Instructor’s Manual Organization Theory and Design 4th Edition Canadian Edition Richard L. Daft; Ann Armstrong
Instructor’s Manual Organization Theory and Design 4th Edition Canadian Edition Richard L. Daft; Ann Armstrong
,Instructor’s Manual Organization Theory and Design 4th Edition Canadian Edition Richard L. Daft; Ann Armstrong
Organization Theory and Design, 4Ce
Enriched Instructor’s Manual
Chapter 1: Organizations and Organization Theory
In this chapter, you will find:
Chapter Overview
Purpose of This Chapter
If Nothing Else, My Students Should Learn …
Learning Objectives
How Does This Chapter Relate to the Real World?
Why Should Students Care?
What Are Common Student Misconceptions and Stumbling Blocks?
What Can I Do in Class?
• Stumbling Block Activities
• Class Engagement Question
• You & Design
• Discussion Questions and Suggested Answers
• Chapter 1 Workbook: Measuring Dimensions of Organizations
• Alternative Classroom Activities
• Case for Analysis: GE
• Integrative Case 4.0: IKEA: Scandinavian Style
Assessment Tools
Reflections on Teaching
Copyright © 2021 by Cengage Learning Canada 1-1
,Instructor’s Manual Organization Theory and Design 4th Edition Canadian Edition Richard L. Daft; Ann Armstrong
CHAPTER OVERVIEW
This chapter introduces students to characteristics of organizations and to the perspective
that organizations are systems of interrelated units that have to adapt to their environment
to survive. Definitions and examples are given to provide students with an understanding
of the importance of organizational theory in becoming better managers and leaders in a
rapidly changing world. The Hudson’s Bay Company (HBC) case that opens the chapter
is an interesting case to refer to during the semester and to update using current business
analyses.
Organizational theory is discussed in historical stages and is shown to have practical
application for managers. A framework for the content and topic of each chapter is also
provided. Instructors can use this as an introductory overview and also as a frame of
reference throughout the course.
PURPOSE OF THIS CHAPTER
This chapter provides students with the building blocks for and the language of
organization theory and design.
IF NOTHING ELSE, MY STUDENTS SHOULD LEARN …
1. That organizations are ubiquitous and have a profound impact on individuals, other
organizations, and society.
2. The meaning of structural and contextual dimensions and the concept of
“contingency.”
LEARNING OBJECTIVES
After completing this chapter, students should be able to
1. Outline the historical evolution of organizational design. [Remember]
2. Discuss current challenges that organizations face. [Understand]
3. Describe the importance of organizations in society. [Remember]
4. Compare and contrast organic and mechanistic organization designs, including the
contingency factors typically associated with each. [Understand & Apply]
5. Describe how the structural dimensions of organizations are shaped by
contingencies organizations face. [Remember]
6. Explain the current trend toward “bossless” design. [Understand]
HOW DOES THIS CHAPTER RELATE TO THE REAL WORLD?
1. As already noted, organizations are ubiquitous.
2. Organizations today are facing many challenges; they need to respond by
understanding old organizational designs and creating new organizational designs.
3. A well-designed organization can be the source of significant competitive advantage.
Copyright © 2021 by Cengage Learning Canada 1-2
,Instructor’s Manual Organization Theory and Design 4th Edition Canadian Edition Richard L. Daft; Ann Armstrong
WHY SHOULD STUDENTS CARE?
1. Students need to understand why and how organizations are structured so that they can
navigate their workplaces.
2. Students can become better informed about what types of organizations they may like
to work at.
WHAT ARE COMMON STUDENT MISCONCEPTIONS AND
STUMBLING BLOCKS?
1. Students believe bureaucracies are “bad” and flat organizations are “good.”
2. Students find some of the OTD concepts non-intuitive.
WHAT CAN I DO IN CLASS?
Stumbling Block Activities
In class, use Chapter 1 Workbook: Measuring Dimensions of Organizations to show
how different organizations are structured and why. Reinforce the idea of contingency.
[Stumbling Block 1]
Watch http://www.youtube.com/watch?v=QAJ3YV7k3o8&feature=related for some
thoughtful insights from Henry Mintzberg and discuss his main arguments. [Stumbling
Block 1]
Ask students to apply the structural and contextual dimensions to their own families
and/or a past or present organization they have been an employee of. [Stumbling Block 2]
Class Engagement Question
In Mintzberg’s typology, the key part of a simple organization structure is its
a. technostructure
b. operating core
c. middle line
d. strategic apex
Use this question to delve in detail into the key elements of the five structural choices—
see Exhibit 1.6A and Exhibit 1.6B.
You & Design
The You & Design questionnaire done as a group activity will allow students to discover
their own style and discuss ways in which leaders’ styles impact an organization.
