Chapter 1: The Supervisory Challenge and

Management Functions

After studying this chapter you will be able to:

Explain the demands and rewards of being a supervisor.

1
Identify and discuss the major demographic and societal trends
2 that will affect supervisors.

Summarize the challenges supervisors face in fulfilling managerial

3 roles.

Explain why effective supervisors should possess a variety of skills.

4
Define management and discuss how the primary managerial
5 functions are interrelated.

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YOU Every chapter in this text begins always been impressed by your good judgment and
MAKE with a section titled “You Make your hard work. You get along well with your co-
THE the Call.” After reading each case, workers and you’re always looking for better ways to
CALL decide which decision(s) you get the job done. The production supervisor on the
would make or the course(s) of night shift is retiring next month and I would like you
action you would take as the to apply for the job. I think with your front-line pro-
person described in the case. As duction experience and your business administration
you read each chapter, think about how the concepts diploma, you’d really be a good match for the job.
apply to the opening scenario. After you finish each There are some long-time production people who
chapter, compare your ideas to the suggestions in the might want the job, but I don’t think they’ve shown
section titled “What Call Did You Make?” This section the initiative and work ethic that you have. I’ve
appears just before the summary for each chapter. already talked to the plant manager, and he’d like to
You are Leslie McGuire, a recent graduate of the interview you tomorrow afternoon if you’re inter-
business administration program at Shelbourne ested. What do you think?”
Community College. You have mixed feelings about the possibility of
During your three years at college, you worked being a night shift supervisor. You have enjoyed
part-time in the production department of Brant working at Brant, but always intended to leave the
Coatings Ltd., a manufacturer of industrial paints company once you finished college. You have a lot of
and adhesives. The work was physically demanding good ideas about how to improve production
and tedious, but the pay was good and your super- methods, and the opportunity to lead a group could
visor adjusted your hours to accommodate your be very rewarding. On the other hand, you know
school schedule. that most of the production employees have been at
Since graduating three months ago, you have Brant for many years, and seem very set in their ways.
continued to work part-time at Brant while con- You wonder how well you would be accepted and
ducting a search for full-time employment. You have whether the transition to supervisor would be diffi-
applied for jobs in a variety of fields, but are not cult, especially since you were always viewed as the
really sure where your strongest interests lie. You “part-time kid.”
studied a wide range of business subjects in college, This conversation has taken you by surprise. You
and found most of them very interesting. Many of need to decide whether to meet with the plant man-
your friends specialized in areas such as accounting ager tomorrow afternoon. If you decide to attend
or marketing, but you preferred to take a general the meeting, you wonder how you should go about
business program, thinking that perhaps some day preparing for it. Finally, if offered the job, you must
you would like to run a business of your own. decide whether you will accept it.
Yesterday, your supervisor, Colleen Grenier, took You make the call!
you aside during your shift. “Leslie,” she began, “I’ve

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Chapter 1: The Supervisory Challenge and Management Functions 3

1 WHAT DOES IT MEAN TO BE A SUPERVISOR IN UNCERTAIN TIMES?

Explain the demands
and rewards of being a Virtually every aspect of life has undergone major changes during the past sev-
supervisor. eral decades. Technology has altered the way we communicate, live, and work.
“Surfing the Net” is a daily activity for people of all ages. The stock market has
seen wide fluctuations that have left many investors shaken. Long-time pillars of
Canadian business such as Nortel Networks Corp. and Air Canada have strug-
gled to reorganize and survive in the face of new competition and rapidly
changing market conditions.1
There is little doubt that change will continue to challenge every organiza-
tion. But change brings not only uncertainty and chaos, but also opportunities to
the organizations and individuals who can best adapt to the new landscape (see
Contemporary Issue box).
If they and their organizations are to survive, managers at all levels must be
at the forefront of planning for and coping with trends, factors, and problems
requiring more effective management.
This book focuses primarily on the first tier of management, which generally
Supervisor is referred to as the supervisory level, or supervisory management. Supervisors
First-level manager in charge of entry- are first-level managers in charge of entry-level and other departmental
level and other departmental employees.
employees. Critical commentaries on the North American business system indicate that
the traditional notions of getting a job done through power and positional
authority are no longer effective. Today’s managers and supervisors, whether in
factories, nursing care units, business offices, retail stores, or government agen-
cies, must realize that reliance on authoritarian direction and close control will
not bring about the desired results. Supervisors are being challenged to improve
their skills and to obtain better productivity from all of their human resources. In
many organizations the role of the supervisor will continue to change drastically.
The term supervisor may even be eliminated from the vocabulary of some firms,
being replaced by terms such as team leader, facilitator, or coach.
Supervisory work has become more complex, sophisticated, and demanding,
and it requires professional and interpersonal skills.2 Supervisors are in the
unique position of being the only managers in the organization who oversee
front-line workers. Supervisors are instrumental in ensuring that the goals and
strategies formulated by middle and upper-level managers are actually imple-
mented “in the trenches.” In many organizations, supervisors are typically the
only representatives of management with whom workers have contact on a daily
basis. Effective supervisory practices, therefore, are critical to ensuring that the
workforce will support and work to achieve management’s goals and objectives.
As depicted in Figure 1-1, the job of the supervisor is both rewarding and
stressful. The ideas presented are not all-inclusive, but they illustrate some of the
rewards and challenges associated with the supervisory role.
Although the first-line supervisory position is one of the three levels on the
management hierarchy (see Figure 1-2), it is the level in which most people obtain
their first management experience. You have probably already developed a pic-
ture of what supervisory management is all about. Your past experiences as a
student, customer, employee, and/or supervisor have allowed you to observe
some of the prevailing supervisory practices. In all likelihood, your observations

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4 Chapter 1: The Supervisory Challenge and Management Functions

CONTEMPORARY ISSUE
Lace up Your NikesTM—Do You Have What It Takes to Thrive in the Nimble
Organization?

Managing your career in the new millennium feels a others are struggling. “It’s part of our culture to have
lot like playing tennis. You arrive at the courts fun and do things a little bit differently,” says
expecting a friendly game of amateur tennis, only to Siobhan Vinish, head of public relations.2
find both Williams sisters lined up on the other side Daryl R. Conner, author of Leading at the Edge
of the net! Surviving and thriving in today’s “nimble of Chaos: How to Create the Nimble Organization,
corporations” require that employees at all levels says that successful organizations must learn to
must learn to be quick on their feet, ready to adapt operate in a state of “perpetual unrest.” He advises
to change, and quick to embrace opportunities cre- organizations to learn to “adapt quickly to changing
ated during times of upheaval. market conditions, while at the same time con-
It’s easy to find examples of Canadian businesses ducting human due diligence—a measure of
that have struggled to survive in the past decade. On people’s capacity to absorb change … so there is
April 1, 2003, Air Canada filed for bankruptcy pro- enough momentum to face the next change and the
tection in the wake of dramatic turbulence in the one after.”3
global airline industry following the terrorist attacks But striving to be nimble has resulted in a signif-
of September 11, 2001. Canada’s telecommunication icant shift in the employment relationship. Gone are
giant, Nortel Networks Corp., laid off 50,000 people the days of “jobs for life” when employers thought
in 2001 alone. In September 2003, JDS Uniphase, a “if you show loyalty to the employee, the employee
fibre-optic components maker, moved its headquar- shows loyalty to you and you both benefit.”4 The
ters from Ottawa’s “Silicon Valley North” to San Jose, need to react quickly to changing market conditions
California. The relocation reduced the company’s often means that organizations cut jobs, contract
Ottawa workforce to 600, down from a peak of out, and hire temporary workers instead of perma-
10,000 people. nent staff—changes that have left many Canadian
But on the other side of the ledger, there are workers wondering about the security of their jobs.
examples of Canadian businesses that have been Supervisors will be affected significantly when
able to survive—and even thrive—in a rapidly organizations strive to become more nimble. The
changing business environment. During the same increase in contract and temporary workers will chal-
time that Air Canada suffered dramatic losses, lenge a supervisor’s ability to keep the entire work-
Calgary-based WestJet’s performance soared. force motivated to excel. The pace of change will
WestJet began as a “scrawny, very local, fledgling”1 increase and the supervisor will have to guide his or
in 1996 and has never looked back. WestJet has her employees through some unsettling periods of
earned a profit in each of its 26 budget quarters, and unrest. Change will be the rule, not the exception
is expanding its routes to include international desti- and the line between rapid change and chaos may
nations. It is widely known for the quirky corporate not always be clear. Leading in this environment will
sense of humour that accompanies its no-frills clearly challenge any supervisor’s skills.
approach to travel. WestJet has demonstrated an So, lace up your shoes and get your tennis racket
ability to find market opportunities and thrive when ready. Here comes the next serve!

Sources: (1) Colby Cosh, “WestJet Seriously Wounds Air Canada,” Citizens Centre Report (March 17, 2003), p. 28; (2) Mike Pettapiece, “WestJet’s throwin’ a
party; Invitation only barn dance will launch airline’s new hangar,” The Hamilton Spectator (August 12, 2003), p. B1; (3) Daryl R. Conner, “Nimble
Organizations,” Executive Excellence (February 2000), p. 18; (4) Anil Verma, Professor at the University of Toronto’s Rotman School of Management as
quoted by Ann Perry, “Adjusting to the tough new world of work,” Toronto Star (April 10, 2003), p. K5.

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Chapter 1: The Supervisory Challenge and Management Functions 5

FIGURE 1-1 The “pluses” and “minuses” of supervision.

THE SUPERVISOR’S JOB IS SATISFYING AND REWARDING

• Supervisors can find considerable satisfaction when they work with moti-
vated employees and help those employees develop their abilities and
potential.
• A promotion to supervisor usually means more status and a higher salary
that is not based on an hourly wage.
• Supervisors have the opportunity to make many decisions and be held
accountable for those decisions. They can manage their departments with
some degree of authority.
• Achievement of challenging goals and objectives provides great satisfaction
and usually is rewarded in various ways by higher management.
• Being a supervisor provides opportunities for professional and personal
growth and possible advancement.

THE SUPERVISOR’S JOB IS DIFFICULT AND STRESSFUL

• Supervisors generally work long hours. The number of hours worked tends
to increase as a person climbs the organizational ladder.
• Supervisors promoted from their work groups often find the transition to
supervision to be difficult as former peer relationships change. Supervisors
must develop a professional rather than a personal relationship with former
coworkers.
• Supervisory work is characterized by interruptions, problems, crises, and
complaints from various sources.
• Information is the basic ingredient of the supervisor’s work. Supervisors
spend much of their time obtaining, interpreting, and giving information.
• Supervisors are usually under considerable pressure from the often con-
flicting demands of higher management, employees, and customers. The
constant shifting of priorities can be particularly stressful.

have made you aware that there are distinct differences among supervisors in
terms of how they apply supervisory concepts and in how effectively they manage
their departments.
In the past, many managers achieved their positions on the basis of practical
experience they obtained as a first-level supervisor. Today, the study of manage-
ment has become more formalized, and many prospective supervisors learn man-
agement concepts and principles in a classroom setting. This book is intended for
both practising and potential supervisors, especially students who are studying
the field of management. It is designed to help you develop the supervisory skills
needed to succeed in today’s rapidly changing organizations.
As an Appendix to this chapter, we include a section called “Getting into
Supervision,” which will identify and discuss some of the important factors to
consider if seeking a supervisory or management position. The Appendix also
includes a number of career tips that are essential for those aspiring to be super-
visors and for almost any type of career planning.

