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Instructor’s Manual with Test Bank
to accompany
Supervision of Police Personnel
Seventh Edition
Nathan F. Iannone
Marvin D. Iannone
Jeff Bernstein
Prepared by
Prof. Mary Leckband, Ph.D.
Lt. Herbert Williams
Upper Saddle River, New Jersey
Columbus, Ohio
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______________________________________________________________________________
Copyright © 2009 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458. Pearson Prentice Hall. All rights reserved. Printed in the United States of America. This publication is protected by
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Pearson Prentice Hall™ is a trademark of Pearson Education, Inc.
Pearson® is a registered trademark of Pearson plc
Prentice Hall® is a registered trademark of Pearson Education, Inc.
Instructors of classes using Iannone, Iannone, & Bernstein, Supervision of Police Personnel, 7th Ed, may reproduce
material from the instructor’s manual for classroom use.
10 9 8 7 6 5 4 3 2 1
ISBN-13: 978-0-13-113162-0
ISBN-10: 0-13-113162-1
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CONTENTS
Suggestions for Use of Instructor’s Manual 5
Introduction Orientation to Supervision 6
Chapter 1 The Supervisor’s Role 8
Chapter 2 The Supervisor’s Function in Organization, Administration,
and Management
11
Chapter 3 Leadership, Supervision, and Command Presence 16
Chapter 4 The Training Function: Problems and Approaches 21
Chapter 5 The Instructional Process 24
Chapter 6 Interpersonal Communications 28
Chapter 7 Principles of Interviewing 36
Chapter 8 Some Psychological Aspects of Supervision 40
Chapter 9 Special Problems in Counseling and Remediation 44
Chapter 10 Employee Dissatisfaction, Grievances, and Complaints 49
Chapter 11 Discipline: Principles, Practices and Policies 53
Chapter 12 Personnel Complaint Investigation Procedures and Techniques
59
Chapter 13 Personnel Evaluation Systems 63
Chapter 14 Performance Rating Standards and Methods 66
Chapter 15 Distribution and Deployment of Field Forces 70
Chapter 16 Tactical Deployment of Field Forces 77
Chapter 17 Conference Leading 84
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TEST BANK
Chapter 1 90
Chapter 2 95
Chapter 3 100
Chapter 4 105
Chapter 5 109
Chapter 6 114
Chapter 7 118
Chapter 8 123
Chapter 9 128
Chapter 10 133
Chapter 11 138
Chapter 12 143
Chapter 13 148
Chapter 14 152
Chapter 15 157
Chapter 16 162
Chapter 17 167
Test Bank Answer Key 172
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SUGGESTIONS FOR USE OF INSTRUCTOR’S MANUAL
This Instructor’s Manual is designed to be used for a typical three-credit college
course. It can also be used very easily for courses of greater or lesser length, at the
Instructor’s discretion. In fact, the entire Manual has been designed to give maximum
discretion to you, the Instructor. Use it to guide your course as much as you need; let
it support your own expertise, teaching techniques, and the unique needs of your
class.
There are detailed lesson plans for every chapter. These are intended to help you
tailor your lesson plans to the needs of each class. Each chapter also has a number of
Assignments offered. This puts more tools in your toolkit, to help you get the best fit
between the material and the student. There should be more here than you will need.
There is an extensive bank of test questions. They will tell you how well your
students are learning the material, and how well you are teaching them. Use them as
starting points for your own test questions, or use them as they are. They are expertly
written and will withstand all appeals.
In all cases, we have tried to help you get your students fully engaged as active
learners. This book is very practice-oriented. The lesson plans and test questions
have likewise been developed to help students get their hands on the subject. With
your skill as a teacher and as a leader, they will not only learn about Police
Supervision; they will learn how to become Police Supervisors.
