Management A Faith Based Perspective

1st Edition Cafferky Solutions Manual

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Management A Faith Based Perspective 1st Edition Cafferky Solutions Manual

CHAPTER 1: Introduction to Management

Suggested Bible verses to introduce class periods for this Chapter

Select the version of the Bible that you prefer.

Proverbs 4:23 Watch over your heart with all diligence, For from it flow the springs of life.

Romans 12:2 And do not be conformed to this world, but be transformed by the renewing of
your mind, that you may prove what the will of God is, that which is good and acceptable and
perfect.

Micah 6:8 He has told you, O man, what is good; And what does the LORD require of you But to
do justice, to love kindness, And to walk humbly with your God?

Mark 9:35 And sitting down, He called the twelve and said to them, "If anyone wants to be first,
he shall be last of all, and servant of all." 36 And taking a child, He set him before them, and
taking him in His arms, He said to them, 37 "Whoever receives one child like this in My name
receives Me; and whoever receives Me does not receive Me, but Him who sent Me."

Mark 12:28 And one of the scribes came and heard them arguing, and recognizing that He had
answered them well, asked Him, "What commandment is the foremost of all?" 29 Jesus answered,
"The foremost is, 'Hear, O Israel! The Lord our God is one Lord; 30 and you shall love the Lord
your God with all your heart, and with all your soul, and with all your mind, and with all your
strength.'

Ephesians 2:10 For we are His workmanship, created in Christ Jesus for good works,
which God prepared beforehand, that we should walk in them.
Front-loading Activity
Consider using one of the In-class Exercises at the end of the chapter as a means to introduce
the essential question that follows.

Suggested Essential Question to Explore in this Chapter

Introduce the chapter by presenting the following question (or a similar question):
1. How might one’s perspective make a difference when thinking about management?

As you conclude the lectures and class discussions of the material in the chapter, return to the
essential question. Divide the class into small groups and ask the groups to propose possible
answers to the essential question. Then ask students to put in their own words an essential
question which embraces the major learning point from this chapter from their perspective.
Alternatively, in follow up to the class period emphasis on the material, engage in an online
threaded discussion or blog exploring the essential question ideas of the students.
LEARNING OBJECTIVES
 Understand the three dimensions of being, thinking, and action in management.
 Be aware of the big issues in the field of management from both the secular and religious
perspectives, and explain how a Christian worldview influences management thinking
and action.

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  Contrast the traditional definitions of management with a definition representing the
perspective of spiritual meaning that embraces a Christian worldview.
 Contrast the selected perspectives that are used to understand management.
 Understand the four types of managerial tensions and why they are important in
management.

Teaching Notes and Engagement Chapter Key Idea Outline

Activities
Ask: Who is one person in your life 1. Why wait until retirement to make a
whose beliefs and faith made a difference?
significant difference to you? a. This opening illustration examines the impact
of one faith-driven CEO: Bruce R. Kennedy,
longtime CEO of Alaska Airlines.
b. The personal questions that Bruce Kennedy’s
Students may believe that such “deep questions experience naturally calls to mind are: What
are too abstract for them at this point in their legacy will you leave behind at your death?
lives. Remind them that every day through our
actions and inactions, becoming who we are
What values will you be remembered for? In
going to be – legacies and significance are built what way will you, as a manager, find
over time. significance? Will you wait until your
retirement to find significance through
volunteer service, or will you find
significance within your work as a manager?
Anyone with any job description can make a
difference now.

