Chapter 2:The Managerial Functions After studying this chapter,you will be able to:1Summarize the difficulties supervisors face in fullling managerial roles.2Explain why effective supervisors should have a variety of skills.3Dene managementand discuss how the primary managerial functions areinterrelated.4Discuss the important characteristics of the supervisor as team leader.5Explain the difference between management and leadership.6Discuss the concept of authority as a requirement of any managerialposition.7Describe the types of power potentially available to the supervisor.8Explain the need for coordination and cooperation and how these dependon the proper performance of the managerial functions.Thomson LearningYou are Bob Wolf,production super-visor at a family-owned manufactur-ing company that employs around200 people.The company had nor-mally promoted from within;youwere the rst person hired from outside to such a highposition.When you took over as the prodction supervi-sor,the company had several problems.Most were dueto production inefficiencies.Most employees in placewhen you came on board were personal friends of theman you replaced.Approximately 20 percent of theseemployees did not welcome you or,worse,tried tomakeyou look bad.Unfortunately,you were forced toreplace thirty-four of that group of employees becausethey were unwilling to make needed changes.You replaced the original employees with peoplewho were committed to the companys philosophy ofWorking together to exceed the quality requirementsof our customers is our number one job! Doing the jobright the rst time is the only way!Kelly,one of your team leaders on rst shift,was asingle parent with one preschool-aged child,Molly.About 6 months ago,Kelly went through a rather nastydivorce.The company has a liberal time-off policy.Underthis policy,employees may take days off with pay for anyreason,provided notice is given.Kelly had been instru-mental in helping you make the transition and evenmade several suggestions that improved the work ow.She had exhausted her vacation hours for the year andhad no personal time left.On a day Kelly was scheduledto work,her daughter developed a high temperatureand seemed very ill.Even though the sitter was willing totake her,she preferred not to.Kelly knew that sheneeded money to make ends meet and that this was oneof the busiest times for the company.Fifteen minutesbefore her scheduled shift,Kelly called the company.KELLY:Bob,Molly is not feeling well this morning,andshes been up most of the night with a high temp.Ivegot to take her to the doctor.I think it might be that newstrain of u,and Im really worried about her.Ill call youlater in the day and let you know how shes feeling,because Im scheduled to work tomorrow,also.You know that the next two days will be among thebusiest,as several big production runs are scheduled.The companys staffing is lean to begin with,and it willbe difficult to get someone in to cover on such shortnotice.YOU:Im sorry that Molly is not feeling well,Kelly.Wereally need you here,if you can manage it some way.Take good care of her,and get it under control.You knowthe production run for Sterling Metals is scheduled fortoday,and theyre our most important customer.Pleaselet me know soon whats going on.KELLY:Thanks for understanding.I really appreciate it.You contemplate the work ahead.You call sev-eralemployees,and none is availableto ll in for Kelly today.You wonderhow you will get through the day.What will you do to alleviate thesituation?YOUMAKETHECALL!Thomson LearningExplain why effective supervisors should have a variety of skills.2Summarize the dif-culties supervisorsfacein fulllingmanagerial roles.1THE PERSON IN THE MIDDLEThe supervisory position is a difficult and demanding role. Supervisors arepeople in the middlethe principal link between higher-level managers andemployees. A supervisor is a rst-level manager, that is, a manager in charge ofentry-level and other departmental employees. Every organization, whether aretail store, a manufacturing rm, a hospital, or a government agency, has some-one who lls this role.Throughout this textbook we use the terms worker, employee,and subordi-nateinterchangeably to refer to individuals who report to supervisors or man-agers. An increasing number of companies are using the terms associateor teammemberinstead of employee. Regardless of the term used, employees may viewtheir supervisors as the management of the organization; the supervisor is the pri-mary contact with management. Employees expect a supervisor to be technicallycompetent and to be a good leader who can show them how to get the job done.The supervisor must also be a competent subordinate to higher-level man-agers. In this role, the supervisor must be a good follower. Moreover, the supervi-sor is expected to maintain satisfactory relationships with supervisors in otherdepartments. Therefore, a supervisors relationship to other supervisors is that ofa colleague who must cooperate and must coordinate his or her departmentsefforts 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 signicant, the supervisor must be able to manage, that is, run,the department. It is supervisors managerial competence that usually determinesthe effectiveness of their performance.MANAGERIAL SKILLS MAKE THE DIFFERENCE Most organizations have some supervisors who appear to be under constant pres-sure and continuously do the same work as their subordinates. They are gettingby, although they feel overburdened. These supervisors endure long hours, maybe devoted to their jobs, and are willing to do everything themselves. They wantto be effective, but they seldom have enough time to supervise. Other supervisorsappear to be on top of their jobs, and their departments run smoothly andorderly. These supervisors nd time to sit at their desks at least part of the day,and they keep their paperwork up to date. What is the difference?Of course, some supervisors are more capable than others, just as somemechanics are better than others. If we compare two maintenance supervisorswho are equally good mechanics, have similar equipment under their care, andoperate under approximately the same conditions, why might one be more effec-tive