Supervisor_s Survival Kit, 11E Cliff B. Goodwin Solution Manuals

Type:

Solution Manual

Resource:

Supervisor's Survival Kit

Edition:

11

Author(s):

Clifford R. Goodwin

Leader’s Guide to accompany

SUPERVISOR’S SURVIVAL KIT ELEVENTH EDITION CLIFF GOODWIN DANIEL B. GRIFFITH Indiana University Purdue University Indianapolis (IUPUI)

CONTENTS INTRODUCTION………………………………………………………………………………………………..1 GENERAL SUGGESTIONS ON HOW TO USE THE BOOK…………………………………………………1 ADVANTAGES OF USING THE END-OF-CHAPTER SUPPLEMENTAL MATERIALS …………………1 SPECIAL SUGGESTIONS FOR EACH CASE STUDY……………………………………………………......2 SPECIAL SUGGESTIONS FOR EACH ROLE PLAY…………………………………………………………4 GIVING TESTS……………………………………………………………………………………………….....9 TEST QUESTIONS………………………………………………………………………………..……………10 OPTIONAL ACTIVITIES FOR EACH CHAPTER…………………………………………………………47

INTRODUCTION SUPERVISOR’S SURVIVAL KIT has become increasingly successful both in the classroom and in organizational management-training programs. A number of major corporations are training and developing their supervisor with this text and supplemental materials.

Prior users of SUPERVISOR’S SURVIVAL KIT are familiar with the Self-paced Study Guide (work book), which was available as a supplement to this text. New to the 11 th edition, most of this material is now incorporated in the back of each chapter of the text, thereby eliminating the need to purchase a separate Study Guide. This material includes performance checklists, application exercises, true/false questions (with answers in the back of the book) and personal growth exercises. These materials assist students in making the most of their learning experience. All students can benefit by engaging in these activities and exercises as they read the text on their own or as part of a supervisory training course. Instructors have discovered that using these materials strengthens their training program.

This Leader’s Guide provides the instructor additional instruction on how to teach the text and facilitate role plays. It also provides additional insights on the role plays and case studies that will help the instructor guide students and enhance the learning experience. For prior users of SUPERVISOR’S SURVIVAL KIT, please note that cases formerly referred to as “mini-games” are now called “role plays.” The Leader’s Guide for the 11th edition also includes more true/false and multiple choice questions for use for testing purposes than were provided in prior editions.

GENERAL SUGGESTIONS ON HOW TO USE THE TEXTBOOK Instructors generally choose one of two patterns in using the book. The first approach is the simple and successful procedure of discussing a chapter one class period lasting approximately 1 hour and 15 minutes (using the discussion questions at the end of the chapter) and using a case study or playing a role during the next class period. This pattern can consume approximately 40 contact or classroom hours. The time required to administer examinations and discuss outside assignments may require more time.

An alternative plan is to use a case study or role play every third period in order to provide more time for special material introduced by the instructor, oral reports from students, guest speakers, and other activities.

This approach can also consume approximately 40 hours of classroom time.

ADVANTAGES OF USING THE END-OF-CHAPTER SUPPLEMENTAL MATERIALS The supplemental material at the end of each chapter gives the learning that students gain from each chapter an added dimension. It provides the student with additional content not presented in the formal chapter text. The instructor may find it beneficial to refer to this material to further illustrate or explain a concept. This material includes a performance checklist, discussion questions, a case student or role play, true/false questions, an application exercise, and a personal growth exercise. Student learning will be enhanced when this supplemental material is used as an integral part of the course as illustrated below.

Many instructors discovered that the combination of the traditional treatment of subject matter in the chapter text and end-of-chapter supplemental material gave them a powerful but practical approach better suited to their needs (and to those of the students) than theory-oriented texts that are less engaging. Specific advantages include: 1. Learning takes place outside the classroom. Students enjoy the sophistication and involvement of the supplemental material, and their enthusiasm makes classroom time more enriching.

2. Additional outside assignments (when desirable) can be assigned from the supplemental material at the end of each chapter.

3. Students who miss a class period have a vehicle that helps them keep pace without individualized instruction from the teacher.

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4. Answers to questions in each chapter and suggestions on how the author would respond to the various exercises and cases are at the end of the text. All of this facilitates self-learning outside of the classroom.

5. The supplemental materials challenge the more capable and experienced student; they can be a lifesaver for the inexperienced student.

6. In industry, where seminar time is limited, the supplemental material permits measurable progress on a home-study basis.

SPECIAL SUGGESTIONS FOR EACH CASE STUDY Most of the cases (and all role plays) are built around the nine personalities profiled in the back pages of the textbook. It is recommended that time be devoted to a discussion of the roles ahead of time to build interest and save classroom time later.

The following comments are designed to help the instructor make the most of each case. Read these comments again just prior to introducing cases in class.

CASE STUDY: CHOICE (CHAPTER 1) This is an easy but exciting case to start with. Renee is highly self-motivated, capable, and assertive; Marty is less assertive but more sensitive to the needs of others. Which one should be promoted? Try to get students to take sides. Before you start, suggest that everyone review the profiles of these two people. Discussion will bring out the characteristics required to be a successful supervisor. These traits can be listed on the board. Do not take sides yourself. The truth is both Renee and Marty could be excellent supervisors.

CASE STUDY: APPROACH (CHAPTER 4) An easy follow up to the case study in Chapter 1, this problem is designed to generate a lively discussion of the way Marty intends to take over. Raise these questions: Will employees take advantage of him?

Might he gain temporary popularity but little respect? Can he afford to spend so much time being a “model”?

Give everyone a chance to express opinions on this one. Solicit reactions from a few who have yet to contribute.

CASE STUDY: PERFORMANCE BARRIERS AND SOLUTIONS (CHAPTER 4) This case is designed to challenge students to take a deeper look at the true causes of many performance problems and to identify solutions. The role profiles highlight many causes that may be attributed to barriers that are internal to the performer, which generally comprise 20% of all typical performance barriers experienced in organizations. Challenge the class to dig deeper and consider what external organizational issues may exist that could to employees’ performance problems and generally comprise 80% of all typical performance barriers experienced in organizations.

CASE STUDY: REQUEST (CHAPTER 5) Ask class members to write their answers to this problem as an assignment to be turned in for grading purposes. This procedure will involve everyone. You can read a few answers in class (perhaps from those who have yet to speak up) to start a good, open discussion. The idea is to develop the best possible plan to help Jane Pitts, who is a good producer, and perhaps improve the way Gerald works with people. (Organizations are using flex-scheduling to solve this kind of life-style problem.) Don’t hesitate to express your personal opinion.

CASE STUDY: ACCULTURATE VS. ACCOMMODATE (CHAPTER 8) Depending on students’ personal inclinations, they may lean more towards either Julie’s or Karl’s point of view. However, it is important to recognize that both Julie and Karl have valid points. To maximize Julie’s contribution and unique skills, there is a need to accommodate her so she feels her contributions will be valued. At the same time, she should be more sensitive to Karl’s concerns and understanding of why he might 2

feel hurt by her comments and behaviors. To that extent, there is a need to help Julie acculturate in order to be more respectful of the work culture and more cooperative with co-workers like Karl.

CASE STUDY: TECHNIQUE (CHAPTER 9) Students love this one. Elicit the idea that assumptions should be questioned and tested. The male friend who visited Julie at work, for example, could be her brother bringing the lunch that she forgot. Emphasize that counseling is nothing more than talking things over openly. It is generally accepted that counseling— one-on-one private discussion—is the most useful tool in the supervisor’s kit.

CASE STUDY: STAFFING, PART 1 (CHAPTER 11) This case is designed to apply skills used in interviewing applicants. Have the students select appropriate criteria from which they will select the most qualified applicant.

CASE STUDY: STAFFING, PART II (CHAPTER 11) This case is designed to help students gain a complete understanding of the distinctions between partand full-time employees as well as the distinctions between employees and independent contractors, and the criteria required to make these determinations.

CASE STUDY: TRAINING (CHAPTER 13) There are three flaws in Bill’s plan. First, he is being high-handed in imposing it. His strict discipline line may provoke a negative reaction. Second, seeing each new employee, sponsor, and supervisor in his office at the end of thirty days could consume too much of Bill’s time, especially if the organization has normal turnover. Third, the three-day reward system would be difficult to administer. Spend some time building a better approach to training new employees, using ideas contributed by the class. The case should pinpoint the training problem.

CASE STUDY: THINKING (CHAPTER 15) The purpose of this case is to provoke a discussion that will help students sense that the ability to concentrate is valuable both on and off campus and that the power to concentrate that comes from learning how to study is vital when it comes to solving work problems.

CASE STUDY: ANALYSIS (CHAPTER 15) The purpose of this case is to convince class members that with proper analysis and planning they can do superior work without working extra hours. Ask students what Ricardo is doing wrong and put their criticisms on the board. Add any suggestions for improvement to the list. Participation should be spontaneous.

Students should also realize that the solution to inefficiency and stress can often be found through analysis of the supervisor’s time management skills and not reliance on external solutions, such as hiring an assistant, which are not always easily obtained due to budgetary and other resource constraints that are beyond the supervisor’s control.

CASE STUDY: PLANNING (CHAPTER 16) Gerald (somewhat structured) and Yolanda (more informal) take sides on the issue of planning. After a good discussion, make the point that supervisors must adapt their planning to their own style. The important thing is that the plan works, not whether it is written or unwritten, structured or unstructured.

CASE STUDY: INTIMIDATION (CHAPTER 19) The problem of Karl, an employee who demands special favors, is a popular, lively case. Save ample time to develop an option to the steps presented in the textbook. Unless Ricardo maintains his discipline line with Karl, he may lose the respect of both his superiors and those who work under him. He does not, however, want to convert Karl into a perpetual problem employee. How can Ricardo win him over?

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CASE STUDY: DECISION (CHAPTER 20) Let this discussion run as long as possible. This is a typical problem: ambition (desire for upward mobility) versus life-style values. Try to elicit the opinions of students who have faced such a decision. If you wish, use the words “stabilizer” and “scrambler.” Can Eric really have his cake and eat it, too? Be sure to use this one before you run out of time.

SPECIAL SUGGESTIONS FOR EACH ROLE PLAY Role playing may not be for all instructors, but those who try it usually like it. If you have yet to try the technique, you will discover that it can put more excitement into your classroom environment and allow more learning (insights) to take place. Observers should be selected to offer their observations to the class and to those who played the roles. Observers usually learn more than any others. Role players should be volunteers.

WHAT IS ROLE PLAYING? Role playing is acting out structured roles in simulated situations to facilitate learning. It is serious but enjoyable play-acting on the basis of a short role profile instead of a full script. It puts the player into a role but does not tell him or her what to say. Once the individual becomes familiar with the role, he or she usually has no trouble dealing with the simulated situation. In fact, the excitement and involvement created is highly stimulating to role players and observers alike. Most students assume such roles quickly with considerable confidence. Some prefer to begin as observers but usually volunteer for roles after two or three games have been played. Students seem to enjoy assuming personalities and behavior that are different from their own. The roles are not scripted and the student may need to make up additional information as the situation unfolds.

When this happens, instruct the role players to simply behave and react as they would normally in this type of situation.

WHAT ARE THE ADVANTAGES OF ROLE PLAYING FOR STUDENTS? (1) The student usually feels less inhibited playing a role because there is no need to protect his ego.

(2) The results and insights of the game can be seen more clearly and studied more objectively because there is no need for a person to defend the role played. (3) Role playing gives both the players and observers new insights into human behavior that cannot be learned from books or normal classroom discussion. (4) The technique is very stimulating and therefore creates an improved learning climate. (5) Players get a chance to practice dealing with difficult and delicate relationships without taking real personal risks. (6) It helps those involved to improve their self-confidence and ability to communicate.

WHAT ARE THE ADVANTAGES OF ROLE PLAYING FOR THE TEACHER? (1) Student learning is improved through active participation. (2) Classes are more interesting and exciting for the instructor as well as the students. (3) Preparation time is reduced measurably.

HOW ARE ROLE PLAYS STRUCTURED? Role plays have been kept simple so that students can understand how to play them merely by reading them. The teacher needs only to: (1) Assign the roles. It is sometimes necessary to assign roles in advance. If, however, a student who was previously assigned to a role does not attend class, a substitute can be assigned easily because all students will be familiar with the roles. Allow time to reread each game before beginning to play it. (2) See that the participants are given a chance to refresh their memories before the role play actually starts, even when roles are assigned in advance. This review usually takes about five minutes and gives the instructor (who probably has reread the role play before class) time to arrange for any last-minute details. (3) Make sure everyone is aware of the special instructions for each role play. Because every role play is set up somewhat differently, be sure to review the role play ahead of time, noting its special requirements. Feel free, however, to make changes in a particular game or to experiment with role plays of your own.

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ARE ROLE PLAYS COMPLICATED? No. Role plays are easy to use for three basic reasons: (1) The same nine roles are used over and over again so that students become familiar with them and look forward to playing certain characters. (2) Once all roles have been studied by all class members, little class time is spent in getting into the roles. (3) Although the rules and procedures for making decisions differ with each role play they are so simple and direct that no one should have difficulty understanding them. After a few minutes of preparation, each role play unfolds easily and gracefully. At first, students may need a little encouragement to participate, but once they have had a little experience, their involvement becomes almost automatic. Once teachers begin to work with these role plays, they often become so involved themselves that they find it difficult to keep from intervening more than they should.

HOW DO I PREPARE FOR THE FIRST ROLE PLAY? Simply read the instructions regarding the role plays in the back of each chapter. Then devote enough time to explain the role play. It is usually best to have the students read the instructions and role profiles before class discussion. Most instructors make this the first class assignment. Some instructors give a quiz on the roles before playing the first role play to make sure students have some familiarity with each role. If you start with the first role play (which is recommended), it is a good idea to assign all roles in advance. Once you have played the first game, any anxiety you may have had will probably dissipate and you will look forward to future role plays as much as your students do.