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6 Chapter 1: The Supervisory Challenge and Management Functions

FIGURE 1-2
The supervisory or team
leader position is where
most people begin their
management careers.
Top-Level
Management

Middle-Level
Management

Supervisory Management

Employees

2 FACTORS AND TRENDS AFFECTING THE ROLE OF THE SUPERVISOR

Identify and discuss the
major demographic and As highlighted in this chapter’s Contemporary Issue box, rapid change is no
societal trends that will longer the exception—it is the rule in today’s organizations. In order to keep their
affect supervisors.
organizations responsive to changing market conditions, supervisors must under-
stand and respond to many complex environmental factors and trends (see
Figure 1.3). Therefore, we will examine some major demographic and societal
considerations that are likely to affect the supervisory management position.
Although every supervisor is responsible for managing numerous resources,
unquestionably the most important, overriding aspect of supervision is the man-
agement of people. Therefore, the nature of the workforce should be of vital con-
cern to the supervisor who plans for the future. Finding and developing qualified
people have always been among the most important supervisory responsibilities.
However, the traditional challenges of attracting and retaining the most qualified
employees may be superseded by the more acute supervisory challenge of leading
and motivating an increasingly changing workforce. The most significant char-
Diversity acteristic of this changing workforce will be its diversity. Work groups will be
Differences in culture, ethnic composed of employees who differ in culture, ethnic background, gender, age,
background, gender, age, educational educational level, race, and lifestyle characteristics. The supervisor will need to
level, race, and lifestyle characteristics get people from many different cultures to work together.
among employees.
Population and Workforce Growth3
Despite the rather low birth rates of recent decades, both the population and the
workforce are growing. It is estimated that the Canadian population will grow at
a modest rate from a 1996 level of about 30 million people to nearly 32.2 mil-
lion people by 2006. Assuming a 60 percent employment/population ratio, the
workforce can be projected to increase by 1.3 million during this period.

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Chapter 1: The Supervisory Challenge and Management Functions 7

FIGURE 1-3
Effective supervisors must
be adaptable and be able
to maintain their
perspective in the face of
rapidly changing
conditions.

Immigration continues to add a significant portion to the workforce growth

in Canada. In 2001, 5.4 million people, or 18 percent of Canada’s total popula-
tion, reported that they were born outside the country, the highest level in 70
years. Eighty-five percent of immigrants to Canada came from developing coun-
tries (see Figure 1-4) and bring a variety of skills and experience with them. Racial
minorities in Canada are expected to increase significantly from the present level
of 13 percent of the population. Canadian organizations and their supervisors
must continue to find ways to capitalize on the talents of this diverse workforce.
While managing a diverse workforce may present some challenges, it also
presents numerous opportunities for supervisors to build on the strengths of indi-
viduals and groups. In the following sections, we intend not only to create an
awareness of the differences to be expected but also to raise consciousness.
Supervisors must understand the rights of both their employees and their
employers, regardless of workforce differences. Supervisors must recognize the
value of a diverse workforce and their own need to become more adaptable to

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8 Chapter 1: The Supervisory Challenge and Management Functions

FIGURE 1-4 Immigrants come increasingly from Asia and the Middle East.

%
United States
Europe
Asia (including Middle East)
20 Africa
26 Caribbean and Central and South America
Oceania and other
36

69
91
58
47

33

12
6 6 8
3
8 17 17 11
3

Before 1961 1961–1970 1971–1980 1981–1990 1991–2001

Place of birth by period of immigration

Source: Statistics Canada, Census of Population, 2001.

change. Further, perhaps more than ever before, supervisors will have to be
scrupulously fair in supervising diverse groups of employees through nondis-
criminatory and progressive practices.

Changing Age Patterns

Both the population and the workforce in Canada are getting older. The average
age of the workforce in 2001 was 39 years of age compared with an average of
35.8 years in 1981. In 2001, about 62 percent of the workforce was over 35, up
from about 47 percent 20 years earlier. This age group normally provides the
highest percentage of people who occupy supervisory and other management
positions. In the future, therefore, more people will be available to fill these posi-
tions, and the competition for supervisory jobs will be keen.
The growth in the 37 to 55 age group poses potential problems for younger
workers who are waiting to progress into supervisory positions; there may be a
glut of younger employees looking for opportunities as they wait for the large
group of older workers to retire. In Ontario, legislators are debating the merits
of abolishing mandatory retirement at age 65. Proponents of this change argue
that the Canadian economy will be strengthened if the skills of older workers can
be retained in the workforce. Critics argue that this move would reduce oppor-
tunities for younger workers.4 Mismatches between the number of employees
desiring advancement and the number of opportunities available may lead to
increased dissatisfaction and greater turnover as younger workers leave to seek
positions elsewhere.

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Chapter 1: The Supervisory Challenge and Management Functions 9

Despite low birthrates in

recent decades, both the
population and the
workforce are growing in
Canada.

At the opposite end of the spectrum, there will be relatively fewer young
people in the workforce as a result of the historical decline in Canada’s birth rate.
Statistics Canada data show that the 20 to 34 age group has declined from 5.7
million to 4.9 million between 1991 and 2001. Although it is unfair to make
sweeping generalizations, many younger workers today are struggling with the
fact that their generation will have to work harder for the lifestyle that their par-
ents may have attained relatively easily. Some younger workers become disillu-
sioned when they realize that the effort “that earned their parents two cars, a nice
house and cottage at the lake hardly wins them a job flipping burgers.”5 Younger
workers are realizing that there are no “jobs for life” and that they must become
more entrepreneurial and self-reliant in the changing world of work. Neil Howe
and William Strauss, authors of the book Millennials Rising, state that young
people born since 1982 prefer group activities and want clear rules set for them—
Baby-boomers a combination that is distinctly different from their mostly baby-boomer parents.
A large wave of the population born The researchers believe that this group of new entrants to the workforce, called
between 1946 and 1963. by some “Y-ers” or “millennials” are more spiritual and less individualistic than
their parents,6 characteristics that should be considered when trying to under-
stand their work motivations. There is little question that the success of supervi-
sors will depend to a considerable extent on those supervisors’ abilities to tap into
the interests and motivations of all members of the workforce.

Women in the Workforce and Related Issues

Probably the most dramatic change has been the rapid increase in both the
number and percentage of women in the workforce. The number of employed
women soared by close to 50 percent in the last two decades to more than 7.5
million, while the number of men working rose only 18 percent to 8.5 million.

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10 Chapter 1: The Supervisory Challenge and Management Functions

The participation rate (the percentage of working women who are in the work-
force) rose from 56.8 percent in 1995 to 65.2 percent in 2001. In recent years,
women have assumed many jobs formerly dominated by men.
While the movement of women into the workforce has significantly increased
the skills available to Canadian corporations, this trend has also brought with it
a number of challenges for employers that are likely to continue. Two-income
families face conflict between work and home, and both male and female
employees may bring their family concerns to work. Supervisors need to under-
stand that their employees’ work performance may be negatively affected by this
conflict between job and family obligations. In order to attract and retain the
most qualified employees, employers may need to provide high-quality child-care
facilities and continue to experiment with different types of workdays and work
Flextime weeks, such as flextime (in which employees choose their work schedules within
Policy that allows employees to choose certain limits), job sharing (in which two or more employees share a job posi-
their work hours within stated limits. tion), telecommuting (in which the employee works at home and is linked to the
Job sharing office by computer and modem), and the four-day, 10-hour-a-day work week.
Policy that allows two or more Given the increasing numbers of single working parents and the concern over the
employees to perform a job normally quality of child-care services, progressive firms are likely to implement these
done by one full-time employee. types of working arrangements in an effort to retain talented employees.
Telecommuting A recent study indicates that working mothers go to great lengths to keep
Working at home with links to the family matters out of the workplace, and that it is more likely that work-related
office via computer and modem. issues will intrude on their home lives. A demanding job leaves almost half of par-
ents too tired to do things with their children; 60 percent of working mothers say
they have to put work ahead of family at least some of the time and feel less suc-
cessful in their relationships with spouses, children, and friends. Efforts to help
employees balance the responsibilities of home and job will require better super-
visory skills and training to help all employees handle work/life issues.7
Another major challenge for supervisors will be to ensure that sexual harass-
ment does not occur in the work environment. Sexual harassment has been per-
petrated against both men and women, but the latter occurs much more
frequently. Recent court decisions have reinforced the fact that supervisors must
take action to prevent harassment and must respond immediately when incidents
of harassment are reported.

Growth of Racial Minorities in the Workforce

Figure 1-5 outlines the importance of immigration in Canada by region and the
percentage of immigrants who arrived in 1991 to 2001.
The growth in the proportion of visible minorities in selected cities shows sig-
nificant increases as noted in Figure 1-6.
Many immigrants come to Canada with professional designations and
advanced skills. The challenge for Canadian organizations will be to tap into this
source of talented workers. One of the many responsibilities of supervisors is to
attract and retain qualified employees. Yet “there is a tendency to hire what you
know. If you have two identical resumes, you may tend to go with a domestic
candidate”8 says Barbara Nowers, director of Career Bridge, an organization
overseeing a pilot project in Ontario to help immigrants obtain paid internships
in Canadian organizations. Announced in 2003, the pilot project aims to help
immigrants break into the Canadian job market in their field of expertise. “Part
of the project’s goal will be to educate employers. That means taking a chance on
a candidate whose language skills may not be perfect but will change exponen-

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Chapter 1: The Supervisory Challenge and Management Functions 11

FIGURE 1-5 Importance of immigration.

LABOUR PERCENT PERCENT WHO

REGION FORCE IMMIGRANTS ARRIVED 1991–2001

Canada 15,872,070 19.9 6.2

Nfld. and Lab. 241,500 1.9 0.4
P.E.I. 73,635 3.0 0.5
Nova Scotia 451,375 4.9 1.1
New Brunswick 371,805 3.4 0.6
Quebec 3,742,485 10.5 3.3
Ontario 6,086,820 29.1 9.2
Manitoba 585,425 13.6 3.1
Saskatchewan 512,240 5.0 1.2
Alberta 1,696,760 16.2 4.4
British Columbia 2,059,945 27.1 9.0
Yukon 17,945 12.4 2.7
N.W.T. 20,785 9.0 2.5
Nunavut 11,355 3.4 0.7

Source: Statistics Canada.

FIGURE 1-6 Percentage of visible minorities in relation to population, 1981–2001.