than the other? The answer is that effective supervisors manage their depart-ments in a manner that gets the job done through their people instead of doingthe work themselves. The difference between a good supervisor and a poor one,assuming that their technical skills are similar, is the difference in their manage-rial skills.The managerial aspects of the supervisors position too often have been neg-lected in the selection and development of supervisors. Typically, people are36Part 1:Supervisory Management OverviewThomson Learningselected for supervisory positions based on their technical competence, their sen-iority or performance, and their willingness to work hard. When appointedsupervisors, these employees are expected to assume management responsibili-ties, even though their previous job did not require these skills. New supervisorsmust make a conscious effort to develop their managerial skills by learning fromtheir own managers, by completing company training programs, and by takingother avenues available to them.To this end, we have grouped the managerial skills supervisors need into thefollowing six major classications:1.Technical skills:The ability to perform the jobs in the supervisors area ofresponsibility.2. Human relations skills:The ability to work with and through people;includes the ability to motivate team members and openmindedness.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 informationneeded to make sound decisions.5. Political skills:The savvy to ascertain the hidden rules of the organizationalgame and to recognize the roles various people play in getting things doneoutside of formal organizational channels.6. Emotional intelligence skills:The intelligent use of your emotions to helpguide your behavior and thinking in ways that enhance your results. You canmaximize your emotional intelligence by developing good communicationskills, interpersonal expertise, and mentoring abilities.1Chess master Bruce Pandolni stresses that there are two basic forms of intelli-gence: (1) the ability to read other people and (2) the ability to understand onesself.2The notion of knowing oneself is not new. Unfortunately, it was not toomany years ago that corporate America believed you could take the bestmechanics or the best salespeople, give them the title of supervisor ormanager, and success would automatically follow. Everyone has heard the hor-ror storiesthe supervisors who did their homework, did everything above-board, and called on the aforementioned skills, but somehow something wentwrong. These supervisors made judgment errorssome said they lacked commonsense (see the accompanying Contemporary Issue box for some thoughts onmaturity).Managerial Skills Can Be Learned and DevelopedMany people believe that good managers, like good athletes, are born, not made.Much research has indicated that this belief is generally incorrect, even though itis true that people are born with different potential and that, to some degree,heredity plays a role in intelligence. An athlete who is not endowed with naturalphysical advantages is not likely to run 100 yards in record time. On the otherhand, many individuals who are so-called natural athletes have not come close tothat goal, either.Most superior athletes have developed their natural endowments into matureskills by practice, learning, effort, and experience. The same holds true for a goodmanager. The skills involved in managing are as learnable as the skills used inplaying golf. It takes time, effort, and determination for a supervisor to developChapter 2:The Managerial Functions37Technical skillsThe ability to do the job.Human relations skillsThe ability to work with and through people.Administrative skillsThe ability to plan,organize,and coordinate activities.Conceptual skillsThe ability to obtain,interpret,and apply information.Political skillsThe ability to understand how thingsget done outside of formal channels.Emotional intelligence skillsThe ability to intelligently use your emotions.Thomson Learningmanagerial skills. Supervisors will make mistakes, but people learn from mistakesas well as from successes. By applying the principles discussed in this textbook,the supervisor can develop the skills that make the supervisory job a challengingand satisfying career.38Part 1:Supervisory Management OverviewSouthwest Airlines,the only airlinethat has made money each year forthe past 20-some years,was led byHerb Kelleher.The former chairman,president,and CEOof Southwest Airlines did not have an MBA and did notwork his way up the corporate ladder,but he did create acorporate culture that inspired his employees to delivertop-notch service on the ground and in the air.South-west has the best customer-complaint record in theindustry and turns planes around in about half the indus-try average.The nuttystyle of management has earnedSouthwest the reputation of being a great place to work.If everyone knows Southwests strategy,why is it differ-ent? In a recent interview,Kelleher stated the secret:You have to recognize that people are still most important.How you treat them determines how they treat people onthe outside.We have people going around the company allthe time doing other peoples jobs,but not for cross-utilization.We just want everyone to understand whateverybody elses problems are.1In short,Kellehers answer seems like commonsense,but he says,there is no magic formula.Its likebuilding a giant mosaicit takes thousands of littlepieces.The glue that binds the pieces comes with matu-rity.The following describe some thoughts on maturity:Maturity is many things.It is the ability to base ajudgment on the big picture,the long haul.It meansbeing able to resist the urge for immediate gratica-tion and opt for a course of action that will pay offlater.Maturity is perseverance.It is the ability to sweatout a project or a situation despite heavy opposi-tion or discouraging setbacks and stick with it untilit is nished.Maturity is the ability to control anger and settledifferences without violence or destruction.Themature person can face unpleasantness,frustra-tion,discomfort,and defeat without complaining.Mature people know they cannot have everythingtheir own way every time.Maturity is