1.

Describe the step in process controlling Establish performance standard: the standard should be written, clear and specific and measurable of what is expected so that all the employees can follow easily. Moreover, the performance standard must be challenge to the employees then they will find the way to improve themselves and organizations productivity since it is designed to be realistic. Supervisors set standards what depend on their experience, their employees expectation, and the nature of the work being monitored. Monitor Performance and Compare with Standard: After establishing performance standard, the supervisors need to monitors actual performance and compare whether it can reach the standard or not. Reinforcement and Fix problems: the supervisors respond either by reinforcing success or by making some adjustment to bring performance and the standard into line which mean that if the performance is satisfactory, the supervisors need to encourage to keep doing good or make changes and adjust to the performance if it is unacceptable There are three tools for fixing performance problems i. Adjust Processes: is to make processes simpler, more efficient or flexible by making changes of the performance which is not good based on the circumstance or any condition. ii. Improve behavior: this way is to improve the performance of the employees by encourage them to have a better performance by providing them new rewards and training in order to motivate them so that they can work better since they feel good about that they have been treated. The supervisors also need to provide their subordinates with clear direction for what they are going to do. This can improve the behavior at large because the employees feel that they are cared or concerned then they are happy to performance their tasks to the maximum. iii. Adapt Standards: Align standard with the actual abilities, the problem can be occurred if the standard is in the level with out of the resource and ability of the employees since they may feel depress or pressure that they cant meet the standard, so the supervisors need to know about their employees abilities and adapt from what they have set to the actual abilities and resource. By the way,

the adaptation must also need to meet the objective which means the standard can be adapted to whatever can be done with the resources and abilities but reach the objectives. 2. How many principle of organizing? Parity Principle: it the principle that personnel who are given responsibility must also be given enough authority to carry out that responsibility. Supervisors must delegate sufficient authority so employees can do their jobs. At the same time, employees can be expected to accept responsibility only for those areas within their authority. In other words, if supervisors make employees responsible for certain actions, then they must give the employees sufficient authority to meet those responsibilities. Unity of Command: is the principle that each employee should have only one supervisor. The difficulty of serving more than one boss has been recognized for thousands of years. Recall the Sermon on the Mount when Jesus said, "No man can serve two masters." Experts have speculated that violation of this principle accounts for almost one third of the human relations problems in industry. This problem occurs when two or more supervisors tell an employee to do different things at the same time. The employee is placed in a no-win situation. Regardless of what the employee does, one supervisor will be dissatisfied. Violation of this principle is usually caused by unclear lines of authority and poor communications. Chain of Command: is the flow of authority in an organization from one level of management to next. Violations of this principle occur when one or more links in the chain of command are bypassed. For example, suppose Jerry goes directly above his immediate boss, Ellen, to her boss, Charlie, for permission to take an early lunch break. Believing the request to be reasonable, Charlie approves it. Later Charlie discovers that the other two people in Jerry`s department have also rescheduled their lunch breaks. Thus, the department would be totally vacant from 12:30 to 1:00. Had Ellen not been bypassed, this problem could have easily been avoided. The problem is not that Charlie is incapable of making a good decision, but rather that he does not have the necessary information. Span of Control: The span of control refers to the number of employees a supervisor can effectively manage. For years, the span of control was thought to be five to seven. Recently

the principle of the span of control has been revised to state that a supervisor`s span depends on several factors. These factors are complexity of the jobs, the variety of the jobs, the proximity of the jobs, the quality of the people filling the jobs, and the ability of the supervisor. While much thought is often given to ensuring that a supervisor`s span is not too large, the opposite situation is often overlooked. It is easy for situations to develop in which too few employees report to a supervisor. These situations can lead to an inefficient organization. 3. Characteristics of successful leader Sense of responsibility: A person who is promoted to a supervisory position is given responsibility for the work of others as well as for his or her own performance. Supervisors must be willing to take this responsibility seriously. Self-confidence: supervisor who believes in his or her ability to get the job done will convey confidence to employees. If the supervisor is lack of confidence, how come can he/she take lead and supervise the others to get the job done? High energy level: Many organizations expect supervisors to put in long hours willingly to handle the variety of duties that come with the job. Some supervisory positions also are physically challenging, requiring that the supervisor actively observe and participate in what is happening in the workplace. Empathy: empathy means being able to understand the needs of others; aware of their feelings and how it impacts their perception. By understanding and providing employees with what they need to succeed, leaders can build a sense of trust, thereby strengthening the relationships they have with their employees and consequently, the relationships of employees with one another can lead to greater collaboration and improved quality. In settling disputes, answering questions, and understanding needs, supervisors should be sensitive to the feelings of employees and higher management. Supervisors who have difficulty understanding what makes people tick will be at a disadvantage. Internal locus of control: the belief that you are the primary cause of what happens to yourself. People with an external locus of control tend to blame others or events beyond their control when something goes wrong. Those with an internal locus of control are thought to be better leaders because they try harder to take charge of events