Mary Leckband
Herb Williams
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COURSE INTRODUCTION: ORIENTATION TO SUPERVISION
Objectives
1. To acquaint students with course purposes
2. To familiarize students with rules, methods, and techniques to be followed in
the course
3. To give students an overview of course content
Teaching Outline
1. Students’ responsibilities, Instructor’s responsibilities
2. How course will be conducted
3. Why supervisory training is necessary
4. Course overview
Activities
Activity 1: Course Procedural Requirements
Materials Needed: 1. Chalkboard/Whiteboard/Flip charts as desired
2. Chalk or erasable markers
3. Other visual aids as desired
Introduction: 1. Why understanding the rules of the school helps the student
2. How the class will be conducted
3. Discuss readings
4. Overview of course
Presentation: 1. What students can expect from instructor
2. What is expected of students
(a) Assignments
(b) Classroom participation
(c) Exams/makeup policies
(d) Grading policies
3. Discuss features of the syllabus, text book, bibliography
4. Method of presentation
5. Instructor, students, introduce themselves, any information
about themselves they want to share, briefly describe
motivation for taking class
6. Motivation: Discuss why it is essential for supervisors to
master principles and techniques of supervising people
a. Improve personal effectiveness
b. Improve organizational effectiveness
c. Maintain high morale and reduce grievances
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d. Make job easier
e. Increase capacity for promotion
7. Make transition into new position more comfortable
Assignment: 1. Collect any Activities from preceding chapter
2. Read next chapter
3. Be prepared to discuss Applied Knowledge Questions and
Questions at end of chapter
4. Assign selected Activity(s) for this chapter or for next
chapter as appropriate
Application: 1. Have students discuss strictly supervisory tasks required of a police
supervisor. Identify supervisory problems and successes they have seen or heard
about.
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CHAPTER 1: THE SUPERVISOR’S ROLE
Chapter Outline-Complete
The Supervisor’s Position
Technical and Supervisory Competence
Organizational Knowledge
Basic Supervisory Responsibilities
Summary
Review
Objectives:
1. To become acquainted with the supervisor’s role
2. To gain an understanding of the basic responsibilities of the supervisor
3. To become familiar with the supervisor’s objectives
Chapter Overview:
The line supervisor has the most important supervisory role in the police department.
He
is the single greatest influence on organizational productivity, as well as worker
performance and morale. The position requires human relations skills, technical and
organizational knowledge, and managerial expertise.
Outline: 1. The Supervisor as the critical team leader.
2. The supervisor as a human relations expert
3. Supervisory skill areas:
a. Technical competence
b. Supervisory and Management competence
c. Organizational knowledge
Activities
Activity 1: The pivotal organizational role of the Sergeant
Materials Needed: 1. Chalkboard/Whiteboard/Flip charts as desired
2. Chalk or erasable markers
3. Other visual aids as desired
Assignment: 1. Collect any Activities from preceding chapter
2. Read next chapter
3. Be prepared to discuss Exercises and Questions at end of
chapter
4. Assign selected Activity(s) for this chapter or for next
chapter as appropriate
Review: 1. Key points of preceding chapter
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2. Discuss any Assignments from preceding chapter
Introduction: 1. Point out how supervisors exercise such strong influence
over their subordinates.
2. Have students give examples of how poor supervisory
practices affect productivity, performance, and morale.
Presentation: 1. Distinguish supervision from management.
2. List supervisory skill areas on a visual aid. Discuss how
each is used.
3. Discuss the supervisor’s need for technical knowledge, and
how much of that knowledge the supervisor needs in order to
be effective.
6. Discuss the importance of communication.
7. Discuss the Basic Supervisory Responsibilities.
Review: Key points
Application: Discuss Exercises at end of chapter as time permits
Test: Have students answer questions at end of chapter, time
permitting
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Chapter 1 Assignments
Assignment #1: Some Organizational Basics
1. Prepare a Table of Organization of your Department or simulate one.
2. Show the various levels of hierarchy.
3. Identify lines of authority.
4. Identify staff positions.
5. Show the span of control of:
a. The Chief Executive
b. A Division Commander
c. A typical Lieutenant
d. A Patrol Sergeant
Assignment #2: Some Basic Supervisory Responsibilities
Research three different police agencies: a municipal Police Department, a County
Sheriff’s Department, and any third, different type of agency you choose. For each
agency, list examples of each basic supervisory responsibility:
Planner
Personnel Officer
Trainer
Controller
Decision-maker and Communicator
Leader
Write a report in which you compare and contrast how the basic supervisory
responsibilities are similar, and in what ways they are different. Analyze why this is
so.
