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••
Contents VII
Responding to a Supervisory Dilemma 62

What Is Formal Planning? 63
Productivity 63
What Is Productivity? 63
News Flash! The Downsides of Planning 63
Why Is Productivity Important to the United States? 65
Planning and Level in the Organization 66
What Is the Breadth of Planning? 66
How Do Planning Time Frames Differ? 66
How Are Plans and Supervisory Levels Linked? 66
Can Continuous-Improvement Programs Be a Help in Planning? 67
Key Planning Guides 69
What Are Standing Plans? 69
What Are Single-Use Plans? 70
Comprehension Check 3-1 71
Something to Think About (and Promote Class Discussion) From the Past to the
Present 75
Goal Setting 76
How Were Goals Set in Years Past? 7 6
What Is the Key to Making Goal Setting Effective? 7 6
Why Might Goal Setting Work for You? 77
Self-Fulfilling Prophecy for Your Followers 77
Balanced Scorecard: The Natural Evolution of Goal Setting? 78
A Special Case of Planning: The Entrepreneurial Supervisor 78
What Is Entrepreneurship? 79
Do Entrepreneurs Possess Similar Characteristics? 79
How Do Entrepreneurs Recruit and Retain Employees? 80
What Supervisory Issues Are Faced By Entrepreneurs? 81
How Do Entrepreneurs Compare with Traditional Supervisors? 81
Enhancing Understanding 83
Summary 83
Comprehension: Review and Discussion Questions 83
Key Concept Crossword 84
Developing Your Supervisory Skills 85
Getting to Know Yourself 85
Building a Team 85
Setting Goals 85
Communicating Effectively 86
Thinking Critically 86
CHAPTER 4 Organizing 88
Key Concepts 8 8
Chapter Outcomes and Learning Objectives 89
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
From Departmentalization to Structure 102
•••
VIII Contents
A Simple Structure 102

The Functional Structure 103
The Divisional Structure 103
Matrix Structure 103
Project Structure 104
Team-Based Structure 105
The Boundaryless Organization 105
The Learning Organization 107
Organizing Your Employees 107
How Do You Identify the Tasks to Be Done? 108
What Is the Purpose of Job Descriptions? 108
Empowering Others Through Delegation 108
What Is Delegation? 109
Isn't Delegation Abdication? 110
Summary 112
Building a Team 114
Delegating 114
CHAPTERS Staffing and Recruiting 118
Key Concepts 118
The Human Resource Management Process 121
The Legal Environment of HRM 122
Something to Think About (and Promote Class Discussion) Is It Safe? 124
Employment Planning 125
How Does a Supervisor Conduct an Employee Assessment? 125
How Are Future Employee Needs Determined? 125
Recruitment and Selection 125
Where Do Supervisors Look to Recruit Candidates? 125
How Does a Supervisor Handle Layoffs? 127
Is There a Basic Premise to Selecting Job Candidates? 127
How Effective Are Tests and Interviews As Selection Devices? 129
News Flash! The Realistic Job Preview 131
Preparation for the Interview 131
Interview Questions You Shouldn't Ask 132
Interview Questions You Should Ask 132
Orientation, Training, and Development 133
How Do You Introduce New Hires to the Organization? 133
What Is Employee Training? 134
Performance Appraisals 13 6
Compensation and Benefits 136
How Are Pay Levels Determined? 136
Why Do Organizations Offer Employee Benefits? 137
Current Issues in Human Resource Management 13 7
Workforce Diversity 137
The Workplace: Reasonable Grounds for Romance? 137
What Is Sexual Harassment? 138
.
Contents IX
How Do "Survivors" Respond to Layoffs? 140

Comprehension Check 5-2 14 1
Summary 142
Key Concept Crossword 14 3
Building a Team 144
Interviewing 14 5
CHAPTER 6 Controlling 148

Key Concepts 148
The Control Process 151
How Do You Measure Actual Performance? 151
How Do You Compare Results with Standards? 152
When Should Corrective Action be Taken ? 156
Types of Controls 157
What Is Preventive Control? 157
When Are Concurrent Controls Used? 157
What Is Corrective Control? 158
The Focus of Control 158
What Costs Should You Control? 158
News Flash! On the Rocks 159
Why Pay Attention to Inventories? 161
What Is Value Chain Management? 162
Why the Focus on Quality? 163
What Are the Characteristics of Effective Controls? 164
Can Controls Create Problems? 165
Contemporary Control Issues 167
Is Employee Theft Increasing? 167
Something to Think About (and Promote Class D iscussion) Out with E-Mail 168
What Is the Sarbanes-Oxley Act? 169
Do Controls Need to Be Adjusted for Cultural Differences? 170
Summary 172
Building a Team 174
Establishing Budgets 174
CHAPTER 7 Problem Analysis and Decision Making 178

Key Concepts 178
The Decision-Making Process 181
X Contents
How Do You Identify the Problem? 181

How Do You Collect Relevant Information? 181
How Do You Develop Alternatives? 182
How Do You Evaluate Each Alternative? 182
How Do You Select the Best Alternative? 183
How Do You Implement the Decision? 183
How Do You Follow Up and Evaluate? 184
Decision Tools 184
What Are the Conditions of Decision Making? 184
What Is the Expected Value Analysis? 184
How Are Decision Trees Useful? 185
What Is Marginal Analysis? 186
Decision-Making Styles 186
What Are the Four Decision-Making Styles? 186
What's the Point of These Four Decision-Making Styles? 187
What Common Errors Are Committed in the Decision-Making Process? 187
Problems Versus Decisions 189
News Flash! Daily Delivery Decisions at UPS 189
How Do Problems Differ? 190
What Is the Difference Between Programmed and Non-Programmed Decisions? 191
Group Decision Making 191
What Are the Advantages of Group Decisions? 191
Are There Disadvantages to Group Decision-Making? 192
Is There a Guide for When to Use Group Decision-Making? 193
How Can You Improve Group Decision-Making? 193
Something to Think About (and Promote Class Discussion) Making Good
Decisions 194
Global Diversity in Decision-Making 195
Design Thinking in Decision-Making 196
Big Data in Decision-Making 197
Ethics in Decision-Making 19 8
What Are Common Rationalizations? 198
What Are the Three Views on Ethics? 199
Is There a Guide to Acting Ethically? 200
Summary 201
Building a Team 203
Becoming More Creative 203
Part 3 Motivating, Leading, Communicating,

and Developing 207
CHAPTER 8 Motivating Followers 208
Key Concepts 208
.
Contents XI