Sense of humor: People with a good sense of humor are more fun to work with and work for. A sense of humor makes the leader popular among the team and this creates a healthy stress-free environment in which to work. A humorous person can lead a team even through the most challenging times.

4. Between Fielders Contingency Model and Hersey-Blanchard Theory, which one is more realistic? Fiedlers Contingency Model o Each leader has a preferred leadership style, which may be people oriented or task oriented. o Performance depends on three characteristics of the leadership situation: Leader-member relations: This is the level of trust and confidence that your team has in you. A leader who is more trusted and has more influence with the group is in a more favorable situation than a leader who is not trusted. Task structure: This refers to the type of task you're doing: clear and structured, or vague and unstructured. Unstructured tasks, or tasks where the team and leader have little knowledge of how to achieve them, are viewed unfavorably. The position power of the leader: This is the amount of power you have to direct the group, and provide reward or punishment. The more power you have, the more favorable your situation. Fiedler identifies power as being either strong or weak. Fiedler recommends that a leader determine whether his or her preferred leadership style fits the situation. If not, the leader should try to change the characteristics of the situation. Hersey-Blanchard theory (Life cycle theory) a. Assumes that the leaders behavior should adapt to the situation. b. Leadership style should reflect the maturity of the followers as measured by traits such as ability to work independently. c. Leaders should adjust the degree of task and relationship behavior in response to the growing maturity of their followers. Personally, I think Hersey-Blanchard theory is more realistic because it is more flexible. You can have the options to choose your preferred leadership styles, but you are not able to choose your desirable situations because the situations are already there and are prone to change, so you have

to adapt to the situations since it is difficult or even impossible to change the situations to your favorite ones. Moreover, all teams and all team members are not created equally, so the knowledge, ability, competency of each employee is in different levels; hence it is more effective and realistic when you use leadership style based on the individuals or groups you are leading. In addition, tasks are different and each type of task requires a different leadership style. A good leader will be able to adapt her or his leadership to the goals or objectives to be accomplished. Leadership depends upon each individual situation, and no single leadership style can be considered the best.

5. Six distinctive leadership styles are: Coercive: the leader demands for compliance; Do what I tell you. Pace setting: the leader sets very high standard for subordinate to follow. Coaching: focus on developing people. Democrat: seek consensus through participation. Affiliative: create harmony and emotional bond; people-oriented Authoritative: mobilizes employees with enthusiasm and vision.

6. Rational model of decision making: Identify the problem Identify alternative solutions Gather and organize facts Evaluate the alternatives Choose and implement the best alternative Get feedback and take corrective action

7. Guidelines for decision making: Consider the consequences: before making any decision, the decision maker should consider seriously about the consequence of his or her decision that make impact not only their team but may also impact the whole organization. Respond quickly in a crisis: decision maker sometimes dont need to wait when crisis happen, so she or he need to decide immediately to solve the problem based on the situation. Inform the manager: supervisor always needs to keep their manager inform when the crisis happens so that they may provide the support if it is needed. However, for some

