Type:
Solution Manual
Resource:
Supervisor's Survival Kit
Edition:
11
Author(s):
Clifford R. Goodwin
Leader’s Guide to accompany
SUPERVISOR’S SURVIVAL KIT ELEVENTH EDITION CLIFF GOODWIN DANIEL B. GRIFFITH Indiana University Purdue University Indianapolis (IUPUI)
CONTENTS INTRODUCTION………………………………………………………………………………………………..1 GENERAL SUGGESTIONS ON HOW TO USE THE BOOK…………………………………………………1 ADVANTAGES OF USING THE END-OF-CHAPTER SUPPLEMENTAL MATERIALS …………………1 SPECIAL SUGGESTIONS FOR EACH CASE STUDY……………………………………………………......2 SPECIAL SUGGESTIONS FOR EACH ROLE PLAY…………………………………………………………4 GIVING TESTS……………………………………………………………………………………………….....9 TEST QUESTIONS………………………………………………………………………………..……………10 OPTIONAL ACTIVITIES FOR EACH CHAPTER…………………………………………………………47
INTRODUCTION SUPERVISOR’S SURVIVAL KIT has become increasingly successful both in the classroom and in organizational management-training programs. A number of major corporations are training and developing their supervisor with this text and supplemental materials. Prior users of SUPERVISOR’S SURVIVAL KIT are familiar with the Self-paced Study Guide (work book), which was available as a supplement to this text. New to the 11 th edition, most of this material is now incorporated in the back of each chapter of the text, thereby eliminating the need to purchase a separate Study Guide. This material includes performance checklists, application exercises, true/false questions (with answers in the back of the book) and personal growth exercises. These materials assist students in making the most of their learning experience. All students can benefit by engaging in these activities and exercises as they read the text on their own or as part of a supervisory training course. Instructors have discovered that using these materials strengthens their training program. This Leader’s Guide provides the instructor additional instruction on how to teach the text and facilitate role plays. It also provides additional insights on the role plays and case studies that will help the instructor guide students and enhance the learning experience. For prior users of SUPERVISOR’S SURVIVAL KIT, please note that cases formerly referred to as “mini-games” are now called “role plays.” The Leader’s Guide for the 11th edition also includes more true/false and multiple choice questions for use for testing purposes than were provided in prior editions.
GENERAL SUGGESTIONS ON HOW TO USE THE TEXTBOOK Instructors generally choose one of two patterns in using the book. The first approach is the simple and successful procedure of discussing a chapter one class period lasting approximately 1 hour and 15 minutes (using the discussion questions at the end of the chapter) and using a case study or playing a role during the next class period. This pattern can consume approximately 40 contact or classroom hours. The time required to administer examinations and discuss outside assignments may require more time. An alternative plan is to use a case study or role play every third period in order to provide more time for special material introduced by the instructor, oral reports from students, guest speakers, and other activities. This approach can also consume approximately 40 hours of classroom time.
ADVANTAGES OF USING THE END-OF-CHAPTER SUPPLEMENTAL MATERIALS The supplemental material at the end of each chapter gives the learning that students gain from each chapter an added dimension. It provides the student with additional content not presented in the formal chapter text. The instructor may find it beneficial to refer to this material to further illustrate or explain a concept. This material includes a performance checklist, discussion questions, a case student or role play, true/false questions, an application exercise, and a personal growth exercise. Student learning will be enhanced when this supplemental material is used as an integral part of the course as illustrated below. Many instructors discovered that the combination of the traditional treatment of subject matter in the chapter text and end-of-chapter supplemental material gave them a powerful but practical approach better suited to their needs (and to those of the students) than theory-oriented texts that are less engaging. Specific advantages include: 1. Learning takes place outside the classroom. Students enjoy the sophistication and involvement of the supplemental material, and their enthusiasm makes classroom time more enriching. 2. Additional outside assignments (when desirable) can be assigned from the supplemental material at the end of each chapter. 3. Students who miss a class period have a vehicle that helps them keep pace without individualized instruction from the teacher. 1
4. Answers to questions in each chapter and suggestions on how the author would respond to the various exercises and cases are at the end of the text. All of this facilitates self-learning outside of the classroom. 5. The supplemental materials challenge the more capable and experienced student; they can be a lifesaver for the inexperienced student. 6. In industry, where seminar time is limited, the supplemental material permits measurable progress on a home-study basis.