humility.It is being big enough to say,Iwas wrong.When they are right,mature peopleneed not experience the satisfaction of saying,Itold you so!Maturity is the ability to live up to your respon-sibilities,which means being dependable.It meanskeeping your word.Do you mean what you sayand do you say what you mean?Maturity is the ability to make a decision and standby it.Immature people spend their lives exploringendless possibilities and then do nothingparalysisby analysis.Action requires sticking your neck out.Maturity is the ability to harness your abilities andyour energies and do more than is expected.Themature person sets stretch targets and strives dili-gently to attain them.Maturity is the art of living in peace with that whichwe cannot change,the courage to change thatwhich should be changed,no matter what it takes,and the wisdom to know the difference.2Notes:During a year in which WorldCom,Tyco,Enron,Arthur Andersen,Kmart,Global Crossing,and others tar-nished the publics image of corporate America,an oldreliableSouthwest Airlinesremained near the top inFortunes list of Americas Most Admired Companies.3CONTEMPORARY ISSUEDo You Have What It Takes?Sources:(1) Hal Lancaster,Herb Kelleher Has One Main Strategy:Treat Employees Well,The Wall Street Journal(August 31,1999),p.B1.Also see Kevin Freiberg andJackie Freiberg,Nuts! Southwest AirlinesCrazy Recipe for Business and Personal Success(Austin:TX:Bard Press,1996).(2)Adapted from columnist Ann Landers,Matu-rity Is Many Things and Its Worth Repeating,Green Bay PressGazette(July 17,1999),p.D-2.(3)See Matthew Boyle,The Shiniest Reputations in Tarnished Times,For-tune(March 4,2002),pp.70+.Also see Katrina Brooker,The Chairman of the Board Looks Back,Fortune(May 28,2001),pp.63+.Thomson LearningDene managementanddiscuss how the primarymanagerial functionsare interrelated.3Simply talking about supervisory management is somewhat like MarkTwains comment about the weather: Everybody talks about it, but no one doesanything about it. Therefore, throughout this textbook are tips, suggestions,and activities that are designed to reinforce concepts. These tools do not guaran-tee supervisory success, however. For example, if you wanted to learn to playgolf, you could take lessons from Butch Harmon, Tiger Woodss teacher.3But youwould also need the proper tools (e.g., the right clubs) and time to practice, timeto learn from your mistakes and make corrections. There is one major differencebetween the beginning golfer and the newly appointed supervisor. Unlike begin-ning golfers, who can go to the driving range or the practice green to work ontheir games, newly appointed supervisors are on the job. Supervisors go througha learning curve that offers very little ground for trial and error. The supervisorcannot hit it out of bounds and tee it up again for another chance. To get the jobdone the right way, the supervisor must avoid some common mistakes. Considerour supervisory tips and remember that the challenge for any professional is tostay on the path of continuous improvement.FUNCTIONS OF MANAGEMENT The term managementhas been dened in many ways. In general, managementisthe process of getting things accomplished with and through people by guidingand motivating their efforts toward common objectives.Successful managers will assure you that their employees are their mostimportant asset. Most successful managers recognize that they are only as goodas the people they supervise. In most endeavors, one person can accomplish rela-tively little. Therefore, individuals join forces with others to attain mutual goals.In a business, top-level managers are responsible for achieving the goals of theChapter 2:The Managerial Functions39Even the best continually seek ways tosharpen their skills. AP Wide WorldManagementGetting objectives accomplishedwithand through people.Thomson Learningorganization, but this requires the efforts of all subordinate managers andemployees. Those who hold supervisory positions signicantly inuence the effec-tiveness with which people work together and use resources to attain goals. Inshort, the managerial role of a supervisor is to make sure that assigned tasks areaccomplished with and through the help of employees. With this in mind, we believe the term enablermore closely denes the newrole of the manager.4Clearly, the foundation for success is built when the man-ager claries what is expected in the way of performance and species the behav-iors that are acceptable in the work group. Then the role of the supervisor is to doall those things that enable employees to be the best they can be, (i.e., effectivelyand efficiently achieve organizational objectives). Figure 2-1 illustrates the notionof the supervisor as an enabler. The better the supervisor manages, the better thedepartmental results. In addition, the supervisor who manages well becomescapable of handling larger and more complicated assignments, which could leadto more responsible and higher-paying positions in the organization. (See theaccompanying Supervisory Tips box for some tips on becoming a successfulsupervisor.) 40Part 1:Supervisory Management OverviewCreatesVision of the FutureEstablishes Common GoalsSupports,Encourages, and CheerleadsRespects Individual DifferencesAligns Individual and Organizational NeedsManages ChangeOpens CommunicationRecognizes Individual NeedsSets Ground RulesProvides ProperTools, Training,and EquipmentActs Honestly and FairlyShared Purposeand ValuesManages ConflictPlans and Solves ProblemsExhibits FlexibilityFIGURE 2-1The supervisors multipleroles as enabler.EnablerThe person who does the things necessary to enable employees to get the job done.Thomson LearningThe Managerial Functions Are the Same in All Managerial PositionsThe managerial functions of a supervisory position are similar, whether theyinvolve supervision of a production line, a sales force, a laboratory, or a smalloffice. The primary managerial functions are the same regardless of the level inthe hierarchy of management: rst-level supervisor, middle-level manager, or top-level management. Similarly, the type of organization does not matter. Manager-ial functions are the same whether the supervisor is working in a prot-makingrm, a