SHOULD I USE NAME TAGS TO IDENTIFY THE ROLES BEING PLAYED? Yes. There are two recommendations regarding name tags. (1) Either have the players pin identification tags on their clothing or (2) prepare large name cards to be placed in front of each player, if tables are used. Many students prefer not to pin large cards or tags to their clothing, so it may be best to set up tables in front of the class, using name cards similar to those seen on television panel shows. Name cards for each role are located on the last page of this guide. Photocopy if you wish.

WHAT ARE THE LEARNING OBJECTIVES OF THE ROLE PLAYS? (1) To prepare students through simulation for actual management roles. Role plays involve students in the kind of roles they will play in the future. This stimulates the desire to learn and makes students better prepared emotionally for future responsibilities (and problems). (2) To give students insight into human behavior. Every role play provides a small window into human relations. Each player feels and adjusts to the stress and strain of various human relationships and power positions; each experiences how it feels to be in another person’s shoes; each player (and observer) learns to see problems from a broader perspective. Most role plays require a decision from both players and nonplayers. Making such decisions will give students more confidence in their ability as decision makers. (3) To put students into management roles so they can decide whether or not it is the career they want. (4) To improve the ability of all students to communicate more effectively. (5) To improve students’ self-concepts. Individuals can often see themselves better after having been someone else for a short time. The teacher and class members will quickly appreciate the personal growth of many students who had previously remained in the background.

HOW IMPORTANT IS THE DISCUSSION FOLLOWING A ROEL PLAY? Discussion is extremely important. It adds closure to the experience, which helps crystallize the salient points of the experience into a concept that can be retained easily by the students. A minimum of five minutes should be allowed for this purpose. As a change of pace, the teacher may sometimes turn over this summarizing responsibility to a capable student.

ARE THERE OTHER TIPS THAT WILL MAKE IT EASIER TO USE THE ROLE PLAYS? Here are eighteen ideas that will make the mini-games more effective and more fun for everyone involved.

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1. Have those playing roles form a panel in front of the classroom at the beginning of the period.

Group people close together to facilitate effective communication. If it is necessary to use a large lecture room, check on the availability of tables and traveling microphones.

2. All non-players should be silent during the role-playing sequences, but their contributions should be welcomed at the proper time.

3. The roles of Gerald and Yolanda are particularly significant because they represent very different management philosophies. Gerald represents more of a command and control philosophy while Yolanda represents the team approach to managing.

4. Feel free to move in on the role-playing sequences (a) when you have a special contribution to make that shouldn’t wait, (b) when things begin to drag, or (c) when someone violates a procedure or moves out of his or her role.

5. Often the teacher can help students learn more by deliberately taking an unpopular position to stimulate thinking. Do not hesitate to use this sort of technique if it fits your style.

6. Role playing can sometimes take a humorous turn. When this happens, let the group enjoy the fun.

7. Sometimes students want to come up with alternate or compromise solutions to those specified in the role plays. This approach is excellent but should be reserved until decisions have been made and votes have been taken, where applicable.

8. The voting aspects of some role plays are not crucial but are designed to get everybody, especially the observers, involved in the decision-making process. When everybody votes, involvement is increased.

9. It is a good idea to congratulate those who play their roles well and those who contribute significantly to follow-up discussions. In doing so, you maintain the game aspect of the exercise.

10. If your course schedule does not permit you to play all the role plays, you can select the ones you prefer or have a team of students select them.

11. Most of the role plays will require the full 50-minute period for complete treatment, so it is a good idea to make announcements, give assignments, and deal with other matters on alternate days.

12. Flexibility is very important. Role plays do not play the same way twice, so do not try to structure or direct them too much.

13. If the results of the first role play do not meet your standards or expectations, do not become impatient or discouraged. After the second or third role play, greater involvement and learning will occur. It always takes a while for a new class to become oriented to the role plays.

14. Students should be permitted to decline a role when they do not feel up to handling one on a given day.

15. Try to see that the role assignments are rotated so that everyone gets a chance to play a role at least once.

16. After you have played a few role plays, you may wish to ask students for suggestions that could improve future role plays.

17. When the assignment of certain roles in advance is not necessary, it is fun for the instructor to stand at the door of the classroom and let the students draw roles from an envelope as they enter. Another technique is to line up the role cards on the panel table and invite students to select the one they want to play.

18. You can stimulate interest in the role plays in many ways, such as (1) hints in advance, (2) showing an enthusiastic attitude toward the role plays, and (3) creating a relaxed climate. Although the role plays seem to fit the teaching style of most instructors, they should not be used unless you can be enthusiastic about them.

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HOW WILL I KNOW WHEN I AM GUIDING A ROLE PLAY SUCCESSFULLY? When the role play is successful, you will receive some of the following signals: (1) Student participation will be open and free. (2) Voices will get louder. (3) Laughter will occur more frequently. (4) Time will pass more quickly for you and the students. (5) Students will stay around after class or they will leave the classroom commenting on the games because they are still involved in the process. (6) You will find it difficult to reserve enough time for postgame discussions and a summary.

The following specific suggestions are designed to help you make the most of each role play.

ROLE PLAY: STRATEGY (CHAPTER 2) Starting tips: Write Strategy #1 and Strategy #2 on the blackboard and point out that everyone must vote for one or the other before the period is over. The possibility of other strategies will be discussed only after this is accomplished.

Desired outcomes: (1) Give students insight into the problem of establishing a discipline line regardless of the strategy used; (2) bring into sharp focus the difficult human problems involved in taking over as supervisor of a department; (3) provide experience in the role-playing technique.

Suggested summary: Make sure all students understand that there are many other ways to go about building a good discipline line, depending upon the personality and style of the supervisor who is taking over the department. Mention how important it is to get off on the right foot.

ROLE PLAY: WHAT DO EMPLOYEES WANT? (CHAPTER 3) Starting tips: On the board make two headings. Label one heading, “Employee’s Needs.” Label the other heading, “Employer’s Needs.”

Desired outcomes: Understanding by students of the similarities and differences between the needs of employees and the needs of employers.

Suggested summary: Discuss what students have placed under each heading and discuss ways that both groups can communicate their needs to one another and how each can meet the needs of the other.

ROLR PLAY: INTERVENTION (CHAPTER 5) Starting tips: Point out that this is a highly sensitive game and remind them that it is a very personal issue for Marty.

Desired outcomes: (1) This game will make participants and observers aware of the trade-off between immediate intervention in a personal problem and a drop in departmental productivity. The primary goal of the game is for everyone to see both sides clearly. (2) When considering how Marty might feel under these circumstances, students should become more sensitive to such problems. (3) Students should understand that an organization cannot permit lower productivity over an extended period of time without intervention.

Suggested summary: Point out that time does not seem to solve many human problems and that intervention, if handled well, can make a contribution to the welfare of the individual and the department.

ROLE PLAY: CLIMATE (CHAPTER 6) Starting tips: Be sure to have teams select a spokesperson for each group.

Desired outcomes: The most important outcome of this game is that all students realize that Ricardo permitted the morale of his department to become so low because he was not communicating with his employees. This game is highly successful if this one simple lesson is learned.

Suggested summary: Focus on (1) the danger of a supervisor’s losing communication with people without realizing it and (2) what can be done about it.

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ROLE PLAY: PHILOSOPHY (CHAPTER 7) Starting tips: Provide a brief overview of the various quality philosophies discussed in the chapter.

Emphasize quality as it applies to customer service.

Desired outcomes: That students make up their minds that it is the combination of quality products plus quality service that attracts and keeps customers.

Suggested summary: Point out that when an organization adopts and puts into practice quality philosophies the culture of the organization changes.

ROLE PLAY: CIRCLE VS PYRAMID (CHAPTER 8) Starting tips: Draw a circle and a pyramid on the blackboard and write the word “team” under the circle and the word “authority” under the pyramid. Explain why a team-oriented supervisor might lean in the direction of the circle and why an authority-oriented supervisor might lean in the direction of the pyramid.

Desired outcomes: Get participants to sense that they can use the “team concept” in almost any working environment. It is not a black or white situation— authority-oriented supervisors can incorporate some of the “team” ideas into their leadership style.

Suggested Summary: Communicate that when the chips are down, the approach that results in the highest quality and productivity of product or service is the winner.

ROLE PLAY: CONFRONTATION (CHAPTER 10) Starting tips: If possible, assign roles ahead of time to two students who have considerable selfconfidence. Have them read and reread their roles. Ask them to step outside the classroom while you explain the procedure to the class. Have Ricardo come in and sit down first. After Renee enters, Ricardo should initiate the dialogue and hold nothing back. Instruct the person playing the role of Renee to be as assertive as possible.

When the confrontation is almost over, it is okay for the person playing Renee’s role to resign. Have them switch roles and play again.

Desired outcomes: Students recognize the dangers when people let angry feelings boil inside them and then let them spill out too vehemently.

Suggested summary: Write out on the board those insights the students agree they have learned.

Please add your own ideas.

ROLE PLAY: TO DELEGATE OR NOT (CHAPTER 12) Starting tips: Read and discuss the case so everyone understands it. Divide into small groups. If possible, groups meet in separate rooms (or outdoors in good weather). If confined to the same room, groups should meet as far apart as possible.

Desired outcomes: (1) to impress upon students that proper delegating is not as easy as it appears; (2) to provide actual practice resulting in insights into the process of delegating; (3) to help students understand why supervisors do not always delegate as much as they should.

Suggested summary: List the key contributions coming out of the case discussion on the board. Also, you might point out that some experts believe the failure to delegate is the number-one mistake most supervisors make.

ROLE PLAY: OPTION (CHAPTER 14) Starting tips: Have students fully and openly discuss the two approaches or any alternative approaches before voting.

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Desired outcomes: Students learn that good supervisors carefully develop their best personal performance evaluation style, within guidelines set forth by top management. A positive, thoughtful approach, combined with a fair, honest method is always emphasized; open communication and unhurried discussion of long-term career plans is vital.

Suggested summary: Point out that a strong, effective, properly administered performance management process is an ongoing process, beneficial to both employees and management.

ROLE PLAY: PRIORITIES (CHAPTER 17) Starting tips: MAKE SURE THAT STUDENTS DO NOT TURN THE PAGE UNTIL THEY ARE TOLD TO DO SO. Make a really enjoyable game of this exercise. Students love it.

Desired outcomes: (1) When students compare their individual priority lists, they gain insight into the behavior patterns that may cause them to make mistakes in setting priorities. (2) Most students learn why the productivity of their employees is usually the most important factor involved and should therefore receive top priority.

Suggested summary: You might draw attention to the fact that many students spend more time defending their priorities than making them, indicating how quickly such decisions are made and how defensive many people are about them once they are made.

ROLE PLAY: TERMINATION (CHAPTER 18) Starting tips: Have students fully and openly discuss Bill and Ricardo’s positions before voting.

Desired outcomes: (1) Give students insight into the complexity and dangers of terminations. (2) Students will face the fact that terminations are sometimes necessary. (3) On the other side, they need to know the legal complications and why they must always have the support of upper management before such actions are taken.

Suggested summary: Make sure everyone understands that terminations must be documented and that counseling should occur well in advance of the action.

ROLE PLAY: CHANGE (CHAPTER 20) Starting tips: Go over the problem carefully before dividing the class into small groups.

Desired outcomes: A full airing and discussion is the primary goal, but a sound counseling strategy should be the end result. A master strategy (made up of the best suggestions from each group) can be outlined on the board.

Suggested summary: Congratulate all groups on their involvement and contributions. Point out that each case is unique and that when an employee cannot adjust to change it is best for both the individual and the organization to face the problem and take appropriate action.

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GIVING TESTS Listed below are questions that you may use to assess student learning. There are three types of questions: true and false, multiple choice, and short answer.

The authors suggest that you test student knowledge of text content every four to five chapters. Short previously announced or unannounced “pop” quizzes on each chapter are appropriate as they tend to motivate students to keep up with their reading. It is optional whether to give a comprehensive final or not.

The true and false and multiple choice questions assess students’ understanding of the material objectively. The short answer essay questions are more subjective in nature and require a higher level of reasoning to answer than do the other two types of questions. Using a variety of each is recommended.

TEST QUESTIONS FOR SUPERVISOR’S SURVIVAL KIT, 11TH EDITION.

Chapter 1: Should You Be a Supervisor?

TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. Managing is getting things done within an organization through other people. ___T___ 2. Most jobs require some contact with people, but the job of supervisor requires much more than most. ___T___ 3. Supervisors must prepare and implement plans. ___F___ 4. Front-line supervisors usually find it more difficult to locate a new job should their firm downsize, right size, or simply shut its doors and go out of business. ___T___ 5. Supervisors sometimes find themselves in the middle of complex human problems that seem to have no possible solution. ___T___ 6. A position as a supervisor could mean longer hours without overtime pay. ___F___ 7. Becoming a manager is injurious to one’s physical and mental health because of excessive pressures. ___F___ 8. The CEO is generally expected to possess a great deal of technical expertise among those he or she leads. ___T___9.

Human relations skills are those skills that are required to get along with other people.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___a___ 1. Becoming a supervisor is often the best way to achieve: (a) A better-than-average income quickly if you don’t have a technical skill or a professional specialty, (b) A great deal of unhealthy stress, (c) Power and authority, (d) Less work for more money. ___b___ 2. Approximately what number of positions are supervisory or management? (a) One out of 10, (b) One out of 9, (c) 50%, (d) None of the above. ___d___ 3. Justice, fairness, right and wrong are what kind of leadership skills? (a) technical, (b) human relations, (c) supervisory, (d) conceptual. ___c___4.

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The ability to recognize and take advantage of the unwritten and unspoken rules, norms, roles and channels people use to get thing done is an example of what skill set or competency? (a) conceptual skills, (b) emotional intelligence, (c) political savvy, (d) systems thinking.

___a___5.

Among the disadvantages of being in management are all the following except: (a) your prior work behaviors will have to be adequate because it will be hard to develop new behaviors, (b) your skills as a supervisor may need to be developed, (c) you may not receive constant reinforcement from your supervisor, (d) problem employees can be difficult.

