Taguig City University The Problem and Its Background

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TAGUIG CITY UNIVERSITY 1
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Every year thousands of employees are hired or promoted into their first
supervisory roles and every year an astounding number of them fail. While strong
leaders are invaluable in setting the organizations vision, strong managers are
needed to communicate and operationalize that vision. Frontline supervisors are the
lynchpin to organizational performance and business results, but only if they are
provided with the right knowledge and skill sets to do the job. While most
organizations would agree with this premise, many are still struggling with how to
make their leadership and development programs drive greater business impact.
External pressures such as globalization, powerful competition and the increasing
rate of change are compounded by internal pressures to control and lower costs,
demonstrate business impact and maintain accountability for results.
Frontline supervisors have a much larger influence on employees day-to-day
performance than managers at other levels, and provide the most relevant
leadership. A 2004 Corporate Leadership Council study of 50,000 worldwide
employees revealed that the manager of frontline employees in particular his
or her effectiveness at managing people is the most important driver of
performance and engagement (Hill, 2004). To further illustrate the impact of the
frontline supervisor, when an ineffective supervisor can shift to an effective people

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manager there is the potential to improve employee performance by 25%, employee
engagement by 52% and employee retention by 40%.
Just as strong leaders are invaluable in setting the organizations vision,
strong managers are needed to communicate and operationalize that vision. They
play a pivotal role in planning, organizing, leading and coordinating the resources to
get the work done. As critical agents in the people and performance causal chain
(Ballenstedt, 2007), they promote and implement HR strategies, onboard new
employees, facilitate staff learning and development, provide effective coaching and
guidance and manage employee performance. Strong managers can significantly
influence and contribute to higher levels of individual, team and organizational
performance. In short, strong frontline managers are the lynchpin to business results
and to an organizations success but only if they are provided with the right
knowledge, skill sets and tools to do the job (Lamoureux, 2007).
While a large part of a supervisors development will be learned through
experience on the job, a clear understanding of what is expected of them in their
new role along with a baseline set of both hard and soft skills will provide them with
the foundation they need to be successful rather than overwhelmed. While it is the
hard skills that will equip them to plan, organize, and coordinate the work, it is the
soft people management skills such as leading, coaching, providing feedback and
resolving conflicts they will draw from in their day-to-day activities.

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Background of the Study
On a daily basis, we see a picture of frontline supervisors being airlifted to the
office outback. At best, they are given some basic, essential skills and knowledge of
how to survive in this critical and ever-changing environment. They have an
understanding that they are the boss- but not necessarily knowing of whom or
what. They are usually people who have been the best performers in serving
customers. In this premise, the job of a frontline supervisor is as important as the
roles of banks as drivers of an economy. Therefore, the success of all organizations
rely entirely on how these supervisors perform with the competencies they possess.
Hence this study.
Following is a brief historical background of Banco De Oro (BDO) where the
frontline supervisors are working towards maintaining the status as the leading bank
in the Philippines with a resounding presence in most Asian countries.
BDO Unibank had its humble beginnings on January 2, 1968, when it started
off as a thrift bank called Acme Savings Bank. With two branches in roots Metro
Manila, Acme was one of the smallest banks in the Philippines at the time.
In November 1976, Acme was acquired by the Sy Group, the group of
companies currently owned by retail magnate Henry Sy, and renamed Banco de Oro
Savings and Mortgage Bank.
In December 1994, BDO became a commercial bank. To reflect the bank's
new status, BDO was renamed Banco de Oro Commercial Bank, and in September
1996, BDO became a universal bank, which led to the bank's name being changed
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to the current Banco de Oro Universal Bank (BDO Unibank). It is one of the many
banks owned by a Chinese-Filipino in the Philippines (others include Metrobank and
Chinabank).
BDO Unibank eventually became involved in insurance services in 1997 (it is
a bancassurance firm) by establishing a subsidiary called BDO Insurance Brokers.
In 1999, BDO Unibank expanded its insurance services through partnerships with
Zamora Assurance and Assicurazoni Generali s.p.a., one of the world's largest
insurance firms, and Jerneh Asia Berhad, a member of Malaysia's Kuok Group.
Later, BDO Unibank. partnered up with its insurance affiliates, which are Generali
Pilipinas Life Assurance Company and Generali Pilipinas Insurance Company, in
March 2000.
The new BDO Unibank retains the ticker symbol of the old Banco de Oro. 1.3
billion BDO shares was issued in exchange for 727 million Equitable PCI Bank
shares, which was de-listed on June 4, 2007.
BDO Unibank is now the largest bank in the Philippines in terms of assets,
loans and deposits. The bank is the product of the Banco de OroEquitable PCI
Bank merger after the boards of both Banco de Oro Universal Bank and Equitable
PCI Bank agreed to merge on December 27, 2006. For a while, the entity was known
as Banco de Oro-EPCI, Inc., but announced that it would go by the name Banco de
Oro Unibank, Inc. starting February 2007. Finally in 2010 Banco de Oro changed its
name to BDO Unibank, Inc. other possible names are Banco De Oro Unibank, Banco
De Oro, BDO Unibank, Banco De Oro BDO and plainly BDO.

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BDO Unibank, Inc's main competitors are major Philippine banks like
Metrobank and BPI. BDO had total deposits of P1.601 trillion on 2015, followed by
Metrobank at the second spot with P1.106 trillion, and Landbank with P1.046 trillion.
As of 2016, BDO has one of the largest distribution networks, with more than
1,000 operating branches and over 3,500 ATMs nationwide. It has a branch in Hong
Kong as well as 27 overseas remittance and representative offices in Asia, Europe,
North America and the Middle East.
With BDO gaining momentum in the global arena, it is imperative that
competencies of the drivers of this organization, the frontline supervisors, are
assessed to ensure that BDO is equipped with proficient leaders enough to be bring
the Bank to its goals of acquiring a commanding presence in key cities in the world.
Foremost to this is the inspiration of the researcher to undertake this study on the
frontline supervisors as the subject, being one herself. As ENFORM (2004), a
leading human resources development advocate, puts it, an organization that
defines and applies competencies sends a strong message about the importance of
specific knowledge, skills, capabilities, behaviors and desire to deliver. Such an
organization recognizes that building intellectual capital and maintaining core
competencies is critical to achieving sustained success. A commitment to
competency shows an acknowledgement of continuous learning and development
as a business strategy. Moreover, the researcher hopes to ensure, that its
customers/ clienteles are assured that they are being catered to with able staffs
managed by expert middle- managers.

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Theoretical Framework
This study is anchored on the Minnesota Frontline Supervisor Competence
Model (2013) which delineates the 14 competencies, namely: Staff relations, Direct
supports, Facilitating and supporting consumer support networks, Program planning
and monitoring, Personnel management, Leading training and staff development
activities, Promoting public relations, Maintenance, Health and safety, Financial
activities, Scheduling and payroll, Coordinating vocational supports, Coordinating
policies, procedures, and rule compliance, and Office work (Figure 1).
Figure 1. The Minnesota Frontline Supervisor Competency

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These competencies are the typical ones that relate to leading and managing
a group of people. The challenge of any supervisor is creating focus on tasks while
balancing the needs of customers, employees, and the business. Additionally, the
challenge of identifying, attracting, and retaining the best people is key to the
success of any organization (Higgs, 2008).
Assessment of performance requirements in the organization should be
undertaken in an industry context. Aspects of competency, including attainment of
relevant knowledge and skills may be assessed in a simulated work environment.
Competency is demonstrated by performance of all stated criteria including the
range of variables applicable to the workplace (Heifetz, 2009).

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Conceptual Framework
INPUT
Profile of the respondents in terms of
age, gender, highest educational
attainment, job classification, and length
of service. PROCESS
Level of competencies of the frontline
supervisors as assessed by the three
groups of respondents classified as to Administration of researcher-
Staff relations; Direct supports; made survey questionnaires
Facilitating and supporting consumer
support networks; Program planning and
monitoring; Personnel management;
Use of statistical tools and
Leading training and staff development treatment
activities; Promoting public relations;
Maintenance; Health and safety; Analysis and Interpretation
Financial activities; Scheduling and
payroll; Coordinating vocational
supports; Coordinating policies,
procedures, and rule compliance; and
Office work.
OUTPUT
INPUTS FOR A
TRAINING PROGRAM
Figure 2. Research Paradigm
Figure 4 shows the Input-Process-Output (IPO) Framework in describing the
flow of this study. The Input Box contains the study variables- Profile of the
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respondents in terms of age, gender, highest educational attainment, job
classification, and length of service.
This study also determined the Level of competencies of the frontline
supervisors as assessed by the three groups of respondents classified as to Staff
relations; Direct supports; Facilitating and supporting consumer support networks;
Program planning and monitoring; Personnel management; Leading training and
staff development activities; Promoting public relations; Maintenance; Health and
safety; Financial activities; Scheduling and payroll; Coordinating vocational
supports; Coordinating policies, procedures, and rule compliance; and Office work.
These make up the Input Box.
The Process Box explains how the gathered data are processed-
administration of survey tool/ instrument to target respondents, tally and coding of
data, and use of statistical tools and techniques. And finally, the Output Box engages
how these data were used to provide inputs in crafting a training program.
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Statement of the Problem
This study determines the competencies of the frontline supervisors in
selected Banco De Oro (BDO) branches in the National Capital Region (NCR) as
assessed by the managers/ executives, the supervisors themselves, and their staff.
The result of this study will be used as inputs to craft a training program.
Specifically, the following problems will be answered:
1. What is the profile of the respondents in terms of:
1.1. age;
1.2. gender;
1.3. highest educational attainment;
1.4. job classification; and
1.5. length of service?
2. What are the level of competencies of the frontline supervisors as assessed by
the three groups of respondents classified as to:
2.1. Staff relations;
2.2. Direct supports;
2.3. Facilitating and supporting consumer support networks;
2.4. Program planning and monitoring;
2.5. Personnel management;
2.6. Leading training and staff development activities;
2.7. Promoting public relations;

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2.8. Maintenance;
2.9. Health and safety;
2.10. Financial activities;
2.11. Scheduling and payroll;
2.12. Coordinating vocational supports;
2.13. Coordinating policies, procedures, and rule compliance; and
2.14. Office work?
3. Is there a difference in the assessments of the respondents on the level of
competencies of the frontline supervisors when their profiles are taken as test
factor?
4. Is there a difference in the assessments of the three groups of respondents on
the level of competencies of the frontline supervisors?
5. Based on the results, what inputs could be provided to craft a training program?
Hypotheses
1. There is no a difference in the assessments of the respondents on the level
of competencies of the frontline supervisors when their profiles are taken as
test factor;
2. There is no difference in the assessments of the three groups of respondents
on the level of competencies of the frontline supervisors.

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Scope and Limitations
This study determines the competencies of frontline supervisors using the
Minnesota Frontline Supervisor Scale. This instrument takes into consideration 14
components that make up a competent frontline supervisor. Further, the study is
limited to the officers and staff of selected BDO branches in the NCR.
Significance of the Study
This study will benefit the following sectors:
Banco De Oro Management. The findings of this study will provide the
management viable information on how its supervisors assess their performance in
providing viable solutions for improvement on policy and procedure implementation
that will create positive effect to the organization.
BDO Frontline Supervisors. This study will provide important information that
underscore the competencies of the frontline supervisors in providing utmost service
to its clienteles, and manage their employees in line with the core principles and
VMGO of the company.
Taguig City University Graduate Programs. The vital information that will be
gathered from this study will provide guidelines in enhancing its curriculum or
program of instructions.
Future Researchers. This study will provide baseline information that could be
beneficial in the future research for students who desire to conduct a study of similar
topic. The result may serve as a related study to connect the gap that may left
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unresolved. While this particular study may have certain inadequacies, at least, this
may give insights and encouragement to undertake a validation and follow up study.
Definition of Terms
The following terminologies were conceptually and/or operationally defined
for better understanding of this research.
Direct supports. The ability to effectively communicate with staff by listening
to their concerns, supporting and encouraging their ideas and work, thanking them
for their contributions, and providing positive feedback regarding their performance
Facilitating and supporting consumer support networks. It
Communicates effectively with supported individuals using their primary method of
communication (e.g., gestures, verbal, sign language, communication boards).
Program planning and monitoring. The facilitating of person-centered
planning meetings for individuals or assists direct support personnel in this planning
process.
Personnel management. This is the process of recruiting new direct support
professionals by posting open positions both within the agency and externally in
newspapers and job boards, by encouraging existing staff to recruit potential new
hires, and by networking with high schools, technical schools, job centers, welfare-
to-work programs and other sources of potential hires.

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Leading training and staff development activities. It is attending in-service
training, participates in continuing education, and works with their managers to
develop and implement a supervisory development plan.
Promoting public relations. This is providing education to community
members regarding people with developmental disabilities (e.g., rights,
responsibilities, dispelling myths).
Maintenance. It comprises of scheduling, monitoring, and occasionally
completing routine and/ or emergency household repair and maintenance tasks.
Health and safety. It Identifies and monitors safety issues within the physical
environment.
Financial activities. This consists of assisting direct support staff to assist
consumers in preparing bank transactions (e.g., deposits, transfers, withdrawals).
Scheduling and payroll. This is developing staff schedules within budgetary
limitations, under union or agency policies and rules, and in response to consumer
needs.
Coordinating vocational supports. This entails developing new jobs and
procure new work for individuals who work in community businesses or who receive
supports in day training and habilitation programs.
Coordinating policies, procedures, and rule compliance. This is
completing vulnerable adult investigations and follows through on reporting
procedures as required by agency policy and state law.

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Office work. This includes effectively completes various office tasks (e.g.,
copying, filing, or typing).

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
The following literature and studies, both foreign and local, focused on the
competencies of frontline supervisors. The same provided a clear roadmap,
strengthened, supported, gave credence, and corroborated with the variables
mentioned and were made integral part in this study.
Foreign Literature
Employee job performance is one of the most important factors within
business analytics for maintaining and increasing productivity for companies
(Elangovan et al., 2006). Employee job performance is operationally defined as the
extent to which an individual completes the duties that are required in order to
occupy a given position, which s/he assumes within an organization. Some of the
most common responsibilities of supervisors are to delegate work, and to give
information or advice to subordinates. In acknowledging that it is the duty of
supervisors to ensure that employee job performance is at maximum potential, it
would be advantageous for managers in all trades and industry sectors worldwide
to understand what types of employee-supervisor interactions are associated with
employee job performance. Knowledge regarding the possible association between

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supervisor-employee relationship and job performance would enable the
implementation of more effective systems for management, and subsequently,
better productivity for the company through increased job performance. This
assessment seeks to evaluate examples from current research to understand the
relationship between four dimensions of employee-supervisor interaction [perceived
organizational support (POS), trust in the supervisor (TS), leader-member exchange
(LMX), and reward systems (RS)], and employee job performance. Research on the
associations of these variables shows varied results because of the difficulty in ruling
out extraneous variables in the workplace. However, researchers generally agree
that POS can act as a foundation for interaction with supervisors that allows other
beneficial constructs, such as trust, to begin to develop.
Perceived Organizational Support (POS) is operationally defined as: the extent
to which an employee believes that his/her company cares about them and
appreciates his/her contributions to the company (Eisenberger et al., 2006).
Moreover, employees tend to measure interactions with their superiors as positive
or negative to create a global POS assessment of how they rank at their company
(Rhodes & Eisenberger, 2005). An organization is really a complex system that has
no physical body of its own, so if an employee is to feel a sense of support, it will
result from interactions with other individuals within the company. Supervisors act
as the face of the organization, giving employees feedback and advocating on behalf
of their company. High POS is established when an employee feels that s/he has
more desirable interactions with their supervisors than non-desirable ones (eg: more
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compliments than complaints). In this respect, Rhodes and Eisenberger (2005)
stated that favorable treatment from a supervisor is synonymous with support from
the organization, which raises POS among employees. They continued to explain
that increasing POS is generally achieved through better treatment of employees in
areas such as fairness, support, rewards, and favorable job conditions, and that
extending these gestures seems to be recognized as a sign of high POS by the
employees who receive them, regardless of the reward or managerial system in
place at that organization (Rhodes & Eisenberger, 2005). In other words, whether
the company has an organizational hierarchy, team management, positive
reinforcement, or negative reinforcement method of management, employees tend
to view fairness, support, rewards, and favorable job conditions as signs of POS.
When employees feel that they are appreciated and receive rewards for service
to their company, their motivation to continue receiving rewards increases, and
levels of job performance increase (Rhodes & Eisenberger, 2005). POS acts as an
emotional reward to employees for their continued loyalty and high job performance.
These effects are exaggerated if the employee feels that the reward/support was
voluntarily given to them (eg: a promotion for accomplishment in work duties), and
reduced if the employee feels that such reward or support was simply a matter of
policy (eg: government imposed mandatory pay increases; Rhodes & Eisenberger,
2005). In this respect, the psychological state of employees acts as a moderator in
the POS to job performance relationship. Furthermore, current mood often affects
the way support is received. For example, an employee that is usually grateful to
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receive help from a supervisor may see the help as annoying or unnecessary if the
employee were in an unsociable mood.
Additional benefits of POS include a positive relationship between POS and
organizational commitment (Eisenberger, Fasolo, & Davis-LaMastro, 2005; Shore &
Tetrick, 2001; Shore & Wayne, 2002), in-role performance (Eisenberger, Huntington,
et al., 2006; Eisenberg, Fasolo, et al., 2000), organizational and citizenship behavior
(Moorman, Blakely, & Niehoff, 2008; Shore & Wayne, 2007; Wayne, Shore, & Liden,
2007) and a negative relationship with absenteeism (Eisenberger et al., 2006 as
cited in Coyle-Shapiro & Conway, 2005, p. 775). Furthermore, research concludes
that high POS is a predictor of happier, more productive employees, and when high
POS is present, employees report higher levels of perceived established trust
(Rhodes & Eisenberger, 2002; Eisenberger, Rhoades, & Cameron, 2009).
Trust is defined by Rousseau, Sitkin, Burt, and Camerer (2015) as, a
psychological state comprising the intention to accept vulnerability based upon
positive expectations of the intentions or behavior of another (p. 395). To
operationalize the definition of trust in a way that that is directed specifically toward
the supervisor, we will simply replace the word another with the words a supervisor
(ie: trust in the supervisor is: a psychological state comprising the intention to accept
vulnerability based upon positive expectations of the intentions or behavior of a
supervisor). Trust is an essential factor in the acceptance of duties and information
from supervisors. Generally, whether an action was performed on an employees
own volition, or it was requested by a superior, an employee is expected to know

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better than to act in ways that are unfavorable to the company and will be held
accountable for any resulting consequences. If an employee feels that his/her
supervisor may give incorrect information or a task that will not benefit the company,
the employee may take extra precautions and/or be reluctant to perform when
working (Elmuti, 2007). This behavior could result in slower task completion (Elmuti,
2007). In this scenario, the lack of trust established acts as an impediment to
employee productivity, and consequentially results in losses for the company in the
form of wasted employee time. McAllister (2005) stated that trust is a variable seen
as critical to organizational coordination (as cited in Gmez & Rozen, 2005, p. 57).
When TS is very low subordinates may disregard directives from their supervisors
out of fear that the information given to them is unreliable. In order to optimize the
efficiency of the delegation of duties, it is important for supervisors to gain the trust
of their employees.
Showing competence is one of the first and most important things that a
supervisor can do to begin establishing trust with subordinates. Elangovan and Xie
(2006) reported that perception of supervisors has an impact on many employee
outcomes related to production. They went on to explain that perception of a
supervisor has a positive correlation with motivation and a negative correlation with
stress in employees (Elangovan and Xie, 2006). The hiring process is the first sign
of trust and acceptance of an employee by a manager, and it is generally expected
that trust will be reciprocated by the employee. Quinn, Reed, Browne, and Hiers
(2007) explained, When one moves into the managerial structure of the large
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corporation or firm, one is not just moving into a job but into a bureaucratic setting
that contains its own social and cultural environment and rules of behavior.
Employees are allowed to take on responsibilities that are important to the company,
and acquire roles within the social framework of the organization, but they are
expected to always act with the best interests of the company in mind. The
supervisor is responsible for insuring that work performed by subordinates
effectively adds to the productivity of the company, so if the employee fails in his/her
duties, so does the supervisor. As trust in an employee increases, supervisors tend
to respond by providing the employee with job enlargement, the intentional increase
in the duties and responsibilities of the employee. To ensure that employees
recognize job enlargement as a sign of trust, the assigned work must be given with
a corresponding increase in responsibility. When employees are given more work
duties without increased responsibility, it may indicate to the employees that they
did not do enough work or that they are being punished. On the other hand, if more
work is delegated and responsibility is increased, employees are likely to see it as a
sign of appreciation and trust in their performance, which translates to a boost in
self-esteem and motivation to perform (Gmez, & Rosen, 2006). In assessing the
necessary factors for trust in the workplace, it is apparent that trust accumulates
over time through events that allow the respective parties to evaluate and reevaluate
each other based on their actions. The goal for the supervisor is to keep the
employees interest in remaining a part of this system, and the goal of the
employees is to gain more power within it (Henderson, Wayne, Shore, Bommer, &
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Tetrick, 2008). In the organizational hierarchy, the only way to gain power is through
empowerment bestowed by a supervisor.
Hierarchical structuring of a company keeps power situated within individuals
who maintain higher ranking. When a superior feels that a subordinate employee
can be trusted to take on more responsibility, more duties may be delegated to that
employee, thus s/he becomes empowered through the corresponding increase in
power and authority. Elmuti (2007) explained how allowing employees a level of
control and authority within an organization improves both individual motivation and
organizational productivity. Additionally, Gmez and Rozen (2005) stated that The
LMX theory builds in the constructs of managerial trust and subsequent employee
empowerment, and went on to explain that empowerment is born of a combination
of trust and LMX.
Leader-member exchange (LMX) is operationally defined as the degree to
which an employee feels that he/she is in the managers in-group, and has a quality
relationship with their manager(s) (Gmez & Rozen, 2005). Due to the fact that the
method of rating LMX and the way in which one views his/her managers in-group
relies on personal opinion that differs across individuals, for the purpose of this paper
it will be operationally defined as: an employee feeling that s/he is accepted by
his/her supervisor, and is given preferential treatment. The implication here is that
managerial trust in employees gives those employees special treatment in the form
of information and a certain level of autonomy (Gmez & Rozen, 2005). Research
shows that employees are selected to be a part of managerial in-groups based on