nonprot organization, or a government office. Supervisors as well asother managers perform the same basic managerial functions in all organizations.In this textbook, we classify these functions under the major categories of plan-ning, organizing, staffing, leading, and controlling. The following description ofthese functions is general and brief, since most of the book is devoted to dis-cussing the applications of these concepts, particularly at the supervisory level.PlanningThe initial managerial functiondetermining what should be done in thefutureis called planning. It consists of setting goals, objectives, policies, proce-dures, and other plans needed to achieve the purposes of the organization. InChapter 2:The Managerial Functions41The E-Z Route for Supervisory SuccessAbove all,supervisors should do all of the things necessary to Enable employeesto 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 Expectedin the way of performance.Supervisors should Establish common goals and purpose.Employees must be Educated,that is,acquire the requisite job skills throughcoaching and/or training.Employees must be Equipped,that is,have the necessary tools,supplies,andequipment to do the job.Employees need to be Encouraged to see things that need to be done and dothem.Employees should be Empoweredso that they have the authority and responsi-bility to achieve objectives.Supervisors should nurture an Excitingworkplace where employees can ndmeaning and fulllment of their individual needs.Employees should Experience a variety of tasks and thus become experienced inmany areas that use a variety of skills.Supervisors should Engagetheir employees in two-way communication so thatunderstanding takes place.Supervisors should keep their Emotionsunder control.Supervisors should possess Empathy,that is,understand their employeesfeel-ings,needs,and concerns.Supervisors should EnthusiasticallyExaltemployees when the job is well done.SUPERVISORY TIPSPlanningDetermining what should be done.Thomson Learningplanning, the manager chooses a course of action from various alternatives. Plan-ning is primarily conceptual. It means thinking before acting, looking ahead andpreparing for the future, laying out in advance the road to be followed, andthinking about what and how the job should be done. It includes collectingandsorting information from numerous sources and using that information tomake decisions. Not only does planning include deciding what, how, when, andby whom work is to be done, but it must also include the development of whatif scenarios. A word of caution:Regardless of how well a supervisor like BobWolf (You Make the Call!) plans, crises will happen and supervisors mustanticipate them, considering what they will do if this or that happens.Many supervisors nd that they are constantly confronted with crises. Theprobable reason for this is that these supervisors neglect to plan; they do not lookmuch beyond the days events. It is every supervisors responsibility to plan; thistask cannot be delegated to someone else. Certain specialists, such as budget offi-cers, production schedulers, or engineers, may help the supervisor plan, but it isup to each supervisor, as the manager of the department, to make specic depart-mental plans that coincide with the general objectives established by higher-levelmanagement.Planning is the managerial function that comes rst. As the supervisor pro-ceeds with other managerial functions, planning continues, plans are revised, andalternatives are chosen as needs arise. This is particularly true as a supervisorevaluates the results of previous plans and adjusts future plans accordingly.OrganizingOnce plans have been made, the organizing function primarily answers the ques-tion, How will the work be divided and accomplished? This means that thesupervisor denes various job duties and groups these duties into distinct areas,sections, units, or teams. The supervisor must specify the duties, assign them,and, at the same time, give subordinates the authority they need to carry out theirtasks. Organizingmeans arranging and distributing work among members of thework group to accomplish the organizations goals.StaffingThe managerial tasks of recruiting, selecting, orienting, and training employeesmay be grouped in the function called staffing.This function includes appraisingthe performances of employees, promoting employees as appropriate, and givingemployees opportunities to develop. In addition, staffing includes devising anequitable compensation system and rates of pay. In many companies, some activ-ities involved in staffing are handled by the human resources (HR) (or personnel)department. For example, the HR department and top-level managers establishthe compensation system. Supervisors do not perform this task. However, day-to-day responsibility for the essential aspects of staffing remains with the supervisor.LeadingLeadingmeans guiding the activities of employees toward accomplishing objec-tives. The leading function of management involves guiding, teaching, and super-vising subordinates. This includes developing employees to their potential bydirecting and coaching those employees effectively. It is insufficient for a supervi-sor just to plan, organize, and have enough employees available. The supervisor42Part 1:Supervisory Management OverviewOrganizingArranging and distributing workamongmembers of the work group toaccomplish the organizations goals.StaffingThe tasks of recruiting,selecting,orienting,training,appraising,promot-ing,and compensating employees.LeadingThe managerial functionofguidingemployees toward accomplishing organizational objectives.Thomson Learningmust attempt to motivate employees as they go about their work. Leading is theday-to-day process around which all supervisory performance revolves. Leadingis also known as directing, motivating, or inuencing, because it plays a majorrole in employee morale, job satisfaction, productivity, and communication. It isthrough this function that the supervisor seeks to create a climate that is con-ducive to employee satisfaction and at the same time achieves the objectives ofthe department. Finding ways to satisfy the needs of a diverse employee work-force