___b___6.

Systems thinking involves: (a) the ability to determine the appropriate requirements for leadership for particular situations and to respond accordingly, (b) understanding how various organizational components and the work of individual performers interrelate, (c) understanding how the differences and similarities reflected in the workforce can be utilized to strategic advantage, (d) the ability to respond appropriately to the emotions of others.

___d___7.

According to the skills chart, the effective CEO of an organization possesses: (a) a high degree of technical competence compared to those he or she leads and a low degree of human relations ability, (b) a high degree of technical competence compared to those he or she leads and a high degree of human relations ability, (c) a high degree of conceptual competence compared to those he or she leads and a low degree of human relations ability, (d) a low degree of technical competence compared to those he or she leads and a high degree of conceptual competence.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. Please provide three advantages to becoming a supervisor and three disadvantages to becoming a supervisor.

Answers: Advantages: 1. Opportunities abound. Approximately one out of every nine employee positions is a supervisory or management one so there must be room for you.

2. Becoming a supervisor is often the best way to achieve a better-than-average income quickly if you don’t have a technical skill or a professional specialty.

3. Supervisors can learn more because of the greater opportunity to participate in company training. They supervise.

Disadvantages: 1. Problem employees can be difficult.

2. Supervisors may not receive constant reinforcement from your supervisor.

3. A position as a supervisor could mean longer hours without overtime pay.

Q. Describe the use of human relations skills as an employee advances into higher levels of management.

Answer: The use of human relationship skills are constant through the various levels of management. A supervisor will have to possess and use the same amount of skills in human relations as does the CEO. Q. Describe the competency of emotional intelligence.

Answer: Emotional intelligence encompasses an individual’s capacity to manage his or her emotions and harness them appropriately to guide behavior and thinking to enhance performance and achieve better results. It also covers 11

an individual’s ability to respond appropriately to the emotions of others without overreaction in order to minimize escalation and ideally to help others manage their emotions better. Someone who demonstrates emotional intelligence possesses self-awareness regarding his or her moods and emotions and their impact on performance, empathy towards the moods and emotions of others, understanding of how others react to your emotions and behaviors, and self-regulation of behavior to respond appropriately rather than impulsively to given situations.

Chapter 2: Making the Transition TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. Making the move from an individual performer to a leader is a difficult passage involving behavioral changes on your part and adjustments on the part of those who will work for you. ___T___ 2. Sudden authority has a strange way of inflating your feelings of self-importance without your being aware that it is happening. ___T___ 3. During your first few weeks as their supervisor, take time to make personal, positive contacts with each employee in the department. ___T___ 4. People are more motivated to make changes when they have been involved in the planning of the change. ___F___ 5. Previous co-workers with whom you have mature friendships will refuse to recognize your new responsibilities and will expect favoritism. ___F___ 6. As a new supervisor, do not go to your employees with questions. ___T___ 7. Clocks belong to the mechanical realm as do all mechanisms. ___T___ 8. The clock’s motivation is external to itself. ___F___ 9. Leadership is about productivity and not people. ___T___10.Rather than thinking of organizations as clocks and ships, it may prove useful to think of them as “gardens and grounds.” ___T___ 11. Humans react to their meaning of stimuli not to the stimuli itself. ___F___ 12. Home is not a good place to practice newly acquired techniques of leadership.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___e___ 1. Which of the following is part of the biological realm? (a) orange, (b) employees, (c) clocks, (d) tight ships, (e) both a and b. ___a___ 2. Supervisors who think they can run a department like clockwork lack understanding about the nature of: (a) the mechanical realm, (b) the biological realm, (c) delegation, (d) life long learning. ___c___ 3. Among your initial goals as a supervisor, you should do all of the following except (a) build relationships with employees and peers, (b) ask questions and learn, (c) make changes quickly, (d) think like management. ___d___ 4. As part of the mechanical realm, machines (a) are internally motivated, (b) have value, (c) change and grow, (d) are consistent. ___c___ 5. When attempting to balance home and career as a new leader, do not (a) use weekends to catch up on home responsibilities and enjoy leisure activities, (b) arrive ahead of your staff to have quiet 12

time to plan your daily activities, (c) work excessive hours when you have pressing demands at home, (d) apply the same management techniques you are learning to your family. ___a___ 6. As a new leader, you should adopt a learning attitude doing all the following except (a) rely on your employees to compensate for what you don’t have time to learn, (b) ask questions of superiors, fellow supervisors and knowledgeable employees, (c) continue to read and study the textbook and other resources on supervision, (d) enroll in outside classes on subjects that are important for your success. ___c___ 7. “Watch the up side – protect the down side” means you must act as a (a) guardian who protects the organization from the abuses of its employees, (b) gatekeeper who ensures that only the most important employee concerns are forwarded up the chain of command, (c) buffer who doesn’t pass on your pressures as a manager to employees, (d) monitor to ensure work is done properly and efficiently. ___b___ 8. When you kick a ball, you transmit force and energy. When you kick a dog, you also transmit (a) hatred, (b) information, (c) value, (d) motivation.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. Provide three differences between the biological realm and the mechanical realm.

Answer: MECHANICAL REALM MECHANISMS MADE UP OF MACHINERY USE LAWS TO EXPLAIN ACTION

BIOLOGICAL REALM ORGANISMS MADE UP OF PEOPLE USE OPINIONS, GUESSES TO EXPLAIN ACTIONS

Q. What should the new supervisor attempt to accomplish during the first few weeks?

Answer: 1. Maintain productivity. Try to keep the productivity and efficiency of the department at previous levels, with some improvement if possible.

2. Build relationships with employees. Redefine and start building a new, strong relationship with each employee. Get to know your people. Introduce yourself. Let them get to know you. Selfdisclosure can help employees see you as a person, not just as a supervisor.

3. Build relationships with peers. Keep in mind that fellow supervisors can often assist you in making your transition.

4. Think like management. Make some progress in the direction of becoming a solid member of the management team. Start the process by thinking like a manager, not like an employee. Do not fall into the trap of criticizing management openly to your employees. Work as a member of management to correct problems, and do so with a spirit of unity and teamwork.

5. Ask questions and learn. Begin with the premise that the people doing the work know more about how things are done, and why things are done in certain way, than you do. Inquire about their jobs and work processes without feeling you have to immediately fix things. Once you are assured you have the full picture, you will avoid implementing premature changes that may backfire. Assess now; make changes later.

6. Stay positive. No matter how you feel on the inside, stay positive and appear confident on the outside.

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Chapter 3: The Supervisor’s Role and Responsibility in the Modern Organization TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. To meet all the challenges inherent in the complexity of modern organizations, the role of the front-line supervisor has been upgraded dramatically. ___T___ 2. The work of supervision is challenging and research on motivation lists challenging work as a top motivator. ___F___ 3. Most individuals who truly wish to become leaders cannot develop leadership ability. ___T___ 4. Leaders need the ideas that can come only from those they lead. ___F___ 5. Employees do not need to know how they are doing as individuals and how their contribution relates to departmental goals. ___T___ 6. Effective leaders realize that any mission statements should be formulated with considerable input from all who play a part in living the mission. ___F___ 7. Supervisors play a minor role in helping their employees find value in their work. ___T___ 8. Effective teamwork is possible only when all share in the common mission of their company. ___F___ 9. The wise company keeps its mission a secret to its customers and to its communities.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___e___ 1. Which of the following are examples of the complexity in today’s organizations? (a) A more culturally diverse work team than ever before, (b) Molding a productive team out of a mix of fulltimers and part-timers (c) Implementation of quality and productivity programs, (d) Enforcing the ever growing number of employment laws, (e) All of the above are examples. ___e___ 2. Which of the following supervisory behaviors would be examples of the Mutual Reward Theory? (a) consistent work environment, (b) opportunity to learn, (c) employee participation in matters that affect their work routines, (d) freedom to voice concerns without being stifled, (e) all of the above. ___b___ 3. A supervisor’s knowledge power is defined as: (a) the power that comes from his or her managerial position, (b) the power that comes from having technical knowledge, expertise, and experience, (c) the power that comes when the supervisor demonstrates a strong sense of selfesteem, self-confidence and honesty, (d) all of the above are correct. ___c___ 4. The personal benefits that supervisors derive from their role in today’s business culture include all the following except: (a) “first call” on promotional possibilities, (b) preparation for upper management positions, (c) more balanced and flexible work schedule, (d) opportunity to engage in continuous learning. ___d___ 5. The three steps to consider to qualify for a supervisory position as soon as possible are (a) put practical experience first, take management classes, and network with managers in your organization, (b) put practical experience first, become an assistant supervisor or team leader, and take management classes, (c) take management classes, network with managers in your organization, and manage your personal life better, (d) put practical experience first, become an assistant supervisor or team leader, and manage your personal life better.

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___a___ 6. Which of the following is not a factor in the transition of a manager to a leader who employees are willing to follow? (a) The manager has the personality and charisma that inspires people to follow, (b) Following is a voluntary act because employees believe it is to their advantage to do so, (c) The manager’s vision offers the promise of transforming the nature of work and raising expectations, (d) the manager instills a high degree of confidence, trust, integrity and a strong belief the life will be better by following him or her. ___b___ 7. In one well-known survey, employers ranked good wages as the single most important item that employees want, whereas employees ranked which of the following as the most important: (a) good wages, (b) interesting work, (c) job security, (d) feeling “in” on things. ___d___ 8. According to his hygiene/motivator theory, Frederick Herzberg theorized that matters like good wages, good working conditions, and proper and fair supervision: (a) are referred to as “motivators” because they are primary contributors to motivating employees, (b) had little impact on true motivation regardless of the work environment or working conditions, (c) provided intrinsic motivation to employees, (d) are de-motivators if they are not maintained at appropriate levels.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. Provide at least three reasons why today’s organizations are complex.

Answer: • There is a more culturally diverse workforce than ever before.

• Molding a productive team out of a mix of full-timers, part-timers, “temps,” and contract workers.

• Implementation of quality and productivity programs such as: ISO certification and six sigma, JIT and lean manufacturing, and organizing work using self-directed teams.

• Enforcing the ever growing number of employment laws pertaining to: hiring and dismissal, antidiscrimination, sexual harassment, disability accommodation, workplace violence, FLMA, OSHA, HIPPA, workers’ compensation, overtime, and ergonomics.

• Globalization and international competition, downsizing, outsourcing, and flattening the organizational structure by removing levels of management.

Q. Explain how the job of supervisor is becoming more “empowered.”

Answer: Empowerment of the supervisor’s job is ongoing. Some of the “power” previously held by those whose jobs have been eliminated will be delegated to the supervisors they used to supervise. This shift means that the line supervisor or “team leader” of the past can take a more positive stance. She or he can submit new suggestions with more freedom and more influence. In short, the line supervisor will play a bigger role in the total management team. Upper management (those left) will have to listen more and react to what they hear.

Q. Describe three steps supervisors can take to develop their supervisory skills.

Answer: Step 1: Put practical experience first.

Step 2: Learn the techniques of supervision by becoming an assistant supervisor or group leader when the opportunity arises. You can learn a lot about being a supervisor from working as an employee.

Step 3: Place emphasis on managing your personal life better now so that you can manage a department or team better at a later date.

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Q. List and briefly explain the three sources of power supervisors draw upon.

Answer: 1. Position power - The power that comes from your managerial position as a supervisor. Anyone in your job as a manager has the same power. It gives you authority to require certain behavior from your workers. You must be careful, however, not to overuse this source.

2. Knowledge power - The power that comes from having technical knowledge, expertise, and experience pertaining to the tasks that their followers are responsible for doing.

3. Character or Personality power - The power that comes when you demonstrate a strong sense of self-esteem, self-confidence, and honesty. Some might refer to this as personality power because of the outward manifestations of inner qualities to which followers are attracted. Others might refer to this as character power because it is only through these inner qualities, such as integrity, honesty, ethical frameworks, fairness, and other qualities, that produce the personality traits to which followers are attracted. Either way, the source of power in this instance relates to intrinsic qualities of the leader rather than more external qualities such as knowledge and position power.

Q. Explain Frederick Herzberg’s hygiene/motivator theory.

Answer: Herzberg theorized that matters like good wages, good working conditions, and proper and fair supervision, while important, did nothing to increase employee motivation and commitment. They are called “hygiene factors” because an employer must always seek to maintain them at appropriate levels to ensure a productive, stable workforce. However, reduce them or take them away, these factors will serve to de-motivate employees. “Motivators” are factors like interesting work, full appreciation of work done, feeling “in” on things, growth opportunities and increased responsibility, which are more instrinsic to the employee and the value and satisfaction he or she derives from the work itself. Create conditions where these values can be satisfied and employee motivation and commitment will increase.

Chapter 4: Achieving Productivity Through People TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___F___ 1. As a supervisor your attention will shift from people to productivity. ___T___ 2. The moment you become a supervisor, the production work you do yourself becomes secondary to the relationships you build with the people who do most of the actual work. ___T___ 3. Individual productivity is the performance or contribution of one person over a specified period of time. ___T___ 4. Departmental productivity is the sum total of all productivity (by machines and people) that comes from a department or section within an organization. ___T___ 5. Management is defined as planning, organizing, directing, coordinating, and controlling activities to achieve productivity goals. ___T___ 6. Department productivity becomes your responsibility the moment you become a supervisor. ___F___ 7. Nearly all drops in productivity are sudden and dramatic. ___T___ 8. Output is anything your company produces. Inputs are the things it takes to produce output.