Copyright © 2021 by Cengage Learning Canada 1-3
Instructor’s Manual Organization Theory and Design 4th Edition Canadian Edition Richard L. Daft; Ann Armstrong
,Instructor’s Manual Organization Theory and Design 4th Edition Canadian Edition Richard L. Daft; Ann Armstrong
Organization Theory and Design, 4Ce
Enriched Instructor’s Manual
Chapter 1: Organizations and Organization Theory
In this chapter, you will find:
Chapter Overview
Purpose of This Chapter
If Nothing Else, My Students Should Learn …
Learning Objectives
How Does This Chapter Relate to the Real World?
Why Should Students Care?
What Are Common Student Misconceptions and Stumbling Blocks?
What Can I Do in Class?
• Stumbling Block Activities
• Class Engagement Question
• You & Design
• Discussion Questions and Suggested Answers
• Chapter 1 Workbook: Measuring Dimensions of Organizations
• Alternative Classroom Activities
• Case for Analysis: GE
• Integrative Case 4.0: IKEA: Scandinavian Style
Assessment Tools
Reflections on Teaching
Copyright © 2021 by Cengage Learning Canada 1-1
,Instructor’s Manual Organization Theory and Design 4th Edition Canadian Edition Richard L. Daft; Ann Armstrong
CHAPTER OVERVIEW
This chapter introduces students to characteristics of organizations and to the perspective
that organizations are systems of interrelated units that have to adapt to their environment
to survive. Definitions and examples are given to provide students with an understanding
of the importance of organizational theory in becoming better managers and leaders in a
rapidly changing world. The Hudson’s Bay Company (HBC) case that opens the chapter
is an interesting case to refer to during the semester and to update using current business
analyses.
Organizational theory is discussed in historical stages and is shown to have practical
application for managers. A framework for the content and topic of each chapter is also
provided. Instructors can use this as an introductory overview and also as a frame of
reference throughout the course.
PURPOSE OF THIS CHAPTER
This chapter provides students with the building blocks for and the language of
organization theory and design.
IF NOTHING ELSE, MY STUDENTS SHOULD LEARN …
1. That organizations are ubiquitous and have a profound impact on individuals, other
organizations, and society.
2. The meaning of structural and contextual dimensions and the concept of
“contingency.”
LEARNING OBJECTIVES
After completing this chapter, students should be able to
1. Outline the historical evolution of organizational design. [Remember]
2. Discuss current challenges that organizations face. [Understand]
3. Describe the importance of organizations in society. [Remember]
4. Compare and contrast organic and mechanistic organization designs, including the
contingency factors typically associated with each. [Understand & Apply]
5. Describe how the structural dimensions of organizations are shaped by
contingencies organizations face. [Remember]
6. Explain the current trend toward “bossless” design. [Understand]
HOW DOES THIS CHAPTER RELATE TO THE REAL WORLD?
1. As already noted, organizations are ubiquitous.
2. Organizations today are facing many challenges; they need to respond by
understanding old organizational designs and creating new organizational designs.
3. A well-designed organization can be the source of significant competitive advantage.
Copyright © 2021 by Cengage Learning Canada 1-2
,Instructor’s Manual Organization Theory and Design 4th Edition Canadian Edition Richard L. Daft; Ann Armstrong
WHY SHOULD STUDENTS CARE?
1. Students need to understand why and how organizations are structured so that they can
navigate their workplaces.
2. Students can become better informed about what types of organizations they may like
to work at.
WHAT ARE COMMON STUDENT MISCONCEPTIONS AND
STUMBLING BLOCKS?
1. Students believe bureaucracies are “bad” and flat organizations are “good.”
2. Students find some of the OTD concepts non-intuitive.
WHAT CAN I DO IN CLASS?
Stumbling Block Activities
In class, use Chapter 1 Workbook: Measuring Dimensions of Organizations to show
how different organizations are structured and why. Reinforce the idea of contingency.
[Stumbling Block 1]
Watch http://www.youtube.com/watch?v=QAJ3YV7k3o8&feature=related for some
thoughtful insights from Henry Mintzberg and discuss his main arguments. [Stumbling
Block 1]
Ask students to apply the structural and contextual dimensions to their own families
and/or a past or present organization they have been an employee of. [Stumbling Block 2]
Class Engagement Question
In Mintzberg’s typology, the key part of a simple organization structure is its
a. technostructure
b. operating core
c. middle line
d. strategic apex
Use this question to delve in detail into the key elements of the five structural choices—
see Exhibit 1.6A and Exhibit 1.6B.
You & Design
The You & Design questionnaire done as a group activity will allow students to discover
their own style and discuss ways in which leaders’ styles impact an organization.
Copyright © 2021 by Cengage Learning Canada 1-3