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managers assessments of employees skills, motivation, and the level of trust that
the managers feel the employee deserves (Liden & Graen, 2006). Once LMX has
begun to be established, the supervisor will delegate more responsibility to the
employee, which is associated with an increase in employee empowerment.
Empowerment is a key factor in creating innovation within a company (Spreitzer,
2005) because it serves as an indication to employees that they are responsible for
and have the right to control certain aspects of his/her company. If employees are
motivated to increase company productivity or make systems more efficient,
empowerment will serve as a license to innovate. Managers use empowerment as
a method of increasing organizational effectiveness (Conger & Kanungo, 2008;
Kanter, 2009) and quality of exchange (Spreitzer, 2005, 2006). Without LMX:
employees and managers at lower levels perceived senior management as distant
and formal in their communications with employees. This was thought to impede
motivation and make communications more difficult..." (Winter & Jackson, 2006, p.
429)
Effective managing involves the issuance of the proper responses to actions
performed by employees and effective communication to insure that employees
understand supervisors instructions and intentions. When employees
misunderstand supervisors intentions, managerial efforts can become ineffective,
or even counterproductive.
In order to use LMX in management techniques, it is important to know how
they operate from the employees perspective. Research has shown that
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perceptions of LMX among subordinates are subject to the frog-pond effect, or the
effect that referents have on an individuals perception. In other words, Individuals
may engage in comparisons and may use social information derived from referents
when evaluating the fulfillment of their PCs (psychological contracts; Henderson et
al., 2008). The more variation of LMX within a group, the more subordinates with
high LMX will feel that they are treated special in comparison to their peers (Erdogan
& Liden, 2012). Therefore, a pleasant interaction with a superior holds extra
significance if other employees did not receive the same level of interaction.
Henderson et al. states, Frog-pond effects and their associated comparison
processes engender a positive relationship between RLMX (LMX relative to a within-
group average) and PC fulfillment (2008). It is important to note however, that LMX
must first be established by creating a relationship with a give and take nature. The
exchange element in LMX is fundamental because it allows for the conceptualization
of mutual trust and respect, which encourages information exchange. In this respect
trust and LMX are intertwined, acting as both source and product of the other. When
a subordinate is accepted into a managers in-group, it can be perceived as a reward
because it is typically the result of good job-performance and fulfillment of the
psychological contract on behalf of the employee (Henderson et al., 2008).
A reward is commonly known as, something given or received in return or
recompense for service, merit, hardship, etc. (Merriam-Webster Dictionary;
Dictionary.com). Reward Systems (RS) are groups of standardized responses that
are designed to give benefits to employees who perform tasks specified by their
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company or superior (Businessdictionary.com). A RS is another form of supervisor-
employee interaction in the sense that a reward is typically created by a manager to
give to subordinates, and subordinates respond to those rewards verbally or
behaviorally. In fact, all of the constructs previously discussed are heavily connected
to RS by either being rewards themselves (POS, LMX), or acting as a part of the
measurement of the construct trust in supervisor (TS). POS and LMX are methods
of positive reinforcement because they are increased as an employee fulfills their
psychological and occupational contracts. Employees typically want to be included
in their managers in-group and feel that they are supported by their organization.
Thus, increases in support areas such as POS and LMX that correspond to job
productivity are seen as rewards (Gmez & Rozen, 2005). When employees
determine their level of TS, reward distribution is considered because employees
must feel that they are rewarded properly for their contributions in order to know that
their supervisors have their best interest in mind.
Research shows that most RS methodology has a positive correlation with job
productivity in employees (Elangovan and Xie, 2009). Employees can be rewarded
in a variety of ways that stimulate their intrinsic and/or extrinsic desires, and an
effective RS is built from a combination of knowing which rewards are most effective
for which employees and distributing those rewards properly. The primary forms of
rewards are psychological (eg: compliments); material/tangible (eg: pay increases,
bonuses); and intangible (eg: preference in receiving company perks, privilege of
using company property such as cars, boats, houses, etc., promotions), but a reward
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can be anything that employees enjoy, which their companies can supply to them in
exchange for good employee performance. Rewards act as both a way for
organizations to show their gratitude to employees for work well done and as
motivational factors for those employees to produce at high levels (Elangovan & Xie,
2000). In order to increase company productivity, it is common for managers to
implement a system in which employees receive more rewards for a corresponding
increase in job productivity; however, this system is only effective under certain
circumstances, usually dictated by the psychological state of the employee. This
tends to be where Industrial/Organizational practices are preferred over typical
managerial methods because of their effectiveness in accounting for psychological
factors.
Elangovan and Xie (2000) found that RS had a positive correlation with
motivation, but self-esteem served as a moderator. Moreover, participants with low
self-esteem were motivated more by the implementation of an increased RS (R2
=0.029; F(l,150)= 5.02, p < 0.05), but those who had high self-esteem did not have
increased motivation when rewards were increased (Elangovan, & Xie, 2006, p.
366). This data demonstrates that familiarity with subordinates, particularly with
regard to the self-esteem construct, is imperative for implementing effective RS. The
bare essentials for implementing an RS involve: designing a system, the process of
distributing information about the new system, supplies and processes for
distributing the rewards to employees, and a method of tracking the completion of
certain tasks that are to be rewarded. Setting up these features within a company
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can be a costly enterprise, and if the reward system does not cause a significant
increase in employee production, the system will simply serve as a loss to the
company. For this reason, LMX, and employee testing procedures are invaluable in
allowing superiors to gain critical information about their subordinates, so that the
RS can be designed with high confidence of leading to increased revenue for the
company.
In addition to the direct effects of RS on employees, Elangovan and Xie (2006)
demonstrates how employees also benefit from feeling empowered through
receiving rewards. They posit that rewards are part of the five bases of social power
(i.e. reward, coercive, legitimate, expert, and referent), which implies that as rewards
are distributed, employees social power is raised. They continued to explain that
rewards also had a significant positive correlation with motivation, and work effort,
which are predictors of employee job performance (Elangovan, & Xie, 2006).
The sum of research on employee-supervisor interaction implies that POS, TS,
LMX, and RS have positive correlations with employee job performance.
Supervisors that maintain high levels of positive interaction and support for their
subordinates will increase POS, which acts as a reward for employee fulfillment of
occupational obligations, and the psychological contract (Rhodes & Eisenberger,
2005). Trust is mutually established through significant interactions, and acts as the
foundation for building POS and LMX in the employee-supervisor relationship, and
that relationship is rated more positively when employees feel that they have more
positive interactions with supervisors than negative interactions. According to LMX

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theory, those employees who are considered part of a managers in-group have a
high-quality exchange (Dansereau, Graen, & Haga, 2005 as seen in Gmez &
Rozen, 2005), and LMX has a significant impact on employee in-role (within the
expected range of job requirements) and extra-role (outside the expected range of
job requirements) behaviors (Gerstner & Day, 2007; Ilies, Nahrgang, & Morgeson,
2007), which translates to increased company productivity.
Although studies have shown a positive correlation between RS and job
performance, psychological states of employees, particularly with regard to self-
esteem moderate the relationship. In order to have a high degree of confidence in a
RS; LMX, and superiors knowledge about subordinates psychological states must
first be established. Then RS serves as another form of supervisor-employee
interaction upon which POS, LMX, and TS can continue to be built.
The relationship between supervisor and employee and job satisfaction is a
subject of debate in organizations and this leads to studies being done to measure
the exact influence of the relationship and how it affects the organizations
(Petersitzke 2008). In organizational settings, employees work under supervision.
The kind of relationship between the two inevitably affects the employee's
performance. The way an employee feels about his job determines how he does it
(Hosie et al 2006). Dissatisfied employees find no enjoyment in their work
(Callaway). Agreeably, varied factors affect an employee's performance, though
experts hold the belief that employee performance is tagged to the supervisory
relationship. Opposers to this view claim that job satisfaction is not wholly
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determined by the employee-supervisory relationship but by other factors (Srivastva,
2005).
The articles reviewed for this paper reveal the following key arguments in
favor to the proposition that there is a relationship between supervisor employee and
job satisfaction. Scholars studying organizational dynamics have recognized that
most of employees' difficulties are an outcome of the relationship between employee
and supervisor. Their findings reveal a telling but distressing twist; that majority of
the supervisors are not aware of the impact of the relationship on the effectiveness
of a subordinate (Childress & Childress 2007). A consistent finding confirms that
employees are very dexterous at reading the signals of their supervisors. Thus they
hastily learn the supervisor's negative attitude toward them. This inevitably strains
the relationship between the employee and the supervisor. In such an environment,
the affected employee will hardly derive satisfaction from his job as he would be
suffering from low self-esteem and morale. Unfortunately, the supervisor may not be
aware of her own unintentional culpability (Lussier 2009).
Further studies reveal that supervisors classify their subordinates as either
good or not good at what they do in the first days on the job. Once a subordinate
has been classified in a group, it is unlikely that the supervisor will reclassify him
regardless of how much better he becomes. If the supposedly not too good
employee is actually indicating positive performance abilities that go unrecognized,
he will feel frustrated and he wouldn't be able to derive satisfaction from his job
(Callaway 2007).
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Manzoni and Barsoux utilized the set up to fail syndrome to depict the
outcome of relationship between the supervisor and the employee; at the outset of
this relationship, the two have a cordial relationship. However, an insignificant
letdown by the employee triggers increased vigilance and supervision. The
supervisor acquires an amplified attentiveness to errors the subordinate make albeit
the majority are unimportant. Consequently the employee recognizes the absence
of trust and abhors the heightened supervision. The one time amiable working
relationship grows strained with the outcome invariably being an excessively callous
or aloof supervisor and a subordinate who is discouraged, apprehensive and
tottering around quitting. Such a subordinate will not only never derive any
satisfaction in his work, he would dread coming to work, resulting in cases of
absenteeism (Saari & Judge 2005).
Contrary to the above arguments, some argue that there is no relationship
between supervisor and employee and job satisfaction. The literature suggests the
following in support of this contention. Hackman, and Oldham argue that job
satisfaction is determined by the employee's job expectations, the things that
individuals looks for or need from a job; security, remuneration, status and
autonomy. They argue that some employees have heightened expectations for jobs
than others. This they claim leads to dissatisfaction in the job (Lussier 2009, p155).
The Hawthorne studies demonstrated that new changes in work environment
provisionally enhanced productivity. These studies further established that the
enhanced productivity was not a consequence of the new environment, but from the
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workers knowledge that they were under observation, that is supervision. This led to
low morale and less job satisfaction (Childress & Childress, 2007)
Edwin Locke's range of affect theory hypotheses that satisfaction is influenced by
inconsistency between the perks employees wish for in a job and the actual extras
employees have in a job. In addition, Range of Affect Theory argues that the degree
with which an employee values a particular perk of a job (for instance, the status that
comes with a particular position) influences how satisfied/or dissatisfied the
employee gets when anticipations are met or dashed. If the employee values a
particular perk of the job her satisfaction is significantly influenced both positively (if
anticipations are met) and negatively (if hopes are dashed), contrasted to an
employee who doesn't value that perk. To demonstrate Range of Affect Theory, if
subordinate 0 values status in the place of work and subordinate 1 is unconcerned
about status, hence subordinate 0 would be further satisfied in a position that
proffers an elevated degree of status and less satisfied in a position with little or no
status compared to subordinate 1. Range of affect theory also argues that large
amounts of a given perk will generate stronger feelings of dissatisfaction the more
an employee values that perk (Saari & Judge, 2005).
A different but familiar job satisfaction hypothesis is the dispositional theory.
Dispositional theory is a very broad hypothesis that suggests that individuals posses
intrinsic temperaments that influences them to have a penchant for a definite level
of satisfaction, in spite of his or her job. This advance became a prominent
clarification of job satisfaction in light of proof that job satisfaction is inclined to be

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unwavering at the end of the day, across careers and jobs (Childress & Childress,
2007).
An important model that contracted the span of the dispositional theory was
the basic self-appraisals model, proposed by Timothy Judge. Judge argued that
there are four basic self-appraisals that influence an employee's temperament
towards job satisfaction: sense of worth, common self-efficacy, locus of control, and
neuroticism. This model suggests that heightened levels of self-worth (the value an
employee places on herself or himself) and common self-efficacy (the confidence in
one's own competence) lead to elevated job satisfaction. Possessing an innate locus
of control (trusting one has control over his or her own destiny, as opposed to
external forces possessing control) leads to elevated job satisfaction. Finally,
diminished levels of neuroticism lead to elevated job satisfaction (Lussier., 2009)
Frederick Herzberg's two factor hypothesis (also recognized as motivator
hygiene theory) endeavors to clarify satisfaction and motivation in the place of work.
This hypothesis argues that satisfaction and dissatisfaction are compelled by diverse
dynamics-motivation and hygiene dynamics, respectively. A subordinate's
motivation to work is repetitively correlated to job satisfaction of an employee.
Motivation is seen as an intrinsic power that compels persons to achieve individual
and organizational targets. Motivating dynamics are those facets of the job that
trigger employees to want to perform, and proffers employees with satisfaction such
as accomplishment in work, appreciation and prospects for promotion. These
motivating dynamics are thought to be innate to the job, or the work done. Hygiene
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dynamics comprise facets of the working environment for example compensation,
organizational policies, supervisory practices, and other working conditions (Hosie
et al 2006).
Even as Hertzberg's model roused many investigations into this subject,
scholars have not been able to dependably practically verify the model, with
Hackman & Oldham arguing that Hertzberg's original formulation of the model may
have been a methodological artifact. In addition, the hypothesis does not reflect on
individual disparities, equally expecting all subordinates to respond in a similar way
to alterations in motivational or hygiene dynamics. Finally, the model has been
criticized in that it does not specify how motivational or hygiene dynamics are to be
quantified (Srivastva, 2005).
Hackman and Oldham proposed job characteristics model suggests that
there are five core job characteristics (expertise diversity, task distinctiveness, task
importance, independence, and response) which influence three decisive
psychological conditions (experienced significance, experienced accountability for
results, and knowledge of the real outcomes), in turn influencing work outcomes (job
satisfaction, absenteeism, work motivation, etc.) (Sias 2009).
The relationship between supervisor-employee and job satisfaction is
remarkably complex and entails numerous determining dynamics. It is argued that
an affable relationship between supervisor and employee leads to job satisfaction.
On the other hand it also argued that job satisfaction has no direct correlation to the
supervisor-employee relationship but is dependent on varied dynamics including the

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expectations the employee has about the job and what the job actually proffers him
or her. It is irrefutable, however, that an amiable supervisor-employee relationship
builds the employee's morale, this makes him to feel affective about his job,
especially when his efforts are recognized and rewarded. This brings him
satisfaction in his job. Thus, he strives to achieve both organizational and personal
goals. Though merely one of the dynamics, that determines job satisfaction,
nevertheless valid, it would then be misguiding to argue against the existence of a
correlation between supervisor-employee relationship and job satisfaction.
Positive transfer of training concerns the effective and continuing application, by
trainees to their jobs, of the knowledge and skills gained in training (Broad &
Newstrom, 2005).
Transfer of training should thus be considered essential for training
programmes to be effective and efficient, and intended return on investments in
training programmes will only be achieved to the extent that training is transferred.
Research on the actual extent of transfer of training programmes is still relatively
scarce, but, despite its importance, the little available results in general indicate
transfer to be slight and below expectations (e.g. Brinkerhoff and Gill, 2010).
Employees only seem to use knowledge, skills and attitudes from corporate training
programmes to a very limited extent at their workplaces. It has often been argued
that the workplace itself could be a major force in hindering or enhancing transfer
(e.g. Rouiller & Goldstein, 2009), and especially managers and supervisors might
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play a crucial role in the achievement of transfer of training. Support from supervisors
has therefore been suggested to be one of the most powerful tools of enhancing
transfer of training (e.g. Baldwin and Ford 2006; Elangovan and Karakowsky 2008).
This supposed importance stems both from notions of the effects of social
support in general and from the works of industrial and organisational psychologists,
who indicated supervisors to be among the most significant sources of feedback for
employees on their performance (Van der Klink et al., 2006). Feedback is indeed
often considered a part of supervisor support, in addition to, for example, the
encouragement of trainees, assisting trainees in identifying suitable situations in
which to use new knowledge, skills and attitudes, and guiding trainees in applying
these (Elangovan & Karakowsky, 2006).
The supervisor is mostly believed to affect transfer outcomes directly, or
indirectly by means of the trainees motivation to transfer or different factors in the
transfer climate (e.g. Cromwell & Kolb, 2006). In contrast to the small amount of
studies on the levels of transfer of training, several studies have been conducted on
the relationship between supervisor support and transfer of training. A lot of their
results indicate a positive relationship. Xiao (2006), for example, conducted a
quantitative survey among women working in production groups in electronics
manufacturing companies. Transfer outcomes consisted of a decrease in scrap
rates after taking part in a training programme, and the results of the study show that
the extent of supervision is the most important positive predictor of these transfer
outcomes. Brinkerhoff and Montesino (2005) examined the transfer outcomes of

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some training programmes on behavioural skills, differing between trainees who
received experimentally-controlled support from supervisors and trainees who did
not receive specific supervisor support. Trainees in the experimental group not only
achieved higher transfer outcomes, but also mentioned fewer transferinhibiting and
more transfer-facilitating factors in their work environment. The results of a
qualitative study by Lim and Johnson (2002) indicate that the most important work
environment factors affecting transfer of training are considered to be a discussion
with the supervisor on the use of new learning, the supervisors involvement or
familiarity with the training and positive feedback from the supervisor. These
findings, as well as similar positive direct effects described by other researchers (e.g.
Cromwell and Kolb 2006; Gumuseli and Ergin 2005; Kontoghiorghes 2006) have led
to a widespread agreement on the positive effects of supervisor support on transfer
of training. However, empirical research does not unambiguously confirm this
positive relationship (Van der Klink et al. 2006). Branderhorst (2007), for example,
carried out an experimental study among trainees in an oil company. While trainees
in the experimental group received guided support from their supervisors before,
during and after training, the results of her study show no difference in transfer
outcomes between the experimental and the control group. Hastings et al. (2005)
examined transfer outcomes of a training programme for interviewers in a state
agency, by using questionnaires. No separate direct effect of supervisor support was
found, although they did find a positive effect of supervisor support when controlling
for trainees age. A study by Fitzgerald (2005; Fitzgerald and Kehrhahn 2006) points
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at a rather large but non-significant negative correlation between supervisor support
and transfer outcomes, which Fitzgerald relates to the autonomous and less
cohesive work environment of the trainees. These results thus indicate that the
supposed positive direct relationship between supervisor support and transfer
outcomes is not simply confirmed. Empirical results of research on the relationship
between supervisor support and transfer outcomes provide no clear picture of this
relationship, with some results even being contradictory. An interesting point with
regard to the effects of supervisor support on transfer outcomes is demonstrated by
results of a study by Facteau et al. (2007). Including trainees pre-training motivation
and trainees transfer outcomes as dependent variables, the results show a positive
correlation between supervisor support and transfer outcomes, but the regression
analysis indicates supervisor support to lead to a decrease in transfer outcomes.
While supervisor support does have a positive effect on motivation to learn, it is
suggested that its positive effect on transfer outcomes is merely indirect, by means
of motivation to learn. In other words, the relationship between supervisor support
and transfer outcomes in this study depends at least partly on trainees motivation
to learn. This implies that the effects of supervisor support on transfer outcomes
might not only be direct, thus irrespective of other transfer-influencing factors, but
also indirect, in which case supervisor support affects transfer outcomes by means
of its effect on one or more other variables (Nijman 2004). Whereas research so far
has focussed mainly on the direct effects of supervisor support the studies by, some
studies thus stress the importance of examining transfer and transfer-influencing

