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Supervision: Concepts and Practices of Management 13th Edition



Supervision: Concepts and Practices of Management 13th Edition PDF

Author: Edwin C. Leonard

Publisher: Cengage Learning

Genres:

Publish Date: January 1, 2015

ISBN-10: 1285866371

Pages: 656

File Type: PDF

Language: English

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Book Preface

One thing that has been constant in the early twenty-first century world is  change. Widespread changes in technologies, organizational restructuring and  economic, social, and political environments have affected every aspect of individual and corporate life. Offshoring, and the “China factor” have become a  reality. Globalization is impacting competition, changes in technology and the  skills that workers will need in the new digital age, and rising labor costs in the  minimum wage and other employee benefits. Every day, the Wall Street Journal,  USA Today, and trade publications feature articles about issues that affect organizations and individuals. Examples include the Affordable Care Act, Unionbusting laws, the Target data breach, and RadioShack closing over 1,000 stores  nationwide. Individuals and organizations will need to find ways to adapt to the  ongoing volatility and uncertainty of our society. Since the recession in 2008, the U.S. economy has grown at a slow rate. But  we have hope that employers will focus on empowering their full-time, contingent and virtual employees to achieve high performance and interact effectively  with customers, clients, and other stakeholders. Early in Professor Leonard’s  management career, a mentor said, “Every employee is a manager!” That notion is more appropriate today than at any time during his life. The skills, concepts  and principles of management presented in this text are relevant for everyone in  the workforce. Each and every person will be responsible for supervising someone or something at some time in his or her life. Therefore, we want to make sure that all students are well informed about the challenges of supervision and possess a solid skill foundation so that they can make informed decisions about the right things to do when necessary.

Throughout the 13th edition of Supervision, we have focused on ways in  which leaders can engage their diverse workforce and effectively facilitate work  teams. We believe that throughout the text we have described and demonstrated  the supervisory skills that students will need to help them and their organizations meet the challenges of today and tomorrow.

Organization of Supervision

Over the years, our students have told us that they need help becoming proficient  in analysis, communication, decision-making, leadership, and working with dysfunctional bosses and co-workers, that is conflict resolution skills. To that end,  every chapter begins with an opening, “You Make the Call!,” a feature that gives  students an opportunity to analyze a real-world situation and ponder courses of  action. The Personal and Team Skill-Building activities at the end of each chapter reinforce the chapter’s contents and give students opportunities to apply the  skills and content in authentic situations. Students will also have opportunities to reflect back on the opening “You Make the Call!” features and make decisions  about what needs to be done to keep employees, supervisors, and organizations moving in the right direction.

We have reorganized the 15 chapters of this edition of Supervision:  Concepts and Practices of Management into four parts in order to facilitate the  use of the text in a variety of instructional configurations including 8-week,  12-week, 15-week and 16-week course calendars. The parts are configured in the following way:

• Part 1: Supervisory Management Overview and Challenges. This part introduces the fundamentals of management, supervisory planning, and the  diverse character of the workforce. We discuss the social, demographic, economic, technological and global challenges that managers will face every day  in light of the big ideas and theories that have emerged over the past century  to inform management thought. Students are introduced to the functions of  management: planning, organizing, staffing, leading and controlling. Strategies for effective planning are presented, followed by the challenges and practices ofsupervising in a diverse workforce.

• Part 2: Essentials of Effective Supervision. The four chapters detail the key  skills of leading, communicating and listening, motivating followers, solving  problems and making decisions.

• Part 3: Organizing, Staffing, Managing and Measuring for Success. These four  chapters provide the essentials for organizing work, empowering employees  for success, building and facilitating effective teams, and improving employee performance.

• Part 4: Controlling and Managing Performance and Conflict. These three  chapters provide guidance in establishing and using effective controls, resolving conflicts, and applying positive discipline in order to maintain a highperforming workforce.

Text Features Are Application-Oriented Our work with organizational behavior, management and leadership students at  IPFW and Trine University, as well as with students of public administration at  Western Michigan University continues to show us that students learn best when  they have many opportunities to apply the concepts and practices of management in real-life contexts. Both of us divide our time among a range of activities that inform the development of the learning activities in the text. We work  with private- and public-sector managers and supervisors in a variety of capacities, learning about their managerial challenges, discussing ideas with them, assessing their needs relative to the functions of management and helping them  identify best-practice approaches to engage and empower employees. Also having  managed employee groups and virtual teams over the past few decades, we have  been fortunate to acquire first-hand knowledge of the problems managers face in supervising in a dynamic, complex environment.