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CHAPTER 2: THE SUPERVISOR’S FUNCTION IN
ORGANIZATION, ADMINISTRATION, AND MANAGEMENT
Chapter Outline-Complete
The Supervisor’s Administrative Functions
Basic Organizational Structure
Division of Work
Unity of Command
Span of Control
Delegation
Personnel Development
The Exception Principle
Completed Staff Work
Summary
Review
Objectives
1. To gain an understanding of the types of organizational structures and how
they can be used to aid in the management process
2. To become familiar with the supervisor’s administrative functions
3. To become acquainted with the fundamental principles of organization,
administration, and management
4. To gain an appreciation of how the tenets of administration and management
affect the supervisor
Chapter Overview
An organization is a structure through which people coordinate their efforts to
accomplish common goals. The supervisor is responsible for leading their efforts to
keep the work focused on the organization’s objectives. He accomplishes this
through several administrative functions, including planning, directing, and
controlling. Delegation is one of the supervisor’s most important tasks, which allows
him more time to supervise while also increasing the worker’s capabilities.
Teaching Outline
1. Administrative functions
a. POSDCORB
b. Types of plans
2. Types of organizational structures
3. Principles of organizations
4. Types of plans
5. Delegation
Activities
Activity 1: Supervisor’s Administrative Functions
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Materials Needed: 1. Chalkboard/Whiteboard/Flip charts as desired
2. Chalk or erasable markers
3. Other visual aids as needed
Assignment: 1. Collect any Activities from preceding chapter
2. Read next chapter
3. Be prepared to discuss Applied Knowledge Questions and
Questions at end of chapter
4. Assign selected Activity(s) for this chapter or for next
chapter as appropriate
Review: 1. Key points of preceding chapter
2. Discuss any Assignments from preceding chapter
Introduction: 1. Explain how the supervisor can do his job better with an
understanding of the principles of organization, administration,
and management
2. Discuss why planning is the first administrative function
Presentation: 1. How can we define an organization
2. What are the administrative functions of management
a. Review POSDCORB
b. Have students give examples of each function
c. Discuss the planning function at each level of
authority
d. Discuss the features of each type of plan, examples of
each, and the level at which they are typically made:
(1) Policies
(2) Fiscal plans
(3) Procedural plans
(4) Tactical plans
(5) Operational plans
(6) Auxiliary services plans
Activity 2: Organizational Structure
Introduction: 1. Explain why a good organizational structure will perform
poorly without good administration
a. Give examples of what happens when direction and
control are absent
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b. Explain why leading, directing, and controlling
people are most important at the line supervisor’s
level
Presentation: 1. Types of organizations (Visual aid) Lines of
authority and responsibility
a. Have students distinguish various types on
visual aid
b. Have students discuss advantages and
disadvantages of each
2. Give the four bases of dividing work
a. Have students give examples of each
b. Describe how the principles of Specialization
and Productivity are applied to the division of
work
3. Discuss the application and purpose of Unity of
Command
4. Span of Control
a. Have students describe the different limiting
factors
Activity 3: Delegation
Introduction: 1. Criticality of Delegation
a. Have students give examples of reasons for
Delegation
(1) How is Delegation a form of training
b. Have students give examples of Failures of
Delegation
c. Discuss the correct process
Application: 1. Display organizational charts from early part of lesson.
Have students discuss correct spans at each level, and reasons
for the span they selected. Have students give examples of the
tasks that may be delegated at each level and assignment
2. Discuss Applied Knowledge Questions as time permits
Review: Key points
Application: Discuss Exercises at end of chapter as time permits
Test: Have students answer questions at end of chapter, time
permitting
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TEST BANK
This section provides a bank of test questions for each chapter. The test bank follows
this format:
Multiple Choice
True or False
Short Answer
Test questions for the chapters are followed by the answer key. This will enable
instructors to copy questions directly for test use.