is a signicant challenge. In fact, most of a supervisors time normally isspent on this function, because it is the function around which departmental per-formance revolves.ControllingThe managerial function of controllinginvolves ensuring that actual performanceis in line with intended performance and taking corrective action as needed. Here,too, the importance of planning as the rst function of management is obvious. Itwould be impossible for a supervisor to determine whether work was proceedingproperly if there were no plans against which to check. If plans or standards aresupercial or poorly conceived, the controlling function is limited. Therefore,controllingmeans not only making sure that objectives are achieved, but takingcorrective action in case of failure to achieve planned objectives. It also meansrevising plans as circumstances require.The Continuous Flow of Managerial FunctionsThe ve managerial functions can be viewed as a circular, continuous movement.If we view the managerial process as a circular ow consisting of the ve func-tions (Figure 2-2), we can see that the functions ow into each other and thateach affects the others. At times, there is no clear line to mark where one functionends and the other begins. Also, it is impossible for a supervisor to set aside aChapter 2:The Managerial Functions43Leadingmeansguidingemployeestowardaccomplishingobjectives.It is the day-to-dayprocessaroundwhichallsupervisoryperformance revolves. Jack Hollingsworth/Getty Images/PhotoDiscControllingEnsuring that actual performance is in line with intended performanceand taking corrective action.Thomson LearningDiscuss the importantcharacteristics ofthesupervisor as team leader.4certain amount of time for one or another function, because the effort spent ineach function varies as conditions and circumstances change. Undoubtedly, plan-ning must come rst. Without plans, the supervisor cannot organize, staff, lead,or control.Remember:All managers perform essentially the same managerial functions,regardless of the nature of their organizations or their levels in the hierarchy. Thetime and effort involved in each of these functions varies depending on whichrung of the management ladder the manager occupies, the type of tasks subordi-nates perform, and the scope and urgency of the situation.THE SUPERVISOR AS TEAM LEADERMany rms have implemented a team-based organizational structure focused oncustomer satisfaction, productivity, protability, and continuous improvement. Itis not our intent to discuss the pros and cons of the team approach at this point.Teams are a means to an end, and that end is superior performance to what teammembers would achieve working as individuals.5Author, trainer, and consultantFran Rees identied several reasons for the increasing use of teams:Given the complexity of jobs and information, it is nearly impossible formanagers to make all the decisions. In many cases, the person closest to thejob is the one who should decide.The focus on quality and customer satisfaction has increased attention on theimportance of each employees work.The shift from a homogeneous workforce to a diverse one requires managersto work effectively with multiple employee perspectives.There is a growing realization that an autocratic, coercive management styledoes not necessarily result in productive, loyal employees. The fact thatpeople support what they help create is behind the team approach.44Part 1:Supervisory Management OverviewPlanningControllingLeadingStaffingOrganizingFIGURE 2-2The circular conceptillustrates the closeandcontinuous relation-ship between the vemanagement functions.Thomson LearningExplain the differencebetween managementand leadership.5People are demanding strong voices in their work lives, as well as meaningfulwork, respect, and dignity.6One example of how well teams perform is illustrated in the movie Apollo 13.The ve little words, Houston, we have a problem, caused a diverse group ofground-crew specialists at Mission Controlworking against the clock, borrow-ing and fabricating resources, and working against the oddsto gure out a wayto bring the astronauts home. MANAGERS AND LEADERS:ARE THEY DIFFERENT? In the years since the classic Harvard Business Reviewarticle, Managers andLeaders: Are They Different? appeared, debate has abounded among scholarsregarding the differences between managers and leaders.7Not surprisingly, hun-dreds of articles and books have tried to clear up the confusion. While some havecontended that only labels or semantics separate managers and leaders, othershave identied more substantive differences. For example, author Stephen Coveywrote, Leadership is not management. Leadership deals with the top lineWhat are the things I want to accomplish? Leadership is doing the right things. Inthe words of both Peter Drucker and Warren Bennis, Management is efficiencyin climbing the ladder of success; leadership determines whether the ladder isleaning against the right wall.8One of the most noted writers on leadership,Bennis has pointed out other differences between managers and leaders (see Fig-ure 2-3).Harvard Professor John P. Kotter also draws a similar distinction betweenleadership and management. He contends that management involves keeping thecurrent system operating through planning, budgeting, staffing, controlling, andproblem solving, while leadership is the development of vision and strategies, thealignment of relevant people behind those strategies, and the empowerment ofpeople to make the vision happen. We concur with Kotter when he states:The point here is not that leadership is good and management is bad. They aresimply different and serve different purposes. Strong management with no leader-ship tends to entrench an organization in a deadly bureaucracy. Strong leadershipwith no management risks chaos; the organization might walk off a cliff.9When people have the title of manager, does it necessarily follow that theywill be leaders? Clearly, the answer is notitle alone does not guarantee success.On the other hand, when people have the title of team leader, does it mean theyChapter 2:The Managerial Functions45The manager does things right;the leader does the right thing.The manager relies