What Is Motivation? 211
Understanding Individual Differences 211
Can Personality Measures Predict Practical Work-Related Behaviors? 212
Do You Need to Develop Your Emotional Intelligence to Improve Your Supervision
Skills? 213
The Early Theories of Motivation 213
How Do You Focus on Needs? 213
Do Supervisors Focus on the Nature of People? 214
What Effect Does the Organization Have on Motivation? 214
Contemporary Theories of Motivation 216
What Is a Focus on Achievement? 216
How Important Is Equity? 217
Do Employees Really Get What They Expect? 218
Something to Think About (and Promote Class Discussion) Motivated to Do
What? 219
How Do You Create an Atmosphere in Which Employees Really Want to Work? 220
Designing Motivating Jobs 222
Motivation Challenges for Today's Supervisors 224
What Is the Key to Motivating a Diverse Workforce? 224
Should Employees Be Paid for Performance Or Time on the Job? 225
How Can Supervisors Motivate Minimum-Wage Employees? 226
How Are Contingent Workers Motivated? 227
What's Different in Motivating Professional and Technical Employees? 227
What Can a Supervisor Do to Improve Employees' Work-Life Balance? 228
News Flash! Making It Rain ... at Gravity 230
How Can Supervisors Use Employee Recognition Programs? 231
How Can Employee Stock Ownership Plans Affect Motivation? 232
Summary 233
Building a Team 235
Designing Jobs That Motivate 235
CHAPTER9 Leading Followers 238

Key Concepts 238
Understanding Leadership 241
Are Leaders Born or Made? 241
What Are the Traits of Successful Leaders? 241
What Is This Thing Called Charisma? 242
What Is Visionary Leadership? 244
How Do You Become a Leader? 246
Why Does a Leader Need Technical Skills? 246
How Do Conceptual Skills Affect Your Leadership? 246
How Do Networking Skills Make You a Better Leader? 246
What Role Do Human Relations Skills Play in Effective Leadership? 247
..
XII Contents
Something to Think About (and Promote Class Discussion} Growing New

Leaders 248
Leadership Behaviors and Styles 249
What Is Task-Centered Behavior? 250
What Are People-Centered Behaviors? 250
What Behavior Should You Exhibit? 250
Effective Leadership 251
News Flash! National Culture Could Affect Your Leadership Style 252
Contemporary Leadership Roles 252
Do Credibility and Trust Really Matter? 252
Why Are Credibility and Trust Important? 253
What If You Play Favorites? 254
How Can You Lead Through Empowerment? 254
Why Should Supervisors Engage Their Employees? 255
Leadership Issues Today 255
What Are Transactional and Transformational Leaders? 255
What Is Team Leadership? 256
What Is £-Leadership? 257
Is Leadership Always Relevant? 257
Summary 259
Building a Team 261
Mentoring Others 261
CHAPTER 10 Communicating Effectively 264

Key Concepts 264
What Is Communication? 268
The Communication Process 268
Methods of Communication 269
How Do You Communicate Orally? 269
Why Do You Use Written Communication? 270
Something to Think About (and Promote Class Discussion} What Is the Best Method
to Communicate Bad News? 270
Do Women and Men Communicate Differently? 2 71
Is Electronic Communication More Efficient? 271
What Issues Are Created By Instant Messaging and Text Messaging? 272
How Does Nonverbal Communication Affect Your Communication? 273
What Is the Grapevine? 273
Barriers to Effective Communication 275
How Does Language Affect Communication? 275
What Did you Say? 276
Did You Get My Message? 276
Do You See What I See? 276
What Do Roles Have to Do with Communication? 277
Is There a Preferred Information Medium? 277
How Does Honesty Affect Communication? 278
...
Contents XIII
How Can You Improve Your Communication Effectiveness? 2 79

News Flash! Twitter ... Social Benefit Or Social Disaster? 280
A Special Communication Skill: Active Listening 282
The Importance of Feedback Skills 283
What's the Difference Between Positive Feedback and Feedback for
Improvement? 283
How Do You Give Effective Feedback? 283
Summary 286
Key Concept Crossword 2 8 7
Getting to Know Yourself 28 8
Building a Team 288
Active Listening 289
CHAPTER 11 Developing Groups 292

Key Concepts 292
What Is a Group? 295
Why Do People Join Groups? 295
Understanding Informal Workgroups 296
What Are Norms and How Do They Affect Work Behavior? 296
News Flash! Solomon Asch and Group Conformity 297
Are Cohesive Groups More Effective? 298
What Is an Emergent Leader? 298
How Can Informal Groups Be Helpful? 298
Are There Ways to Influence the Informal Workgroup? 299
The Increasing Use of Teams 300
What Are the Different Types of Work Teams? 300
Turning Groups into Teams 301
The Five-Stage Model of Group Development 301
A Model of Development for Deadline-Driven Ad Hoc Groups 303
How Do You Build Effective Teams? 304
Team Challenges for Supervisors 305
What Obstacles Exist in Creating Effective Teams? 305
Something to Think About (and Promote Class Discussion) Fast Times! 306
How Can Team Obstacles Be Overcome? 307
Contemporary Team Issues 308
Why Are Teams Central to Continuous-Improvement Programs? 309
How Does Workforce Diversity Affect Teams? 309
What Challenges Exist When Supervising Global Teams? 310
When Are T earns Not the Answer? 311
Summary 312
Building a Team 314
.
XIV Contents
Developing Your Coaching Skills 314

