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Supervision Practices > Session 2- Supervisor Role and Communication > Flashcards

Session 2- Supervisor Role and Communication Flashcards

1
Q

What should Sergeant Mullins keep in mind when reducing a lengthy report?

A
  1. Analyze the report to select the IMPORTANT IDEAS. Then, LIST them.
  2. Add collateral detail to provide a basis for understanding.
  3. Preserve the TRUE MEANING of the report - avoid any distortion of the author’s meaning - DO NOT TAKE EXCERPTS OUT OF CONTEXT.

Important ideas are the core concepts that need to be communicated clearly.

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2
Q

What are the 3 main reasons why written communications fail to achieve what is intended?

A
  1. The writer fails to discriminate between fact and nonfact and thus misinterprets the data.
  2. The writer fails to use the most specific and concrete words to make his meaning clear.
  3. The writer fails to support his conclusions by factual data.

These reasons highlight common pitfalls in effective written communication.

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3
Q

Why do written communications require more attention than oral ones?

A

Because the reader has NO OPPORTUNITY to clarify meanings intended by the writer by QUESTIONING him.

Oral communication allows for immediate feedback and clarification, which is not possible with written forms.

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4
Q

What is the distinction between being ‘an authority’ and being ‘a leader’?

A

A LEADER is able to get subordinates to do as he wishes because they want to do so. The LEADER stimulates, motivates, and inspires the group to follow WILLINGLY, even EAGERLY. The AUTHORITY pushes and drives his subordinates, who yield and obey because they fear the consequences of disobedience.

This distinction emphasizes the difference between influence and control in leadership.

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5
Q

Why is there resistance to leadership training?

A

Resistance often stems from supervisors’ inability to realistically apply leadership principles to their assignments, leading them to rely on traditional methods. They may also resist due to the intangible nature of refined supervisory practices and the military connotation of supervision.

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6
Q

Is leadership ability inherited?

A

No, few are ‘born leaders.’ Any intelligent person can earn leadership status through development and training. Leadership must be formally recognized and earned.

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7
Q

What are 3 types of leaders?

A
  1. The Autocrat: Makes decisions unilaterally, effective in emergencies but not long-term. 2. The Democratic Leader: Involves subordinates in decision-making, leading to better performance and satisfaction. 3. The Free-Rein Leader: Minimally controls subordinates, which may affect morale.

The selection of the right approach for the right situation is key to skillful leadership.

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8
Q

What does a command presence denote?

A

It indicates complete command of mental and physical faculties, encompassing dignity, self-assurance, and poise, showing the ability to take command of any situation.

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9
Q

What is perhaps the best mark of good organizational leadership?

A

A high level of discipline.

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10
Q

How must a leader conduct himself?

A

A leader must adhere to high standards of honor and integrity, avoiding all appearances of evil. His conduct is appraised in three frames: what it is, what he thinks it is, and what it appears to be to others.

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11
Q

Should a supervisor engage in self-appraisal?

A

Yes, he should evaluate his leadership qualities objectively to gain insight into his strengths and weaknesses.

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12
Q

Should a supervisor study the personal traits of successful leaders?

A

Yes, supervisors should observe and adapt desirable traits to refine their leadership techniques.

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13
Q

Should a supervisor consult with his workers when making a decision?

A

Generally yes, if practical. However, this does not mean taking a vote before every decision.

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14
Q

What is the ‘ideal’ of human efficiency?

A

To achieve the greatest production in the shortest time with minimum energy and maximum satisfaction for producers.

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15
Q

How may a supervisor quickly lose the confidence of his subordinates?

A

By making accusations before learning all the facts. Always try to get the facts first.

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16
Q

A leader is often judged by his language. What are some guidelines?

A
  1. Speech should be positive and direct. 2. Avoid vulgar or sarcastic language. 3. No inflammatory remarks. 4. Avoid ultimatums except as a last resort. 5. Do not talk down or over the heads of subordinates.
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17
Q

What is a frequent complaint of workers?

A

That criticism comes readily but praise seldom.

Praise should be given when merited, and it is effective when done publicly, while criticism should be private.

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18
Q

How should a supervisor reprimand a subordinate?

A
  1. Mean what he says. 2. Get the facts. 3. Stay calm. 4. Address unacceptable behavior directly. 5. Allow the worker to respond. 6. Have a plan for improvement. 7. Use a soft approach to reduce resistance.
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19
Q

Should a supervisor try to ‘know’ his subordinates?

A

Yes, he should learn about his subordinates individually and collectively.

A supervisor should avoid meddling in personal lives unless work is affected.

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20
Q

What are some common reasons for failures in order-giving?

A

Indistinct speech, poor word selection, haphazard order-giving, too many orders at once, or neglecting to follow up.

Persuasion is more effective than coercion.

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21
Q

When are direct orders most appropriate?

A
  1. In emergencies requiring prompt action. 2. When dealing with lazy or indifferent workers.
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22
Q

When are requests most appropriate?

A

Most orders should be framed as requests, as cooperation is more readily obtained this way.

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23
Q

When are implied or suggestive orders most appropriate?