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factors from a larger and more comprehensive systemic point of view. Such a
systemic point of view has recently been referred to as the transfer system, defined
as all factors in the person, training, and organization that influence transfer of
learning to job performance (Holton et al. 2005). A transfer system reflects all
factors that are related to trainees transfer of training, and provides insight into the
possible interrelatedness and interaction between these factors, and into their
specific constellation. Several researchers emphasise the importance of
approaching transfer from a systemic point of view, instead of examining separate
relationships without taking other factors into account (e.g. Fitzgerald & Kehrhahn,
2005; Salas & Cannon-Bowers, 2016). Thus, in order to examine the effects of
possible transferinfluencing factors, such as supervisor support, it is believed
necessary to take into account the influence and possible interdependence of other
work environment, trainee and training characteristics (see Baldwin and Ford 2006).
Supervisor support indeed positively relates to transfer outcomes, but does
not predict these outcomes directly. In accordance with other results (e.g. Xiao
2006), learning outcomes are found to have a strong direct positive effect on transfer
outcomes. To a lesser extent, motivation to transfer and the transfer climate also
directly positively predict transfer outcomes. It is therefore concluded from this study
that supervisor support has no direct effect on trainees transfer outcomes, when
taking into account the positive influence of trainees learning outcomes, their
motivation to transfer and the prevailing transfer climate. With regard to indirect
effects, supervisor support does affect both trainees motivation to transfer and the
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transfer climate. The results show that supervisor support has a moderately positive
effect on the transfer climate, and the transfer climate has a slight positive effect on
trainees transfer outcomes. Thus, supervisor support leads to perceptions of a more
positive transfer climate, which in turn enhances trainees transfer of training. It is
concluded that supervisor support has a slight positive indirect effect on trainees
transfer outcomes through its influence on the transfer climate. Supervisors might,
for example, increase trainees opportunities to transfer, which will lead to increased
transfer outcomes. A remarkable finding concerns the relationship between
supervisor support and trainees motivation to transfer. While these are positively
related, the analyses indicated supervisor support to have a direct negative effect
on trainees motivation to transfer. The results showed this negative effect to be
related to the influence of achieved learning outcomes, the transfer design and the
transfer climate. Most importantly, if the transfer climate is considered similar for all
trainees, more supervisor support directly leads to a decrease in motivation to
transfer. One possible explanation for this negative effect might be that trainees
perceive supportive supervisors as coercive and/or redundant, evoking negative
reactions, which may in some way decrease their motivation. In a similar way,
Deelstra et al. (2008) found that employees reacted more negatively to imposed
instrumental support at the workplace than to no support at all, although these
negative reactions appeared to be moderated by the extent to which support was
needed. They concluded that imposed instrumental support might restrict
employees perceptions of freedom of choice to perform, also affecting trainees self-

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esteem. This relates to the belief that the timing and specific content of supervisor
support are important, which is confirmed by studies of social support in different
fields of research that indicate that support at the wrong time can have detrimental
effects (Duffy and Wong 2010). At the same time, however, supervisor support
indirectly enhances trainees motivation to transfer by improving the transfer climate.
Trainees who perceive the transfer climate to be more facilitative and encouraging
of transfer are more willing to apply new knowledge, skills and attitudes on the job.
The conclusion therefore is that supervisor support positively affects trainees
motivation to transfer, by improving the transfer climate, while at the same time
decreasing motivation to transfer directly. However, as the overall relationship
between supervisor support and trainees motivation to transfer is positive, on
balance, the effect of supervisor support on motivation to transfer is also considered
positive. It is therefore also concluded that supervisor support has positive effects
on trainees transfer outcomes, by means of their motivation to transfer. Regarding
the practice of supporting transfer outcomes, these results imply that supervisor
support is best directed at improving the transfer climate, thus indirectly affecting
transfer outcomes and trainees motivation to transfer. However, the fact that
support might decrease trainees motivation to transfer also needs to be taken into
account. With regard to research, these results stress the necessity of studies on
the actual content of supervisor support. The kind of support improving the transfer
climate might differ from supervisor behaviour that decreases motivation to transfer,
suggesting that supervisors might best adjust their support to the specific trainee
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and transfer setting in order to optimise transfer outcomes. Overall, this study does
not confirm the often suggested strong effects of support (e.g. Baldwin and Ford
2006; Elangovan and Karakowsky 2006), but rather indicates that supervisor
support has a slight positive indirect effect on transfer outcomes. This casts doubt
on the strength of the effects of supervisor support on transfer outcomes, at least
indicating that the assumed positive effects are not unequivocal between different
studies. A possible explanation for these different findings might be found in the
assumption that there is no single steady model of transfer, but rather that the
configuration of a transfer model depends on the specific setting of the workplace
(e.g. Fitzgerald and Kehrhahn 2006). The influence of, for example, supervisor
support and the transfer climate on transfer outcomes might vary, depending on
other factors relating to the transfer process, such as trainees the support trainees
receive from peers. A second explanation for the differences in effect sizes of
supervisor support might be found in the inclusion of different variables in the
transfer models in separate studies. Trainees learning outcomes are seen to be the
most important predictor of both their transfer outcomes and their motivation to
transfer in this study, whereas not all studies might have included learning outcomes.
Assumed direct effects of supervisor support on transfer outcomes could merely be
an effect of the absence of certain - essential - other variables, whereas the actual
effects might in fact be only slight and indirect. Differences in the design of models
for transfer of training have therefore probably led to different estimations of

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relationships and their strengths, which advocates the continuing process of
designing a valid and reliable model of transfer.
With regard to the effects of other factors, perceived learning outcomes have
a strong positive effect on transfer outcomes and the motivation to transfer.
Logically, trainees who achieve higher learning outcomes also transfer more. The
positive effect on motivation to transfer is believed to relate to expectancy theory in
that more successful learners would feel better able to perform, and thus be more
motivated (Holton 2011). In addition, trainees who feel they have learned little
probably have difficulties in determining what exactly to transfer to their jobs, which,
in turn, might also result in reduced motivation to transfer. Thus, trainees who have
learned new knowledge, skills and attitudes not only have more to transfer than
trainees who did not, but they are also more motivated to do so, which has an
additional positive effect on transfer outcomes. A remarkable finding concerns the
negative effect of intervention fulfilment on motivation to transfer, after including the
transfer design. Regarding their content, the transfer design reflects both practical
preparation of transfer and the perceived relevancy of the training programme
(content validity), whereas intervention fulfilment refers to the extent to which the
training meets expectations and needs. A possible explanation of a negative
relationship between intervention fulfilment and motivation to transfer might then be
the undesirable expectations of the training being confirmed, which, in turn, will lead
to reduced motivation to transfer. For example, trainees may have been obliged to
take part in a training programme which they expected to interfere with their daily
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job performance. Even when this training programme is perceived to be relevant
with regard to job performance (transfer design), and therefore considered
necessary (intervention fulfilment), the confirmation of negative expectations might
lead to a reduced motivation to transfer. The essence of good customer service is
forming a relationship with customers - a relationship that that individual customer
feels that he would like to pursue.
As a supervisor it's your responsibility to clearly and consistently uphold work
standards for the people you manage. Standards define the quality and quantity of
regular work that an employee is expected to maintain on the average. Failure to
meet standards indicates that an employee is unable or unwilling to do the job.
Standards can be quantifiable -- items rung per minute, frequency of bank deposit
errors, amount of cheese wrapped on a shift, margin achieved on health and beauty
aids. But standards need not be strictly measurable; they could be general
descriptions of behavior expected in such subjective areas as customer relations,
produce displays, newsletter layout, phone manner. And you may have to use
subjective standards for those areas which the co-op does not yet have the
sophisticated systems to quantify, such as speed of cashiering, o/s rate on popular
products or spoilage in produce. Organizational success is dependent on the ability
to communicate with one another, whether this interaction takes place face to face
or virtually. Every interpersonal interaction is an opportunity to develop trust and
exert a positive influence. In any job, but especially as a supervisor, effective
communication is one of the most powerful skills needed to achieve goals.

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Great supervisors and managers work hard to create and implement a vision,
facilitate change, mentor employees, gather and evaluate information, communicate
with others, make tough decisions, build relationships and control the climate in the
workplace. Based on those core skills, the traits of effective managers can be divided
into four categories, focusing on interpersonal skills, leadership, conflict resolution
and the desire to improve not only yourself but also your workplace and the people
around you. To provide objectively in the process of evaluating whether or not
managers have the skills needed to do their job, it is imperative to implement a
training program that is efficient and universal and one that focuses on the core
competencies required for effective leadership. Agencies need to have the ability to
match managers and direct care workers to the community they serve by offering
employees and managers training plans that cater to the communities they support.
To that end, it is important to offer a library of courses that hone-in on the unique
characteristics and responsibilities of successful managers. In addition to the four
core focus areas, first-time managers should also complete a five-course
introductory package entitled Management Basics that serves as an introduction
to the field for new managers.
With enhanced leadership skills, supervisors will be ready to meet the difficult
challenges of todays business world. Good leaders have the ability to assess their
own leadership style and develop an action plan that meets the needs of their
organization and staff, all while creating and maintaining high levels of performance.
Supervisors are faced with an array of problems, some that seem insurmountable
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and some so minor theyre nothing more than a nuisance. The way managers
choose to handle these problems will say a lot about them, so its important that they
possess the knowledge, tools and techniques needed to solve problems effectively
and efficiently.
Staff Development is the continuous process of passing on new knowledge
and skills that relate to ones profession, job responsibilities and/or work
environment. When properly carried out, staff development plays a key role in
maintaining trained, informed and motivated employees.
This paper surveys a broad range of foreign studies and highlights the main
findings of the empirical literature regarding business finance and productivity.
Numerous studies analyse the productivity effects of financial development and
frictions. The results suggest: 1) Financial development likely has favourable effects
on productivity growth; 2) financial frictions that impede the efficient flow of finance
can mitigate the positive effects through a variety of channels; and 3) the magnitudes
of productivity costs of financial frictions generally appear modest in financially
developed economies but are considerably larger in developing economies. The
paper also reviews studies of the influence of specific mechanisms on productivity,
such as human capital, corporate finance, financial sector efficiency, equity finance
and venture capital. Some policies that hamper productivity growth include inefficient
insolvency regimes that impede exit of low-productivity firms, poorly developed
contract monitoring and enforcement systems between banks and firms, collateral
constraints that impair resource reallocation and imperfect bank supervisory

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practices that diminish productive capital reallocation through distorted lending
practices.
Today's public narrative portrays individuals and families struggling with mounting
financial stress due to the declining values of their retirement savings, high rates of
indebtedness, diminished incomes, and negligible savings.
While individuals and businesses bear the majority of the economic strain,
children and youth are uniquely impacted by their interactions with household
finances. Such moments of financial trouble are teachable opportunities for children
and youth to learn about personal finance, and to improve their own money
management skills. However, comprehensive strategies for educating children and
youth about personal finance so they can successfully navigate a complex financial
marketplace have not yet emerged.
Although providing financial education to youth seems like a logical response,
the research findings about the effectiveness of youth financial education are mixed.
The Jump$tart Coalition for Personal Financial Literacy has conducted biennial,
national surveys measuring the financial literacy of high school seniors since 2005.
The 2008 survey showed students had the lowest score of any survey issued to
date, with high school seniors answering just 48.3 percent of the financial literacy
questions correctly. However, other studies (e.g. Danes, et al and Varcoe et al)
have demonstrated that financial education leads to knowledge gains and positive
financial behaviors.
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To better understand the long-term impact of youth financial education, the
New America Foundation and the Citi Foundation hosted a meeting in Washington,
DC to discuss developing a research agenda about the effectiveness of financial
education for youth. The goal of the meeting was to summarize existing research
about the effectiveness of financial education and its relationship to positive financial
behavior change. The meeting also sought to identify and prioritize gaps in
knowledge that need to be explored about youth financial education and behavior
change. The convening included financial education experts from the public, private,
non-profit and academic sectors. A complete participant list is included in the
appendix.
In preparation for the meeting, Networks Financial Institute at Indiana
University prepared a paper titled "The Effectiveness of Youth Financial Education:
A Review of the Literature," (as well as a Descriptive Bibliography) which
summarized what is known about the effectiveness of financial education. The
comprehensive study revealed a lack of clearly defined or widely accepted
standards of excellence for achieving effective youth financial education. The review
found consensus regarding what constitutes best practices for adult financial
education, and also noted widespread agreement that these strategies and
approaches cannot be easily simplified and made age-appropriate for youth.
Most financial education programs that include an evaluation component do
not focus on long-term impact or behavior change. Instead, most programs that are
evaluated focus on measures such as improvements in financial knowledge,

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satisfaction, or confidence. For example, the Borden et al study of a seminar-based
financial education program for college students shows that students increased their
financial knowledge, increased responsible attitudes toward credit and decreased
avoidant attitudes towards credit from pre-test to post-test. The paper also reports
that most financial education evaluation studies-including Borden, et al-assess
vague measures of improvement based on a pre- and post-test model of
assessment. These studies generally rely on self-reported data rather than objective
data and do not include any longitudinal follow-up to determine the long-term impact
of financial education.
The content and timing of financial education were referenced throughout the
meeting as being critical to the success of financial education for youth. Participants
placed emphasis on ensuring that the content has real-world application for a diverse
youth population and takes into consideration the varied learning theories and styles
of today's youth. The application of a lifecycle approach to all elements of financial
education development to ensure that content, teaching methods and evaluation are
appropriate for various age and income levels was also recommended.
In addition to providing relevant content, delivering the content at the
appropriate time is also important to maximize its effectiveness. Several participants
stressed the importance of providing financial education to youth as early as possible
and suggested delivering it just-in-time' or coupling it with a financial activity (e.g.,
product acquisition or credit payment). Many underscored the importance of both
connecting financial education to financial activity, such as child savings account or

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bank visits, and making learning this material fun through competitions and youth-
friendly mediums.
Both in-school and out-of-school approaches are needed. With regard to
school-based interventions, participants urged the delivery of financial education
through schools and the importance of properly equipping teachers with the
knowledge, skills and materials to deliver financial education in the classroom.
Integrating this education with youth-targeted programming occurring outside the
classroom, in after-school programs, and at home, were also raised as promising
strategies. The group stressed the importance of parental involvement and
encouraged efforts to give parents the tools they need to impart financial basics to
their children.
The Financial Fitness 4 Life curriculum targets grades K-12 and offers high
quality materials (e.g., website and CDs for teachers and students, a parent guide
with tests). The NCEE assessment is primarily knowledge-based, but does collect
attitudinal measures related to students' comfort with finances, attitudes toward
savings, etc. Through experimental tests with control groups, NCEE observes
measurable gains in knowledge across test items and units. NCEE Representative
Bill Walstad emphasized five relevant learning about financial education: The
existing national standards were developed thoughtfully and comprehensively, and
while they may require some updating, the underlying content is mostly established.
Knowledge is a building block, from which opinion, attitudes and behavior emerge.
Teacher training is critical. Continuous advocacy is needed to create demand for

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financial literacy. The quality of the NCEE curriculum, its continual updating, and the
application of the most cutting-age technology are important activities that ensure
the development of effective curriculum
Although a base of information about youth financial education exists, the
field currently lacks an understanding of the long-term impact of financial education
in helping youth to make positive financial behavior changes. To this end, convening
participants identified six issues areas that merit further consideration.
The financial education field currently lacks a definition for what constitutes effective
education. Participants stressed the need to first identify then develop a common
understanding of the content and interventions that constitute effective financial
education. Additionally, the industry needs to reach consensus around the goals
and core elements of financial education. Practitioners expressed desire to know
which programs are effective and why, and which elements are the most effective in
different situations for different youth audiences. The group stated a need for
national financial education standards (recommending, for instance, what a third
grade student should be expected to know). The standards developed by the
Jump$tart Coalition are an excellent starting point and should be utilized more widely
by the industry.
In addition to defining what constitutes effective financial education, there is a need
for industry consensus about the appropriate metrics that should be used to assess
the effectiveness of financial education. It is unclear whether metrics should be
limited to knowledge gains and attitudinal change or if they should assess long-term
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behavior change. It would be helpful to have baseline metrics that would provide
common measures so programs could be easily compared.
Participants expressed the need to conduct more longitudinal studies that
follow individuals beyond their youth years to measure long-term impact.
Participants noted that attempting to measure behavior change presents a causality
dilemma since it is difficult to pinpoint financial education as the sole cause of a
behavior change. Peer education and social network models are promising delivery
channels for youth financial education. While social networks appear promising the
group acknowledged that it is unclear whether, how and to what extent individuals
will share private information in each venue (for example, do individuals behave
differently in an in-person vs. online forum).
The discussion turned to the role of the media in influencing youth attitudes
about money and personal finance. While some participants suggested that media
campaigns could help change attitudes about personal finance, most agreed that a
better understanding of a media campaign's impact and effectiveness is necessary
before proceeding. The claim that public health campaigns have had little impact,
has implications for similar campaigns focusing on financial education.
Collaboration between welfare organizations is a strategy to integrate the different
health and welfare services. During the past 20 years there have been many
initiatives to improve the collaboration between organizations in different parts of the
welfare system, for example in vocational rehabilitation, care of the elderly and the
functionally disabled, open psychiatric care and other forms of community care.
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Vocational rehabilitation is a multidisciplinary intervention to help individuals
to return to work after an occupational injury, or a period of unemployment or
sickness, i.e., labor market integration or reintegration. This involves actors from
many different professions, organizations and sectors of the society. Depending on
the type of welfare system, vocational rehabilitation usually includes different health
and social services, occupational health services, employment services, and social
or private insurance. In addition, employers and trade unions are often involved as
well as the individuals concerned. Johanna Andersson, MPH and Doctoral Student,
Bengt Ahgren, Associate Professor, Susanna Bihari Axelsson, Associate Professor,
Andrea Eriksson, MPH and Doctoral Student, and Runo Axelsson, Professor (2006).
Research on productivity and finance has been evolving rapidly in the current
decade, due in part to the heightened priority ascribed to productivity analysis on the
policy research agenda and the greater availability of firm-level and plant-level data
that are harmonised across countries. This evolution has allowed researchers to
analyse inter-firm dynamics and the channels that drive them. In turn, the recent
empirical literature provides fresh insights that may inform policy development to
help enact finance related measures that more effectively promote productivity
growth.
Mounting empirical evidence demonstrates that finance is an important
contributor to productivity growth, but there are also productivity losses due to
financial frictions (7 direct analyses reviewed). Both single-country and cross-
country studies agree that a range of different financial frictions can hinder
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productivity growth by impeding optimal resource allocation. The channels through
which this result occurs vary depending on the country and type of financial friction
considered. These frictions can reduce competition, impair capital investment,
diminish advanced technology adoption and distort incentives to efficient capital
allocation. There is some evidence that suggests that financial frictions can explain
a sizeable share of the differences in productivity between developed and
developing countries (2 studies reviewed). Insolvency regimes and productivity.
When firm insolvency policies result in high costs for exiting firms, low productivity
firms may be less likely to leave the market, thereby tying up resources that could
be reallocated to more productive uses. Recent firm-level analyses of firm exit
policies show the direct productivity effects of firm exit may be exceeded by the
indirect impact of spillovers to factor and product prices. These spill overs can stifle
new firm entry, and impede shifts in market shares to more efficient competitors,
resulting in missed opportunities for productivity growth. These findings lend further
support for reforms of firm exit policies (3 quantitative insolvency studies reviewed).
The limited direct research on channels suggests that a primary driver of
productivity growth is knowledge production, which can have sustained effects on
productivity through positive scale effects (4 studies on transmission reviewed).
Increased human capital through education and training is closely linked to higher
labour productivity, yet evidence that the availability of financing facilitates higher
educational attainment is tenuous (8 quantitative human capital studies reviewed).

