Teaching Styles
 
It is worthwhile to note that no two instructors use the same style of teaching.  How we teach is a function of many factors, including our degree of experience with the subject matter, the size of our class, our preference for various forms of pedagogy, and our overall degree of comfort in having adopted a particular style.  Our different teaching styles manifest themselves in the preferred use of chalk, overhead slides, or PowerPoint slides; straight lectures; class exercises; class discussions; use of student presentations; individual and team student projects; and so on.  This Instructors' Manual and Test Bank (IMTB) was designed to accommodate the wide range of styles that instructors use.  It was designed to be facilitative of whatever style best suits you.  Some features may be ideally suited for your style, while others may not.  Please feel free to pick and choose what works best for you, ranging from preferred manner of instruction to preferred manner of student assessment.  If over the years you have developed some particularly effective approaches and would be willing to share them with others, please contact us and we will try to include them in the IMTB for the next edition of the text.
 
Overview
 
The format of every chapter is the same.  You can count on consistency in the presentation of material across all 14 chapters of the IMTB.  We fully recognize you may have some personal favorites of your own that you like to use, in addition to what is presented here to assist you.  Every chapter has ten standard features, arranged in the same sequence, for each chapter.
 
1.  PowerPoint Slides.  Instructors who use PowerPoint presentations will greatly appreciate the inclusion of detailed PowerPoint slide presentations available in the IMTB.  Each chapter has its own presentation, with all major topics in the text laid out for dynamic presentation to students.  The slides are in editable form so that instructors can adapt the content to meet their individual needs.
 
2.  Lecture Outline.  The IMTB also contains a more general outline for each chapter.  Included are the major headings, secondary headings, substantive material of each chapter, and the exact reference and location of all tables and figures as they appear in the text as you reach them in your lectures.  This resource will benefit all instructors; whether or not they use PowerPoint slides. 
 
3.  Key Terms.  On average every chapter presents 20 key terms.  These terms appear in bold print in the text, and are defined in the text with a set-aside margin glossary.  A second glossary appears at the back of the book where all 280 key terms have been arranged in alphabetical order.  The IMTB lists the key terms within each chapter, by chapter.
 
4.  Assessment Methods.  Each chapter of the IMTB presents three methods of test questions.
  a)  Multiple Choice.  Each chapter has 50 multiple choice test questions, keyed to the topic each addresses, the page number in the text from where the test question was drawn, and the correct answer.
  b)  Fill-in-the-Blank.  Each chapter has 10 fill-in-the-blank test questions.  The correct answers are underlined.
  c)  Short Answer and Essay Questions.  Several short answer and essay test questions are included within each chapter.

Depending on the instructor's preference for assessment, all three types of questions may be used, as well as questions developed by the instructor. 
 
5.  Class Discussion Guides and Topics.  For instructors who prefer to have the class engage in discussions about real life topics reflecting the text concepts, each chapter provides topics for class discussion, including questions based on three standard features of the text: Field Notes, The Changing Nature of Work, and Cross-Cultural I/O Psychology.
 
6.  Exercises for Students and Instructor Tips.  Every chapter includes hypothetical situational exercises that the students may perform individually and in small groups.  Tips are provided for the instructors as to various modifications that can be applied to the exercises to enhance selected learning objectives, depending upon the size of the class and the amount of time to be devoted to the exercise.  The Exercises are included in the Student Study Guide; the Instructor Tips are available only to Instructors.
 
7.  Answers to the End-of-the-Chapter Case Studies.  Every chapter in the text concludes with a case study written to animate major points within the chapter.  Five questions are asked after every case.  Answers to the case study questions are provided, along with the recognition that in real life there often isn't "one correct answer" to complicated issues.
 
8.  Video Resources. Playing a instructive video can be a useful way to provide students with a change of pace in the course of a semester, and offer outside expertise.  A list of videos, along with specific information on how to order them, is available and organized by chapter. 
 
9.  Web Sites.  Diligent students will often ask where they can learn more information about a given subject in the course.  Included in the IMTB is a list of websites, organized by chapter, that give students the opportunity to explore the text's topics in greater detail.  These sites are also a potential resource for instructors who wish to flesh out their course's curriculum.    

10.  Learning Objectives.  The Learning Objectives of each chapter are the same as those that begin each chapter in the text.  Thus your students will be aware of the same Learning Objectives as you begin each chapter.
 
Student Study Guide
 
In addition to the text, every student can download for free the Student Study Guide that accompanies this text.  As the instructor, this Student Study Guide is also available for you.  The Student Study Guide presents sample multiple choice test questions and answers, key terms, concept charts that display the text material, and chapter outlines.  Between the text, the Student Study Guide, and the many ancillary resources provided in the IMTB, the instructor should have a firm and ready grasp of the subject matter to be conveyed in the course, the varied means by which it can be conveyed to students, and several assessment methods to evaluate learning.  We welcome any suggestions our adopters may have to enhance the quality of the material we provide.

 

Dr. Paul Muchinsky