA
SOUTH
KOREA
J
A
P
A
N
A
L T A
Y � � � M
O U N T A I N S �
H
I M
A
L
A
Y
A
N
� � � � M
O
U
N T A I N S �
T I A N � M O U N T A I N S �
K U
N
L U N � � � M O U N T A I N S �
P A M I R �
T a r i m �
B a s i n �
Q I N G � Z A N G
P L A T E A U
Modern�Grand�Canal
Great�Wall
Province�boundaries�in�China
North�China�Plain
Area�of�major�loess�deposits
I I I
0 200�Mi.100
0 200�Km.100
06512_fm_rev04.indd 1 9/19/12 10:28 AM
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
06512_fm_rev04.indd 2 9/11/12 11: ...
06512_fm_rev04.indd 8 9/11/12 11:05 AM
Chinese line of
control;
Indian claim
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I I I I
I
I
I
I I
I
I
I
I
I
I I I
I
I
I
I
I
I
Beijing
Pyeongyang
Seoul
Tokyo
Hanoi
Delhi
Kathmandu
Thimphu
Dhaka
Tashkent
Bishkek
Islamabad
Ulaanbaatar
Urumchi�
Lhasa
Xining
Lanzhou
Chengdu
Hankou
Xi'an
Zhengzhou
Tianjin
Taiyuan
Jinan
Shijiazhuang
Harbin
Changchun
Shenyang
ShanghaiSuzhou
Nanjing
Chongqing
Guiyang
Kunming
Guangzhou
Xianggang
Haikou
Fuzhou
Hangzhou
Hefei
Taipei
Nanchang
Nanning
Changsha
Yinchuan
Hohhot
Kashi
Hotan
Aksu
Yining
Patna
Miran
Korla
Guyuan
Datong
Vladivostok
Dunhuang
Hami
Pusan
Kyoto
Nagoya
Sendai
Osaka
Nagasaki
Qufu
Luoyang
Ningbo
Suizhou
Dali
Xiamen
Tarim
In
du
s
Ch
enab
Cham
bal
G
a
nga
M
aquan
Brahmaputra
C
hi
nd
wi
n
Sa
lw
ee
n
D
adu
M
ekong
Jialing
Huai
H
an
G
an
Xiang
Xi
Yu
an
X
ia
o
F
uc
hu
n
L
ia
o
Wei
Ya
ng
zi
Yellow
Red
Ya
lu
Tu
m
en
Ganges
Yarlung Zangbo
Ir
ra
w
ad
dy
Nu
Lancang
Y
along
M
in
Jin
sh
a
F
en
Selen
ge
Konqi
Lake
Balkhash
Lake
Issyk-kül
Lop
Nur
Lake
Qinghai
Dongting
Lake
Lake
Tai
Poyang
Lake
P A C I F I C
O C E A N
S e a o f
J a p a n
E a s t
C h i n a
S e a
B a y o f
B e n g a l
S o
u t h
C
h i
n a
S
e
a
Y
e
l l o
w
S
e
a
Bay of
Bohai
HEILONGJIANG
JILIN
LIAONING
NEI MENGGU
HEBEI
BEIJING
TIANJIN
SHANXI
SHAANXI
GANSU
QINGHAI
XINJIANG
XIZANG
(TIBET)
N
IN
G
X
IA SHANDONG
HENAN
ANHUI
JIA
N
G
SU
ZHEJIANG
SHANGHAI
S I C H U A N HUBEI
GUIZHOU HUNAN
JIANGXI
FUJIAN
GUANGXI
GUANGDONG
T
A
IW
A
N
HAINAN
YUNNAN
HONG KONG
C
H
O
N
G
QI
NG
KYUSHU
SH
IK
O
KU
HOKKAIDO
H
O
N
S
H
U
R
Y
U
K
Y
U
��
IS
L
A
N
D
S
�
VIETNAM
LAOS
THAILAND
MYANMAR
INDIA BHUTAN
NEPAL
PAKISTAN
KAZAKHSTAN
M O N G O L I A
KYRGYZSTAN
PHILIPPINES
TAJIKISTAN
BANGLADESH
C H I N A
NORTH
KOREA
SOUTH
KOREA
J
A
P
A
N
A
L T A
Y � � � M
O U N T A I N S �
H
I M
A
L
A
Y
A
N
� � � � M
O
U
N T A I N S �
T I A N � M O U N T A I N S �
K U
N
L U N � � � M O U N T A I N S �
P A M I R �
T a r i m �
B a s i n �
Q I N G � Z A N G
P L A T E A U
Modern�Grand�Canal
Great�Wall
Province�boundaries�in�China
North�China�Plain
Area�of�major�loess�deposits
I I I
0 200�Mi.100
0 200�Km.100
06512_fm_rev04.indd 1 9/19/12 10:28 AM
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
06512_fm_rev04.indd 2 9/11/12 11: ...
Australia • Brazil • Mexico • Singapore • United Kingdom • Uni.docxcelenarouzie
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Understanding
Arguments
97364_fm_ptg01_i-xvi.indd 1 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Understanding
Arguments
An Introduction to Informal Logic
NINTH EDITION
Walter Sinnott-Armstrong
Duke University
Robert J. Fogelin
Dartmouth College
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 3 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information .
ORGANIZATIONAL STRUCTURE EXERCISEInstructions Copy and paste yo.docxhoney690131
ORGANIZATIONAL STRUCTURE EXERCISE
Instructions: Copy and paste your Business Case from Week 2 assignment. Analyze the selected project to determine which organizational structure/culture (Section 4-2a on page 110) would be the ideal or preferred organizational structure for this project. Discuss why you selected this structure and justify that choice. Then, discuss which structure is the least preferred and explain/justify why this would not be a preferred organizational structure for your selected project. Provide specific examples, elements or components from the project to explain your justification. Each of the justification sections should be a minimum of 300 words.
Business Case (copy and paste):
Preferred Org Structure:
Least Preferred Org Structure:
Contemporary
Project Management
Timothy J. Kloppenborg
ò
Vittal Anantatmula
ò
Kathryn N. Wells
F O U R T H E D I T I O N
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
MS Project 2016 Instructions in Contemporary Project Management 4e
Chapter MS Project
3 MS Project 2016 Introduction
Ribbon, Quick Access Toolbar, view panes, Zoom Slider, Shortcuts, Scheduling Mode Selector
Setting Up Your First Project
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, zero duration, must finish on, information
7 Set Up a Work Breakdown Structure (WBS)
Understand the WBS definitions and displays
Enter WBS Elements (tasks), Create the outline,
Insert WBS Code Identifier column, Hide or show subtasks detail
8 Using MS Project for Critical Path Schedules
Set Up the Project Schedule
Set or update the project start date, Define organization’s working and nonworking time
Build the Network Diagram and Identify the Critical Path
Enter tasks and milestones, edit the timescale, understand and define task dependencies, assign task
duration estimates, identify the critical path, understand the network diagram view
Display and Print Schedules
9 Define Resources
Resource views, max units, resource calendars
Assigning Resources
Basic assignment, modify an assignment
Identify Overallocated Resources
Resource usage and Detailed Gantt views together
Overallocated Resources
Finding overallocated resources, dealing with overallocations
Crashing a Critical Path Activity
10 Develop Bottom-up Project Budget
Assignment costs, task costs, various cost perspectives
Develop Summary Project Budget
12 Baseline the Project Plan
First time baseline, subsequent baselines, viewing variances
14 Using MS Project to Monitor and Control Projects
What Makes a Schedule Useful?
How MS Project recalculates based on reported actuals, current and future impacts of variances, define
the performance update process (who, what, when)
Steps to Update the Project Schedule
Acquire performance data, set and display status date, Enter duration-based performance data,
reschedule re.
ORGANIZATIONAL STRUCTURE EXERCISEInstructions Copy and paste yo.docxjacksnathalie
ORGANIZATIONAL STRUCTURE EXERCISE
Instructions: Copy and paste your Business Case from Week 2 assignment. Analyze the selected project to determine which organizational structure/culture (Section 4-2a on page 110) would be the ideal or preferred organizational structure for this project. Discuss why you selected this structure and justify that choice. Then, discuss which structure is the least preferred and explain/justify why this would not be a preferred organizational structure for your selected project. Provide specific examples, elements or components from the project to explain your justification. Each of the justification sections should be a minimum of 300 words.
Business Case (copy and paste):
Preferred Org Structure:
Least Preferred Org Structure:
Contemporary
Project Management
Timothy J. Kloppenborg
ò
Vittal Anantatmula
ò
Kathryn N. Wells
F O U R T H E D I T I O N
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
MS Project 2016 Instructions in Contemporary Project Management 4e
Chapter MS Project
3 MS Project 2016 Introduction
Ribbon, Quick Access Toolbar, view panes, Zoom Slider, Shortcuts, Scheduling Mode Selector
Setting Up Your First Project
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, zero duration, must finish on, information
7 Set Up a Work Breakdown Structure (WBS)
Understand the WBS definitions and displays
Enter WBS Elements (tasks), Create the outline,
Insert WBS Code Identifier column, Hide or show subtasks detail
8 Using MS Project for Critical Path Schedules
Set Up the Project Schedule
Set or update the project start date, Define organization’s working and nonworking time
Build the Network Diagram and Identify the Critical Path
Enter tasks and milestones, edit the timescale, understand and define task dependencies, assign task
duration estimates, identify the critical path, understand the network diagram view
Display and Print Schedules
9 Define Resources
Resource views, max units, resource calendars
Assigning Resources
Basic assignment, modify an assignment
Identify Overallocated Resources
Resource usage and Detailed Gantt views together
Overallocated Resources
Finding overallocated resources, dealing with overallocations
Crashing a Critical Path Activity
10 Develop Bottom-up Project Budget
Assignment costs, task costs, various cost perspectives
Develop Summary Project Budget
12 Baseline the Project Plan
First time baseline, subsequent baselines, viewing variances
14 Using MS Project to Monitor and Control Projects
What Makes a Schedule Useful?
How MS Project recalculates based on reported actuals, current and future impacts of variances, define
the performance update process (who, what, when)
Steps to Update the Project Schedule
Acquire performance data, set and display status date, Enter duration-based performance data,
reschedule re.
Electrónica: Análisis de circuitos teoría y practica 5th edición por Allan H....SANTIAGO PABLO ALBERTO
Análisis de Circuitos de CD y CA
Link descarga de un libro: https://www.engbookspdf.com/uploads/pdf-books/CircuitAnalysisTheoryandPractice5thEditionbyRobbinsandMiller-1.pdf
Blog Week 11 Your Personal Language and Literacy Development JouChantellPantoja184
Blog: Week 11: Your Personal Language and Literacy Development Journey
Life can be understood backwards, but it must be lived forwards.
—Søren Kierkegaard, Danish philosopher
Throughout this course, you have examined the language development journeys of young children. You also created and documented the journey of a fictional child whom you created. You now consider your own language development journey by reflecting on a personal experience in which you were learning language and/or a time when you were supporting a young child in language development. You then apply what you have explored in this course to analyze and deepen your understanding of this memory.
Because this is your final activity in this course, be sure to take your time in your Blog interactions, supporting your community of practice colleagues as they share their final insights.
By Day 3 of Week 11
Post the following in your Blog: Describe a personal memory related to your own language development journey and/or a time when you fostered language development with a young child. Explain how this course has deepened your perspective of that memory and/or experience. Then, share an activity or resource from this course that has affected your current and/or future practice as an early childhood professional and why. Last, describe a topic or issue you would still like to learn more about and how this topic or issue might affect your future research as a scholar of change.
By Day 7 of Week 11
Interact with your community of practice, sharing additional insights, comparing experiences, and posing questions that promote further dialogue.
F i F t h e d i t i o n
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Fundamentals of
Case
Management
Practice
Skills for the Human Services
N a N c y S u m m e r S
Harrisburg Area Community College
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial
review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to
remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous
editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by
ISBN#, author, title, or keyword for materials in your areas of interest.
Important Notice: Media content referenced with ...
Read Chapter 3. Answer the following questions1.Wha.docxShiraPrater50
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 15 and answer the following questions 1. De.docxShiraPrater50
Read Chapter 15 and answer the following questions
:
1. Describe several characteristics of infants that make them different from other children.
2. What is the feeding challenge in meeting the nutritional needs of an infant?
3. Define
low-birthweight (LBW) infant
.
4. List
nine (9)
problems associated with low birth weight.
5. List
five (5)
reasons a mother may choose formula feeding instead of breast feeding.
6. List
four (4)
steps to safe handling of breast milk.
7. What
two (2)
factors determine safe preparation of formula? Briefly describe each factor.
8. Define
aseptic procedure.
9. Define
distention
and tell what causes distention.
10. Define
regurgitation, electrolytes,
and
developmental or physiological readiness.
11. Why should a bottle
NEVER
be propped and a baby left unattended while feeding?
12. When might an infant need supplemental water?
13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready?
14. Define
palmar grasp
and
pincer grip.
15. List
ten (10)
common feeding concerns. Pick
ONE
and explain why that is a concern.
Read Chapter 16 and answer the following questions:
1. Describe
toddlers and preschoolers
.
2. Define
neophobic.
3. List
three (3)
things a teacher is responsible for when feeding a toddler. List
two (2)
things for which the child is responsible.
4. Why should you
NOT
try to force a toddler to eat or be overly concerned if children are suddenly eating less?
5. Explain the results of spacing meals
too far apart
and
too close together
.
6. List a
good eating pattern
for toddlers.
7. Name several healthy snack choices for toddlers and young children.
8. List several suggestions for making eating time comfortable, pleasant and safe.
9. What changes about eating habits when a toddler develops into a preschooler?
10. Define
Down syndrome
and
Prader-Willi syndrome.
11. How can parents and teachers promote good eating habits for preschoolers?
12. When and where should rewards be offered?
13. Why should children
not
be encouraged to have a
“clean plate”?
14. List
five (5)
health conditions related to dietary patterns.
15. What is the Physical Activity Pyramid and for what is it designed?
16. List
eight (8)
common feeding concerns during toddler and preschool years. Pick
one and explain
it thoroughly.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
More Related Content
Similar to Copyright 2010 Cengage Learning. All Rights Reserved.docx
Engaged with you.www.cengage.com Source Code 14M-AA.docxYASHU40
Engaged with you.
www.cengage.com
Source Code: 14M-AA0105
Tap into engagement
MindTap empowers you to produce your best work—consistently.
MindTap is designed to help you master the material. Interactive
videos, animations, and activities create a learning path designed
by your instructor to guide you through the course and focus on
what’s important.
Tap into more info at: www.cengage.com/mindtap
“MindTap was very useful – it was easy to follow and everything
was right there.”
— Student, San Jose State University
“I’m definitely more engaged because of MindTap.”
— Student, University of Central Florida
“MindTap puts practice questions in a format that works well for me.”
— Student, Franciscan University of Steubenville
MindTap helps you stay
organized and efficient
by giving you the study tools to master the material.
MindTap empowers
and motivates
with information that shows where you stand at all times—both
individually and compared to the highest performers in class.
MindTap delivers real-world
activities and assignments
that will help you in your academic life as well as your career.
Flashcards
readspeaker
progress app
MyNotes
& highlights
selF QuizziNg
& practice
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
MANAGERIAL
ECONOMICS
A Problem Solving Approach
Luke M. Froeb
Vanderbilt University
Mikhael Shor
University of Connecticut
Brian T. McCann
Vanderbilt University
Michael R. Ward
University of Texas, Arlington
4e
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial
review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to
remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous
editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by
ISBN#, ...