1981 1991 2001

Canada 4.7 9.4 13.4

Montreal 5.2 11.0 13.6
Toronto 13.6 25.8 36.8
Vancouver 13.9 24.0 36.9

Source: Statistics Canada.

tially once in the workplace.”9 Some sectors of the Canadian economy face
chronic shortages of skilled workers, and supervisors who recognize the poten-
tial of the immigrant talent pool may find a way to relieve these shortages.

Opportunities for Women and Minorities

Historically, some firms relegated women and minorities to lower-skilled and
Glass ceiling lower-paying jobs and did not fully utilize the potential contributions that
Invisible barrier that limits many have to offer. For some people, there was an invisible barrier—a glass
advancement of women and ceiling—that limited advancement. While women have been appointed to the
minorities. CEO or president position in companies such as Home Depot Canada,
Glass walls Extendicare, and Xerox Canada, a subtle barrier may still be in place in some
Invisible barriers that firms. To compound the problem, some organizations have concentrated
compartmentalize or segregate women and minority employees into certain occupations. These glass walls that
women and minorities into certain segment employees deny them the opportunity to develop the variety of skills
occupational classes. necessary for advancement.

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12 Chapter 1: The Supervisory Challenge and Management Functions

There is some encouraging evidence that glass ceilings and walls may be less
of a problem in some Canadian industry sectors than in their U.S. counterparts.
A recent study prepared for Women in Capital Markets, a Toronto-based advo-
cacy group for women in the investment banking industry, concluded that
women working in the U.S. investment banking industry were “more likely than
their Canadian counterparts to cite discriminatory policies and practices as the
reasons for their lack of advancement.”10 To advance in their field, however, both
Canadian and American women agreed that the key is to “exceed expectations.
Be a star. Be perceived as a hard worker.”11
Women and minorities also face disparities in their earning power. Statistics
Canada census data from 2001 indicate that women earn 70 cents for every $1
men earn in full-time jobs, while male immigrants who had been in Canada one
year earned 63 cents for every dollar earned by men born in Canada.
Organizations must put into place policies and procedures to ensure that all
workers are paid fairly for the contribution they make.
A survey conducted by Deloitte and Touche LLP found that women are
evenly divided between being “fairly satisfied” and “not too satisfied” with the
overall status of women in business today. By comparison, men perceive that
there are higher satisfaction levels among women in general. Other findings of
the poll include:
• More than two-thirds of the women believe that a woman needs more experi-
ence or more education than a man does to be considered for the same job.
• More than half of the females believe that women work harder than men.
• Men and women agree that the presence of women in the workforce has had
positive effects on business. The effects most commonly cited by both men and
women are “a greater importance placed on families” and “a greater aware-
ness and acceptance of different styles and viewpoints.”
• Both men and women see a male-dominated corporate culture as a major bar-
rier to women succeeding and agree that women have a tendency to be
excluded from the informal communications network.
• Women who work for smaller companies express higher levels of satisfaction
and are more likely to be ahead of their own expectations for their career. The
authors conclude that this may be because many smaller companies afford
women the opportunity to affect decisions and take control of their own
careers, better balance work and family life, and make a difference in the lives
of others—all of which are important motivators for both genders.12
All employees will continue to need an effective combination of educational
and job-related experiences to provide them with opportunities to develop their
talents. Organizations will be expected to design programs to attract and develop
women and minority employees, to ensure that they have access to a full range of
career opportunities, and to ensure that they are paid fairly for the work they do.

Educational Preparation
Accompanying the changes in the racial and ethnic composition of the workforce
are educational preparation factors that also will challenge supervisors in the
future. More people than ever before have some postsecondary education. Nearly
two-thirds of high school graduates go on to college or university. In 2000, 41
percent of Canadian adults aged 25 to 64 had a college or university education,
the highest of all industrialized nations, ahead of 37 percent in the United States
and 34 percent in Japan.

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Chapter 1: The Supervisory Challenge and Management Functions 13

Some forecasters believe that we may soon encounter problems with an

overeducated workforce. That is, more and more college- and university-
educated employees will compete for jobs that do not necessarily require a post-
secondary education to perform. The intense competition for jobs and the
increase in lower-level service industry jobs may create underemployment.
Underemployment Underemployment occurs when employees bring a certain amount of skill,
Situation in which people are in jobs knowledge, and ability (SKAs) to the workplace and find that the job lacks
that do not utilize their skills, meaning and/or the opportunity to fully utilize their SKAs. The challenge for
knowledge, and abilities (SKAs). supervisors will be to create a workplace environment that stimulates the under-
SKAs employed. The current abundance of college and university graduates gives cor-
Skills, knowledge, and abilities that a porate recruiters a distinct advantage—the opportunity to pick the best.
person has. Yet we must keep in mind the other side of the coin: namely, that some young
workers entering the workforce will not have completed a postsecondary educa-
tion. The challenge will be for firms to provide employment and training oppor-
tunities for people whose specific skills are limited—despite their level of formal
education—but who are motivated to work.
Competitive advantage An organization seeking to obtain a competitive advantage can do so by
The ability to outperform competitors hiring the best employees and properly using their skills. This will require effec-
by increasing efficiency, quality, tive recruitment, retention, and training strategies to ensure that the organization
creativity, and responsiveness to is getting the most from its workforce.
customers and effectively utilizing
employee talents. Occupational and Industry Trends
Occupational and industry forecasts project that there will be a steady need for
more people in business-related services such as computer services, retail trade,
health care services, transportation, and banking and financial services well into
the 21st century. Figure 1-7 lists the results of a 2003 Scotiabank study that iden-
tified the occupational sectors that are expected to display the highest growth
through 2007.
All indications for the next 10 years are that the opportunities for those with
managerial skills will greatly increase. There will be an acute need for skilled and
experienced people with technology backgrounds to manage products, relation-
ships, or people. Unfortunately, low-paying jobs will also be on the rise. Many
new service workers—cashiering at the campus bookstore, washing dishes at a
local restaurant, or providing homemaking services—are expected to be needed
by 2005. The difference is that many entry-level positions in the service sector are
low-paying jobs, averaging less than $10 per hour.

FIGURE 1-7 Canada’s top employment prospects through 2007.

• Biotechnology. • Environment.
• Business Services. • Financial Planning.
• Construction. • Health Care.
• Consulting. • Information Technology.
• Consumer Services. • Leisure and Recreation.
• Education. • Multimedia.
• Energy-related fields. • Skilled Trades.
• Engineering.

Source: Adrienne Warren, Scotiabank senior economist, as quoted by Steve Erwin, “Vital growth in high-skilled jobs
forecast,” Toronto Star (August 29, 2003), p. B4.

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14 Chapter 1: The Supervisory Challenge and Management Functions

Some of Canada’s large, high-profile corporations have eliminated thousands

of jobs. One example of these reductions are the changes at Bombardier. In the
period 2001–02, Bombardier announced a layoff of more than 3,800 workers in
the aerospace group with the possibility of more to come.
While the popular press focuses on “Big Business,” small businesses and mid-
sized firms are expected to create most of the job growth in the foreseeable future.
In 2001, small and medium-sized enterprises accounted for 77 percent of total
employment. It is suggested that the biggest growth in management positions (and
jobs in general) will be in smaller, rapidly growing organizations, especially tech-
nology companies. We believe that a strong small business provides a unique
employment opportunity for the new graduate. Supervisors in small firms may be
given the opportunity to gain broader and more diverse experience than those in
larger firms.

Changing Technology and Business Conditions

Many business organizations have been completely revamped because of techno-
logical advances, computers, robotics, automation, changing markets, and other
competitive influences that demand both internal and external adaptations.
Computer skills are a must for those seeking careers in management.
Computers now give managers access to a tremendous amount of information—
information that is necessary for making effective decisions. Information tech-
nology allows people to be no more than a few seconds away from anybody else
in communication terms. This alters the traditional mode of face-to-face com-
munication and the way things are done. The Computer Revolution will continue
to be apparent throughout most organizations. Most supervisors have high-
powered notebook-style computers and personal data assistants that allow them
to access information and communicate virtually around the clock. Advances in
hardware, software, and communication technology require supervisors to be
computer literate as part of their day-to-day responsibilities.
A major problem that is likely to worsen is that of too much information.
With the growth of communication capabilities, including e-mail, voice mail,
instant messaging, and telephone and other devices, supervisors are being inun-
dated by an estimated 200 or more messages sent and received every day. Many
individuals have difficulty with the extra work generated by these messages,
many of which waste time. The ability to properly manage information will be
another of the many demanding responsibilities of supervisors both now and in
the future.13
Since it is difficult to forecast specifically when and how technological change
will affect a supervisor’s position, every supervisor will have to continue to be
broadly educated. Supervisors will have to prepare themselves and their
employees, both technologically and psychologically, for anticipated changes.
Those who keep up to date with change will unquestionably be more valuable to
their organizations.

Global Challenges
Global challenges will continue to affect supervisors. Substantial investment has
been made in Canadian firms by Americans, British, Germans, Swiss, Japanese,
and others. Identifying the various cultural, value system, and work ethic differ-
ences is beyond the scope of this text. However, supervisors must recognize that

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Chapter 1: The Supervisory Challenge and Management Functions 15

management practices differ culturally and structurally in these firms compared

with Canadian-owned and -operated firms. Within Canada, we even find signif-
icant cultural differences between the francophone and anglophone populations.
Low wages and other factors that provide a competitive advantage may entice
Canadian firms to move their production facilities to locations such as Asia,
Eastern Europe, Korea, South America, Africa, or Mexico. To be successful in
foreign countries, Canadian firms must make a strong effort to understand the
cultural customs in these environments. Over half of the world’s population lives
in Asia and a majority of that population is under the age of 25, which is dra-
matically different from the rest of the world.
To understand the potential of global competition, consider the case of
General Motors (GM). GM has become Mexico’s largest private employer with
75,000 employees. In Juarez, GM provides on-site education and volleyball
courts, organizes Mother’s Day parties, and sponsors a Mexican folk-dance
troupe. The employees are provided free transportation and two meals a day. In
return, management has been able to run the plants almost exactly as it wishes,
with virtually no work rules. On the other hand, the impact of GM’s relocation
can be seen through the thousands of people unemployed, and vacant lots and
buildings, in its previous locations in the United States and Canada.14

Work Scheduling and Employment Conditions

General working conditions are changing and will continue to evolve.
Historically, approximately 60 percent of employed Canadians worked the tra-
ditional Monday through Friday workweek. In the future, fewer employees will
be working the standard nine-to-five day because of the projected growth in jobs
with evening, night, and weekend shifts.
Restructured companies will employ more part-time employees. The new
Contingent worker contingent worker represents a quarter of the total employment base. Contingent
A part-time, temporary, or contract workers are either temporary, part-time, or contract employees. This “interim”
employee supplied on an “as needed” workforce consists of people who can be called in or sent home depending on the
basis by an external agency for a employer’s needs. For a fee, agencies supply qualified employees to the firm. The
specified period of time and for a fee. firm does not incur recruiting costs, training costs, or other costs associated with
long-term employment. But the per-hour cost of contract labour is usually higher
than that of regular employees, largely due to the percentage paid to the employ-
ment agency. When a project is finished or business necessity dictates (e.g., orders
decline), the contract employees leave.15 More employers will expand the use of
such workers in the future in their efforts to reduce wage and benefit costs asso-
ciated with full-time employees. How will the supervisor motivate employees
who consider themselves, at best, transient—that is, just working at the present
firm until something better comes along? Numerous studies have indicated that
lower productivity and increased accidents occur when employees are not fully
committed to their jobs. Motivating employees who are not fully committed will
be another supervisory challenge.
Two-tier wage system Another thorny issue is that of the two-tier wage system, which is a company
Paying new employees at a lower rate policy to pay inexperienced workers a lower wage than more experienced
than more senior employees. workers. An example of a two-tiered wage system is at the Detroit/Windsor
Tunnel Corporation where new hires are paid a lower wage and never obtain
more than 75 percent of current wage levels. In some situations, the supervisor
will be challenged to motivate a workforce that includes employees who are com-
pensated differently for doing essentially the same work.