SPECIAL SUGGESTIONS FOR EACH CASE STUDY Most of the cases (and all role plays) are built around the nine personalities profiled in the back pages of the textbook. It is recommended that time be devoted to a discussion of the roles ahead of time to build interest and save classroom time later. The following comments are designed to help the instructor make the most of each case. Read these comments again just prior to introducing cases in class. CASE STUDY: CHOICE (CHAPTER 1) This is an easy but exciting case to start with. Renee is highly self-motivated, capable, and assertive; Marty is less assertive but more sensitive to the needs of others. Which one should be promoted? Try to get students to take sides. Before you start, suggest that everyone review the profiles of these two people. Discussion will bring out the characteristics required to be a successful supervisor. These traits can be listed on the board. Do not take sides yourself. The truth is both Renee and Marty could be excellent supervisors. CASE STUDY: APPROACH (CHAPTER 4) An easy follow up to the case study in Chapter 1, this problem is designed to generate a lively discussion of the way Marty intends to take over. Raise these questions: Will employees take advantage of him? Might he gain temporary popularity but little respect? Can he afford to spend so much time being a “model”? Give everyone a chance to express opinions on this one. Solicit reactions from a few who have yet to contribute. CASE STUDY: PERFORMANCE BARRIERS AND SOLUTIONS (CHAPTER 4) This case is designed to challenge students to take a deeper look at the true causes of many performance problems and to identify solutions. The role profiles highlight many causes that may be attributed to barriers that are internal to the performer, which generally comprise 20% of all typical performance barriers experienced in organizations. Challenge the class to dig deeper and consider what external organizational issues may exist that could to employees’ performance problems and generally comprise 80% of all typical performance barriers experienced in organizations. CASE STUDY: REQUEST (CHAPTER 5) Ask class members to write their answers to this problem as an assignment to be turned in for grading purposes. This procedure will involve everyone. You can read a few answers in class (perhaps from those who have yet to speak up) to start a good, open discussion. The idea is to develop the best possible plan to help Jane Pitts, who is a good producer, and perhaps improve the way Gerald works with people. (Organizations are using flex-scheduling to solve this kind of life-style problem.) Don’t hesitate to express your personal opinion. CASE STUDY: ACCULTURATE VS. ACCOMMODATE (CHAPTER 8) Depending on students’ personal inclinations, they may lean more towards either Julie’s or Karl’s point of view. However, it is important to recognize that both Julie and Karl have valid points. To maximize Julie’s contribution and unique skills, there is a need to accommodate her so she feels her contributions will be valued. At the same time, she should be more sensitive to Karl’s concerns and understanding of why he might 2
feel hurt by her comments and behaviors. To that extent, there is a need to help Julie acculturate in order to be more respectful of the work culture and more cooperative with co-workers like Karl. CASE STUDY: TECHNIQUE (CHAPTER 9) Students love this one. Elicit the idea that assumptions should be questioned and tested. The male friend who visited Julie at work, for example, could be her brother bringing the lunch that she forgot. Emphasize that counseling is nothing more than talking things over openly. It is generally accepted that counseling— one-on-one private discussion—is the most useful tool in the supervisor’s kit. CASE STUDY: STAFFING, PART 1 (CHAPTER 11) This case is designed to apply skills used in interviewing applicants. Have the students select appropriate criteria from which they will select the most qualified applicant. CASE STUDY: STAFFING, PART II (CHAPTER 11) This case is designed to help students gain a complete understanding of the distinctions between partand full-time employees as well as the distinctions between employees and independent contractors, and the criteria required to make these determinations. CASE STUDY: TRAINING (CHAPTER 13) There are three flaws in Bill’s plan. First, he is being high-handed in imposing it. His strict discipline line may provoke a negative reaction. Second, seeing each new employee, sponsor, and supervisor in his office at the end of thirty days could consume too much of Bill’s time, especially if the organization has normal turnover. Third, the three-day reward system would be difficult to administer. Spend some time building a better approach to training new employees, using ideas contributed by the class. The case should pinpoint the training problem. CASE STUDY: THINKING (CHAPTER 15) The purpose of this case is to provoke a discussion that will help students sense that the ability to concentrate is valuable both on and off campus and that the power to concentrate that comes from learning how to study is vital when it comes to solving work problems. CASE STUDY: ANALYSIS (CHAPTER 15) The purpose of this case is to convince class members that with proper analysis and planning they can do superior work without working extra hours. Ask