We are honored to have the opportunity to share these personal and professional experiences with you by incorporating them into the chapter narratives and learning exercises in this edition of Supervision. As has been done  in previous editions, the 13th edition of Supervision presents the concepts and  practices of management from points of view of practicing managers, organizational theorists, employees, businessowners and public sector administrators.

The perspectives are presented in ways that enable students to consider the  “whys”, “hows” and “what ifs” that real managers face through learning exercises  and skill-building activities that have been field tested in classroom situations.
The most important question for an author to ask him or herself, as well as  the users of a textbook, when approaching every new edition is “What tools do  we want our students to add to their career toolbox as they use this text?” Students need to know the theories that explain management, leadership and behavioral practices so that they can understand why people and processes interact in  organizations in the ways they do. Students should also be prepared to identify  actionable supervisory situations in the workplace and have the knowledge and skills necessary to respond appropriately. This skills-based text provides a balance of theory and practice in chapter narratives that combines timely, relevant  research and authentic examples of management concepts, as well as What Have
You Learned higher-level thinking questions, Personal and Team Skill-Builders,  critical incidents, opportunities for self-assessment, and a collection of Supervision in Action videos available on the student companion website that present  students with many opportunities to sharpen their supervisory skills and put  them to work. Some of the features we feel best facilitate student learning include the following:

• An Integrated Teaching and Testing System. The text and supplements are  organized around Learning Objectives that form a comprehensive teaching  and learning system. Each chapter begins with a set of Learning Objectives  covering key concepts. The objectives then appear in the text margin, identifying where each objective is addressed. The key concepts are reinforced at  the end of each chapter in a series of section summaries arranged by Learning  Objective. Organization based on Learning Objectives continues into the supplement package, including the integrated lecture outlines in the Instructor’s Manual, the chapter Power Point decks and the Test Bank.

• Comprehensive Learning and Practice Activities. Together with colleagues,  students, practicing managers and others, we have prepared a convenient,  challenging and realistic set of activities that will engage students in considering and addressing the issues and challenges that supervisors and employees  face in today’s workplace. Our goal in the 13th edition is to provide a series  of learning activities to intellectually involve students, and, in some situations,  to get them emotionally connected to their course work, our text, and the  situations they are involved in. Thus, students will have a greater sense of responsibility for their learning.

• “You Make the Call!”
Opening Vignettes. We begin each chapter with a  problem faced by a supervisor or person impacted by a supervisor’s choice  of action or inaction, which will stimulate student interest about the chapter  topics. Each presents a real supervisory situation that will challenge students  to apply the concepts presented in the chapter. These case-like scenarios draw students into a problem and ask them to decide what to do.

At the conclusion of each chapter, in either the Questions for Discussion  or specific Skill-Builder activities, students can develop their own approach  to the problems in the scenario by applying the concepts they just learned  in the chapter. By applying chapter concepts to these opening problems and  comparing their analysis and answers to questions we provided, students are  more prepared to grapple with the challenging critical incidents presented at the end of each of the four parts of the textbook.

• Contemporary Issues. To better comprehend why organizations function the  way they do in society, students must recognize and understand the complex  issues that supervisors face. Throughout the text, we have integrated real  people, real organizations and real situations to help students gain practical knowledge about supervisory and management situations.

• Supervisory Tips. Each chapter contains a “Supervisory Tips” box that draws  from the authors’ personal experiences, thorough reviews of research presented in business, public sector and academic publications, and discussions  with practicing supervisors. These tips, together with skill-building activities,  give students guidelines for addressing complex issues.

• Pedagogical Features. (1) Marginal Definitions of Key Terms: In an introductory supervision course, students must learn management vocabulary. Therefore, we have highlighted in bold print key terms where they are first used in  the text and we have provided concise definitions in the margins of the text  where they are first introduced. The key terms are also listed with the appropriate page number at the end of each chapter. (2) Summary Points: Major  chapter concepts are summarized at the end of each chapter with reference to  the Learning Objectives. By reviewing these summaries, students can quickly  identify areas where they may need further review. Then, using the Learning Objectives number,students can easily locate the concepts they want to  review. (3) Questions and Activities: At the end of each chapter is a series  of discussion questions and individual and group exercises designed to help  students check their understanding of chapter material and practice implementing key concepts. (4) References: The Endnotes section at the end of each  chapter contains many current and foundational references. Relevant references are included for all the key concepts introduced in the book, as well as numerous additional sources of information and insights.

