Professional Documents
Culture Documents
Full Download PDF of Solution Manual For Supervision and Leadership in A Changing World: 0132605368 All Chapter
Full Download PDF of Solution Manual For Supervision and Leadership in A Changing World: 0132605368 All Chapter
Full Download PDF of Solution Manual For Supervision and Leadership in A Changing World: 0132605368 All Chapter
https://testbankmall.com/product/solution-manual-for-abnormal-
psychology-in-a-changing-world-10th-edition-by-nevid/
https://testbankmall.com/product/systems-analysis-and-design-in-
a-changing-world-7th-edition-satzinger-solutions-manual/
https://testbankmall.com/product/test-bank-for-sociology-in-a-
changing-world-9th-edition/
https://testbankmall.com/product/test-bank-for-sociology-in-a-
changing-world-9th-edition-kornblum/
Systems Analysis and Design in a Changing World 7th
Edition Satzinger Test Bank
https://testbankmall.com/product/systems-analysis-and-design-in-
a-changing-world-7th-edition-satzinger-test-bank/
https://testbankmall.com/product/abnormal-psychology-in-a-
changing-world-nevid-9th-edition-test-bank/
https://testbankmall.com/product/abnormal-psychology-in-a-
changing-world-10th-edition-nevid-test-bank/
https://testbankmall.com/product/solution-manual-for-economics-
principles-for-a-changing-world-5th-edition-eric-chiang/
https://testbankmall.com/product/business-foundations-a-changing-
world-11th-edition-ferrell-test-bank/
a) Formal position-chain of command
b) Reward-those who do well
c) Punish-those who do not do well
d) Expert-authority on a topic
e) Referent-personal charisma
3. Do not ignore your followers—supervisors only have as much power as
their followers grant them.
4. Command and control-The leadership approach to leading self-managing
teams represents coaching and convincing subordinates which is more
than simply telling them what to do.
D. It’s how you behave: leader behaviors
1. Research studies assume that leaders perform two main functions—
accomplish the task and satisfying followers’ needs. The leader’s
behaviors are both task-oriented (what they must do) and social- or
people-oriented (reducing tension and boosting morale).
a) The Ohio State studies: Two leadership styles are measured
including consideration (the leader is friendly and approachable)
and initiating structure (work is organized by defining roles and
channels of communication). Conclusions of the research state
that it usually is a balance of styles which work best and that the
leadership style that is right for one situation might be wrong for
another.
b) The University of Michigan studies: Two leadership styles are
identified including employee-oriented leaders (focus on building
good interpersonal relationships) and job centered leaders (focus
on production and the job’s technical aspects.
c) The Level 5 Leadership Style: Level 5 leadership is a blend of
personal humility and professional will. Level 5 leaders are
modest, calm, and willing to take the blame but also exhibit an
unwavering resolve to do what is required to get the job done.
d) Leadership style and emotional intelligence: People who score
high on emotional intelligence act self-confident, trustworthy,
culturally sensitive, and persuasive.
2. Transformational leadership-those leaders who bring about “change,
innovation, and entrepreneurship.” They recognize the need for
revitalization, create a new vision, and institutionalize change. Behaviors
exhibited include: charismatic, inspirational, considerate, and stimulating.
E. Adapting your style to the situation
1. Situational leadership theories-leadership traits and styles that might be
right for one situation may backfire in another. Also, leaders can exhibit
more than one style.
a) Fiedlers Contingency Theory of Leadership: This theory
determines whether the people-oriented style or the task-oriented
style is best for the situation. This is determined by leader position
power, task structure, and leader-member relations.
b) Path-goal leadership theory: This theory is based on whether a
person will be motivated, depending on whether the person
believes he or she can accomplish a task, and on whether he or she
desires to do so. Four leadership styles are identified including:
(1) directive leadership; (2) supportive leadership; (3) participative
leadership; and (4) achievement-oriented leadership.
c) Substitutes for leadership theory: This theory states that various
characteristics of the subordinates, the task, and the organization
may either (1) substitute for (render unnecessary) leadership action
or neutralize (prevent) the leader’s best efforts. See Tables 2.3.