on control;the leader inspires trust.The manager focuses on systems and structures;the leader focuses on people.The manager administers;the leader innovates.The manager asks how and when;the leader asks what and why.The manager accepts the status quo;the leader challenges it.FIGURE 2-3Who does what?Source:Adapted from Warren Bennis,On Becoming a Leader(Reading,MA:Addison-Wesley Publishing Company,paper-back edition 1994),pp.4445.Thomson LearningDiscuss the conceptofauthority as arequirement of anymanagerial position.6will display the SKAs to excel in that position? Again, the answer is no. Whatdoes it take for an individual to be both a good manager and a good leader? Is itpossible for individuals to learn to be both good managers and good leaders?With the events of 9/11, much discussion has centered on what is relationshipbetween heroes, leaders, and managers. Columnist Marilyn vos Savant statedthat, If a mother dives into a river to save a struggling child unknown to her, sheis clearly a hero if she is successful. And, if not, she certainly behaved hero-ically.10Writer Pat Wiesner proclaims that, The hero brings in the biggestorder the company has ever had, the leader gets everyone in the company to trytheir best to do the same, and the manager makes sure there is a prot.11In sub-sequent chapters, we clearly identify the necessary ingredientsthe managerialskills necessary for successand devote the bulk of Chapter 13 to further discus-sion of leadership and change.MANAGERIAL AUTHORITYDoes the individual have the authority to perform managerial functions? If theanswer is no, the individual cannot perform well as a manager (see Figure 2-4).Authorityis the legitimate or rightful power to lead others, the right to order andto act.12It is the formal, positional right by which a manager can require subordi-nates to do or not to do a thing the manager deems necessary to achieve organi-zational objectives. Managerial authority is not granted to an individual butrather to the position the individual holds at the time. When individuals leavetheir jobs or are replaced, they cease to have that authority. When a successorassumes the position, that person then has the authority.Included in positional managerial authority are the right and duty to delegateauthority. The delegation of authority is the process by which the supervisorreceives authority from a higher-level manager and, in turn, makes job assignmentsand entrusts related authority to subordinates. Having managerial authority meansthe supervisor has the power and the right to issue directives in order to accomplishthe tasks assigned to the department. This authority includes the power and right toreward and discipline, if necessary. When a subordinate performs well, the supervi-sor has the power to give that subordinate a raise or another reward, within com-pany guidelines. If a worker refuses to carry out a directive, the supervisorsauthority includes the power and right to take disciplinary action, even to the extentof discharging the subordinate. Of course, this power, like all authority, is limited. The acceptance theory of authoritystates that a manager does not possessrealauthority until and unless the subordinate accepts it. For example, a super-visor may instruct an employee to carry out a certain work assignment. Theemployee has several alternatives from which to choose. Although such a responseis not likely, the employee can refuse to obey, thereby rejecting the supervisorsauthority. Alternatively, the employee may grudgingly accept the supervisors direc-tion and carry out the assignment in a mediocre fashion. Unfortunately, supervisorBob Wolf (see this chapters You Make the Call! segment) experienced this typeof resistance from some of his employees. Because some employees continuallyrejected Wolfs authority, he had no choice but to impose disciplinary action onthose employees.Numerous limitations to authority usually existunion contract provisions,government or regulatory agency restrictions, company policy, and ethical con-46Part 1:Supervisory Management OverviewAuthorityThe legitimate right to direct and lead others.Acceptance theory of authorityTheory that holds that the manager only possesses authority when the employee accepts it.Thomson Learningsiderations. Generally, rst-line supervisors nd that there are limits to theirauthority to use resources and to make certain managerial decisions. Avoiding Reliance on Managerial AuthorityMost successful supervisors know that to motivate workers to perform theirduties it is usually best not to rely on formal managerial authority but to employother approaches. Generally, it is better for a supervisor not to display power andformal authority. In practice, many supervisors prefer to avoid even speakingabout their authority. They prefer to speak instead of their responsibilities, tasks,or duties. Some supervisors consider it better to say that they have responsibilityfor certain activities, instead of saying that they have authority in that area. Usingthe words responsibility, tasks,and dutiesin this sensealthough these certainlyChapter 2:The Managerial Functions47FIGURE 2-4To be effective,a managermust be able to use themanagerial functions andpossess SKAs,power,andauthority.Thomson LearningDescribe the typesofpower potentiallyavailable to thesupervisor.7are not the same as authorityhelps the supervisor to avoid showing the clubof authority.In general, how you treat employees on the job and develop their senses ofworth are more important to employees in the long run than salary.13Researchshows that approaches that foster mutual trust and respect between supervisorand subordinate generally increase job satisfaction and productivity. We contendthat employees are likely to perform better if they understand why the task needsto be done and have a voice in how to do it rather than simply being told to do it.Regardless of how a supervisor applies authority, the point to remember is thatthe supervisory position must have it. Without managerial authority, a supervisorcannot perform well as a manager.Delegating AuthorityAs mentioned previously, the delegationof authority is the process by which thesupervisor receives authority from