Part 4 Appraisal, Safety, Negotiation, Change,

and Labor Relations 317
CHAPTER 12 Performance Appraisal 318
Key Concepts 318
The Purpose of Employee Performance Appraisals 321
When Should Appraisals Occur? 322
What Is Your Role in Performance Appraisals? 322
What Are the Legal Issues in Performance Appraisals? 323
Are There Appropriate Criteria for Appraising Performance? 326
How Do You Gather Performance Data? 327
Performance Appraisal Methods 327
What Are the Absolute-Standards Measurements? 327
How Do You Use Relative Standards? 329
Objectives 331
Potential Problems in Performance Appraisals 332
What Is Leniency Error? 332
How do Halo Errors Affect Appraisals? 332
What Is Similarity Error? 332
What Is Recency Error? 333
Something to Think About (and Promote Class Discussion) an Unfair Performance
Review 333
How Does Central Tendency Error Affect Appraisals? 334
Are You Inclined to Use Inflationary Pressures? 334
How Can You Overcome the Hurdles? 334
Responding to Performance Problems 336
What Do You Need to Know About Counseling Employees? 337
News Flash! The Anytime Feedback Tool at Amazon 337
Is Your Action Ethical? 338
Summary 340
Building a T earn 342
Conducting a Performance Evaluation 342
CHAPTER 13 Workplace Health and Safety 346

Key Concepts 346
Contents XV

The Occupational Safety and Health Act 349
What Are the OSHA Enforcement Priorities? 350
How Does a Supervisor Keep OSHA Records? 351
What Are the OSHA Punitive Actions? 353
Does OSHA Work? 354
Job Safety Programs 356
What Causes Work-Related Accidents? 356
How Can Accidents Be Prevented? 357
How Do Supervisors Ensure Job Safety? 357
News Flash! Causes Of Workplace Violence 358
A Special Case of Safety: Workplace Violence 359
Maintaining a Healthy Work Environment 360
How Do You Create a Smoke-Free Environment? 361
Something to Think About (and Promote Class Discussion) Save Lives,
Save Money: Make Your Business Smoke-Free 362
What Are Repetitive Stress Injuries? 362
Stress 363
Are There Common Causes of Stress? 364
What Are the Symptoms of Stress? 364
How Can Stress Be Reduced? 365
Helping the Whole Employee 365
Where Did EAPS Come From? 365
Why Provide Wellness Programs? 366
Summary 368
Building a Team 370
Developing Safety Skills 370
CHAPTER 14 Conflict, Politics, Discipline, and Negotiation 3 74

Key Concepts 37 4
What Is Conflict? 377
Is All Conflict Bad? 3 77
Where Do Conflicts Come From? 378
How Do You Manage Conflict? 378
What Resolution Techniques Can You Use? 378
Which Conflicts Do You Handle? 380
How Do You Choose the Appropriate Resolution Technique? 380
How Do You Stimulate Conflict? 381
How Cautiously Should You Proceed in Stimulating Conflict? 382
Understanding Organizational Politics 383
What Is Politics? 383
Why Does Politics Exist in Organizations? 383
Can You Play Politics and Still Be Ethical? 384
How Do You Know When You Should Play Politics? 385
.
XVI Contents
News Flash! Status in Organizations 386

The Disciplinary Process 387
What Types of Discipline Problems Might You Face? 388
Is Discipline Always the Solution? 388
Basic Tenets of Discipline 389
How Do You Lay the Groundwork for Discipline? 389
How Do You Make Discipline Progressive? 390
What Factors Should You Consider in Discipline? 392
What About the Law? 392
Negotiation 393
How Do Bargaining Strategies Differ? 393
How Do You Develop Effective Negotiation Skills? 394
Something to Think About (and Promote Class Discussion) Hand Me a Towel 395
Summary 397
Key Concept Crossword 39 8
Building a Team 399
Six Steps to Resolve Conflict 400
Disciplining an Employee 400
CHAPTER 15 Change Management 404

Key Concepts 404
News Flash! This Changes Everything 407
The Forces for Change 408
What Are the External Forces Creating a Need for Change? 408
What Are the Internal Forces Creating a Need for Change? 408
How Can Supervisors Serve as Change Agents? 409
Two Views of the Change Process 409
What Is the Traditional View of Change? 409
What Is the Contemporary View of Change? 410
Will You Face a World of Constant and Chaotic Change? 410
Why Do People Resist Change? 411
How Can You Overcome Resistance to Change? 412
Something to Think About (and Promote Class Discussion) Robot Doc 413
Stimulating Innovation 414
How Are Creativity and Innovation Related? 414
What Is Involved in Innovation? 415
What Is Disruptive Innovation? 415
How Can a Supervisor Foster Innovation? 416
Summary 418
Building a Team 420
..
Contents XVII
Innovation in the Workplace 420

Communicating Effectively 4 21
CHAPTER 16 Supervision and Labor 424

Key Concepts 424
What Is Labor Relations? 426
Why Do Employees Join Unions? 427
Labor Legislation 430
The Wagner Act 430
The Taft-Hartley Act 430
Other Laws Affecting Labor- Management Relations 431
How Are Employees Unionized? 433
News Flash! When the Union Arrives 434
Collective Bargaining 434
What Are the Objective and Scope of Collective Bargaining? 435
What Is the Collective Bargaining Process? 435
What Happens When Agreement Cannot Be Reached? 437
Something to Think About (and Promote Class Discussion) A Bitter Taste at the Coffe
House 439
Summary 441
Building a Team 443
Resolving a Grievance 443
POSTSCRIPT Personal Development 44 7

Introduction 44 7
What Is a Career? 448
How Do I Make a Career Decision? 448
Can I Increase My Chances for Getting into the Organization? 449
Where Can I Find Jobs Advertised on the Internet? 449
Preparing a Resume 449
Excelling at the Interview 450
Some Suggestions for Developing a Successful Career 451
Once You Get a Job Be Proactive and Find Yourself a Mentor 452
A Final Word 453
ANSWERS TO COMPREHENSION CHECKS AND CROSSWORD PUZZLES 454
GLOSSARY 463
INDEX 472
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PREFACE
New to This Edition