No matter how important a course is to us, as 2. Who Cares about Management?

teachers, part of our responsibility is to “sell” a. This section seeks to speak to the often
our course to students.
“unspoken” questions on the minds of
A recurring theme in some of the “qualitative” students in any business class: Why do I have
business disciplines, like management and to take this course? How will the “stuff” in
marketing, s that it is all “just common sense.” this course help me on a practical basis –
Consider pointing this out to students: Over 90% NOW?
of all new businesses fail before their fifth year.
And, only 1 of 100 new product introductions is
b. The text offers several answers to these
successful. This would seem to indicate that concerns:
effective management is “uncommon” and that i. Effective management does require
acting with “good sense” is rarer than we think. experience – but experience only makes
sense when viewed through the lens of
Ask: How might experience mislead concepts and ideas
us? ii. Many people do not expect or want to
become MANAGERS in title or position
Ask: Do you have any friends who – but careers often lead to supervisory
began as “just a worker” and then responsibilities
became a supervisor? iii. Management is BOTH positional AND
personal – that is, every student must
Ask: What attitudes and actions manage relationships, time. Finances,
might be needed to successfully courses, assignments, etc. EXHIBIT 1
manage some of the tasks listed in details the ways in which students ARE
Exhibit 1-1? managers.

Throughout this text the student will encounter 3. Management Pyramid (Exhibit 1-3 and
models – these are graphical/text representations Exhibit 1-4)
of a concept – that help make the “invisible”
visible. Models simplify and focus – that is their
a. .The Management Pyramid focuses
power AND their problem. Simplification can attention on three central dimensions of
leave important factors out or suggest easy management:
theoretical “answers” to complicated “real i. Being and Becoming: Who we are as
world” challenges. And, focus may lead us to individuals, organizations and as a
ignore or trivialize what may turn out to be
essential.
community - our identity, spirituality,
Some people might dismiss the importance and values, character, moral standards,
substance of “feeling” in management. Feelings worldview, assumptions, virtues,
are far more than mere emotions. Feelings are purpose, and calling.
emotionally charged attitudes that reflect how ii. Thinking and Feeling: mental
we think AND respond to issues and people.
“Intuition” can be thought of as having roots in
awareness of self, of others, and of the
both thinking and feeling. situation; emotions, patterns of thinking,
perception, worldview that characterize
Exhibit 1-3 is illustrative, not exhaustive – and us as individuals, organizations and as a
verses should be examined in their context. community.
iii. Action
b. T three “levels apply to individuals,
Ask: How would you critique the organizations and communities – in fact,
Management Pyramid Model? What concerted progress must involve coordination
does it leave out – and what would and cooperation at all three levels
they add to the model? What does it c. The model doesn’t have to imply that
over-simplify? How does it compare religious beliefs, thoughts, and actions are
to other management models such as always consistent. Once a person becomes a
Maslow’s Hierarchy of Needs? Christian. It means that the Christian attempts
to live a consistent life.
Being and becoming can suggest “character
traits” – moral and mental qualities (such as
d. Research into human behavior has confirmed
honesty, frugality and ingenuity. Ask students that we are not always consistent.
how such character traits are developed and Psychologists call our inconsistencies
sustained over time. cognitive dissonance.
e. Actions involve both consideration (decisions)
Ask: What is the impact of spiritual and commitment. Action changes things –
inconsistency – and how it might be thinking/feeling only changes our minds.
resolved? This text in later chapters will focus attention
on the commitment and coordination of
Ask: Imagine workplace situations resources and the importance of excellence in
where the three levels of the model execution.
might be in disharmony resulting in
“cognitive dissonance?”

Ask: Which of the three levels of the

Managerial Pyramid do you think is
  Most important?
 Most complex?
 Most prone to failure?

Ask:
 How does this conceptual model
encourage thinking about faith
integration?
 Can our actions ever influence
who we are?
 Is it appropriate to apply this
model at the society level?

