Supervision Managing For Results 10th Edition John Newstrom - Solutions

10. What technique, involving self-control or self-discipline, is sometimes made available to supervisors for controlling their own performance?
9. How should supervisors approach the issue of self-control for their employees?
8. How are management by exception and control-standard tolerances related?
7. What are some of the things that contribute to defects and errors? How can they be reduced or eliminated?
6. Tammy relies mainly on checking merchandise just before it is shipped from her department.What kind of control is she relying on?What are the dangers in waiting until then to exercise control?
5. If a supervisor has been given the standards for her or his department, what three other steps in the control process will she or he still have to deal with?
4. Of the three chief ways of setting standards, which is the best? Why? What’s likely to be wrong with the other two?
3. Which do you think is better: to overcontrol or to undercontrol a process?
2. Explain the difference between a supervisor’s judgmental role in organizational control and his or her problem-solving and decisionmaking role.
1. What is the ultimate purpose of the control process?
10. T or F Self-control is not always appropriate for all employees to engage in.
9. T or F There is little a supervisor can do to counteract employee resistance to controls.
8. T or F The process of benchmarking means determining what your average competitor does and then replicating it.
7. T or F Quality control and quality assurance mean basically the same thing.
6. T or F In a management by exception system, supervisors only monitor and react to the very best levels of performance—those that are truly terrific in degree or quality.
5. T or F It is better to undercontrol a process than to overcontrol it.
4. T or F Past performance is the best basis for setting control standards.
3. T or F Once a standard is set, there should be no deviation from it.
2. T or F The first step in control lies in setting appropriate standards.
1. T or F The control process cannot be complete unless the supervisor performs the problem-solving function.
11.5 Discuss employee resistance to controls and explain some of the ways to reduce it.
11.4 Explain the meaning of quality, why it needs to be controlled, and how a number of methods and programs can help achieve it.
11.3 Discuss the four steps of the control process, be alert to the dangers of overcontrol and undercontrol, and explain the three major types of controls.
11.2 Define and recognize a control standard, and explain and evaluate the sources and bases of those standards.
11.1 Understand the dual nature—judgmental as well as problem solving and decision making—of the supervisor’s role in carrying out the control function.
10. The “hot-stove” rule is meant to help supervisors remember four important points about discipline. Briefly describe each one.
9. Progressive discipline suggests a sequence of four steps. What reasons can you suggest for not using all four, such as starting at step 1 and jumping to step 3, or starting directly at step 2?
8. Summarize these four arguments: why a well-behaved employee and another employee prone to bending the rules would like and dislike the presence of disciplinary regulations in the workplace.
7. Why might a company have policies for confronting drug abuse that are different from those for dealing with alcohol abuse?
6. Discuss the difference between valid absences that result from bona fide illness and absences that psychologists describe as voluntary absences. What is a supervisor’s role in minimizing the latter?
5. List five specific counseling skills that you could use in counseling a troubled employee.
4. Describe the characteristics of the counseling approach.
3. Explain what it means for a supervisor to be empathetic.
2. When a supervisor is thinking of counseling an employee, should the emphasis be placed on behavior, performance, or attitude? Why?
1. Why is it so important for supervisors to identify and attempt to help troubled employees in their workforce?
10. T or F When firing someone, it is important that supervisors follow the guidelines of due process.
9. T or F Constructive discipline and progressive discipline are basically the same thing.
8. T or F At one time or another, nearly 90 percent of employees cause disciplinary problems for supervisors.
7. T or F The purpose of performance management is to get employees to meet or exceed job standards and rules.
6. T or F If an employee has a life-threatening illness, you should disclose it to other employees as soon as possible to prevent rumors.
5. T or F Firm rules, consistency in applying penalties, and exploration of causes are all useful methods in combating voluntary absences.
4. T or F One effective way to help employees relieve stress is to provide them with an opportunity for catharsis.
3. T or F In good counseling sessions, the employee determines the focus of the discussion and the topics to be discussed.
2. T or F Employee withdrawal refers to those persons who leave the organization.
1. T or F Supervisors should intervene at the first sign that an employee is exhibiting a performance problem.
10.6 Differentiate between constructive and progressive discipline, know the four elements of the “hot-stove” rule, and recognize the necessity of due process and having a just cause when firing an employee.
10.5 Explain the goals of performance management, the most common types of offenses that require disciplinary action, and the range of employee responses to it.
10.4 Recognize alcoholism and illegal substance abuse among employees, and know how to respond appropriately.
10.3 Identify the various kinds of absenteeism and know the recommended remedial approaches for each one.
10.2 Explain the general approach to employee counseling, explain its rules and limitations, and know when a troubled employee should be referred to a professional counselor.