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16 Chapter 1: The Supervisory Challenge and Management Functions

Corporate Culture and Ethical Conduct

Although top-level management creates the overall vision and philosophy for the
Corporate culture firm, corporate culture is the set of shared purposes, values, and beliefs that
Set of shared purposes, values, and employees have about their organization. To provide a foundation for the type of
beliefs that employees hold about their corporate culture that is desired, many companies develop mission statements
organization. and ethical-conduct statements.
For example, when Hewlett-Packard was formed, David Packard and
William R. Hewlett formulated a vision that was later stated in the Hewlett-
Packard (HP) Statement of Corporate Objectives:

The achievements of an organization are the result of the combined efforts of each
individual in the organization working toward common objectives. These objec-
tives should be realistic, should be clearly understood by everyone in the organi-
zation, and should reflect the organization’s basic character and personality.16

Bill Hewlett frequently described the “HP Way” as follows: “I feel that in
general terms it is the policies and actions that flow from the belief that men and
women want to do a good job, a creative job, and that if they are provided the
proper environment they will do so.”17 This philosophy has been prominently
communicated to every employee and as such has become a way of life at
Hewlett-Packard. Today, Hewlett-Packard is headed by Chairman and Chief
Executive Officer Carly S. Fiorina, who led the company through a highly publi-
cized 2002 merger with Compaq Computer Corporation. The challenge for the
“new HP” will be to ensure that the strong corporate culture that contributed to
its earlier success can survive in the new corporate structure. Figure 1-8 further
describes the strong corporate culture at Hewlett-Packard.
Figure 1-9 is an example of a values and beliefs statement that was developed
by the top management of the hospital described in Case 1-1 at the end of this
chapter. As a new emergency room department supervisor in that case, Charlotte
Kelly can use this type of values and beliefs statement as a reference point for
many of the decisions that will confront her. Supervisors are major influencers in
determining the direction of the corporate culture in their departments.
Supervisors play a significant role in informing, educating, and setting examples
for ethical behaviour. Although ethical behaviour and fair dealing have always
been foundations for good management, it is clear that ethical conduct has
become one of the most challenging issues confronting businesses today. The
news is filled with stories about the misuse of business power and the contention
that corrupt business practices are the primary way to earn profits. In the future,
as never before, it will be important that ethical behaviour and fair dealing are at
the forefront of good management practices, beginning at the supervisory level.
A supervisor’s personal ethics are also an important guide for making decisions
when facing ethical problems in the workplace.

Other Governmental and Societal Issues

Other emerging governmental and societal issues will continue to complicate the
supervisory management position in the future. For example, numerous environ-
mental concerns remain as serious long-term problems for business, government,
and the general public. Energy availability and costs may be determined by inter-
national and domestic political and economic changes. These types of issues and
societal pressures often become part of business planning and operations.

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Chapter 1: The Supervisory Challenge and Management Functions 17

FIGURE 1-8 The “HP Way!”

Stanford University classmates Bill Hewlett and Dave Packard founded HP in 1939.
The company’s first product, built in a Palo Alto, California, garage, was an audio
oscillator—an electronic test instrument used by sound engineers. One of HP’s first
customers was Walt Disney Studios, which purchased eight oscillators to develop
and test an innovative sound system for the movie Fantasia.

Hewlett-Packard’s vigour comes in part from the management philosophy and

values imparted over five decades by the founders. In Silicon Valley, where arro-
gance and braggadocio are common, HPers are generally known for being low-
key, nice, earnest, and sincere. It’s considered bad form at HP to trumpet one’s
personal achievements.

• Employees in the new HP share a passion for satisfying customers, an intense

focus on teamwork, speed, and agility, and a commitment to trust and
respect for all individuals.
• The typical senior manager began his or her HP career in a hands-on job.
• HP is structured into global, cross-functional teams that “own” their busi-
nesses and can react quickly to market changes. “Our profit-and-loss state-
ment is like any other small company’s,” says Jim McDonnell, marketing
manager for the network server division, which sells high-powered com-
puters. In his slice of HP, he knows exactly what the costs are and where they
come from—right down to the “tax” his division contributes for corporate
overhead and HP’s research and development.
• HP managers have an enviable degree of freedom. The company keeps
experimenting with ways to extend autonomy to each employee. In the cus-
tomer service centre where employees answer phones and respond to cus-
tomers’ questions, HP allows teams to pick their own supervisors. That gives
employees a strong interest in seeing their manager succeed.
• The idea at HP is to lead by persuasion, not fiat; showing, not telling; pulling,
not pushing. Integrity is key to the HP leadership style. Says Chairman and
CEO Carly S. Fiorina, “I think leadership takes what I call a strong internal
compass. And I use the term compass because what does a compass do?
When the winds are howling, and the storms are raging, and sky is cloudy so
you have nothing to navigate by, a compass tells you where true North is.
And I think when a person is in a difficult situation, a lonely situation … you
have to rely on that compass. Who am I? What do I believe? Do I believe
we’re doing the right things for the right reasons in the right ways? And
sometimes that’s all you have.”
• Hewlett-Packard learned that while its managers resent being told what to
do, they are not too proud to copycat good ideas. It’s common practice to
seek help from other divisions that have been conspicuously successful. “I’ve
never seen someone say no if you ask for help,” says Carolyn Ticknor, an HP
employee.

Sources: Adapted from HP corporate website, www.hp.com; text of interview with Carly Fiorina found at
www.hp.com/hpinfo/execteam/speeches/fiorina/churchil03.html (retrieved September 22, 2003); Stratford Smith,
“How Tomorrow’s Best Leaders Are Learning Their Stuff,” Fortune (November 27, 1995), pp. 90–102; and Alan
Deutschman, “How H-P Continues to Grow and Grow,” Fortune (May 2, 1994), pp. 90–100.

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18 Chapter 1: The Supervisory Challenge and Management Functions

FIGURE 1-9 A sample values and belief statement.

Every Pine Village Hospital employee is important. With mutual respect, trust, and
open communication, we will work together to create an organization that con-
sistently meets or exceeds the expectations of patients, visitors, physicians,
employees, and other stakeholders.

Pine Village Hospital is dedicated to providing consistently superior services to all

of our patients. We believe in fostering an environment that encourages superior
service and performance.

We believe that superior service and performance result from:

• A clear understanding of goals.

• Effective communication.
• Proper application of skills, knowledge, and ability.
• Wise use of resources.
• High standards of conduct.
• A safe and aesthetically pleasing work environment.
• Shared involvement in attaining goals.

A list of federal legislation that affects the supervisor’s job is found in the
Appendix at the end of this book. In addition, provincial and local governments
have laws and regulations that affect businesses. The effect of such legislation can
be quite costly, and organizations may be required to change their methods of
operation in order to comply.
Supervisors are influenced both directly and indirectly by such governmental
requirements, and they must continue to stay abreast of any legislation that may
influence their operations. Furthermore, supervisors must be sensitive to pres-
sures exerted by special-interest groups. Consumer groups, in particular, have
demanded better products and services from business, labour, and government.
Environmentalists seek to influence business decisions that may have an adverse
environmental impact. Some parents of young children will demand that their
employers provide day-care facilities so that they can better combine their family
and job responsibilities. It seems likely that numerous other permanent and tem-
porary special-interest groups will continue to place community and political
demands on firms in ways that will affect how supervisors will operate in the
future.

Workplace Incivility and Difficult People

Typical workers spend most of their waking hours in close contact with others in
the workplace. Whenever people convene in one location, eight hours a day or
more and often during trying economic times, their different personalities, expec-
tations, and needs may clash from time to time. Many students can relate to the
playground bully of their childhood. In some instances, the playground bully has
grown up and now works alongside us. The dilemma for many employees is,
“How can you expect me to get along with that troublemaker?” Two recent
studies report that “rude behaviour is on the rise in the workplace and can under-
mine an organization’s effectiveness.”18

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Chapter 1: The Supervisory Challenge and Management Functions 19

Almost everyone has been on the receiving end of a rude person’s temper.
Whether crude or impolite behaviour takes place behind closed doors or out in
the open, it directly affects the recipient and lowers group morale. Who are these
people? In his book, Coping with Difficult People, Robert M. Bramson writes:

They are the hostile customers or coworkers, the indecisive, vacillating bosses,
and the overagreeable subordinates of the world who are constant headaches to
work with. Although their numbers are small, their impact is large. They are
responsible for absenteeism, significant losses in productivity, and lost customers
or clients. They frustrate and demoralize those unlucky enough to have to work
with them, and they are difficult to understand. Worst of all, they appear immune
to all the usual methods of communication and persuasion designed to convince
them or help them to change their ways.19

Various authors have given numerous titles to identify types of difficult

people. Typically, employees arrive in an organization with little or no founda-
tion in how to handle difficult people.

Empowerment and Employee Participation in Decision Making

Whether or not a labour union or employee association represents employees in
an organization, many employees will want more from their jobs and will
demand a voice in decisions that concern their employment. This should not be
objectionable to a supervisor. In fact, once supervisors realize that their
employees have something to contribute, they will welcome employee participa-
tion in decisions rather than fear it.
Empowerment Empowerment means giving employees the authority and responsibility to
Giving employees the authority and achieve objectives. Opportunities to make suggestions and participate in deci-
responsibility to accomplish sions affecting their jobs can and should be supported. However, some supervi-
organizational objectives. sors become worried when workers challenge what have traditionally been
management rights, and they believe that certain areas should be beyond
employee challenge. Many quality circles and other participatory management
approaches of the last decade failed, in part, because managers failed to listen to
the suggestions of employees, did not act on those suggestions in a timely fashion,
or felt threatened by those suggestions. Nevertheless, there will continue to be
pressure from employees, labour unions, and other groups for more influence in
decisions pertaining to the workplace.
Participative management Many supervisors have become accustomed to the practice of participative
Allowing employees to be involved in management, which essentially means a willingness to permit employees to influ-
organizational decision making. ence or share in managerial decisions. Learning to react to this in a positive way
should improve supervisors’ and their companies’ performance.20
Although forecasts are always precarious, experienced supervisors will rec-
ognize that these trends have already begun. Supervisors must understand and
plan for them. Empowerment and participative management will be discussed
further in Chapter 6.