MS Project 2010 Instructions in Contemporary Project Manag.docxgilpinleeanna
MS Project 2010 Instructions in Contemporary Project Management 2e
Chapter MS Project
4 Introduction to MS Project 2010
Toolbars, ribbons, and window panes
Initialize MS Project for Use
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, projected finish dates, information
6 Set up Work Breakdown Structure (WBS)
Understand WBS definitions and displays, enter summaries, create the outline,
Insert row number column, Hide/show desired amount of detail
7 Set up Schedule in MS Project
Define organization’s holidays, turn off change highlighting, understand types
of project data
Build Logical Network Diagram
Enter tasks and milestones, define dependencies, understand network
diagram presentation, verify accuracy
Understand Critical Path
Assign duration estimates, identify critical path
Display and Print Schedules
8 Define Resources
Resource views, max units, resource calendars
Assigning Resources
In split view enter work, select resource, modify assignments
Identify Over allocated Resources
Resource usage and Detailed Gantt views together
Dealing with Over Allocations
Manual leveling and judgment
9 Develop Bottom-up Project Budget
Assignment costs, activity costs, various cost perspectives
Develop Summary Project Budget
11 Baseline Project Plan
14 Report Progress
How MS Project recalculates based upon actual performance, current and future impacts
of variances, define the performance update process (what, when, and how)
Update the Project Schedule
Acquire performance data, set and display status date, Enter duration-
based performance data, reschedule remaining work, revise estimates
15 Close Project
Complete schedule, archive schedule, capture and publish lessons learned
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contemporary Project
Management
ORGANIZE / PLAN / PERFORM
SECOND EDITION
T I M O T H Y J . K L O P P E N B O R G
Xavier University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textboo ...
Case Study Seniority in OrganizationPermaja Resources CorpMaximaSheffield592
Case Study
Seniority in Organization
Permaja Resources Corporation has the policy of promoting employees from within the organization on a company wide basis. Seniority is based on the length of service and the performance ratings.
Rod Santos was hired as mechanical engineer trainee on March 20,2017 and got a performance rating of very satisfactory. He was a trainee for six months before his promotion to Engineer I at Section A of the machine shop section.
Roger Santiago was hired in January 2018 as engineer trainee in Section B of the machine shop had a performance rating of very satisfactory for the last two years. Both Santos and Santiago are mechanical engineering graduates of a prestigious school.
The position of supervising engineer in Section B was left vacant with the promotion of Art Real to Plant Superintendent of both section A and B. Due to the seniority rule, Rod Santos was promoted to the post. While Art would like to recommend Roger Santiago to the post, the HR department policy on seniority rule had to be applied, hence the intention watered down when he talked to the HR manager. Art talked to Rod Santos about his case and Rod Santos understood that Roger Santiago was also interested in the position.
One month later, a major machine broke down and Roger Santiago single-handedly worked diligently on the machine and completed it in due time to meet the customers’ demand. During a break time after the successful repair of the machine, Rod Santos, in the presence of the other workers, complemented the efforts and expertise of Roger Santiago. “Roger, thanks for the excellent work you have done. You are the best engineer around here and I would like you to know that I appreciate your effort very much. You have the knowledge, skills and experience around here and you are the number one engineer along this line.”
With the compliment, Roger Santiago resorted a little sarcastically, “I know how all these things run here as I am one of those who installed that machine. I know more about this whole thing than you do. If only the HR department knew how to recognize people with potential, you would not be here in the first place.”
Write the answers in essay format. You may, however, use bullet points, diagrams, tables, or any graphs to support your arguments.
The essay should be well organized, that is, it has an introduction, body, and conclusion (1200 words).
Referencing : Use Harvard referencing style for in-text citation and make a table of references at the end.
Research: Use a minimum of two additional sources of information.
Question 1An organization's compensation scheme is key to its ability to attract, motivate and retain essential staff members. A number of different compensation systems exist; choose organizations that apply the merit pay plan in compensating its employees. Explain how is the Traditional Compensation Approach Different from the modern one you choose?Question 2
Explain how a company can ...
book Vet medicine large animal procedure.pdfSamerPaser
Care has been taken in each chapter to present the material in a uniform, easyto-follow format. We have intentionally departed from the standard paragraph
prose format to introduce various techniques in a step-by-step manner along
with clear explanations and rationale for each action. Our intent? To concisely
answer the critical questions everyone has when learning a new procedure:
“What do I need, what do I do, and what can go wrong?” Ultimately, our goal was
to provide these answers in a clinically accessible format, eliminating the need
to wade through more traditional texts.
06512_fm_rev04.indd 8 9/11/12 11:05 AM
Chinese line of
control;
Indian claim
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I I I I
I
I
I
I I
I
I
I
I
I
I I I
I
I
I
I
I
I
Beijing
Pyeongyang
Seoul
Tokyo
Hanoi
Delhi
Kathmandu
Thimphu
Dhaka
Tashkent
Bishkek
Islamabad
Ulaanbaatar
Urumchi�
Lhasa
Xining
Lanzhou
Chengdu
Hankou
Xi'an
Zhengzhou
Tianjin
Taiyuan
Jinan
Shijiazhuang
Harbin
Changchun
Shenyang
ShanghaiSuzhou
Nanjing
Chongqing
Guiyang
Kunming
Guangzhou
Xianggang
Haikou
Fuzhou
Hangzhou
Hefei
Taipei
Nanchang
Nanning
Changsha
Yinchuan
Hohhot
Kashi
Hotan
Aksu
Yining
Patna
Miran
Korla
Guyuan
Datong
Vladivostok
Dunhuang
Hami
Pusan
Kyoto
Nagoya
Sendai
Osaka
Nagasaki
Qufu
Luoyang
Ningbo
Suizhou
Dali
Xiamen
Tarim
In
du
s
Ch
enab
Cham
bal
G
a
nga
M
aquan
Brahmaputra
C
hi
nd
wi
n
Sa
lw
ee
n
D
adu
M
ekong
Jialing
Huai
H
an
G
an
Xiang
Xi
Yu
an
X
ia
o
F
uc
hu
n
L
ia
o
Wei
Ya
ng
zi
Yellow
Red
Ya
lu
Tu
m
en
Ganges
Yarlung Zangbo
Ir
ra
w
ad
dy
Nu
Lancang
Y
along
M
in
Jin
sh
a
F
en
Selen
ge
Konqi
Lake
Balkhash
Lake
Issyk-kül
Lop
Nur
Lake
Qinghai
Dongting
Lake
Lake
Tai
Poyang
Lake
P A C I F I C
O C E A N
S e a o f
J a p a n
E a s t
C h i n a
S e a
B a y o f
B e n g a l
S o
u t h
C
h i
n a
S
e
a
Y
e
l l o
w
S
e
a
Bay of
Bohai
HEILONGJIANG
JILIN
LIAONING
NEI MENGGU
HEBEI
BEIJING
TIANJIN
SHANXI
SHAANXI
GANSU
QINGHAI
XINJIANG
XIZANG
(TIBET)
N
IN
G
X
IA SHANDONG
HENAN
ANHUI
JIA
N
G
SU
ZHEJIANG
SHANGHAI
S I C H U A N HUBEI
GUIZHOU HUNAN
JIANGXI
FUJIAN
GUANGXI
GUANGDONG
T
A
IW
A
N
HAINAN
YUNNAN
HONG KONG
C
H
O
N
G
QI
NG
KYUSHU
SH
IK
O
KU
HOKKAIDO
H
O
N
S
H
U
R
Y
U
K
Y
U
��
IS
L
A
N
D
S
�
VIETNAM
LAOS
THAILAND
MYANMAR
INDIA BHUTAN
NEPAL
PAKISTAN
KAZAKHSTAN
M O N G O L I A
KYRGYZSTAN
PHILIPPINES
TAJIKISTAN
BANGLADESH
C H I N A
NORTH
KOREA
SOUTH
KOREA
J
A
P
A
N
A
L T A
Y � � � M
O U N T A I N S �
H
I M
A
L
A
Y
A
N
� � � � M
O
U
N T A I N S �
T I A N � M O U N T A I N S �
K U
N
L U N � � � M O U N T A I N S �
P A M I R �
T a r i m �
B a s i n �
Q I N G � Z A N G
P L A T E A U
Modern�Grand�Canal
Great�Wall
Province�boundaries�in�China
North�China�Plain
Area�of�major�loess�deposits
I I I
0 200�Mi.100
0 200�Km.100
06512_fm_rev04.indd 1 9/19/12 10:28 AM
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
06512_fm_rev04.indd 2 9/11/12 11: ...
06512_fm_rev04.indd 8 9/11/12 11:05 AM
Chinese line of
control;
Indian claim
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I I I I
I
I
I
I I
I
I
I
I
I
I I I
I
I
I
I
I
I
Beijing
Pyeongyang
Seoul
Tokyo
Hanoi
Delhi
Kathmandu
Thimphu
Dhaka
Tashkent
Bishkek
Islamabad
Ulaanbaatar
Urumchi�
Lhasa
Xining
Lanzhou
Chengdu
Hankou
Xi'an
Zhengzhou
Tianjin
Taiyuan
Jinan
Shijiazhuang
Harbin
Changchun
Shenyang
ShanghaiSuzhou
Nanjing
Chongqing
Guiyang
Kunming
Guangzhou
Xianggang
Haikou
Fuzhou
Hangzhou
Hefei
Taipei
Nanchang
Nanning
Changsha
Yinchuan
Hohhot
Kashi
Hotan
Aksu
Yining
Patna
Miran
Korla
Guyuan
Datong
Vladivostok
Dunhuang
Hami
Pusan
Kyoto
Nagoya
Sendai
Osaka
Nagasaki
Qufu
Luoyang
Ningbo
Suizhou
Dali
Xiamen
Tarim
In
du
s
Ch
enab
Cham
bal
G
a
nga
M
aquan
Brahmaputra
C
hi
nd
wi
n
Sa
lw
ee
n
D
adu
M
ekong
Jialing
Huai
H
an
G
an
Xiang
Xi
Yu
an
X
ia
o
F
uc
hu
n
L
ia
o
Wei
Ya
ng
zi
Yellow
Red
Ya
lu
Tu
m
en
Ganges
Yarlung Zangbo
Ir
ra
w
ad
dy
Nu
Lancang
Y
along
M
in
Jin
sh
a
F
en
Selen
ge
Konqi
Lake
Balkhash
Lake
Issyk-kül
Lop
Nur
Lake
Qinghai
Dongting
Lake
Lake
Tai
Poyang
Lake
P A C I F I C
O C E A N
S e a o f
J a p a n
E a s t
C h i n a
S e a
B a y o f
B e n g a l
S o
u t h
C
h i
n a
S
e
a
Y
e
l l o
w
S
e
a
Bay of
Bohai
HEILONGJIANG
JILIN
LIAONING
NEI MENGGU
HEBEI
BEIJING
TIANJIN
SHANXI
SHAANXI
GANSU
QINGHAI
XINJIANG
XIZANG
(TIBET)
N
IN
G
X
IA SHANDONG
HENAN
ANHUI
JIA
N
G
SU
ZHEJIANG
SHANGHAI
S I C H U A N HUBEI
GUIZHOU HUNAN
JIANGXI
FUJIAN
GUANGXI
GUANGDONG
T
A
IW
A
N
HAINAN
YUNNAN
HONG KONG
C
H
O
N
G
QI
NG
KYUSHU
SH
IK
O
KU
HOKKAIDO
H
O
N
S
H
U
R
Y
U
K
Y
U
��
IS
L
A
N
D
S
�
VIETNAM
LAOS
THAILAND
MYANMAR
INDIA BHUTAN
NEPAL
PAKISTAN
KAZAKHSTAN
M O N G O L I A
KYRGYZSTAN
PHILIPPINES
TAJIKISTAN
BANGLADESH
C H I N A
NORTH
KOREA
SOUTH
KOREA
J
A
P
A
N
A
L T A
Y � � � M
O U N T A I N S �
H
I M
A
L
A
Y
A
N
� � � � M
O
U
N T A I N S �
T I A N � M O U N T A I N S �
K U
N
L U N � � � M O U N T A I N S �
P A M I R �
T a r i m �
B a s i n �
Q I N G � Z A N G
P L A T E A U
Modern�Grand�Canal
Great�Wall
Province�boundaries�in�China
North�China�Plain
Area�of�major�loess�deposits
I I I
0 200�Mi.100
0 200�Km.100
06512_fm_rev04.indd 1 9/19/12 10:28 AM
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
06512_fm_rev04.indd 2 9/11/12 11: ...
Australia • Brazil • Mexico • Singapore • United Kingdom • Uni.docxcelenarouzie
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Understanding
Arguments
97364_fm_ptg01_i-xvi.indd 1 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Understanding
Arguments
An Introduction to Informal Logic
NINTH EDITION
Walter Sinnott-Armstrong
Duke University
Robert J. Fogelin
Dartmouth College
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 3 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
97364_fm_ptg01_i-xvi.indd 2 15/11/13 8:36 PM
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights,
some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially
affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information .
ORGANIZATIONAL STRUCTURE EXERCISEInstructions Copy and paste yo.docxhoney690131
ORGANIZATIONAL STRUCTURE EXERCISE
Instructions: Copy and paste your Business Case from Week 2 assignment. Analyze the selected project to determine which organizational structure/culture (Section 4-2a on page 110) would be the ideal or preferred organizational structure for this project. Discuss why you selected this structure and justify that choice. Then, discuss which structure is the least preferred and explain/justify why this would not be a preferred organizational structure for your selected project. Provide specific examples, elements or components from the project to explain your justification. Each of the justification sections should be a minimum of 300 words.
Business Case (copy and paste):
Preferred Org Structure:
Least Preferred Org Structure:
Contemporary
Project Management
Timothy J. Kloppenborg
ò
Vittal Anantatmula
ò
Kathryn N. Wells
F O U R T H E D I T I O N
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
MS Project 2016 Instructions in Contemporary Project Management 4e
Chapter MS Project
3 MS Project 2016 Introduction
Ribbon, Quick Access Toolbar, view panes, Zoom Slider, Shortcuts, Scheduling Mode Selector
Setting Up Your First Project
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, zero duration, must finish on, information
7 Set Up a Work Breakdown Structure (WBS)
Understand the WBS definitions and displays
Enter WBS Elements (tasks), Create the outline,
Insert WBS Code Identifier column, Hide or show subtasks detail
8 Using MS Project for Critical Path Schedules
Set Up the Project Schedule
Set or update the project start date, Define organization’s working and nonworking time
Build the Network Diagram and Identify the Critical Path
Enter tasks and milestones, edit the timescale, understand and define task dependencies, assign task
duration estimates, identify the critical path, understand the network diagram view
Display and Print Schedules
9 Define Resources
Resource views, max units, resource calendars
Assigning Resources
Basic assignment, modify an assignment
Identify Overallocated Resources
Resource usage and Detailed Gantt views together
Overallocated Resources
Finding overallocated resources, dealing with overallocations
Crashing a Critical Path Activity
10 Develop Bottom-up Project Budget
Assignment costs, task costs, various cost perspectives
Develop Summary Project Budget
12 Baseline the Project Plan
First time baseline, subsequent baselines, viewing variances
14 Using MS Project to Monitor and Control Projects
What Makes a Schedule Useful?
How MS Project recalculates based on reported actuals, current and future impacts of variances, define
the performance update process (who, what, when)
Steps to Update the Project Schedule
Acquire performance data, set and display status date, Enter duration-based performance data,
reschedule re.
ORGANIZATIONAL STRUCTURE EXERCISEInstructions Copy and paste yo.docxjacksnathalie
ORGANIZATIONAL STRUCTURE EXERCISE
Instructions: Copy and paste your Business Case from Week 2 assignment. Analyze the selected project to determine which organizational structure/culture (Section 4-2a on page 110) would be the ideal or preferred organizational structure for this project. Discuss why you selected this structure and justify that choice. Then, discuss which structure is the least preferred and explain/justify why this would not be a preferred organizational structure for your selected project. Provide specific examples, elements or components from the project to explain your justification. Each of the justification sections should be a minimum of 300 words.