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___T___ 9. Building a good relationship with an employee is the best way to increase employee’s productivity. ___F___ 10. As much as 60% of all performance problems can be attributed to matters within the employee’s control while only 40% of performance problems can be attributed to external factors.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___a___ 1. Tangible productivity applies to (a) repairing or altering tangible products, (b) based on group sales, (c) the services rendered in and out of the organization, (d) all of the above. ___a___ 2. Today employers do an adequate job of helping satisfy which level(s) of Maslow’s hierarchy of needs? (a) The first three levels of needs, (b) Self-actualization needs, (c) Esteem needs, (d) All of the above. ___b___ 3. The work that telephone operator does generally contribute to what kind of productivity? (a) tangible productivity, (b) service productivity, (c) sales productivity, (d) hard goods productivity. ___d___ 4. Productivity gaps are difficult to measure because: (a) the true potential of an individual cannot accurately be determined, (b) effective tools for measuring productivity have never been developed, (c) job productivity is difficult to measure, (d) a and b, (e) a, b, and c. ___c___ 5. Productivity is the measure of (a) throughput times output, (b) output times input, (c) output divided by input, (d) input divided by output. ___a___ 6. A performance gap is the gap between (a) current level of performance and expected level of performance, (b) current level of performance and ideal performance for top performers, (c) expected level of performance and ideal performance for average performers, (d) current level of performance for average and top performers. ___b___ 7. Which of the following steps is not a step in the process for addressing performance gaps? (a) identify barriers to performance, (b) analyze root causes for performance gap, (c) identify and implement solutions to filling gap, (d) measure current level of performance against expected level of performance to determine gap, (e) fill gap to achieve expected level of performance. ___d___ 8. What percentage of performance gaps are generally attributable to factors external to the individual performer? (a) 20%, (b) 40%, (c) 60%, (d) 80%. ___a___ 9. Tangible external barriers to performance are those that pertain to the resources an employee needs to perform a job and include all the following except: (a) organizational systems and processes, (b) cognitive support, (c) tools, (d) physical environment. ___c___ 10. Opportunity to work with others, team projects, and company picnics are examples of organizational attempts to meet what level of need in Maslow’s hierarchy of needs? (a) physiological, (b) security, (c) social, (d) ego, (e) self-actualization.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. Write the formula for calculating productivity.

Answer:

Productivity = O (output) I (input)

Q. Explain three ways to increase productivity.

Answer: Reducing mistakes, errors, and waste of any kind, training employees, investing in modern and efficient equipment are a few common ways to increase productivity. In some form or another all organizations 17

measure their productivity. Productivity levels can be calculated on a single operation or task. It can also be calculated on the organization as a whole. The organization’s level of productivity provides evidence on its overall efficiency and financial health. Supervisors who raise productivity without sacrificing the expected level of quality add value to his or her organization. Adding value is a sure way to success.

Q. Briefly explain Maslow’s hierarchy of needs.

Answer: The crux of this theory is that workers are motivated to meet the bottom needs before they are motivated to meet the need above it. For example, in an organization that is getting ready to lay-off half its work force will not be able to motivate its employees by sponsoring a softball team. Lay-off threatens employee’s survival and security needs which are satisfied by their paycheck. Employees will be more motivated to regain their level of satisfaction at the security level than attempt to meet the higher level social need. In other words, you must satisfy your need for food and security before social needs become motivating. Likewise employees will satisfy social and ego needs before self-fulfillment is possible.

Q. Describe the kinds of barriers to performance that exist and explain the 80/20 percent rule.

Answer: There are essentially two kinds of barriers that impact individual and team performance: external and internal. Typically, as much as 80% of all such performance barriers are the result of external factors beyond the individual or team’s control. External barriers include intangible factors pertaining to the work environment such as organizational systems and process and tangible factors pertaining to the resources needed to perform a job such as cognitive support, tools, and physical environment. Only 20% of all potential performance barriers relate to matters within the individual or team’s direct control. These barriers include the skills and knowledge needed to perform a job and inherent ability.

Chapter 5: The Supervisor-Employee Relationship TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. If you do not learn to build and maintain employee relationships skillfully, your days as a supervisor will be full of turmoil, and you will not reach your potential as a manager. ___T___ 2. The MRT states that the relationship between supervisor and employee is enhanced when a good reward exchange occurs between them. ___T___ 3. When seeking to build sound relationships with employees, it is important to see the relationship first and the employee second. ___T___ 4. It is important to build your relationship with a new employee quickly. ___F___ 5. The relationship channel involves these three components: (1) two-way communication, (2) the Mutual Reward Theory, and (3) the presence of reason. ___T___ 6. The thing that hurts employees most is neglect. ___T___ 7. Employees need positive reinforcement now and then if they are to keep their personal productivity at a high level. ___F___ 8. A supervisor should discourage employees to come to him or her freely with suggestions, with complaints, or for counsel.

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MULTIPLE CHOICE: (worth 2 to 3 points each) ___d___ 1. Building and maintaining good employee relationships can be accomplished by doing which of the following? (a) See the relationship first and the employee second, (b) Don’t play games with relationships, (c) Keep all relationships on a business basis, (d) All of the above. ___d___ 2. When faced with a problem employee which is not a desirable action to take? (a) Involve the employee by asking for suggestions on how to improve the relationship, (b) Initiate action to transfer the individual to another supervisor who has a different leadership style and personality, (c) Consider terminating the employee, (d) Wait until the employee brings the situation to your attention. ___b___ 3. Which of the following is not a wise suggestion for equalizing communication and rotating assignments? (a) Rotate less desirable tasks, (b) Offer appreciation only when earned, (c) Communicate your expectations of what is a fair workload for all employees, (d) Talk to employees with the same frequency, (e) When assigning new tasks, follow criteria clearly defined and know to your employees. ___c___ 4. When you involve employees in departmental problems, you accomplish all but one of the following goals: (a) You give them a chance to learn about departmental operations, (b) You build confidence by providing decision-making opportunities, (c) You ensure that employees share responsibility for errors, (d) You improve departmental climate by bringing people closer together. ___d___ 5. Some supervisors often take the “five irreplaceable foundations” for granted and do not put them into practice for all of the following reasons except: (a) They waste time seeking sophisticated replacements for the five foundations, (b) They give the foundations lip service claiming they use them when they do not, (c) They accept the foundations at face value and try to use them but fail to do so consistently, (d) They find the five foundations to be complex and contrary to basic principles for human interaction. ___a___ 6. When dealing with a demanding superior, consider all these tips except: (a) Show trust in your superior by involving him or her in departmental problems before seeking to solve these problems yourself, (b) Keep in mind that the more you act like a manager, the more you will be treated like one, (c) Be concerned more about your relationship with your superior than his or her personality, (d) Demonstrate productivity and quality performance first and good human relations second, (e) Don’t be a problem supervisor.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. Briefly explain the Mutual Reward Theory.

Answer: The MRT states that the relationship between supervisor and employee is enhanced when a good reward exchange occurs between them. For example, the supervisor may provide the employee with the freedom to work with minimum supervision, personal recognition, and involvement in decision making (all are ways to help the employee meet self-fulfillment needs according to Maslow). In return, the employee may provide high personal productivity, dependability, and cooperation with co-workers. When such an exchange takes place, both parties benefit. The employee is happy with his or her job; the supervisor is creating a good image with superiors. Without a reasonably good reward exchange, a healthy, productive long-term relationship is difficult to achieve

Q. When a supervisor involves employees in departmental problems that concern them, what three goals does the supervisor accomplish?

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Answer: • Employees are given a chance to learn about the operations of the department, thus preparing them for future promotions.

• Supervisor builds employee confidence by providing decision-making opportunities, and as a result, their productivity increases.

• Participation improves departmental climate by bringing people closer together, thereby reducing friction and misunderstandings.

Chapter 6: Creating a Productive Working Climate TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. A low, or permissive, discipline line permits maximum freedom because it calls for a minimum of control or supervision. ___T___ 2. A high, or tight, discipline line limits employee freedom. ___T___ 3. The better a supervisor is at adjusting to change, the easier it will be for her employees to accept changes and the more productive the working climate will be. ___T___ 4. Most employees prefer consistent leadership behavior whether strong or weak. ___T___ 5. A Vault.com survey on Internet use at work revealed that over 50% of workers surfed non-workrelated websites on a daily basis.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___e___ 1. A continuous learning environment is one (a) that continually challenges the employee to learn, (b) where supervisors meet with employees as a group on a regular basis, (c) that shows employees how their contribution affects the department’s or the company’s welfare, (d) where employee appraisals are completed on or before the due date, (e) All of the above are correct. ___a___ 2. Which of the following tips will not help supervisors create and maintain a motivating environment? (a) be able to do all the tasks yourself, (b) spend time to improve your relationship with employees, (c) increase productivity by improving quality, (d) train employees. ___b___ 3. The best analogy for the concept that a strong, high discipline line and compassion for workers are not incompatible is: (a) a police officer who enforces the law with a billy club, (b) a ship captain who ensures the crew and cargo reach port through firm discipline, (c) the school teacher who enforces classroom behavior through punishment and rewards, (d) a bird who protects its young from predators through diversionary tactics. ___c___ 4. The barometer for determining whether you have chosen the right discipline line is when you have achieved a working climate that generates the highest-quality: (a) sense of genuine appreciation for the supervisor’s efforts and positive morale, (b) system for two-way communication and meaningful rewards, (b) productivity and relationships between employees and their supervisor, (d) camaraderie, esprit d’ corps, and enthusiasm for work. ___d___ 5. Research has shown that an environment conducive to internal motivation exhibits the following three characteristics: (a) purposeful and meaningful work, a relaxed and engaging work environment, and accurate, timely, and specific feedback on performance, (b) a charismatic leader, purposeful and meaningful work, and accurate, timely, and specific feedback on performance, (c) 20

a relaxed and engaging work environment, continuous learning, and accurate, timely, and specific feedback on performance, (d) purposeful and meaningful work, continuous learning, and accurate, timely, and specific feedback on performance, (e) a charismatic leader, a relaxed and engaging work environment, and purposeful and meaningful work. ___b___ 6. Which of the following is not a helpful pointer when providing feedback on performance? (a) be upfront about why you are meeting and the precise performance you wish to discuss, (b) provide feedback you have observed when you find a convenient time to do so that will not interrupt workflow, (c) describe the specific behavior, results or outcomes you have observed, (d) inform the employee of the impact of his or her performance, (e) provide opportunity for the employee to respond to your feedback and offer suggestions for improving performance.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. Compare and contrast a low, permissive discipline line and a high, tight discipline line and provide examples of work environments where each may be appropriate.

Answer: A low, or permissive, discipline line permits maximum freedom because it calls for a minimum of control or supervision. For the most part, employees in this environment need to be self-disciplined rather than needing to have discipline imposed upon them. A permissive line works best when employees are well trained, knowledgeable, and experienced in doing their jobs. The more trust a supervisor has for his or her employees to conduct themselves in a mature manner, the less the need for imposed discipline.

A high, or tight, discipline line limits employee freedom. In some cases these restrictions are necessary. Tight discipline is appropriate, for example, when the work is highly regulated by safety rules and regulations that are imposed by forces outside the organization. For example, a tight line would be appropriate in an atomic energy plant, where safety is a paramount concern. In a department that has high turnover rates and whose employees lack training and experience, a tight discipline line is usually needed. The age and maturity of employees must also be considered. Teenagers working in a fast food restaurant may need to be more closely controlled and supervised.

Q. Provide some guidelines for supervisor that can reduce abuse of internet usage by employees when at work.

Answer: Make it clear to employees that Internet use will be monitored for signs of abuse.

Establish and enforce rules. Experts urge employers to establish Internet-use policies that permit moderate use, particularly during non-work hours.

Know your company’s policies regarding use of computers and the Internet and follow established disciplinary procedures when abuses occur.

Q. Research has shown that an environment conducive to internal motivation exhibits what three characteristics?

Answer: 1. Purposeful and meaningful work 2. Continuous learning 3. Accurate, timely, and specific feedback on performance

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Chapter 7: Quality Control and Continuous Improvement TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. The level of quality directly impacts the amount of waste and rework a company experiences. ___T___ 2. The quality movement in the United States has it roots in efforts to standardize production methods for the military during World War II. ___T___ 3. The International Standards Organization (ISO) developed a series of five quality management standards. ___T___ 4. Supervisors play a key role in the success of any quality initiative. ___F___ 5. According to Deming, workers, management, vendors and investors are not members of the same team. ___T___ 6. Supervisors must be able to collect data and understand principles of data analysis.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___c___ 1. How many “negating signs” does it usually take to wipe out a list of “confirming” signs? (a) only two, (b) three or more, (c) one, (d) as many as the number of confirming signs. ___d___ 2. The term “Six Sigma” refers to the statistical measurement indicating there are how many defects out of every million opportunities to produce a defect? (a) 6, (b) 3.7, (c) 3.6, (d) 3.4, (e) 0. ___c___ 3. Which of the following is not a quality award that may be awarded to a company for their commitment to world-class quality? (a) Malcolm Baldridge National Quality Award, (b) European Quality Award, (c) Joseph Juran Quality Trilogy Award, (d) Deming Prize. ___a___ 4. A histogram (a) charts the frequency or number of occurrences of a particular aspect of a product or a process, (b) prioritizes problems based on their importance, (c) shows pictorially the sequence of events in a process, (d) records patterns or trends for a product or service. ___b___ 5. What is the name of the quality tool that prioritizes problems based on their importance? (a) histogram, (b) Pareto diagram, (c) control chart, (d) check sheet, (e) scatter diagram. ___c___ 6. The Deming Cycle or Shewhart Cycle is also referred to as the (a) the do-plan-check-act model, (b) the check-do-plan-act model, (c) the plan-do-check-act model, (d) the check-plan-act-do model.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. What tools for quality must supervisors know how to use?

Answer:

• • • • • •

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check sheets to record patterns or trends for a product or service.

Pareto diagrams for prioritizing problems based on their importance. flow charts that show pictorially the sequence of events in a process. cause and effect diagrams that examine all possible causes for a quality defect. histograms that chart the frequency or number of occurrences of a particular aspect of a product or a process. control charts that monitors production as it occurs.

•

scatter diagrams that graph pairs of numerical data on two axes with one variable on each axis to determine the correlation between the two variable.

Q. Describe Total Quality Management (TQM), Six Sigma, and Lean Production.

Answer: Total Quality Management: TQM is a people-focused management system that focuses on increasing customer satisfaction while continually reducing costs. Although it uses scientific methods for assessing quality and associated costs and constraints and implementing improvement, it takes a total systems approach in which all functions, processes and departments across the organization, and all employees at all levels, are integral to ensuring success in the manufacture of products or delivery of services. TQM stresses learning and adaptation to continual change as essential to achieving this success.

