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Human Relations in Organizations: Applications and Skill Building 8th Edition by Robert Lussier
Edition 8ISBN: 978-0073602370Human Relations in Organizations: Applications and Skill Building 8th Edition by Robert Lussier
Edition 8ISBN: 978-0073602370 Exercise 24
Objectives: To learn to use the situational supervision model. To develop your ability to supervise employees using the appropriate situational supervisory style for their capability level.
AACSB: The primary AACSB learning standard skills developed through this exercise are reflective thinking, analytic, and leadership skills.
Experience: In groups of two, you will apply the Situational Supervision Model in Exhibit 8.6 to situations 2 through 12 in Self-Assessment Exercise 8-2. After you have finished, your instructor will give you the recommended answers, enabling you to determine your level of success at selecting the appropriate style.
For each situation, use the left-hand column in Exhibit 8.6 to identify the employee capability level the situation describes. Write the level (1 through 4) on the line marked "C" to the left of each situation in Self-Assessment Exercise 8-2. Now identify the supervisory style that each response ( a through d ) represents. (These are listed in the right-hand column of the exhibit.) Indicate the style (A, C, P, or L) on the line marked "S" at the end of each response. Finally, choose the management style you think is best for each situation by placing a check mark (?) next to the appropriate response ( a, b, c, or d ).
The instructor reviews the Situational Supervision Model, Exhibit 8.6 , and explains how to use the model for situation 1.
1. Turn to situation 2 in Self-Assessment Exercise 8-2, page 286, and to Exhibit 8.6 , page 291, Situational Supervision Model. (You may tear the exhibit out of your book.) Apply the model to the situation in an attempt to select the best course of action (3-4 minutes). The instructor will go over the answers and scoring (3-4 minutes).
2. Divide into teams of two; you may have one group of three if there is an odd number in the class. Apply the model as a team to situations 3 through 6. Team members may select different answers if they don't agree (8-12 minutes). Do not do situations 7 through 12 until you are told to do so. Your instructor will go over the answers and scoring for situations 3 through 6 (2-4 minutes).
3. As a team, select your answers to situations 7 through 12 (11-15 minutes). Your instructor will go over the answers and scoring to situations 7 through 12 (2-4 minutes).
Caution: There is no proven relationship between how a person performs on a pencil-and-paper test and how he or she actually performs on the job. People have a tendency to choose the answer they think is correct, rather than what they would actually do. The objective of this exercise is to help you better understand your supervisory style and how to improve it.
Conclusion: The instructor leads a class discussion and/or makes concluding remarks.
Application (2-4 minutes): What have I learned from this experience? How will I use this knowledge in the future?
Sharing: Volunteers give their answers to the application section.
AACSB: The primary AACSB learning standard skills developed through this exercise are reflective thinking, analytic, and leadership skills.
Experience: In groups of two, you will apply the Situational Supervision Model in Exhibit 8.6 to situations 2 through 12 in Self-Assessment Exercise 8-2. After you have finished, your instructor will give you the recommended answers, enabling you to determine your level of success at selecting the appropriate style.
For each situation, use the left-hand column in Exhibit 8.6 to identify the employee capability level the situation describes. Write the level (1 through 4) on the line marked "C" to the left of each situation in Self-Assessment Exercise 8-2. Now identify the supervisory style that each response ( a through d ) represents. (These are listed in the right-hand column of the exhibit.) Indicate the style (A, C, P, or L) on the line marked "S" at the end of each response. Finally, choose the management style you think is best for each situation by placing a check mark (?) next to the appropriate response ( a, b, c, or d ).
The instructor reviews the Situational Supervision Model, Exhibit 8.6 , and explains how to use the model for situation 1.
1. Turn to situation 2 in Self-Assessment Exercise 8-2, page 286, and to Exhibit 8.6 , page 291, Situational Supervision Model. (You may tear the exhibit out of your book.) Apply the model to the situation in an attempt to select the best course of action (3-4 minutes). The instructor will go over the answers and scoring (3-4 minutes).
2. Divide into teams of two; you may have one group of three if there is an odd number in the class. Apply the model as a team to situations 3 through 6. Team members may select different answers if they don't agree (8-12 minutes). Do not do situations 7 through 12 until you are told to do so. Your instructor will go over the answers and scoring for situations 3 through 6 (2-4 minutes).
3. As a team, select your answers to situations 7 through 12 (11-15 minutes). Your instructor will go over the answers and scoring to situations 7 through 12 (2-4 minutes).
Caution: There is no proven relationship between how a person performs on a pencil-and-paper test and how he or she actually performs on the job. People have a tendency to choose the answer they think is correct, rather than what they would actually do. The objective of this exercise is to help you better understand your supervisory style and how to improve it.
Conclusion: The instructor leads a class discussion and/or makes concluding remarks.
Application (2-4 minutes): What have I learned from this experience? How will I use this knowledge in the future?
Sharing: Volunteers give their answers to the application section.
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Human Relations in Organizations: Applications and Skill Building 8th Edition by Robert Lussier
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