Business Case (copy and paste):
Preferred Org Structure:
Least Preferred Org Structure:
Contemporary
Project Management
Timothy J. Kloppenborg
ò
Vittal Anantatmula
ò
Kathryn N. Wells
F O U R T H E D I T I O N
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
MS Project 2016 Instructions in Contemporary Project Management 4e
Chapter MS Project
3 MS Project 2016 Introduction
Ribbon, Quick Access Toolbar, view panes, Zoom Slider, Shortcuts, Scheduling Mode Selector
Setting Up Your First Project
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, zero duration, must finish on, information
7 Set Up a Work Breakdown Structure (WBS)
Understand the WBS definitions and displays
Enter WBS Elements (tasks), Create the outline,
Insert WBS Code Identifier column, Hide or show subtasks detail
8 Using MS Project for Critical Path Schedules
Set Up the Project Schedule
Set or update the project start date, Define organization’s working and nonworking time
Build the Network Diagram and Identify the Critical Path
Enter tasks and milestones, edit the timescale, understand and define task dependencies, assign task
duration estimates, identify the critical path, understand the network diagram view
Display and Print Schedules
9 Define Resources
Resource views, max units, resource calendars
Assigning Resources
Basic assignment, modify an assignment
Identify Overallocated Resources
Resource usage and Detailed Gantt views together
Overallocated Resources
Finding overallocated resources, dealing with overallocations
Crashing a Critical Path Activity
10 Develop Bottom-up Project Budget
Assignment costs, task costs, various cost perspectives
Develop Summary Project Budget
12 Baseline the Project Plan
First time baseline, subsequent baselines, viewing variances
14 Using MS Project to Monitor and Control Projects
What Makes a Schedule Useful?
How MS Project recalculates based on reported actuals, current and future impacts of variances, define
the performance update process (who, what, when)
Steps to Update the Project Schedule
Acquire performance data, set and display status date, Enter duration-based performance data,
reschedule re.
Electrónica: Análisis de circuitos teoría y practica 5th edición por Allan H....SANTIAGO PABLO ALBERTO
Análisis de Circuitos de CD y CA
Link descarga de un libro: https://www.engbookspdf.com/uploads/pdf-books/CircuitAnalysisTheoryandPractice5thEditionbyRobbinsandMiller-1.pdf
Blog Week 11 Your Personal Language and Literacy Development JouChantellPantoja184
Blog: Week 11: Your Personal Language and Literacy Development Journey
Life can be understood backwards, but it must be lived forwards.
—Søren Kierkegaard, Danish philosopher
Throughout this course, you have examined the language development journeys of young children. You also created and documented the journey of a fictional child whom you created. You now consider your own language development journey by reflecting on a personal experience in which you were learning language and/or a time when you were supporting a young child in language development. You then apply what you have explored in this course to analyze and deepen your understanding of this memory.
Because this is your final activity in this course, be sure to take your time in your Blog interactions, supporting your community of practice colleagues as they share their final insights.
By Day 3 of Week 11
Post the following in your Blog: Describe a personal memory related to your own language development journey and/or a time when you fostered language development with a young child. Explain how this course has deepened your perspective of that memory and/or experience. Then, share an activity or resource from this course that has affected your current and/or future practice as an early childhood professional and why. Last, describe a topic or issue you would still like to learn more about and how this topic or issue might affect your future research as a scholar of change.
By Day 7 of Week 11
Interact with your community of practice, sharing additional insights, comparing experiences, and posing questions that promote further dialogue.
F i F t h e d i t i o n
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Fundamentals of
Case
Management
Practice
Skills for the Human Services
N a N c y S u m m e r S
Harrisburg Area Community College
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial
review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to
remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous
editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by
ISBN#, author, title, or keyword for materials in your areas of interest.
Important Notice: Media content referenced with ...
Similar to Copyright 2010 Cengage Learning. All Rights Reserved.docx (20)
Read Chapter 3. Answer the following questions1.Wha.docxShiraPrater50
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 15 and answer the following questions 1. De.docxShiraPrater50
Read Chapter 15 and answer the following questions
:
1. Describe several characteristics of infants that make them different from other children.
2. What is the feeding challenge in meeting the nutritional needs of an infant?
3. Define
low-birthweight (LBW) infant
.
4. List
nine (9)
problems associated with low birth weight.
5. List
five (5)
reasons a mother may choose formula feeding instead of breast feeding.
6. List
four (4)
steps to safe handling of breast milk.
7. What
two (2)
factors determine safe preparation of formula? Briefly describe each factor.
8. Define
aseptic procedure.
9. Define
distention
and tell what causes distention.
10. Define
regurgitation, electrolytes,
and
developmental or physiological readiness.
11. Why should a bottle
NEVER
be propped and a baby left unattended while feeding?
12. When might an infant need supplemental water?
13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready?
14. Define
palmar grasp
and
pincer grip.
15. List
ten (10)
common feeding concerns. Pick
ONE
and explain why that is a concern.
Read Chapter 16 and answer the following questions:
1. Describe
toddlers and preschoolers
.
2. Define
neophobic.
3. List
three (3)
things a teacher is responsible for when feeding a toddler. List
two (2)
things for which the child is responsible.
4. Why should you
NOT
try to force a toddler to eat or be overly concerned if children are suddenly eating less?
5. Explain the results of spacing meals
too far apart
and
too close together
.
6. List a
good eating pattern
for toddlers.
7. Name several healthy snack choices for toddlers and young children.
8. List several suggestions for making eating time comfortable, pleasant and safe.
9. What changes about eating habits when a toddler develops into a preschooler?
10. Define
Down syndrome
and
Prader-Willi syndrome.
11. How can parents and teachers promote good eating habits for preschoolers?
12. When and where should rewards be offered?
13. Why should children
not
be encouraged to have a
“clean plate”?
14. List
five (5)
health conditions related to dietary patterns.
15. What is the Physical Activity Pyramid and for what is it designed?
16. List
eight (8)
common feeding concerns during toddler and preschool years. Pick
one and explain
it thoroughly.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 and answer the following questions1. List .docxShiraPrater50
Read Chapter 2 and answer the following questions:
1. List
five (5)
decisions a teacher must make about the curriculum.
2. List
three (3)
ways that all children are alike.
3. List
three (3)
similar needs of young children.
4. Describe the change in thought from age 2 through age 11 or 12.
5. List
four (4)
ways teachers can determine children’s background experiences.
6. List
three (3)
ways to find out children’s interests.
7. List
four (4)
ways to determine the developmental levels and abilities of children.
8. What is P.L. 94-142 and what does it state?
9. List
four (4)
things you need to do as a teacher of special children regarding P.L. 94-142.
10. List
eight (8)
categories of special needs children.
11. List the
eleven (11)
goals of an inclusion program.
12.
List
and
explain three (3)
methods to gain knowledge about the culture and values of a community.
13. Why must teachers of young children understand geography, history, economics and other social sciences?
14. List
six (6)
ways children can assist with planning.
15. List
five (5)
elements that should be included in lessons plans.
16. List
four (4)
main sections that every lesson plan should include regardless of format.
17. Define
behavioral objective.
What
three (3)
questions do behavioral objectives answer?
18. What are
four (4)
goals which can be accomplished through the use of units, projects, and thematic learning?
19. List
three (3)
considerations for selecting themes or topics.
20. After selecting a theme or topic, list
seven (7)
elements that should be included in planning for the theme or unit.
21. List
five (5)
uses for authentic assessment
.
22.
List
and
describe
four (4)
types of assessments.
23. List
five (5)
things you should look for when interviewing children.
24. What are
rubrics
, and how can rubrics be used?
25. What are standardized tests and why might they
not
be useful to teachers of young children?
book
Social Studies for the Preschool/Primary Child
Carol Seefeldt; Sharon D. Castle; Renee Falconer
also you may used any addition
.
Read chapter 7 and write the book report The paper should be .docxShiraPrater50
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 7 and answer the following questions1. What a.docxShiraPrater50
Read Chapter 7 and answer the following questions:
1. What are preschoolers like?
2. Define
large motor, coordination, agility
and
conscience
.
3. What do preschoolers do?
4. What do preschoolers need?
5. Define
sense of initiative, socialized
and
norms
.
6. List the
seven (7)
dimensions of an environment advocated by Prescott.
7. Describe an environment that provides for initiative.
8. List
six (6)
opportunities for children provided through good storage of materials.
9. Define
pictograph
.
10. List
six (6)
environments that foster initiative
.
11. Describe an environment that helps to develop creativity.
12. List
eight (8)
factors for creativity.
13. Describe an environment for learning through play.
14. Where do you begin when deciding how to set up a room?
15. What should you know about pathways in the room?
16. How can you modify a classroom for children with special needs?
17. List
seven (7)
suggestions for welcoming children with special needs.
18. Describe an environment for outdoor play.
19. List
seven (7)
suggestions for an environment that fosters play.
20. How can you plan for safety?
21. Define
interest centers, indirect guidance, private space
and
antibiased
.
22. Describe an environment that fosters self-control.
23. Define
time blocks, child-initiated,
and
teacher-initiated
.
24. List
six (6)
features found in schedules that meet children's needs.
25. List
eight (8)
principles of developmentally appropriate transitions for preschoolers.
26. Define
kindergarten
. Describe kindergarten today.
27. Define
screening, readiness tests, transitional classes
and
retention
.
28. What is the kindergarten dilemma?
29. List
five (5)
inappropriate physical environments for preschoolers.
Read Chapter 8 and answer the following questions:
1. What are primary-age children like?
2. What do primary-age children like to do?
3. Define
peers, sense of industry, competence
and
concrete
.
4. What do primary-age children need?
5. How do primary-age children learn best?
6. What are some of the concerns about public education?
7. Describe an environment for a sense of industry.
8. What is a benefit of the learning-center approach for primary-age children?
9. What is a planning contract?
10. What is an advantage to providing a number of separate learning centers?
11. What is a planning board?
12. Define
portfolio
.
13. How do teachers of primary-age children use portfolios and work samples?
14. What are two large and important learning centers related to literacy?
15. What should a writing center contain?
16. List
four (4)
suggestions for an environment that fosters early literacy.
17. Describe an environment that fosters math understanding.
18. Describe a physical environment that fosters scientific awareness.
19. Describe an environment for relationships.
20. List
five (5)
suggestions for fostering peer- and te.
Read chapter 14, 15 and 18 of the class textbook.Saucier.docxShiraPrater50
Read chapter 14, 15 and 18 of the class textbook.
Saucier Lundy, K & Janes, S.. (2016). Community Health Nursing. Caring for the Public’s Health. (3rd
ed.)
ISBN: 978-1-4496-9149-3
Once done answer the following questions;
1. How the different topics/health issues can be addressed through both professional health promotion and personal health promotion. What is the difference in the approach? How does each approach contribute to the desired effect?
2. Should health insurance companies cover services that are purely for health promotion purposes? Why or why not? What about employers? What are the pros and cons of this type of coverage?
3. What do you think about the role integrating nursing with faith? Is this something you feel is appropriate? When is it appropriate? What types of settings do you feel this would work best in? Do you feel nurses should integrate faith in their nursing practice? Why or why not and how?
4. Have you been a part of a group in which corruption of leadership has occurred? Do you feel it is unavoidable? How did you feel in that particular group?
APA format word document Arial 12 font attached to the forum in the discussion board title "Week 4 discussion questions".
A minimum of 2 evidence based references no older than 5 years old are required besides the class textbook
A minimum of 500 words without count the first and last page are required.
.
Read Chapter 10 APA FORMAT1. In the last century, what historica.docxShiraPrater50
Read Chapter 10 APA FORMAT
1. In the last century, what historical, social, political, and economic trends and issues have influenced today’s health-care system?
2. What is the purpose and process of evaluating the three aspects of health care: structure, process, and outcome?
3. How does technology improve patient outcomes and the health-care system?
4. How can you intervene to improve quality of care and safety within the health-care system and at the bedside?
5. Select one nonprofit organization or one government agencies that influences and advocates for quality improvement in the health-care system. Explore the Web site for your selected organization/agency and answer the following questions: •
What does the organization/agency do that supports the hallmarks of quality? •
What have been the results of their efforts for patients, facilities, the health-care delivery system, or the nursing profession? •
How has the organization/agency affected facilities where you are practicing and your own professional practice?
.
Read chapter 7 and write the book report The paper should b.docxShiraPrater50
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 14 and answer the following questions1. Explain t.docxShiraPrater50
Read Chapter 14 and answer the following questions:
1. Explain the importance of proteins.
2. Define
amino acids, non-essential amino acids, essential amino acids, complete protein,
and
incomplete proteins.
3. Define
complementary proteins
and
supplementary proteins.
4. Why are
vitamins
important?
5. Define
fat soluble
and
water soluble.
6. What is
DNA
?
RNA?
7. Which vitamins play essential roles in the formation of blood cells and hemoglobin?
8. Which vitamins regulate bone growth?
9. Define
collagen.
10. Which vitamins regulate energy metabolism?
11. Define
neuromuscular
and
spina bifida.
12. What are
megadoses
?
13. Define
minerals
and tell why they are important.
14. What minerals support growth?
15. What are the major minerals found in bones and teeth?
16. Why is fluoride added to water supplies of communities? Why is fluoride important?
17. What are the major food sources of
calcium
and
phosphorus
?
18. Define
hemoglobin
. Define
iron-deficiency
anemia
.
19. What are the major food sources of iron?
20. Why is water so important to children? How is water lost and replaced in children?
21. Name
three (3)
problems caused by children drinking too much fruit juice.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 first. Then come to this assignment.The first t.docxShiraPrater50
Read Chapter 2 first. Then come to this assignment.
The first theme of next week's class (Week 2) will be Chapter 2, Concepts of Infectious Disease. I will briefly go through the chapter to make sure that you understand it, and then we will have a discussion.
Since the chapter in the textbook is so full of important concepts, it would be difficult to narrow it down to a single topic for discussion. So I have posted this introduction and 3 separate subtopics. You can choose which one you want to write about. Each student should choose one of these subtopics for your major post. You should write well thought out primary comments on at least one of the points below (150-200 words).
BE SURE TO INCLUDE YOUR NAME AND SUBTOPIC IN THE HEADER FOR YOUR PAPER.
We will discuss each of the subtopics that were chosen by the students. Each of you should take an active role in presenting your topic to the other students. Explain the concept in your own words, or develop it further using a relevant example. As other students present their perspective on the same topic, hopefully an active discussion will take hold. I will jump in only as needed. This format will allow you to develop one subtopic in an active sense, but learn about the others by being drawn into them through other people's discussions.
Choose your subtopic:
Subtopic 1: Factors that affect the spread of epidemics
Question: Explain how the interaction between these factors are relevant to the transmission of AIDS. For example, which of these factors are most critical to the transmission of HIV. Which aren't.
1. Total number of hosts
2. Host’s birth rate
3. Rate at which new susceptible hosts migrate into population
4. Number of susceptible uninfected hosts
5. Rate at which disease can be transmitted from infected to uninfected hosts
6. Death rate of infected hosts
7. The number of infected hosts who survive and become immune or resistant to further infection
Subtopic 2: Acute versus Chronic Infections
Question: Compare the definitions of Acute Infections and Chronic Infections below. Based on what you know about HIV/AIDS at this point, which description most closely matches AIDS? Explain your answer, using evidence from the book to support your position.
What is an acute infection?
1. Produces symptoms and makes a person infectious soon after infection.
2. The infected person may: transmit the disease
die from the infection
recover and develop immunity
3. the acute microorganism
STRIKES QUICKLY
infects entire group (small group)
dies out
What is a chronic infection?
Person may never show symptoms
Person continues to carry infectious agent at a low level
Does NOT mount an effective immune response
Subtopic 3: Controlling infectious disease
Question: Explain what herd immunity is and how it works. Use an example from either the bo.
Journal of Public Affairs Education 515Teaching Grammar a.docxShiraPrater50
Journal of Public Affairs Education 515
Teaching Grammar and Editing in Public
Administration: Lessons Learned from
Early Offerings of an Undergraduate
Administrative Writing Course
Claire Connolly Knox
University of Central Florida School of Public Administration
ABSTRACT
College graduates need to possess strong writing skills before entering the work-
force. Although many public administration undergraduate programs primarily
focus on policy, finance, and management, we fall short of a larger goal if students
cannot communicate results to a variety of audiences. This article discusses the
results of a national survey, which concludes that few undergraduate public affairs
programs require an administrative/technical writing course. Based on pedagogical
theories, this article describes the design of a newly implemented, undergraduate,
administrative writing course. The article concludes with lessons learned, provides
recommendations for programs considering requiring an administrative writing
course, and discusses future research.