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Chapter One: The Supervisor’s Role
Multiple Choice Questions
1. The process of directing and controlling people and things so that an
organization’s objectives can be achieved is known as the
_________________ process.
a. Planning
b. Management
c. Delegating
d. Leadership
2. As part of the management process, __________ refers to the act of
overseeing people.
a. Delegating
b. Administration
c. Planning
d. Supervision
3. A worker’s performance and morale are strongly influenced by the
management of the supervisor due in part to:
a. The close relationship between the two
b. The strong influence the superior exercises upon the subordinate’s
physical environment
c. The strong influence the superior exercises upon the subordinate’s
social environment
d. All of the above
4. Which of the following is not a level in the organization in which
supervision takes place?
a. Work level
b. First-line level
c. Middle management level
d. Executive level
5. In the law-enforcement community, first-level supervisors are of special
importance because of the great need for:
a. Planning
b. Performance
c. Teamwork
d. Tradition
6. People are responsible for production and the _________ is responsible for
people.
a. Rules
b. Supervisor
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c. Policies
d. Administrator
7. A supervisor must be good at handling people in order to be a successful
_____________.
a. Team member
b. Leader
c. Officer
d. Rule maker
8. A good supervisor must do all of the following except:
a. Develop the art of influencing others
b. Coordinate efforts
c. Demand obedience, respect, and loyalty
d. Direct employees to proper goals
9. In gaining confidence and respect of subordinates, the supervisor must:
a. Exemplify their personal conduct that is demanded from their
subordinates
b. Clearly detail and communicate the conduct they expect from their
subordinates
c. Generate rules and regulations on the conduct they expect from their
subordinates
d. Set disciplinary principles for performance management on the
conduct they expect from their subordinates
10. A supervisor must be able to help to establish and achieve reasonable
________ for their subordinates.
a. Care
b. Goals
c. Charge
d. Command
11. The interests of management and the worker are:
a. Identical
b. Competing
c. Conflicting
d. Divergent
12. In order for keeping up with his responsibilities for keeping his superiors
informed through oral and written reports, the supervisor must keep
himself informed through:
a. Records
b. Research
c. Inspection
d. All of the above
13. Good supervisors should do all of the following except:
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a. marginal understanding of other scientific disciplines which have
contributed to the science of leadership
b. good working knowledge of the principle aspects of the job for which
they are responsible
c. keep themselves abreast of fundamental changes in practices,
techniques, and procedures in order to be equipped to carry
information to their subordinates from proper job performance
d. gain good working knowledge of the principles of organization,
administration, and management
14. Organizational knowledge includes:
a. Basic knowledge of the policies, rules, and objectives of the
organization
b. Understanding the legal ramification of his office and obligations for
the acts of his subordinates
c. Understanding of informal organizations within their department
d. All of the above
15. Supervisory responsibilities include all of the following except:
a. Line worker
b. Planning
c. Trainer
d. Controller
16. Planning includes all of the following except:
a. Inspecting work systems
b. Delegation of work
c. Conducting studies
d. Analyzing data
17. Supervisors who are _______________ obtain better results than those
that show no positive relationship between productivity of the subordinate
to job satisfaction and the type of supervision received.
a. Production-centered
b. Regulation-centered
c. Employee-centered
d. Performance-centered
18. To be a successful trainer, a supervisor must develop all of the following
skills through increased understanding of which of the following?
a. Individual differences upon learning
b. Psychological factors of learning
c. The learning process
d. All of the above
19. One of the primary functions of the supervisor in which they often shape
policy for the organization is known as:
a. Controlling
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b. Comptrolling
c. Decision-making
d. Delegating
20. A major responsibility of every supervisor is to provide __________ for
which they need to possess the traits of honorableness, courageousness,
and vitality.
a. Delegation
b. Leadership
c. Decision-making
d. Planning
True or False
1. The worker’s performance and morale are strongly influences by the
supervision that he or she receives.
2. A supervisor can be crippled by carrying democratic leadership too far
with his subordinates.
3. The supervisor derives his authority from the persons he or she supervises.
4. When delegating routine tasks to subordinates, the expert supervisor will
limit their authority and make them responsible for the final task.
5. The common elements of supervision can be grouped under those
activities that relate to the direction of people and their development, but
not their control or interpersonal relationships.
6. A successful supervisor is able to deal effectively with both the formal and
informal organization.
7. Effective supervisors control their subordinates properly.
8. The timing of communication has little impact on employees and how they
accept that communication.
