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total quality management
Umiker S Management Skills For The New Health Care Supervisor 7th Edition Charles R. McConnell - Solutions
What do you consider to be potentially the most upsetting change that can affect a department or team or other specific work group? Why?
Are there any times when job redesign might not be especially appropriate? Why or why not?
How would you go about ensuring that the right person is matched with the right job as early in employment as possible?
Describe two characteristics you would look for if you were considering employees who might fit well into a telecommuting situation.
What would you consider to be at least three advantages of successful job redesign? Why?
Explain what is meant in the chapter by macro and micro models of job design.
How are the four senior employees going to feel, having been through this frustrating process twice?
What are likely to be the attitudes of the business office staff toward the organization?
How are the four senior employees likely to regard their boss’s boss, the finance director?
What would be your recommendation for attempting to correct (over a period of time) the damage done in the business office?
Enumerate the benefits of and the necessity for a staff development program.
Identify the accountability for planning staff education and for creating and promoting the opportunity for career development.
Introduce the essentials of staff education needs assessment and highlight the elements of an effective staff development program.
Address mentoring as an especially valuable approach to job-specific staff development.
Stress the need to encourage creativity and innovation in employees.
Define the creative process in everyday terms, and highlight the behavioral characteristics of creative people.
Review the commonly encountered barriers to creativity, and suggest how the supervisor can overcome these and stimulate and reward creativity in the staff.
Do you have an in-house educational program for each staff member?Does it include a minimum number of hours of participation or some evaluation method for results? Are records kept? Are you satisfied with the results?
Are training materials (books, journals, tapes, and other teaching tools) easily available? Do you know how frequently these are used?Are they regularly updated?
Is there an ongoing professional and/or management training program readily available?
Do your employees have the time to make use of the training materials? Do they have time to attend lectures, demonstrations, and other educational sessions?
Is there financial support for continuing education? Are schedules flexible enough to permit employees to attend programs at educational institutions?
Do your employees get intellectual stimulation through problemsolving sessions?
Do your employees have the opportunity to cross-train? To rotate work-stations? To assume greater responsibilities? To serve on committees, quality circles, task forces, and other work groups?
Do you delegate tasks that provide valued educational experiences for your employees? Do they assume greater responsibilities? Do you empower them sufficiently to carry out these responsibilities?
Are educational subjects presented at routine staff meetings?
Are there real opportunities for promotion? Do you have dual career tracks? Can your employees be promoted within their current grades?
Does each employee have an individualized career growth plan that is jointly formulated?
When employees plan to attend outside seminars or workshops, do you jointly establish practical goals for that experience? Are these discussed when the employee returns? Do you provide opportunities to put those new skills to work?
Why is it stated that career development must largely be selfdevelopment?
Do you believe that everyone is potentially creative to some degree?Why or why not?
What is meant by the quotation, “Your education begins when what is called your education is over”?
What is the difference between invention and discovery?
Why is significant emphasis placed on career development? Wouldn’t it be more sensible to advise each employee to carefully select a job or occupation or employer and stick with it?
Why is it claimed that employees need to be allowed the freedom to fail?
Why would any department supervisor deliberately wish to make him or herself “dispensable” through self-development?
Why is it said that rank-and-file workers are well positioned to find creative ways of improving work methods?
What is a significant advantage of a career development program other than the obvious one of stimulating the development of present employees?
Why should acknowledgment or reward occur as close in time as possible after a creative accomplishment?
Delineate the differences between delegating and simply assigning.
Review the principal reasons why some supervisors are reluctant to delegate.
Differentiate between proper delegation and “dumping.”
Present an approach to delegation that includes consideration of what to delegate, to whom to delegate, and how to properly implement delegation and monitor progress.
Briefly introduce the concepts of horizontal delegation, reverse delegation, and hopscotch delegation.
Address the numerous similarities and parallels between proper delegation and the practice of empowerment as it is understood in today’s organizations.
What do you believe would be the result if your boss consistently practiced hopscotch delegation?
What do you consider to be the best way to get a dull, repetitive task accomplished? Why?
When is it appropriate for the supervisor to go ahead and do a given task himself or herself rather than delegate it?
Why is it said that accountability or ultimate responsibility cannot be delegated?
One reason often given for the failure of a supervisor to delegate is fear of competition from subordinates. Instead of fearing competition, why should the supervisor welcome it?