Keywords: administrative writing, Plain Language Movement, discourse community,
undergraduate course design
“Administrators not only need to know about communications, they need to
be able to communicate” (Denhardt, 2001, p. 529). Public administration under-
graduate students learn the importance of communication within organizations
in leadership, human resources, or organizational management courses; however,
practical instruction in communication skills, such as effective, audience-centered
writing, are lacking. Scholars (e.g., Cleary, 1990, 1997; Lee, 2000; Raphael &
Nesbary, 2005; Waugh & Manns, 1991) have noted this lack of required commun-
ication and writing courses in public administration curriculum. The majority of
administrative writing literature is from the late 1980s and early 1990s when
universities began implementing Writing Across the Curriculum programs (i.e.,
JPAE 19 (3), 515–536
516 Journal of Public Affairs Education
Londow, 1993; Stanford, 1992). The limited discussions and conclusions coincide
with private and public sector trends—newly hired students’ writing skills are
lacking (Hines & Basso, 2008; National Commission, 2005).
A survey by the National Commission on Writing for America’s Families,
Schools, and Colleges (2005) reported that approximately 80% of public sector
human resource directors seriously considered writing skills when hiring professional
employees and assumed new employees obtained these skills in college. Increasingly,
public managers require employees to attend writing and communication trainings,
which cost governments approximately $221 million annually (National Commis-
sion, 2005). In fact, the public sector (66%) is more likely to send professional/
salaried employees for writing training than the private sector (40%; National
Commission, 2005). Public, private, and nonprofit sector organizations certainly
should cont ...
MBA 6941, Managing Project Teams 1 Course Learning Ou.docxShiraPrater50
MBA 6941, Managing Project Teams 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
8. Assess strategies to manage organizational change.
8.1 Explain how the triple constraints play an integral role in managing a successful project.
8.2 Explain the relationship between the scope statement and the WBS and why they are
fundamental to project success.
8.3 Identify the critical path of a project and why it is important to an effective schedule
management.
Reading Assignment
Chapter 8: Scope
Chapter 13: Time
Unit Lesson
Project Scope Management
Project scope management includes the processes concerned with all of the work required to successfully
deliver a project to the stakeholders’ expectations, manage changes, minimize surprises, and gain
acceptance of the product in order to complete the project. During scope management, the project manager
should always be in control of the scope and must make sure of the following:
each requirement is documented with the acceptance criteria defined;
all the work is being completed;
define and control what is and is not in the project;
guard against additional scope not covered under the
project charter;
prevent extra work or “gold plating,” which increases risk
and uncertainties and introduces problems into the project;
proactively identify and influence the factors that cause
changes; and
capture, evaluate, and manage the scope changes in a
controlled, structured, and procedural manner (Perrin,
2013).
Key Terms in Project Scope Management:
Triple constraints: A project’s scope is one the triple
constraints, so managing the scope of the project is one of
the key ways in which project management performance
can be measured. Since scope is usually owned by the
project sponsor or the customer but managed by the project
manager, project scope management is especially challenging (Perrin, 2013).
Scope creep: Scope creeps are unapproved and undocumented changes, and they occur when
changes to the scope are not detected early enough or managed. All these minor changes slowly add
up and may have drastic impact on budget, schedule, and quality (Perrin, 2013).
Causes of scope creep can include the following:
UNIT III STUDY GUIDE
Project Performance and
Team
Graphical representation of triple
constraints (Mapto, 2007)
MBA 6941, Managing Project Teams 2
UNIT x STUDY GUIDE
Title
Unexpected scope-related issues: These issues can change project requirements or increase the
project’s complexity.
Placating stakeholders: This involves giving in to stakeholders’ additional requests without following
the proper approval process, which can lead to cost and time overruns.
Perfectionism: Team members often try to improve the product without proper approval, which can
also lead to cost and time overruns.
Misunderstanding about the project scop ...
Inventory Decisions in Dells Supply ChainAuthor(s) Ro.docxShiraPrater50
Inventory Decisions in Dell's Supply Chain
Author(s): Roman Kapuscinski, Rachel Q. Zhang, Paul Carbonneau, Robert Moore and Bill
Reeves
Source: Interfaces, Vol. 34, No. 3 (May - Jun., 2004), pp. 191-205
Published by: INFORMS
Stable URL: https://www.jstor.org/stable/25062900
Accessed: 13-02-2019 19:24 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
INFORMS is collaborating with JSTOR to digitize, preserve and extend access to Interfaces
This content downloaded from 141.217.20.120 on Wed, 13 Feb 2019 19:24:25 UTC
All use subject to https://about.jstor.org/terms
Interfaces infjIML
Vol. 34, No. 3, May-June 2004, pp. 191-205 DOI i0.1287/inte.l030.0068
ISSN 0092-21021 eissn 1526-551X1041340310191 @ 2004 INFORMS
Inventory Decisions in Dell's Supply Chain
Roman Kapuscinski
University of Michigan Business School, Ann Arbor, Michigan 48109, [email protected]
Rachel Q. Zhang
Johnson Graduate School of Management, Cornell University, Ithaca, New York 14853, [email protected]
Paul Carbonneau
McKinsey & Company, 3 Landmark Square, Stamford, Connecticut 06901, [email protected]
Robert Moore, Bill Reeves
Dell Inc., Mail Stop 6363, Austin, Texas 78682 {[email protected], [email protected]}
The Tauber Manufacturing Institute (TMI) is a partnership between the engineering and business schools at
the University of Michigan. In the summer of 1999, a TMI team spent 14 weeks at Dell Inc. in Austin, Texas,
and developed an inventory model to identify inventory drivers and quantify target levels for inventory in the
final stage of Dell's supply chain, the revolvers or supplier logistics centers (SLC). With the information and
analysis provided by this model, Dell's regional materials organizations could tactically manage revolver inven
tory while Dell's worldwide commodity management could partner with suppliers in improvement projects to
identify inventory drivers and to reduce inventory. Dell also initiated a pilot program for procurement of XDX
(a disguised name for one of the major components of personal computers (PCs)) in the United States to insti
tutionalize the model and promote partnership with suppliers. Based on the model predictions, Dell launched
e-commerce and manufacturing initiatives with its suppliers to lower supply-chain-inventory costs by reducing
revolver inventory by 40 percent. This reduction would raise the corresponding inventory turns by 67 percent.
Net Present Value (NPV) calculations for XDX alone suggest $43 million in potential savings. To ensure project
longevity, Dell formed ...
It’s Your Choice 10 – Clear Values: 2nd Chain Link- Trade-offs - Best Chance of Getting the Most of What You Want.
Narrator: In today's episode, what do I really want? Roger and Nicole discussed the importance of being clear about your values when making a decision in order to give you the best chance of making the most of what you really want. When you understand what you care most about, you can determine which outcomes you prefer as a result of the decision. And, while we frequently can't get everything we want, making tradeoffs is easier when we are clear about our values. Roger: Nicole is something wrong? Nicole: Oh no, not really. I'm just kind of distracted today. See, I finally decided to bite the bullet and buy a car, but I'm having a lot of trouble deciding what to buy. I've been saving for years and I want to make sure I do this right. The problem is that I don't even know where to start. There are so many good cars out there. Roger: I know how tough it can be to try and figure out what you really want it, but you're in luck. On today's show, we're going to be talking about why being clear on your values is so important when making a decision. Nicole: A value is something you want as a result of the decision. Roger: Like when I was trying to decide which college to go to, some of my preferences were to go to a place with a good music program and a D-three basketball team. Nicole: It's funny because when I was looking for a school, I didn't care at all about the basketball team. I was much more interested in theater groups. Roger: and that's fine because values are completely up to the person making the decision. What I want will probably be different from what you want, but I use my values for my decisions and you will use yours for yours. Nicole: I was thinking about asking my friends for their opinions too. Roger: It can be very useful to get input from other people, especially when they're knowledgeable. Just be careful they don't try and talk you into what they want instead of what you wanted. Anyway, have you thought about the things you want the most from the car of your choice? Nicole: Oh sure. There are lots of things like I really want a car I can afford, that gets good gas mileage and is cute safe, a good size and comfortable for my friends. Roger: That's a good start. How about the things you don't want?
Nicole: Well, it has to be reliable. I'll be in a mess if it breaks down. I can't afford a lot of repair bills and I don't want a car that's too big. Roger: That's good. Identifying the things you don't want is just as important as the things you do want. Okay Nicole, now that we have your list, the next step is to ask yourself how important are these things?
Nicole: Well, they're all important.
Roger: Sure, but aren't some more important than others? Nicole: Of course, but I'm not really sure which or which? Roger: A good first step is to identify why something is important to you. For example, is getting good gas ...
MBA 5101, Strategic Management and Business Policy 1 .docxShiraPrater50
MBA 5101, Strategic Management and Business Policy 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
2. Compare and contrast the integral functions of corporate governance.
2.1 Describe the roles and responsibilities of the board of directors in corporate governance.
2.2 Explain the Sarbanes-Oxley Act and its impact on corporate governance.
4. Analyze the processes for formulating corporate strategy.
4.1 Explain the benefits of strategic management.
5. Evaluate methods that impact strategy implementation, such as staffing, directing, and organizing.
5.1 Discuss the strategic audit as a method of analyzing corporate functions and activities.
Reading Assignment
In order to access the following resources, click the links below:
College of Business – CSU. (2016, January 12). MBA5101 Unit I lesson video [YouTube video].
Retrieved from
https://www.youtube.com/watch?v=p5axP8yAmFk&feature=youtu.be&list=PL08sf8iXqZn54RIuJs-
skgp4omxG-UOu5
Click here to access a transcript of the video.
Pomykalski, A. (2015). Global business networks and technology. Management, 19(1), 46-56. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=103247112&site=ehost-live&scope=site
Silverstein, E. (2015). Years later, Sarbanes-Oxley is part of how companies do business. Insidecounsel,
26(286), 38-39. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=111456112&site=ehost-live&scope=site
Wheelen, T. L., & Hunger, J. D. (1987). Using the strategic audit. SAM Advanced Management Journal,
52(1), 4. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=bth&AN=4604880&site=ehost-live&scope=site
Unit Lesson
When founders form companies, they usually focus on the product and the customers they hope to generate.
The founders are usually of the same mindset and intention about what they want their company to do and
how they would like it to grow. What many companies fail to plan for is the inevitable death of one of the
founding members and what that might mean for the vision and purpose of the company. In other words, what
would the management structure resemble if one of the founding partners had to deal with the heir of the
deceased partner?
For example, once, two middle-aged founders focused on the same mission, creating and living by their
cultural values and vision, diligently reaching out to their target market, and productively engaging their
customers. One partner unexpectedly died. After the funeral, the surviving founder finds himself now working
side-by-side with the recently deceased founder’s 17-year-old son or daughter. Very quickly, the surviving
UNIT I STUDY GUIDE
Governance and the Value
of Planning
https:// ...
MAJOR WORLD RELIGIONSJudaismJudaism (began .docxShiraPrater50
MAJOR WORLD RELIGIONS
JudaismJudaism (began circa 1,800 BC)
This was the first monotheistic religion on earth
God is all-powerful with many prophets, Jesus among them
Followers are called Jews, 80% of 14 million total adherents live in U.S. or Israel
Christianity
(began around 30AD)Most followers of any religion: 2 billionMost geographically widespread religionCenters on Jesus Christ as the savior whose sacrificial death forgives/erases Christians’ sinsHalf of global Christians are Catholics (the Americas) and one-fourth are Protestant (Europe and U.S.)
Islam
(began around 615AD)2nd largest world religion: 1.5 billion followersOver 80% are “Sunnis”, 20% are “Shiite”(Iran)Based on the Prophet Muhammad’s teachings & revelations
Green = Sunni
Maroon = Shiite
Buddhism
(began ca. 450 B.C.)Centered in East and Southeast Asia, 400 million followersBased on the example and teachings of Siddhartha Gautama (the Buddha) who lived in eastern India around 500 B.C.Life’s core suffering can be ended by releasing attachment to desires and becoming “awakened”
Taoism
(began ca. 500B.C.)
Lao-Tzu (Laozi) founding spiritualist/philosopher Action through non-action, simplicity, compassion, humility, learning from/oneness with the “Tao” (the force/energy of nature/all things)Practiced mostly in China, but expressed in Western pop culture (Star Wars, yoga, etc.)
HinduismFocused on the enlightened being Krishna who lived 5,000 BPBhagavad Gita religious text composed by one authorPracticed by hundreds of millions, principally in India
Animism/“Primal Indigenous”PolytheisticPracticed largely among tribal groupsEverything in nature, even non-living entities, have a spiritPhysical and spiritual realms are one, which is opposite of Western thinking
Religious Perspectives on the Human/Environment Relationship
Questions
How do you feel about Evolution vs. Creation?
Do you feel that people are more important than animals, plants, and nature?
Do you think about the effects of your lifestyle on the natural world? (trash, CO2, etc)
Do you believe that nature is here to supply man’s needs or that we have a responsibility to tend and care for nature as well?
Your responses…Indicate a position relative to some very old questions!These questions concern the fundamental or essential nature of the world, and as such they affect geographical worldviewsReligious/philosophical worldviews affect how we treat the planet
Man and Nature are Connected
Man and Nature are Separate
Judaism/Christianity/IslamEverything in nature was created by a single supreme being with unlimited powers.Man’s relationship to nature is either dominion or stewardship (but separate from nature either way).Salvation depends on faith and belief (Christianity) so issues like treatment of animals or conservation of resources are of minor ethical importanceEastern religions don’t separate man from nature as much as Abrahamic religions.
Nature as God’s Handiwork“But ...
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Copyright 2010 Cengage Learning. All Rights Reserved.docx
1. Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
LETTER TO INSTRUCTORS
Essentials of Management, 9e
Dear Colleague,
2. Whether you are a previous adopter, a new adopter, or a
professor consider-
ing this text for adoption, I wish to thank you for your interest
in Essentials of
Management 9e. Essentials was the first relatively brief
management text
that was not simply an abbreviated version of a longer text. We
created the
path for a more concise, more understandable, and practical
approach to the
vast body of knowledge referred to as “management.” We
assume that the
study of management is not exclusively geared toward C-level
executives,
and that our readers will not be directing large enterprises or
divisions of
large enterprises in their first job. Instead, the vast majority of
our readers will
first be engaged in work that will require some managerial skill
and knowl-
edge, even though they are not working as executives.
Virtually all texts in management and related fields claim to be
practical,
although many single sentences within them make six sweeping
recommen-
dations for CEOs or list ten companies that use a particular
technique. We
contend that Essentials of Management, unlike much of the
competition, is
and always has been a text that enables the student to apply
much of the
information. We support our conclusions with relevant research
studies wher-
ever possible, but our intent is not to review most of the
research on a given
3. topic. A case in point is our presentation of transformational
and charismatic
leadership. We present some relevant research findings but also
offer the stu-
dents concrete suggestions for becoming more charismatic,
including devel-
oping a more effective handshake.
My writing has always emphasized application both in
textbooks and
trade books, and most of this writing has been about
management, organiza-
tional behavior, human relations, leadership, and career
management. Even
the articles I have published in professional journals would be
understandable
to readers who were not specialists in the subject under
investigation. For
example, I have published articles about influence tactics and
self-discipline.
My full-time work experience as a management consultant was
designed
to be a prelude to a career as a college professor and author.
Throughout my
career I have stayed in contact with organizations and
employees through
consulting, talks and seminars, media contacts, and career
counseling.
The time you invested in reading this message is most
appreciated.
Sincerely,
Andrew J. DuBrin
4. Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
ESSENTIALS OF
MANAGEMENT
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
5. time if subsequent rights restrictions require it.