3 THE PERSON IN THE MIDDLE

Summarize the chal-
lenges supervisors face The supervisory position is a difficult and demanding role. Supervisors are
in fulfilling managerial “people in the middle”—the principal link between higher-level managers and
roles.
employees. A supervisor is a first-level manager, that is, a manager in charge of

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entry-level and other departmental employees. Every organization, whether a

retail store, manufacturing firm, hospital, or government agency, has someone
who fills this role.
Throughout this text we use the terms worker, employee, and subordinate
interchangeably to refer to individuals who report to supervisors or managers.
An increasing number of companies are using the term associate or team member
instead of employee. Regardless of the term used, employees may view their
supervisor as the management of the organization; the supervisor is their primary
contact with management. Employees expect a supervisor to be technically com-
petent and to be a good leader who can show them how to get the job done.
But the supervisor also must be a competent subordinate to higher-level man-
agers. In this role the supervisor must be a good follower. Moreover, the super-
visor is expected to maintain satisfactory relationships with supervisors in other
departments. Thus, a supervisor’s relationship to other supervisors is that of a
colleague who must cooperate and coordinate his or her department’s efforts
with those of others in order to reach the overall goals of the organization.
In general, the position of any supervisor has two main requirements. First,
the supervisor must have a good working knowledge of the jobs to be performed.
Second—and more significantly—the supervisor must be able to manage, that is,
run, the department. It is the managerial competence of a supervisor that usually
determines the effectiveness of his or her performance.

4 MANAGERIAL SKILLS MAKE THE DIFFERENCE

4 Explain why effective
supervisors should pos- Some supervisors appear to be under constant pressure and continuously do the
sess a variety of skills. same work their subordinates do. They are getting by, although they feel over-
burdened. These supervisors endure long hours, may be very devoted to their jobs,
and are willing to do everything themselves. They want to be effective, although
they seldom have enough time to actually supervise. Other supervisors appear to
be on top of their jobs, and their departments function in a smooth and orderly
manner. These supervisors find time to sit at their desks at least part of the day,
and they are able to keep their paperwork up to date. What is the difference?
Of course, some supervisors are more capable than others, just as some
mechanics are better than others. If we compare two maintenance supervisors
who are equally good mechanics, have similar equipment under their care, and
operate under approximately the same conditions, why might one be more effec-
tive than the other? The answer is that effective supervisors manage their
departments in a manner that gets the job done through their people instead of
doing the work themselves. The difference between a good supervisor and a poor
one, assuming that their technical skills are similar, is the difference in their man-
agerial skills.
The managerial aspects of the supervisor’s position too often have been neg-
lected in the selection and development of supervisors. Typically, people are
selected for supervisory positions on the basis of their technical competence, their
seniority or past performance, and their willingness to work hard. When
appointed supervisors, they are expected to assume responsibilities of manage-
ment, even though their previous job did not involve these skills. New supervi-
sors must make a conscious effort to develop their managerial skills by learning
from their own manager, through company training programs, or by any other
avenues available to them.

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Chapter 1: The Supervisory Challenge and Management Functions 21

We have grouped the managerial skills needed by supervisors into the fol-
lowing six major classifications:

1. Technical skills: the ability to perform the actual jobs within the supervisor’s
area of responsibility.
2. Human relations skills: the ability to work with and through people; includes
the ability to motivate team members and the ability to remain open-minded.
3. Administrative skills: the ability to plan, organize, and coordinate the activ-
ities of a work group.
4. Conceptual skills: the ability to obtain, interpret, and apply the information
needed to make sound decisions.
5. Political skills: the savvy to ascertain the hidden rules of the organizational
game and to recognize the roles various people play in getting things done
outside formal organizational channels.
6. Emotional intelligence skills: the “intelligent use of your emotions to help
guide your behaviour and thinking in ways that enhance your results. You
can maximize your emotional intelligence by developing good communica-
tion skills, interpersonal expertise, and mentoring abilities.”21

Chess master Bruce Pandolfini stresses that there are two basic forms of intel-
ligence: (1) the ability to read other people and (2) the ability to understand one’s
self.22 The notion of knowing oneself is not new. Unfortunately, it was not too
many years ago that people believed you could take “the best mechanics” or “the
best salespeople,” give them the title of “supervisor” or “manager,” and success
would automatically follow. Clearly, this is not the case. Hagberg Consulting
Group’s 12-year study of over 2,500 senior managers found that 25 percent of
those on the rise in high-tech companies lacked “people skills” such as the ability
to motivate teams or open-mindedness.23 Apparently technical skills alone are
not sufficient.

The Need for Technical Competence in Supervision

Nevertheless, a competent supervisor must thoroughly understand the specific,
technical aspects of the department’s operations. Perhaps the supervisor actually
is the most skilled person within the department and is able to do a quicker, more
efficient job than most of the subordinates. Yet the supervisor must learn to avoid
stepping in and personally doing the employees’ jobs except for the purpose of
instruction or in short-handed or emergency situations. In some companies a
union contract may restrict supervisors from performing employees’ work. The
responsibility of a supervisor as a manager is to see that the employees do their
jobs properly. As a manager, the supervisor must plan, guide, and supervise.
In some organizations supervisors are considered to be “working supervi-
sors,” or “lead persons,” whose responsibilities include performing certain jobs
within their departments. Supervisors of very small departments, for example,
often are expected to perform a share of the workload assigned to their units.
Similarly, supervisors in retail stores and in many service occupations typically
work along with their employees to accomplish the work. Nevertheless, when-
ever a supervisor is occupied with a job that could be performed by an employee,
the supervisor’s managerial functions necessarily are neglected.

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22 Chapter 1: The Supervisory Challenge and Management Functions

At the other extreme, some departments are involved in varied and complex
operations in which individual jobs may be quite diversified and even specialized.
In these situations it would be impossible for a supervisor to comprehend the
exact details of each job. However, it remains important for the supervisor to at
least understand the broad technical aspects of each job under his or her super-
vision—and to know where to get help when needed.

Managerial Skills Can Be Learned and Developed

Many people believe that good managers, like good athletes, are born, not made.
Much research has indicated that this belief is generally incorrect, even though it
is true that people are born with different potential and that, to some degree,
heredity does play a role in intelligence. An athlete who is not endowed with nat-
ural physical advantages is not likely to run 100 metres in record time. On the
other hand, many individuals who are so-called “natural athletes” have not come
close to that goal either.
Most superior athletes have developed their natural endowments into mature
skills by practice, learning, effort, and experience. The same holds true for a good
manager. The skills involved in managing are as learnable as the skills used in
playing golf. It does take time, effort, and determination for a supervisor to
develop managerial skills. Supervisors will make some mistakes, but people learn
from mistakes as well as from successes. By applying the principles discussed in
this text, the supervisor can develop the skills that make the supervisory job a
challenging and satisfying career.
Throughout the text there are various activities designed to reinforce the con-
cepts presented. Tips, suggestions, and cases will be available to allow you to
practise the skills being presented. These tools do not guarantee supervisory suc-
cess, however. For example, if you wanted to learn to play golf, you could take
lessons from Butch Harmon, Tiger Woods’ teacher.24 But you would also need
the proper tools (e.g., the right clubs) and time to practise, learn from your mis-
takes, and make corrections. There is one major difference between the beginning
golfer and the newly appointed supervisor. Unlike beginning golfers, who can go
to the driving range or the practice green to work on their games, newly
appointed supervisors are on the job and have little opportunity for trial and
error. To get the job done right, the supervisor must avoid some common mis-
takes. As you read this book, consider our suggestions and remember that the
challenge for supervisors is to stay on the path of continuous improvement.

Benefits from Better Supervisory Management

You may recall from Figure 1-1 that there are many benefits accruing to the effec-
tive supervisor. A supervisor has daily opportunities to apply managerial princi-
ples on the job. Proper application of the principles will contribute to a
smoother-functioning department in which the work gets done on time and the
workers contribute toward stated objectives more willingly and enthusiastically.
Thus, the supervisor will be on top of the job instead of being consumed by it.
Supervisors who manage well are able to make suggestions to higher-level man-
agers and to other supervisors. Effective supervisors become aware of the needs
and objectives of other departments as well as the interrelationships between
those other departments and their own. They seek to work in closer harmony
with colleagues who supervise other departments. Briefly, better supervisory
management means doing a more effective job with much less stress and strain.

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Chapter 1: The Supervisory Challenge and Management Functions 23

In addition to direct benefits, there are indirect benefits to better supervisory

management. The supervisor who manages well will become capable of handling
larger and more complicated assignments, which could lead to more responsible
and higher-paying positions within the managerial hierarchy. Managerial skills
are applicable in any organization and at all managerial levels, regardless of
where a supervisor’s future career may lead.

5 FUNCTIONS OF MANAGEMENT
Define management
and discuss how the pri- The term management has been defined in many ways. In general, management
mary managerial func- is the process of getting things accomplished with and through people by guiding
tions are interrelated.
and motivating their efforts toward common objectives.
Successful managers will assure you that their employees are their most
important asset. Most successful managers recognize that they are only as good
Management as the people they supervise. As illustrated in Figure 1-10, the supervisor should
Getting objectives accomplished with act as an enabler—someone who does what is necessary to enable employees to
and through people. be the best they can be. In most endeavours, one person can accomplish relatively
Enabler little. Therefore, individuals join forces with others to attain mutual goals. In a
The person who does the things business, top-level managers are responsible for achieving the goals of the organ-
necessary to enable employees to get ization, but this requires the efforts of all subordinate managers and employees.
the job done. Those who hold supervisory positions significantly influence the effectiveness
with which people work together and use available resources to attain stated
goals. The role of a supervisor is to make sure that assigned tasks are accom-
plished with and through the help of employees. Figure 1-11 provides some
supervisory tips that can assist the supervisor in fulfilling this role.

The Managerial Functions Are the Same in All Managerial Positions

The managerial functions of a supervisory position are similar, whether they
involve supervision of a production line, sales force, laboratory, or small office.
Moreover, the primary managerial functions are the same regardless of the level
within the hierarchy of management. It does not matter whether one is a first-
level supervisor, a middle-level manager, or part of top-level management.
Managerial functions are the same whether the supervisor is working in a profit-
making firm, a nonprofit organization, or a government office. Supervisors, as
well as other managers, perform the same basic managerial functions in all
organizations. In this textbook we classify these functions under the major cate-
gories of planning, organizing, staffing, leading, and controlling. The following
description of these functions is general and brief since most of the book is
devoted to discussing their application—particularly at the supervisory level.