Six Sigma: The term “Six Sigma” was coined by Motorola as its methodology for improving business processes by minimizing defects and refers to the statistical measurement indicating there are only 3.4 defects out of every million opportunities to produce a defect, or virtually zero. It is an organizational approach where companies make decisions based on data, seek root causes of problems, define defects based on customer requirements, and track leading indicators of problems to prevent them from happening.

Lean Production: Lean production refers to the continuous flow of products or services to the customer at the moment it is needed and to the customer’s specifications. It focuses on increasing productivity and quality while reducing inventory and shortening lead time from floor to customer. Its principles include workplace safety, order and cleanliness; just-in-time production; built-in Six Sigma quality; empowered teams; visual management to track performance and provide immediate feedback on a daily or even hourly basis; and continual pursuit of perfection.

Chapter 8: The Effective Work Team TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. The traditional department with authority and responsibility held tightly by the supervisor is giving way to a new, more productive team approach. ___T___ 2. In making the transition to teams, it may help traditional supervisors to think of themselves as “boundary managers” instead of direct, forceful bosses. ___T___ 3. A team boundary is the sphere of responsibility or work area of the team. ___T___ 4. The supervisor of the future will be prepared as a team leader as much as a departmental manager. ___T___ 5. Empowerment is giving employees more power to operate freely, more space to be creative, and more chances to contribute to productivity in their own way. ___F___ 6. It is inappropriate to ask new members from a different culture to discuss their backgrounds and work experience. ___F___ 7. Helping an employee “acculturate” to the team means ensuring his or her unique values, ideas and perspectives contribute to team efforts. ___T___ 8. A working unit in which members perform distinct functional tasks but whose members do not function cohesively as a team can still be effective.

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MULTIPLE CHOICE: (worth 2 to 3 points each) ___d___ 1. Which of the following is not one of the three service roles or functions that team members must perform during their meetings? (a) leader, (b) recorder, (c) observer, (d) evaluator. ___e___ 2. What of the following is a personal characteristic of a successful team leader? (a) a light, delicate, and insightful touch, (b) sensitivity, (c) sense of humor, (d) understanding of group dynamics, (e) all of the above. ___e___ 3. Which of the following below is not one of the seven normative conditions for team work? (a) Shared leadership, (b) Shared evaluation, (c) Two-way communication, (d) Mutual trust, (e) Delegation. ___b___4.

Which of the following sports teams is more analogous to a working group than a team? (a) hockey team, (b) wrestling team, (c) synchronized swimming team, (d) track relay team.

___c___ 5. When a supervisor helps an employee to adjust to team norms, expectations and values, he or she is ensuring that the employee is (a) accommodated, (b) acclimated, (c) acculturated, (d) accredited. ___a___ 6. Which of the following is not a condition that must be met to have shared decision making through consensus? (a) I have the right not to participate, (b) I have heard and understood all viewpoints expressed, (c) My viewpoints have been heard and understood by all, (d) I am motivated to carry out whatever decision the team makes. ___b___ 7. A team generally refers to a small group in which the members have: (a) a common purpose, distinct roles, and complementary skills, (b) a common purpose, interdependent roles, and complementary skills, (c) a common purpose, interdependent roles, and unique skills, (d) a common purpose, complementary roles, and interdependent skills.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. List at least three things a supervisor can do to become an effective team leader.

Answer: • Delegate more authority and responsibility to all team members.

• Encourage risk taking and experimentation.

• Develop a shared vision.

• Make sure the resources of the department are shared equally.

• Set the stage for team problem solving.

• Invite self-expression and open discussion even if it involves conflict.

• Run team meetings regularly in order to do the preceding activities as a team.

Q. What three conditions must be met to achieve consensus with a group of employee?

Answer: a. b. c.

I have heard and understood all viewpoints expressed.

My viewpoints have been heard and understood by all.

I am motivated to carry out whatever decision the team makes.

Q. Describe what is meant by “acculturate” and “accommodate” and what a supervisor must do to balance the two with respect to working with new team members?

Answer: 24

The leader of a culturally diverse team faces essentially two challenges when working with a team that has recently brought in new or “different” team members who are unfamiliar with or whose culturally background and preferences have not previously been represented within the existing team make-up: (1) Ensuring the new or “different” member will acculturate to team norms, expectations and values in order to be successful and contribute to team success; and (2) Ensuring the team will accommodate the new or “different” team member so that his or her unique values, ideas and perspectives contribute to team efforts and, as appropriate, influence change in how the team functions to achieve better results.

Any new team member is expected to acculturate sooner or later to team norms and expectations, particularly when these norms and expectations have proven successful for the team over time. While someone from a different culture may have different personal perspectives on some matters, some norms and expectations are non-negotiable and the new team member should be brought to an understanding of these issues in order to be successful.

On the other hand, without a team leader’s sensitivity to how a new team member may contribute ideas and perspectives that will truly benefit the team, even if it will change the way the team functions, the team risks loosing the synergy it might otherwise achieve. Because existing team members have formed their own dominant culture, there can be a lot of pressure on new members simply to comply and bend to the team’s unspoken, yet often inefficient and ineffective, “rules.” In contrast, if a team is open to new ideas that will result in positive change, it makes sense for the team to “bend” to accommodate the new member.

The team leader of a culturally diverse team is, then, challenged to manage a balance in the continuum between acculturating new members to ensure their success on the team and accommodate new members to ensure greater team success.

Chapter 9: Communicating Privately TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. Private communication is a controlled, two-way conversation under optimum conditions. ___T___ 2. The mutual reward theory functions well when the rewards are sufficient and well balanced between supervisor and employee. ___F___ 3. For maximum effectiveness, all counseling sessions should be tied to the supervisor’s goals. ___T___ 4. Companies are subject to federal EEOC laws and should adopt a disciplinary procedure. ___T___ 5. The better the orientation, the higher the satisfaction and the lower turnover and accidents will be. ___F___ 6. A supervisor is best advised to intervene as soon as a downward trend in productivity is noted rather than wait. ___T___ 7. The further up the management ladder a supervisor travels, the more time she or he will likely spend counseling employees.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___a___ 1. The two basic types of private communication are: (a) directive and nondirective, (b) interactive and passive, (c) personal and open, (d) encouraging and directing. ___b___ 2. When determining the Right Time to communicate privately with an employee, all the following are valid suggestions except: (a) do not initiate a counseling session when you are upset, (b) schedule a meeting as far in advance as possible, (c) do not intervene until you are sure it is necessary, (d) do not set up a session just before lunch. ___c___ 3. In using the Right Approach, which of the following steps is inaccurate? (a) Invite the person into your office without advance notice, (b) Start the conversation quickly, and do not beat around the bush, (c) State upfront the conclusion you are drawing regarding the employee’s behaviors, 25

(d) Invite the employee to offer alternative explanations for the concerns you raise and/or offer solutions that will address them, (e) State how you would like to help the employee address the concern and the desired change you wish to see. ___c___ 4. Nondirective private communication is the best approach for the all the following situations except: (a) When the employee appears to have lost his or her touch or positive attitude over a sustained period of time, (b) When you want to strengthen or restore a relationship, (c) When mistakes need to be corrected, (d) When you feel you can motivate an employee to achieve greater productivity. ___b___ 5. Which of the following situations is not a sensitive personal issue affecting job performance that should not be addressed with an employee? (a) The employee has body odor or is wearing strong perfume that is bothering co-workers, (b) The employee is cohabitating with another employee in another department, (c) The supervisor detects slurred speech and alcohol on the employee’s breath after the employee returns from lunch, (d) An older employee’s physical and mental capabilities to perform the job have diminished in the past half year. ___a___ 6. Which of the following situations is not the Right Place to hold a counseling session? (a) Standing up in a quiet hallway, (b) The supervisor’s private office, (c) During a coffee break with no one else present, (d) A vacant room. ___d___ 7. Which of the following is not a good technique for nondirective communication? (a) Use a quiet voice, (b) Let the person talk it out first without interruption, (c) Listen instead of planning your rebuttal, (d) Keep discussion going without long periods of silence, (e) Don’t impose a time limit.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. List the Five Rs of private communication.

Answer: • The Right Purpose

• The Right Time • The Right Place • The Right Approach • The Right Technique Q. Under what three circumstances should a supervisor use the directive technique during a private communication session?

Answer: 1. When a violation of company rules or policies has occurred.

2. When mistakes need to be corrected.

3. When employee hostility (toward you, others, or the company) has reached a stage where it can no longer be tolerated.

Chapter 10: The Problem Employee TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) 26

___T___ 1. Supervisors must initiate communication with the problem employee if the problem is to be dealt with openly and a solution reached. ___T___ 2. Sexual harassment violates the law and inhibits work performance. ___T___ 3. The topic of harassment should be discussed openly in a staff meeting, and the supervisor should state the legal parameters and encourage complaints from any individual. ___T___ 4. All employment decisions including hiring must follow Equal Employment Opportunity (EEO) guidelines. ___F___ 5. The second corrective interview generally involves termination. ___F___ 6. Workplace violence involves incidents of physical force or violence perpetrated by one employee toward another, but does not involve implied threats where not actual violent behaviors have occurred.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___a___ 1. The longer one waits to correct unacceptable behavior of a serious nature, the more: (a) explosive the situation may become, (b) likely it will go away on its own, (c) trust employees will have for their supervisor, (d) likely a solution will surface to solve the problem. ___a___ 2. When an employee is violating a rule an exploratory interview will help the supervisor: (a) lay the problem on the table in a non-threatening manner, (b) take disciplinary action, (c) send the appropriate warning, (d) all of the above. ___e___ 3. Which of the following would be considered as sexual harassment? (a) Telling risqué jokes, (b) Flirting, (c) Displaying lewd or obscene pictures, (d) Pursuing an unwanted relationship, (e) All of the above. ___c___ 4. It is usually a mistake to wait to address unacceptable employee behavior for all of the following reasons except: (a) the problem will become more explosive if you wait, (b) the problem employee can get under the supervisor’s skin over time, causing the supervisor to lose objectivity, (c) employees can’t be trusted to correct their own behavior without supervisor intervention, (d) waiting is often unfair to other employees who are behaving responsibly. ___e___ 5. The first corrective interview includes documentation that states all the following except: (a) description of violation, (b) name of violator, (c) dates of the incident and the corrective interview, (d) written acknowledgement or rebuttal of the employee, (e) none; all the above are correct. ___b___ 6. When addressing a sexual harassment complaint, the supervisor may do all of the following except: (a) listen to the complainant and record specific conditions under which the alleged harassment occurred, (b) conduct a full investigation of the incident before referring it to HR, (c) report the situation to HR, legal counsel or other appropriate company representative, (d) counsel the alleged perpetrator if warranted after the investigation has been conducted, (e) advise the complainant of any actions taken to resolve the incident. ___c___ 7. Which of the following is not one of the four bases that you as a supervisor must get around when considering a chemical dependency problem involving an employee? (a) You as the supervisor recognize the problem, (b) You create an open atmosphere with the employee regarding his or her non-performance, (c) You engage in full discussion of the chemical dependency problem, (d) The employee recognizes the problem takes responsibility for it, (e) The employee seeks professional help.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. List the four steps a supervisor should take when facing a disagreement or conflict.

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Answer: Step 1: Don’t put the other person down.

Step 2: Search for common ground.

Step 3: Do not expect behavioral changes.

Step 4: Compromise Q. List four things a supervisor can do to handle a suspected dependency problems?

Answer: 1.

2.

3.

4.

Know your organization’s policy and conform to it.

Learn enough about dependency to recognize when a problem might exist.

Always consult your superior before you begin any form of intervention.

Have a third person present should a discussion with the employee take place.

Q. Describe the three corrective interviews, their purpose, and what occurs in each.

Answer: Corrective interview 1. The purpose of this first follow-up step is to verify the violation and warn the employee. Verification means critical documentation. Although required documentation varies among organizations, basically it should include (1) a specific description of the violation; (2) the name of the violator, the date it occurred, and the date of the corrective interview; and (3) the written acknowledgment or rebuttal of the employee. A corrective interview 1 is, in effect, a documented first warning.

Corrective interview 2. This interview need not take place unless a further violation is reported. If a second incident (even a different violation) is reported, the second interview should take place with the same documentation procedure. This meeting becomes a second warning.

Corrective interview 3. This interview is necessary only if a third violation occurs. The procedure will vary according to each organization (and legal counsel) but generally will include (1) a third person (upper management person, representative from the human resources department, or staff lawyer); (2) a review and presentation of previous documented warnings; and (3) notice of termination. Whatever the procedure, the supervisor should permit two-way communication and attempt to show the employee that he or she has been treated fairly. The rights of the employee must be protected at all costs.

Chapter 11: Staffing TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. During employment interviews, it is advisable to ask the same questions of all applicants. ___T___ 2. The goal of every supervisor should be to hire, develop, and maintain the most cohesive and productive staff possible. ___T___ 3. Questions of a highly personal nature or those that will embarrass or confuse the applicant should not be used. ___T___ 4. Moving staff members into different roles for both training and motivational purposes is an excellent practice. ___T___ 5. Federal legislation defines a part-timer as an employee who works less than 1,000 hours per year (17 1/2 hours per week). ___F___ 6. Provisions regarding “exempt” and “non-exempt” status are covered under the National Fair Labor Act.

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MULTIPLE CHOICE: (worth 2 to 3 points each) ___e___ 1. Staffing includes which of the following (a) filling a vacancy due to transfers, reassignment, and rotation, (b) determining long-term personnel needs, (c) orientation and training, performance evaluation, and terminations, (d) performance evaluation, and terminations, (e) All of the above. ___e___ 2. Which of the following questions should a supervisor not ask during an interview? (a) Why do you want to work here?, (b) What are your skill levels?, (c) What can you contribute?, (d) Why should we hire you?, (e) None; all are appropriate questions to ask. ___a___ 3. When should a supervisor request a full time addition to her staff? (a) when her department’s productivity meets standards, (b) when an employee leaves, (c) when customer demand or complaints are high, (d) when the company is growing, (e) all of the above. ___c___ 4. Which of the following is not an acronym for a federal employment law? (a) ADA, (b) FMLA, (c) AFLO, (d) FLSA, (e) ADEA. ___e___ 5. Which of the following are examples of behavioral interviewing questions? (a) Tell us about a time when you faced an ethical dilemma, (b) Can you perform the duties described in the job description? (c) Can you give me an example of how you made a difficult decision? (d) a and b, (e) a and c, (f) a, b and c. ___b___ 6. Although many employers limit the information they disclose to other employers regarding a former employee, they may be required to give information regarding some forms of bad conduct by the former employer in order to: (a) avoid claims of retaliation and false misrepresentation by the former employee, (b) avoid claims of negligent hiring when the employee engages in similar bad conduct at the new employer that could have been avoided through disclosure, (c) maintain a good business relationship with the new employer, (d) avoid any perception that its general policy of limiting the disclosure of information regarding a former employee may be construed as possessing negative information regarding the employee. ___f___ 7.