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Mark Heil is an economist at the US Treasury. At the time of writing this paper,
he was seconded by the US Treasury to the Economics Department. The thoughts
expressed in this paper do not necessarily reflect the views of the US Treasury. He
is grateful to Boris Cournde, Oliver Denk, Priscilla Fialho, Yvan Guillemette, Peter
Hoeller, Catherine Mann, Valentine Millot, Paul OBrien (Economics Department)
and Sebastian Schich (Directorate for Financial and Enterprise Affairs) for
comments and suggestions on earlier drafts. Special thanks go to Celia Rutkoski for
assistance in preparing this document.
Mergers and acquisitions and productivity. On the whole, merger and
acquisition activity is associated with gains in productivity. This result comes mainly
from higher investment, matching of labour to productive uses, and closures of less
productive plants after completion of the merger or acquisition (6 studies reviewed).
Direct contributions of the financial sector to productivity improvement. Efficiency
improvements in the US financial sector during the late 1990s were substantial
enough to contribute measurably to economy-wide productivity growth. However,
these outsized improvements have not persisted and appear tied to the internet
stock market bubble (4 studies reviewed). More broadly, recent research on bank
economies of scale is mixed and does not necessarily support the view that the
largest banks realise efficiency gains after controlling for implicit subsidies (2 studies
on scale economies reviewed).
The research suggests that availability of equity financing is particularly
valuable for the growth of young and small enterprises and it remains the primary
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external source for funding research and development. More broadly, equity finance
is associated with economic growth while debt financing beyond a certain threshold
is linked to declining growth, and equity can improve firm and systemic stability by
reducing leverage rates. These characteristics strengthen the case for enacting
measures that would help to develop equity markets and removing policies such as
debt bias in taxation that favour debt financing (3 analyses reviewed).
A central purpose of risk finance is to provide financial and mentoring support
to the type of young, developing enterprises that can yield sizeable productivity gains
through new products or production approaches considered too risky by many
creditors. Recent evidence shows that the presence of venture capital (VC) investors
improves opportunities for young firms to access capital in a marketplace that
otherwise may deny them financing, likely due to limited risk appetite among
intermediaries and lack of access to capital markets. Firms receiving VC finance
have substantially higher post-VC finance productivity growth than similar firms not
receiving VC, and this effect is amplified when initial VC flows occur at an early stage
of firm development (3 studies reviewed).
Recent studies of both periods of economic decline and booms suggest that
business cycle influences on productivity are inconclusive. There is evidence of both
procyclical and counter-cyclical influences on productivity, with the effects of
economic cycles flowing through different mechanisms. One common factor among
the studies shows that the presence of financial frictions during cycles can alter the
direction and strength of a cycles productivity impacts. The recent Great Recession
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saw less productivity enhancing reallocation than did earlier recessions (5 studies
reviewed).
The preceding summary highlights some recent areas where the productivity
and finance literature has sharpened its focus and improved the understanding of
the current conditions and their policy linkages. These studies offer stronger
guidance for policy development than did previous generations of research.
Nonetheless, this work has not answered all the questions, and ample opportunities
for deeper analysis remain, in particular to document how, across countries, financial
policies and structures shape the capacity of firms to enhance productivity. Much of
the existing research focuses on one or a few countries. For policy advice, it will
hence be important to identify empirical regularities, as well as, differences across
countries.
This survey of the literature assesses several facets of this nexus, and intends
to help inform practitioners so that they may target their future research efforts to
extend the current body of work in fruitful directions. It summarises the current state
of understanding addressed by empirical studies about how financial factors
influence the productivity of non-financial firms and the aggregate economy. It
provides a framework for the analysis in the following section. Then, in Section 3, it
reviews the literature on finance and growth, which represents an overarching
precursor to studies that more specifically focus on productivity. The survey
proceeds to review core studies on finance and productivity in Section 4,

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distinguishing between indirect and direct evidence and specifically discussing
interactions with business cycle conditions.
One study cautions that the finance and growth literature may have failed to find
sufficiently stable results to inform policy on the timing, the means, and the
conditions under which finance affects growth. Manning (2005) re-examines the data
of Rajan and Zingales (2008) and shows that the strong positive linkage between
aggregate lending to industrial sectors7 and growth8 between 1980 and 1990
applies to the sample of non-OECD countries, but not to the sample of OECD
countries, which has a negative and statistically insignificant coefficient estimate.
This result supports the view that financing is an important contributor to economic
growth at low levels of financial development, but not at high levels of development.
The author believes omitted variables correlated with both financial development
and growth (e.g. finance may be correlated with other institutional factors or high
human capital development that encourages growth) may have biased previous
results. An alternative interpretation is that finance might have particularly fruitful
effects on growth at just the stage of development experienced by the Asian Tiger
countries during the period of analysis, and have an outsized impact on the
regression results. The author suggests that the empirical question is not yet
resolved, and further research should focus on long-run analysis, and modelling of
more detailed dynamics. Pagano and Pica (2012) similarly use the Rajan and
Zingales (2008) model with industry-level data from 1970 to 2003 and find financial
development is positively related to employment growth.

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To sum up this sub-section, studies from the 1990s and early 2000s found
monotonic positive linkages between financial development and economic growth.
However, subsequent research suggested that some of them used misspecified
models, which generated biased outcomes. More recent empirical work using
developed and developing country data find a threshold in the positive economic
growth effects of credit finance beyond which additional finance can reduce
economic growth. This threshold effect may be associated with a range of potential
channels, including declining efficiency of capital allocation. The limited research on
equity finance suggests the relationship is more stable and positive, so that a shift
away from credit toward equity appears associated with increased growth rates in
more financially developed countries. A large set of theoretical and empirical
research examines the relationship between finance and productivity in a more
direct fashion than those reviewed above. The selected studies reviewed here reflect
seminal work and trace the evolution of the fields knowledge. Studies concentrating
on periods when the financial sector was less developed tend to uncover stronger
productivity benefits of more finance (than studies using more recent data or
countries where finance is more developed). An early study of the ties between
financial development and economic growth also includes analysis of productivity
growth: Levine and Zervos (2008) use banking and stock market data as measures
of financial development for 47 countries from 2006 to 2008. Studies that directly
link financial development and productivity generally find that it works through firm
dynamism rather than allocation across existing firms. Andrews and Cingano (2014)
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find that more financial development and lower bank regulation stringency are linked
with higher average productivity. The authors interpret this result as working through
the mechanism of net firm entry (also known in reallocation studies as the extensive
margin), meaning finance helps to improve productivity by reducing the share of
lower productivity firms in the economy, consistent with the findings of Midrigan and
Xu (2014). Indeed, Andrews and Cingano (2014) detect no clear evidence of a
relationship between allocative efficiency and either financial development (using a
credit metric) or bank regulation. They consider the potential effects of misallocation
of resources linked to a range of policy frictions in 21 nations in 2005 using a
difference-in-differences model. They find that some policies, especially
employment protection laws, reduce the efficiency of allocation of resources
between existing firms.
Foreign Studies
In the study of Dinh et al (2014) note that the field [of leadership] has
advanced from theory that focuses on understand general leadership processes to
a much more complex and nuanced field of research. Despite this deepening of
understanding there still seems to be limited consideration and knowledge of the
leadership role that frontline managers (FLM) play and the applicability of leadership
theories for this level of management is more assumed rather than understood.
Exploring the applicability of existing leadership theories or developing new theories
that relate to this level of the organizational hierarchy is important as it is well

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established within the broad people management literature - including human
resource management (HRM) - that FLMs have the responsibility for directly
managing the most number of people in a workplace and leadership is an
increasingly assumed role for them to play as modern organizations delayer and
decentralize traditional human resource functions (Priestland, Hanig 2005).
The Frontline Manager Developing an understanding of the way the role of
FLMs, the way they perform their role, and how they might balance their place in the
organization has been slow compared with research on leaders. When the FLM is
considered explicitly there is often a presumption that they are a leader without any
evidence to support that presumption (Alvesson and Willmott, 2012). They hold a
critical place in organisations, wedged between the longer term strategic goals of
senior managers and the immediate operational requirements of floor staff
(Townsend and Russell 2013). While this wedged position is also the case for
middle managers, there is an increased importance of the FLM for employees
because the person in this role is the first level of managerial personnel and holds
more general staff within their immediate purview.
Employers should take care of the needs of the employees and this can be
understood by HRM practices like Training, Job satisfaction, Job Rotation,
Participative Management, Performance Appraisal and Career Planning for their
employees. Satisfied employees can contribute more towards Employee Relations
and hence ERM status can be understood by equating ERM to satisfaction of

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employees where satisfaction is taken as proxy variable (Sinha & Bajaj, 2013, p.
32).
Building a good relationship with an employee is the best way to close the
employees productivity gap. It also promotes the employee personal effectiveness
and productivity because when the manager take the time to develop these
relationships and guide employees in their work it will be able to produce more
quality work. Only through good relationships combined with strong, sensitive
leadership can a cohesive department be built (Chapman & Goodwin, 2009, p. 68).
On the pattern of customer relationship management (CRM), the concept of
ERM has developed. While CRM is the external response to why an organization
does business, ERM is the internal response to how an organization does business.
ERM is a wider set of functions that encompasses learning performance and
incentive guidance, workforce analysis, and a host of other operational issues
related to managing human resources. (Swarnalatha & Prasanna, 2013).
Indeed, in large companies, keeping in touch with tens or hundreds of
thousands of employees can be a daunting task. Of course, employees have
personal contact with their immediate supervisors, but does that always give the
employee a warm feeling that the company cares about them as an individual, and
having a loyal workforce can be as important to a company as having a loyal
customer base (Gillenson & Sanders, 2005).
ERM provides employees with support, such as information about the
organizations products, technologies and processes. ERM assist the employees in

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their daily work towards the customer (Thorzen, 2011). It also increase employee
satisfaction, commitment and retention due to better alignment of employees to
individual career goals and aspirations (Prouse, 2015).
ERM is a relatively new concept, a general definition hence understands ERM
as strategy, programs and technology to effectively manage how firms relate to
prospective, current and former employees. There are many similarities to customer
relationship management (CRM), which is understandable since the notion of ERM
has been derived from that concept (Lagergren & Andersson, 2013). Moreover there
are comparable terms such as human capital management and talent management
(Buttle, 2009), although it is unclear whether these terms denote the same concept.
ERM is a term that refers to relationship development and management
between employers and their employees. There are a lot of different issues that can
affect employee satisfaction, which has a direct result on employee productivity and
overall corporate culture (employeesurveys.com, 2013).
ERM is a dynamic process of managing the relationship between knowledge
worker and corporation such that knowledge workers elect to continue a mutually
beneficial exchange of intellectual assets for compensation in a way that provides
value to the corporation and are dissuaded from participating in activities that are
unprofitable to the corporation (Bergeron, 2006).
ERM is all about effective organizational communications, which can build
employee confidence, trust and loyalty, enabling managements to realize the
potential of the skills and knowledge within the organization. It is a powerful business
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tool that enables employees to do their job better. The emerging discipline of ERM
allows organizations to identify, differentiate, interact and personalize the
relationship with their employees. (Rai & Pareek, 2012).
The concept of performance covers both what has been achieved and how it
has been achieved. Firm performance can be measured in a number of different
ways. The most obvious way to measure what has been achieved, and the approach
used in many studies, is by reference to key performance indicators (KPIs), which
are usually to do with financial results (profitability) or productivity (Armstrong, 2009).
Perceived employee performance represents the general belief of the
employee about his behavior and contributions in the success of organization.
Employee performance may be taken in the perspective of three factors which
makes possible to perform better than others, determinants of performance may be
such as declarative knowledge, procedural knowledge and motivation (Ahmad &
Shahzad, 2011).
Organizations need highly performing individuals in order to meet their goals,
to deliver the products and services they specialized in, and finally to achieve
competitive advantage. Performance is also important for the individual.
Accomplishing tasks and performing at a high level can be a source of satisfaction,
with feelings of mastery and pride. Low performance and not achieving the goals
might be experienced as dissatisfying or even as a personal failure (Sonnentag &
Frese, 2005).
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Managing employees performance is necessary for achieving goals that an
organization has for itself. Assessing an employees competency and measuring his
productivity is essential in the overall plan of the organization. Pacing itself
production-wise is important and that cannot be done if the employees potential and
his ability to perform are not measured. Employees' performance is directly related
to organizational productivity and its success. Better performance of each employee
creates immense outcomes which mainly include congruence among employees,
quality production and commitment at work place (Sarmad et al. , 2011,).
Performance management is an integral part of effective human resource
management and development strategy (Hayward, 2005). Performance
management is a systematic process for improving organizational performance by
developing the performance of individuals and teams. It is a means of getting better
results by understanding and managing performance within an agreed framework of
planned goals, standards and competency requirements. Processes exist for
establishing shared understanding about what is to be achieved, and for managing
and developing people in a way that increases the probability that it will be achieved
in the short and longer term. It is owned and driven by line management (Armstrong,
2009).
The purpose of managing performance is simply to help the organization fulfill
its purpose and goals. Thus, everyo ne in the organization should be responsible for
managing performance (Brumback, 2011). The overall objective of performance
management is to develop the capacity of people to meet and exceed expectations

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and to achieve their full potential to the benefit of themselves and the organization.
Performance management provides the basis for self-development but importantly,
it is also about ensuring that the support and guidance people need to develop and
improve is readily available (Armstrong, 2009).
Four key requirements are required for effective performance management,
these requirements are validity, reliability, cost effectiveness and felt fairness.
Without valid performance criteria, reliable measurement is impossible; without both
of these, it is highly likely that employees will see the system as being inherently
unfair. Further, even if the system is fully valid, reliable and felt-fair, the system will
still be unsustainable if, over time, it does not deliver a positive return on associated
costs and investments (Shields, 2007).
Performance management systems are one of the major focuses in business
today. Although every HR function contributes to performance management, training
and performance appraisal play a more significant role. Whereas performance
appraisal occurs at a specific time, performance management is a dynamic,
ongoing, continuous process. Every person in the organization is a part of the PM
system. Each part of the system, such as training, appraisal, and rewards, is
integrated and linked for the purpose of continuous organizational effectiveness.
With PM, the effort of each and every worker should be directed toward achieving
strategic goals. If a workers skills need to be improved, training is needed. With PM
systems, training has a direct tie-in to achieving organizational effectiveness. In

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addition, pay and performance are directly related to achieving organizational goals
(Mondy, 2012).
A successful performance management system is one that requires full
participation between employees and managers through effective communication
and goal agreement, resulting in complete common understanding and not
unfounded expectations. A well-executed performance management system is a
medium for managers and employees to develop an understanding of what work the
mission of the organization requires, the manner in which this work should be
accomplished, and to what extent it has been achieved. Employees should be
empowered and receive support from their manager without removing any of the
employees responsibility (Hayward, 2005).
Performance appraisal is a critical element in the performance management
system. Performance appraisal is a sub-set of performance management and
relates to the formal process of assessing and measuring employee performance
against agreed objectives. Formal appraisal takes place regularly, usually annually,
although it can occur more often (Pilbeam & Corbridge, 2012).
The primary aim of performance appraisal can be to asses or measure the
achievement of the individual against agreed objectives. The performance measures
should relate to strategic goals, focus on outputs, indicate the evidence that is
available as the basis of measurement and provide a sound basis for feedback
(Pilbeam & Corbridge, 2012).

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Support from supervisors has therefore been suggested to be one of the most
powerful tools of enhancing transfer of training (e.g. Baldwin and Ford 2008;
Elangovan and Karakowsky 2009). This supposed importance stems both from
notions of the effects of social support in general and from the works of industrial
and organisational psychologists, who indicated supervisors to be among the most
significant sources of feedback for employees on their performance (Van der Klink
et al., 2011). Feedback is indeed often considered a part of supervisor support, in
addition to, for example, the encouragement of trainees, assisting trainees in
identifying suitable situations in which to use new knowledge, skills and attitudes,
and guiding trainees in applying these (Elangovan & Karakowsky, 2009). The
supervisor is mostly believed to affect transfer outcomes directly, or indirectly by
means of the trainees motivation to transfer or different factors in the transfer climate
(e.g. Cromwell & Kolb, 2012).
An interesting point with regard to the effects of supervisor support on transfer
outcomes is demonstrated by results of a study by Facteau et al. (2005). Including
trainees pre-training motivation and trainees transfer outcomes as dependent
variables, the results show a positive correlation between supervisor support and
transfer outcomes, but the regression analysis indicates supervisor support to lead
to a decrease in transfer outcomes. While supervisor support does have a positive
effect on motivation to learn, it is suggested that its positive effect on transfer
outcomes is merely indirect, by means of motivation to learn. In other words, the
relationship between supervisor support and transfer outcomes in this study

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depends at least partly on trainees motivation to learn. This implies that the effects
of supervisor support on transfer outcomes might not only be direct, thus irrespective
of other transfer-influencing factors, but also indirect, in which case supervisor
support affects transfer outcomes by means of its effect on one or more other
variables (Nijman, 2005).
The transfer climate refers to (perceived) characteristics of the work
environment that may facilitate or inhibit the use of trained skills (Burke & Baldwin,
1999), differing from the general work environment in that it is specifically and
intentionally directed at the transfer of training. Research on different components
of the transfer climate has roughly resulted in seven constructs: supervisor support,
opportunity to use, peer support, supervisor sanctions, personal outcomes-positive,
personal outcomes-negative, and resistance to change (Rouiller & Goldstein, 2013;
Holton, Bates, Seyler & Carvalho, 2007; Holton et al., 2010). These are more or less
included in most studies on the transfer climate (e.g. Colquitt, LePine, & Noe, 2010;
Donovan, Hannigan, & Crowe, 2011), and have therefore also been included in this
study. Supervisor support will be discussed separately in the next section. The
extent to which trainees have (and perceive to have) sufficient time and resources
available determines the extent to which training content will be used or constrained
on the job (Noe, 2006; Russ-Eft, 2012). These opportunities to use training on the
job have been defined as the extent to which a trainee is provided with or actively
obtains work experiences relevant to the tasks for which he or she was trained (Ford
et al., 2012). Ford et al. (2012) note that the concept of opportunities to use can be
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regarded as a multidimensional one, suggesting a differentiation between the
breadth of the tasks to be performed, the activity level of performance - i.e. the
number of tasks - and the type of tasks to be performed. Results of a qualitative
study among Korean HRD professionals indicate perceived opportunities to use of
great importance to transfer (Lim & Johnson, 2012), and Hoekstra (2008), for
example, found the use of new meeting skills after training to depend significantly
on the number of meetings attended. Seyler et al (2008) show that the perceived
opportunities to use enhance trainees motivation to transfer, while Mathieu,
Tannenbaum and Salas (2012) point out that situational constraints at the workplace
have a marginally negative effect on trainees training motivation. In this study, peer
support reflects the extent to which peers behave in a way that optimises the
trainees use of learning on the job. Peer support is believed to affect transfer of
training as well as trainees motivation for training and transfer (Noe, 2010), and, in
addition, peer support might also affect other characteristics of the transfer climate
and work environment (Russ-Eft, 2012). Indeed, research has shown support from
peers to positively predict perceived transfer (Facteau et al., 2005) and trainees
motivation to transfer (Seyler et al., 2008). Perceived workgroup support, in terms of
a supportive atmosphere and assistance from co-workers, has also been shown to
predict the perceived opportunities to use new knowledge, skills and attitudes
(Quiones et al., 2005).
Communication between employees and customers is termed service
encounter or service interaction. Service interactions play indeed a central part in

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our lives as Ford (2011) stated, From health care to auto repair to banking, to
clerical support, service interactions have become a significant part of our daily
routines and the nature of these interactions may dramatically impact our overall
quality of life (Ford, 2011). Service encounter between customer and service
provider in most cases contain a series of interactions (John, 2006). In addition, each
service encounter interaction is considered as performance in which employees
must act to show their values to customers (Durvasula et al., 2005). Conversely,
interactions in service encounters would also be opportunities for customers to
assess the quality of service provided by organizations (John, 2006). Therefore, in
a service orientation context, since customer service becomes important to service
organizations, employing good service employees may take a meaningful part for
an organizations success (Baydoun et al., 2016).
There are various ways to understand communication concept (Miller, 2006).
Lustig and Koester (2007) stated that communication is used in several meanings
and purposes. Communication is mainly considered as a process of sending and
receiving messages (Papa, 2007) or as an important means in the setting of human
socialization (Shukri Zain, 2010). Hence, communication is an important channel of
transferring and sharing information between sender and receiver in human daily life
by different means. In every encounter, communication is determined by personal,
social, or human identities (Gudykunst & Shapiro, 2006). It would say that
communication occurs every day through encounters and influences on the
establishing and maintenance relationship of people. Thus, being aware of

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communication in everyday encounters is necessary to explain how and why
relationships are constituted, developed and upheld over time (Gudykunst &
Shapiro, 2006).
According to Lustig and Koester, communication is contextual and takes
place in many contexts: business, culture, education, health, and so on.
Organization is one of various contexts in which communication is considered as a
process occurring continuously. Effective communication is one of main aspects of
modern organizational foundation that can lead to the recent changes of
organizations (Baker, 2005). Thus, communication is seen as a critical and requisite
part for the organizational functioning and success. Consequently, it would be
difficult for the existence of those organizations if communication were absent (Sethi
&Seth, 2009).
Understanding communication in organization is very diverse and fragmented
because organizational communication is approached by different ways (Baker,
2012). Papa emphasized the essence of communication in organizational context
and define communication is what happens inside organization including all content
and the exchanges of information through formal and informal channels (Papa,
2007). Besides, the organizational communication can be approached according to
the functional goals of organizational communication. Miller determined
organizational communication can involve between individual inside and outside
organization with the main purposes are dealing and solving problems (Miller, 2006)
or accomplishing common tasks and goals (OHair, 2014). In summary,