• Skill Builders. Each chapter contains several Personal and Team Skill Builders,  which allow students opportunities to build their analytical thinking skills,  including those identified in the “Supervisory Tips” boxes. The Skill Builders  include a variety of application, role-play, and critical and creative “thinking outside the box” activities. In addition, all chapters include a “Technology Tool” Skill Builder and several chapters include exercises that introduce  students to individuals who make life difficult for others in the workplace,  hypothetical supervisors or employees whose behavior may create havoc in  the organization. These mini-cases require students to assess and analyze a  situation using concepts from the text and suggest solutions. We have found  that testing the activities in the classroom helps students develop thecompetencies needed in today’s fast-paced society.

• Critical Incidents. Instructors throughout the country have told us that our  critical incidents, abbreviated case studies focusing on a specific supervisory  situation or management decision point are excellent tools for teaching and  learning supervisory skills. In response to this feedback, we have included  24 critical incidents in this edition, all of which are new or substantially  revised. The critical incidents provide additional opportunities for students  to engage with the learning objectives and content from their respective sections. Because the critical incidents involve concepts from more than one  chapter, six incidents are presented at the end of each of the four parts of  the text. Most of the critical incidents are short—some less than a page  each—and are challenging without being overwhelming. Each is followe• Contemporary Issues. To better comprehend why organizations function the  way they do in society, students must recognize and understand the complex  issues that supervisors face. Throughout the text, we have integrated real  people, real organizations and real situations to help students gain practical  knowledge about supervisory and management situations.

• Supervisory Tips. Each chapter contains a “Supervisory Tips” box that draws  from the authors’ personal experiences, thorough reviews of research presented in business, public sector and academic publications, and discussions  with practicing supervisors. These tips, together with skill-building activities, give students guidelines for addressing complex issues.

• Pedagogical Features. (1) Marginal Definitions of Key Terms: In an introductory supervision course, students must learn management vocabulary. Therefore, we have highlighted in bold print key terms where they are first used in  the text and we have provided concise definitions in the margins of the text  where they are first introduced. The key terms are also listed with the appropriate page number at the end of each chapter. (2) Summary Points: Major  chapter concepts are summarized at the end of each chapter with reference to  the Learning Objectives. By reviewing these summaries, students can quickly  identify areas where they may need further review. Then, using the Learning Objectives number, students can easily locate the concepts they want to  review. (3) Questions and Activities: At the end of each chapter is a series  of discussion questions and individual and group exercises designed to help  students check their understanding of chapter material and practice implementing key concepts. (4) References: The Endnotes section at the end of each  chapter contains many current and foundational references. Relevant references are included for all the key concepts introduced in the book, as well as  numerous additional sources of information and insights.
• Skill Builders. Each chapter contains several Personal and Team Skill Builders,  which allow students opportunities to build their analytical thinking skills,  including those identified in the “Supervisory Tips” boxes. The Skill Builders  include a variety of application, role-play, and critical and creative “thinking outside the box” activities. In addition, all chapters include a “Technology Tool” Skill Builder and several chapters include exercises that introduce  students to individuals who make life difficult for others in the workplace,  hypothetical supervisors or employees whose behavior may create havoc in  the organization. These mini-cases require students to assess and analyze a  situation using concepts from the text and suggest solutions. We have found  that testing the activities in the classroom helps students develop the competencies needed in today’s fast-paced society.

• Critical

Incidents. Instructors throughout the country have told us that our  critical incidents, abbreviated case studies focusing on a specific supervisory  situation or management decision point are excellent tools for teaching and  learning supervisory skills. In response to this feedback, we have included  24 critical incidents in this edition, all of which are new or substantially  revised. The critical incidents provide additional opportunities for students  to engage with the learning objectives and content from their respective sections. Because the critical incidents involve concepts from more than one  chapter, six incidents are presented at the end of each of the four parts of  the text. Most of the critical incidents are short—some less than a page  each—and are challenging without being overwhelming. Each is followe by discussion questions that help students focus and synthesize their thinking. The critical incidents are based on actual experiences of supervisors  and leaders in numerous work environments, and one critical incident in each part involves a highly-visible and well-known organizational or community leader.

The critical incidents can be used in several ways as fuel for class, seminar  or online discussion, as written homework assignments, for team analysis and  presentation, or as prompts for essay examinations. These assignments are  excellent ways for students to practice their skills on a real supervisory problem and to assess their abilities to apply what they have learned


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