What will be your principal response to the employee who says to you,“I don’t have to do this—it’s not in my job description”?
If delegation and empowerment are synonymous in so many contexts, why do they seem to be differentiated so often today?
Why is it important for employees who are given a delegated task to know what is in it for them?
What does the supervisor need to be most careful of in following up on delegation? Why?
What is over-delegation, and what is its principal hazard? Explain.
Assuming Sharon is qualified for the project, what should determine whether you do indeed assign the task to her rather than doing it yourself or looking for another way?
Identify the advantages and disadvantages of the three possibilities outlined previously.
Which of the three approaches should you most seriously consider following? Why?
Introduce the supervisor to the informal communication network of the organization.
Identify the common barriers to effective spoken communication.
Emphasize the importance of listening skills and suggest how the supervisor can become a better listener.
Review the uses of the telephone and its adjuncts—voice mail, answering systems, etc.—and recommend effective means of using the telephone.
Introduce negotiation, provide guidelines for preparing for negotiation, and outline the major steps involved in effective negotiation.
Identify the common barriers to successful negotiation and suggest how these may be avoided.
Provide the supervisor with suggestions on how to negotiate with his or her superior.
What is the greatest shortcoming of the informal communication system, that is, the grapevine? Why is this so?
If we are generally aware that face-to-face is the most effective form of interpersonal communication, why do we use this approach today considerably less than it was formerly used?
It has been said that effective listening is difficult because we can hear without listening. What is meant by this statement?
Why do many employees tend to believe that management is usually holding back important information from them?
Which seems to work more readily as far as information flow is concerned: upward communication or downward communication?Why?
Why might an employee not ask for clarification, even if he or she has no understanding of what the supervisor has said?
What advantages of face-to-face communication are not available in various other means of interpersonal communication?
What do you believe the individual supervisor can do to influence the contents of the grapevine and its relative accuracy?
Concerning the example cited in the discussion of value-added negotiation in which an employee proposes to leave work early each day so she can pick up her child at school by making up the time by accepting more weekend assignments, what critical factor—not mentioned or even inferred in the
Reference has been made regarding negotiations with employees. In what ways, if any, might negotiation enter into a performance appraisal discussion?
Why do you suppose you get only silence from these employees when you attempt to deal with them as a group? Explore possible causes of this frustrating condition.
Why might the complaints that several of your employees raised involving administration and building services be a reasonable place to start working on this group’s communication problems?
How long do you believe it will take to bring this group around to where you need them to be? Why?
What can you do to straighten out this communication problem without prejudicing yourself with your manager any more than necessary?
What has Carl Smithers done to his own negotiating position by delivering an ultimatum?
Granted, you want to address the problem as soon as possible, but what, if anything, should you have done before sending for Smithers?Why?
What are you going to do or suggest doing if available resources continue to forbid adding any new staff?
Is there anything positive to immediately come of Smithers’ ultimatum?If so, what?
Encourage the reader or student to carefully examine his or her reasons for aspiring to supervision and to assess the willingness of the individual to accept the responsibilities of supervision along with its perceived advantages.
Provide simple, practical definitions of management and supervision, and establish the importance of the supervisory role in the organization.
Convey an understanding of the basic functions of supervision, and place the performance of these in perspective with their applicability at other levels of management.
Outline the skills and capabilities essential for success in supervision.
Review some of the significant changes the individual may experience in making the transition from member of a work group to leader of a group.
Highlight the elements of a new supervisor’s relationships with subordinates, peers, and superiors.
Identify potential pitfalls that can interfere with the growth and development of the supervisor.
Offer some practical advice for achieving success in a supervisory career.
Do I truly want to become a supervisor, or am I considering doing so because I desire the increased income or other benefits or because I believe I really have no choice?
Do I honestly want the opportunity to get things done the way I believe they should be done?
Am I prepared to take the risk and let go of old patterns of behavior?
Will I enjoy instructing people and evaluating their performance?
How will I react to the necessity of enforcing policies and counseling and disciplining employees when needed?
Am I willing to engage in budget preparation and other forms of planning activity?
Can I accept the inevitability of participation in workplace politics?
Do I stand ready and willing to adopt an attitude of continuous learning about supervision?
Why should the first-line supervisor be proficient in both doing and leading? Explain.
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