Please read the following case and answer the questions

QUESTIONS FOR REVIEW AND DISCUS- SION 1. If we believe that planning is so impor- tant, why, knowing this, do we so often rush directly into doing without paus- ing to plan? 2. What do we stand to gain from apply- ing planning principles to supposedly routine activities? 3. What are two significant reasons why a particular objective or target may not be attained as planned? 4. What are the principal characteris- tics of planning that apparently cause many to bypass it altogether? 5. What kinds of plans are of most con- cern to the working supervisor? Why? 6. What are the primary differences be- tween mission and vision? 7. What are the three essential compo- nents of an appropriate objective? 8. Describe fully the relationship be- tween planning and organizing.0. 10. 11. 12. 13. 14. 15. As a supervisor, why is it important for you to be fully knowledgeable of the precise limits of your authority? Explain how the controlling function does or does not relate significantly to the planning function. Why is it necessary for an organiza- tion to have a formal code of ethics? Shouldn't sound personal values be sufficient? Which, if any, of the functions of plan- ning, organizing, coordinating, and controlling are more the concerns of higher management than of the first- line supervisor? Why might this be so? How would you handle a situation in which the supervisor of another department approaches you with a strong complaint about one of your employees? Why is it stressed that effective coordi- nation requires persuasive ability? As a supervisor, what would be your response when seriously incorrect in- formation reaches you by way of the grapevine? Reviewing Joan''s Busy Day A number of observations can be made about Joan's hectic day as far as the basic management functions are concerned. In preparing for bringing new beds into service, Joan was actively involved, in both planning and organizing, in determining what needed to be done for the expansion and in establishing projected staff levels. Her master-staffing-plan activity was pri- marily organizing, but this role included planning in that she determined how they might compensate for staff shortages with a float pool. When Joan pulls from her float pool and locates additional nurses with emergency department experience, she is engaged in both controllingliterally, follow-up and correctionand coordinating. By not per- sonally stepping into the vacancy created by the absence of the large unit's head nurse, she avoided a working trap of sorts and kept herself available for continued coordinating and controlling, which were highly likely to be necessary given the day's circumstances. More controlling occurred in placing the young staff nurse in the acting head nurse role. And controlling was again in the fore- front when Joan implemented the emer- gency staffing alternative she had planned for earlier. Joan also engaged in a form of controlling and also in providing input for future planning when she suggested strengthening the hospital's disaster plan. What was learned from one disaster situa- tion could then enhance the hospital's abil- ity to better cope with future disasters. Controlling-follow-up and correction-or- dinarily leads to more planning and some- times to more organizing and coordinating. This illustrates the frequently cyclical na- ture of the management functions; it also suggests that usually two or more basic functions are experienced together. Only sometimes, as in long-range strategic plan- ning, for example, do any of the basic man- agement functions occur in isolation from the others. THINK ABOUT IT Conditions change, circumstances change, the environment is forever in a state of flux, so oftentimes plans are them- selves not particularly useful. However, the planning process is invaluable. And since plans are rarely realized exactly as planned, to a considerable extent the typi- cal supervisory job is a nearly constant ex- ercise in coordinating and controlling