The Core-Ring Approach: (a) is a method for determining the best mix of full- and part-time workers, (b) places part-time workers in the outer ring because they are less essential than fulltime workers, (c) places full-time workers within the core because they form the heart of the organization, (d) a and b, (e) a and c, (f) all of the above.

___c___ 8. One reason an organization would choose to use independent contractors instead of part-time or full-time workers is because: (a) they are often more loyal to the organization than workers who earn a regular pay check, (b) the cost of their services is generally less than wages paid to workers, (c) they possess unique skills needed for specific, short-term assignments, (d) it is more difficult to control the manner in which part-time and full-time workers perform their jobs. ___d___ 9. Title VII of the Civil Rights Act of 1964 covers all the following areas except: (a) national origin discrimination, (b) pregnancy discrimination, (c) accommodation for religious practices, (d) accommodation for disabilities, (e) sexual harassment. ___a___ 10. The key determinant regarding whether a worker should be classified as an employee or an independent contractor is: (a) whether the worker or the organization has control over the manner in which the work is performed, (b) whether payroll taxes are paid on behalf of the worker, (c) whether has flexibility in how he or she completes assignments, (d) whether the worker is paid hourly or by salary.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. What four tips should a supervisor follow when interviewing an applicant?

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Answer: • Tip 1: Federal and state civil rights laws must be upheld in hiring decisions.

• Tip 2: The practice of first come, first hired should be avoided.

• Tip 3: Screening written applications and interviewing should be done studiously.

• Tip 4: As an interview approaches, review the competencies you seek in an applicant (a competency is a skill that can be observed or measured).

Q. List six things a supervisor should do when orienting a new employee Answer: 1. See that the new member is introduced personally to all members of the staff.

2. Check out the use of any equipment the new employee will operate.

3. Assign a regular employee as a sponsor to answer questions and help the new employee adjust.

4. Make sure that basic department rules and company policies are understood.

5. List and discuss specific responsibilities.

6. Follow up at the end of the first day or shift to see whether the new employee has questions to be answered or whether any adjustments need to be made.

Q. In rotating or shifting employees, list six rules that the supervisor should apply: Answer: 1.

Discuss proposed changes ahead of time with all parties involved.

2.

Avoid forcing new assignments.

3.

If necessary, provide additional training.

4.

Give all staff members a fair chance.

5.

Avoid changes unless they are beneficial to both employees and the department as a whole.

6.

Compliment those who make adjustments gracefully.

Q. Explain three ways a human resources professional can help a supervisor.

Answer: Most of the work of recruiting, testing, interviewing, orientation, training, and terminating is done by professionals. Employment decisions that ignore or violate EEO guidelines may result in costly litigation fees and the company’s human resources department can help explain these guidelines.

Chapter 12: Delegation TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. Delegating means giving others the authority to do an assignment, with expected results. ___T___ 2. When it comes to delegating, most inexperienced supervisors make two big mistakes: (1) they fail to do it skillfully, and (2) they fail to delegate enough. ___F___ 3. Delegating responsibilities and duties to others is not the right thing to do in most cases.

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___T___ 4. Sudden unannounced changes can disturb people and hurt productivity. ___T___ 5. Soon after delegating, make yourself available to answer further questions and provide additional training. ___F___ 6. Supervisors can delegate both authority (the power to get things done), and responsibility. ___T___ 7. To become more efficient and make better use of your time, you must complete a departmental analysis and a job analysis.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___a___ 1. Which of the following prevents a supervisor from delegating work to one of his or her employees? (a) desire for personal credit, (b) the employee has not asked, (c) it reduces motivation, (d) the employee will only ask for more. ___d___ 2. Do not delegate a job because (a) it is taking too much of your time, (b) the job is rather low in responsibility compared to your other duties, (c) it will be motivating for the employee, (d) you are bored with it and you are sure your employee will find it boring as well. ___c___ 3. To delegate without follow-up is: (a) dependent on the complexity of the delegated job, (b) desirable because it shows trust in the employee, (c) to ask for trouble and disappointment, (d) none of the above. ___b___ 4. One question not to ask before delegating is: (a) Have I clearly identified the work that should be delegated? (b) Does the employee lack the cognitive ability to understand the task I am delegating? (c) What standards of performance are expected? (d) Am I willing to spend time to train the person on how to perform the task delegated? (e) How much authority am I willing to grant? ___c___ 5. When delegating a task to an employee, it is important to announce your decision to others in the department in order to: (a) show up the employee to whom you are delegating the task, (b) provide incentive to other employees to want to be delegated to, (c) keep everyone informed and minimize misunderstandings that may occur as a result of the delegation, (d) maintain a clear discipline line within the department.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. List and describe five benefits that delegation can provide a supervisor: Answer: If the supervisor delegates frequently and skillfully, he or she will eventually:

• worry less.

• feel less pressured.

• have more time to plan and organize.

• build better relationships with your employees.

• motivate greater productivity in your department.

Q. List at least five questions a supervisor should answer before delegating a job to an employee: Answer: (any five) 31

 Have you clearly identified the work that you should delegate? Can it be readily explained to the person to whom you plan to delegate the work?  Does the work need to be delegated? Is it a meaningful or necessary aspect of unit operations? Will it make your workload easier? Will it provide a growth opportunity for someone else? Or is it merely busy work?  Have you chosen the right person? Does the employee want new assignments? Does he or she possess the appropriate level of competence and initiative needed to complete the assignment?  Knowing that you keep the ultimate responsibility for ensuring the work is completed, how much authority to make decisions are you willing to grant?  Will the employee be sufficiently empowered to perform the work or will he become frustrated because there are elements of the work that are beyond his control, such as decision making authority he doesn’t possess?  What standards of performance will it take for you to be satisfied? How will you know if this standard has been met? How will you oversee progress and monitor the work?  What obstacles (if any) exist? How can they be overcome?  Are you willing to spend the time required to train the person so that he or she produces at an acceptable level?  Do you have an employee who has asked for more authority? Is he or she ready for additional responsibilities?

Q. List and briefly explain four basic reasons why some supervisors fail to delegate as much as they should?

Answer: 1.

No Faith in Subordinates Many supervisors do not see enough potential for success in the people who work for them.

2.

Fear of Superiors There is a risk of failure and possible criticism from superiors.

3.

Desire for Personal Credit Some supervisors with a strong need for ego fulfillment try to do all the important work themselves.

4.

Misjudgment of Time Many supervisors are also shortsighted about time. They refuse to take time to delegate responsibility today to free themselves for more important work next week.

Q. List at least seven of the ten steps to follow when turning over new responsibilities to an employee: Answer: (any seven) Consider the following steps in turning over new responsibilities to an employee: 1.

Meet in private where you will not be interrupted and allow sufficient time to delegate carefully and thoroughly.

2.

Go over the new job step by step. Break big tasks into smaller, manageable ones. Illustrate or demonstrate whenever possible.

3.

Instill vision regarding the value and importance of the task. Explain why the task matters and how it contributes to broader organizational goals.

4.

Establish, as relevant, clear goals, acceptable levels of performance, timelines and benchmarks for completion.

5.

Clarify how much authority you are granting and how much you are retaining. Further, clarify the amount

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of autonomy you are granting (or not) to function independently without need to consult you.

6.

Explain the level of support that is available to assist the employee, including from you, co-workers, and managers and employees outside the work unit who share responsibility for completing the task. Note: Be sure to communicate with these individuals so they will anticipate contact from the employee instead of from you.

7.

Ask the employee for verbal feedback on all details presented to eliminate future misunderstandings. Give the employee full opportunity to ask questions.

8.

Compliment the employee on previous work and transmit your confidence in the way she or he will perform the new responsibility.

9.

Establish how you will monitor progress, including the form of reporting required (verbal, written summary, checklist, spreadsheet, etc.) Set a time and date for follow-up. Prior to this time, give the employee freedom to perform the task without appearing to hover or second-guess her. Affirm that you remain accessible at any time prior to this time if the need arises. However, if you sense the employee is struggling and hasn’t come to you for support, it may be best to check in before the due date.

10. Continue to monitor task progress, but soon let the employee do the task without your interference or control.

Q. List and briefly describe four of the five conditions that make delegation desirable Answer: (any four) 1. When you need more time for work that only you can do, especially planning responsibilities that will contribute more to departmental productivity than the job being delegated.

2. When delegating will help involve employees, improve their morale, and cause them to work closer to their potential.

3. When it will not show undue favoritism or seriously damage relationships with other employees.

4. When you are willing to take the time and effort to do a skillful job of delegating.

5. When you are under pressure and must relinquish some responsibilities in order to protect your physical and mental health.

Chapter 13: Use Your Knowledge Power TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___F___ 1. The supervisor is seldom the person who teaches the many skills that new employees need to learn. ___T___ 2. Professional educators frequently admit that the best way to learn to do something well is to teach it. ___T___ 3. Employees usually take pride in learning something new and doing it well. ___F___ 4. On-the-job training stops after the employee’s can perform up to established standards. ___T___ 5. Supervisors need to train themselves to deal with the impact of change. ___F___ 6. To become an outstanding on-the-job instructor the supervisor must employ many of the formal methods we usually associate with the traditional classroom teacher. ___T___ 7. Employees will learn a great deal from their supervisor without the supervisor being aware of it.

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MULTIPLE CHOICE: (worth 2 to 3 points each) ___d___ 1. Which of the following is not one of the leader’s three sources of power? (a) role power, (b) personality power, (c) knowledge power, (d) productivity power. ___d___ 2. Which of the following will cause training to fail? (a) Failure to devote enough time to training, (b) Failure to follow the system step by step, (c) Failure to show enough patience with the slow learner, (d) All of the above. ___c___ 3. The three ways that people learn are: (a) verbal, auditory and physical, (b) auditory, tactile, and visual, (c) auditory, kinesthetic and visual, (d) auditory, kinesthetic and verbal. ___b___ 4. The greatest error most supervisors commit is: (a) assuming employees will not be able to learn simple techniques without constant repetition, (b) overestimating their teaching abilities and their employees’ ability to learn by teaching too much too fast, (c) relying on senior team members to teach instead of teaching everything themselves, (d) failing to rely on team members to teach in order to save time to do tend to other supervisory duties. ___a___ 5. Which of the following is not an effective principle for doing presentations for a group? (a) slide presentations are generally more attention grabbing than other methods for delivering training, (b) the more simple visual aids you prepare in advance, the more confidence you will have in your presentation, (c) strive for group interaction over lecturing, (d) cover the subject carefully by outlining your instructions from start to finish.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. List the four bases described in the Four-Step training process supervisor use when they train employees.

Answer: First Base: Prepare the Worker.

Second Base: Present the Operation.

Third Base: Supervise a Trial Performance.

Home Base: Follow Up the Performance.

Q. List four tips that can help an employee become psychologically and emotionally ready to learn a new job.

Answer: 1.

Put the learner at ease. Give the employee time to adjust to you as a person before you move into teaching the job itself.

2.

State the job you are going to teach and find out what the employee already knows about it.

3.

Motivate the person to learn the job by giving the worker some reason to learn.

4.

Place the worker in the correct learning position by ensuring the learner is in the right physical position to learn and by seeking to accommodate his or her learning style (i.e., auditory, kinesthetic, visual).

Chapter 14: Managing Performance TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points)

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___T___ 1. In most sizable organizations, supervisors evaluate each individual in their departments every six months to once a year. ___T___ 2. Performance evaluations give you an opportunity to improve your counseling techniques. ___T___ 3. A formal performance evaluation is a form of accountability. ___T___ 4. Going through the evaluation process frequently causes employees to review their own career progress or master plans. ___F___ 5. A formal performance evaluation does not usually require the use of a rating form. ___T___ 6. In a majority of organizations, salary increases, bonuses, and other forms of compensation are tied to the performance rating. ___T___ 7. One of the most important goals of an effective performance management process is to develop the supervisor-employee relationship. ___F___ 8. The performance evaluation is not future-oriented. ___T___ 9. The supervisor should give the employee a copy of the form at the beginning of the rating period so they both may refer to it from time to time. ___T___ 10. The talk-listen ratio during a performance evaluation should be in favor of the employee.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___c___ 1. The two parts to the performance evaluation are: (a) the form and the contract, (b) the conference and observed work behaviors, (c) the content and process, (d) the score and employee’s signature. ___d___ 2. Which of the following describes the “Halo effect?” (a) the rating is too generous, (b) only the latest performance is evaluated, (c) all ratings fall within a central range called “average,” (d) one prominent quality influences all other factors. ___c___ 3. The definition of the error of “central tendency” is: (a) performance is based on potential, (b) performance is based on the employee’s average performance during the evaluation period, (c) the middle rating is selected for all factors, (d) identical to the definition for the “Halo effect.” ___c___ 4. Performance management processes in today’s modern knowledge-worker age include all the follow aspects except: (a) employees are empowered to participate in the process, (b) evaluations are future-oriented, (c) the evaluation process involves inspecting for past deficiencies, (d) the process involve on-going two-way feedback. ___d___ 5. Which of the following is part of the process of a performance review? (a) where it is done, (b) when it is done, (c) the talk-listen ratio, (d) all the above. ___b___ 6. A performance management process that is “relationship-driven” means that (a) no evaluation forms are used, (b) it focuses on developing the supervisor-employee relationship, (c) the process is free-flowing between the supervisor and his or her employees, (d) the traditional cycle of activities involved with the evaluation process does not apply. ___c___ 7. It is important to include the employee’s “voice” in the performance management process because: (a) you will avoid complaints later when an employee receives a poor performance rating, (b) modern approaches advocate full employee control over the performance management process, (c) employees are more likely to embrace a process that they have had a part in developing, (d) it is generally more efficient and less time-consuming to do so. ___a___ 8. A rating scale that uses ratings like “exceptional,” “very good,” “good,” “acceptable,” and “unacceptable” can be problematic because: (a) a supervisor often has trouble distinguishing between what constitutes “good” and “acceptable” performance, (b) a supervisor can have trouble distin35

guishing between “exceptional” and “unacceptable” because they are at the extremes of the rating scale, (c) “exceptional” performance is not possible, (d) all the above, (e) none of the above. ___c___ 9. Which of the following is not a reason that employers evaluate performance? (a) to link evaluations to departmental objectives, (b) compensation decisions, (c) determine employees who should be disciplined, (d) performance improvement, (e) job and career development.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. List and explain five benefits that performance evaluations provide management.