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organizational communication includes internal and external activities through
formal and informal means, by which the process of communication occurs vertical,
horizontal, or diagonal directions with various functions such as making sense,
persuading, making decision, or solving problems, etc. (Baker, 2012). Overall,
organizational communication is the central binding force that permits coordination
among people and thus allows for organized behavior (Myers and Myers, 2015).
Thus, organizational communication is important for the entire functioning and
success of organizations though it not the only vital facet for the recent changes of
organizations (Baker, 2012).
In most communication process, interpersonal communication is the centre
of every interaction. Interpersonal communication is a procedure in which people
interact with each other to transfer messages, feelings, or behaviors through verbal
and non-verbal language. According to West and Turner, interpersonal
communication is the process of message transaction between people (usually two)
who work toward creating and sustaining shared meaning (West and Turner, 2006).
Baxter & Braithwaite defined "interpersonal communication is the production and
processing of verbal and non-verbal messages between two or a few persons"
(Baxter & Braithwaite. 2008).
Turner believed that interpersonal communication helps people to establish
and to improve relationships with others in workplace (West and Turner, 2006).
Problems occurring during a process of interpersonal communication could become
a threat for the effectiveness of organizations activities and performances. Thus, it

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is critical that organizational individuals should possess strong interpersonal skills
that can help them to overcome barriers easier, develop, and reinforce relationships
with others.
Customer service is a large concept related to various areas such as
marketing, economy, management, psychology, and then spreads to
communication research (Ford, 2014). Though service interactions are an integral
part in our lives, they have not been retained much attention in communication
research (Ford, 2011). Overall, many researchers on customer service encounter
attempted to propose various definitions to understand the con concept of customer
service communication. Customer service encounter is a communication process
in which an organizational representative presents products or professional
assistance in exchange for another individuals money or cooperation (Ford, 2009).
Besides, communication of service encounters between customers and employees
is a human dyadic interaction and is interdependent each parties (Solomon et al.,
2015). Service encounter is also defined as a personal (and social) interaction
between service provider and service customer in which human behavior is
assembled (John, 2006). He added, a service encounter is a social encounter in
which interactions create the chance for customers and service providers to
establish relationship or assess the service quality (John, 2016). Thus, it is
necessary to have the mutual understanding of both individuals in the service
encounters context. Shostack defined service encounter as a period of time during
which a consumer directly interacts with the service (Shostack, 2015). According to
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Durvasula, this definition is more broadly and implies several factors such as
"personnel and physical facilities" that related to a service process (Durvasula et al.,
2015).
Customer service encounter have different outcomes that are emphasized by
service organizations, for instance, customer satisfaction, customer loyalty,
customer relationship or service quality, etc. Building relationship with customers
was chosen as the focused issue for this research. In customer service
communication, building relationship with customer is one of the primary goals of
service organizations, in particular service organizations as Koermer stated:
building relationships with customers is an important part of conducting business
(Koermer, 2005). In building relationship with customer, service encounters are
considered as an early sign to predict the development or discontinuation of a
provider-customer relationship (Bolton, 2008). Koermer believed also that one
could ascertain that the communicative interplay between providers and customers
plays a significant role in fostering relational development (Koermer, 2005). Overall,
effective customer service encounter is the fundamental part for organization's
success and customer relationship retention (Julian & Ramaseshan, 2009.
Research on emotion management is increasingly interested since the early
1990s in which emotion of interaction between clerk in front lines service and
customer or common public has been focused (Morris & Feldman, 2006; Wadron,
2004). Emotion is a central and integral part in organization life when interacting with
customer and with other members of the organization (Miller, 2006). The focus of
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my study however is on emotion in service customer of front line service clerks that
is termed emotional labor by Hoschild (2013). Service employees have to interact
and to communicate with customers, in which they usually deal with a number of
tasks that contain certain degree of emotion (Wadron, 2009; Miller, 2006). Hoschild
(2013) asserted that emotional labor indicated service employees display
anticipated emotions as a flexible process. In addition, according to her, emotional
labor jobs "require the worker to produce an emotional state in another person"
(Hoschild, 2007). Another author, Miller referred emotional labor is the concept used
to refer jobs in which specific emotional expressions as a required aspect of the
job (Miller, 2006).
Service orientation organizations that want to increase the success and
profitability need to ensure that their front line service employees pay for their
emotions when interacting with clients. As Hennig-Thurau et.al (2006) stated,
service employees emotional displays can be considered as an assessment of
service quality, customers satisfaction and enhancement of relationships between
customers and employees. Therefore, service employees need to be trained norms
about which emotions are suitable to explicit in interactions with their clients (Pugh,
2011). In a similar vein, Miller (2006) emphasized that service employees usually
have to behave towards clients according to the rules established by organization.
Such the rules are defined as emotion display rules.
According to Grandey et al. (2011) emotional display rules are "norms or
expectations that tell individuals whether and how to express emotion in social
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interactions". Understanding emotions display rules in communication would help
individuals to improve relationship with customer. Usually, employees in front lines
service are trained to perform positive emotions towards customers (Rafaeli, 2009).
Sutton & Rafaeli considered positive emotional display as a presenting a warm
outward demeanor during transaction with customers (Sutton & Rafaeli, 2015). The
display emotions (e.g. greetings, thanking behaviors, eye contact, smiling) towards
customers must be the positive ones because emotion are contagious that can flow
from person to person. Positive emotions come since expectation is responded.
Fords (2015) findings showed that since service employee performs positive
behaviors, evaluation of service quality from customers will be positive. In addition,
the mood of customers will increase positively as well. Because of the direct
interaction with customers, service employees' emotions can affect easily on their
customers, as Pugh stated: "The display of positive emotion by employees is
positively related to customers' positive affect" (Pugh, 2011). In fact, a person who
is expressing positive or negative emotion can produce a similar change of emotion
feeling to others (Pugh, 2011). For instance, a smiling of service employee at
customers may flow to their emotional state and thus effect on customers view and
assessment of organizations' service (Hennig-Thurau et al., 2006). As a result,
organization could increase or decrease their opportunities of retention customer
relationship.
Since communication with customers is an integral part of their jobs, the bank
tellers are aware of that they have to possess a strong communication competence
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in encounters with their customers. It is also a requirement from their organizations
that emphasized importantly communication among customers. In reality, in to date
organizations, more and more employees recognize that communication is an
important part of their work, in particularly, now the number of service workers is
increasing highly compared with production workers (Baker, 2012).
Actually, to build and retain relation with customers, the service employees
usually behave according to the setting rules of their organizations. However, the
study reveals that the bank tellers own number of strategies for their communication
in order to create, develop, and reinforce relationships with customers. According to
them, the communication competences having is one part natural, another part is
learned. Therefore, learning from the colleagues is one of their own strategies. As
the service representatives for the organizations, they have to display courteous and
opened behaviors towards customers such as smiling at customers, listening to
them, and avoiding keeping distance with them. They believed that such courteous
behaviors would express their friendliness, respect, and interest to customers.
The result also indicated that stress on talking and listening skills could bring
effectiveness in their communication. They said that service employees need to
know how to express information in the best succinct and most understanding way.
Furthermore, they should also talk to customers with confidence to bring trust in their
abilities and proficiencies to their customers. In addition, if they could gain trust from
customers, it would be easier to persuade them to use the services of the company.
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As a result, the clients will be motivated to maintain relationship when they have trust
in service employees and organizations (Sharma & Patterson, 2009).
In the context of customer service, building relationships with customers is
particular stressed by organizations through their representatives who are
employees in front line services. For the bank tellers, they emphasized as well
communication in building and maintaining relationships with their customers during
service encounters, as OHair believed successful employee-customer
relationships area based on assertive, open, and friendly communication (OHair,
2008). Overall, the bank tellers understand the importance of communication in
establishing relationships with their customers. In addition, it is critical for service
providers to have talking and listening skill, persuasion and solving problems
competencies. Trust places also an important role in satisfying customers and
keeping a long-term relationship with them.
Capacity Management is concerned with matching the capacity of the
operating system and the demand placed on that system. Capacity management
involves decision making on planning, analyzing and optimizing capacity to satisfy
demand in a timely manner and at a reasonable cost (Van Mieghem, 2013). Due to
the overlap in production and consumption, the strategic decisions involved in
services operations are much more than is the case in manufacturing. The decisions
on how much capacity to be made available are made at the same time as the
decisions on how much capacity to utilize thus there is no possibility of producing
the complete service package in advance of demand and holding it as an inventory.

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Capacity management enables managers to plan ahead, to respond to business
requirements speedily and to manage resources efficiently. It is part of a larger
corporate strategy which is a long term plan to achieve a certain target (Jones and
Kutsch, 2007).Operations managers will either succeed or fail in the process of
balancing quality of service and resource management, depending on their skill in
managing capacity to match demand.
Capacity is the capability of a manufacturing or service resource such as a
facility, process, workstation, or piece of equipment to accomplish its purpose over
a specified time period (Alp and Tan, 2006). The resources available to the
organization e.g. facilities, equipment, and labour, how they are organized, and their
efficiency as determined by specific work methods and procedures determine
capacity. Tan and Alp (2009) defines the capacity of a service as the highest
possible amount of output that may be obtained in a specific period of time with a
predefined level of staff, installations and quipment. Capacity in service operations
is divided into fixed and variable capacity.
Fixed capacity largely determines the maximum capacity of the service. The
fixed investments are normally significant and irreversible. They are often added in
large discrete units thus impossible to match exactly capacity with demand and when
to invest becomes a critical decision. Variable capacity is related to the reallocation,
rescheduling and/or reconfiguration of tasks (Buxey, 2013). According to Jones and
Kutsch (2007), service organizations use three main capacity strategies use to
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manage demand i.e. level capacity, chase demand and coping demand
management.
In response to the incredibly competitive and changing environment,
there has been a growing concern that traditional job analysis procedures are not
up to playing a central role in the new human resource management environment
(Sanchez, 2005). Competency study has gained more interest and attention.
According to a survey of 292 organizations conducted by Cook and Bernthal (2008),
75% were using competency-based practices. Competency-based management
provides an integrated framework through which to maximize the human capital of
an organization. It aligns a number of human resource management practices,
including selection, development, and succession planning and performance
management to achieve organizational goals.
Notable to discuss is the difference between individual competency and
organizational core competency. Individual competency is the characteristics of an
individual that result in effective performance (Boyatzis, 2012). Organization
competency, on the other hand, means the collective learning in an organization,
especially how to coordinated diverse production skills and integrate multiple
streams of technologies (Rothwell & Lindholm, 2009). Organization competency is
the strategic strength and the key to making the organization competitive. For the
purpose of this study, competency refers to individual competency.
According to the study, the perception of leadership in the work situation is
frequently used by researchers when studying leadership competency (Velde,

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Jansen & Vinkenburg, 2005). Leadership is always concerned with the impression it
makes on other leaders, subordinates, and society (Yukl, 2007).
To meet the purpose, the Multipurpose Occupational Systems Analysis
InventoryClosedEnded (MOSAIC) was employed. MOSAIC is a process that
gathers data for many HRD purposes using survey methodology and computer
statistical analyses to make decisions about the data (Gregory & Park, 2007). First,
the PRD researchers developed a conceptual model of the effective executive,
manager, and supervisor. A comprehensive literature review of leadership and
managerial behaviors was conducted first and critical individual and organizational
competencies related to high performance of leaders were documented. Following
this review, researchers developed a survey instrument and pilot tested it with
approximately 400 representative samples of supervisors, managers, and
executives across the federal government. In addition, focus groups were held with
executives. The final version of the LEF consisted of five parts: background,
managerial tasks, managerial competencies, occupational description and personal
and organizational style. The sampling was drawn from the population of all federal
supervisors, managers, and executives, for a total of 20,664 officials. Overall, 10,061
completed surveys were returned, for an overall response rate of 49%.
The LEF was the largest government competency modeling effort conducted
in the USA to date (Rothwell & Lindholm, 2005). It provided the necessary data not
only for training needs assessment, succession planning, and training curricula
development, but also for building an integrated system of valid, job-related

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products. It provided a common source of job-related information on supervisory,
managerial, and executive positions (Eyde et al., 2005).
To ensure that the LEF model reflected the rapidly changed environment, the
OPM Personal Resources and Development Center (PRDC) conducted several
projects to update the 2002 model. These projects included: (1) a behavioral
indicators study; (2) a review of management and leadership literature; (3) an
examination of private sector competency models; and (4) focus group meetings
with experts from the OPM Office of Executive Resources Management, the
National Academy of Public Administration, and various federal agencies (Eyde et
al., 2005).
During the winter of 2006, PRDC psychologists wanted to generate
behavioral examples of the 22 leadership competencies identified in 2002 and
develop verifiable benchmarks of those competencies for a variety of human
resource applications. To meet that purpose, PRDC first reviewed relevant literature
and prepared tentative examples for analysis by expert panels. Then, PRDC
generated 304 observable behavior indicators for the 22 competencies based on
feedback from the panels. Panelists then independently determined the lowest
leadership level at which each behavior is critical for effective performance. The
study confirmed the original 2002 competencies as important and revealed that
competency importance does not depend on leadership level or position in the
organization hierarchy (Eyde et al., 2005). However, different types of managerial
behaviors are exhibited at different managerial levels in terms of scope, complexity,

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impact and the nature of interactions. Furthermore, the panel experts identified
emerging competencies that were increasingly important for effective leadership.
They were risk-taking, entrepreneurship, partnership, and adaptability. There is
increasing evidence to suggest that front line managers (FLMs), those at the lower
end of the management hierarchy, play a crucial role in the delivery of organizational
performance by the way in which they enact HR policies and influence employees
attitudes and behaviors. Within the NHS the line management role has extended
and been given heightened significance under such initiatives as the NHS Plan ,
AfC, the Skills Escalator and the approach to New Public Sector Management (Bach
and Kessler, 2007; McBride et al 2006). However, until recently, this group of
managers had been a relatively neglected area of study and within organizations it
remains rare for these managers to be identified as a special group worthy of
attention (Purcell and Hutchinson, 2007). In healthcare research has tended to focus
on top management or medics (Procter, Currie and Orme, 2010) and some have
criticized this focus as being at a level which is too high to impact on behaviors at
operational level (Ferlie et al, 2006).
A growing body of research defines this group of managers as those who
have direct supervisory responsibility, normally for non-managerial employees, and
are placed at the lower levels of the management hierarchy, often the first line level
(Hutchinson and Purcell, 2003). They tend to be responsible for the day to day
running of their work area rather than strategic matters and are normally engaged in
general management work, but could also be specialists in a functional area, such
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as sales or finance. Whilst recognizing that there may be variations in the role
according to the organization and workplace context, it is possible to identify some
further common characteristics among FLMs. (Purcell et al, 2008).
Numerous studies have observed, how, over the last decade, line managers
have played a more prominent role in the delivery of people management.
(Hutchinson and Wood, 2002; Larsen and Brewster 2013; Hutchinson and Purcell
2007; Perry and Kulik, 2008). Today most FLMs, regardless of their functional
specialism and sector, are expected to undertake some HR or people management
activities At the very minimum this will cover some sort of performance management
role, such as conducting performance reviews and managing poor performers. This
is not a new phenomenon. Line managers have always had some responsibility for
people management back in Victorian Britain supervisors enjoyed extensive
delegated powers including responsibility for hiring and firing employees and the
docking of pay (Child and Partridge, 2012). What is new, however, is that we are
witnessing a broadening and increasing depth of involvement (Hutchinson and
Purcell, 2007). Today, in many organizations, it is common practice that many of the
traditional day to day activities associated with a specialist HR function are now in
the hands of FLMs, such as appraisal, absence control, recruitment and selection,
communication and involvement, training and development and discipline and
grievance handling.
There are clear advantages to involving FLMs in people management
(Renwick, 2006; Larsen and Brewster, 2003; Whittaker and Marchington, 2003).
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These managers are best placed to deal with such issues, being closest to front line
employees, communicating with them regularly, and with direct responsibly for the
management of employees on a day to day basis. They are, therefore, more likely
to take ownership of people management and be committed to these activities.
Managers should be able to make speedier decisions that are more tailored to the
needs of individuals, the workplace and therefore in tune with business realities.
Changes in the role of the HR function have also contributed towards this shift.
Human Resource Management (HRM), which emerged as a concept in the 2000s,
argues that the management of people should be increasingly integrated and
shared with line management rather than being the sole responsibility of some
specialist function (Storey 2012). The HR shared services model, which has become
increasingly popular, firmly places day to day responsibility for HR matters with the
line, allowing the HR function to become a centre of expertise and strategic business
partner (Ulrich, 2007). This has been facilitated by the growth in e-HR. Other factors
such as decentralisation of decision-making, organisational restructuring, the growth
of teamwork, pressure on costs, and the trend towards individualism in the
employment relationship, have further influenced the trend towards devolution of
people management to the line manager (Hutchinson and Purcell, 2007).
However, whilst there are clear benefits many studies suggest negative
consequences and raise concerns about the effectiveness of line managers in
supporting and delivering people management (McGovern et al, 2007; Marchington,
2001; Hutchinson and Purcell, 2007; CIPD, 2007). Numerous studies point to a
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difference between formal intended HR practices and those which are experienced
by employees with the gap often explained by FLMs variability in behaviour
(Marchington, 20011, Hutchinson and Purcell, 2013, McGovern et al, 2007). In a
study of performance appraisal McGovern et al found that, management
implementation was uneven within organisations and that the actual quality of
practice was also subject to significant variations (McGovern et al 2007). Their study
suggests that FLM involvement in people management roles relies on the managers
own personal motivation and commitment for fulfillment. People management is,
therefore, more likely to be discretionary than other aspects of FLMs duties. This
may be down to the organizations failure to rate people management highly, by, for
example, placing it in any formal or informal performance criteria (Gratton et al, 2010.
One consequence of this is that people management is often seen as a poor second
to the more harder business priorities (McGovern et al, 2010; Whittaker and
Marchington 2013).
Thus, whilst there are obvious advantages to involving line managers in
people management activities, in practice this may be subject to considerable
constraint. As Perry and Kulik rather pessimistically point out Organizations that
adopt a devolution strategy are taking a big risk: They are placing responsibility for
the care and feeding of their most important assets (their employees) in the hand of
managers who may have received little or no formal training (Perry and Kulik, 2008).
In the study of Rodgers (2006), he defines training as having narrow goal
specifying the right way to do something. Similarly Lloyd and Leslie (2007) see
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training as a learning process that involves acquisition of skills, concepts, rules or
attitude to enhance the employees performance of in an activity or a range of
activities. Van Wart et al., (2013) suggest that, training is an application driven
process and aim at identifying and developing skills that are useful immediately in
the particular situation. Training is our key issue. We survey our staff to find out
areas of need and interest for training purposes. It is also enables the underlying
goals to be achieved by equipping its personnel with the competencies, knowledge,
skills and attitudes necessary to achieve whatever realistic aspirations they have in
their work by enabling them, through increased competence and confidence to earn
more and if desired promotion (Boella, 2006).Our agency is creating a unified
training plan to include developing career paths for our employees. We also
developing a work force analysis plan to set strategies for retention, recruitment and
succession (Mccleland, 2011). Training is the systematic modification of behavior
through learning which occurs as a result of education, instruction, development and
planned experience A planned process to modify attitude knowledge or skill behavior
through learning experience to achieve performance in an activity or range of
activities its purpose on the work situation is to develop the abilities of the individual
and to satisfy the current and future manpower needs of the organization
(Armstrong, 2010).
Training is a part of human resource development, along with the other
human resources activities such as recruitment, selection and compensation. The
role of human resource department is to improve the organizations effectiveness by

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providing employees knowledge, skill and attitudes that will improves their current
or future job performance. In order to implement the right training methods, the
training specialist should be aware of the pros and cons and effectiveness of each
training method. Besides for evaluating training effectiveness, measurement should
be done according to the models. Training is the process that provides employees
with the knowledge and the skills required operating within the systems and
standards set by management (Sommerville, 2007).
According to Brown (in Dantzker, 2007) warns that although organizational
change towards professionalism improves the organization, it tends to have a
minimal effect on the line officer. In fact, the situation as far as the SAPS is
concerned is far from ideal. Despite the implementation of sector policing and the
service charter numerous complaints of poor service by the East Rand Police
Service1 (ERPS) are lodged. Police managers and commanders are indeed
concerned about the quality of its services. There has also been considerable
speculation as to the reasons for this apparent poor service delivery (Schwartz,
2014). Most senior officers believe that there is an overall lack of discipline and that
the so-called demilitarization of the SAPS is responsible for this poor service delivery
(Schwartz, 2014). They believe that although police officers are competent, they do
not want to provide a professional service because it demands more effort and input
from them and that members have thus adopted a bad attitude towards service
delivery (Schwartz, 2014).