The questions at the bottom of page 9 of the text 4. Faith Perspective on Management
are excellent discussion starters. Here are some a. The goal of this book is to help Christian
other questions to ask related to the top set of
questions:
managers develop a better understanding of
1. In what ways could the Christian faith help how their religious faith influences their
or encourage managers to be more management thought and action and how
effective” they can be more effective and efficient as a
2. Would you expect Christian workers to be Christian manager.
more productive than non-Christian
workers in general – and why?
b. Big Questions. This text is not about
3. How should Christians balance economic providing answers to every question – rather
vs. environmental concerns? the aim is to help students explore questions
4. Would you think that strong Christian that will arise in their journey toward
beliefs would help or hinder a manager’s business excellence and Christian maturity.
ability to communicate in the organization?
c. The Concept of Worldview.
These two “common” worldview elements need i. Worldview is “a set of
to be explored. Ask students what the workplace presuppositions—assumptions which
implications of these two ideas could be. may be true, partially true, or entirely
false—which we hold—consciously or
Sometimes teachers focus on “knowing all the
subconsciously, consistently or
answer.” Effective teaching practice often seeks inconsistently— about the basic makeup
to engage students by asking the BIG of our world.”
QUESTION or stating a BOLD PREMISE. For ii. 1. Worldview: attempts to see every area
example, “Discuss why managers should be paid of life and thought as an integrated
more than the people who actually produce a
product or service?”
whole; is exploratory; is pluralistic;
guides social behavior; and it is a work
EVERYONE has a worldview – a set of beliefs in progress
that underlie the way we see and make sense of iii. Elements of a Christian worldview that
our world. That worldview can be thought of as are common to many Christian traditions
a “mindmap constellation” made up of:
 fully AND partially formed ideas
include the following fundamental
 long-held AND recently acquired ideas beliefs:
 Carefully evidenced ideas AND ideas held wit a) Spiritual and material dimensions of
little evidence life cannot be separated. Life is an
integrated whole.
b) The standard (norms) of conduct in
 the spiritual and material
There are many different ways to approach the dimensions of life is guided by the
bible ranging from seeing it as a book of wisdom
just like other “scriptures” of other faiths, to
faith community’s interpretation of
belief that the bible is the unique, infallible and the Bible.
exclusive Word of God.

One way to avoid “forcing” a particular view of

the Bible is to suggest that the class agree that
the bible is an authoritative (what it says is
important) and applicable (it helps guide
practical decision making).

d. Use of the Bible and Biblical Teachings in

the Study of Business
This theme list is illustrative, not exhaustive. i. Some important interpretive “rules” to
Other themes might include: follow:
 The nature of faith, hope and love
a) Weigh the entire biblical record taking
 The source and impact of sin
 The variety of ways we worship God into context its historical context
 The nature of servanthood and stewardship b) Look for broad, guiding themes to
 The partnering-empowering of the Holy Spirit provide context for individual
passages.
c) Acknowledge that well-meaning
Christians may reach different
These common themes offer a great way to ask conclusions about how the bible
three important questions about each: speaks to particular management
 WHAT … (is the character of God, the ideas and issues
creation-fall-redemption narrative, etc.) d) Inclusion in the biblical text does NOT
 SO WHAT … does this understanding help us have to signal God’s approval of
analyze workplace issues?
the behavior describe by that text.
 NOW WHAT … should we do/avoid doing
because of this analysis? e) Some biblical principles will be
consistent with current management
practice – others may challenge
such practices
ii. Some important “anchoring” themes in
the biblical record:
a) The eternal Character of God
b) The Creation narrative
c) The Creation-Fall-Redemption
narrative
d) The essentiality of living in
Community
e) The nature of Covenant relationships
between God and men, and men to
men
f) The impact of vocational Calling
Definitions are not merely mental abstractions. 5. Contemporary Management Thought and
They are descriptions invested with practical, Practice.
emotional and moral power.
a. Definitions of management – the text
Not every student will be “into” the entomology examines the historic linguistic roots of the
of words. Remind them of this bigger picture: term “management” as well as several
Words are simply “symbols” that seek to capture popular contemporary definitions
the real world ideas we live with, The study of b. Most definitions contain elements related to
words can yield insight into the real nature of
things being described.
(see Exhibit 1-5):
i. Creating, growing and sustaining
relationships
ii. Acquisition and utilization of material,
human, technological and financial
resources
iii. Dealing with complex decisions that are
ambiguous and that involve real trade-
offs
iv. Leveraging various systems and
processes