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
ESSENTIALS OF
MANAGEMENT
NINTH EDITION
Andrew J. DuBrin
Professor Emeritus of Management
College of Business
Rochester Institute of Technology
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain
• United Kingdom • United States
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
6. not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
This is an electronic version of the print textbook. Due to
electronic rights restrictions,
some third party content may be suppressed. Editorial review
has deemed that any suppressed
content does not materially affect the overall learning
experience. The publisher reserves the right
to remove content from this title at any time if subsequent
rights restrictions require it. For
valuable information on pricing, previous editions, changes to
current editions, and alternate
formats, please visit www.cengage.com/highered to search by
ISBN#, author, title, or keyword for
materials in your areas of interest.
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
7. Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
http://www.cengage.com/highered
Essentials of Management, Ninth Edition
Andrew J. DuBrin
VP/Editorial Director: Jack W. Calhoun
Editor-in-Chief: Melissa Acuña
Executive Editor: Scott Person
Developmental Editor: Jennifer King
Senior Editorial Assistant: Ruth Belanger
Marketing Manager: Jonathan Monahan
Senior Marketing Communications
Manager: Jim Overly
Content Project Management:
PreMediaGlobal
Media Editor: Danny Bolan
Production Technology Analyst: Jeff
Weaver
Frontlist Buyer: Miranda Klapper
9. [email protected]
ExamView® is a registered trademark of eInstruction Corp.
Windows is
a registered trademark of the Microsoft Corporation used herein
under
license. Macintosh and Power Macintosh are registered
trademarks of
Apple Computer, Inc. used herein under license.
Library of Congress Control Number: 2010938008
ISBN 13: 978-0-538-47823-6
ISBN 10: 0-538-47823-3
South-Western
5191 Natorp Boulevard
Mason, OH 45040
USA
Cengage Learning is a leading provider of customized learning
solutions
with office locations around the globe, including Singapore, the
United
Kingdom, Australia, Mexico, Brazil, and Japan. Locate your
local office at
www.cengage.com/global.
Cengage Learning products are represented in Canada by Nelson
Education, Ltd.
To learn more about South-Western, visit www.cengage.com/
South-Western
Purchase any of our products at your local college store or at
our
10. preferred online store www.cengagebrain.com.
Printed in the United States of America
1 2 3 4 5 6 7 14 13 12 11 10
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
http://www.cengage.com/permissions
mailto:[email protected]
http://www.cengage.com/global
http://www.cengage.com/
http://www.cengagebrain.com
Preface
Essentials of Management is written for newcomers to the field
of manage-
ment and for experienced managers seeking updated information
and a
review of the fundamentals. It is also written for the many
professionals
and technical people who work closely with managers and who
take their
turn at performing some management work. An example would
be the mem-
ber of a cross-functional team who is expected to have the
perspective of a
11. general manager.
Based on extensive research about curriculum needs, the design
of Essen-
tials of Management addresses itself to the needs of
introductory manage-
ment courses and supervision courses offered in educational and
work
settings. Previous editions of the text were used in the study of
management
in colleges and universities, as well as in career schools in such
diverse pro-
grams as hospitality and tourism management and nursing. The
book can
also be used as a basic resource for management courses that
rely heavily
on lecture notes, PowerPoint presentations, and videos rather
than an
encyclopedia-like text.
Comments made by Jack and Suzy Welch support the intent and
rele-
vance of this text in both the present and previous editions.
(Jack Welch
was the long-time chairman and CEO of GE and Suzy Welch is
a former
Harvard Business Review editor.) Jack and Suzy Welch write,
In the past two years, we’ve visited 35 B-schools around the
world and have
been repeatedly surprised by how little classroom attention is
paid to hir-
ing, motivating, team-building, and firing. Instead B-schools
seem far more
invested in teaching brainiac-concepts—disruptive technologies,
complexity
12. modeling, and the like. Those may be useful, particularly if you
join a con-
sulting firm, but real managers need to know how to get the
most out of
people.
(Business Week, December 11, 2006, p. 112.)
ASSUMPTIONS UNDERLYING THE BOOK
The approach to synthesizing knowledge for this book is based
on the
following five assumptions:
1. A strong demand exists for practical and valid information
about
solutions to managerial problems. The information found in this
text
reflects the author’s orientation toward translating research
findings,
theory, and experience into a form useful to both the student
and the
practitioner.
v
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
13. 2. Managers and professionals need both interpersonal and
analytical skills
to meet their day-to-day responsibilities. Although this book
concen-
trates on managing people, it also provides ample information
about
such topics as decision making, job design, organization
structure, infor-
mation technology, cost cutting, and inventory management.
3. The study of management should emphasize a variety of
large, medium,
and small work settings, as well as profit and not-for-profit
organiza-
tions. Many students of management, for example, intend to
become
small business owners. Examples and cases in this book
therefore reflect
diverse work settings, including retail and service firms.
4. Introductory management textbooks tend to be unrealistically
compre-
hensive. Many introductory texts today are more than 800 pages
long.
Such texts overwhelm students who attempt to assimilate this
knowledge
in a single quarter or semester. The goal with Essentials of
Management
was to develop a text that realistically—in terms of time and
amount of
information—introduces the study of management. This text is
not
merely a condensation of a larger text, but a concise and
comprehensive
14. treatment of management since the first edition.
FRAMEWORK OF THE BOOK
The first three chapters present an introduction to management.
Chapter 1,
“The Manager’s Job,” explains the nature of managerial work
with a partic-
ular emphasis on managerial roles and tasks. Chapter 2,
“International Man-
agement and Cultural Diversity,” describes how managers and
professionals
work in a multicultural environment. Chapter 3, “Ethics and
Corporate
Social Responsibility,” examines the moral aspects of
management.
The next three chapters address the subject of planning. Chapter
4,
“Essentials of Planning,” presents a general framework for
planning—the
activity underlying almost any purposeful action taken by a
manager.
Chapter 5, “Problem Solving and Decision Making,” explores
the basics of
decision making with an emphasis on creativity and other
behavioral aspects.
Chapter 6, “Quantitative Techniques for Planning and Decision
Making,”
describes several adjuncts to planning and decision making such
as break-
even analysis, PERT, and production-scheduling methods used
for both
manufacturing and services.
Chapters 7–9 focus on organizing, culture, and staffing. Chapter
15. 7, “Job
Design and Work Schedules,” explains how jobs are laid out
and work
schedules arranged to enhance productivity and customer
satisfaction.
Chapter 8, “Organization Structure, Culture, and Change,”
explains how
work is organized from the standpoint of the organization, how
culture pro-
foundly influences an organization, and how to cope with and
capitalize on
change. Chapter 9, “Human Resource and Talent Management,”
explains
the methods by which people are brought into the organization,
trained, and
evaluated.
vi Preface
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
The next three chapters, on leading, deal directly with the
manager’s role in
influencing group members. Chapter 10, “Leadership,” focuses
on different
approaches to leadership available to a manager and on the
16. personal character-
istics associated with leadership effectiveness. Chapter 11,
“Motivation,”
describes what managers can do to increase or sustain employee
effort toward
achieving work goals. Chapter 12, “Communication,” deals with
the complex
problems of accurately sending and receiving messages. Chapter
13, “Teams,
Groups, and Teamwork,” explains the nature of teams and how
managers can
foster group members’ working together cooperatively. Chapter
14, “Informa-
tion Technology and e-Commerce,” describes how information
technology,
including the Internet and e-commerce, influences the
manager’s job,
The next two chapters, on controlling, deal with an important
part of
keeping performance in line with expectations. Chapter 15,
“Essentials of
Control,” presents an overview of measuring and controlling
performance
and describes how managers work with a variety of financial
measures to
monitor performance. Chapter 16, “Managing Ineffective
Performers,”
describes current approaches to dealing with substandard
performers, with
an emphasis on elevating performance.
The final chapter in the text, Chapter 17, “Enhancing Personal
Produc-
tivity and Managing Stress,” describes how personal
effectiveness can be
17. increased by developing better work habits and time
management skills and
keeping stress under control. A major theme of the chapter is
that good work
habits help prevent and manage stress.
PEDAGOGICAL FEATURES
Essentials of Management is designed to aid both students and
instructors in
expanding their interest in and knowledge of management. The
book con-
tains the following features:
• Learning objectives coordinate the contents of each chapter.
They pre-
view the major topics and are integrated into the text by
indicating
which major topics relate to the objectives. The end-of-chapter
Summary
of Key Points, based on the chapter learning objectives, pulls
together
the central ideas in each chapter.
• An opening case example illustrates a major topic to be
covered in the
chapter.
• The Management in Action feature presents a portrait of how
specific
individuals or organizations practice an aspect of management
covered
in the chapter.
• Concrete, real-world examples with which the reader can
readily identify
18. are found throughout the text. Some examples are original,
while others
relate research information from magazines, newspapers,
journals, and
Internet sources.
• Exhibits, which include figures, tables, and self-assessment
quizzes, aid in
the comprehension of information in the text.
Preface vii
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
• Key terms and phrases highlight the management vocabulary
introduced
in each chapter with definitions that appear in the margin.
• Questions at the end of each chapter assist learning by
encouraging the
reader to review and reflect on the chapter objectives.
• Skill-building exercises, including Internet activities, appear
at the end of
each chapter.
19. • Self-assessment quizzes appear throughout the text, designed
to help stu-
dents think through their standing on important dimensions of
behavior
that influence managerial and professional work.
• Case problems, also located at the end of each chapter, can be
used to
synthesize the chapter concepts and simulate the practice of
management.
• Video selections are cued to places in the text where they have
particular
applicability.
NEW TO THE NINTH EDITION
A number of significant changes and additions have been
incorporated into
this edition. A brief listing of these changes here is followed by
a more
detailed look.
• All 17 chapters contain new information where appropriate;
many older
research findings and several topics of lesser interest today have
been
deleted.
• Twenty-three of the 34 end-of-chapter cases are new, and the
Chapter 4
case about Dell has been updated.
• Fifteen of the chapter-opening cases are new.
• Nearly all of the many Management in Action boxes are new.
The previ-
20. ous Management in Action stories about Wal-Mart and
Hypertherm
have been updated.
• There is a new end-of-chapter exercise called Management
Now: Online
Skill-Building Activities. These exercises will encourage
students to use
the Internet to obtain up-to-the-minute information, ideas, and
applica-
tions directly related to each chapter’s topic.
• Three of the skill-building exercises are new.
New Topics Added to the Text
• Coping with dangerous and defective products as a challenge
for the
manager involved in international trade (Chapter 2)
• Analysis of sources of unethical decisions in terms of
characteristics of
the individual, moral issues facing the person, and the
organizational
environment (Chapter 3)
• Extracting extraordinary compensation from the organization
as a type
of ethical temptation (Chapter 3)
viii Preface
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
21. suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
• The preparation of fraudulent financial documents to deceive
investors
as a type of unethical behavior, with Bernard L. Madoff as an
example
(Chapter 3)
• The three components of corporate social responsibility:
cognitive,
linguistic, and conative (behavior) (Chapter 3)
• Expanded coverage of environmental protection as a form of
social
responsibility (Chapter 3)
• How decision making is influenced by emotional tagging, or
the pro-
cess by which emotional information attaches itself to our
memories
(Chapter 5)
• Engaging in physical exercise to enhance creativity (Chapter
5)
• Scenario planning for making good use of forecasts (Chapter
6)
• The Delphi technique for increasing the accuracy of forecasts
(Chapter 6)
• Job design to help decrease back problems (Chapter 7)
22. • Social network analysis to understand the informal
organization struc-
ture (Chapter 8)
• Resistance to change as a form of feedback (Chapter 8)
• Emphasis on concept of talent management instead of
organizational
staffing (Chapter 9)
• Situational judgment tests as a type of psychological test in
employment
(Chapter 9)
• Exhibit 10-2 about the measurement of three organizational
influence
tactics (Chapter 10)
• New section on leadership during adversity and crisis (Chapter
10)
• Four drives or needs hardwired into our brains (Chapter 11)
• The use of social media as a communication channel within
the organi-
zation (Chapter 12)
• Reducing cross-cultural communication barriers by correctly
pro-
nouncing the names of people you interact with from other
countries
(Chapter 12)
• Ostracism of unwanted group member as a potential
disadvantage of a
group (Chapter 13)
• Section on social media and customer relationships (Chapter
23. 14)
• Section on how cloud computing affects the internal
operations of an
organization (Chapter 14)
• Ethical problems associated with maintaining high cash flow
by delaying
payment of bills (Chapter 15)
• Section on potential hazards of cost reductions (Chapter 15)
• Relative standing against competition as a measure of a
company’s
financial success (Chapter 15)
• The problem with controls limiting innovation (Chapter 15)
• Workplace harassment in general as a contributor to
ineffective perfor-
mance (Chapter 16)
• Avoiding surprises when terminating an employee (Chapter
16)
• Exhibit on causes of stress among the general population
(Chapter 17)
Preface ix
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
24. New Skill-Building Exercises
Every chapter contains two skill-building exercises, with three
new exercises
added to the ninth edition, as follows:
• Conducting an Environmental Audit (Chapter 3)
• Stretching Your Imagination (Chapter 5)
• Learning from Failed Leadership (Chapter 10)
New Management Now: Online Skill-Building Exercises
Every chapter contains an Internet-based skill-building exercise
designed to
connect students to Web sites that will boost their knowledge of
up-to-the-
minute management topics and issues. Four new skill builders
are:
• Finding the Best Jobs (Chapter 7)
• Analyzing a Motivational Program (Chapter 11)
• Sizing up an Executive on YouTube (Chapter 14)
• Finding a C-Level Manager Worthy of Being Terminated
(Chapter 16)
Self-Quizzes
Not only will students enjoy taking the self-quizzes, they will
also learn
about their strengths and areas for improvement in the process.
Your stu-
dents will benefit from taking the following quizzes:
• My Managerial Role Analysis (Chapter 1)
25. • Cross-Cultural Skills and Attitudes (Chapter 2)
• The Ethical Reasoning Inventory (Chapter 3)
• How Involved Are You? (Chapter 7)
• Understanding Your Bureaucratic Orientation (Chapter 8)
• Behaviors and Attitudes of a Trustworthy Leader (Chapter 10)
• What Style of Leader Are You? (Chapter 10)
• My Approach to Motivating Others (Chapter 11)
• The Positive Organizational Politics Questionnaire (Chapter
12)
• Team Skills (Chapter 13)
• The Self-Sabotage Questionnaire (Chapter 16)
• Procrastination Tendencies (Chapter 17)
• The Stress Questionnaire (Chapter 17)
Brand-New Action Inserts
Students will find one Management in Action insert in every
chapter. Fifteen
inserts are completely new or an update of an insert from the
eighth edition.