We have been pleased with the response to the previous edition of the textbook.
Reviewers and current adopters tell us that the content is solid and that the skill-
building exercises work well in the classroom. For the ninth edition, we have concen-
trated on refining the presentation and addressing the evolving roles that supervisors
are asked to embrace in today's workplace. Significant additions to the ninth edition
include the following:
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"
Solving Teaching and Learning Challenges

Welcome to the ninth edition of Supervision Today!. We continue to present this book
in a way that our users have found useful. Many of you helped make the previous
editions of this book a resounding success. In this edition, we continue that trend and
make your reading experience even better.
In our quest to make this the most complete supervision text currently available,
we've taken into account feedback from our readers. We continue to present a book
that focuses on the basic elements of supervision-one that covers the essential and
traditional concepts in effectively supervising employees; that has a strong applied,
practical, and skill focus; and that is user friendly.
Most of us understand concepts better when we can relate them to our everyday
lives. In this edition, we help you build an understanding of supervising through real-
life concepts, examples, and practice. We believe that when you have an opportunity to
apply what you are learning-in an educational setting that encourages risk taking-
you will perform more effectively on the job. Moreover, in the process you will build
your supervisory skills portfolio!
We recognize that the supervisor's job continues its rate of dramatic change. Super-
visors are working with a more diverse workforce in terms of race, gender, and ethnic
background. Supervisors' jobs are constantly affected by technological changes, a more
competitive marketplace, and corporate restructuring and workflow redesign. Despite
all of these changes, supervisors still need to understand the traditional elements of
directing the work of others and the specific skills required: goal setting, budgeting,
scheduling, delegating, interviewing, negotiating, handling grievances, counseling
employees, and evaluating employees' performance.
Preface XXi
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.
Developing Employability Skills

Today it's not enough simply to know about supervision; you need skills to succeed in
your supervisory efforts and in a rapidly changing job market. You should be aware
of your career options and how to go about developing a variety of skills. To focus on
developing your supervisory abilities, we offer our skill component in the Enhancing
Understanding and Developing Your Supervisory Skills sections at the end of each
chapter, which include the following features:
• Summary
• Comprehension: Review and Discussion Questions
• Key Concept Crossword
• Getting to Know Yourself
• Building a Team
• A step-by-step description of how to develop your skills in the area discussed
in that chapter
• Communicating Effectively
• Thinking Critically
These features are designed to help you build analytical, diagnostic, team-building,
investigative, and writing skills. We address these skill areas in several ways. For
example, we include experiential exercises to develop team-building skills; cases to
build diagnostic, analytical, and decision-making skills; and suggested topical writing
assignments to enhance writing skills.
Summary Just as Chapter Outcomes and Learning

Objectives clarify where you are going, chapter sum-
SUMMARY
maries remind you where you've been. Each chapter
Afrer reading this chapter, you can:
of this book concludes with a concise summary orga-
I. Explain the difference among supervisors, middle 4. Explain why the supervisor's role is considered
nized around the opening chapter outcomes and managers, and top management. Whereas all are ambiguous. A supervisor is ( 1) a key person (a critical
parr of the managerial ranks, rhey differ by their level communication link in rhe organization); (2) a person
learning objectives. in the organization. Supervisors are first-level man-
agers-they manage operative employees. Middle
in the middle (interacting and reconciling opposing
forces and competing expectations); (3) just another
manngers encompass all managers from those who worker (decision·making authority is limited, and
manage supervisors up ro those in the vice-presiden- supervisors may perform operating rasks alongside
Comprehension: Review and Discussion Questions These tial ranks. Top management is composed of the high-
est-level managers- those responsible for establishing
the same people they supervise); and (4) a behavioral
specialist (able to listen, motivate, and lead).
questions reinforce chapter content. If you have read the organization~s overall objectives and developing
the policies to achieve those objectives.
5. Describe the four essential supervisory competen-
cies. The four essential supervisory competencies
and understood the content of a chapter, you should be 2. Defme Sl•Pervisor. A supervisor is a first-level man-
ager who oversees the work of operative or non-man-
are technical, interpersonal, conceptual, and poliri~
cal competence. Technical competence reflects one's
able to answer the review questions, which are drawn agement employtts. ability to apply specialized knowledge or expertise.
Interpersonal competence is the obility to work with,
3. Identify the four functions in the management pro-
directly from the material in the chapter. The discus- cess. Planning, organizing, leading, and controlling understand, and communicate with others both i ndi~
vidually and in groups. Conceptual competence is
make up rhe management process. Planning involves
sion questions, on the other hand, tend to go beyond esrablishing the overall strategy and setting goals. one's mental ability to analyze and diagnose com-
plex situations. Political competence is the ability to
O rganizing involves arranging and grouping jobs,
comprehension of chapter content. They're designed allocating resources, and assigning work so activities enhance Olle'$ power by building a power base and
establishing the right connections in the organizotion.
can be accomplished as planned. Leading involves
to foster higher-order thinking skills. The discussion morivating employees, directing the activities of oth-
ers, communicating properly, and resolving confli(.."f
6. Identify the elements rhar are necessary to be success-
ful as a supervisor. Several elements are necessary
questions enable you to demonstrate that you not only among organizational members. Controlling involves
monitoring rhe organiz.11ion's performance and com-
to become a successful supervisor, including under~
standing that you're part of rhe management teant,
know the facts in the chapter but can also use those paring it wirh previously set goals. handling legitimate power properly, and recognizing
differences in employees.
facts to deal with more complex issues.
XXi i Preface
KEY CONCEPT CROSSWORD