9. The manner in which the superior officer communicates with his
subordinates has a vital bearing upon their interpersonal relations.
10. A supervisor who is a good leader will always stand by his convictions in
spite of adversity.
Short Answer
1. Name and describe two areas in which the supervisor should have and
apply organizational knowledge in order to be effective.
2. Name and describe three areas of supervisory responsibility.
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Chapter Two: The Supervisor’s Function in Organization, Administration, and
Management
Multiple Choice Questions
1. In an organization, a structure through which people work is known as a:
a. function
b. process
c. group
d. force
2. POSDCORB is an acronym in management that stands for:
a. Planning, Organizing, Staffing, Directing, Coordinating, Reporting,
and Budgeting
b. Planning, Organizing, Structuring, Delegating, Coordinating,
Reporting, and Budgeting
c. Planning, Organizing, Structuring, Directing, Controlling, Responding,
and Budgeting
d. Planning, Organizing, Staffing, Delegating, Controlling, Responding,
and Budgeting
3. From the POSDCORB model, which component is the all important duty
of interrelating the various parts of work:
a. Planning
b. Controlling
c. Coordinating
d. Structuring
4. From the POSDCORB model, this component is the whole personnel
function of bringing in and training the staff as well as maintaining
favorable conditions of work:
a. Planning
b. Controlling
c. Staffing
d. Reporting
5. From the POSDCORB model, this function involves the supervisor
forecasting the needs and problems and preparing plans to meet them?
a. Reporting
b. Planning
c. Directing
d. Budgeting
6. Plans which are prepared in order to meet exigencies encountered by
police are known as what type of plans?
a. procedural
b. structural
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c. operational
d. tactical
7. A type of plan which is designed for the purpose of giving guidance and
directing personnel in the performance of their normal police activities is
known as a ________ plan.
a. procedural
b. structural
c. operational
d. tactical
8. A plan that consists of a broad set of principles for the guiding of
personnel in the accomplishment of general organizational objectives is
known as _____________.
a. rules and regulations
b. policies
c. fiscal plans
d. auxiliary service plans
9. A plan that relates to such matters as budget preparation and the use and
control of funds allotted for personnel, equipment, and supplies is known
as _____________.
a. rules and regulations
b. policies
c. fiscal plans
d. auxiliary service plans
10. A plan that provides specific guides to both the conduct and performance
of personnel is known as _______________.
a. rules and regulations
b. policies
c. fiscal plans
d. auxiliary service plans
11. From the POSDCORB model, this function involves the control of a
subordinate’s activities and is the one function that consumes the majority
of the supervisor’s time?
a. coordinating
b. organizing
c. directing
d. staffing
12. From the POSDCORB model, this function ensures the unity of action not
only between the individuals but also between the organizational units?
a. coordinating
b. organizing
c. directing
d. staffing
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13. The supervisor can establish a climate in which the spirit of cooperation
will thrive among his subordinates by the use of ____________.
a. attitude
b. rewards
c. rules and regulations
d. authority
14. There are different types of organizations, and a _____________
organization is one that divides responsibility and authority among several
specialists within it.
a. line
b. functional
c. departmental
d. structural
15. In an organization, ___________ are established in order to designate how
work is to be divided among the various components of the establishment.
a. functions
b. hierarchies
c. structures
d. departments
16. In management, the dividing of work is a process which should involve
both _________________________.
a. research and synthesis
b. analysis and research
c. research and statistics
d. analysis and synthesis
17. The number of subordinates that can be supervised effectively by one
supervisor is known as the supervisor’s ______________________.
a. span of authority
b. span of control
c. span of attention
d. span of power
18. A negotiated document describing the goals of the task, the management
support promised, and the rewards and penalties to be expected is known
as a________________:
a. Win/Win Agreement
b. Win/Loss Agreement
c. Win/Goal Agreement
d. Win/Reward Agreement
19. When delegating a task to an employee who is competent to perform it, the
supervisor should also delegate ________.
a. team members
b. authority
c. resources
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d. rewards
20. The principle of ____________________ requires that the person to whom
work has been assigned through the delegation process should always
complete it to such an extent that the person who delegated the work is
only left to approve it.
a. exception principle
b. completed delegation
c. delegation to subordinates
d. completed staff work
True or False Questions
1. A supervisor’s job deals primarily with the directing of subordinates and
he must not concern himself also with the internal conditions of the
organization.