A
  1. With reliable employees who assume responsibility. 2. To develop initiative when immediate action is not essential.
24
Q

When are ‘requests for volunteers’ most appropriate?

A

To perform dangerous or disagreeable tasks that the supervisor cannot or should not perform himself.

This should not be used to escape responsibility.

25
Q

What is the difference between transactional and transformational leadership?

A
  1. Transactional Leaders exchange valued things for performance. 2. Transformational Leaders raise motivation and morality, encouraging followers to transcend self-interest for the group.
26
Q

Are there necessary considerations for supervising a diverse workforce?

A

Yes, supervisors must embrace diversity, ensure respect among subordinates, and act against inappropriate conduct.

27
Q

Should a supervisor ignore the ‘age gap’ among squad members?

A

No, supervisors must understand generational differences to build an efficient team.

Mentoring relationships can help bridge generational gaps.

28
Q

SHOULD A SUPERVISOR BE DECISIVE WHEN ENGAGED IN THE DECISION-MAKING PROCESS?

A

YES. He must be able to draw conclusions from facts at hand and stick to a decision unless, of course, it is manifestly improper. Even a wrong decision is better than no decision at all. Decisiveness has a stabilizing influence upon subordinates. Indecisiveness is easily spotted. It tends to destroy confidence and lower respect.

29
Q

WHAT ARE THE MAJOR STEPS IN THE DECISION-MAKING PROCESS?

A
  1. An awareness that a real problem exists and there is a NEED for a decision. 2. Obtaining the FACTS. Get the opinion of others as supportive data when subjective decisions are involved. 3. Data is collected and evaluated. Personal BIAS should be eliminated in the analysis. 4. Alternate approaches should be decided upon and probable consequences should be weighed. 5. A DECISION must be made from the alternate solutions. 6. Finally, appropriate FOLLOW-UP should take place so that results of the decision may be checked and evaluated.

The making of decisions or the drawing of conclusions should NEVER be based on snap judgments.

30
Q

What is the most common failing of inexperienced supervisors?

A

OVERSUPERVISION - It arises from the failure to delegate tasks. When they take it upon themselves to do their subordinate’s work, initiative is corroded and morale invariably suffers. If an employee is capable of performing his assigned task, he should be allowed to do so without the supervisor standing over him checking on every detail.

31
Q

IT IS OFTEN SAID THAT EVEN THE MOST EFFICIENT EMPLOYEE WANTS SOME ATTENTION FROM HIS SUPERVISOR. WHY IS THIS SO?

A

The efficient worker wants some attention to give him assurance that his good services are NOT GOING UNNOTICED. Recognition is a positive motivator.

32
Q

UPON BEING PROMOTED, SERGEANT MULLINS IMMEDIATELY SEVERED ALL HIS OLD FRIENDSHIPS WITH SUBORDINATES. IS THIS PROPER?

A

NO. There is always room for forthright friendship between supervisors and their subordinates. However, friendship should NOT be allowed to become the basis of preferential treatment. Overfamiliarity and the taking of unjustified liberties by subordinates, purely because of friendship, should be discouraged.

Keep in mind that STATUS distinctions between a sergeant and his subordinates should NOT be allowed to become so great that he gives them the impression that he is an entirely DIFFERENT species.

33
Q

MUST A SUPERVISOR SET A GOOD EXAMPLE FOR HIS SUBORDINATES?

A

YES, YES, YES! He will hardly be in the best position to take remedial action against others if HIS OWN conduct is not above reproach.

34
Q

WHAT IS AN UNDERLYING PRINCIPLE OF COMMUNICATING A SUPERVISOR SHOULD BE AWARE OF?

A

That ideas and decisions can be more readily translated into the desired action when they are communicated to others with some consideration given to the EMOTIONAL NEEDS of the recipient and his environment.

Certain words and expressions should be scrupulously avoided.

35
Q

WHAT ARE SEVERAL BARRIERS TO EFFECTIVE COMMUNICATIONS?

A
  1. Failure to listen - This usually results from a lack of effort to engage actively in the communicating process. 2. Status differences - The greater the difference in rank, the greater will be the difficulty in achieving effective communications. 3. Psychological size - Often subordinates will resent having the boss talk down to them. 4. ‘Noise’ - This word is used to describe psychological stress from the outside or inside. 5. Language barriers - Most misunderstandings result from the assumption that what is perfectly obvious to the SENDER is also clear to the RECEIVER. 6. Fear of criticism - Many individuals avoid making positive declarations because they fear being criticized. 7. Jumping to conclusions - Jumping to a conclusion on incomplete information before ‘hearing out’ a subordinate is a tendency which supervisor personnel must suppress. 8. Filtering - As information is passed from individual to individual, usually a distortion or dilution of content occurs. 9. Individual sentiments and attitudes - The acceptance of a communication depends upon the RECEIVER’S needs. 10. Intentional suppression of communications - Each supervisor is obliged to keep his subordinates informed. 11. Complexity of communications channels - The more persons who are involved in the interpretation of messages, the greater is the possibility that the end product will be distorted. 12. Overloading of channels - Each communicator should control the quality of his messages. 13. Overstructuring of communications channels - Too much insistence that employees follow FORMAL communications channels will tend to sterilize the passing of information upward, downward and across organizational lines.
36
Q

HOW CAN A SUPERVISOR OVERCOME COMMUNICATION BARRIERS?