a higher-level manager and, in turn, makesjobassignments and entrusts related authority to subordinates. Just as the posses-sion of authority is a required component of any managerial position, the processof delegating authority to lower levels in the hierarchy is required for an organi-zation to have effective managers, supervisors, and employees. Chapter 13 dis-cusses in detail the concepts of authority, responsibility, and the delegation ofauthority.POWERTHE ABILITY TO INFLUENCE OTHERSAmong the most confused terms in management are authorityand power.Theeffective supervisor understands the difference between the two. Some behavioralscientists contend that a managers power comes from two sources: positionpower and personal power.14Position powercomes from a persons organiza-tional position. For example, a division manager has more position power than arst-line supervisor. Personal power,on the other hand, emanates from the rela-tionship a supervisor has with other people. A supervisors personal powerdepends to a greater extent on the followers perceptions of that supervisorsknowledge, skill, and expertise.Other theorists, such as French and Raven, assert that power arises from thefollowing ve sources:1.Reward power:Supervisors have reward power if they can grant rewards.2.Coercive power:Supervisors who threaten punishment and discipline usecoercive power.3.Legitimate power:Some supervisors gain compliance by relying on theirposition or rank (e.g., Im the bossdo it my way.)4.Expert power:Knowledge or valuable information gives a person expertpower over those who need that information.5.Referent or charismatic power:People are often inuenced by others becauseof some tangible or intangible aspect of anothers personality.15Effective supervisors understand the effect their power has on others. Researchindicates that reward power, coercive power, and legitimate power often forceemployees to comply with directives but do not get those employees commit-48Part 1:Supervisory Management OverviewDelegationThe process of entrusting duties andrelated authority to subordinates.Position powerPower derived from the formal rank aperson holds in the chain of command.Personal powerPower derived from a persons SKAs andhow others perceive that person.Thomson LearningExplain the need forcoordination and coop-eration and how thesedepend on the properperformance of themanagerial functions.8ment to organizational objectives. Accordingly, supervisors who use expertpower and referent power effectively have the greatest potential for achievingorganizational goals.16The acceptance theory of authority is also relevant to the application ofpower. For example, you can be an expert in computer applications, but if othersdo not need that knowledge, you will have very little inuence over them. There-fore, two supervisors can hold the same title, occupy the same level in the hierar-chy, and have equal authority, yet have different degrees of power, depending ontheir abilities and how others perceive them.COORDINATION Managementhas generally been dened as a process of getting things donethrough and with the help of people by directing their efforts toward commonobjectives. In a sense, all levels of management could be broadly visualized asinvolving the coordination of efforts of all the members and resources of anorganization toward overall objectives. Some writers, therefore, have includedthe concept of coordination as a separate managerial function.Coordinationis the orderly synchronization (or putting together) of efforts ofthe members and resources of an organization to accomplish the organizationsobjectives. Coordination is not a separate managerial function; it is an implicit,interrelated aspect of the ve major managerial functions previously cited. Thatis, coordination is fostered whenever a manager performs any of the managerialfunctions of planning, organizing, staffing, leading, and controlling. In a sense,coordination can best be understood as being a direct result of good managementrather than as a managerial function in and of itself. The ability to communicateclearly and concisely is essential for coordination.Achieving coordination typically is more difficult at the executive level thanat the supervisory level. The CEO has to synchronize the use of resources andhuman efforts throughout the organization, throughout numerous departmentsand levels. A supervisor of one department has the responsibility to achieve coor-dination primarily within the department. However, this,too, can be difficult to achieve, especially during periodsof rapid change.Cooperation as Related to CoordinationCooperationis individuals willingness to work with andhelp each other. It primarily involves the attitudes of agroup of people. Coordination is more than the meredesire and willingness of participants. For example, con-sider a group of workers attempting to move a heavyobject. They are sufficient in number, willing and eager tocooperate with each other, and trying their best to movethe object. They are also fully aware of their commonpurpose. However, in all likelihood their efforts will be oflittle avail until one of themthe supervisorgives theproper orders to apply the right amount of effort at the right place at the righttime. Then the group members can move the object. It is possible that by sheerChapter 2:The Managerial Functions49Cooperation,coordination,and communication leadtosuccess. Gary Buss/Getty Images/TaxiCoordinationThe synchronization of employeesefforts and the organizations resourcestoward achieving goals.CooperationThe willingness of individuals toworkwith and help one another.Thomson Learningcoincidence some cooperation could have brought about the desired result in thisexample, but no supervisor can afford to rely on such a coincidental occurrence.While cooperation is helpful and the lack of it could impede progress, its presencealone will not necessarily get the job done. Efforts must be coordinated towardthe common goal.Attaining CoordinationCoordination is not easily attained, and the task of achieving coordination isbecoming more complex. As an organization grows, coordinating the many activ-ities of various departments becomes an increasingly