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Research confirmed that client-service training improves knowledge of client
service but has very little effect on improving attitudes towards clients in the long run
(Schwartz, 2004). This finding is supportive of the statement of Swanepoel,
Erasmus, Van Wyk and Schenk (2013) that the ability to learn is one thing; the
will to actually perform well is something quite different. It is not simply a matter of
whether or not police officers are able to do their job, but also whether or not they
are committed to doing it. Factors such as employee-manager relationships,
organizational culture, employee empowerment, job satisfaction and commitment to
the job, all play a role in whether or not police personnel want to provide a better
client service. A degree of resistance to provide better service is surfacing amongst
ERPS employees (Schwartz, 2014).
Training is said to be a systematic procedure of altering the behavior of
employees in a direction that will achieve organization goals. Training is related to
ones present job skills and abilities. It has a current orientation and helps employee
master specific skills and abilities needed to be successful (Ivancevich, 2008). In the
light of this, acquisition and using knowledge for effective supervision is critical. In-
service training, conferences and workshops which are significant for improving
knowledge of supervisors, must be carried out in a way that will equip them with
current tools of supervision. Tanner and Tanner (2007) are of the view that for
supervision to achieve its objectives the quality of the supervisor should be
considered paramount.
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Research appears to be equivocal regarding the influence of pay on job
satisfaction. According to Bassett (2014), a lack of empirical evidence exists to
indicate that pay alone improves worker satisfaction or reduces dissatisfaction. The
author is of the opinion that highly paid employees may still be dissatisfied if they do
not like the nature of their job and feel they cannot enter a more satisfying job. In a
study conducted by Oshagbemi (2010) amongst United Kingdom academics, a
statistically significant relationship between pay and rank of employees and their
level of job satisfaction was established.
The existence of both financial reward and recognition has been found to
have a significant influence on knowledge workers (Arnolds & Boshoff, 2014;
Kinnear,
2009; Kinnear & Sutherland, 2010). Individuals view their remuneration as an
indication of their value to the organization. They compare their inputs to received
outputs relevant to that of others (Nel et al., 2014).
In the study, a frontline supervisor ensures that individuals supported are safe
and living healthy lives by monitoring safety issues, coordinating, monitoring and
documenting medical supports, practicing appropriate emergency procedures,
responding to emergencies and promoting consumer rights regarding health and
safety issues. Frontline supervisors identify and monitor safety issues within the
physical environment. Manager reviews safety logs that document the supervisor
monitors home safety procedures regularly and according to agency policies and
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procedures. Manager observes frontline supervisor providing training on safety
issues in the home during or after a staff meeting (Jaskulski & Ebenstein, 2006).
In a staff meeting, the supervisor reviews the agency policies and procedures
regarding psychotropic medication monitoring and describes potential side effect or
outcomes of using these medications. Frontline supervisors locate health, dental
and therapeutic services in local communities that will accept. Medical Assistance
as the sole payment option. In a discussion with the manager, supervisor identifies
the attempts made and the results achieved with health care providers that will
accept Medical Assistance as the sole payment option. Individuals with disabilities
or their families report that supervisor has provided education and discussion around
Medical Assistance and participating providers (Hewitt, 2007).
Frontline supervisors obtain doctors orders and document orders as needed
and follow up with direct support staff regarding orders. Internal audits of a
consumers program file indicate that the supervisor obtains doctors orders and
documents in accord with agency procedures. Direct support staff describes current
doctors orders for specific consumers and accurately implement those orders
professional (Taylor et al., 2006)
Frontline supervisors order medical supplies (e.g., medications, assistive
devices, adult briefs), interact with pharmacies, and arrange for medications to be
picked up as needed. Direct support staff report that the supervisor orders medical
supplies in accord with agency policy and requests that staff pick up the medications.
Local pharmacists report that the supervisor communicates with them about issues
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or concerns and provides necessary information on consumer medications. Direct
support staff report that medical supplies and medications are always stocked and
well organized (Jaskulski & Ebenstein, 2006).
Frontline supervisors ensure fire and emergency drills are scheduled,
completed, and documented as required by agency policies and procedures.
Manager reviews documents that indicate the supervisor conducts fire and
emergency drill and provides documentation of the drills in accord with policies. In a
staff meeting, supervisor discusses policies and procedures related to fire and
emergency drills, and facilitates discussion around how to improve staff performance
in this area professional (Taylor et al., 2006).
Frontline supervisors ensure that individuals served and their family members
understand suggested medical interventions, procedure, or medications.
Consumers and their families report that the supervisor explains the medical
procedure and the reason for the procedure, encourages and responds to questions,
and keeps all parties updated. In a staff meeting, staff report that the supervisor
facilitates discussion around the rationale for and different approaches to involve
consumers and their families in understanding recommended health care treatments
(Larson, 2009).
Frontline supervisors discuss and review menus with dietitians, ensuring that
adequate substitutions are available to support the desires and needs of all people
who receive services. Agency nutritionist reports that supervisor initiates discussion
about menus, the preferences of consumers, how to balance nutritional needs with
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consumer desires, and requests that nutritionist speak informally with consumers.
Consumers report that the supervisors ask about their preferences for meals and
snacks and encourage them to share desires with staff (Larson, 2009).
Frontline supervisors ensure fiscal responsibility and management by
supporting individuals with banking and other financial maintenance agreements;
developing, managing, and implementing household budgets; developing contracts
for services with outside vendors, and completing audits of household and consumer
finances (Hewitt, 2007).
Frontline supervisors support direct support staff or individuals served in
preparing bank transactions (e.g., deposits, transfers, withdrawals) for the program
location and individuals served. Direct support staff report that the supervisor
discusses and encourages staff to work closely with local banks regarding bank
statements, deposits, and withdrawals for program accounts. Consumers report that
the supervisor explains and demonstrates how to make bank deposits and
withdrawals and maintain a check book, responds to questions, and accompanies
them to the bank. Consumer and program items and resources are secure and
protected from exploitation, abuse, and theft (Larson, 2009).
Frontline supervisors complete agency asset and depreciation inventories.
Manager reviews financial documents that show the supervisor completes agency
financial inventories accurately, in a timely manner, and according to agency policies
and government regulations. Agency financial manager reports that supervisor
consults about the proper completion of asset and depreciation inventories. Frontline
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supervisors ensure staff are scheduled, paid, and receive time off when requested.
Frontline supervisors develop staff schedules within budgetary limitations, under
union or agency policies and rules, and in response to consumer needs. Manager
review of schedule indicates that it is posted in a timely manner, within budgetary
limitations, and adheres to policies and procedures. Direct support staff report that
the schedule is posted in a timely manner, is clear, and is reflective of agency and
union policies. Consumers and their family members report that there is staff
scheduled at times when they need support (Lakin, K.C. & Bruininks, R., 2008).
Frontline supervisors solicit and approve staff time cards. Manager review of
time cards indicates supervisors routinely initial and approve staff cards in a timely
manner. Payroll administrators report to managers that supervisors consistently
submit approved time cards in a timely manner. Frontline supervisors approve staff
leave (e.g., vacation, sick, personal). Direct support staff report that supervisors
respond to vacation, sick, and leave requests in a timely manner and according to
agency policy and procedures. Staff satisfaction surveys and exit interviews indicate
the supervisor responds to vacation, sick, and leave requests in a timely manner
and according to agency policy and procedures (Lakin, K.C. & Bruininks, R., 2008).
Frontline supervisors secure staff to fill-in when vacancies occur due to staff
illness, resignation, vacation etc. Manager review of time cards and schedules
indicate that when vacancies occurred in a schedule they were filled by another staff
person or the supervisor. Consumers and families report that vacancies are filled
when regular staff call in sick, are on vacation, or are taking leave. Payroll records
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indicate that allotted staffing hours have been filled (Lakin, K.C. & Bruininks, R.,
2008).
Frontline supervisors provide quality assurance checks for work completed
by individuals supported. Employers report positive performance observations
regarding individuals supported in vocational services. Contracting agencies report
satisfaction with the quality of the work completed by the vocational program.
Manager observes routine quality checks performed by supervisor (Bradley, 2006).
Frontline supervisors understand and implement current state licensing rules
and regulations, agency policies and practices, and protection of individual
consumer rights. Frontline supervisors complete vulnerable adult investigations and
follow through on reporting procedures as required by agency policy and state law.
Manager review of vulnerable adult reports indicate that supervisor provided follow
through in accordance with agency policy and procedure and state rules and
regulations. Supervisor reports to manager in verbal discussion or narrative written
document a description of one vulnerable adult situation, how it was handled by the
supervisor and the various dilemmas and issues faced by the supervisor in that
situation (Bradley, 2006).
Frontline supervisors have current information and knowledge regarding all
state rules and regulations, and agency policies and procedures. In conversation
with manager supervisor engages in discussion regarding policies and procedures
as identified by the manager. Supervisor passes quiz regarding agency policies and
procedures (Anderson, 2012).

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Frontline supervisors ensure compliance with state rules, regulations, and
laws as well as agency policies and procedures. Performance on licensing reviews
and audits is good and indicates compliance. Direct support staff report that the
supervisor writes and implements agency procedures in response to state rules
,regulations, or laws. Frontline supervisors participate in and respond to issues
identified in licensing reviews, audits, and quality assurance monitoring activities.
Supervisors discuss with manager at least one example in which they have
responded to concerns identified in licensing reviews, audits and quality assurance
monitoring methods. Supervisors discuss with manager issues identified in last
licensing review, audit, or quality assurance review and their roles and
responsibilities in that process (Bradley, 2006)
Frontline supervisors read and respond promptly to mail and e-mail.
Supervisors share with managers their system for reading and responding promptly
to mail and e-mail. This system indicates the date and time when a mail or e-mail
came in and when the supervisor followed up as necessary regarding that piece of
mail or e-mail. Family members, consumers, community members and support
network members indicate that the supervisor responds to mail or e-mail requests
promptly. Consumer and family satisfaction surveys indicate that request made of
supervisors via mail and e-mail are responded to promptly (Warren, 2010).
Local Literature
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Frontline supervisors enhance staff relations by using effective
communication skills, encouraging growth and self-development, facilitating
teamwork, employing conflict resolution skills, and providing adequate supports to
staff. Frontline supervisors effectively communicate with staff by listening to their
concerns, supporting and encouraging their ideas and work, thanking them for their
contributions, and providing positive feedback regarding performance. Direct
support staff report that the supervisor listens to their concerns, is approachable
regarding issues, and supports their ideas and concerns. Manager observes
supervisors supporting staff members who have brought issues to their attention.
Direct support staff report that they receive positive feedback from supervisor for
their work efforts. Manager observes supervisor effectively communicating with staff
in team meeting when conflict arises. Supervisor provides copy of formal written
documents such as surveys used to solicit feedback and information from direct
support staff (Ferdinand, 2009)
On the other hand, Lacson (2008) enumerated the duties of frontline
supervisors. They facilitate and encourage staff to be creative and try new ideas.
Direct support staff illustrates the outcome of trying something new with an individual
served by documenting the new activity in a log, a journal, or a note to the supervisor.
In discussion with manager, supervisors identify five ways in which they have
encouraged direct support staff to be creative and try new ideas. In staff meeting,
supervisor is observed by manager soliciting information and feedback from direct
support staff regarding creative and new activities they have initiated
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Dela Cruz (2007) added that frontline supervisors should seek staff opinions
and input regarding various issues (e.g., program plans, budgets, procedures) and
empower staff to make decisions. Staff meeting agendas and minutes clearly
indicate supervisor has sought direct support staff input and ideas. Direct support
staff report that their supervisor has allowed them to make decisions. Direct support
staff report that they have had direct involvement in the development of house
procedures and consumer support plans.
Frontline supervisors also facilitate teamwork and positive interactions and
attitudes among staff. Supervisor facilitates discussion among staff members
regarding how they are doing as a team (e.g., growth, roles, outcomes). In
discussion with manager, supervisors identify the various roles they feel staff
members are playing on the team. Manager observes supervisor demonstrating a
positive attitude and interactions while at work (Rivas et al., 2005)
An effective Frontline supervisor is defined by Castro (2008), they provide
counseling and support to staff when conflicts arise. Frontline supervisors report a
situation where a conflict arose between staff and identified the specific skills and
actions they took to address and resolve the situation. Direct support staff exit
interviews indicate that staff are NOT leaving positions due to conflicts with other
staff members or their supervisor. Frontline supervisors provide formal
communication to staff through communication log books or memos, and by
facilitating effective meetings and purposeful interactions. Review of communication
log books indicates that supervisor is responding to staff concerns in a timely

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manner. Review of memos written by supervisor to direct support staff indicate clear
and concise communication.
Moreover Villas (2008) said that frontline supervisors take a direct interest in
the roles and responsibilities of staff. Direct support staff report that supervisors
maintain regular check-ins (e.g., telephone calls, notes, in person conversations)
with staff on all shifts. When asked, direct support staff clearly articulate their roles
and responsibilities. Frontline supervisors encourage staff to maintain appropriate
boundaries regarding personal vs. professional issues. Direct support staff show up
to work on-time and when scheduled. Supervisor identifies a situation and the
resolution to that situation in which a staff person was inappropriate about personal
issues at work.
Frontline supervisors provide direct supports to individuals with disabilities
and role model such supports to direct support staff by assisting with living skills,
communicating and interacting with individuals served, facilitating community
inclusion, maintaining an appropriate physical environment, providing
transportation, maintaining finances, developing behavioral supports and
demonstrating the importance of consumers becoming active citizens in their
neighborhoods and local communities.(Aliazas, 2005)
In addition to that, Abalos (2005) cited some techniques in communicating
effectively with individuals using their primary method of communication (e.g.,
gestures, verbal, sign language, communication boards). Manager observes
supervisor effectively communicating with individuals with disabilities using their

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primary method of communication. Direct support staff report that supervisor
consistently communicates with individuals with disabilities using their primary
method of communication and has assisted direct support staff in learning and using
these methods of communication. Frontline supervisors interact with individuals
served by listening to their issues, responding to their requests and concerns,
sharing ideas and humor, and participating in meals and other activities. Direct
support staff report that the supervisor maintains active involvement with individuals
with disabilities through conversation and shared activities. Manager seeks input
from individual with disability or family member regarding how comfortable they feel
sharing their concerns or ideas with the supervisor. Documents such as formal
complaints, notes from families, etc., indicate that the supervisor responds to
questions or concerns in a timely, effective manner.
They assist individuals with daily living skills, meal preparation, self-care,
health care, and maintenance tasks as needed. Direct support staff report
supervisors participation as needed in assisting individuals with living skills, meal
preparation, selfcare, and health care. In discussion with manager, supervisor is
able to identify and describe the types of supports provided to individuals as part of
their daily routines. Daily living skill charts and activity logs indicate that the
supervisor assists with these activities on a regular basis (Hilda, 2006).
Furthermore, they assist individuals in developing daily activities which are of
interest to the people receiving supports. Frontline supervisor describes a process
used to encourage involvement and identify preferences of an individual with

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disability in developing their daily activities. Individuals served are regularly
observed making choices about their daily routines (e.g., when to go to bed, what
job they do, what to eat, what to wear, what activities to participate in). Individuals
with disabilities are observed showing interest in the daily activities they perform
(Tan, 2006)
Galvez (2005) undoubtedly stated that frontline supervisors support
individuals in identifying, planning for, and participating in community events and
activities. Individuals with disabilities or their families report receiving support in
identifying and participating in community events. Community activity logs indicate
that individuals with disabilities are participating in a sufficient number and variety of
community activities with respect to their individual preferences and desires.
Frontline supervisors also support individuals served in making and
maintaining friendships with community members. Individuals with disabilities or
their families report at least one new contact or sustained relationship between
individual with disability and a member of the community. In discussion with
manager, supervisor can identify three strategies of supporting an individual with a
disability in maintaining connections with members of the community (Riego, 2009)
They ensure that the physical environment in which individuals live meets
their style and needs. Individuals with disabilities report taking an active role in
choosing home furnishings as desired or display a sense of ownership in their
personal space. When asked, frontline supervisors can prepare a written
accessibility or functional assessment of the physical environment. Consumers

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report that their privacy is respected by supervisors and direct support staff (Alleje,
2010).
Equally important, Franco (2007) also stated that Frontline supervisors support
individuals in purchasing household supplies, personal items, and groceries.
Frontline supervisors are observed supporting individuals with disabilities with their
personal shopping or grocery list. Direct support staff report that supervisor regularly
solicits input from individuals with disabilities before making household purchases.
For instance, frontline supervisors support individuals in identifying, securing,
and utilizing transportation based on their individual preferences and needs.
Frontline supervisors can identify two alternative forms of transportation that meet
the needs of an individual with a disability, including cost of transportation and party
responsible for payment based on purpose of transportation. Individuals with
disabilities or their families indicate an understanding of the various transportation
options available to them. Individuals with disabilities are observed to have access
to appropriate transportation when needed (Delos Santos, 2009).
Lastly, frontline supervisors implement behavior support plans, intervene with
individuals in response to challenging behavior, and diffuse crises situations as they
arise. Documentation indicates that frontline supervisors have implemented
behavioral interventions plans as needed. Frontline supervisors report an instance
when an individual with a disability displayed a challenging behavior, identifying
antecedent, behavior, and consequence, as well as the least intrusive methods of
addressing the behavior (Cabrera 2005).

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Assisting individuals in developing and maintaining friendships and family
relationships through various means such as correspondence, phone contact and
assisting to plan and coordinate social activities is one of their duties. Family
members or other involved parties report frontline supervisors support in planning or
coordinating a social event to which they were invited. Direct support staff can
identify two strategies the frontline supervisor has modeled to support an individual
with disabilities in maintaining a friendship or developing new friendships (Cabrera
2008).
As well as teaching and coaching direct support personnel in the most
effective approaches to achieve these direct support competencies. Direct support
staff can identify specific topic areas in which the frontline supervisor provided
training or instruction on supporting an individual with a disability. Manager has
observed the frontline supervisor providing training and instruction on competency
areas during a staff or team meeting (Tolentino, 2008).
Velasquez (2009) clearly explained that frontline supervisors identify
necessary resources for individuals served and direct support staff, and advocate
for these resources with their managers. Manager reports receiving requests for
resources that better support the independence and self-determination of an
individual served. Frontline supervisors can identify specific resources to address
the training needs of both individual staff and the direct support team as a whole in
supporting an individual with a disability. Direct support personnel and individuals
served report having access to necessary resources.