Planning
The initial managerial function—determining what should be done in the
Planning future—is called planning. It consists of setting goals, objectives, policies, proce-
Determining what should be done. dures, and other plans needed to achieve the purposes of the organization. In
planning, the manager chooses a course of action from various alternative
courses that are available. Planning is primarily conceptual in nature. It means
thinking before acting, looking ahead and preparing for the future, laying out in
advance the road to be followed, and thinking about what and how the job
should be done. It includes collecting and sorting information from numerous

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24 Chapter 1: The Supervisory Challenge and Management Functions

FIGURE 1-10
The supervisor’s multiple
roles as an enabler.

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on ual a Est mon
al
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Provides Proper Creates

Tools, Training, Vision of the Future Plans and Solves
and Equipment Problems

, Re
rts nd sp
ect
p po s, a Dif s Ind
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Su rag ad fer iv
u r le en idua
c o e ces l
e
En Ch

M
irl ly

an
Fa st

ag
Man
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d ne

es
an Ho

rpos
ed Pu a

Ch
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Ac

Valu

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Prom

Conf
and
Shar

lict

sources and using it to make decisions. Not only does planning include deciding
what, how, when, and by whom work is to be done, but also the development of
“what if” scenarios.
Many supervisors find that they are constantly confronted with one crisis
after another. The probable reason for this is that they neglect to plan; they do
not look much beyond the day’s events. It is every supervisor’s responsibility to
plan, and this cannot be delegated to someone else. Certain specialists, such as a
budget officer, a production scheduler, or an engineer, may provide the supervisor
with assistance in planning. But it is up to each supervisor, as the manager of a
department, to make specific departmental plans that coincide with the general
objectives established by higher-level management.
Planning is the managerial function that comes first, and, as the supervisor
proceeds with other managerial functions, planning continues. Previous plans are
revised and different alternatives are chosen as the need arises. This is particularly
true as a supervisor evaluates the results of previous plans and adjusts future
plans accordingly.

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Chapter 1: The Supervisory Challenge and Management Functions 25

FIGURE 1-11 Supervisory tips—–The E-Z route for supervisory success.

• Above all, supervisors should do all of the things necessary to enable

employees to be the best they can be at their assigned tasks.
• Supervisors must foster and sustain a commitment to excellence.
• Employees need to know what is expected in the way of performance.
• Supervisors should establish common goals and purpose.
• Employees must be educated, that is, acquire the requisite job skills through
coaching and/or training.
• Employees must be equipped, that is, have the necessary tools, supplies, and
equipment to do the job.
• Employees need to be encouraged to see things that need to be done and
do them.
• Employees should be empowered so that they have the authority and
responsibility to achieve objectives.
• Supervisors should nurture an exciting workplace where employees can find
meaning and fulfillment of their individual needs.
• Employees should experience a variety of tasks and thus become experienced
in many areas that use a variety of skills.
• Supervisors should engage their employees in two-way communication so
that understanding takes place.
• Supervisors should keep their emotions under control.
• Supervisors should possess empathy, that is, understand their employees’
feelings, needs, and concerns.
• Supervisors should enthusiastically exalt employees when the job is well
done.

Organizing
Once plans have been made, the organizing function primarily answers the ques-
tion, “How will the work be divided and accomplished?” This means that the
supervisor defines the various job duties and groups these activities into distinct
areas, sections, units, or teams. The supervisor must specify the duties required,
assign them, and, at the same time, provide subordinates with the authority
Organizing needed to carry out their tasks. Organizing means arranging and distributing
Arranging and distributing work work among members of the work group to accomplish the organization’s goals.
among members of the work group to
accomplish the organization’s goals. Staffing
The managerial tasks of recruiting, selecting, orienting, and training employees
are grouped within the function called staffing. This function includes appraising
the performance of employees, promoting employees where appropriate, and
Staffing providing them with further opportunities for development. In addition, staffing
The tasks of recruiting, selecting, includes devising an equitable compensation system and rates of pay. Some activ-
orienting, training, appraising, ities involved in the staffing function are handled by the human resources (or per-
promoting, and compensating sonnel) department in many companies. For example, the human resources
employees. department and top-level managers establish the compensation system.
Supervisors generally do not perform this task. However, day-to-day responsi-
bility for essential aspects of the staffing function remains with the supervisor.

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26 Chapter 1: The Supervisory Challenge and Management Functions

Leading means guiding

employees toward
accomplishing objectives.
It is the day-to-day process
around which all
supervisory performance
revolves.

Leading
Leading Leading means guiding the activities of employees toward accomplishing objec-
The managerial function of guiding tives. The leading function of management involves guiding, teaching, and super-
employees toward accomplishing vising subordinates. This includes developing the abilities of employees to their
organizational objectives. maximum potential by directing and coaching them effectively. It is not sufficient
for a supervisor just to plan, organize, and have enough employees available. The
supervisor must attempt to motivate employees as they go about their work.
Leading is the day-to-day process around which all supervisory performance
revolves. Leading is also known as directing, motivating, or influencing since it
plays a major role in employee morale, job satisfaction, productivity, and com-
munication. It is through this function that the supervisor seeks to create a cli-
mate that is conducive to employee satisfaction and at the same time achieves the
objectives of the department. Finding ways to satisfy the needs of a diverse
employee workforce is a significant challenge. In fact, probably most of a super-
visor’s time is spent on this function since it is the function around which depart-
mental performance revolves.

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Chapter 1: The Supervisory Challenge and Management Functions 27

Controlling
Controlling The managerial function of controlling involves ensuring that actual performance
Ensuring that actual performance is in is in line with intended performance and taking corrective action as necessary.
line with intended performance and Here, too, the importance of planning as the first function of management should
taking corrective action if necessary. be obvious. It would not be possible for a supervisor to determine whether work
was proceeding properly if there were no plans against which to check. If plans
or standards are superficial or poorly conceived, the controlling function is lim-
ited. Thus, controlling means not only making sure that objectives are achieved,
but also taking corrective action in case of failure to achieve planned objectives.
It also means revising plans if circumstances require it.

The Continuous Flow of Managerial Functions

The five managerial functions can be viewed as a circular, continuous process. In
Figure 1-12 we can see that the functions flow into each other and that each
affects the performance of the others. At times there is no clear line to mark
where one function ends and the other begins. Also, it is not possible for a super-
visor to set aside a certain amount of time for one or another function since the
effort spent in each function will vary as conditions and circumstances change.
But there is no doubt that planning must come first. Without plans, the super-
visor cannot organize, staff, lead, or control.

Managerial Functions Relative to Time and Position

The time and effort devoted to each of the managerial functions will usually vary
depending on a person’s level within the management hierarchy. Many studies
have reported that top-level executives spend most of their time planning and
controlling and less time organizing, staffing, and leading. Typically, supervisors
spend more time leading and controlling and less time planning, organizing, and
staffing (see Figure 1-13).

FIGURE 1-12
The circular concept
illustrates the close and Org
continuous relationship g an
in izi
ng
between the management nn
a
Pl

functions.
ng
S taffi
C on
t ro
lli

g
n

g
L e a di n

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28 Chapter 1: The Supervisory Challenge and Management Functions

FIGURE 1-13
The time involved in
managerial functions
varies by a person’s Top-Level
Executive

ng
position in the

g
zin
ni
management hierarchy.

g
an

ni

fin
Pl

ga

g
Middle-

af

in
Or

St
Level

ad

ng
Le
Manager

lli
ro
nt
Co
Supervisor

Time

For example, first-line supervisors’ plans will be more limited in span and
magnitude than those of high-level managers. A top executive may plan to buy
equipment involving millions of dollars and affecting the entire organization, per-
haps for years to come. By comparison, the supervisor typically plans for using
employees, equipment, and material for shorter periods of time involving
restricted amounts of money and other resources. The top executive usually
depends upon subordinate managers to carry out the organization’s activities and
thus spends a minimum of time in direct supervision. The first-line supervisor,
however, is concerned with getting the job done each day and has to spend con-
siderable time directing and leading the efforts of employees.
To summarize: all managers perform essentially the same managerial func-
tions, regardless of the nature of the organization or their level in the hierarchy.
The time and effort involved in each of these functions will vary depending on
the rung of the management ladder the manager occupies. Of course, at times this
may also depend on the scope and urgency of the situation at hand.

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Chapter 1: The Supervisory Challenge and Management Functions 29

WHAT Every chapter in this text ends with front lines of the organization. It is particularly diffi-
CALL a section called “What Call Did You cult to become the supervisor of people who were
DID YOU Make?” This section refers back to formerly your coworkers. This may or may not be an
MAKE? the case problem posed in the sec- issue at Brant Coatings. The plant manager wants to
tion titled “You Make the Call” talk to you about supervising on the night shift, and
that appears at the beginning of these would be employees that you have likely not
each chapter. In this and other worked closely with in the past. You will, however, be
concluding sections, we will provide our analysis and scrutinized closely by people who see you as the
recommendations, which you should first compare “new kid.” There are likely some experienced pro-
with your own before considering and discussing rel- duction workers who may also be interested in the
evant areas of agreement and differences. supervisory job. If you are promoted, you will need to
As Leslie McGuire, you are in the enviable posi- ensure that you engage in some team building early
tion of having a job opportunity appear somewhat in your mandate to ensure that these people are
“out of the blue.” Because you have been working brought on side. If some of the front-line workers are
part-time at Brant Coatings Ltd. you have some back- “very set in their ways” you will have to be careful
ground information about the organization and its about how you go about implementing change,
people. However, you need more information about especially in the early days. Participatory manage-
the potential job opportunity and would be well ment styles will be discussed later in the text. You
advised to meet with the plant manager tomorrow may want to review strategies for ensuring that any
to learn more. changes you implement are fully supported by your
Before your meeting, you should clarify your team.
short- and longer-term career and personal goals. In addition to clarifying your career goals, you
Many people simple “fall into” a job and are then should also draft a list of specific questions that you
surprised to find that it doesn’t suit them. You do not would like to ask the plant manager. For example,
seem to have formulated any specific career goals you may want to know more about the specific areas
and your job search appears to have been unfocused. of responsibility you would have, how much latitude
What kind of position are you looking for? What do you would have in implementing production effi-
you enjoy doing, and what strengths do you have? By ciencies, and so on. Think about the specific informa-
engaging in a bit of self-analysis, you will be better tion you need, and write your questions down.
able to decide whether the job at Brant Coatings is a The job of night shift supervisor may be an excel-
good match for you. lent way to gain some managerial experience. It was
Next, you need to clarify whether you are inter- pointed out in this chapter’s Contemporary Issue box
ested in supervisory management. Figure 1-1 that people generally do not expect “jobs for life” in
described some of the “pluses” and “minuses” of the the same organization. It is useful to realize that the
supervisory role. How do you feel about the rewards skills that you can learn in supervisory management
and stresses that you may encounter? Are you up for will certainly be transferable to other positions in
the challenge? Some people are excited about the other industries. If your goal is to own your own busi-
possibility of leading a work group. Others would ness some day, it is likely that you would have people
prefer to work independently and not be responsible working for you and supervisory skills would cer-
for leading a team. Which statement best describes tainly be useful. Think about your longer-term career
you? You seem to have a good rapport with your goals and decide how well this position is aligned
supervisor, Colleen Grenier. You may want to meet with those goals.
with Grenier or any other supervisors you may know You have an exciting job prospect in front of you.
to discuss their experiences in supervision and to Engage in some self-analysis and gather as much
learn more about what you could expect in this role. information as you can to determine whether the job
Making the transition to supervisor can be par- is a good match for you at this stage in your career.
ticularly challenging when one is promoted from the