c. An alternative definition: Management is

This definition is, like all definitions, composed accepting the trust that others have placed in
of an interconnected set of ideas. Ask students to
“parse” (take apart) and discuss each of the
you as a manager and taking responsibility
composite ideas: for who you are, how you think and feel, and
 Accepting (an act of voluntary engagement) what you do in serving a community of
 Trust (belief in the integrity of the other) people, helping them collectively to create
 Others have placed (trust is a gift to be meaningful value for society by serving
earned not a right) higher spiritual goals.
 Taking responsibility (agreeing to be
accountable)
 Who you are (being-becoming)
 Collectively (building a team)
 Creating meaningful value (being effective
and efficient)
 Higher spiritual goals

Ask: What are the strengths of this

alternative definition? What are some
of its weaknesses? What does it leave
out that should also be considered?

There has been a long time debate over which of

these two matter most – would you rather do the
right thing inefficiently, or the wrong thing d. The importance of Effectiveness and
efficiently? Efficiency – the two terms have to do with
 goal achievement (being purpose-driven) and
Highlight the distinctions between resource utilization (being performance-
efficiency and effectiveness using driven) (see Exhibits 1-7, 1-8 and 1-9)
Exhibits 1-7, 1-8, and 1-9.

Point out the major spiritual challenge

inherent in each concept. (Exhibit 1-9)

Ask:
 Why is worldview important?
 Does worldview reduce the
importance of the traditional
“big issues?”
 What are the questions you have
regarding management?
 What management topics would
you like to learn about?

These alternative perspectives reflect different 6. Other Perspectives on Management

questions being asked - for example, what skills a. Managerial functions
do effective managers have?
b. Managerial roles
Highlight the distinction between functions, c. Managerial skills
roles, skills and processes. d. Managerial levels
e. Managerial processes
Ask: Where do you see yourself right f. Managerial economic sector contexts
now in your student experience in g. Managerial cultural contexts
terms of these other perspectives?
What managerial functions do you
perform now? What managerial role
do you have? What management skills
are required of you now? Etc.

Ask:
 Which perspective is most
interesting to you?
 Which is most useful? Why?

Exhibit 1-15 charts out the differing demands 7. Transitioning from non-management to
and perspectives of managers vs. employees. management roles and responsibilities. (see
Exhibit 1-15)
Point out that even non-management workers
have to do some managing, if for no other
reason, they must manage their own tasks and
coordinate their efforts with other workers,
vendors and/or customers.
Ask:
Have any of you (or someone you
know) had the opportunity to
transition from a non-management
role to a managerial role? What was
it like for you?
Consider that tension is not entirely bad. Pianos 8. Managerial Tensions
and guitars that lose their tension become “out of a. The pressures of priority and time
tune.” Bicycle spokes that lose their tension
cause the wheel to wobble and be “out of
management
round.” Students who feel no tension to study for b. Exposure to criticism
an exam may put little effort into their c. Dealing with contradictory needs and desires
preparation. SO, remind students that tensions of subordinates and superiors
also represent opportunities and motivation to d. Ambiguity
handle our responsibilities with drive and
maturity.
e. Dealing with information imperfections
f. Coping with change and uncertainty
Ambiguity, trade-offs, dilemma, and paradox is g. Making difficult and controversial trade-offs
the language of uncertainty. The purpose of this h. Choosing between two or more unpleasant
discussion is to remind students that effective alternatives (dilemmas)
(and efficient) managers must develop a whole
range of understandings and competencies to
i. Dealing with paradox
successfully handle their work. There are no j. High stakes, high risk choices
simple answers to the complex and challenging
responsibilities of managing.

Students might be familiar with some or all of

these pressures since many have worked/are
working … and some of the tensions refer to
tensions students themselves might be
“managing” in their academic lives.

