Supervision: Concepts and Skill Building 10th Edition by Samuel Certo Solution manual

 
Once on the job, a supervisor needs to continue the learning process.
 
A supervisor may learn that one or more employees had been candidates for the supervisor’s job and therefore may be jealous. One constructive approach that a supervisor might take to this problem is to acknowledge the other person’s feelings, ask for the employee’s support, and discuss his or her long-term goals.
 
To carry out his or her job a supervisor needs not only knowledge but also power (the ability to do certain things) and authority (the right to do certain things). To acquire power upon assuming the job of supervisor, it may help to have the new supervisor’s boss make an official announcement of the promotion.
 
A new supervisor should not rush to make changes in the department but instead should first understand how the department works and what employees expect. Making changes quickly and without seeking their input can alienate employees and put them on the defensive. The supervisor can build support for change by introducing it gradually after inviting suggestions where appropriate.
 

2. Teaching example to describe the typical background of someone who is promoted to supervisor:

 
The following characteristics may lead to the promotion of an employee to a supervisory position:

• Demonstrates technical skills
• Demonstrates leadership skills or acts as informal leader
• Is hard working
• Is conscientious
• Is a good communicator
• Expresses interest in becoming a supervisor
• Is interested in getting ahead

 

3. Exercise to describe the typical background of someone who is promoted to supervisor (and the difference between the old and new role):

 
The purpose of this exercise is to guide students through the experience of changing roles from front-line employee to supervisor. This exercise also reinforces the supervisor’s functions and skills.
 
Since many supervisors come from the employee group in a work unit, one of the major difficulties is the transition from one role to another. Expectations, attitudes, and behaviors are different for these two groups. Make the point by contrasting the front-line employee and the supervisor.

1. Make a list of employee behaviors, attitudes, and expectations. Ask students for input based on their own experience and stories they have heard about the way employees are.
2. Make a second list of supervisor behaviors, attitudes, and expectations. Whenever possible, match the employee list with the supervisor list. For example, if the employee list has an “8 to 5” work schedule, the supervisor’s list should have an entry such as “before 8 and after 5.”

 
The following is an example of the lists:
 

Employees	Supervisors
Are told what to do	Tell others what to do
Focus on their job only	Oversee many jobs
Are paid by the hour	Are paid a salary
Are not paid for time off	Are paid for time off
Don’t expect to take work home	Sometimes take work home
Are “one of the gang”	Are not “one of the gang”
Seldom worry about pleasing upper management	Must please upper management

 

3. Discuss the general responsibilities of an employee and supervisor. Point out especially how supervisors’ expectations for themselves and others, attitudes, and behaviors differ from those of line workers and how that may cause some difficulties for new supervisors.