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30 Chapter 1: The Supervisory Challenge and Management Functions

SUMMARY
Supervisors are the first tier of management. They manage entry-level and other
1 departmental employees. New ways of managing employees will be the super-
visor’s challenge. In a rapidly changing business environment, the success of the
supervisor will rest in his or her ability to balance the requirements for high work
performance with the diverse needs of the workforce.
Supervisory management focuses primarily on the management of people.
For many people, being a supervisor provides a variety of satisfying experiences.
However, what one person sees as an opportunity and a reason for accepting the
supervisory challenge, others may see as a negative. Among these are the chal-
lenge of getting diverse people to work together, the increased responsibility that
comes with climbing the management hierarchy, and the unpredictable nature of
the job. Being a supervisor is a demanding position that often places the super-
visor in the middle of organizational pressures and conflict. A supervisor must
endeavour to reconcile the needs of the organization with the needs of employees,
which is often an elusive goal.
In addition, major environmental factors affect everything the organization
does. These factors are not static; the whole world is changing rapidly, and some
people do not want to deal with change.

Many factors and trends in the workforce will have an impact on how most
2 organizations operate. The workforce will grow at a somewhat faster rate than
the overall population, and the age composition of the workforce will change.
Women and minorities will continue to enter the workforce in increasing num-
bers, and they will be utilized more fully than in the past, including further
advancement in supervisory and management positions. Substantial numbers of
part-time employees and contract employees will be in the workplace. The more
diverse workforce will create numerous challenges (e.g., multicultural and multi-
lingual differences, family obligations versus job obligations). The workforce
generally will consist of more college and university graduates, but many other
people will not be prepared educationally to qualify for available employment
opportunities.
Occupational and industry trends, changing technology and business condi-
tions, and the competition from the global marketplace will be significant influ-
ences on supervisory management. Government laws and regulations will
continue to have a major impact on the policies and activities of most organiza-
tions.
Because of increased incivility and even workplace violence, more firms will
establish programs and procedures to help supervisors recognize the symptoms
of problem employees.
Supervisors will have to be sensitive to existing and expected employee
trends. For example, more employees than ever before will expect their jobs to
have greater personal meaning to them as individuals. It is likely that supervisors
will have to be somewhat flexible in their approaches to managing. Employees
will continue to expect a greater voice in workplace decision making and to be
empowered.

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Chapter 1: The Supervisory Challenge and Management Functions 31

Supervisors are the “people in the middle.” Employees see their supervisors as
3 being management, but supervisors are subordinates to their own managers at
higher levels. To supervisors of other departments, they are colleagues who must
be able to work collaboratively. Supervisors must have good working knowledge
of the jobs being performed in their department and the ability to manage.

The effective supervisor needs to possess administrative, conceptual, human rela-

4 tions, technical, and political skills. The supervisor must understand the technical
aspects of the work being performed. When attempting to manage job perform-
ance, understanding employee needs is essential. “People skills” help the super-
visor accomplish objectives with and through people. It is equally important for
the supervisor to possess an understanding of the dynamics of the organization
and to recognize organizational politics.
The skills are important to all levels of management. Most supervisors come
to the job equipped with at least some of these skills. Supervisors have daily
opportunities to apply managerial skills and must continually strive to develop
those skills. Effective application of the skills will contribute to the accomplish-
ment of organizational objectives and will allow the supervisor to stay on top of
the job. Supervisors who effectively apply these skills will be able to contribute
suggestions to higher-level managers and will be able to work in harmony with
their colleagues. In short, the skilled supervisor will be a candidate for advance-
ment and additional job responsibilities.

While there are numerous definitions of management, we have defined manage-

5 ment as the process of getting things accomplished through people by guiding
and motivating their efforts toward common objectives. Supervisors should look
at themselves as enablers, that is, as clarifying expectations for employees and
giving employees the right tools, training, and opportunities to succeed. In short,
supervisors should do all those things that enable their employees to be the best
they can be—while achieving organizational objectives.
The five major managerial functions are planning, organizing, staffing,
leading, and controlling. The functions are viewed as a continuous flow—that is,
the functions flow into each other, and each affects the performance of the others.
Planning is the first function of management, and the performance of all
other managerial functions depends on it. The five managerial functions are uni-
versal, regardless of the job environment, the activity involved, or a person’s posi-
tion in the management hierarchy. Typically, supervisors spend most of their time
leading and controlling. A supervisor’s planning will cover a much shorter time
and narrower focus than that of a top-level executive.

QUESTIONS FOR DISCUSSION

1. What are some of the advantages of being a supervisor? What are some of the disad-
vantages?
2. Of those factors or trends projected to reshape the workplace, which will create the
greatest challenge for supervisors? Why do you think so?
3. What adjustments will you have to make in order to effectively lead a diverse group
of people?
4. Based upon your experience, do you agree that employees want more from their jobs
and demand a voice in decisions that concern their employment? Discuss specific
examples from your own experience that either support or refute this statement.

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32 Chapter 1: The Supervisory Challenge and Management Functions

5. Define participative management. What advantages can be gained by a supervisor

who practises participative management techniques? Are there any potential disad-
vantages to this style of management?
6. Is it necessary that a supervisor be able to perform all of the job functions in his or
her department? Discuss.
7. Define “corporate culture.” Is it possible for a supervisor to create a “departmental
culture” in his or her own area that is distinct from the prevailing corporate culture?
Is this advisable? Explain.
8. Identify the major managerial skills needed by every supervisor. Why are these impor-
tant? Are emotional skills more or less important than the other skills? Explain.
9. How would you respond to someone who says, “I really get along well with everyone.
I think I would be a good supervisor”?
10. We suggest that supervisors should view themselves as enablers. This suggests that the
supervisor should clarify the objectives that must be attained, provide the training and
tools needed to complete the task, and get out of the way. Should “management by
getting out of the way” be an appropriate philosophy of management? Why or why
not?

SKILLS APPLICATIONS
Skills Application 1-1: Creating Your Own Supervisory Credo
Most students have employment experience and have been supervised by one or more
people in their past. Think back to the supervisors you have worked for. How effectively
did these people carry out their supervisory responsibilities?
a. Thinking about these supervisors from your past, create two lists—one identifying the
things you will definitely not do as a supervisor, and one identifying the behaviours
and practices you will want to exhibit as an effective supervisor.
b. There is a risk that when you are in a supervisory position you will drift away from
your “Will Do” list from above. Some supervisors find that, in the face of the day-to-
day pressures of the job, they sometimes lose the vision of the type of supervisor they
want to be. One way to avoid losing your focus is to write your own supervisory
credo—a personal statement of your own supervisory values and beliefs that can be
referred to whenever you feel you are not living up to your own expectations. Using
the Internet, research the topic of management credos, then, referring to your list
from part (a) above, draft your own supervisory credo.

Skills Application 1-2: Understanding the Workforce Profile in Your Community

Statistics Canada is a federal government agency that compiles and publishes a wide range
of useful statistics about many aspects of Canadian life.
a. Go the Statistics Canada website at www.statcan.ca, and familiarize yourself with the
information that is available there, including “The Daily” and the “Canadian
Statistics” tabs.
b. From the www.statcan.ca homepage, click on the “Community Profile” tab, and type
the name of your city or town to access specific census information for your commu-
nity. You will be provided with a wealth of information about the demographic
makeup of your geographic area. Analyze the information about labour force partic-
ipation rates, age profiles, and ethnic diversity in your community. How does your
community profile compare to the demographic trends discussed in this chapter?
What are the specific areas of similarity or difference?

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Chapter 1: The Supervisory Challenge and Management Functions 33

Skills Application 1-3: Classifying Supervisory Activities

In this chapter, you were introduced to the managerial functions of planning, organizing,
staffing, leading, and controlling. Below are some common supervisory activities. For each
activity, indicate the primary managerial function:
a. Reviewing last week’s staff productivity reports.
b. Conducting an interview for a vacant position.
c. Meeting with staff to discuss their ideas for solving a quality assurance problem.
d. Completing the final draft of your department’s budget for next quarter.
e. Meeting with a supervisor from another department to discuss a problem of work
duplication between your two departments.
f. Conducting a performance review meeting with one of your employees.

CASES
Pine Village Hospital (PVH) is one of four hospitals in a metropolitan area of
CASE 1-1 more than 400,000 people (see Figure 1-9 for PVH’s values and belief statement).
Upon graduating from nursing school some 30 years ago, Charlotte Kelly began
From Shift Leader to as a cardiac-care nurse in Hope, British Columbia. There she met her husband
Management: Can I and began a family. Kelly was a full-time mother while her two children were
Make the Transition? going through school. Shortly after her youngest child graduated from high
school, Kelly’s husband was killed in an automobile accident. She moved to Pine
Village to be near her sister and because PVH was looking for someone to be the
admitting department’s evening shift team leader. As a shift team leader, Kelly
had limited authority and was not considered to be part of PVH’s management
team. The hours were not convenient, but it was the best job opportunity avail-
able. Pat Rekus, the admitting department supervisor, was encouraging and sup-
portive.
Even with the difficult work schedule, Kelly was able to take some distance
learning courses that enabled her to receive a certificate in medical records tech-
nology and to pursue a diploma in supervision and organizational leadership. She
also found time to attend a series of noncredit leadership courses at the local col-
lege. The classes were taught by experienced instructors with relevant work expe-
rience. Her favourite instructor was Agnello Monetti, a middle-aged supervisor
at a local company who incorporated many anecdotes into his classes. Monetti
usually started each class with a current problem or an issue that required stu-
dents to interact and expand on their supervisory perspectives. Kelly enjoyed this
“team” or “collaborative” approach to learning, because her fellow classmates
brought a variety of experiences to the class, and learned from one another.
One afternoon, Rekus summoned Kelly to her office. To Kelly’s surprise, Bob
Murphy, vice president of administration, was also present. Murphy began the
conversation. “Charlotte, we are very pleased with the job you’ve done as the
team leader on the evening shift. You are an excellent role model and a good lis-
tener. You have a reputation as someone who expects the best from people and
does the things necessary to enable them to be the best they can be. Effective
Monday morning, we want you to become the Emergency Department super-
visor. You’ve earned a promotion to management. While this is a big step, we
know that you will be able to handle this assignment, even though you haven’t
worked in the Emergency Department before. This position reports to me, and

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34 Chapter 1: The Supervisory Challenge and Management Functions

I’ll be available to help you if any problems arise.” Rekus added, “Charlotte,
you’ve done such a good job of cross-training your people and delegating, we’d
like you to recommend your replacement.”
When Kelly returned to her department, she was both exhilarated and a bit
sobered by this offer. “Wow,” she thought to herself. “This will be hard. Pat
Rekus has been a great mentor. I learned a lot from her, but I wonder if I’ve got
the right stuff to be in a supervisory management position. Do I really want all
the headaches, responsibilities, and pressures that the Emergency Department
supervisor has to deal with? Come to think of it, they never gave me a chance to
turn it down.”
On her way home, Kelly reflected on what lay before her. She had learned
that Amy Talmadge had been fired as Emergency Department supervisor. The
Emergency Department had become the subject of many employee jokes, and
turnover was extremely high. Kelly had heard that Talmadge had the reputation
of being an autocratic, demanding, and insensitive person. She had expected her
employees to do as she demanded, and at times she was known to have criticized
and embarrassed people in public. The Emergency Department consisted of a
very diverse group of employees, which apparently had contributed to
Talmadge’s inability to get them to work together. Kelly thought to herself as she
pulled into her garage, “I know some things not to do, but I’m not certain that I
can make the transition from team leader to supervisor.”