Ask:
 Which of these tensions have you felt
as a student, and how have you
handled these (encourage students to
talk about their successes and
failures)?
 Which of these tensions do you feel
best prepared to handle today – and
which do you feel less able to handle
– and why?
 How well is your business education
preparing you to handle these
tensions?
 How are these tensions different
from “emotional tension?”
 Why does managerial work contain
tensions?
Invite students to look up definitions of
“tension.” Ask: What is constructive
about tension in these definitions?

Challenge students: Critique the

“proverbs” in Exhibit 1-17. In what
ways is each both true and false?

Answers to Discussion Questions

When presenting these discussion questions during a class period, you may find that students are
hesitant to speak up in the context of the whole classroom. If this occurs, divide students into
small groups of three to five persons per group. Ask them to discuss the question in their small
group first. After three or four minutes of small group discussion, ask students to report what
they heard in their small group. Restructuring the classroom in this way usually increases the
participation and active engagement.

Some of these questions do not have a “right” answer.” These questions are not meant to have
students just parrot back what the textbook says. Remind students that the questions are meant to
be catalysts for them to think deeply and creatively about the textbook material, and then to
encourage them to respond thoughtfully and creatively to the issues the question is addressing.
Remind that simple “yes” or “no” answers are not what you are looking for and that it is as
important WHY a student believes something as it is WHAT they believe.

This being said, we are able to discern between effective and ineffective responses by the
following criteria:
 Does the response reflect and accurate understanding of what the textbook said (definition of
terms especially)?
 (For written answers) Is the response well written (spelling, grammar)?
 Does the response reflect an understanding of the primary intent of the question?
 Does the response properly address workplace concerns versus being too vague and/or
unapplied?
 Does the response clearly discuss both WHAT the student believes and WHY they believe
that?

1. What is the difference between non-Christian managers who understands their

responsibilities to superiors, to workers, and to society, and managers with a
Christian worldview?

Students could utilize the Managerial Pyramid to discuss how ACTIONS may be similar but
 THOUGHTS/FEELINGS and BEING/BECOMING may differ. The student might also note that being a
Christian does not automatically bestow on a person skill, competency and experience.

2. Do you think that managers who are actively involved with a faith community
should get better performance out of their organizations than managers who are not
actively involved? Why or why not? Will their performance be different, or will
their experience be different?

Many students may want to say that there would be no difference – use this an occasion to discuss the fact
that REAL faith makes a REAL DIFFERENCE in all areas of our lives. If they believe faith frequently has
little workplace impact, press them a bit as to whether this SHOULD be the case.

3. As a middle manager what would you do to break “the vicious cycle” described in
this chapter?

This refers to the material in Exhibit 1-11. “Cures” suggested to break the vicious cycle might be rooted in
the actual faults listed in the table – for instance, senior managers could practice active listening – restating
the subordinates’ statements, asking for clarification, and stating the points made by the subordinate in a
different ways.

4. In terms of how you think as a manager, contrast the difference between “behavior
patterns” and “systemic structures.”

This question focuses attention on the contrast between relational/interpersonal patterns of behavior, and
those policies and procedures designed into the organization.

5. What are the weaknesses of the being–thinking–action model? What does it leave
out? Does it fairly characterize life’s experience as you see it?

There could be many possible responses

Among the possible weaknesses cited could be:
 It places “thoughts and feelings at the same level – managers should base their decisions on
thoughts primarily
 Being is defined very broadly – it seems to include everything that might ever have influenced
us.
Among the things left out might be:
 Action is not the final part of managers – what about results and feedback>
 Between being/becoming and thinking/feeling should be a level called “Experiencing”

6. When you read the description of dilemmas and paradoxes, what situations came to
mind that you have experienced in your life?

Answers should offer concrete applications

7. Why is thinking so important to a manager?

Hopefully students will discuss issues related to the need to make sense of all we have experienced, as well
as the need to debate/deliberate issues in group setting.