Key Concept Crossword Crossword puzzles
using the key concepts from each chapter
1
I I I I , I I I I I I provide another way to reinforce compre-
hension on a level and in a way that you
r I I I I I I I" I I I I I I 6
may enjoy. Answers are provided in the

- -
- I' I I I I I I I - Solutions section at the end of the book.
-
I' I I I I I I I I I I I I I I -
- - - Getting to Know Yourself Before you can
r I I I 10
I I I I I I I I I
- effectively supervise others, you must
11
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
Communicating Effectively In this fea-

ture, suggested writing projects help you
develop writing skills. Projects can also become presentations to reinforce verbal and
presentation skills.
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.
Instructor Teaching Resources

Before you start a journey, it's valuable to know where you're headed so you can minimize
detours. The same holds true in teaching with a text. To make learning more efficient, we
continue to include the following features to enhance your interactions with students.
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
Responding to a Supervisory Dilemma These interesting chap- Responding to a Supervisory Dilemma

ter-opening stories focus on an issue regarding a topic that
will be discussed in the chapter. Although they have value, Orpnizations.,. ~but.,. ttam approacta ro ~~ and is
-nwuions c~ th<iT md~ muaurnl hori>ontaBy. Acxordiog ro
these vignettes are often overlooked. To address this problem, rional $UIICtW<S? By and Wge, d><
;um.w is no, traditional organiza·
Coogk.C<Jm, d><y pwposh'dy ,.,.,.
tain --~ opm cultun" oftrn associak'd
and to focus heavily on supervisory issues, all of our open- rional Anlcntres aft' Rill evident
oocby. - ...... somt_,;z.tions
wirh sunu~ in which Cftryorte
hands-on contributOI' and kds
is a
com~
... ~d><~-~ fonobk •hariog idoas and <>pinions.• 1
ing vignettes are posed as situational dilemmas. No matter nrional """"''""'..,.,... 00 pccen- Coot;l<'s lxnef"' packase •ko pbyo •
rial<mploj=. 0... such ccmpmy is major pact in attracting c:mplorcu.
where students may work as a supervisor, at some point in Coogk. Acrordiog ro forttu~,
Googlc(AJrbab<t is d>< No. I pbc.
Coogle: scares rhar, from empk>ycc
n:rimn<nt funds ro llxir &.,.lunch and
their career they will be faced with a difficult issue. Usually 10 wodc fo< d>< .....,th time in I 0 years.' What ,...n.
this orpniution to difkrmr from orhm:? Why an
dinnu pn:ICtllm, dxy stri\-e ro offer cusromilable ~
grams that suit d>< n«ds ol ...:h of llxit cmploy<n.
<mflo>us f\od::inj; 10 _.;zaliom such .. Coq;l<? What~ rould
the issue is one that goes beyond simply following the law. The ndirional -nizarional pynmid bas opera-
an emplo)u wane?
Which ocpniurional structure do you thinl:
ri,..,
..,ploj-..s at d>< bottom old>< trian(;l<. sup<n'ison worb lxst and why? Do you think tlx v<rtial struc-
These opening vignettes are designed to encourage students abo\--e them. middlt m:anagrn: abo\--e supavisors. and
oop .....,..,.._t
abo\'< aD C... Exhibit 1-1). This suue>
ture works bater in some cases. whereas the horiz.onlal
Smac:tut< wodcs b<tttr in oclxn? Would you pr<f<r a
to think about what they may face and to begin to develop a rurr is a \--ertial approach to msn:agrmnu in whKb dx
clecision-mal:ing is dont at d>< oop and onlen.,. scm
more rdax«.d 'WOd:i'* mvironmrnt or do rou I)Rfu
50ID«hing - SUUC'tUI'<d?
down 10 d>< opesarional<mploj-..s at d>< bottom ol tlx This book is abour the millions of supnvisors
plan of action for handling w orkplace dilemmas. -·izationa.l hionn:hy. Opet:ari.........plo)-... do- working in rocl:afs dyn:amic orpninrions and the
lux~ much say in chr oq;aniz:arion's optrarions. jobs d><y do in hdpiog th<iT cxpniuliom r.ach tlxir
CoocJc
USC$ a cross-funaiooal orsaniz::ational goals. This boot will inm>duoe you 10 d>< cballatgiltll
$tiUCtUI'<rombincd with • unique: philosophy. Tlxir acriviti<s and the npidly dw>&inll world ol supotY~
Margin Notes Key concepts identified at the beginning of each cross-functional organirational ~ is OliOI« ol a sion today!
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)
Something to Think About Supervisors make

many decisions every day. Some decisions
present clear answers based on legal and
Becoming a supervisor is a challenging opportunity. Some individuals look forward to "taking the helm"
company rules and regulations. Other reso- of a crew of workers, whereas others are put into this situation with little advance notice or training. As
lutions may not be so obvious. Students need you consider going into a supervisory position-Qr making yourself a more effective supervisor than you
are today-think about the following two areas:
to evaluate and think through a number of 1. List five reasons why you want ro be a 2. Identify five potential problems or difficulties
variables to develop an answer or course supervisor. rha t you may encounter when you become a
supervisor.
of action. These sections are excellent class
discussion starters, and are included in each
chapter to focus on the presented topics.
Focus on Comprehension Second-level headings are presented in the form of questions.