2. Rank (6) high to (1) low the leadership traits discussed in Chapter 2 in order of their
importance. Discuss why you ranked them as you did, by illustrating how specific
public figures exhibit such traits or could benefit from having more of such traits.
Answer: Answers to this question will vary and are a basis for good discussion. Core traits
which will usually rank high will be: leaders have drive, leaders are motivated to lead,
leaders have self-confidence, and leaders know the business.
3. How effective can a leader (supervisor) be without a power base to influence people?
Why?
Answer: A leader without a power base is really not a leader at all and has no chance of
influencing anyone to do anything.
4. Using your knowledge of the studies of leadership behavior, give examples of how
leaders such as George W. Bush or Barack Obama seem to use various styles in order
to move people in the desired direction?
Answer: Researchers have spent years trying to explain how a leader’s behavior relates to
his or her effectiveness. Leaders, who are successful, perform two main functions:
accomplishing the task and satisfying followers’ needs.
5. Name and briefly describe the effects of five individuals who have demonstrated
transformational leadership.
Answer: Individuals who have demonstrated transformational leadership may include:
Martin Luther King, Jr., Billy Graham, Oral Roberts, Jim Jones, Bill Clinton, the Pope,
Michael Jordan, Donald Trump, and others.
6. Give an example to show how you could apply situational leadership theories at work
or when engaged in some non-work activity with friends.
Answer: Fitting the leadership style to the situation: directive style to subordinate who
expects direct guidance; supportive style to subordinate who lacks self-confidence; and
participative style to subordinate who wants to make his/her own decisions.
7. Why do you think delegating such an important part of the situational leadership
model?
Answer: When applying the situational leadership model, depending on the leadership style
used, the delegation of authority is important to carry out the assignment.
8. List and briefly discuss the four fundamental guidelines to keep in mind when
supervising a diverse workforce.
Answer: (1) Ask: Are you adjusting to individual differences?-supervisory actions may
trigger different reactions; (2) Develop your “multi-cultural” consciousness-take an active
role in educating yourself; (3) Ask: Are you really treating everyone equally?-you may treat
people who are not similar to you differently than you treat others; (4) Actively integrate
immigrants into your team-work diligently to welcome immigrants to your team.
CASE STUDY 1
Just Promoted - Born to Lead?
1. Joe does a poor job in exhibiting the core traits discussed in this chapter. Joe can’t lead when
he is doing the job himself. He seems not to have the self-confidence needed to contribute to
his success as a supervisor. He may know the business well, but most likely lacks the
“cognitive ability” to make good decisions.
2. Joe is not monitoring his workers. If he were, they would not be standing around when he
returned to the job. Putting work before personal problems of his workers, indicates that the
interpersonal facet of his job is not being covered.
3. When you take a good working off the line and say to them “now you’re a supervisor,” that
does not mean for sure that they are a good leader. Companies must be very careful when
they promote within, to orientate line workers to what a job in management involves.
4. Strong points:
Has participated in executing decisions
Knows the workers personally
Knows the company and the jobs to be done
Can schedule work
Weak points:
Little knowledge of company policies
Problems with making decisions
Must lead- not run machines
Does not care about worker personal problems
Can not motivate workers effectively
*Encourage inclusiveness
3. After the group’s spokesperson has shared his or her recommendation with the class, open up
a discussion of how Rudy could have made it through the first day. It seems that
management gave Rudy no orientation or instruction of what to do or how to accomplish his
objectives.
CASE STUDY 2
Turning around the U. S. S. Benfold
Transformational leaders, like the commander, bring about change, innovation, and
entrepreneurship. They recognize the need for revitalization, creating new vision and
institutionalizing change. Behaviors include charismatic, inspirational, and stimulating.
2. Trait comparison:
Trust Honesty
Of the Business
3. Use the Path-Goal Leadership Theory:
Leadership in the Navy is very rigid. Without extensive experience, Commander Abrashoff
would not be assigned to captain a ship like the U. S. S. Benfold.
4. Influence of Interviews:
As a transformational leader, change was institutionalized through innovation and creating a new
vision through personally involving the Sailors by interviewing them. Behaviors exhibited here
included stimulation ( Motivation ).The Goals here were obtained by direct, supportive
participation and achievement-orientated leadership.
