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••
Contents VII
CHAPTER 4 Organizing 88
Key Concepts 8 8
Chapter Outcomes and Learning Objectives 89
Responding to a Supervisory Dilemma 90
What Is Organizing? 92
Basic Organizing Concepts 92
What Is Work Specialization? 92
What Is the Span of Control? 93
Something to Think About (and Promote Class Discussion) Return to Yesteryear 94
What Is the Chain of Command? 95
What Is Authority? 96
News Flash! Obeying Authority 96
Where Are Decisions Made? 98
What Are the Five Ways to Departmentalize? 99
Comprehension Check 4-1 101
From Departmentalization to Structure 102
•••
VIII Contents
GLOSSARY 463
INDEX 472
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PREFACE
Chapter 1
New section "Why Study Supervision?"
Chapter 2
Updates on Contingent Workforces
Chapter 3
Updates on Six Sigma Quality
Chapter 4
Updates on Teleworking
New Case Study "Push the Magic Button"
Chapter 5
New Case Study "Attracting the Perfect Candidate"
Chapter 6
Updates on Cost Reduction
Updated "Something to Think About- Out With E-mail"
Chapter 7
New "News Flash!- Daily Delivery Decisions at UPS"
New "Something to Think About- Making Good Decisions"
New section "Global Diversity in Decision Making"
New Case Study "Simply Orange Decisions"
Chapter 8
New "News Flash!- Making it Rain ... at Gravity"
Updates on Employee Recognition Programs
New Case Study "Naturally Motivated"
Chapter 9
New "Something to Think About- Growing New Leaders"
New Case Study "Insane Leadership Legacy"
Chapter 10
New "Something to Think About - What 1s the Best Method to Communicate
Bad News?"
Updates on Communication
.
XIX
XX Preface
Chapter 11
New Case Study "An Rx for Improved Teamwork in the Health-Care industry"
Chapter 12
New "Something to Think About- An Unfair Performance Review"
New "News Flash!- The Anytime Feedback Tool at Amazon"
New Case Study "Accentuate the Positive!"
Chapter 13
New Responding to a Supervisory Dilemma
Updates on OSHA Enforcement Actions
Updates on Workplace Violence
New Case Study "When Stress Kills"
Chapter 14
New Case Study "Dealing with Conflict at Nomura Holdings Inc."
Chapter 15
New "News Flash!- This Changes Everything"
New section "What is Disruptive Innovation?"
New Case Study "Poor Performance Forces a Make Over at Avon"
Chapter 16
New "Something to Think About- A Bitter Taste at the Coffee House"
New Case Study "A Slap Shot at USA Hockey"
Postscript
New section "Once You Get a Job Be Proactive and Find Yourself a Mentor"
A good supervision text must address both traditional and contemporary issues.
We believe we've done this by focusing on relevant issues and by including lots of
examples and visual stimuli to make concepts come alive. The full-color design for-
mat captures visually the reality and the excitement of the supervisor's job. We've
also spent years developing a writing style that has been called "lively, conversa-
tional, and interesting. " That's just another way of saying that you should be able
to understand what we're saying and feel as though we're actually in front of you
giving a lecture. Of course, only yo u can judge this text's readability. We ask yo u to
read a few pages at random. We think you'll find the writing style both informative
and lively.
13
understand your current strengths as well
I" I I I I I I I I I I I as areas in need of development. To assist
- f-
in this learning process, we encourage you
f-
I" I I I I I '" I
18
I I I I I I" I I I I
to find and complete self-assessments.
- r- r-
- f-
I" I I I I I I I I f- Building a Team These exercises give
- '--- r-
-
119
I I I I I I f-
you an opportunity to work as a team,
- r- learning and practicing the supervisory
- f-
skills introduced in the chapter. By com-
'---
ACROSS DOWN bining your new knowledge and natu-
1. people who manage other managers 2. the process of getting things done, effectively and
3. competency in the ability to analyze and diagnose efficiently through and with people
ral talents, you will be able to practice
complex s~uations 4 . mon~OI'ing actMties
5. competency in the ability to work w~h and communicate 6. motivating employees a supervisory activity and assess your
w~hothers 1 1. competency in the ability to apply specialized knowledge
7. people responsille tor establishing an Ol'ganization's orexpenlse own progress.
overall goals 13. an employee who physically produces goods and s91Vices
8. conceptual, interpersonal, technical, and political 15. arranging and grouping jobs
9. the ability to demonstrate a behavior related to attaining 16. the primary activities supervisors perform
a performance goal Chapter Topic How-To Focus This section
, 0. doing the right task
12. planning, organizing, leadWlg, and controlting gives step-by-step instructions on how to
14. first-line managers
16. competency in the ability to enhance one's power develop a skill directly related to a topic
17. defining an 01ganization's goals
18. the systematic grouping of people to accomplish a addressed in the chapter.
specific purpose
19. doing a task right
Thinking Critically: Case Analyses Each chapter concludes with two case studies designed
to make you think critically as you make decisions regarding a supervisory issue. These
cases enable you to apply your knowledge to solve problems faced by supervisors. For
this edition, 11 of the cases have been replaced and updated with new topical situa-
tions dealing with current workplace issues.