A complete list follows:
• Brian O’Connor, the Chief Privacy Officer at Eastman Kodak
Company
(Chapter 1)
• Canadian Banks Open Doors for Employees with Disabilities
(Chapter 2)
x Preface
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
26. Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
• Updating and Expansion of Wal-Mart Managers Take the High
Road
and the Low Road (Chapter 3)
• Mike’s Carwash Puts People First (Chapter 4)
• Procter & Gamble and Google Swap Workers to Spur
Innovation
(Chapter 5)
• Data-Driven Decision Making at Hewlett-Packard (updated)
(Chapter 6)
• Be Our Guest Hires Part-Time CFO (Chapter 7)
• Nokia Corp. Reorganizes (Chapter 8)
• Goodyear Tire Stretches Compensation Dollars (Chapter 9)
• Safety Coordinator Sherry Black Copes with a Tornado at a
Caterpillar
Plant (Chapter 10)
• Workers at Skyline Construction Choose Own Mix of Salary
and Bonus
(Chapter 11)
• Victor Gulas Draws a Map of Connections (Chapter 12)
• Hypertherm Chief Executive Organizes for Teamwork
(Chapter 13)
• Companies Combat Online Insults (Chapter 14)
• Cash Doesn’t Lie (Chapter 15)
• A Counseling Letter Sent to an Underperforming Employee
(Chapter 16)
27. • Leading Banker Uses To-Do Lists to Keep Organized (Chapter
17)
New End-of-Chapter Cases
Twenty-three of the cases in the ninth edition are new and one
is updated as
follows:
• Big Hopes at Olive Garden, the Red Lobster, and LongHorn
(Chapter 1)
• The Management Trainee Blues (Chapter 1)
• Aquarius Technologies is Caught in a Trade War (Chapter 2)
• Flippant Jessica (Chapter 2)
• Should We Launch Lightening Bolt? (Chapter 3)
• The Blue Ocean Strategy Team (Chapter 4)
• What Should Dell Do Next? (updated) (Chapter 4)
• What to Do with All these False Emergency Patients? (Chapter
5)
• Staple’s Invention Quest (Chapter 5)
• Retro is Our Future (Chapter 6)
• Just-In-Time Worries at the University of Utah Hospital
(Chapter 6)
• The Telecommuting Challenge at NewWest.Net (Chapter 7)
• Redesigning PepsiCo (Chapter 8)
• Performance Rankings at Portland Events Planners (Chapter 9)
• Michelle Rhee Makes Waves in D.C. (Chapter 10)
• Is Julia Too Empowering? (Chapter 10)
• Justin Tries a Little Recognition (Chapter 11)
• Networking Megan (Chapter 12)
• Team Player Jessica (Chapter 13)
• How Far Can MyGofer Go? (Chapter 14)
• The Adoring Bloggers (Chapter 14)
Preface xi
28. Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
• Mr. Potato Head Visits Starbucks (Chapter 15)
• MySpace is Our Place (Chapter 15)
• “It Takes Me a Long Time to Get Here” (Chapter 16)
• Sean Struggles to Get Started (Chapter 17)
• Brittany Faces Reality (Chapter 17)
INSTRUCTIONAL RESOURCES
Essentials of Management is accompanied by comprehensive
instructional
support materials.
• Instructor’s Manual. Available on the Instructor’s Resource
CD and
online, the instructor’s manual provides resources to increase
the teach-
ing and learning value of Essentials of Management. The
Manual con-
tains “Chapter Outline and Lecture Notes,” which is of
particular value
to instructors whose time budget does not allow for extensive
class prep-
aration. For each chapter, the Manual provides a statement of
purpose
29. and scope, outline and lecture notes, lecture topics, comments
on the
end-of-chapter questions and activities, responses to case
questions, an
experiential activity, and video case notes.
• Test Bank. Also available on the IRCD or online, the Test
Bank contains
at least 25 multiple-choice questions, 25 true/false questions,
and 3 essay
questions. New to this edition are several critical thinking
multiple-choice
questions for each chapter.
• Examview. The Test Bank questions are also available on the
Instructor’s
Resource CD with the test generator program, Examview. This
versatile
software package allows instructors to create new questions and
edit or
delete existing questions from the Test Bank.
• PowerPoint Slides. A set of 425 professionally prepared
PowerPoint slides
accompanies the text. This slide package is designed for easy
classroom use
and closely follows the Instructor’s Manual to facilitate
classroom
presentation.
• Management CourseMate. Cengage Learning’s Management
Course-
Mate brings course concepts to life with interactive learning,
study, and
exam preparation tools that support the printed textbook.
Through this
30. website, available for an additional fee, students will have
access to their
own set of Powerpoint® slides, flashcards, and games, as well
as the
Learning Objectives, Opening Cases, and Glossary for quick
reviews. A
set of auto-gradable, interactive quizzes will allow students to
instantly
gauge their comprehension of the material.
• Product Support Website. The flashcards, Learning
Objectives, and Glos-
sary are available for quick reference on our complimentary
student
product support website.
• Webtutor on BlackBoard® and Webtutor on WebCT™.
Available on two
different platforms, Essentials of Management Webtutor
enhances
students’ understanding of the material by featuring the
Opening Cases,
xii Preface
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
31. Learning Objectives, key term flashcards, threaded discussion
questions,
puzzles and games, and quizzes that delve more deeply into key
concepts
presented in the book so that students can excel at all types of
assessment.
A NOTE TO THE STUDENT
The information in the general preface is important for students
as well as
instructors. Here I offer additional comments that will enable
you to increase
the personal payoffs from studying management. My message
can be orga-
nized around several key points.
• Management is not simply common sense. The number one
trap for stu-
dents studying management is to assume that the material is
easy to mas-
ter because many of the terms and ideas are familiar. For
example, just
because you have heard the word teamwork many times, it does
not
automatically follow that you are familiar with specific field-
tested ideas
for enhancing teamwork.
• Managerial skills are vital. The information in the course for
which you
are studying this text and in the text itself are vital in today’s
world. Peo-
ple with formal managerial job titles such as supervisor, team
leader,
32. department head, or vice president are obviously expected to
possess man-
agerial skills. But many other people in jobs without managerial
titles
also benefit from managerial skills. Among them are people
with titles
such as administrative assistant, customer-service
representative, and
inventory-control specialist.
• The combination of managerial, interpersonal, and technical
skills leads to
outstanding career success. A recurring myth is that it is better
to study
“technical” or “hard” subjects than management because the pay
is bet-
ter. In reality, the people in business making the higher salaries
and other
compensation are those who combine technical skills with
managerial
and interpersonal skills. Executives and business owners, for
example,
can earn incomes rivaled only by leading professional athletes
and enter-
tainment personalities.
• Studying management, however, has its biggest payoff in the
long run.
Entry-level management positions are in short supply.
Management is a
basic life process. To run a major corporation, manage a
restaurant or a
hair salon, organize a company picnic, plan a wedding, or run a
good
household, management skills are an asset. We all have some
knowledge
33. of management, but formally studying management can multiply
one’s
effectiveness.
Take advantage of the many study aids in this text. You will
enhance your
learning of management by concentrating on such learning aids
as the
chapter objectives, summaries, discussion questions, self-
quizzes, skill-
development exercises, and the glossary. Carefully studying a
glossary is an
effective way of building a vocabulary in a new field. Studying
the glossary
Preface xiii
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
will also serve as a reminder of important topics. Activities
such as the cases,
discussion questions, and skill-building exercises facilitate
learning by creat-
ing the opportunity to think through the information. Thinking
through
information, in turn, leads to better comprehension and long-
34. term retention
of information.
ACKNOWLEDGMENTS
Any project as complex as this text requires a team of dedicated
and talented
people to see that it gets completed effectively. Many reviewers
made valu-
able comments during the development of this new edition as
well as the pre-
vious seven editions of the text. I appreciate the helpful
suggestions of the
following colleagues:
Jackie Armstrong
Hill College
Thelma Anderson
Montana State University–Northern
Zay Lynn Bailey
SUNY—Brockport
Kathy Baughman
Juniata College
Tom Birkenhead
Lane Community College
Genie Black
Arkansas Tech University
Thomas M. Bock
Baruch College
35. Brenda Britt
Fayetteville Technical Community
College
Murray Brunton
Central Ohio Technical College
Michel Cardinale
Palomar College
Gary Clark
North Harris College
Glenn A. Compton
University of Maryland
Jose L. Curzet
Florida National College
Rex Cutshall
Vincennes University
Robert DeDominic
Montana Tech University
Robert Desman
Kennesaw State College
Kenneth Dreifus
Pace University
Ben Dunn
York Technical College
Karen A. Evans
Herkimer County Community
36. College
Debra Farley
Ozark College
Thomas Fiock
Southern Illinois University at
Carbondale
Renee T. Garcia
Luna Community College
Dan Geeding
Xavier University
Shirley Gilmore
Iowa State University
Philip C. Grant
Hussen College
Randall Greenwell
John Wood Community College
David R. Grimmett
Austin Peay State University
xiv Preface
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
37. Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Robert Halliman
Austin Peay State University
Ed Hamer
George Mason University
Paul Hegele
Elgin Community College
Kermelle D. Hensley
Columbus Technical College
Thomas Heslin
Indiana University
Peter Hess
Western New England College
Melanie Hilburn
Lone Star College—North Harris
Nathan Himelstein
Essex County College
Kim T. Hinrichs
Minnesota State University—
Mankato
Brad Hollaway
Ozarka College
38. Judith A. Horrath
Lehigh Corbon Community College
Margaret Huron
Lone Star College—North Harris
Lawrence H. Jaffe
Rutgers University
Steven Jennings
Highland Community College
B. R. Kirkland
Tarleton State University
Alecia N. Lawrence
Williamsburg Technical College
Donald Lee
Pitt Community College
Margaret S. Maguire
SUNY—Oneonta
Patrician Manninen
North Shore Community College
Noel Matthews
Front Range Community College
Ted Mattingly
George Mason University
Christopher J. Morris
Adirondack Community College
39. Ilona Motsiff
Trinity College of Vermont
David W. Murphy
University of Kentucky
Robert D. Nale
Coastal Carolina University
Christopher P. Neck
Virginia Tech
Ronald W. Olive
New Hampshire Technical College
George M. Padilla
New Mexico State University—
Almogordo
J. E. Pearson
Dabney S. Lancaster Community
College
Gregory F. Petranek
Eastern Connecticut State
University
Joseph Platts
Miami-Dade Community College
Larry S. Potter
University of Maine—Presque Isle
Thomas Quirk
Webster University
40. Jane Rada
Western Wisconsin Technical
College
James Riley
Oklahoma Junior College
Robert Scully
Barry University
William Searle
Asnuntuck Community Technical
College
William Shepard
New Hampshire Technical College
Preface xv
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Vladimir Simic
Missouri Valley College
Howard R. Stanger
Canisius College
41. Lynn Suksdorf
Salt Lake Community College
John J. Sullivan
Montreat College
Martin J. Suydam
George Mason University
Gary Tilley
Surry Community College
Bernard Weinrich
St. Louis Community College
Blaine Weller
Baker College
Mara Winick
University of Redlands
Alex Wittig
North Metro Technical College
Marybeth Kardatzke Zipperer
Montgomery College
Thanks also to the members of the Cengage Learning South-
Western
Team who worked with me on this edition: Editor-in-Chief
Melissa Acuña;
Executive Editor Scott Person; Developmental Editor Jennifer
King; Senior
Editorial Assistant Ruth Belanger; Senior Art Director Tippy
McIntosh;
42. Marketing Manager Jon Monahan; and Marketing Coordinator
Julia
Tucker. Writing without loved ones would be a lonely task. My
thanks there-
fore go to my family: Drew, Rosie, Clare, Douglas, Gizella,
Camila, Sofia,
Eliana, Julian, Melanie, Will, and Carson. My thanks are also
expressed to
Stefanie, the woman in my life.
Andrew J. DuBrin
xvi Preface
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
About the Author
Andrew J. DuBrin is Professor Emeritus of Management in the
College of
Business at the Rochester Institute of Technology, where he has
taught
courses and conducted research in management, organizational
behavior,
leadership, and career management. He also gives presentations
at other
43. colleges, career schools, and universities. He has served as
department chair-
man and team leader in previous years. He received his Ph.D. in
Industrial
Psychology from Michigan State University. DuBrin has
business ex-
perience in human resource management and consults with
organizations
and individuals. His specialties include career management
leadership and
management development. DuBrin is an established author of
both text-
books and trade books, and he contributes to professional
journals, maga-
zines, newspapers, and online media. He has written textbooks
on
management, leadership, organizational behavior, human
relations, and
impression management. His trade books cover many
management issues,
including charisma, team play, office politics, overcoming
career self-
sabotage, and coaching and mentoring.
xvii
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
44. Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Brief Contents
PART 1 Introduction to Management
l1 The Manager’s Job 1
l2 International Management and Cultural Diversity 35
l3 Ethics and Corporate Social Responsibility 74
PART 2 Planning
l4 Essentials of Planning 116
l5 Problem Solving and Decision Making 151
l6 Quantitative Techniques for Planning
and Decision Making 191
PART 3 Organizing
l7 Job Design and Work Schedules 224
l8 Organization Structure, Culture, and Change 262
l9 Human Resource and Talent Management 305
PART 4 Leading
45. l10 Leadership 345
l11 Motivation 388
l12 Communication 427
l13 Teams, Groups, and Teamwork 469
PART 5 Controlling
l14 Information Technology and e-Commerce 506
l15 Essentials of Control 539
l16 Managing Ineffective Performers 583
xix
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
PART 6 Managing for Personal
Effectiveness
l17 Enhancing Personal Productivity and Managing
Stress 621
Glossary 659
Index 669
xx Brief Contents
Copyright 2010 Cengage Learning. All Rights Reserved.
46. May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Contents
PART 1 Introduction to Management
l1 The Manager’s Job 1
Who Is a Manager? 2
Types of Managers 5
The Process of Management 7
The Four Managerial Functions 9
The Seventeen Managerial Roles 11
Five Key Managerial Skills 17
Development of Managerial Skills 19
The Evolution of Management Thought 20
l2 International Management and Cultural Diversity 35
International Management 36
Challenges Facing the Global Managerial Worker 45
Methods of Entry into World Markets 52
Success Factors in the Global Marketplace 54
The Scope, Competitive Advantage, and
Potential Problems of Managing Diversity 59
Organizational Practices to Encourage Diversity 64
l3 Ethics and Corporate Social Responsibility 74
47. Business Ethics 75
Corporate Social Responsibility 91
Environmental Protection 101
Creating an Ethical and Socially Responsible Workplace 104
PART 2 Planning
l4 Essentials of Planning 116
A General Framework for Planning 118
The Nature of Business Strategy 123
The Development of Business Strategy 126
xxi
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Operating Plans, Policies, Procedures, and Rules 140
Management by Objectives: A System of Planning
and Review 142
l5 Problem Solving and Decision Making 151
Nonprogrammed versus Programmed Decisions 152
Steps in Problem Solving and Decision Making 155
Bounded Rationality and Influences on Decision Making 158
Group Problem Solving and Decision Making 168
48. Creativity and Innovation in Managerial Work 173
l6 Quantitative Techniques for Planning
and Decision Making 191
Data-Based Decision Making 193
Forecasting Methods 194
Gantt Charts and Milestone Charts 201
Program Evaluation and Review Technique 202
Break-Even Analysis 208
Decision Trees 210
Inventory Control Techniques 211
Pareto Diagrams for Problem Identification 216
PART 3 Organizing
l7 Job Design and Work Schedules 224
Four Major Dimensions of Job Design Plus Job Specialization
and Job Description 226
Job Enrichment and the Job Characteristics Model 232
Job Involvement, Enlargement, and Rotation 236
Job Crafting and Job Design 239
Ergonomics and Job Design 241
Modified Work Schedules and Job Design 244
Job Design and High-Performance Work Systems 254
l8 Organization Structure, Culture, and Change 262
Bureaucracy as an Organization Structure 263
Departmentalization 268
Modifications of the Bureaucratic Organization 272
xxii Contents
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
49. Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Delegation, Empowerment, and Decentralization 284
Organizational Culture 287
Managing Change 293
l9 Human Resource and Talent Management 305
Human Resource Management and Business Strategy 306
The Talent Management Model and Strategic Human
Resource Planning 307
Recruitment 313
Selection 316
Orientation, Training, and Development 325
Performance Evaluation (or Appraisal) 330
Compensation 333
The Role of Labor Unions in Human Resource
Management 337
PART 4 Leading
l10 Leadership 345
The Link between Leadership and Management 347
The Leadership use of Power and Authority 348
Characteristics, Traits, and Behaviors of Effective Leaders 355
Leadership Styles 362
Transformational and Charismatic Leadership 370
The Leader as a Mentor and Coach 374
50. Leadership during Adversity and Crisis 376
Leadership Skills 379
l11 Motivation 388
The Relationship between Motivation, Performance,
and Engagement 389
Motivation through Need Satisfaction 391
Motivation through Goal Setting 400
Positive Reinforcement and Recognition Programs 402
Expectancy Theory of Motivation 410
Motivation through Financial Incentives 413
Contents xxiii
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
l12 Communication 427
The Communication Process 429
Nonverbal Communication in Organizations 431
Organizational Channels and Directions of Communication 434
Barriers to Communication 443
Overcoming Barriers to Communication 447
How to Conduct an Effective Meeting 454
Organizational Politics and Interpersonal Communication 456
51. l13 Teams, Groups, and Teamwork 469
Types of Teams and Groups 470
Characteristics of Effective Work Groups 479
Stages of Group Development 483
Managerial Actions for Building Teamwork 485
Being an Effective Team Player 488
Potential Contributions and Problems of Teams
and Groups 491
Resolving Conflict within Teams and Groups 494
PART 5 Controlling
l14 Information Technology and e-Commerce 506
Information Technology and the Manager’s Job 508
The Positive and Negative Consequences of Information
Technology 510
The Impact of the Internet on Customers and Other
External Relationships 520
The Effects of the Internet on Internal Operations 527
Success Factors in E-Commerce 531
l15 Essentials of Control 539
Controlling and the Other Management Functions 541
Types and Strategies of Control 541
Steps in the Control Process 544
Nonbudgetary Control Techniques 548
Budgets and Budgetary Control Techniques 550
Managing Cash Flow and Cost Cutting 557
xxiv Contents
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
52. Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Nontraditional Measures of Financial Performance 564
Information Systems and Control 570
Characteristics of Effective Controls 574
l16 Managing Ineffective Performers 583
Factors Contributing to Ineffective Performance 584
The Control Model for Managing Ineffective Performers 593
Coaching and Constructive Criticism 600
Employee Discipline 603
Dealing with Difficult People, Including Cynics 608
Termination 613
PART 6 Managing for Personal Effectiveness
l17 Enhancing Personal Productivity and Managing
Stress 621
Improving Your Work Habits and Time Management 622
Understanding and Reducing Procrastination 636
The Nature of Stress and Burnout 639
Stress-Management Techniques 648
Glossary 659
Index 669
Contents xxv
53. Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
ESSENTIALS OF
MANAGEMENT
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
54. time if subsequent rights restrictions require it.