5. Leadership:
A leader must engage in the behaviors required to get his or her people to move in the desired
direction. Most studies assume leaders not only accomplish the task but satisfy follower’s needs.
Another random document with
no related content on Scribd:
large plum regions, having been introduced by Burbank in 1889. In
1897 it was added to the fruit catalog list of the American
Pomological Society. Even though this plum is very distinct, with its
solid red flesh, it is much confused with other sorts. A Japanese in a
letter[222] to L. A. Berckmans says “Beni-Smomo comprises a group
of red-fleshed plums. In Satsuma, my native home, Hon-smomo and
Yone-smomo are the most noted and familiar fruits of this group, the
first is the smallest in size and deepest in color, while the second is
the largest and most highly esteemed. In some districts, plums in this
group are called Uchi-Beni, which means red inside.” Hon-smomo or
Blood Plum No. 4 was separated from the Satsuma or Yonemomo by
the Georgia Horticultural Society but Bailey found them
indistinguishable.
SAUNDERS
Prunus domestica
1. Am. Pom. Soc. Rpt. 143. 1885. 2. Can. Hort. 14:92, 223. 1891. 3.
Ibid. 19:253. 1896. 4. Ont. Exp. Sta. Rpt. 45, 46. 1899. 5. Can. Hort.
27:244. 1904.
Saunders Seedling 5.
SERGEANT
Prunus domestica
1. Cal. State Bd. Hort. 49, 51. 1887. 2. Ibid. 234, 235. 1890. 3. Ibid. 105.
1891. 4. Wickson Cal. Fruits 357. 1891. 5. U. S. D. A. Div. Pom. Bul.
7:316, Pl. IV fig. 2. 1898. 6. Am. Pom. Soc. Cat. 39. 1899. 7. Waugh Plum
Cult. 121. 1901.
Prune d’Ente 2. Prunier Datte 1. Robe de Sergent 2, 5, 6. Robe de
Sergeant 7. Robe de Sergent 1, 3, 4.
Tree upright, with branches and branchlets thickish, more robust than
Agen; foliage large, lancet-shaped, glossy, much broader and more shiny
than Agen; fruit mid-season; of medium size, roundish-oval, enlarged on
one side; skin deep purple to blackish with a thick bloom; flesh greenish-
yellow, juicier than Agen, sweet, high flavored; quality good; stone partially
clinging; valuable for preserving and drying.
SHARP
Prunus domestica
1. Lond. Hort. Soc. Cat. 153. 1831. 2. Downing Fr. Trees Am. 315.
1845. 3. Ann. Pom. Belge 63, Pl. 1859. 4. Cultivator 8:25 fig. 1860. 5.
Downing Fr. Trees Am. 948. 1869. 6. Guide Prat. 160, 358. 1895. 7. Jour.
Roy. Hort. Soc. 21: Pt. 2, 222. 1897. 8. Waugh Plum Cult. 122, 123 fig.
1901.
Alderton 5. Dolphin 5. Dauphin 5. Denyer’s Victoria ?2, 5, 7. Empereur
de Sharp 3, 6. Imperial de Sharp 5. Imperiale de Sharp 6. Prune Imperiale
de Sharp 3. Queen Victoria ?2. Royal Dauphine 5. Sharp 8 incor. Sharp’s
Emperor 1, 2 incor., 4, 5 incor. Sharp’s Emperor 3, 6, 8 incor. Sharpe’s
Emperor 7. Sharps Kaiserpflaume 6. Victoria 5, 8 incor.
SHELDRAKE
Prunus domestica
Although extremely vigorous and productive this variety is so
inferior in quality as to be of doubtful value. Sheldrake originated as
a chance seedling on the shore of Cayuga Lake near the town of
Sheldrake, New York. It was discovered and propagated by J. T.
Hunt of Kendaia, New York, and has been under test at the Geneva
Station since 1895.