2. Plans may be classified into several types according to the purpose they
serve.
3. Recruitment, training, and placement are proper and necessary staffing
functions of each supervisor.
4. A straight line organization is the opposite of a military or departmental
type of organization.
5. The functional organization in its pure form is most common in present-
day organizations except at or near the top level.
6. When dividing work, homogenous work should be apportioned to the
same unit.
7. The principle of specialization and the law of productivity require
assigning to each worker the fewest possible kinds of tasks or operations in
order to improve the quality and increase the quantity of his work and
giving him the highest class of work for which his natural abilities fit him.
8. A supervisor cannot effectively reduce his span of control by delegating
work.
9. The primary function of the manager is to preside over the process of
delegation.
10. The exception principle is in direct opposition to that of the principle of
delegation since it is independent of the effective application of the
delegation function.
Short Answer:
1. Name and Define POSCORB:
2. Name and describe the three basic organizational structures.
TEST BANK ANSWER KEY
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Chapter 1
Multiple Choice
1. B; p. 2
2. D; p. 2
3. D; p.2
4. A, p. 2
5. C; p. 2
6. B; p. 2
7. B; p.2
8. C; p. 2
9. A; p. 2-3
10. B; p.3
11. A; p. 3
12. D; p. 4
13. A; p.4
14. D; p.56
15. A; p. 5-7
16. B; p. 5-6
17. C; p. 6
18. D; p. 6
19. C; p. 7
20. B; p. 7
True or False
1. True p. 2
2. True p. 2
3. False p. 3
4. False p. 4
5. False p. 5
6. True p. 5
7. True p. 6
8. False p. 7
9. True p. 7
10. True p. 7
Short Answer
Question 1: Name and describe three areas in which the supervisor should have
and apply organizational knowledge in order to be effective?
Possible responses:
A Supervisor should have an understanding of the policies, rules,
procedures, practices, function, and objectives of the organization.
A supervisor should also have an understanding of the functions and
operations of his local subdivision of government and its relation to
other government units.
The supervisor should have an understanding of allied agencies and the
services that they can provide.
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The supervisor should be familiar with the local political atmosphere,
although careful not to conflicts of interests.
The supervisor should understand the legal ramifications of his office,
his obligation, liabilities, and responsibilities for the acts of his
subordinates.
The supervisor should have knowledge of the informal organizations
and groups within his department to which his subordinates and
superiors may belong.
The supervisor is familiar with the personnel rules, policies, and
practices governing aspects of the job such as personnel, promotions,
assignment, terminations, sickness benefits, retirement, disciplines,
merit ratings, leaves of absences, contractual agreements, and vacation
policies.
Question 2: Name and describe three areas of supervisory responsibility?
Planner- the supervisor must be an expert at planning operational activities
and methods which includes inspecting work systems, conducting studies,
analyzing data, and developing mature recommendation for constructive
changes in organization and operations when necessary. Forecast future
needs of the organization as part of the planning activities, anticipate
problems, make decisions to solve problems, simplification of practices to
increase efficiency , streamline procedures, reduction of paperwork, and
effective use of personnel resources.
Personnel Officer – assign subordinates as scientifically as possible to the
position for which they are best suited and to the places and at the times
they are most needed.
Trainer – train their employees to be efficient, effective producers who
gain satisfaction from their work. To be an effective teacher the
supervisor must gain a knowledge and understanding of the learning
process, the effects of the individual differences upon leaning, and the
psychological factors involved in teaching.
Controller – control the subordinates properly and have proper follow-up
to determine that rules and regulations have been followed and orders
properly executed, never obstruct corrective action that is justified, and
protect subordinated from unjust punishment.
Decision-maker and Communicator – make decisions that shape policy for
the organization, communicate in a timely manner, as well as the location
of communication in a manner for the message to have the greatest
acceptance by the employees and increase interpersonal relations.
Leader – possess the traits of honorableness, courageousness, and vitality,
be intelligent and both persuasive and flexible, use good common sense,
motivate employees through positive incentives, provide opportunity for
professional growth and development, and help them progress toward their
goals. They should stand by convictions in spite of adversity and adopt
new principles when the need for higher or better ones becomes evident.