8. If being drives thinking, which in turn drives behavior, how can action change who
 you are?

As we act we experience results, which may cause us to rethink our assumptions, our understanding of
issues, and so on.

9. Why is it important to immerse yourself in management work in order to learn

what it really means to be a manager? In other words, why is it so difficult to teach
management through a book?

Student responses should highlight the value of experience – making decisions with real consequences,
learning the ways things “really” work on the job. Experience gives us a firmer grip on human nature –
especially our own.

10. Contrast managers at different levels of authority. Which level of management

authority is the most attractive to you? Why?

Students could utilize the information

 in Exhibits 1-7and 1-8
 from Mintzberg’s Managerial Roles
 the text’s discussion on “Differences in Organizational Level”

As a follow-up question you could ask, “Which of the roles is most important?” or “Which of the roles
calls for the most skill?”

11. If you had $100 to spend on your entire management education, how much would
you spend, and why, on the following items? Theory and principles Practice.

There is no right answer here – but it is very important that students explain their “why” clearly and
convincingly.

12. What are the potential downside risks of each of the following?
a. Learning management on the job rather than in school.
b. Learning management in school rather than on the job

Some possible answers:

Learning management on the job rather than in Learning management in school rather than on the
school – downside risks include … job – downside risks include …
Would be industry specific – foodservice Schools focus on concepts and models that might
management is different from managing a apply in many situations – but could be
manufacturing plant inapplicable to a particular work situation
OJT is very operational and focuses on how to get Most school education focuses on ideas about
things done – experience does not necessarily people in general – handling relationships well
teach us how those things get done (productively) may receive little attention
OJT often focuses on technical skills, providing Most school education is abstract rather than
less of a foundation in conceptual skills concrete. There often is little time spent on
practical application of abstract ideas to real world
settings.
Practice makes “permanent,” not necessarily It is hard to really retain “book learning” without
“perfect.” What works in one workplace setting the practical experience to hand those ideas on.
may be just the wrong thing in another,
13. Reflect on a personal experience you have had with a manager. Was this manager
successful? To what degree did each of the following contribute to the manager’s
success (or lack of it): human relations skills, technical skills, conceptual skills?

This question related to an older model to describe the skill set that each level of management would need
to successfully do their job.

14. What important management perspectives can we learn from Ephesians 4:1–16
(Unity in the Body of Christ)?

Eph 4:1-16 Therefore I, the prisoner of the Lord, implore you to walk in a manner worthy of the calling
with which you have been called, Eph 4:2 with all humility and gentleness, with patience, showing
tolerance for one another in love, Eph 4:3 being diligent to preserve the unity of the Spirit in the bond
of peace. Eph 4:4 There is one body and one Spirit, just as also you were called in one hope of your
calling; Eph 4:5 one Lord, one faith, one baptism, Eph 4:6 one God and Father of all who is over all
and through all and in all. Eph 4:7 But to each one of us grace was given according to the measure of
Christ's gift. Eph 4:8 Therefore it says, "WHEN HE ASCENDED ON HIGH, HE LED CAPTIVE A
HOST OF CAPTIVES, AND HE GAVE GIFTS TO MEN." Eph 4:9 (Now this expression, "He
ascended," what does it mean except that He also had descended into the lower parts of the earth? Eph
4:10 He who descended is Himself also He who ascended far above all the heavens, so that He might
fill all things.) Eph 4:11 And He gave some as apostles, and some as prophets, and some as
evangelists, and some as pastors and teachers, Eph 4:12 for the equipping of the saints for the work of
service, to the building up of the body of Christ; Eph 4:13 until we all attain to the unity of the faith,
and of the knowledge of the Son of God, to a mature man, to the measure of the stature which belongs
to the fullness of Christ. Eph 4:14 As a result, we are no longer to be children, tossed here and there
by waves and carried about by every wind of doctrine, by the trickery of men, by craftiness in deceitful
scheming; Eph 4:15 but speaking the truth in love, we are to grow up in all aspects into Him who is
the head, even Christ, Eph 4:16 from whom the whole body, being fitted and held together by what
every joint supplies, according to the proper working of each individual part, causes the growth of the
body for the building up of itself in love. (New American Standard bible)