Tree large, vigorous, round-topped, productive; branchlets thick, with
long internodes, pubescent; leaves drooping, somewhat flattened, oval,
nearly two and one-half inches wide, four and one-quarter inches long;
margin serrate with few, small, dark glands; petiole pubescent, tinged red,
thick, glandless or with from one to four rather large glands usually at the
base of the leaf; blooming season intermediate in time, short; flowers
appearing after the leaves, nearly one and one-quarter inches across;
borne singly or in pairs.
Fruit rather early; one and one-half inches by one and three-eighths
inches in size, roundish-oblong; cavity very deep, abrupt; color purplish-
black, overspread with thick bloom; dots conspicuous; stem thickly
pubescent; skin thin, tender, slightly acid; flesh yellow, tender, sweet next
the skin, but sour near the center, inferior in flavor; poor in quality; stone
dark-colored, semi-clinging, one inch by three-quarters inch in size,
broadly ovate or irregularly oval, flattened, with roughened and granular
surfaces; ventral suture prominent, blunt.
SHIPPER
SHIPPER
Prunus domestica
SHIRO
SHIRO
1. Cal. State Bd. Hort. 53 fig. 1897. 2. Burbank Cat. 1899. 3. Waugh
Plum Cult. 225. 1901. 4. Rural N. Y. 62:582. 1903.
Late Klondike 1.
SHROPSHIRE
SHROPSHIRE
Prunus insititia
1. Rea Flora 209. 1676. 2. Lond. Hort. Soc. Cat. 146. 1831. 3. Prince
Pom. Man. 2:90. 1832. 4. Loudon Enc. Gard. 921. 1834. 5. Downing Fr.
Trees Am. 297. 1845. 6. Floy-Lindley Guide Orch. Gard. 282, 383. 1846.
7. Thompson Gard. Ass’t 520. 1859. 8. Hogg Fruit Man. 377. 1866. 9. Am.
Pom. Soc. Cat. 36. 1875. 10. Hogg Fruit Man. 695. 1884. 11. Mich. Hort.
Soc. Rpt. 289. 1889. 12. Am. Gard. 14:146 fig., 147, 148. 1893. 13.
Cornell Sta. Bul. 131:192 fig. 46. 1897. 14. Garden 53:265. 1898. 15.
Mich. Sta. Bul. 169:243, 247. 1899. 16. Waugh Plum Cult. 130 fig. 1901.
17. Va. Sta. Bul. 134:44. 1902. 18. Ga. Sta. Bul. 67:281 fig. 1904.
Cheshire 14. Damascene 8, 10, 14. Damson Plum 3. Long Damson 2.
Long Damson 7, 8, 10. Pruine Damson? 1. Prune Damson 2, 4, 5, 7, 14.
Prune Damson 6, 8. Prune 10. Shropshire Damson ?6, 8, 10, 15, 16, 17.
Shropshire Damson 2, 3, 4, 7, 9, 11, 12, 13, 18.
SIMON
Prunus simonii
1. Rev. Hort. 111. 1872. 2. Horticulturist 27:196. 1872. 3. Ia. Hort. Soc.
Rpt. 374, 378. 1881. 4. Ibid. 321. 1884. 5. Rural N. Y. 45:689 fig. 389.
1886. 6. Ibid. 46:766. 1887. 7. Ga. Hort. Soc. Rpt. 53, 99. 1889. 8.
Mathieu Nom. Pom. 444. 1889. 9. Cal. State Bd. Hort. Rpt. 236, Pl. II figs.
1 and 2, 238. 1890. 10. Rev. Hort. 152 fig. 40. 1891. 11. Penin. Hort. Soc.
Rpt. 68. 1891. 12. Cornell Sta. Bul. 51:55. 1893. 13. Mich. Sta. Bul.
103:35. 1894. 14. Guide Prat. 164, 362. 1895. 15. Neb. State Hort. Soc.
Rpt. 175. 1895. 16. Kan. Sta. Bul. 73:192. 1897. 17. Vt. Sta. Bul. 67:29.
1898. 18. Am. Pom. Soc. Cat. 41. 1899. 19. Waugh Plum Cult. 14, 38,
234. 1901.