students what Ricardo is doing wrong and put their criticisms on the board. Add any suggestions for improvement to the list. Participation should be spontaneous. Students should also realize that the solution to inefficiency and stress can often be found through analysis of the supervisor’s time management skills and not reliance on external solutions, such as hiring an assistant, which are not always easily obtained due to budgetary and other resource constraints that are beyond the supervisor’s control. CASE STUDY: PLANNING (CHAPTER 16) Gerald (somewhat structured) and Yolanda (more informal) take sides on the issue of planning. After a good discussion, make the point that supervisors must adapt their planning to their own style. The important thing is that the plan works, not whether it is written or unwritten, structured or unstructured. CASE STUDY: INTIMIDATION (CHAPTER 19) The problem of Karl, an employee who demands special favors, is a popular, lively case. Save ample time to develop an option to the steps presented in the textbook. Unless Ricardo maintains his discipline line with Karl, he may lose the respect of both his superiors and those who work under him. He does not, however, want to convert Karl into a perpetual problem employee. How can Ricardo win him over? 3
CASE STUDY: DECISION (CHAPTER 20) Let this discussion run as long as possible. This is a typical problem: ambition (desire for upward mobility) versus life-style values. Try to elicit the opinions of students who have faced such a decision. If you wish, use the words “stabilizer” and “scrambler.” Can Eric really have his cake and eat it, too? Be sure to use this one before you run out of time.
SPECIAL SUGGESTIONS FOR EACH ROLE PLAY Role playing may not be for all instructors, but those who try it usually like it. If you have yet to try the technique, you will discover that it can put more excitement into your classroom environment and allow more learning (insights) to take place. Observers should be selected to offer their observations to the class and to those who played the roles. Observers usually learn more than any others. Role players should be volunteers. WHAT IS ROLE PLAYING? Role playing is acting out structured roles in simulated situations to facilitate learning. It is serious but enjoyable play-acting on the basis of a short role profile instead of a full script. It puts the player into a role but does not tell him or her what to say. Once the individual becomes familiar with the role, he or she usually has no trouble dealing with the simulated situation. In fact, the excitement and involvement created is highly stimulating to role players and observers alike. Most students assume such roles quickly with considerable confidence. Some prefer to begin as observers but usually volunteer for roles after two or three games have been played. Students seem to enjoy assuming personalities and behavior that are different from their own. The roles are not scripted and the student may need to make up additional information as the situation unfolds. When this happens, instruct the role players to simply behave and react as they would normally in this type of situation. WHAT ARE THE ADVANTAGES OF ROLE PLAYING FOR STUDENTS? (1) The student usually feels less inhibited playing a role because there is no need to protect his ego. (2) The results and insights of the game can be seen more clearly and studied more objectively because there is no need for a person to defend the role played. (3) Role playing gives both the players and observers new insights into human behavior that cannot be learned from books or normal classroom discussion. (4) The technique is very stimulating and therefore creates an improved learning climate. (5) Players get a chance to practice dealing with difficult and delicate relationships without taking real personal risks. (6) It helps those involved to improve their self-confidence and ability to communicate. WHAT ARE THE ADVANTAGES OF ROLE PLAYING FOR THE TEACHER? (1) Student learning is improved through active participation. (2) Classes are more interesting and exciting for the instructor as well as the students. (3) Preparation time is reduced measurably. HOW ARE ROLE PLAYS STRUCTURED? Role plays have been kept simple so that students can understand how to play them merely by reading them. The teacher needs only to: (1) Assign the roles. It is sometimes necessary to assign roles in advance. If, however, a student who was previously assigned to a role does not attend class, a substitute can be assigned easily because all students will be familiar with the roles. Allow time to reread each game before beginning to play it. (2) See that the participants are given a chance to refresh their memories before the role play actually starts, even when roles are assigned in advance. This review usually takes about five minutes and gives the instructor (who probably has reread the role play before class) time to arrange for any last-minute details. (3) Make sure everyone is aware of the special instructions for each role play. Because every role play is set up somewhat differently, be sure to review the role play ahead of time, noting its special requirements. Feel free, however, to make changes in a particular game or to experiment with role plays of your own.
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