Each of these questions was carefully written to reinforce understanding of specific
information. After reading a chapter (or a section), students should be able to return
to these headings and answer the question. If students are unable to answer a question
or are unsure of their response, instructors will know exactly what sections students
need to reread or review, or where to place more of their effort. All in all, this format
provides a self-check on student reading comprehension.
XXiV Preface
Comprehension Check This is a quick "Are-you-

Comprehension Check 1-2 understanding-what-you're-reading?" feature. In
5. True or false?The transition from middle manager to top-level manager creates about as each chapter, there are two Comprehension Checks
much anxiety as going from worker to supervisor. with objective questions. These questions are
6. Which one of the following is an interpersonal competency? answered in the "Solutions" section at the end of
a. Specialized knowledge the book and offer quick feedback on whether stu-
b. Motivating others
c. Analyzing skills dents have understood what they read. If students
d. Enhancing one's power base have problems answering these questions correctly,
7. A _ is the ability to demonstrate a system and sequence of behavior that is functionally instructors can direct them to reread specific sec-
related to attaining a performance goal.
tions before moving on to new material in the
a. planning effort
b. political competency book. Of course, not every element of the chapter's
c. skill material can be tested, and simply answering these
d. successful planner
questions correctly does not guarantee comprehen-
8. Which one of the following items does not relate to stimulating individual and group
performance?
sion. But answering these questions correctly can
a. Listening indicate that students are making progress and that
b. Conducting group meetings learning has taken place.
c. Interviewing
d. Projecting charisma
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.
Instructor Resource Center By VISitmg www.pearsonhighered.com/irc, instructors can

access a variety of print, digital, and presentation resources available with this text in
downloadable format. Registration is simple and gives instructors immediate access
to new titles and new editions. As a registered faculty member, you can download
resource files and receive immediate access to, and instructions for, installing course
management content on your campus server. In case you ever need assistance, Pear-
son's dedicated technical support team is ready to help with the media supplements
that accompany this text. Visit http://support.pearson.com/getsupport for answers to
frequently asked questions and toll-free user support phone numbers.
The following supplements are available for download to adopting instructors:
Supplements available to instructors at Features of the Supplement

www.pearsonhighered.com/irc
Instructor's Manual • Chapter-by-chapter summaries
• Examples and activities not in the main book
authored by Barbara S. Faries from
• Discussion questions
Mission College, Santa Clara, CA
• Example figures
• Additional exercises
• Solutions to all questions and problems in the book
Another random document with
no related content on Scribd:
laulettavan ja sulosesti soiteltavan; kauniimmasti ja sulosemmasti
kun maalliseen tapaan. Ihastuksessani toivottelin kotkan siipiä niille
autuallisille asuntomajoille lentääkseni. Mutta vieras sano, ei muuta
tietä sinne olevan, kun luukujen kautta sillalta. Wielä lausu hän
sanoen: "noita ikikukostavia saaria on usiampia, kun tähtejä taivaalla
ja niiden takana toisia epälukusia, sillä meri ulottuu taemmaksi, kun
voisit ajatella'kan. Kaikki ovat ne hurskasten asunmajoja kuoleman
jälkeen. Heidän elämänsä ja ansionsa määräävät paikan, kulle
joutuvat. Kuta puhtaammat, jumallisemmat heidän ajatuksensa ovat,
sitä kauniimmalla, ihanammalla saarella saavat asuntonsa. Oh
Mirtsa! eikös nuo autualliset nurmet maksa suurimmanki
ahkeroimisen vaivaa? Onko siis elämä, jonka läpitse senlaiseen
onnellisuuteen vaellat, mitättömänä pidettävä, ylenkatsottava?
Taikka pitäisikö peljätä ja kauhistua kuolemata, joka viepi ihmisen
niin autuasten maailmaan? Taikka olisiko oikein ja kohtuullisesti tehty
nurista ja valitella pian ylimenevistä vaivoista ja kärsimisistä, jotka
kuitenki ainoastaan ovat aiotut ja määrätyt tekemään ihmistä
kelvolliseksi tulevan suuren ja ikuisen onnensa nautitsiäksi? Emmä
siis enää mahda'kan toiste kuulla sinun ihmisen elämän
mitättömyydestä ja turhuudesta valittavan!"
Werrattomalla ihastuksella silmäilin vielä kauan niitä onnellisiä

saaria. Wiimmen rukoilin vierastani näyttämään minulle toisenki
puolen merestä, joka vielä oli pilven peitteessä. Kun vieras sihen ei
virkkanut mitänä, niin olin kertoa rukoukseni, vaan samassa oli
kadonnut vieras silmistäni, enkä nähnyt enää laksoa, en virtaa, en
siltaa, en merta, en saaria enkä mitänä muuta paitsi taivaan päälläni,
vuoren allani ja tavalliset maisemat ympäristöllä.
Waatteista.
Waatteista pidämmä parahana, mikä muuten on hyödyttäväisin, ei

niin, mikä ainoasti on silmän kaunis. Niiden tulee varjella ruumis
kylmältä, suojella ruumiin tavallista huovuntaa (transpiratio) jonka
tukahtumisesta monta vikaa, sulku- ja loka-tauteja, luuvaloja,
kuivatauteja, sisällisiä polttoja, keuhkovikoja, vesitauteja, ruusu
vikoja, ryyhtynäisiä ja monta muuta vaivaa saavat alkunsa. Ei ylen
paksut ja lämpimät, eikä ylen hienot, keviät ja ohuet vaatteet ole
erittäin kiitettävät, vaan jotka vuosiaikain ja säävaihetten, tottumisen
ja töiden suhten ei millonkan vaivaa eikä rasita ruumista. Ei talvella
ainoasti vaan kylmempinä kesäaikoinaki on tarpeellinen pukea
lämpimämmästi ja kesäheltteessäki varoa, ettei semminki hikisellä,
kuumalla eli palavalla ruumiilla avorinnoin ja alastomia eli
vahäturvattuin mahoin paljaalle maalle nukuta. Aina lapsuudesta
viluun tottua on kyllä hyödyllinen, vaan useasti vaarallinen enää
vanhemmalla iällä siihen totuttaatse. Ylen ahtaat vaatteet estävät
veren liikunnon ruumiissa; liian väljat eivät lämmitä tarpeeksi. Ei pidä
kesävaatteisiin keväillä, eikä syksyllä talvivaatteisiin ylen aikasin eikä
yhtäkkiä ruveta. Semminki iällisten ihmisten tulee tämä asia panna
muistoon.
Pää, huoneessa asuen, ei kaipaa peitettä jos ei peräti kulju,