Some possible observations

 Eph 4:1 Therefore I, the prisoner of the Lord, implore you to walk in a manner worthy of the
calling with which you have been called,… Manager’s should make sure that their “walk” and
their “talk” are consistent and express the best of their character and position.
 Eph 4:2 …with all humility and gentleness, with patience, showing tolerance for one another in
love…  Managers could order people around, depending on their positional power. However,
the most effective managers lead their people and depend on their relational skills, especially
when people are on a learning curve and may be making mistakes.
 Eph 4:15 but speaking the truth in love, we are to grow up in all aspects into Him who is the
head, even Christ, …  Manager s should always speak the truth – this does not, however,
demand that we speak in insulting or angry ways. HOW we say what we say does matter.

15. What important management perspectives can we learn from Luke 16:1–13
(Parable of the Shrewd Manager)?

Luke 16:1-13 Now He was also saying to the disciples, "There was a rich man who had a manager, and this
manager was reported to him as squandering his possessions. Luke 16:2 "And he called him and said
to him, 'What is this I hear about you? Give an accounting of your management, for you can no longer
be manager.' Luke 16:3 "The manager said to himself, 'What shall I do, since my master is taking the
management away from me? I am not strong enough to dig; I am ashamed to beg. Luke 16:4 'I know
Management A Faith Based Perspective 1st Edition Cafferky Solutions Manual

what I shall do, so that when I am removed from the management people will welcome me into their
homes.' Luke 16:5 "And he summoned each one of his master's debtors, and he began saying to the
first, 'How much do you owe my master?' Luke 16:6 "And he said, 'A hundred measures of oil.' And
he said to him, 'Take your bill, and sit down quickly and write fifty.' Luke 16:7 "Then he said to
another, 'And how much do you owe?' And he said, 'A hundred measures of wheat.' He *said to him,
'Take your bill, and write eighty.' Luke 16:8 "And his master praised the unrighteous manager because
he had acted shrewdly; for the sons of this age are more shrewd in relation to their own kind than the
sons of light.
Luke 16:9-13 "And I say to you, make friends for yourselves by means of the wealth of unrighteousness,
so that when it fails, they will receive you into the eternal dwellings. Luke 16:10 "He who is faithful in
a very little thing is faithful also in much; and he who is unrighteous in a very little thing is unrighteous
also in much. Luke 16:11 "Therefore if you have not been faithful in the use of unrighteous wealth,
who will entrust the true riches to you? Luke 16:12 "And if you have not been faithful in the use of
that which is another's, who will give you that which is your own? Luke 16:13 "No servant can serve
two masters; for either he will hate the one and love the other, or else he will be devoted to one and
despise the other. You cannot serve God and wealth."

This is a very challenging passage, and that is why it was chosen! Students may find it difficult to
understand why the “business owner” praised the shrewdness of his subordinate manager who actually
“cheated” him. Encourage the students to “step around” this issue and to focus on the specifics the story
presents:
 Effective managers understand the desires of their superiors
 Effective managers build mutually beneficial relationships with others
 Seeking to be faithful in smaller and “less important” tasks will often pay off by promotion to
greater levels of responsibility

16. What responsibility do humans have for those persons who are unable to contribute
productive labor in society?

This question is aimed to begin a discussion about our moral and spiritual obligations to others – it may
also lead to a discussion of social responsibility of companies to stakeholders in their community. Students
will disagree about the breadth of their individual/corporate responsibility. Be sure to have them express
WHY they believe what they believe. Also, consider probing them with HOW these responsibilities should
be carried out.

Several In-class Exercises are designed to engage students in debate and discussion of important issues.

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