complicated problem forhigh-level managers. At the supervisory level, as the number and types of posi-tions in a department increase, the need for coordination to obtain desired resultssimilarly increases. On the other hand, organizational downsizing may forcesupervisors to be even more effective in coordination.The complexities of human nature present added coordination problems.Many employees understandably are preoccupied with their own work because,in the nal analysis, they are evaluated primarily on how they do their jobs.Therefore, employees tend not to become involved in other areas and often areindifferent to the fact that their activities may affect other departments.Supervisors can achieve coordination by building networks focused on attain-ing common objectives. According to Merriam Websters Collegiate Dictionary(10th ed.), a networkis a fabric or structure of cords or wires that cross at regu-lar intervals and are knotted or secured at the crossings. This visual image ishelpful when conceiving of a network from a supervisors perspective. A supervi-sor should think of a network as any number of individuals or groups linked by acommitment to shared purpose and values. Networkingis the process by whichsupervisors become connected with other individuals or groups to achieve partic-ular goals. Simply stated, networking is people connecting with people, linkingideas, resources, and work effort. Bob Wolf, supervisor in the chapters openingYou Make the Call!, should develop networks with others, both inside andoutside the organization. Also, he must understand that the network runs onboth sides of the street. When Wolf has a need, he contacts another person in hisnetwork who might have a resource, and vice versa. Networking allows Wolf tobalance autonomy on the one hand and dependence on the other. Networkingfacilitates the ow of ideas across organizational barriers and thereby eases thecoordination effort.Coordination as Part of the Managerial FunctionsWhile performing the managerial functions, the supervisor should recognizethatcoordination is a desired result of effective management. Proper attention tocoordination within each of the ve managerial functions contributes to over-allcoordination.The planning stage is an important time for fostering coordination, becauseasupervisor must see to it that various plans in the department are interrela-tedproperly. For example, a supervisor may wish to discuss departmental jobassignments with the employees who are to carry them out. In this way, theemployees can to express their opinions or objections, which need to be reconciledin advance. Furthermore, employees may be encouraged to make suggestions and50Part 1:Supervisory Management OverviewNetworkingIndividuals or groups linked by a commitment to shared purpose.Thomson Learningto discuss the merits of proposed plans and alternatives. When employees areinvolved in initial departmental planning, the supervisors chances of achievingcoordination usually improve.The concern for coordination must be present when a supervisor organizes.The purpose of establishing who is to do what, when, where, and how is toachieve coordination. For example, whenever a new job is to be done, a supervi-sor assigns that job to the unit with the employees best suited to the work. There-fore, whenever a supervisor groups activities and assigns subordinates to thosegroups, coordination should be uppermost in the supervisors mind. Achievingcoordination should also be of concern as a supervisor establishes authority rela-tionships within the department and among employees. Clear statements as tospecic duties and reporting relationships in the department foster coordinationand prevent duplicate efforts and confusion.Similarly, coordination should be a high priority when a supervisor performsthe staffing function. There must be the right number of workers with the properskills in all the positions to ensure the group performs effectively. The supervisormust see to it that employees have the abilities and job training they need to con-tribute to the coordination of their efforts.When leading, the supervisor is signicantly involved in coordination. Theessence of giving instructions is to coordinate the activities of employees in such amanner that the overall objectives are reached in the most efficient way possible.In addition, a supervisor must assess and reward the performance of employeesto maintain a harmonious work group.The supervisor is also concerned with coordination when performing the con-trolling function. By checking, monitoring, and observing, the supervisor makescertain that activities conform to established plans. If there are any discrepancies,the supervisor should take immediate action to reprioritize or reassign tasks and,in so doing, may achieve coordination at least from then on. The very nature ofthe controlling process contributes to coordination and keeps the organizationmoving toward its objectives.Coordination with Other DepartmentsNot only must supervisors be concerned with coordination within their owndepartments, but they also must coordinate the efforts of their departments withthose of others. For example, a production-department supervisor must meet withsupervisors of scheduling, quality control, maintenance, and shipping to coordi-nate various activities. Similarly, an accounting supervisor typically meets withsupervisors from production, sales, and shipping to coordinate cost accounting,inventory records, and billing. Achieving coordination is an essential componentof the supervisory management position.Cooperation and CoordinationEasier Said Than DoneA group of employees becomes a team when its members share values and a pur-pose. How well the objectives are achieved depends on the supervisors coordina-tion and team-building skills. The move toward increased employee participation,broader spans of control, and fewer managerial levels causes a greater need forcoordination skills. Meanwhile, many supervisors have higher aspirations; theyeventually want to be promoted to positions of increased responsibility. In reality,competition among supervisors may impede cooperation.Chapter 2:The Managerial Functions51Thomson Learning