hiukseton. Siitä että tuvissa lakki päässä elellään, saadaan monasti
päärupia, silmä- ja korvavikoja, nuoha-ja röhkä-tautia, muita
pääkipuja ja kohtauksia.
Paksut, lämpimät kaulahuivit syyttävät kurkku- ja rintavaivoja; hyvä

ja hyödyllinen on siis jo lapsesta totuttaa kaulan vilua kärsimään.
Mahan turvaamisessa ja lämpimänä pitämisessä ollaan rahvaassa
kovin huolitonna, koska sitä toisinaan ei peitetä kun paljaalla paialla
matalain housuin ja lyhyen takin rajalla. Maha, varsinki hikisenä, on
arka vilulle ja sen palelemisesta saadaan moniaki tauteja, erittäin
kohoja, vatsaväänteitä, reväsimiä, punatauteja ja muita ulkosia.
Samati ollaan jalkainki turvaamisessa. Kylmemmällä ajalla ei

pitäisi avojaloin eikä märillä jaloilla millonkan astua. Matkoilla ja
muissa tiloisa, joissa jalat helposti kastuvat, pitäisi aina olla kuivia,
pestyjä sukkia varalla. Sangen vaarallinen on lämpimin jaloin kylmillä
kivillä ja märillä lattioilla kävellä, kuni liiatenki lapsilla ja piioilla on
tapana ja josta heille tulevatki alituiset yskänsä.
Puhtaat ja kuivat vaatteet suojelevat parahiten ruumiin lämmintä ja

ovat terveydelle otollisimmat. Likasten, hiestä taikka muuten märkäin
vaatetten siaan pitää viivyttelemättä kuivia, puhtaita muutettaman, ei
kylmiä, eikä kylmässä huoneessa tahi tuulessa, avointen, ovien ja
ahkunain vaihella, kuni, pahasti kyllä, palkollisitta pyhäaamuilla on
tapana pukea. Hyödyllinen on myös erittäin yöpaidat pitää. Päälle
viikon ei pidä yhdellä paidalla käydä ilman pesemättä, jos kohta se
viikon pidettyä ei vielä olisikan monen silmissä tarpeeksi likanen ja
pesemistä kaipaava.
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."
Ei ole kenelläkän meistä mitänä kerskattavaa.
2. Oinas ja Härkä.
Oinas muita lampaita väkevämpi jo viimmen luuli itsensä kaikkia

elämiä väkevämmäksi. Sillä toivolla kävi kerran härjänki käsiksi.
Waän härkä puskasi kerran, nosti sarvensa päässä oinaan korkialle
maasta, nakkasi siitä vasten ketoa ja heitti niin puolihenqissä
makaamaan. Siinä surkiassa tilassa taikka vähän tointuneempana
tapasi hänen eräs toinen lammas ja kysy: "no, veikkonen, missä nyt
olet ollut?" — "Opissa," vastasi oinas.
On Hiisi hyvimmälläi, jaloimmalla: Jumala.
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.
Ei oppi ojahan kaaha, eikä tieto tieltä työnnä, neuo syrjähän

syseä.
taikka
Kunnioita isääsi ja äitiäsi, niin menestyt ja tulet

pitkäikäseksi.
Suomen kansan Arvutuksia.
[Ynnä monien muiden, outojen Arvutusten, Sanalaskuin ja

Sanojen kanssa, jotka mielelläni seuraavissa osissa olen
pranttäyttävä, Herra Komministeri Juoseppi Wilhelmi Durkmannilta
kerätyitä.]
1. Nykkii nyypää, kääree kääpää, pikku takkanen selässä.
2. Jänes juoksi jäätä myöten, hiippo, haappo hartioita.
3. Yöt kulkee, päivät kulkee, ei koskaan perille pääse.

4. Likka tonkkaa vetää, nahkiaista nauottaa.
5. Pikkunen kamari, usiampi akkuna, kun kuninkaan linnassa.
Osviittoja. 1. Rukkilapa. 2. Lumi jäällä. 3. Kello. 4. Korsteeni. 5.

Wingerpori.
Suomen kansan Sanalaskuja.
1. Ei ole hoppu hyväksi, eikä kiire kunniaksi.
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."
2. Henki on eläkkeen poika.
Seuraavassa kanssapuheessa kuultu: "Ainako on äänesi nuin

käriänä?" — "Ompa se kyllä" — "Pienuuestako se on ollut
laskeuksissa?" — "Saivat minun paremmallani ollessa keväillä aina
lohipatoja kahlaamaan. Siitä mullacääni turmeusi." — "Mikä oli
pakko ruveta siihen koiran virkaan (kahlaajaksi)?" — "Henki on
eläkkeen poika." (D-n).
3, 4. Kun ei nuorra viivykkiä, ei oo vanhana varoa.
Peräti vastoin sanotaan: nai'a nuorena pitäpi, ett' on vara

vanhanaki, ja myös näilläki sanoilla: saapi kaikkia katua, paitsi
nuorta naimistansa, aikasin alottamista. Millä puolella tässäki
asiassa oikuus, jääköön meiltä päättämättä. Waan sen toki
arvaammaki, ettei ole'kan paljo apua siitä, että nuori väki, tuskin
naimisikään päästyänsä, heti naiki, maikk' ei ole mitänä tavaraa
koottu uuden talouden alkeeksi. Olemma kuulleet mainittavan
muutamasta seurakunnasta, jossa oli senlainen keskinäinen
välipuhe ja suostumus toimeen saatu, ettei kenenkän naida, ennen
jonkun vähän tavaraa koottuansa, jolla voisi mähintäi vuoden elää.
Eikä saanut kukaan huoneesensa ottaa niitä, jotka tätä suostumusta
vaston naimisiin menivät. Emme tiedä, lie'kö toko oikein somelias
semmoinen suostumus ollut, vaan se on tiedoksemme tullut, että
samassa seurakunnassa oli tavallista vähemmin köyhiä ja
kerjäläisiä. Ja semmoisista sulhasmiehistä ei enää kuultu konsa
puhuttavan, joilla oli:
Lainalakki, lainatakki, lainakintahat käessä, lainakihlat kintahissa.
5. Onni orjana pitäpi, onni orjan käskiänä.
Jopa päätettäisiki, meidän joutavia loruaman, jos isäntäin onnen