Apricot Plum 12, 19. Apricot Plum 9, 11. Plum Simon 2. Prune Eugene
Simon 8. Prunier de Simon 8, 14. Prunus simoni 4, 7, 17. Prunus Simonii
2. Prunus Simonii 1, 3, 6, 8, 10, 11, 14, 16, 19. Prunus simoni 8. Simon
19. Simon’s Chinese Apricot Plum 7. Simon’s Peach 15. Simon’s Plum 5.
SIMPSON
Prunus domestica
1. Duhamel Trait. Arb. Fr. 2:91. 1768. 2. Kraft Pom. Aust. 39, Tab. 189
fig. 2. 1796. 3. M’Mahon Am. Gard. Cat. 587. 1806. 4. Lond. Hort. Soc.
Cat. 147, 148, 154. 1831. 5. Prince Pom. Man. 2:49. 1832. 6. Mag. Hort.
9:164. 1843. 7. Downing Fr. Trees Am. 288. 1845. 8. Floy-Lindley Guide
Orch. Gard. 284, 383. 1846. 9. Thomas Am. Fruit Cult. 330. 1849. 10.
Downing Fr. Trees Am. 913. 1869. 11. Mas Pom. Gen. 2:93. 1873. 12.
Oberdieck Deut. Obst. Sort. 435. 1881. 13. Hogg Fruit Man. 732. 1884.
14. Mathieu Nom. Pom. 437. 1889.
Die kleine Königin Claudia 2. English Yellow Gage 9, 10. English Yellow
Gage 11, 14. Gonne’s Green Gage 6, 7, 10, 13, 14. Gonne’s Green Gage
4. Kibitzenei 14. Kleine Dauphine 14. Kleine Reine-Claude 12, 14. Kleine
Weisse Damascene 12, 14. Kleine Reine-Claude 11. Kleine Grüne Reine-
Claude 11, 12, 14. Little Reine Claude 5. Little Queen Claude 7, 9, 10, 11,
13, 14. Little Queen Claude 8. Little Queen Claudia 3. Little Queen
Claudia 5. Petite Reine-Claude 1, 11. Petite Reine-Claude 2, 5, 7, 8, 10.
Petit Damas Vert 13, 14. Reine-Claude Petite Espece 14. Reine-Claude
Blanche Petite Espece 5, 6, 7, 10. Reine-Claude Blanche 6, 7, 10, 14.
Reine-Claude Petite 13, 14. Reine Claude (of some) 6. Small Green Gage
5, 7, 10, 14. Small Queen Claude 5. White Gage 6, 7, 10, 13, 14. White
Gage 4. Yellow Gage 4, 6, 7, 13. Yellow Gage 11, 14.
SMITH ORLEANS
SMITH ORLEANS
Prunus domestica
1. Prince Treat. Hort. 27. 1828. 2. Prince Pom. Man. 2:68. 1832. 3. Mag.
Hort. 9:410. 1843. 4. Downing Fr. Trees Am. 304, 305 fig. 125. 1845. 5.
Mag. Hort. 14:152, 153 fig. 16. 1848. 6. Cole Am. Fr. Book 214 fig. 1849.
7. Thomas Am. Fruit Cult. 343. 1849. 8. Elliott Fr. Book 424. 1854. 9. Am.
Pom. Soc. Cat. 210. 1856. 10. Hooper W. Fr. Book 252. 1857. 11. Hogg
Fruit Man. 382. 1866. 12. Mathieu Nom. Pom. 450. 1889. 13. Ont. Fr. Exp.
Sta. Rpt. 52. 1895. 14. Cornell Sta. Bul. 131:192. 1897.
Cooper’s 5. Cooper’s Large 5. Cooper’s Large Red 5. Cooper’s Red 6.
Duane’s Purple 3 incor. La Delicieuse 8. Large Orleans 3. Large Purple 3
incor. Monsieur de Smith 12. Purple Magnum Bonum 3. Red Magnum
Bonum incor. 3, 4, 5, 6, 12. Smith’s large Orleans 2. Smith’s Orleans 1, 2,
3, 4, 6, 7, 8, 9, 10, 11, 13, 14. Smith’s Orleans 5, 12. Smith’s Orleans
Pflaume 12. Smith’s Herrn Pflaume 12. Violet Perdrigon incor. 3, 4, 5, 6,
12. Violetter Perdrigon 12 incor.