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
CHAPTER 1
The Manager’s Job
I
n November a few years ago, Nancy Jackson was able
to hire a new full-time salesperson for the company she
co-owns, Architectural Systems Inc. in New York, but
found herself facing an angry 19-person staff. “I couldn’t
believe their reaction,” she says. Just a few months earlier,
some had seen their workweeks reduced or salaries scaled
back; two colleagues had been laid off.
To mitigate the situation, Jackson quickly called a meet-
ing to explain that beefing up the firm’s sales force was a
necessary first step for making a companywide recovery.
Meanwhile, she has since gone about hiring differently, she
says, bringing on a new marketing associate as a temporary
part-time employee, rather than a full-time staff member, so
55. as not to rile her team. “There’s been a lot of emotional
hand-holding here that we’ve never had to do before.”1
The story about the manager and owner of the architec-
tural firm illustrates, among other ideas, that a manager
makes things happen, such as enabling the growth of the
firm. Also illustrated is that managers often must deal with
upset employees and resolve conflict. As will be described
OBJECTIVES
After studying this chapter and
doing the exercises, you should
be able to:
l1 Explain the term manager,and identify different types
of managers.
l2 Describe the process ofmanagement, including the
functions of management.
l3 Describe the variousmanagerial roles.
l4 Identify the basic managerialskills and understand how
they can be developed.
l5 Identify the major develop-ments in the evolution of
management thought.
1Sarah E. Needleman, “Business Owners Try to Motivate
Employees,” The
Wall Street Journal, January 14, 2010, p. B5.
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
56. Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
in this chapter, and throughout the book, the manager carries
out a large
number of demanding activities.
WHO IS A MANAGER?
A manager is a person responsible for the work performance of
group mem-
bers. Approximately 10 percent of the U.S. workforce holds a
managerial
position of one type or another. A manager holds the formal
authority to
commit organizational resources, even if the approval of others
is required.
For example, the manager of a Jackson-Hewitt income tax and
financial ser-
vice outlet has the authority to order the repainting of the
reception area.
The income tax and financial services specialists reporting to
that manager,
however, do not have that authority.
The concepts of manager and managing are intertwined. The
term man-
agement in this book refers to the process of using
organizational resources
to achieve organizational objectives through the functions of
planning, orga-
57. nizing and staffing, leading, and controlling. These functions
represent the
broad framework for this book and will be described later. In
addition to
being a process, the term management is also used as a label for
a specific
discipline, for the people who manage, and for a career choice.
Levels of Management
Another way of understanding the nature of a manager’s job is
to examine
the three levels of management shown in Exhibit 1-1. The
pyramid in this
figure illustrates progressively fewer employees at each higher
managerial
level. The largest number of people is at the bottom
organizational level.
(Note that the term organizational level is sometimes more
precise than the
term managerial level, particularly at the bottom organizational
level, which
has no managers.)
Top-Level Managers
Most people who enter the field of management aspire to
become top-level
managers—managers at the top one or two levels in an
organization.
C-level manager is a recent term used to describe a top-level
manager; these
managers usually have the word chief in their title, such as
chief operating
officer. Top-level managers are empowered to make major
decisions affect-
58. ing the present and future of the firm. Only a top-level manager,
for exam-
ple, would have the authority to purchase another company,
initiate a new
product line, or hire hundreds of employees. Top-level
managers are the peo-
ple who give the organization its general direction; they decide
where it is
going and how it will get there. The terms executive, top-level
manager, and
c-level manager can be used interchangeably.
Because management is an evolving field, new job titles for c-
level man-
agers continue to surface. Often these titles reflect a new
emphasis on what
LEARNING
OBJECTIVEl1
Explain the term
manager, and
identify different
types of managers.
manager
A person responsible
for the work
performance of group
members.
management
The process of using
organizational
resources to achieve
59. organizational
objectives through
planning, organizing
and staffing, leading,
and controlling.
PLAY VIDEO
Go to www.cengage.
com/management/
dubrin and view the
video for Chapter 1. As
you watch, think about
the various types of
managers shown in
the video. What are
some of the skills
exhibited by the
company founder?
What are some of the
skills exhibited by the
other managers?
top-level managers
Managers at the top
one or two levels in an
organization.
2 CHAPTER 1 The Manager’s Job
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
60. Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
http://www.cengage
must be accomplished for an organization to run successfully.
Here are a few
of the recent c-level positions often found in large
organizations:
• Chief of staff. High-level executives in politics and the
military have
long relied on the services of a chief of staff; this role has
recently
become a part of the executive suite in business. The chief of
staff is a
top level advisor who serves as a confidant, gatekeeper, and all-
around
strategic consultant. Three financial services firms with a chief
of staff
in the executive suite are Goldman Sachs, Aflac, and the global
insur-
ance business ING.2
• Chief commercial officer. A growing number of large business
firms are
designating a chief commercial officer who oversees growth and
commer-
cial success. The person in this position has major
responsibility for cus-
tomer relationships and for managing the company interface
with the
customer. The chief commercial officer position has been
61. created because
the many different sales channels, especially digital sales, has
forced com-
panies to think differently about their customers and how they
interact
with them. In some instances the CCO supplements the work of
the
head of marketing, and at other times replaces him or her. The
biotech
firm Cellular Dynamics International is one firm that employs a
chief
commercial officer.3
C-level manager
A recent term to
describe top-level
managers because
they usually have chief
in their title.
EXHIBIT 1-1
Many job titles
can be found at
each level of
management.
Managerial Levels and Sample Job Titles
Top-
Level
Managers
Middle-Level
62. Managers
First-Level Managers
Individual Contributors
(Operatives and Specialists)
Chairman of the board, CEO,
president, vice president,
COO (chief operating officer),
CFO (chief financial officer),
CIO (chief information officer)
Director, branch manager,
department chairperson,
chief of surgery, team leader
Supervisor, office manager,
crew chief
Tool-and-die maker, cook,
word-processing technician,
assembler
Note: Some individual contributors, such as financial analysts
and administrative assistants, report directly to top-level
managers or middle managers.
2
“Latest CEO Accessory: A Chief of Staff,” Fortune, January 18,
2010, p. 18.
3Ed Frauenheim, “‘CCO’ Becomes Hot Exec Title Amid
Recession,” Workforce Manage-
ment, September 14, 2009, p. 4.
63. Who Is a Manager? 3
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
• Chief privacy officer. As illustrated in the accompanying
Management in
Action, the chief privacy officer works on such problems as
safeguarding
customer information in the digital world.
Middle-Level Managers
Middle-level managers are managers who are neither executives
nor first-level
supervisors, but who serve as a link between the two groups.
Middle-level
managers conduct most of the coordination activities within the
firm, and
they are responsible for implementing programs and policies
formulated by
top-level management. The jobs of middle-level managers vary
substantially
in terms of responsibility and income. A branch manager in a
large firm
might be responsible for more than 100 workers. In contrast, a
general super-
64. visor in a small manufacturing firm might have 20 people
reporting to him
or her. Other important tasks for many middle-level managers
include help-
ing the company undertake profitable new ventures and finding
creative
ways to reach goals. A major part of a middle manager’s job is
working
with teams to accomplish work. Middle-level managers play a
major role in
operating an organization, and therefore continue to be in
demand.
Although advances in information technology have reduced the
commu-
nication requirement of the middle manager positions, the need
for middle
managers is still strong. Paul Osterman, a management scholar
at the MIT
Sloan School of Management, conducted an interview and
survey study of a
MANAGEMENT IN ACTION
As Rochester, New York-based Eastman Kodak
struggles to transform from a film dinosaur to a
digital powerhouse, it falls to Chief Privacy Offi-
cer Brian O’Connor to keep identity thieves
away from EasyShare, Kodak’s photo-sharing
Web site. It’s also his job to ensure that HR
(human resources) and line managers don’t
put the company at risk by overzealously inves-
tigating job applicants. Welcome to the world of
chief privacy officer (CPO), a young profession
with a complicated mandate: protecting the pri-
vacy of consumer and employment data.
65. At Kodak, where O’Connor has served as
CPO since 2005, safeguarding customer
information—including the millions of digital
photos shutterbugs add to EasyShare each
day—is key to survival. But it is also at the
heart of a complex tangle of federal, state, and
international rules governing how organizations
handle personal information.
Questions
1. After studying the section about managerial
roles later in this chapter, identify which roles
O’Connor is carrying out.
2. Explain whether you think a company really
needs a “chief privacy officer.”
3. Assuming you had the necessary knowledge
and skills, to what extent would the position
of chief privacy officer appeal to you?
4. Do you worry about identity theft when you
post photos on the Internet?
Source: Rita Zeidner, “New Face in the C-Suite,” HR
Magazine, January 2010, p. 39.
middle-level
managers
Managers who are
neither executives nor
66. first-level supervisors,
but who serve as a link
between the two
groups.
4 CHAPTER 1 The Manager’s Job
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
group of middle managers. One of the conclusions he reached
was as follows:
“They are responsible for making many of the judgment calls
and trade-offs
that shape the firm’s success. They are also the key
communication channel
from senior management down through the ranks.”4
First-Level Managers
Managers who supervise operatives are referred to as first-level
managers,
first-line managers, or supervisors. Historically, first-level
managers were
promoted from production or clerical (now called staff support)
positions
into supervisory positions. Rarely did they have formal
67. education beyond
high school. A dramatic shift has taken place in recent years,
however.
Many of today’s first-level managers are career school
graduates and four-
year college graduates who are familiar with modern
management techni-
ques. The current emphasis on productivity and cost control has
elevated
the status of many supervisors.
To understand the work performed by first-level managers,
reflect back
on your first job. Like most employees in entry-level positions,
you probably
reported to a first-level manager. Such a manager might be
supervisor of
newspaper carriers, dining room manager, service station
manager, mainte-
nance supervisor, or department manager in a retail store.
Supervisors help
shape the attitudes of new employees toward the firm.
Newcomers who like
and respect their first-level manager tend to stay with the firm
longer. Con-
versely, new workers who dislike and disrespect their first
supervisor tend to
leave the firm early.
TYPES OF MANAGERS
The functions performed by managers can also be understood by
describing
different types of management jobs. The management jobs
discussed here are
functional and general managers, administrators, entrepreneurs
68. and small-
business owners, and team leaders. (The distinction between
line and staff
managers will be described in Chapter 8 about organization
structure.)
Functional and General Managers
Another way of classifying managers is to distinguish between
those who
manage people who do one type of specialized work and those
who manage
people who engage in different specialties. Functional managers
supervise the
work of employees engaged in specialized activities such as
accounting, engi-
neering, information systems, food preparation, marketing, and
sales.
A functional manager is a manager of specialists and of their
support team,
such as office assistants.
4Paul Osterman, The Truth About Middle Managers: Who They
Are, How They Work,
Why They Matter (Boston: Harvard Business School Press,
2009). Quoted in Dean Foust,
“Speaking Up for the Organization Man,” Business Week,
March 9, 2009, p. 78.
first-level managers
Managers who
supervise operatives
(also known as first-
line managers or
supervisors).
69. Types of Managers 5
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
General managers are responsible for the work of several
different groups
that perform a variety of functions. The job title “plant general
manager”
offers insight into the meaning of general management.
Reporting to the
plant general manager are various departments engaged in both
specialized
and generalized work such as manufacturing, engineering, labor
relations,
quality control, safety, and information systems. Company
presidents are
general managers. Branch managers also are general managers
if employees
from different disciplines report to them. The responsibilities
and tasks of a
general manager highlight many of the topics contained in the
study of man-
agement. These tasks will be introduced at various places in this
book.
70. Administrators
An administrator is typically a manager who works in a public
(government)
or nonprofit organization, including educational institutions,
rather than in a
business firm. Among these managerial positions are hospital
administrator
and housing administrator. Managers in all types of educational
institutions
are referred to as administrators. The fact that individual
contributors in
nonprofit organizations are sometimes referred to as
administrators often
causes confusion. An employee is not an administrator in the
managerial
sense unless he or she supervises others.
Entrepreneurs and Small-Business Owners
Millions of students and employees dream of turning an exciting
idea into a
successful business. Many people think, “If Michael Dell
started Dell com-
puters from his dormitory room and he is the wealthiest man in
Texas today,
why can’t I do something similar?” Success stories such as
Dell’s kindle the
entrepreneurial spirit. By a strict definition, an entrepreneur is a
person who
founds and operates an innovative business. After the
entrepreneur develops
the business into something bigger than he or she can handle
alone or with
the help of only a few people, that person becomes a general
manager.
71. Similar to an entrepreneur, the owner and operator of a small
business
becomes a manager when the firm grows to include several
employees.
Small-business owners typically invest considerable emotional
and physical
energy into their firms. Note that entrepreneurs are (or start as)
small-
business owners, but that the reverse is not necessarily true.
You need an
innovative idea to fit the strict definition of an entrepreneur.
Simply running
a franchise that sells sub sandwiches does not make a person an
entrepre-
neur, according to the definition presented here. Also, an
entrepreneur may
found a business that becomes so big it is no longer a small
business.
A major characteristic of both entrepreneurs and small-business
owners
is their passion for the work. These types of managers will
usually have a
single-minded drive to solve a problem. Recent research has
identified three
roles, or activities, within entrepreneurial work that arouse
passion. The first
is opportunity recognition, the inventor role. Second is venture
creation, the
entrepreneur
A person who founds
and operates an
innovative business.
72. small-business
owner
An individual who
owns and operates a
small business.
6 CHAPTER 1 The Manager’s Job
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
founder role. Third is venture growth, the developer role.5 A
person might
invent a small turbine the size of a garbage can to replace the
large turbines
(or wind mills) used to generate renewable energy. The person
becomes
exited about creating a business to manufacture and market
these small tur-
bines. Passion would then be invested in growing the business.
If being an
inventor fits the person’s self-image best, he or she is likely to
be the most
passionate about the first role and then lose some passion in the
73. second and
third roles.
Team Leaders
A major development in types of managerial positions during
the last 25
years is the emergence of the team leader. A manager in such a
position coor-
dinates the work of a small group of people while acting as a
facilitator or
catalyst. Team leaders are found at several organizational levels
and are
sometimes referred to as project managers, program managers,
process man-
agers, and task force leaders. Note that the term team could also
refer to an
executive team, yet a top executive almost never carries the title
team leader.