rinnalla kiittäisimmä palkollisten onnea. Mutta usein kuitenki on
palkollinen isäntäänsä onnellisempi ja moniki palkollinen itse
isännäksi tultuaan, samassa tuli näkemään uusia vaivoja, outoja,
ennen tuntemattomia huolia ja murehia. Kuki virka, kuki onni
maailmassa on kiitettävä; joka ei tyydy yhteen, harvon tyytyy
toiseenkan.
6. Raha rikkahan kuluvi, pää menevi köyhän miehen. (Rikas pääsi
rahallansa, köyhä selkänahallansa).
Ennen oikeuden ja muun hallituksen epävakaisempia ollen taisi

niin välistä tapahtua'ki, kun sanalasku lausuu, vaan nykyaikoina jopa
lukisimma mahdottomaksi, niin konsa käydä. Monta muutai
sanalaskua on Suomalaisilla lain lumoamisesta, lainehtimasta,
lahjoista ja muista, joilla ennisaikana toki taisiki perustuksensa olla
niin meidän maassa, kun monessa muussai. Wanha Greikalainen
viisas aikoinansa vertasi lain hämähäkin verkkoon, johon sääsket ja
pienemmät kärpäset puuttuvat, vaan josta isommat kärpäset,
paarmat ja kovakuoriset lentävät lävitse, Wielä verkonki
mennessään särkien.
7. Isäntä olutta juopi, varsa varpuja purepi.
Niin kyllä useinki valitettavasti holhomma omia etujamme, toisen

etua ei muistaenkan.
*****
Ken tulevaksi vuodeksi tahtoo tätä kirjaa, pyytäköön

lähimmäisestä postikontuorista ja maksakoon samassa 3 Ruplaa 45
kopeikkaa paperirahassa, taikka toimittakoon itsellensä Oulusta,
jossa paikalla myödään 45:ttä kopeikkaa helpommalla. Tämän
vuoden panosta on vielä 200 kappaletta myömättä, joita saapi, ken
tahtoo, samaan hintaan. Jos joku tulevalla vuodella tahtoisi Suomen
kielellä kirjotettuja ja erittäinki suomalaisiin asioihin koskevia aineita
Mehiläiselle avuksi lähettää, niin vastaan otetaan ne
Kirjapränttääjältä, Herra C.E. Barckilta Oulussa.
Kajanista 15 Syyskuuta 1836.
Elias Lönnrot,
Läänin Lääkäri.
*** END OF THE PROJECT GUTENBERG EBOOK MEHILÄINEN
1836 ***
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Supervision Today! 9th Edition (eBook PDF)

Supervision Today! 9th Edition by Stephen P. Robbins

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(eBook PDF) The Legal Environment Today 9th Edition

Progress in Heterocyclic Chemistry Volume 29 1st

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Stephen P. Robbins • David A. DeCenzo • Robert Wolter

Responding to a Supervisory Dilemma 62

A Simple Structure 102

How Do "Survivors" Respond to Layoffs? 140

CHAPTER 6 Controlling 148

CHAPTER 7 Problem Analysis and Decision Making 178

How Do You Identify the Problem? 181

Part 3 Motivating, Leading, Communicating,

Chapter Outcomes and Learning Objectives 209

CHAPTER9 Leading Followers 238

Something to Think About (and Promote Class Discussion} Growing New

CHAPTER 10 Communicating Effectively 264

How Can You Improve Your Communication Effectiveness? 2 79

CHAPTER 11 Developing Groups 292

Developing Your Coaching Skills 314

Part 4 Appraisal, Safety, Negotiation, Change,

CHAPTER 13 Workplace Health and Safety 346

Responding to a Supervisory Dilemma 348

CHAPTER 14 Conflict, Politics, Discipline, and Negotiation 3 74

News Flash! Status in Organizations 386

CHAPTER 15 Change Management 404

Innovation in the Workplace 420

CHAPTER 16 Supervision and Labor 424

POSTSCRIPT Personal Development 44 7

ANSWERS TO COMPREHENSION CHECKS AND CROSSWORD PUZZLES 454

New to This Edition

Solving Teaching and Learning Challenges

Developing Employability Skills

Summary Just as Chapter Outcomes and Learning

KEY CONCEPT CROSSWORD

may enjoy. Answers are provided in the

Communicating Effectively In this fea-

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Responding to a Supervisory Dilemma These interesting chap- Responding to a Supervisory Dilemma

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Instructor Resource Center By VISitmg www.pearsonhighered.com/irc, instructors can

Supplements available to instructors at Features of the Supplement

Werrattomalla ihastuksella silmäilin vielä kauan niitä onnellisiä

Waatteista pidämmä parahana, mikä muuten on hyödyttäväisin, ei

Pää, huoneessa asuen, ei kaipaa peitettä jos ei peräti kulju,

Paksut, lämpimät kaulahuivit syyttävät kurkku- ja rintavaivoja; hyvä

Samati ollaan jalkainki turvaamisessa. Kylmemmällä ajalla ei

Puhtaat ja kuivat vaatteet suojelevat parahiten ruumiin lämmintä ja

Ei ole kenelläkän meistä mitänä kerskattavaa.

Oinas muita lampaita väkevämpi jo viimmen luuli itsensä kaikkia

On Hiisi hyvimmälläi, jaloimmalla: Jumala.

Ei oppi ojahan kaaha, eikä tieto tieltä työnnä, neuo syrjähän

Kunnioita isääsi ja äitiäsi, niin menestyt ja tulet

Suomen kansan Arvutuksia.

[Ynnä monien muiden, outojen Arvutusten, Sanalaskuin ja

1. Nykkii nyypää, kääree kääpää, pikku takkanen selässä.