Questions for Discussion

1. What are the greatest difficulties Kelly faces as she begins the new job?
2. List Kelly’s strengths and weaknesses related to making this transition.
3. If you were Kelly, what would you do to prepare for Monday’s new assign-
ment?
4. How might Bob Murphy and Pat Rekus go about ensuring that Kelly suc-
ceeds in her new position?
5. Internet Activity: Find three or four programs or strategies that Kelly could
implement to reduce the high turnover.

Indra Shahir was promoted to a supervisory position in the Metro Insurance

CASE 1-2 Company’s Operations Division. She was chosen for the position by the manager
of operations, Ronnie Callahan, who felt Shahir was the ideal candidate for the
The Socializing
position. Shahir had been hired five years earlier as a general-purpose employee.
Supervisor Metro cross-trained all new employees so they were capable in a variety of func-
tions. Two other employees had been in the division for at least 10 years, but they
had consistently expressed their dislike for any leadership responsibilities. In
addition, Shahir’s job performance ratings were very good, her attendance was
near perfect, and she seemed to be well liked by her colleagues and others who
knew her well.
When Callahan told Shahir that she was to become supervisor of the accident
claims department, she asked him how she should handle the problem that her
fellow employees now would be her subordinates. Callahan told her not to be
concerned about this and that her former associates would soon accept the tran-

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Chapter 1: The Supervisory Challenge and Management Functions 35

sition. Callahan also told Shahir that the company would send her to a supervi-
sory management training program sponsored by a local college as soon as time
became available.
After several months, however, Callahan was getting the impression that
Shahir was not making the adjustment to her new position. Callahan was partic-
ularly concerned that he had observed Shahir socializing with her employees
during lunch breaks, coffee breaks, and the like. Callahan had received reports
that Shahir often socialized with several of her employees after work, including
going to bars and to parties arranged by these employees.
Furthermore, Callahan had received a number of reports from managers and
team leaders of other departments that the work performed by the accident
claims department was not being performed as it should be. Several managers in
the company told Callahan that the department employees spent too much time
away from their work on longer than normal breaks and lunch periods. One
manager told Callahan, “Since Indra became supervisor, there is little discipline
in the department, and it’s just a big social group that reluctantly does a little
work.”
After reviewing various productivity reports, Callahan realized that Shahir
had not made a good adjustment to supervising employees in her department. He
wondered how much of this was attributable to her lack of experience as a super-
visor and worried that her former colleagues might be taking advantage of her.
At the same time, Callahan was concerned that Shahir perhaps did not have the
desire to disassociate herself from socializing and being a “buddy” to her
employees. Callahan wondered what his next step should be.

QUESTIONS FOR DISCUSSION

1. Evaluate the decision to promote Indra Shahir to supervisor. Discuss the
problems associated with promoting anyone to team leader or supervisor
over his or her former fellow employees.
2. Besides sending Shahir to a supervisory training program, what other actions
could Callahan and Shahir have taken to prepare Shahir for the transition to
the supervisory role?
3. Why is it dangerous for a supervisor to socialize with direct-report
employees? Why does this leave a team leader or supervisor open to criticism,
as exemplified in this case?
4. What should Callahan do? Consider all alternatives.

APPENDIX: GETTING INTO SUPERVISION

Job hunting is not usually easy. For some people, opportunities appear when they least
expect them. For others, the road appears to be steep. Many individuals get their first
supervisory positions from nonsupervisory jobs in the same organization. It may be in the
same department, or in another area. They may have formally applied for the position or,
like Leslie McGuire in the “You Make the Call” feature, had a manager recommend them.
If you are employed while going to school, it can be tough to find the time to do an
effective job search for a position outside your current firm. In addition, you will have the
added burden of being discreet—many employers take a dim view of employees who are
seeking employment elsewhere; their loyalty and commitment are questioned. Do not make
or receive job search–related calls at work. Advise prospective employers to contact you at

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36 Chapter 1: The Supervisory Challenge and Management Functions

home or through the campus placement office. Schedule interviews before or after work, or
on your days off. Most importantly, do not leave your job until you have a new one.
A former student told one of the authors that she had sent her résumé to a blind adver-
tisement—neither the firm nor its address was listed. Her immediate supervisor informed
her that he had received her résumé and was wondering why she was unhappy with her
current position. She had applied for a job similar to the one she currently had, but the
advertisement listed broader responsibilities and sounded challenging. She was at a loss
for words. She later left the organization, not for a better job but because she felt the
supervisor never gave her a chance after that.

Where to Look for Information

As a student, you have access to a variety of sources of information to assist in a job
search. Attend on-campus career fairs. Contact your professors, and ask for their advice
and information about their industry contacts. Visit your college or university career
centre for government publications, industry data, and specific information about poten-
tial employers in your area.
Many students find that networking is a useful strategy. A recent study found that
employee referrals were the single largest source—30 percent to 40 percent—of new hires.
That is at least double the number of people hired through job listings.25 Meet and talk
with personal and professional colleagues and friends to help you identify potential oppor-
tunities. Talk to people you know through school, family, or other activities to gather
information and referrals. “I’m finishing my diploma in April and am looking for career
opportunities,” you might say. “Your company has a reputation of being a good place to
work. Do you know of any opportunities there?” Such an approach could be a good net-
working start. A visit to the library or the Internet will turn up lots of information about
an organization, such as annual reports, trade magazines, and newspaper articles. This
information will give you a good picture of the company’s financial position, management
style, and future prospects. Increasingly, employers are listing jobs online and describe
their products and services on websites. Figure 1-14 contains a partial list of online serv-
ices. You can submit your resume to databases that employers consult for candidates. But
remember, an online search should be only one of your many job search strategies.

Make Yourself More Valuable

In general, we believe that the best way to get a supervisory position is to find ways to
make yourself more valuable. Always try to improve yourself. For example, if you are a
student, make yourself available for internships and co-ops, or perhaps volunteer for some
type of meaningful activity. Volunteer experiences in community groups can give you ideas
and practical experiences and can help you become more comfortable working with and
leading groups of diverse people. Get involved in one or more student organizations on
your campus. The benefits of applying your expertise and using opportunities to enhance
your communication and leadership skills are invaluable.
Remember, too, that continuing your educational preparation is an ongoing challenge.
Finishing an academic degree or diploma is only a start; consider going further by
enrolling in further credit and noncredit programs that may enhance your technical, man-
agerial, or supervisory knowledge. Increasingly, colleges and universities are offering
online programs that can be taken at home via computer.
Finally, evaluate your SKAs and your past experience. When applying for any position
and particularly for a supervisory one, you must discover the specific needs of the hiring
organization and show how your SKAs can add value to the firm. The message? Be
assertive enough, bold enough, and knock on enough doors (see Figure 1-15) and you will
ultimately be successful.

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Chapter 1: The Supervisory Challenge and Management Functions 37

FIGURE 1-14 Sources for online job searches.

Canada WorkInfoNet at www.workinfonet.ca is a national, provincial, and

territorial partnership that provides access to over 2,000 Canadian websites. It
describes its mandate as “helping Canadians connect to the resources they
need in the areas of jobs, work and recruiting; learning, education and
training; occupations and careers; labour market information and outlook;
self-employment; workplace issues and supports; and financial help and
issues.” This collaborative venture developed by public, private, and not-for-
profit sectors is a great place to start. There are valuable links to provincial
and territorial partner sites.

Globecareers.com, combined with Workopolis, calls itself “Canada’a biggest

job site.” This Canada-only database provides more than 7,000 available jobs
and has a Career Alert feature that will e-mail listings to you that match your
profile.

Human Resources and Skills Development Canada at www.hrsdc-drhc.gc.ca

provides a variety of resources such as career counselling information and a
national job bank. Its most unique feature is the Electronic Labour Exchange.
A database of available jobs is compared to the candidate’s skill profile. With
a match, the profile is forwarded to the potential employer.

CACEE WorkWeb at www.cacee.com is dedicated to helping students and

recent graduates find meaningful employment. Its WorkWeb (created by the
Canadian Association of Career Educators and Employers) provides job-search
advice, links to employers, and access to government and professional home
pages. It even includes information about the rights of the job seeker.
Monster Board offers access to information on more than 50,000 jobs world-
wide. It will find job listings that match your profile and e-mail them to you
once a week. Although most of its jobs are aimed at experienced candidates,
it also has plenty of entry-level positions. Its much smaller Canadian site at
www.monster.ca offers the same features.

Source: Mary Ellen Guffey, Kathleen Rhodes, Patricia Rogin, Business Communication: Process and Product, Brief
Canadian Edition, (Scarborough: Nelson, 2003), p. 366.

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38 Chapter 1: The Supervisory Challenge and Management Functions

FIGURE 1-15 Career Tips—Keep on Knocking!

1. Look for a job in the right places.

• Networks.
• Bulletin boards or websites.
• Newspaper classifieds.
• Job fairs.
• Recruiting firms.
• Temporary agencies.
• Individual employers.
2. Think like an employer.
• Ask yourself the following question: “If I were the one hiring for a position,
what would I want to see in a résumé?”
• Who are you?
• What do you know?
• What have you done?
• What have you accomplished?
• Who can give you a good recommendation?
3. Prepare for the interview.
• Research the company.
• Find the gatekeepers, those people who may be in touch with those doing
the hiring.
4. Be proactive.
• Ask questions about the job or the company (e.g., which qualifications are
most important for this position, what are the expectations of the ideal
person for this job?)
• Sell yourself.
5. After the interview.
• Write a thank-you note to the interviewer.
6. Continuously seek ways to “sharpen your saw.”
• Join professional or industry associations.
• Attend seminars and conferences.
• Seek volunteer positions that will build your skills.

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