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Chapter 2
Multiple Choice
1. c, p. 10
2. a, p. 10
3. c, p. 10
4. c, p.10
5. b, p.11
6. d, p.11
7. c, p.12
8. b, p. 12
9. c, p. 12
10. a, p. 12-13
11. c, p. 13
12. a, p. 14
13. a, p. 15
14. b, p. 16
15. c, p.18
16. d, p.18
17. b, p.19
18. a, p.21
19. b, p.21
20. d, p.23
True or False
1. False, p. 10
2. True, p. 11
3. True. P. 13
4. False, p. 15
5. False, p. 16
6. True, p. 18
7. True, p. 19
8. False, p. 20
9. True, p.22
10. False, p.23
Short Answer
1. POSCORB: Planning, Organizing, Staffing, Directing, Coordinating,
Reporting and Budgeting.
Planning: working out in broad outline the things that need to be done and the
methods for doing them to accomplish the purpose set for the enterprise
Organizing: establishment of the formal structure of authority through which
work subdivisions are arranged, defined, and coordinated for the defined
objective
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Staffing: the whole personnel function of bringing in and training the staff and
maintaining favorable conditions or work
Directing: the continuous task of making decisions and embodying them in
specific and general orders and instruction and serving as the leader of the
enterprise
Coordinating: the all-important duty of interrelating the various parts of the
work
Reporting: that is keeping those to whom the executive is responsible
informed as to what is going on, which thus includes keeping himself and his
subordinates informed through records, research, and inspection;
Budgeting: all that goes with budgeting in the form of fiscal planning,
accounting, and control
2. The 3 basic organizational structures are: Line Organization; Functional
Organization; and Line and Staff Organization.
Line Organization: The straight line organization, often called the
individual, military, or departmental type, is the simplest and perhaps the
oldest, but is seldom encountered in its true form in any but the smallest
organizations. The channels of authority and responsibility extend in a
direct line from top to bottom within the structure. Authority is definite
and absolute. A line organization is utterly simple, it involves a division
of work into unites with a person in charge who has complete control and
who can be held directly accountable for results, or lack of them; quick
decision making; and because responsibility is clearly fixed, discipline is
easily administered, responsibility for decision making is well identified,
and singleness of purpose is fostered; and the coordination of effort is
relatively easy to achieve because functional overlapping between units, a
prime cause of friction in any organization, can be minimized.
Supervisory personnel in a line organization are too often required to
perform the duties of specialists because little use is made of the latter for
giving advice and counsel to line units; it is often difficult to establish
functional definition at the outset; if jealousies exist between managers of
the various unites, each unit will tend to become “departmentalized” with
the result that harmony of operations will be reduced and internal friction
will arise.
Functional Organization: In its pure form, a functional organization is
rarely found in present-day organizations except at or near the top level.
Establishments organized on a functional basis violate the prime rule that
workers perform best when they have but one supervisor. The functional
organization divides responsibility and authority among several specialists.
The functional responsibility of each “functional manager” is limited to the
particular activity over which he has control, regardless or who performs
the function. Coordination of effort in this type of organization becomes
difficult since the employees responsible for results may be subject to the
functional direction of several persons. Discipline is difficult to
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administer, and there may be considerable conflict among the functional
administrators, resulting in much confusion among line personnel. Lines
of authority and responsibility are fragments into many functional
channels, making each supervisor responsible to several superiors based on
the function he happens to be performing. A functional organization
format is successful is a task force in that task forces can be very effective
because they are highly focused on coordinated effort.
Line and Staff Organization: The line and staff organization is a
combination of the line and functional types and is found in almost all but
the very smallest police agencies today. It combines staff specialists or
units with line organization so that the service of knowledge can be
provided to line personnel by specialists. Channels of responsibility and
authority are left intact since the specialist’s responsibility is to “think and
provide expertise” for the line units, which are then responsible for “doing.”
The line supervisor must remember that he obtains advice, not commands,
from the staff specialist. In normal operations, the staff supervisor has line
command only of those subordinates in his particular unit.
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