A
  1. Determine objectives - Before communicating, she should be sure her ideas are clear in her own mind. 2. Practice empathy - Try to gain a better understanding of the thoughts and feelings of those affected. 3. Obtain feedback - Feedback is perhaps the most important of the supervisor’s tools in learning if she is communicating well. 4. Keep subordinates informed - Employees will react best to changes in plans or operations when they have been given some background. 5. Be consistent in communicating - Communications which are devised to bring about lasting results should be CONSISTENT with the long-term GOALS of the organization. 6. Make actions speak louder than words - A supervisor must not prescribe one course of action for her subordinates and then follow another more favorable course herself. 7. Listen, understand and be understood - Communicating is a TWO-WAY process.
37
Q

WHAT IS AN AUTOCRATIC COMMUNICATION?

A

An AUTOCRATIC communication is one that is issued without the concurrence of those affected. It is fast and suitable in an emergency.

38
Q

WHAT IS A DEMOCRATIC COMMUNICATION?

A

A DEMOCRATIC communication is one that is developed with the participation of those affected. Acceptance is usually achieved but it lacks speed and directness as compared with an AUTOCRATIC communication.

39
Q

WHAT IS A FREE-REIN COMMUNICATION?

A

A FREE-REIN communication is one that is made with a minimum of contacts, leaving subordinates to operate ‘ON THEIR OWN.’ Leadership and guidance are often absent.

40
Q

WHICH TYPE OF COMMUNICATION IS ALWAYS THE BEST?

A

No one is always the best. Each type has its place. While DEMOCRATIC communications hold greatest promise for success in most NORMAL operations, the supervisor will find that he must forgo consultation with his subordinates when SPEED of operations is essential.

41
Q

What are some characteristics of a well written communication?

A
  1. Clarity of expression - A sentence must not only be capable of being understood, it must be incapable of being misunderstood.
  2. Simplicity of style - Writers should consider the reading ability of their audience.
  3. Accuracy - Important to prevent misleading those who rely on the report.
  4. Arrangement - Ideas should be arranged logically for easy understanding.
  5. Style - The first sentence should express the essence of the paragraph.
  6. Conclusions, etc. - Final paragraphs should present conclusions or recommendations.
  7. Format - The heading indicates the title; the body presents main ideas; the closing incorporates conclusions.
  8. Written order - Use written communication to hold someone strictly accountable.
  9. Note - Most police agencies communicate by e-mail, which can lead to casual communication.
42
Q

What is the one ability that successful communicators have?

A

The knack of seeing things from the other person’s point of view, judging beforehand what effects our words will have on someone else.

A communicator should not assume that if a sentence is clear to them, it is clear to the reader.

43
Q

What is an important factor in communicating?

A

Everything an individual reads or hears is affected by all the information and experience that person has acquired previously.

44
Q

When should the communication be in writing?

A
  1. If you want a record of the communication.
  2. If you want to hold someone strictly accountable.
  3. When you have complicated statistics or hard to follow procedures.
45
Q

When should oral communicating be used?

A
  1. When you anticipate questions.
  2. When you present argumentative presentations.
  3. When you want to increase interest.

Use a combination (oral and written) for important, complicated presentations.

46
Q

What about the scope of a communication?

A
  1. Avoid presenting a broad subject shallowly; cover a small subject in more detail.
  2. Formal communications require a broader scope with more background information.
  3. Highly technical readers prefer the smallest possible scope.
  4. For ‘future reference’ documents, make the scope broad.
  5. If undecided whether to include information, include it.
47
Q

Should a writer avoid broad general expressions?

A

Yes! They create vagueness and ambiguity.

48
Q

Should a communicator try to improve his vocabulary?

A

Yes! The more words you know, the more likely you are to find the best one to express a specific image.

49
Q

What can be used to show how a total is divided into parts?

A

A ‘PIE’ or circle graph. The ‘PIE’ represents the whole, and varying-sized slices represent the parts.

50
Q

What is the purpose of an organizational chart?

A

To show who is who and who is responsible to whom.

51
Q

In a report if you first state the evidence and then tie in the evidence to arrive at a conclusion, what is it called?

A

The inductive approach.

If you first state the conclusion and then support it with evidence, it is called deductive.

52
Q

When writing letters to the public, what should be done?

A

Try to humanize your letters. Use goodwill endings and adopt a person-to-person tone.

53
Q

When answering a request from a citizen and the request must be denied, how should the communication begin?

A

By stating that you have given the request careful consideration.

54
Q

What is the most important section of a short report?

A

The presentation of the findings or results.

55
Q

What subdivisions should a progress report consist of?

A

An introduction, a main body, and a conclusion.

56
Q

What are some functions of memorandums?

A
  1. As a form of ‘inside the organization’ letter.
  2. To furnish a record of work accomplished.
  3. To keep complex information straight.
  4. To disseminate information to large numbers of people.
  5. To record oral discussions.

Supervision Practices (6 decks)

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