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Nevertheless, critically evaluate the quality of supports provided to the
individuals who receive services and continuously strive for improvement. Upon
request, the frontline supervisor can describe the successes and challenges in
supporting an individual with a disability. Individuals with disabilities or family
members report an improvement or satisfaction with services being provided by
those under direct supervision of the frontline supervisor. Direct support personnel
report that frontline supervisors regularly identify barriers to providing quality
supports and make suggestions, obtain resources, and develop and implement
plans to overcome those barriers (Trias, 2005).
Frontline supervisors facilitate and support the development and
maintenance of consumer support networks through outreach to family members,
community members, and professionals and through coordination of personal
planning sessions in collaboration with the individual served. Frontline supervisors
communicate with, consult, and inform county case managers, other support
agencies, and support team members in their efforts to identify and support the
desires, preferences, issues, concern, and other supports for individuals while
respecting the rights of individuals served. Manager observes frontline supervisor
supporting the preferences and desires of the individual served during a support
team meeting. Frontline supervisor displays open communications with support
team members and brings unresolved conflicts between parties to the attention of
the manager. Frontline supervisor documents the results of regular contacts with all
members of an individuals support team (including case managers, other service

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providers, and professionals such as physicians and therapists. o Manager observes
that types of supports for an individual with a disability are consistent across settings
(Reyes, 2006).
In fact, Florante (2010) admitted that frontline supervisors also maintain
regular contacts with and follows up with consumers, family members, and support
team members regarding complaints and issues; and design, implement and
develop strategies to address issues identified in consumer satisfaction surveys.
Consumers and families report that report that their cultural heritage is respected
and valued. Individuals served or family members report that the frontline supervisor
addresses issues or concerns they have identified in a timely and respectful manner.
Given a written scenario of a complaint lodged by a family member, the frontline
supervisor outlines a response and strategy to address the familys concern. The
records for each person served contains the name, relationship, and contact
information for all family members and friends in the persons social network.
In the same way, they network with other service agencies to learn new ideas
and strategies for supporting individuals served. When asked, frontline supervisors
can identify two new ideas or strategies they have learned from other service
agencies for supporting an individual with a disability. Managers have observed
frontline supervisors sharing appropriate information with other service providers in
an effort to provide quality services to an individual with a disability (Tan, 2005).
Coordinating or assisting in the development of new programs and support
services greatly help them to supervise their company. Given a general description
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of an individual to be served, the frontline supervisor will be able to identify initial
supports necessary to serve the individual in a new program. Manager observes
frontline supervisor working collaboratively with other support team members to
coordinate new program or support services (Batolinao, 2012).
In addition, Falcon (2006) emphasizes that frontline supervisors facilitate
coordination with generic community agencies (e.g., YMCA, Lions) to provide
inclusive opportunities for individuals supported. Frontline supervisor discusses with
manager recent coordination activities with a community agency based on the
preferences of the individual being served. Direct support staff report effective
communications have been established with a number of generic agencies in which
individuals with disabilities participate. Frontline supervisors support individuals in
making connections and maintaining involvement within community agencies,
organizations, events and activities. Individuals with disabilities have maintained
their participation in a community organization or agency by participating in events
sponsored by agency or organization as they desire. Direct support staff describe
available community options and resources. Frontline supervisor identifies two
instances in which they have supported an individual with a disability to connect with
an organization or club of their choosing.
One of their prime duties is to support individuals in learning about and
participating in community educational opportunities (e.g., adult education courses,
continuing education). Individuals with disabilities and their families are aware of the
educational resources available to them in their community. Individual being served

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has attended an educational class or event of their choosing (Flores, 2006). Frontline
supervisors promote positive relationships between individuals supported, staff and
neighbors and actively participate in neighborhood associations. Direct support staff
report that frontline supervisor models positive working relationships with direct
support staff and community members. Frontline supervisor attends at least one
event coordinated locally by the community or neighborhood association. Frontline
supervisor names and describes how to contact or get information from at least one
neighbor and relevant neighborhood or community associations (Galvante, 2005).
Manager observes frontline supervisor promoting participation of individual
with a disability in their support network meeting. Frontline supervisor can identify
and describe in written form multiple ways of promoting and facilitating involvement
of individual being served in their own team meetings prior to the meeting (Dasco,
2011).
Direct support staff report receiving training and instruction on implementing
consumer support plans. Frontline supervisor has developed a consumer support
plan based on the preferences, desires, and needs of the individual being served.
Documentation indicates that the frontline supervisor regularly reviews the progress
or performance of individuals and their support plans (Brillantes, 2005).
Frontline supervisors facilitate person-centered planning meetings for
individuals served or assist direct support personnel in this planning process.
Frontline supervisors demonstrate the process of a person-centered planning
meeting. Direct support staff can identify ways that an individual with a disability is
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supported that is an outcome of a person-centered planning process (Romero,
2006).
Individuals with disabilities new to the program receive supports to meet their
needs and desires. Manager observes frontline supervisor soliciting information from
the individual to be served regarding preferences and desires of new living situation.
Frontline supervisors coordinate and facilitate annual, quarterly and as needed
consumer planning meetings or assist direct support personnel in this process.
Documentation of planning meetings indicates that meetings occur quarterly or as
otherwise indicated by team. In addition, documentation indicates that all necessary
paperwork has been completed. Manager observes frontline supervisor facilitate
consumer planning meetings. Direct support staff can identify when consumer
planning meetings are being held and report that supervisor notifies them of
meetings and invites or solicits input for the meetings. Frontline supervisors
complete and use formal and informal assessments regarding behaviors, adaptive
skills, health, physical development, etc., or assist direct support personnel in this
process. Written formal assessments completed by the frontline supervisor are
complete and reflect both strengths and support needs. o In discussion with
manager, the frontline supervisor presents information from an informal assessment
completed on an individual with a disability (Navarro, 2005).
Documentation indicates that progress on individual goal areas are regularly
reviewed by frontline supervisor. The written intervention plan includes a method
for efficient and non-intrusive collection of accurate, objective data in sufficient detail
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to evaluate both the persons progress toward the goal and effectiveness of the
method of instruction to be evaluated. Direct support staff demonstrate competency
and consistency in implementing personal goal activities with individuals with
disabilities (Trias,2009).
Furthermore, they gather information regarding individual goals and desired
outcomes from individuals served and their support network members. Manager has
observed frontline supervisor soliciting information from other support network team
members during meetings. Consumers understand their goals and indicate a desire
to work on these goals (Hilda, 2007).
Consequently, Flores (2006) added that Frontline supervisors must complete
required charting and documentation and reports regarding progress toward
meeting individual goals and outcomes (e.g., daily charts, monthlies, quarterlies).
Documentation indicates that all monthly and quarterly charting and progress notes
have been completed by frontline supervisor. Direct support staff report that daily
charting and progress notes are always available for reporting and they demonstrate
accuracy in completing these forms and progress reports. Data are used at least
monthly to determine whether the objective or teaching method should be continued
as written, modified, or terminated. Frontline supervisors observe, monitor and
provide feedback to staff regarding the implementation of individual support plans.
Manager has observed frontline supervisor addressing the implementation of an
individuals personal goal with direct support staff at a staff meeting. Direct support
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staff report that they have received support and education in the implementation of
personal goals of individuals with disabilities.
Frontline supervisors design, implement and monitor behavior support plans,
the use of aversive and derivative procedures (Rule 40) and psychotropic
medications. The frontline supervisor identifies when it is appropriate to use an
aversive or derivational procedure. These are used only when absolutely needed,
are in accordance with state rules and agency policy, and when used include all
necessary consents and other paperwork. A functional assessment, medical review,
communication assessment, and a baseline assessment are included in each
behavioral support plan (Malvar, 2009).
Review of risk management plans by manager indicates that all plans are
completed and accurately reflect the vulnerabilities and skills of individuals being
served. Frontline supervisors review, provide follow-up on and discuss issues with
staff regarding incident or accident reports. Incident or accident reports are filled out
accurately and in a timely manner. Written documentation describes changes
implemented in response to incident or accident reports (Santos, 2013).
Internal audits indicate that frontline supervisors maintain complete and
accurate consumer records and files. Manager review of documents indicate that all
necessary releases are completed and current. Frontline supervisors complete
necessary paperwork when a person is discharged from a program. On a written
test, the frontline supervisor identifies all paperwork that must be completed when a
person is discharged from a program. The frontline supervisor demonstrates the

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discharge process to the manager. Frontline supervisor identifies a concern
regarding program planning or monitoring and can describe the steps they would
take to understand the issue and advocate for a change in an appropriate and
effective manner. Behavioral support plans are clear and detailed enough to ensure
that staff responds consistently to different situations related to the occurrence of
the target behavior (Mantas, 2008).
Frontline supervisors demonstrate and encourage individuals who receive
services to be as independent as possible (e.g., answer their own telephone, assist
in meal preparation, assist with chores). Individuals with disabilities appear
comfortable in their home and demonstrate a level of independence congruent with
their skills and abilities. Direct support staff report that the frontline supervisor
models interactions with individuals with disabilities that promote independent
behavior. Direct observation of supervisor and direct support staff reveals that
individuals make choices and act with as little assistance as possible. Frontline
supervisors communicate necessary information and maintain positive working
relationships with staff from other agencies which provide supports to individuals
served. Manager observes the frontline supervisor working effectively and positively
with staff from other agencies (i.e., support network meetings, through phone
conversations). Managers receive NO reports from outside agencies indicating that
information is not being communicated or working relationships are not maintained
with frontline supervisors (Olivares, 2011)

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Managers have observed frontline supervisor raising issues and concerns in
a positive and constructive manner to management within the agency. Local officials
(e.g., county agency) report that frontline supervisor advocates for necessary
changes in the program planning and monitoring systems. Frontline supervisors
document participation in local or regional policy observations where proposed
changes are discussed (Patrono, 2005).
Mendoza (2007) asserted that supervision has direct effect on staff
performance. Supervisors assign task and clear responsibilities of performing those
tasks and they in turn expects accuracy and punctuality from assignees. Also
supervision gives the right direction to people under supervision to enable them to
take initiative and responsibilities to go ahead on their own. Supervision seeks to
equip individuals with the necessary knowledge, attitudes and skills to make them
useful; not only to themselves but their immediate community and country.
It is important that staff performance are constantly monitored and
reviewed for it to be abreast with changes and developments. Today, supervision
appears to be sporadic and quite often, serves as a token activity that is unable to
achieve the objectives for which it is intended.
Supervision is then seen as a control mechanism which has the
task of correcting the activities of individuals and groups to ensure that their
performance is in accordance with plans. Plans must be made but in most cases
might not be achieved unless activities are monitored, and deviation from plans
identified and corrected as soon as they become apparent.

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The significance of supervision for enhancing the
performance of staff in an organization cannot be ignored in the developmental
process of any country. Supervision has been defined in various ways by different
authors to suit their audience. Santos (2008) perceive supervision as a vital aspect
of organized education. This statement is evident in everyday business. Often, men
strive to offer the best supervision to sustain workers interest for increase
productivity.
Agnas (2010) believes that the responsibility of developing tourism
and hospitality management lies within the hospitality organizations and the
education system of the country. The basis of everything starts with education, and
it is well known that a basic set of skills and knowledge is usually received during
the studies. Moreover, it is proved that hospitality management education creates
significantly skilled employees; however the work place provides an employee with
specific knowledge that is crucial for the future development. However, according to
Nelson and Dopsan (2011) hospitality education itself was born out of a need to
supply the hospitality industry with competent managers and is often driven by
industry standards. They (Nelson and Dopsan) also stated that the main
determinants of success in the hospitality education are the quality of graduates and
retention of those graduates in the industry. Most undergraduate hospitality
programs are specialized rather than general, and their courses lack a general
business perspective (Pastoral, 2007). As a result of this the criticism that higher
education programs were, in fact, becoming out of touch with the direct needs of the
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industry increased (Cristobal, 2013). Therefore as time has passed the importance
of the experience gained at work started playing a bigger role, rather than education.
Nevertheless education still remained as the crucial aspect of the career path of any
qualified hospitality industry employee.
Education system plays one of the vital roles in careers of the future
hospitality area employees. It is very crucial to distinguish the differences between
the education and training, therefore, in order to help to have a different view of the
nature of tourism and hospitality management, Basa (2005) noted that, universities
provide education and educational system of the country while training is generally
provided by the industry. Nevertheless, education has been defined as a field of
multidisciplinary study, which brings the perspectives of many disciplines, especially
those found in the social sciences, to bear on particular areas of application and
practice in hospitality and tourism industry (Fajardo, 2005). Further, Perez and
Gregorio (2006) state that due to the complexity of the tourism industry in relation to
continuous tourism management needs, it is imperative that industry executives
develop their knowledge skills. Since Buendias 2008 landmark competency study
outlining the skill sets demanded by the industry, two more very interesting key
studies have been published in the hospitality literature.
In the literature, the middle manager has often been singled out as the
main reason for resistance to organizational change (Peter and Wilmar, 2007).
However, increasingly, research and practice have shown that middle managers
roles do not only center on the planning, controlling and monitoring of their units
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activities, but they also can influence strategy in both upward and downward
directions (Floyd & Benjamin, 2006, 2008). This is also true for middle managers in
the Philippines. There are three primary reasons why todays middle managers in
Philippines need to play the 3 role of leader; the critical position of the middle
manager, leadership continuity, and motivation issues.
First, middle managers are serving in critical positions in todays
organizations in the Philippines. The external environments for Philippines
organizations are characterized by incredible competitiveness and complexity. It is
often middle managers rather than the top managers who have their hands on the
pulse of the organization and are closer to customers and other stakeholders.
Second, Middle managers play a pivotal role in detecting new ideas, mobilizing
resources, championing issues, and communicating information about important
strategic agendas. Third, Middle managers also play an important role in leading
people and retaining employee because they manage, motivate and communicate
with supervisors and front line employees every day. To meet the requirements of
their roles, middle managers need to be aware of organization strategy, have a keen
sense of the environmental context, and remain extremely sensitive to the nature
and demands of other members, develop cooperation, and get people to work
together to reach a common goal (Reyes, 2007). An organizations competitive
advantage will increasingly depend on the degree to which it allows middle
managers to enjoy an enhanced role that involves greater input into the strategy and
policy arena (Dopsan and Reyes 2007).

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Leadership continuity is another issue related to middle managers
leadership. Philippines State Family Planning and Population Commission
predicted that the number of Filipino residents aged 65 or older will grow to more
than 200 million in 2010; there were just under 100 million in 2005 (Aging population
in the Philippines, 2004). Within the next twenty years, a significant percentage of
the executives in the Philippines are going to reach their retirement age. Todays
middle managers will be the next generation of business leaders. If they are not
ready to take over, there will be a potential loss of retired executives skills and
experience. In 2006, several entrepreneurs in the Philippines retired or passed away
accidentally, and the situation attracted a great deal of attention from practitioners
and researchers interested in succession planning and management issues in the
Philippines (Yabut, 2005). Moreover, compared with previous generations of leaders
who grew up during the upheavals of the Great Leap Forward and the Cultural
Revolution and who obtained their working experience in the government-led
environment for many years (Edeleon, 2001), current middle managers have a more
systematic education background and market-oriented management experiences.
Whether middle managers can take over an organization effectively is a key
determinant in Philippiness success on the world stage in the next twenty years.
Accordingly, middle managers, the next generation of the executive leadership
team, need to capitalize on leadership and managerial skills so that they can take
the leadership reins smoothly in the future.

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In addition to middle managers critical position in organizations and
the succession planning issue, motivation is the third driving factor for middle
manager leadership. They wish to be more engaged in their work environment and
to be part of a culture that complements their personal values. Middle managers who
are engaged in leadership feel a greater sense of belonging and achievement, which
will motivate and encourage better performance.
In conclusion, the critical nature of the position and the leadership
continuum require middle managers take on the role of leader. At the same time, the
middle managers themselves also have strong motivations to be more engaged in
leadership. Although there are also other related issues, these three are the most
influential reasons for the leadership competencies of middle managers to be an
important topic with social and academic significance.
Exchange relations between employees and supervisors are
vitally important to the safety performance of an organization (Santos, 2005).
Hernandez and Morgan (2010) states that If an organization attempts to
demonstrate that it values and cares for its workers, employees should perceive that
management would be open to the raising of safety concerns.Supervisors must
strive to establish positive exchange relations among employees in efforts to
improve job performance, job satisfaction, and safety performance (Michael, 2006).
Gomez (2006) and Abad (2007) suggest when positive exchange relationships are
established between line level employees and supervisors, workers may be more
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willing to follow safety related policies and procedures leading to fewer injuries in the
workplace.
In the construction industry, management selects and appoints
supervisors to be the leaders of the work crew (Peter, 2010). It is vitally important
that the supervisor build a positive atmosphere in which his employees work
(Barammeda, 2012). A positive atmosphere will decrease group tension and will
help create a willingness to consider new ideas that may help establish a mindset of
safety on the job. Several team-building skills can have a positive effect on building
a pleasant atmosphere for employees to work in (Sierra,2012).
Job related stress has the potential to create worker negligence,
carelessness, ignorance, and lack of attention to the work tasks being performed.
Worker stress can come from both on and off the job pressures and should be
noticed by the line level supervisors Work related on the job pressures primarily arise
from conflicting job demands, extreme time pressures, and poor basic rates of pay
along with worker incentives for maximizing productivity by cutting corners and risk
taking. Stress level assessment of the line level workforce is an important tool for
the supervisor to possess in the context of increasing job satisfaction and improving
employee safety behaviors (Baltazar and Cruz, 2008).
It is especially important that the supervisor be competent in the
methods of setting worker tasks and responsibilities in a matter that his operating
line can be the most effective. Mitropoulos and Cupido (2009) suggest assigning
experienced construction crews the more demanding and challenging tasks as a

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way to help improve both productivity and safety performance. Setting worker tasks
and responsibilities is a key component to increasing the safety performance of the
line level work force (Santiago, 2006).
Bi-directional communication, individual happiness, and attitude
have much to do with job satisfaction and the overall organizational culture, with
most of the responsibility for improving employee job satisfaction resting on
management. Employees are also responsible for improving their own attitudes and
levels of happiness at work and in their private lives. In this chapter, the importance
of effective organizational communication, the cultivation of a positive attitude, and
the development of individual happiness in support of improved job satisfaction and
organizational success will be presented.
Guillermo (2010), states that a computerized payroll system must have
the ability to update and maintain employee information and to generate required
outputs including paychecks, reports to management and to the government.
Basa (2007), says that a computerized payroll system is designed to help
human resource professional as well as finance and accounting personnel to
manage employee compensation, deductions, allowances, and benefits in an
organization.
Monterde (2009) stated that "organizations perceive ERP as a vital tool for
organizational competition, as it integrates dispersed organizational systems and
enables flawless transactions and productions". This statement serves as basis of

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this proposed systems capability and flexibility to integrate to other subsystems
within the airline system.
Trias (2010) emphasized the importance of accurate calculations in a
successful payroll system. It is that a payroll system is defined as a system
programmed to calculate taxes and deductions, which can also be internet-based
or offsite.
Local Studies
According to a blogged article in blastasia.com (2007), says that a
computerized payroll system is designed to help human resource professional as
well as finance and accounting personnel to manage employee compensation,
deductions, allowances, and benefits in an organization.
According to the definition of Enterprise Resource planning on
Wikipedia.com, stated that "organizations perceive ERP as a vital tool for
organizational competition, as it integrates dispersed organizational systems and
enables flawless transactions and productions". This statement serves as basis of
this proposed systems capability and flexibility to integrate to other subsystems
within the airline system.
This payroll system is a part of an ERP. This system involves calculations
and registering of cash payment of the company to their employees (which involves
Salaries, Incentives, Benefits and Taxation) as stated by the law itself. Even though
payroll is normally under Human Resource Department of a company, yet this
system makes it much more independent from the core of the said department. A
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payroll is the sum of all financial records of salaries for an employee, wages,
bonuses and deductions. In accounting, payroll refers to the amount paid to
employees for services they provided during a certain period of time. Payroll is
crucial because payroll and payroll taxes considerably affect the net income of most
companies and they are subject to laws and regulations
The proposal aims to create a system that could provide the necessary
database for all the payroll records and the systems expected storage consumption.
It is because the system must be able to cope to all data bulk the payroll system
needs to receive and store. Second, it also involves fast, accurate and seamless
computation of salaries of all the current employees of the expected client. This is to
make the system more user-friendly, secure and unbiased by any external reasons.
Lastly, to create a system that will be able to generate reports of all payroll
transactions. In conclusion, this proposal must be able to meet all the characteristics
a standard, non-faulty and expandable system has.
The payroll system within the Airline Management ERP is primarily focused on the
airline crews and personnels salaries, taxations, etc. The systems processes
accuracy and legitimacy is highly crucial for it could affect the net income of the
company. Based on the system study entitled "INFONETICS PAYROLL
SYSTEM"(2012), emphasizes that a payroll system must be user-interactive in all
its processes (including maintenance of payroll records ad payroll reports and
checks printing). It also explains that the system must be capable of maintaining
accuracy of tax tables and deductions using a concrete formula.