10.1 Describe problem performance and identify the symptoms of a troubled employee.
10. After some changes had been made in the job, an employee complained to the supervisor,“This is job enlargement, all right, but it sure isn’t job enrichment.” What did the employee mean?
9. Name at least five factors that, if built into jobs, add to the potental of the work itself to motivate employees.
8. An employee told her supervisor, “I’m being paid fairly for the work I do; it’s just that others are getting more for doing the same thing!” Explain the source of her dissatisfaction, and then indicate how the supervisor should respond to her.
7. Explain the three estimates an employee makes about a work assignment in deciding whether he or she will try harder.
6. How does Herzberg distinguish between satisfiers and dissatisfiers (maintenance factors)?
5. When worker motivation is low despite good pay, fringe benefits, and desirable working conditions, what can a supervisor do to increase motivation?
4. How might an individual’s priorities of needs change with his or her growing maturity?
3. If an employee’s survival, safety, and social needs have been satisfied, which of Maslow’s five needs should a supervisor appeal to next?
2. Why is it possible for two employees to have entirely different reactions to the same boss?
1. What sorts of things affect the development of an individual’s personality?
10. T or F Employee engagement is most directly created through the process of job enlargement.
9. T or F Job enlargement is likely to increase an employee’s sense of skill variety; job enrichment is likely to increase an employee’s task significance and autonomy.
8. T or F Personal recognition of employees should be reserved for extraordinary performance.
7. T or F Perceptions of equity involve not only a judgment of the balance of effort and rewards but also the comparison to similar employees’ efforts and rewards.
6. T or F One good thing about the drives for achievement, power, and affiliation is that there is almost no negative side to them.
5. T or F Supervisors are most directly responsible for affecting motivational, not maintenance, factors at work.
4. T or F Satisfaction and dissatisfaction are basically two different feelings (positive and negative) about the same set of motivational factors.
3. T or F The most powerful motivational need may be different from person to person, and also may vary over time within an individual.
2. T or F According to psychologist A. H. Maslow, employees all have five basic needs of equal strength.
1. T or F A supervisor’s first priority in motivation is to try to predict the behavior of employees.
9.6 Identify the elements found in a peoplecentered approach to job design and explain how, when they are used to empower employees, they provide motivation and improve the quality of work life.
9.5 Discuss the ways in which money and recognition can be used to reinforce desirable employee behaviors.
9.4 Understand the concepts of expectancy theory; drives for achievement, power, and affiliation; and the impact of equity and inequity on employee motivation and morale.
9.3 Explain the differences between satisfaction and dissatisfaction, and discuss how a supervisor can affect the contributing factors.
9.2 Describe the major needs that employees typically have, and explain how they influence motivation and behavior.
9.1 Recognize some of the factors that influence the development of each individual’s unique personality.
10. Discuss the pros and cons of using e-mail for employee communications.
9. Does listening have any role in the process of giving orders?
8. Are there any conditions under which a supervisor should refrain from giving orders? If so, what are they?
7. How would you communicate differently with employees who are primarily visual, auditory, or kinesthetic?
6. Suggest three or more different techniques for helping supervisors listen more effectively.
5. With all this emphasis on communication, isn’t there a danger of overcommunicating?Is it ever possible to overcommunicate?
4. If you are unable to complete a project on schedule, is it preferable to inform your boss about it immediately or to wait until it is done and then provide a detailed explanation?
3. How can supervisors develop high levels of credibility among their employees?
2. Discuss the pros and cons of the grapevine.
1. Why is it important for an organization to have effective communication?
10. T or F Employees are more likely to respond positively to an assertive request than to an order.
9. T or F The difference between an order and an instruction is that an order states what to do, and an instruction explains how to do it.
8. T or F Supervisors should determine whether they are visual, auditory, or kinesthetic persons and stick to the style they most prefer.
7. T or F It is best to avoid telling your boss about potential problems or controversial issues for fear of arousing an angry response.
6. T or F Good listeners can usually guess what someone is about to say; they can save time for both parties by offering suggested words and phrases.
5. T or F Many body language cues are expressed unconsciously.
4. T or F Studies show that the grapevine is usually 100 percent accurate.
3. T or F Leaders of group meetings should focus on using task-oriented skills and minimize their use of social roles.
2. T or F Feedback is most effective when it is subjective rather than objective.
1. T or F Communication is the process of passing information from one person to another.
8.5 Use your knowledge of the communication process to make orders, instructions, and requests more acceptable to employees.
8.4 List the major communication guidelines that help create positive working relationships.
8.3 Assess the quality of your nonverbal communication skills and identify how to be a better listener.

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Supervision Managing For Results 10th Edition John Newstrom - Solutions

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