You will be reading about team leaders throughout this text.
All of the managerial jobs described above vary considerably as
to the
demands placed on the job holder. All workers carrying the job
title chief
executive officer may perform similar work, yet the position
may be much
more demanding and stressful in a particular organization.6
Imagine being
the CEO of an American auto parts manufacturer that is facing
extinction
because of overseas competition. His or her job is more
demanding than
that of the CEO of a company like Binney & Smith, the
subsidiary of Hall-
mark Cards, which produces Crayola crayons among other
74. popular pro-
ducts. With more than three billion crayons produced each year,
and a fan
base in the millions, Binney & Smith is not threatened with
extinction. The
CEO can enjoy his or her golf outings while the auto parts CEO
worries
about losing customers and laying off employees.
THE PROCESS OF MANAGEMENT
A helpful approach to understanding what managers do is to
regard their
work as a process. A process is a series of actions that achieves
something—
making a profit or providing a service, for example. To achieve
an objective,
the manager uses resources and carries out four major
managerial functions.
These functions are planning, organizing and staffing, leading,
and control-
ling. Exhibit 1-2 illustrates the process of management.
5Melissa S. Cardon, Joakim Wincent, Jagdip Singh, and Mateja
Drnovsek, “The Nature and
Experience of Entrepreneurial Passion,” Academy of
Management Review, July 2009,
pp. 511–532.
6Donald C. Hambrick, Sydney Finkelstein, and Ann C. Mooney,
“Executive Job Demands:
New Insights for Explaining Strategic Decisions and Leader
Behavior,” Academy of
Management Review, July 2005, pp. 472–491.
team leader
75. A manager who
coordinates the work
of a small group of
people, while acting as
a facilitator and
catalyst.
LEARNING
OBJECTIVEl2
Describe the
process of
management
including the
functions of
management.
The Process of Management 7
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Resources Used by Managers
Managers use resources to accomplish their purposes, just as a
carpenter uses
resources to build a terrace. A manager’s resources can be
divided into four
76. types: human, financial, physical, and informational.
Human resources are the people needed to get the job done.
Managers’
goals influence which employees they choose. A manager might
set the goal
of delivering automotive supplies and tools to auto and truck
manufacturers.
Among the human resources he or she chooses are
manufacturing techni-
cians, sales representatives, information technology specialists,
and a net-
work of dealers.
Financial resources are the money the manager and the
organization use
to reach organizational goals. The financial resources of a
business organiza-
tion are profits and investments from stockholders. A business
must occa-
sionally borrow cash to meet payroll or to pay for supplies. The
financial
resources of community agencies come from tax revenues,
charitable contri-
butions, and government grants.
Physical resources are a firm’s tangible goods and real estate,
including
raw materials, office space, production facilities, office
equipment, and vehi-
cles. Vendors supply many of the physical resources needed to
achieve orga-
nizational goals.
Information resources are the data that the manager and the
organization
77. use to get the job done. For example, to supply leads to the
firm’s sales
representatives, the sales manager of an office-supply company
reads local
business newspapers and Internet postings to learn about new
firms in
town. These newspapers and Web sites are information
resources.
Jeffrey R. Immelt, the chairman and CEO of General Electric
Corp., surfs
EXHIBIT 1-2
The manager
uses resources
and carries out
functions to
achieve goals.
The Process of Management
Planning
Organizing
and Staffing Leading Controlling
Human
Resources
Financial
Resources
Physical
Resources
Information
Resources
79. into useful information. According to Drucker, few executives
will ask,
“What new tasks can I tackle, now that I have all these data?
Which old
tasks should I abandon?”7 Imagine that a middle manager is
wondering
about how to best motivate workers. She inserts into Ask.com
the question,
“How do you motivate workers?” She receives close to two
million entries.
She must then understand how to sort out the most useful of
these entries.
(Or, she could study the motivational chapter of a management
textbook.)
THE FOUR MANAGERIAL FUNCTIONS
Exhibit 1-2 shows the four major resources in the context of the
management
process. To accomplish goals, the manager performs four
managerial func-
tions. These functions are planning, organizing and staffing,
leading, and
controlling.
Planning
Planning involves setting goals and figuring out ways of
reaching them. Plan-
ning, considered the central function of management, pervades
everything a
manager does. In planning, a manager looks to the future,
saying, “Here is
what we want to achieve, and here is how we are going to do
it.” Decision
making is usually a component of planning, because choices
80. must be made in
the process of finalizing plans. The importance of planning
expands as it
contributes heavily to performing the other management
functions. For
example, managers must make plans to do an effective job of
staffing the
organization. Planning is also part of marketing. For example,
cereal maker
Kellogg Corp. established plans to diversify further into the
snack-food busi-
ness to reach its goal of expanding market share.
Organizing and Staffing
Organizing is the process of making sure the necessary human
and physical
resources are available to carry out a plan and achieve
organizational goals.
Organizing also involves assigning activities, dividing work
into specific jobs
and tasks, and specifying who has the authority to accomplish
certain tasks.
Another major aspect of organizing is grouping activities into
departments
or some other logical subdivision. The staffing function ensures
the availabil-
ity of necessary human resources to achieve organizational
goals. Hiring peo-
ple for jobs is a typical staffing activity. Staffing is such a
major activity that
it is sometimes classified as a function separate from
organizing.
7
“An American Sage,” The Wall Street Journal, November 14,
81. 2005, p. A22.
The Four Managerial Functions 9
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Leading
Leading means influencing others to achieve organizational
objectives. As a
consequence, it involves energizing, directing, persuading
others, and creat-
ing a vision. Leadership involves dozens of interpersonal
processes: motivat-
ing, communicating, coaching, and showing group members
how they can
reach their goals. Leadership is such a key component of
managerial work
that management is sometimes seen as accomplishing results
through people.
The leadership aspect of management focuses on inspiring
people and bring-
ing about change, whereas the other three functions focus more
on maintain-
ing a stable system. According to management guru Henry
Mintzberg,
82. effective leaders develop the sense of community or shared
purpose that is
essential for cooperative effort in all organizations.8
Although leadership deals heavily with persuasion and
inspiration, the
leader also executes the visions and other ideas for change he or
she formulates.
As explained by business executive Larry Bossidy and
consultant Ram Charan,
visionaries often fail because they do not translate their
strategies (master plans)
into results.9 It has been said that execution has become an
important new buzz-
word in business because leaders in the past placed too much
emphasis on spin-
ning grand visions without really taking care of business.
Controlling
Controlling generally involves comparing actual performance to
a predeter-
mined standard. Any significant difference between actual and
desired perfor-
mance would prompt a manager to take corrective action. He or
she might, for
example, increase advertising to boost lower-than-anticipated
sales.
A secondary aspect of controlling is determining whether the
original
plan needs revision, given the realities of the day. The
controlling function
sometimes causes a manager to return to the planning function
temporarily
to fine-tune the original plan. For example, many retailers in
83. recent years
have found that the sales volume in stores was not enough to
earn the com-
pany a profit. They closed the stores, shifted sales to online,
and sold their
product in other retailers.
One important way in which the jobs of managers differ is in
the relative
amounts of time spent on planning, organizing and staffing,
leading, and
controlling. Executives ordinarily spend much more time on
strategic (high-
level and long-range) planning than do middle- or first-level
managers.
Lower-level managers are more involved with day-by-day and
other short-
range planning. Also, lower-level managers spend the most time
in face-
to-face leadership such as coaching and disciplining workers.
This is true
because entry-level workers are likely to need more assistance
than those
workers who have advanced higher in the organization.
8Henry Mintzberg, Managing (San Francisco: Berrett-Koehler,
2009), p. 9.
9Larry Bossidy and Ram Charan, The Discipline of Getting
Things Done (New York: Crown,
2002).
10 CHAPTER 1 The Manager’s Job
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
84. suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
THE SEVENTEEN MANAGERIAL ROLES
To further understand the manager’s job, it is worthwhile to
examine the
various roles managers play. A role, in the business context, is
an expected
set of activities or behaviors stemming from a job. Mintzberg
conducted sev-
eral landmark studies of managerial roles. Other researchers
extended his
findings.10 In the sections that follow, the roles delineated by
these research-
ers are associated with the major managerial functions to which
they most
closely pertain. (Roles and functions are closely related. They
are both activ-
ities carried out by people.) The description of the 17 roles
should help you
appreciate the richness and complexity of managerial work, and
also serve as
a generic job description for a manager’s position. These roles
are described
next and listed in Exhibit 1-3.11
Planning
Two managerial roles—strategic planner and operational
85. planner—relate to
the planning function.
1. Strategic Planner. Top-level managers engage in strategic
planning, usu-
ally assisted by input from others throughout the organization.
Specific
activities in this role include (a) setting a direction for the
organization,
LEARNING
OBJECTIVEl3
Describe the
various managerial
roles.
10This research is reported in Henry Mintzberg, The Nature of
Managerial Work (New York:
Harper & Row, 1973); Mintzberg, Managing, pp. 44–45.
11Kenneth Graham Jr. and William L. Mihal, The CMI
Managerial Job Analysis Inventory
(Rochester, NY: Rochester Institute of Technology, 1987);
Jeffrey S. Shippman, Erich Prien,
and Gary L. Hughes, “The Content of Management Work:
Formation of Task and Job Skill
Composite Classifications,” Journal of Business and
Psychology, Spring 1991, pp. 325–354.
role
An expected set of
activities or behaviors
stemming from a job.
EXHIBIT 1-3 The Seventeen Managerial Roles
86. Planning
1. Strategic planner
2. Operational planner
Organizing and Staffing
3. Organizer
4. Liaison
5. Staffing coordinator
6. Resource allocator
7. Task delegator
Leading
8. Figurehead
9. Spokesperson
10. Negotiator
11. Motivator and coach
12. Team builder
13. Team player
14. Technical problem solver
15. Entrepreneur
Controlling
16. Monitor
17. Disturbance handler
The Seventeen Managerial Roles 11
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
87. Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
(b) helping the firm deal with the external environment, and (c)
develop-
ing corporate policies.
2. Operational Planner. Operational plans relate to the day-to-
day opera-
tion of a company or unit. Two such activities are (a)
formulating oper-
ating budgets and (b) developing work schedules for the unit
supervised.
Middle-level managers are heavily involved in operational
planning;
first-level managers are involved to a lesser extent.
Organizing and Staffing
Five roles that relate to the organizing and staffing function are
organizer,
liaison, staffing coordinator, resource allocator, and task
delegator.
3. Organizer. As a pure organizer, the manager engages in
activities such as
(a) designing the jobs of group members; (b) clarifying group
members’
assignments; (c) explaining organizational policies, rules, and
procedures;
and (d) establishing policies, rules, and procedures to
88. coordinate the flow
of work and information within the unit.
4. Liaison. The purpose of the liaison role is to develop and
maintain a net-
work of work-related contacts with people. To achieve this end,
the man-
ager (a) cultivates relationships with clients or customers; (b)
maintains
relationships with suppliers, customers, and other persons or
groups
important to the unit or organization; (c) joins boards,
organizations, or
public service clubs that might provide useful, work-related
contacts; and
(d) cultivates and maintains a personal network of in-house
contacts
through visits, telephone calls, e-mail, text messages, and
participation in
company-sponsored events.
5. Staffing Coordinator. In the staffing role, the manager tries
to make sure
that competent people fill positions. Specific activities include
(a) recruit-
ing and hiring staff; (b) explaining to group members how their
work
performance will be evaluated; (c) formally evaluating group
members’
overall job performance; (d) compensating group members
within the
limits of organizational policy; (e) ensuring that group members
are
properly trained; (f) promoting group members or
recommending them
for promotion; and (g) terminating or demoting group members.
89. 6. Resource Allocator. An important part of a manager’s job is
to divide
resources in the manner that best helps the organization.
Specific activi-
ties to this end include (a) authorizing the use of physical
resources (facil-
ities, furnishings, and equipment); (b) authorizing the
expenditure of
financial resources; and (c) discontinuing the use of
unnecessary, inap-
propriate, or ineffective equipment or services.
7. Task Delegator. A standard part of any manager’s job is
assigning tasks
to group members. Among these task-delegation activities are
(a) assign-
ing projects or tasks to group members; (b) clarifying priorities
and per-
formance standards for task completion; and (c) ensuring that
group
members are properly committed to effective task performance.
12 CHAPTER 1 The Manager’s Job
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
90. Leading
Eight identified managerial roles relate to the leadership
function. These
roles are motivator and coach, figurehead, spokesperson,
negotiator, team
builder, team player, technical problem solver, and
entrepreneur.
8. Motivator and Coach. An effective manager takes time to
motivate and
coach group members. Specific behaviors in this role include
(a) infor-
mally recognizing employee achievements; (b) offering
encouragement
and reassurance, thereby showing active concern about the
professional
growth of group members; (c) providing feedback about both
effective
and ineffective performance; and (d) giving group members
advice on
steps to improve their performance.
9. Figurehead. Figurehead managers, particularly high-ranking
ones, spend
some of their time engaging in ceremonial activities or acting as
a figure-
head. Such activities include (a) entertaining clients or
customers as an
official representative of the organization, (b) serving as an
official repre-
sentative of the organization at gatherings outside the
organization, and
(c) escorting official visitors.
91. 10. Spokesperson. When a manager acts as a spokesperson, the
emphasis is on
answering inquiries and formally reporting to individuals and
groups out-
side the manager’s organizational unit. As a spokesperson, the
manager
keeps five groups of people informed about the unit’s activities,
plans, and
capabilities. These groups are (a) upper-level management, (b)
clients and
customers, (c) other important outsiders (such as labor unions),
(d) profes-
sional colleagues, and (e) the general public. Usually, top-level
managers
take responsibility for keeping outside groups informed.
11. Negotiator. Part of almost any manager’s job is trying to
make deals
with others for needed resources. Three specific negotiating
activities are
(a) bargaining with supervisors for funds, facilities, equipment,
or other
forms of support; (b) bargaining with other units in the
organization for
the use of staff, facilities, and other forms of support; and (c)
bargaining
with suppliers and vendors about services, schedules, and
delivery times.
12. Team Builder. A key aspect of a manager’s role is to build
an effective
team. Activities contributing to this role include (a) ensuring
that group
members are recognized for their accomplishments (by issuing
letters of
appreciation, for example); (b) initiating activities that
92. contribute to
group morale, such as giving parties and sponsoring sports
teams; and
(c) holding periodic staff meetings to encourage group members
to talk
about their accomplishments, problems, and concerns.
13. Team Player. Three behaviors of the team player are (a)
displaying
appropriate personal conduct, (b) cooperating with other units
in the
organization, and (c) displaying loyalty to superiors by fully
supporting
their plans and decisions.
14. Technical Problem Solver. It is particularly important for
first- and
middle-level managers to help group members solve technical
problems.
Two such specific activities related to problem solving are (a)
serving as
The Seventeen Managerial Roles 13
Copyright 2010 Cengage Learning. All Rights Reserved.
May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be
suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
93. a technical expert or advisor and (b) performing individual
contributor
tasks such as making sales calls or fixing software problems on
a regular
basis. The managers most in demand today are those who
combine lead-
ership skill with a technical or business specialty.
15. Entrepreneur. Managers who work in large organizations
have some
responsibility for suggesting innovative ideas or furthering the
business
aspects of the firm. Three entrepreneurial role activities are (a)
reading
trade publications and professional journals and searching the
Internet
to remain up-to-date; (b) talking with customers or others in the
organi-
zation to remain abreast of changing needs and requirements;
and (c)
becoming involved in activities outside the unit that could
result in per-
formance improvements within the manager’s unit. These
activities
might include visiting other firms, attending professional
meetings or
trade shows, and participating in educational programs.
Controlling
The monitor role mentioned next fits the controlling function
precisely, because
the term monitoring is often used as a synonym for controlling.
The role of dis-
turbance handler is categorized under controlling because it
involves changing