Answer: 1.

Identifies high-production employees.

2.

Builds a stronger working relationship between the supervisor and the employee.

3.

Produces a more objective basis for salary increases and promotions.

4.

Provides better and more uniform treatment of individuals by supervisors.

5.

Improves quality and quantity standards.

Q. List six benefits that performance evaluations provide employee: Answer: 1.

The procedure clarifies what is expected of the employee.

2.

It provides a system of recognition and prevents employees from being ignored or lost.

3.

It allows the supervisor the opportunity to praise good work.

4.

The rating helps the employee pinpoint weak areas so that improvements can be made.

5.

It forces periodic communication between the supervisor and the employee.

6.

It provides the employee with a work record that can be used for making decisions about promotions and bonuses.

Chapter 15: Learning How to Concentrate and Manage Your Time TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. Anyone can improve his or her power of concentration. ___T___ 2. Experience shows that when you limit yourself to a certain amount of time for concentration purposes (say, thirty minutes instead of an hour), you accomplish more. ___T___ 3. Short, intense periods of concentration are more effective than trying to concentrate over extended periods of time. ___T___ 4. When sorting mail, handling a piece of paper only once is the most effective time management technique.

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___F___ 5. Finding a location free from interruptions does not significantly aid a person’s ability to concentrate.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___e___ 1. Which of the following is not a barrier to concentration? (a) telephone calls, (b) interruptions by employees or co-workers, (c) noise, (d) lack of motivation, (e) analog clocks. ___a___ 2. If a supervisor’s score on the Time Waster Assessment Scale is 90 points and above, he or she: (a) is highly organized, (b) needs slight improvement, (c) is highly disorganized, (d) none of the above. ___b___ 3. Which of the following is not a step that will help you concentrate on a problem or project? (a) isolate yourself, (b) limit your options for addressing the problem, (c) give yourself a time limit, (d) make a decision or complete the project, (e) weigh and decide. ___c___ 4. Which of the following is not an immediate personal benefit you will realize when you learn to manage your time? (a) you will be less frustrated, (b) you will have the time you need to prepare for the future, (c) you will be considered for promotion, (d) you will achieve a better work-life balance. ___d___ 5. All the following tips will help you manage email except: (a) identify select times in the day to check email rather than constantly throughout the day, (b) do not write lengthy emails, (c) create subfolders and automatic preferences for receiving emails from select individuals, (d) use emails to address concerns with colleagues about team communication problems, (e) use “unsubscribe” links provided in emails from vendors you do not wish to contact you further.

SHORT ANSWER ESSAY QUESTIONS: (each worth between 3 to 10 points each) Q. List and briefly describe four tips on improving concentration Answer (any four): 1.

Limit your time. Experience shows that when you limit yourself to a certain amount of time for concentration purposes (such as thirty minutes), you accomplish more.

2.

Set a firm line with others during times needed for concentration. Let others know you do not wish to be interrupted during these times, except for emergencies.

3.

Divide and conquer big projects. When facing a major project like preparing an annual report or budget, it is often a good idea to divide the work into smaller parts.

4.

Visualize the benefits. Concentration is aided when the rewards that come from a completed project are pictured in advance.

5.

Project a professional image. Managers who learn to concentrate on setting goals, establishing priorities, and completing special projects communicate a more professional image to upper management.

6.

Begin the task. Do not procrastinate.

Q. List seven of the twelve tips to make meetings more productive.

Answer (any seven): 1. Do not call a staff meeting unless it is necessary.

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2. Have a specific goal or purpose to accomplish, and announce it before you begin the meeting.

3. Ensure that attendees know their roles in the meeting and how to participate and that they arrive prepared.

4. Do not include items that can be covered more efficiently outside meeting time.

5. Keep the meeting as short as possible.

6. Use care in selecting the location of the meeting to avoid distractions and interruptions.

7. If a group decision is involved, get as much participation as possible.

8. Seek alternatives to any decision proposed so that the final decision is the best one.

9. Keep the meeting upbeat and energetic.

10. Enjoy a little laughter.

11. Use the meeting to demonstrate your leadership.

12. Conduct a personal evaluation so that you can do even better the next time.

Chapter 16: Establishing Goals and Planning TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. The Gantt bar-chart helps one do a better job of coordinating subprojects with a master plan. ___T___ 2. A supervisor should develop his or her own departmental plan, gear it to broad management objectives, and then communicate it to employees. ___T___ 3. PERT stands for Planning Evaluation Response Technique. ___F___ 4. In the Formula for Successful Planning, which is MO + DP + SP = DS, DP stands for department plan and SP stands for specific plans. ___F___ 5. When developing department plans, identifying a broad range of challenging goals is better than a few modest goals.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___a___ 1. Database management programs make it possible to: (a) obtain and review information from a larger base to make comparisons, (b) do word processing, (c) display information in the form of charts or graphs, (d) permit the transfer of data to and from other sources. ___b___ 2.

A personal performance contract (PPC) establishes: (a) mutual rewards between the supervisor and his employees, (b) future goals for which an individual becomes accountable, (c) the chain of command, (d) departmental goals.

___a___ 3. Interlocking smaller plans that are dependent upon each other and must be molded together under a time limitation is called a: (a) Gantt chart, (b) PERT chart, (c) Planning formula chart, (d) Network analysis plan. ___c___ 4. Dividing your overall plan into plans that are achievable on a daily or week basis refers to which part of the Formula for Successful Planning? (a) MO, (b) DP, (c) SP, (d) DS. ___d___ 5. Which type of software involves programs that interface and permit the transfer of data to and from other supervisors and managers? (a) spreadsheets, (b) database management, (c) project management, (d) networking.

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___c___ 6. Though they may not always be involved in developing them, supervisors are generally responsible for implementing: (a) a network analysis plan, (b) departmental plans, (c) management objectives, (d) personal performance contracts.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. What does the formula MO + DP + SP = DS mean?

Answer: It means the following: MO (management objectives) plus DP (department plan) plus SP (small plans) equal DS (department success). Each symbol in this formula will take on a special meaning as you continue toward becoming a more organized supervisor.

Q. A supervisor must take responsibility for goals handed down from higher management and must then relate the operation of the department to the company goals. In so doing, the supervisor should ask these questions: Answer: 1. What are the current objectives of my company?

2. What are my department’s responsibilities in helping management achieve these objectives?

3. How might my department contribute more to reaching these objectives?

4. Is my department doing anything not in conformity with these goals?

5. Is my department doing anything that is superfluous or redundant that, if eliminated, would help management better reach these objectives?

Q. List four tips to follow when implementing the planning formula.

Answer: 1.

Keep your departmental plans simple.

2.

Organize yourself on a daily basis.

3.

Achieve results through people.

4.

Be a do-it-yourself goal setter.

Q. List and briefly describe five things a supervisor can do to create a department plan.

Answer: 1. Make your plan workable because an impossible goal does not motivate.

2. Identify fewer (three or four) vitally important achievable goals that contribute most to achieving management objectives.

3. Make your plan flexible so that you can adjust to changes beyond your control.

4. Include all elements or factors over which you have control.

5. State the expected increase in productivity (tangible, sales, or service) in clear terms. Always include previous figures for comparison.

6. Tie your plan to management objectives.

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Chapter 17: Setting Priorities TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. In putting a plan into operation, you need to concentrate on doing the most urgent tasks first. ___T___ 2. The actions you take to move to your goal are your objectives. ___T___ 3. Often employees resist change because they were not involved in the planning of the change. ___F___ 4. Goal setting has little to do with change. ___F___ 5. The first thing a supervisor learns about setting priorities is that they will last a long time. ___F___ 6. Oscillating back and forth from one priority to another is a good idea since priorities often change. ___T___ 7. Give priority to any problem that is rendering you ineffective as a supervisor.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___a___ 1. Some managers use a simple ABC system to help them prioritize tasks. Priority A includes: (a) “must-do” items that are critical, (b) “should do” items but without critical deadlines involved, (c) “fun to do” or “when I have time” tasks, (d) “deadline tasks.” ___c___ 2. Which of the following is a basic yardstick to follow in setting priorities? (a) judgment, (b) relativity, (c) timeliness, (d) all of the above. ___d___ 3. When setting priorities, the question to ask when measuring the relevance and value of your priorities is: (a) “What commands my attention right now?” (b) What priorities are on my A list?” (c) “What tasks do I care about the most?” (d) “What is the best use of my time right now?” ___d___ 4. Immediate deadlines are matters that (a) take precedence over departmental planning, (b) should command your attention right now despite their limited long-term value to organizational success, (c) constitute the best use of your time right now because they involve the normal expectations of doing business, (d) all the above. ___c___ 5. It is sometimes good to delay a problem or task and drop it to the bottom of your priority list because: (a) the mind can only handle so much information at one time, (b) it must not have the high priority you thought it had, (c) more time is needed to evaluate the facts, (d) it is never wise to delay a problem or task. ___b___ 6. You should probably deal first with a difficult employee conflict or communications problem that is bothering you emotionally because: (a) remaining angry with an employee is not healthy, (b) it is best to deal first with emotional problems that are rendering you ineffective as a supervisor, (c) complaining, unhappy employees are distracting, (d) such matters constitute emergencies that command your immediate attention.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. Describe three reasons supervisors find it advantageous to write out a list of objectives on a desk pad.

Answer: 1. Writing the list is a form of self-discipline. When you know what needs to be done next, you are better organized and less likely to waste time.

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2. The list frequently eliminates forgetting, which can get one into trouble with superiors. Some supervisors simply prefer to trust visible lists instead of their memories.

3. Completing a list and checking off items is satisfying and motivating. A priority list is, in effect, a personal reward system.

Q. List and briefly describe five tips to follow when setting up a priority list.

Answer: 1. Select the task or project that will, in your opinion, advance the productivity of your department the most, and put it at the top of your list. Leave it there until it is completed or a more important task surfaces.

2. List two additional tasks or projects that are less important but should still be numbers 2 and 3 on your pad. Frequently these tasks present less time pressure.

3. List, in succession, any tasks (reports, appointments, telephone calls, counseling) that either must or should be accomplished before you leave work.

4. Select and list a “fun” project—something you can look forward to doing as an end-of-day personal reward—near or at the bottom of your list.

5. Try to restrict the number of tasks on your list to about seven. Too many priority projects can lead to confusion and de-motivation. Even though it may be your goal to accomplish as much as possible in a single day, some tasks will wait until tomorrow.

Chapter 18: Make Decisive Decisions TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. For decisions that directly affect your employees’ work or routine it is wise to involve them in decision making. ___T___ 2. Participation in making decisions is a motivator for many employees. ___T___ 3. People problems may stem from job problems but they exist primarily inside the employee. ___F___ 4. A consultative decision involves the participation of the entire team in the decision making. ___F___ 5. A low consequence work-oriented decision is one involving problems that challenge existing policies or procedures or involve changes in technology, layout, design, reporting methods, procedural patterns, control systems, safety rules, or basic production methods.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___a___ 1. When making high consequence work-related decisions do which of the following? (a) Avoid the temptation to make a quick decision, (b) Compare the first answer you think of with at least one other possibility, (c) Announce your decision to those involved and move on, (d) Make a decision immediately. ___c___ 2. Any people problems other than simple requests should be considered (a) low consequence people problems, (b) job oriented problems of low consequence, (c) potentially high-consequence problems, (d) job oriented problems of high consequence, (e) none of the above. ___b___ 3. Using your hunches instead of your rational powers is an example of: (a) stalling or delaying action until the problem goes away, (b) temporarily disposing of a problem by making a quick, superficial decision, (c) autocratic decision making, (d) a low consequence, people-oriented decision.

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___a___ 4. When evaluating the list of possible decisions during group decision making, which of the following inquiries is not one to use as criteria for selecting and justifying the group’s choice? (a) Will the choice make the situation more comfortable to live with for everyone? (b) Will the choice improve the situation? (c) Will the choice meet the needs of those involved in carrying out the decision? (d) Do we, as a group, have the resources, such as time, money, and expertise, to carry out the decision? ___c___ 5. Which of the following steps is not part of the half-minute procedure for making quick, frustration-free, low-consequence decisions: (a) announce the decision to those involved and move on to something else, (b) compare the first answer you think of with at least one other possibility, (c) deliberate over the most likely choice to be absolutely sure it will work, (d) take time to restate the problem and review the facts in your mind. ___a___ 6. When making a low-consequence decision involving simple employee requests, ask all the following except: (a) What would other supervisors do in this situation? (b) Is there a written policy that governs this request? (c) Will granting the request damage relationships with other employees in my department? (d) Will granting the request seriously endanger the health and safety of others? ___d___ 7. Problems involving friction between two or more employees and that usually affect productivity are most accurately categorized as: (a) low-consequence work-oriented problems, (b) highconsequence work-oriented problems, (c) low-consequence people problems, (d) highconsequence people problems. ___b___ 8. When making a high-consequence work-oriented decision, if the decision you need to make will have significant impacts on the team and you risk loosing their trust and goodwill without getting their input, then: (a) make an autocratic decision, (b) used the group decision making model, (c) use consultative decision making, (d) use any one of the three decision making processes but be prepared to defend your decision accordingly.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. List and briefly explain the three types of decisions supervisor often make.