Chapter Outcomes and Learning Objectives Each chapter opens with a list of outcomes
and learning objectives that describe what students will be able to do after reading the
chapter. These outcomes and learning objectives are designed to focus student's atten-
tion on the major issues in each chapter. Each outcome and learning objective is a key
learning element.
Key Concepts Each chapter contains a list of the key concepts addressed in the chap-
ter. These terms represent critical comprehension areas. And through the Key Concept
Crossword, students can get feedback on how well they've understood the key concepts.
Preface xxiii
chapter are set in boldface when they first appear in the chap-
ter. The marginal note defines the term for quick reference. •r-. •too ._ Cca,.-id 10 wor~c. ~or.- lOt"-..,.....,,...-........
. ..........~.........,,,.._...,.~~ ~ v.lOI'J.
NEWS FLASH!
THE SUPERVISOR'S ROLE IN MODERN ORGANIZATIONS
Fo r years, rhe role of the working o r fro m· line • Molding a product ive ream out of a mix of
supervisor has been considered by many organiza· full·timers, part· timers, " temps," and con·
rions ro be lirde more than a srepping·srone inro tract workers. News Flash! Because of the popularity of these
management. Business and managemem schools
devoted their artention primarily ro reaching prin·
• Implementation of quality and productiv-
ity programs such as ISO certification and
vignettes in previous editions, we continue to
ciples and theories applica ble to upper manage-
ment. Many professors figured their graduates
Six Sigma, just-in-time and lean manufactur- include them in this new edition. Each vignette
ing, and organizing work using self-directed
would hold down beginning supervisory roles for teams. presents an issue that highlights a distinction
a shorr period and then move imo something more
challenging. How things have changed!
• Enforcing the ever-growing number of employ-
ment laws pertaining to hiring and dismissal,
between traditional and contemporary supervi-
Today's organizations are complex. Some of
the complexity is a result, in part, of the following:
antidiscrimination, sexual harassment, disabil- sory roles. Each chapter contains a news flash
ity accommodation, workplace violence, Family
• A more culturally diverse workforce than ever and Medical Leave Act (FMLA) of 1993, item specific to the topics included in the chapter.
before. Occupational Safety and Health Administration
(co11titmed)
Thinking Critically Critical thinking is also an important outcome. Several years ago,
training organizations began taking a hard look at themselves. Typically, they found
that their programs needed to expand language-based skills, knowledge, and abilities
across the curriculum. What outcomes did this achieve? In essence, it indicated the
need for all training programs to cover the basic skill areas of communication, critical
thinking, computer technology, globalization, diversity, and ethics and values. This
edition of Supervision Today! continues this feature to help students acquire these key
skills by upgrading levels of thinking from knowledge to comprehension and, finally,
to application. We convey relevant supervisory knowledge, give students an opportu-
nity to reinforce their comprehension, and demonstrate to the instructor how they can
apply the concepts.
Satuja.
1. Kissa ja Koira.
Kissa kuuli koiraa uskollisuudesta kiitettävaän ja vähä kadehtienki
lausu sentähden toiselle: "mikä uskollinen palvelia isännellesi sinä
olisit! makaat ulkona köllötät, taikka juoksentelet metsissä, taikka
haukkua rähiset ihmisiä — mutta minä, ka aina asun isäntäni
silmissä, enkä vaivaa hänen korviansa semmoisella rähinällä, kun
sinä, vaan naukuilen hälle suosioksi ja köyristelen selkääni hälle
kunnioksi." "Waiti mokoma, vastasi koira, pirtissä asumallasi,
naukuilemallasi ja selkäsi köyrystämisellä et tee isännällesi äyrinkän
hyvää; kiitä häntä, kun saat ruokasi, vaan elä kerskaile ansiostasi."
2. Oinas ja Härkä.
3. Warpunen ja poikansa.
Warpusella oli pesä räystään ala. Eräs pojista, kun siivet vähäkän
kasvovat, heti yritteli lentämään. Waan vanhin varotteli, ei niille
luottaumaan, Wielä vahvistua tarvitsevan. Kerran vanhimman ruokaa
ulkona etsiessä lenteli tämä vähäkuuliainen lapsi kuitenki pesän
partaalla ja ja putosi viimmen maahan. Heti tapasivat hänen lapset,
ottivat kiinni, sitoivat rihman jalkaan ja kun minne'kän lentämään
yritteli, heti nykäsivät rihmasta jällen ja muutamassa nykäsemässä
katkesi jalkaki poloselta. Siteestä viimmenkän irtautunut koki lentää
ja pääsiki suurella työllä pesäänsä takasin. Waan ehkä henkiin
jäänyt, sai hän kuitenki kaiken elinajan jalkapuolena
tottelemattomuuttansa muistella.
taikka
Tosi kyllä taitaa se olla, ettei ylellinen hoppu ja kiire töissä edistä,
vaan kuitenki soisimma maamiestemme useinki liikkuvammasti
elelevän, kun tavallinen, eikä niin, että aika menee arvelossa, päivä
päätä väännellessä, taikka sillä tavalla kun entisen miehen, jolle
poika äkisti sisään juostuaan huusi: "isä, tulkaa auttamaan, susi vie
lampaan", vaan johon isä vastasi: "jahka ma pistän esinnä tupakkaa
piippuuni."
*****
Elias Lönnrot,
Läänin Lääkäri.
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