minor problem, supervisor may not need to inform their manager because they may be able to make their own decision. Be decisive yet flexible: be decisive means always make the good decision because you pay much effort and good at analyzing. However, supervisor also needs to be flexible in solving the problem. Avoid decision-making traps: To minimize the distortion caused by variations in recall ability, carefully examine all of your assumptions based on your personal experience. Many of these traps work, not in isolation, but in concert with each other, thus amplifying their power to distort. When we make a fast decision, thinking we are relying on gut instincts, we are often falling into a trap and take time to review how you are making it. 8. Steps for disciplinary process: Observe and understand the facts behind problem behavior: before taking any action in disciplinary, supervisor need to try to understand the root of the problem by observing the behaviors of his or her subordinate because she or he may have personal reasons to perform in that ways. Meet with the employees involved: personal discuss with the one who has the problem also one of the good way before taking action because it may be a good chance to let the supervisor hear about the problem of his or her subordinate. Moreover, the oral warning should be provided if the problem is serious. Warning: warning can be made orally or in written to let the staff know that she or he has committed the problem so that they may have the chance to improve their performance. If verbal warning still doesnt work, written warning should be provided. Suspension: is the period that the staff that produces the problem is not allowed to participate in the team after the written warning still cannot make them improve their problem or fix the issue. Demotion: is the process that the organization lowers the position of staff because she or he makes any serious mistake that may impact that much to the whole organization. This kind of punishment can be a tool in warning the other staff not to commit the same mistake. Dismissal: is the last choice of disciplinary process. The organization should use it unless the staff still cannot improve the performance even the above process still doesnt work. It means the one who make a mistake is fired from their work.

9. Guidelines for effective discipline are: Act immediately

When an employee is causing a problem, the supervisor needs to act immediately. Pointing out poor behavior and administering negative consequences are unpleasant tasks. However, by ignoring the situation, a supervisor is signaling that the problem is not serious. As a result, the problem gets worse. Seeing that the problem behavior leads to no consequences, an employee may increase it, and other employees may follow this example. Focus on learning about and resolving the issue at hand. When discussing the problem with an employee, a supervisor should focus on learning about and resolving the issue at hand. A supervisor should listen until he or she understands the problem and then begin discussing how to correct it in the future. Talking about behaviors instead of personalities helps the employee understand what is expected. Keep emotions in check. A supervisor should keep emotions in check. Supervisors other feelings are largely irrelevant and can even stand in the way of a constructive discussion. When an employee breaks the rules or seems unwilling to do a good job, it is only natural for a supervisor to feel angry. The supervisor should control over this anger before confronting the employee in order to be objective rather than hostile. Being calm and relaxed when administering discipline tells an employee that the supervisor is confident of what he or she is doing. Make it a private matter. Discipline should be a private matter. The supervisor should not humiliate an employee by reprimanding the employee in front of other employees. Humiliation only breeds resentment and may actually increase problem behavior in the future. Be consistent in administering discipline. A supervisor also should be consistent in administering discipline. A supervisor should respond to all instances of misbehavior rather than, for example, ignore a long-standing employees misdeeds while punishing a newcomer. At the same time, the seriousness of the response should be related to the seriousness of the problem. The point is to have and follow a consistent policy for serious and minor problems. Even better, consistency should extend to praising and rewarding positive performance.

10. Strategies for conflict management include: Accommodating

The accommodating strategy essentially entails giving the opposing side what it wants. The use of accommodation often occurs when one of the parties wishes to keep the peace or perceives the

issue as minor. For example, a business that requires formal dress may institute a "casual Friday" policy as a low-stakes means of keeping the peace with the rank and file. Employees who use accommodation as a primary conflict management strategy, however, may keep track and develop resentment. Avoiding

The avoidance strategy seeks to put off conflict indefinitely. By delaying or ignoring the conflict, the avoider hopes the problem resolves itself without a confrontation. Those who actively avoid conflict frequently have low esteem or hold a position of low power. In some circumstances, avoiding can serve as a profitable conflict management strategy, such as after the dismissal of a popular but unproductive employee. The hiring of a more productive replacement for the position soothes much of the conflict. Collaborating

Collaboration works by integrating ideas set out by multiple people. The object is to find a creative solution acceptable to everyone. Collaboration, though useful, calls for a significant time commitment not appropriate to all conflicts. For example, a business owner should work collaboratively with the manager to establish policies, but collaborative decision-making regarding office supplies wastes time better spent on other activities.. Compromising

The compromising strategy typically calls for both sides of a conflict to give up elements of their position in order to establish an acceptable, if not agreeable, solution. This strategy prevails most often in conflicts where the parties hold approximately equivalent power. Business owners frequently employ compromise during contract negotiations with other businesses when each party stands to lose something valuable, such as a customer or necessary service. Competing

Competition operates as a zero-sum game, in which one side wins and other loses. Highly assertive personalities often fall back on competition as a conflict management strategy. The competitive strategy works best in a limited number of conflicts, such as emergency situations. In general, business owners benefit from holding the competitive strategy in reserve for crisis situations and decisions that generate ill-will, such as pay cuts or layoffs.