Answer:

• The autocratic decision is one that the supervisor makes on his or her own. He or she does not consult anyone, and accepts full responsibility for the consequences of the decision.

• The consultative decision is one in which the supervisor talks over the problem with another person, per•

haps a more experienced superior. Two heads are frequently better than one when a serious decision must be made. It is foolish to make a poor decision on your own if an expert is available to help you make a better one.

The third possibility is the group decision. The supervisor involves the entire staff in the process. This approach would be the only acceptable process in a true team operation.

Q. List the six steps in the Group Decision Making Through Needs Clarification Model.

Answer: 1. Communicate the situation to the group. Openly discuss the need for a decision.

2. Brainstorm all possible decisions.

3. Evaluate the list of possible decisions.

4. Choose the best alternative.

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5. Develop an implementation strategy.

6. Follow up.

Q. List and briefly explain three questions a supervisor should ask herself when she receives a special request from an employee that is about work schedules, procedures, breaks, and personal matters that are important to the individual but relatively insignificant in the total operation.

Answer: 1. Is there a written policy that governs such requests? If so, it should apply (except in unusual cases) and should be carefully explained to the employee.

2. Will granting the request damage relationships with other employees in her department? If so (except in unusual cases), it should be refused and the reasons made clear to the person making the request.

3. Will granting the request seriously endanger the health and safety of others? If so, it should be refused and the reasons given.

Q. List five times when the group-decision approach should be used Answer: 1. When the decision will have an influence on employees.

2. When the decision requires no urgency.

3. When departmental priorities permit.

4. When you are willing to abide by the decisions the group makes.

5. When you have created and maintained a team approach.

Chapter 19: Common Mistakes You Don’t Want to Make TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. All work is a process that is accomplished by communicating. ___T___ 2. Some supervisors mistakenly believe that time solves all problems. ___T___ 3. Open and frequent communication is an effective way to demonstrate strong leadership. ___T___ 4. You know you are showing the right degree of assertiveness when others are equally open, direct, and forceful with you. ___F___ 5. “Under promise and over deliver” means you should seldom if ever make promises.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___d___ 1. Which of the following is an effective way to communicate with employees? (a) tell it the way it is, (b) be firm, be clear, and let people know you mean it, (c) never insult an employee by calling him a name, (d) all of the above.

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___c___ 2. A “typecaster” (a) squelches the ambition and creativity of employees without knowing it, (b) is not sensitive enough to see the potential abilities of employees, (c) wants to classify and pigeonhole all employees. ___b___ 3. It is important to “under promise and over deliver” because (a) promises are generally shallow and meaningless, (b) you will delight employees and others when they receive more than you initially promised, (c) employees won’t trust your promises otherwise, (d) catering to your employees’ lowest expectations protects you. ___a___ 4. All the following statements are true of the “poor perceiver” except: (a) he/she insists upon putting people into groups rather than see them as individuals, (b) he/she is not sensitive enough to see the potential abilities of employees, (c) he/she fails to recognize special contributions that deserve a compliment, (d) he/she doesn’t recognize improvement in new employees. ___e___ 5. Many managers fail to exercise strong leadership for the following reasons except: (a) they would rather be popular than effective, (b) they mistakenly believe that time solves all problems, (c) they seek to solve problems too quickly without getting all the facts, (d) they have more faith in the behavior of their employees than is justified, (e) none of the above; all are possible reasons.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. List and briefly explain three reasons many supervisors fail to provide the strong leadership needed.

Answer: • Some may be too introverted to communicate their feelings to others.

• Some may have more faith in the behavior of their employees than is justified.

• Some simply refuse to recognize that they need to be a leader to succeed.

Q. List and briefly describe the three kinds of supervisors who restrict their employees.

Answer: 1.

The typecaster. This supervisor wants to classify and pigeonhole all employees rather than accepting and treating everyone as a separate, unique individuals.

2.

The snuff-out artist. This supervisor squelches the ambition and creativity of employees without knowing it by having an overpowering demeanor.

3.

The poor perceiver. This supervisor is not sensitive enough to see the potential abilities of employees. He or she doesn’t see hidden talent and therefore fails to recognize a special contribution that deserves a compliment.

Q. List five ways to set up an effective communications system.

Answer:

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1.

Create daily two-way conversations.

2.

Set up a bulletin board (either electronics or traditional types) as a communications headquarters.

3.

Hold group meetings.

4.

Send interoffice communications (email, voice mail, or memo).

5.

Hold formal two-way meetings in the office, arrange for luncheon communication sessions, take advantage of coffee breaks and trips outside the plant or office for communication purposes.

Chapter 20: Converting Change into Opportunity TRUE OR FALSE QUESTIONS: (each worth 1 or 2 points) ___T___ 1. Change is anything that happens in our environment that requires a human adjustment. ___T___ 2. Employees who participate in the planning of change experience a reduction in the stress that change can bring. ___F___ 3. Many times an individual hears about a pending change and promptly converts it into an opportunity. ___F___ 4. The U.S. workforce has been relatively stable during the last ten years. ___F___ 5. It is unethical to work a Plan B while you continue to operate effectively in the job you were hired to perform. ___T___ 6. Most observers agree that the zigzag route will take a person to the top faster than the straight line approach. ___T___ 7. A Plan B is equally effective for both stabilizers and scramblers.

MULTIPLE CHOICE: (worth 2 to 3 points each) ___c___ 1. Which of the following is the best definition of eustress? (a) harmful stress, (b) distress, (c) mild positive stress that stimulates greater productivity, (d) none of the above. ___a___ 2. Which of the following best defines “networking?” (a) the practice of actively seeking out and building relationships with colleagues inside and outside the firm, (b) taking the zigzag approach to reach upper management, (c) taking the straight line approach to upper management, (d) having a plan B. ___b___ 3. Those who choose to use the zigzag approach are called (a) stabilizers, (b) scramblers, (c) straight liners, (d) none of the above. ___c___ 4. When helping employees work through change, it is important to: (a) push them to accept the change as quickly as possible, (b) encourage them to be forward-looking and not dwell on the way things were, (c) acknowledge the past while helping them develop new identities and see envision new possibilities, (d) patiently allow them to live in the “neutral zone” as long as it takes. ___d___ 5. The four steps on the process for balancing between productivity and rest when working on a problem are all the following except: (a) intense, focused attention on the problem at hand, (b) stepping away from the problem, (c) becoming completely immersed in the process with new energy and insight, (d) reflection on what the new insights mean for tackling future problems of a similar nature, (e) return to a new-normal state where the person can handle the problem with renewed self-confidence. ___b___ 6. The four generations currently working in the workforce are generally referred to as: (a) Traditionalists, Baby Boomers, Generation Y, and Generation Next, (b) Traditionalists, Baby Boomers, Generation X, and Millennials, (c) War Generation, Post-War Generation, Anti-War Generation, and Peace Generation, (d) Traditionalists, Baby Boomers, Lost Generation, and Millennials, (e) Traditionalists, Post-War Generation, Generation X, and Millennials.

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___d___ 7. The most accurate term to refer to workers in the Knowledge-Worker Age is: (a) independent contractors, (b) entrepreneurs, (c) subordinates, (d) partners, (e) followers. ___c___ 8. A scrambler must be careful not to be perceived as: (a) ambitious and self-motivated, (b) eager to move from one organization to another to advance, (c) moving too quickly by hopping between jobs, (d) wanting to stay put in his/her current position for more than a few years, (e) inflexible.

SHORT ANSWER ESSAY QUESTIONS: (each worth up to 10 points each) Q. List at least six of the nine ways a supervisor can make herself noticed by other managers.

Answer: (any six)

• Speak up in staff meetings.

• Turn in written suggestions for improvement and change through channels.

• Make appointments through appropriate channels with upper management people to ask questions about the company, business objectives, or to receive job or career advice.

• Be seen around the facility.

• Lead a cross-functional team.

• Participate in organizational events or recreational activities.

• Take advantage of lunch to meet other people.

• Take a special assignment with a higher profile or that is especially valued by upper management.

Q. Briefly describe seven steps are involved in the preparation of a personal Plan B. Answer: Step 1: Revise and keep an up-to-date résumé.

Step 2: Streamline and become more effective in your Plan A so that you will have more free time to design an excellent Plan B. Step 3: As difficult as it may seem, start learning more from your present job.

Step 4: Verify your competencies to make sure you are up-to-date in your professional arena.

Step 5: If necessary, return to college for additional training or engage in a do-it-yourself upgrading project.

Step 6: Do some creative networking from your present position. Make it a major effort!

Step 7: Use your Plan B to gain a promotion where you are, or use it to win a better position outside.

Include it in your résumé and refer to it during interviews.

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OPTIONAL ACTIVITIES FOR EACH CHAPTER CHAPTER 1 Interview someone in upper management, preferably where you are employed, on the subject of capable individuals who accepted supervisory roles but eventually gave them up to become regular employees once again. Why were they drawn into management? Why did they change their minds? What are the vital considerations to weigh carefully before taking the step up to supervisor?

CHAPTER 2 Interview three first-line supervisors either at work or in your community. In each interview ask this question: What were the five most difficult problems you faced as a supervisor when you started? Once you have your answers, rank the top eight or ten according to the importance placed upon them by the supervisors you interviewed. If your instructor requires a written report, list the names and positions of those interviewed.

CHAPTER 3 Invite a female and a male front-line supervisor as guests to discuss what it is like today to be a supervisor or team leader as compared to the past. Why are their jobs more demanding today? What can students do to better prepare themselves? Invite questions from students.

CHAPTER 4 Conduct a ten-minute interview with at least five regular or part-time employees. Tell them you are conducting a research project for this class. In each case ask this question: What could your immediate supervisor do to increase your productivity? After you get all the answers, rank the top ten in the order of importance indicated by the people interviewed. (Also list their names and positions.)

CHAPTER 5 1. Write a one page paper describing the nature of the supervisor-employee relationship. What are the ingredients? Why do relationships sometimes fall apart? What potential do you feel MRT has to create, maintain, and repair such relationships?

2. Write a two page paper on the problems involved in integrating the five irreplaceable foundations into one’s behavioral patterns. Why are they so simple to understand yet so difficult to practice? Could you build a case for the view that beginning supervisors who have never had a management course might do a better job of absorbing and practicing the fundamentals than those who have been taught management theory? If you wish, take the opposing view.

CHAPTER 6 Based upon your past experiences as an employee, discuss the importance of discipline lines. Why are they fundamental in creating the right working climate? Why must they be adjusted? What, in your opinion, is the ideal discipline line for the work environment of your choice? How do you personally intend to establish and maintain your own discipline line?

CHAPTER 7 If possible, locate a local firm that has adopted the Total Quality Management (TQM), Six Sigma, or Lean Production approach and invite a manager from the company as a guest to discuss how the philosophy is working. Ask the guest to make suggestions on how class members can better prepare themselves to work under such a climate.

CHAPTER 8 Appoint three or more students to designate a hypothetical mix for a team of 15 workers in your community that reflects the cultural makeup of the workforce in the city. Describe this mix in terms of gender, race, ethnicity, generational identity and any other relevant characteristics and what this mix means in terms of the challenges of developing and managing an effective team.

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CHAPTER 9 From your own experience, describe a situation in which you would be justified in using the directive communication approach. If possible, demonstrate this approach on tape for a classroom presentation. Write a script for the person who plays the employee role.

CHAPTER 10 Write a paper telling how you think the new supervisor can avoid having problem employees. Take into consideration orientation, working assignments, the five irreplaceable foundations, counseling, and other techniques already introduced in the text. Could you be successful in the elimination of problem employees in your own department?

CHAPTER 11 Review a standard text on Personnel Administration. List what you feel to be the ten most important personnel functions. List them in order of their importance to you.

CHAPTER 12 Check out a book on supervision or management from your local library. Look in the index and find those sections dealing with the problem of delegation. Compare the information and ideas you find there with what you’ve learned in this chapter. As a result, what three ideas, techniques, theories, or principles would you add to this chapter.

CHAPTER 13 From your experience as a learner, comment on whether or not you feel that supervisors, generally speaking, are good teachers. Cite an example to support your view.

CHAPTER 14 Interview a Human Resource director in your area on the subject of performance evaluations. Once the interviews have been completed, write a paper outlining what you feel would be the ideal system.

CHAPTER 15 Invite students to write their three primary barriers to concentration on a slip of paper. Designate a student to prioritize barriers and write them on the board at the next classroom session.

CHAPTER 16 Prepare an oral report on the motivational aspects of personal goal setting. Explain why goals must be reachable. How flexible should both short- and long-term goals be? Why are they motivating to many people?

Do you believe in setting goals for yourself?

CHAPTER 17 1. Present an oral report, listing on the board a minimum of five advantages to establishing daily priorities. Explain each advantage in detail with examples. Following class participation, add other advantages to your list or make revisions.

2. Through interviews, research, or personal conviction, build a case on the premise that those who learn to manage their work-time well become more successful and get more out of life because they free more time for life-style activities. Answer the question, “What makes a workaholic?”

CHAPTER 18

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Write a written report that states how you intend to improve your decision-making ability. Rate yourself on a scale of 1 to 10 now, and indicate where you hope to be on the scale when you have reached your goal. Be specific about how you intend to reach it.

CHAPTER 19 Interview at least three upper-management people, asking each of them this question: “What are the most common mistakes you see supervisors making?” Write down all their answers and do a comparative analysis of those responses and the five errors discussed in this chapter.

CHAPTER 20 Interview at least three middle- or senior-level managers that you know. Describe the “scrambler” and “stabilizer” approaches to career advancement, in case they are unfamiliar with these terms. Ask each manager which approach would best describe the approach he or she has used to advance and to provide specific actions he or she would suggest or avoid when using this approach.

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ROLES Bill, General Manager Ricardo, Supervisor Yolanda, Supervisor Gerald, Supervisor 50

Karl Renee Marty Giselle Julie 51