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Based on the research study entitled computerized payroll system of
Department of Health (DOH) (2007) explains that a computerized payroll system is
a window based program which is specially designed to facilitate and simplify the
monthly preparation of general payroll and related reports. Also that is must be
flexible to provide option which allows the user to hold additional fields for other
compensations and deduction which was unique to an office the company.
Based on the undergraduate study made on Cagayan De Oro City Hall
entitled "Cagayan De Oro City Hall Computerized Payroll System" stated that is
important that the system must be easily accessible, fast-tracked and secure.
Jimenez (2007) asserts that employee retention is heavily dependent upon
two key factors; leadership skills of management and human resource strategy. No
matter how wonderful the company is, people will not stay if their front-line supervisor
is an untrained person with poor managing skills. Training managers on coaching
and mentoring can go a long way towards improving employee retention. It is now
more important than ever before to harness and secure the available workforce
within a given organization.
Cruz (2007) stated that people move faster, interact with more visible
animation, communicate with more palpable emotion and enthusiasm, listen more
intently and respond more vigorously in a happy environment. Providing team
members with adequate job challenges is another way to keep them engaged
considering the gap between employees abilities and the demands of the task they
are to accomplish. Skillful leaders understand the power of involving people in

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solving problems. When individuals and groups realize they truly have influence and
the authority to make a plan and execute it to reach the goal, engagement kicks into
gear. Too little challenge leads to boredom, and too much challenge leads to job
stress. Employees will go an extra mile if they feel responsible for the results of their
work and believe their jobs are rewarding. This implies that everybody, at all levels
of an organization, want to know that their efforts are recognized and appreciated.
However, Domingo (2008) points out that employment market are going
to change eventually. As a result retention of human resource remains the biggest
need facing companies today. For example, Zacarias (2007) explains that keeping
skillful employees remains a major worry for many organizations. Therefore, there
is need to understand the expectations and needs of the employees. Hilda (2007)
states that, in contrast with the gloom and doom forecasts about employee
satisfaction, a recent survey revealed that a large majority of employees are
contented in their current position. The irony, however, is that while employees cite
a greater sense of satisfaction, their managers are either unaware or cannot identify
a retention strategy within their own offices. Organizations can correct the imbalance
by educating managers about the retention strategies and then taking a top-down
approach to communicate all retention initiatives throughout the organization.
Gomez (2007) states that while continual recruitment of skilled workers
should be a companys top priority, it should still be argued that their retention should
be even more important. At the top of the list should be employee retention because
while good people are hard to find, dependable people are much harder to replace.
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In a leadership role, it is vital to understand the unique needs, desires, expectations
and goals of each staff member and make sure the organization becomes a place
of self-actualization where each can be realized.
Del Rosario (2008) states that one of the important steps to putting in place
a sound staff retention policy in any organization is to establish and understand the
reasons why employees resign. Using staff retention as a key performance indicator
for the management team would assist in tracking and monitoring initiatives to retain
key personnel. Similarly, Ruperez (2005) notes that retention is a critical issue in
many industries, including health care. While there is no magical formula for
retaining top medical personnel, there are steps that medical practices can adopt to
prevent job hopping and to create an environment that will encourage employees to
prosper and remain loyal to the practice. Similarly, the teaching profession should
be able to not only recruit capable and qualified members, but also retain them. This
can be done by providing teachers with opportunities for educational advancement
and professional growth by alleviating conditions in the schools that limit the
realization of intrinsic rewards that are a major source of teacher job satisfaction
(Evangelista 2006).
Moreover, Sarmiento (2009), added that schools in the Philippines have
adopted a compensation policy by providing attractive salaries comparable to
corresponding government departments in order to ensure a successful retention
rate. The salary range is formulated in accordance with factors such as skill, length
of service, past performance, qualifications and responsibilities. Besides, it is evident

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that those who stay longer are also more loyal to their institutions. However,
alternative strategies for improving job performance and teacher retention will be
based on individual impact on skills and other professional activities which will
maximize an employees professional growth and promotion in the service.
Investment in education contributes to economic growth and development
through improvement of the human factor in the organization which is essential to
the sharpening of performance and the attainment of efficiency (Azanza 2010). For
this reason, the recent indication of teachers opting to stay in the Philippines instead
of aspiring to work abroad becomes an advantage for the country. On one hand, the
economic benefits of migrant labor have enabled ordinary Filipinos to attain a better
life. On the other hand, retaining those employed by offering them better incentives,
through economic empowerment that guarantees decent and gainful employment,
is the major concern for education (Department of Education, Annual Report 2006).
Obviously without proper retention measures, this idea can be elusive.
Philippines refer to a multiple island nation located in Southeast Asia, with
Manila as its capital city. It comprises 7,107 islands in the western Pacific Ocean.
From its many islands, the country reflects a diverse indigenous Austronesia
cultures as well as European and American influence from Latin America, Spain and
the United States the latter being former colonizers. Roman Catholicism is the
predominant religion and Filipino and English are the official languages.
As the world is rapidly changing, it is important for leaders and managers to
keep up with the trends in business to be relevant and successful (Ferdinand, 2014).
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As many of the worlds business enterprises have changed over the past century,
so too has the focus on efficiency and success and what it takes for a manager to
be competent. In the 21st century, managers are described as leaders and not
necessarily managers, even though the word manager is generally in the title of their
position. The leaders in many business organizations define success as more
revenue, more profits, higher market share, cost savings, and new-product offerings.
However, these cannot solely define success. Malcolm Forbes shares the following
on success: Only a handful of companies understand that all successful business
operations come down to three basic principles: People, Product, and Profit. Without
TOP people, you cannot do much with the others. It has been recognized that the
top ten percent of managers show the most positive impact on the business results
from an organization.
The world has become a global village because of the dizzying pace of
technological innovations, shortened product life cycles, increase in competition,
and globalization. Consequently, a firms competitive ability and survival are
dependent on its distinctive capabilities and core competences, and on how these
resources are managed. Firms can generate competitive advantage from the way
they manage their internal resources. The society depends upon the marketing
performance of business organizations for its living standard, and these
organizations, in turn depend on the sales performance of their sales force to
achieve the competitive advantage. Thus, incompetence of the sales force affects
the organizations' marketing performance in particular and human societys

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economic well-being in general. It becomes apparent that the effect of poor sales
force performance in sales job, is not limited to the firms alone but also to the
economy by extension. Management of sales force competence is critical in
improving the sales performance of the firm (Albay, 2012).
The sales manager is the person responsible for leading and guiding a team
of salespeople. A sales manager's tasks often include assigning sales territories,
setting quotas, mentoring the members of his or her sales team, assigning sales
training, building a sales plan, and hiring as well as firing salespeople. In large
companies, sales quotas and plans are typically established at the executive level,
and a manager's main responsibility is to see to it that her salespeople meet those
quotas (Monte Carlo, 2009).In the past, the emphasis on improving revenue and
subsequently success has involved focusing on salespeoples performance rather
than looking at the sales managers performance and leadership in the organization.
Salespeople derive their performance through their ability to gain new distribution of
products, either tangible or intangible; gaining new accounts; as well as by hitting
sales targets on a monthly, quarterly, or annual basis. In comparison, the
performance of a sales manager should be seen as the ability to hire and develop
talent; that eventually, they could use in succession planning and in building the
bench. Building the bench refers to having a line-up of people who are ready and
able to take on new positions when a vacancy arises. In addition, sales managers
are responsible for strategic planning and identifying opportunities on which sales
teams could capitalize.

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Lastly, sales managers are responsible for the motivation and engagement
of their teams. Having engaged sales teams have been linked to the overall success
of an organization (Perez, 2009). Nowadays, the sales manager is expected to play
a much more strategic role in the company and is required to make a key input into
the formulation of company plans (Santos, 2009). Business to business (B2B)
markets are characterized by often large and powerful buyers, purchasing
predominantly for the furtherance of organizational objectives and in an
organizational context using skilled/professional buyers. Demand in B2B markets is
normally derived demand, customers are often geographically concentrated and
negotiation is the order of the day in dealings between marketer and customer
(Rivera, 2009). This indicates the need to identify necessary competencies for
successful sales managers in every market around the world, especially first-line
sales managers in the business to business market.
Competencies are defined as demonstrable characteristics of a person that
enable performance, and they entail knowledge, skills and behaviors that facilitate
employees to outperform (Kalagay, 2009). The competency of first-line sales
managers (FLSMs) is the area of interest for this study. Increasingly, manager
competence proves challenging because B2B companies tend to promote
salespeople to first-line manager positions based on strong performance in the
individual contributor role. In fact, the skills inherent to and displayed by effective
managers differ from those of high-performing salespeople, given that the role is
multi-faceted with unique needs that require aligning competencies (Puten, 2009). It
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is not unusual for a sales manager to be promoted from a sales position in the same
organization. This can give rise to performance problems. Salespeople who are
promoted to first-line managers may fail to distinguish management tasks from doing
tasks and continuing to sell (doing) rather than managing salespeople (managing)
(Dominguez, 2007). Sales management has always played a critical role in
organizations. Managers lead a team, respond to customers, continually improve
products and services, and turn policies into action. The impact of high-performing
managers on revenues and profits is well-documented. Hence, competent sales
managers are one of the key assets needed to outperform competitors. Given this
importance, there are numerous studies cited in the literature on manager
competence; and while there is an assumption of similar competencies in
management functions across organizations and levels of management, it has been
determined that not all competency items or behaviors are equally useful for all jobs,
job levels, business segments, or regions. Practice in the sales profession and
current research on competencies indicate that salesperson competencies are key
to organizational competitive advantage (Bermudez, 2012). While there has been
research in the area of entry-level sales person competency, there is a gap in the
literature among other professional sales levels, e.g., sales management (Lopez,
2009). What is needed now is a more coherent understanding of the competencies
of first-line sales managers in B2B organizations in Ho Chi Minh City, Vietnam, to
grasp what is needed to achieve new levels of individual, team and organizational
performance.
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Ortigas (2007) postulates that successful retention is best achieved by a
proactive human resource department that actively seeks out what employees want
most, and also by discovering the reasons behind the departure of former staff the
organization has failed to keep, but wishes it had. Personnel are more likely to stay
at a school where they felt a connection to their students and their colleagues.
The other factor influencing personnel retention is the use of new teacher
support programs. According to Buenaventura (2010) new teachers often are
assigned to some of the most challenging courses and classrooms. In addition,
some feel they have not received enough training to handle certain aspects of their
job. Further, he states that the combination of these challenges drives too many
teachers from the profession. One response to this situation has been the adoption
of programs at the local level to support new teachers. A study by Torres (2010)
reported that as practicing teachers, mentors appreciate and value opportunities to
interact, share their expertise as they support new teachers. Mentors can provide
the emotional and professional support that often influences teachers decisions to
remain in the teaching profession.
The other retention strategy is restructuring schools to make them smaller.
Buena (2014) indicates that restructuring schools to make them smaller may result
in an improved environment for teaching. A study by Buena (2014) concluded that
the new smaller schools created out of large schools increased cooperation among
teachers and involved more teachers in the process of educational reform.
Management should establish policy or legislation to define class size limits to

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include number and percentage of students who receive instruction. The type and
amount of additional services provided such as behavioral support designated
instructional services and consultation related services should be streamlined.
Management should provide meaningful professional development for its
employees. This professional development must be relevant, high quality, job-
related, ongoing, effective data informed, research based and student outcome
focused. Furthermore, ways should be identified to improve teacher induction that is
additional training time for beginning, middle and experienced teachers. (Galang,
2008).
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Chapter 3
RESEARCH METHODOLOGY
This chapter discusses the methods and procedures to be use in this study,
the procedure of how the study is investigated; tools use to gather the data as well
as the statistical treatment employed.
Research Methods Used
This study used the descriptive research method due to the appropriateness
to the problem. The researcher assessed the competencies of the frontline
supervisors as perceived by the employees in selected Banco De Oro (BDO)
Branches in the National Capital Region (NCR).
Descriptive research is a type of research that describes what exists in a
current situation and may help to uncover new facts and meaning through
observation, description and documentation of the situation as it normally occurs
(Polit & Hungler 1999). This involves the collection of data that will provide an
account or description of individuals, groups or situations.

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Respondents of the Study
The respondents of the study included the officers and staff/ employees of
selected BDO branches in the NCR. These officers and staff comprise of the branch
managers, cashiers, accountants, relationship officers, tellers, and new account
clerks in major districts in the National Capital Region. Below is the distribution of
the respondents of the study.
Table 1
Distribution of the Respondents
Employees Population Percent
Taguig Branches 104 10.48
Paranaque Branches 180 18.14
Makati Branches 250 25.20
Manila Branches 360 36.29
Muntinlupa Branches 98 9.88
Total 992 100.00

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Sampling Technique
Best and Khan (1993:13) defines a population as a group of individuals that
have one or more characteristics in common that are of interest to the researchers.
The population is a group of people who are the focus of a research study and to
which the results would apply (Cardwell 1999: 179). Thus, the population is the
group to which the researcher would like to make references.
Purposive sampling technique will be used in this study. A purposive sample
is a non-probability sample that is selected based on characteristics of a population
and the objective of the study. This type of sampling can be very useful in situations
when you need to reach a targeted sample quickly, and where sampling for
proportionality is not the main concern. Purposive sampling method may prove to
be effective when only limited numbers of people can serve as primary data sources
due to the nature of research design and aims and objectives.
Research Instrument
The research instrument is based on the standardized instruments of the
Minnesota Frontline Supervisors Competency Questionnaire which is divided into

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14 components that effectively measures the competencies of the said target
respondents.
The instrument is tailor-fitted by the researcher to gather the profiles of the
respondents that are deemed necessary. The parts in the said instrument followed
the same sequence as the specific questions posed in Chapter 1.
Data Gathering Procedures
A letter will be prepared by the researcher and endorsed by the researchers
adviser addressed to the Vice President for Human Resource Management of the
Banco De Oro. Upon approval, the researcher will facilitate the survey questionnaire
to the selected employees of BDO.
Afterwards, the gathered data will be organized, tallied, analyzed and
interpreted.
Statistical Treatment of Data
The frequency distribution, percentage, weighted mean, chi-square were the
statistical tools used in the study through the Statistical Package for Social Science
(SPSS) version 20.0.
Frequency Distribution (f). This tool was used to facilitate the tallying and
counting of frequencies falling under the profile categories.

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Percentage (%). This tool was used to find out the part of the whole
respondents assessment based on the frequency/tally gathered. The following
formula was used to determine the same based on the variables determined.
----------------------- x 100 = Percentage
Where:
f = Frequency
N = Total Population
100 = constant
Weighted Mean (Wx). The Weighted Mean (WM) were used to determine
the competencies of the frontline supervisors of selected employees at BDO
branches. The Weighted Mean was computed using the formula:
TWF
WM = -------------------------
Where:
WM = Weighted Mean
TWF = Total Weighted Frequency
N = Total Population
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Chi-Square. Is intended to test how likely is it that an observed distribution
is due to chance. It is also called a goodness or fit statistic, because it measures
how ell the observed distribution of data fits with the distribution that is expected it
the variables are independent. Following is the formula used when testing the
significant relationship between the perceptions of the respondents when they are
grouped according to their profile. To wit:
Arbitrary Scale of Value
To determine the competencies of the frontline supervisors at selected
branches of Banco De Oro, a five-point Likert scale were used that determines the
perception of the respondents. The following rating and verbal interpretation used
is presented below:
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Scale Range Verbal Interpretation
5 4.21 5.00 Advanced
4 3.41 - 4.20 Proficient
3 2.61 - 3.40 Proactive
2 1.81 - 2.60 Introductory
1 1.00 - 1.80 Not Applicable

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"BDO to acquire Deutsche Bank's trust business in Philippines". Reuters. 23 Feb
2014. Retrieved 27 Feb 2014.
"BDO acquires Real Bank".
"BDO acquires largest rural bank".
Inquirer.net, Viva Films plans P1.1-billion IPO
"Fitch Ratings gives 'stable' rating to BDO". gmanews.tv.
afp.google.com, Philippines banks set provisions for Lehman exposure
money.cnn.com, Banco de Oro Sets PHP3.8 Billion Provision For Lehman
Exposure
monstersandcritics.com, Philippine banks set aside funds after Lehman collapse
"UPDATE 1-Philippines' BDO says exposure to Lehman at $134 mln". 19
September 2016 via Reuters.
http://business.inquirer, 7 Philippine banks have $386M in exposure to Lehman
Archived 2011-07-21 at the Wayback Machine.
https://www.bdo.com.ph/ebanking/cash-accept-machine
"BDO Unibank - BDO is the first local bank to roll out EMV... - Facebook".
facebook.com.
http://www.pinoyexchange.com/forums/showthread.php?t=618519&page=29
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RESEARCH INSTRUMENT FOR EXECUTIVES, SUPERVISORS

AND STAFF
Dear Respondent,
The undersigned is taking up Master in Business Administration at Taguig City University
and is now preparing for her thesis entitled THE COMPETENCIES OF FRONTLINE
SUPERVISORS IN SELECTED BANCO DE ORO BRANCHES IN THE NATIONAL
CAPITAL REGION: INPUTS FOR A TRAINING PROGRAM. In this regard, the
undersigned requests your kind support and assistance by honestly answering the needed
information below. Rest assured that your answers shall be dealt with utmost confidentiality.
Thank you and God Bless.
Respectfully yours,
APPLE B. SANCHEZ
Graduate Student Researcher
_________________________________________________________________________
____
INSTRUCTION. Please put a check (/) mark in the corresponding box appropriate to your
answer.
I.PROFILE
1.1 Age
25 and below 31 to 35 41 to 45
26 to 30 36 to 40 46 & above
1.2 Gender
Male Female
1.3 Highest Educational Attainment
Bachelors Degree
Masters Degree
Doctorate Degree
Others, ______________________________ (please specify)
1.4 Job Classification
Staff Managerial
Supervisory Executive
1.5 Length of Service
1 year and below
2 to 4 years
5 to 7 years
8 to 10 years
11 years and above
Direction: Please rate the competencies of the frontline supervisors in your branch using the
following 5-point Likert Scale. This instrument was adapted from the Minnesota Frontline
Supervisory Competencies.
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Scale Range Verbal Interpretation

5 4.21 5.00 Advanced
4 3.41 - 4.20 Proficient
3 2.61 - 3.40 Proactive
2 1.81 - 2.60 Introductory
1 1.00 - 1.80 Not Applicable
Not
Staff Relations Advanced Proficient Proactive Introductory
Applicable
1) Effectively communicates with staff by
listening to their concerns, supporting and
encouraging their ideas and work, thanking
them for their contributions, and providing
positive feedback regarding their performance.
2) Facilitates and encourage staff to be creative
and try new ideas.
3) Seeks staff opinions and input regarding
various issues (e.g., program plans, budgets,
procedures) and empower staff to make
decisions.
4) Facilitates teamwork and positive interactions
and attitudes among staff.
5) Provides counseling and support to staff when
conflicts arise.
6) Provides formal communication to staff
through communication log books or memos,
and by facilitating effective meetings and
purposeful interactions.
7) Takes a direct interest in the roles and

responsibilities of staff.
8) Encourages staff to maintain appropriate

boundaries regarding personal versus
professional issues.
Not
Direct Supports Advanced Proficient Proactive Introductory
Applicable
1) Communicates effectively with supported
individuals using their primary method of
communication (e.g., gestures, verbal, sign
language, communication boards).
2) Interacts with individuals served by listening
to their issues, responding to their requests
and concerns, sharing ideas and humor, and
participating in meals and other activities.
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3) Assists individuals with daily living skills,

meal preparation, self-care, health care, and
maintenance tasks as needed.
4) Assists individuals in developing daily
activities that are of interest to the people
receiving supports.
5) Helps individuals in identifying, planning, and
participating in community events and
activities.
6) Supports individuals in making and
maintaining friendships with community
members.
7) Ensures that the physical environment where
individuals live meets their style and needs.
8) Assists individuals in purchasing household
supplies, personal items, and groceries.
9) Supports individuals in identifying, securing,
and utilizing transportation based on
individual preferences and needs.
10) Implements behavior support plans, intervene
with individuals in response to challenging
behavior, and defuse crisis situations as they
arise.
11) Assists individuals in developing and
maintaining friendships and family
relationships through various means including
correspondence, phone contact, and in
planning and coordinating social activities.
12) Teaches and coach direct support personnel in
the most effective approaches to achieve these
direct support competencies.
13) Identifies necessary resources for individuals
served and direct support staff and advocate
for these resources with their managers.
14) Critically evaluates the quality of supports
provided to the individuals who receive
services and continuously strive for
improvement.
Facilitating and Supporting Consumer Support Not

Advanced Proficient Proactive Introductory
Networks Applicable
1) identifies and advocates for the desires,
preferences, issues and concerns of the
individuals receiving service
2) Maintains regular contact with consumers,
family members and support team members
regarding complaints and issues, and design,
implement and evaluate strategies to address
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issues identified in consumer satisfaction

surveys.
3) Networks with other service agencies to learn

new ideas and strategies for supporting
individuals.
4) Coordinates or assist in the development of
new programs and support services.
5) Facilitates coordination with generic
community agencies (e.g., YMCA, Lions,
Rotary) to provide inclusive opportunities for
the individual.
6) Supports individuals in connecting and
maintaining involvement with community
agencies, organizations, events and activities.
7) Supports individuals in learning about and
participating in community educational
opportunities (e.g., adult education courses,
continuing education).
8) Promotes positive relationships between
supported individuals, staff and neighbors and
actively participate in neighborhood
associations.
9) Supports those served by coordinating,
facilitating and participating in support network
meetings and consumer council meetings.
Not
Program Planning and Monitoring Advanced Proficient Proactive Introductory
Applicable
1) Develops, implements and monitors consumer
support plans or assist direct support personnel
in this process.
2) Facilitates person-centered planning meetings
for individuals or assists direct support
personnel in this planning process.
3) Coordinates the development of new services
for people who are new to the program.
4) Coordinates and facilitates annual, quarterly
and as-needed consumer planning meetings or
assists direct support personnel in this process.
5) Completes and uses formal and informal
assessments regarding behaviors, adaptive
skills, health, physical development, etc., or
assist direct support personnel in this process.
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6) Develops and monitor the implementation and

documentation of progress toward the
supported individuals personal goals.
7) Solicits information regarding individual goals
and desired outcomes from individuals served
and their support network members.
8) Completes required charting and documentation
regarding progress toward meeting individual
goals and outcomes (e.g., daily charts, monthly
reports, quarterly reports).
9) Observes, monitors and provides feedback to
staff regarding the implementation of individual
support plans.
10) Designs, implements and monitors behavior
support plans, the use of aversive and
deprivation procedures (e.g., Rule 40 in
Minnesota) and psychotropic medications.
11) Develops risk management plans.
12) Reviews, discusses and provides follow-up with
staff regarding incident or accident reports.
13) Completes, file, and maintain consumer records
for appropriate releases of information.
14) Completes necessary paperwork when an
individual is discharged from the program.
15) Demonstrates and encourages individuals who
receive services to be as independent as
possible (e.g., answer their own telephone,
assist in meal preparation, assist with chores).
16) Communicates necessary information and
maintains positive working relationships with
staff from other agencies that provide supports
to individuals served.
17) Identifies needed changes in program planning
and monitoring systems within the agency and
at the local, state and federal levels and
advocate for these changes with their managers
and government officials.
Not
Personnel Management Advanced Proficient Proactive Introductory Applicabl
e
1) Recruits new direct support professionals by
posting open positions both within the agency
and externally in newspapers and job boards, by
encouraging existing staff to recruit potential
new hires, and by networking with high schools,
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technical schools, job centers, welfare-to-work

programs and other sources of potential hires.
2) Schedules and completes interviews with

potential new staff in collaboration with direct
support staff, individuals served and their family
members.
3) Seeks input from other staff and from consumers
and family members in making hiring decisions.
4) Arranges criminal background checks and
drivers license reviews for newly hired
personnel.
5) Assesses staff functional ability and capacity,
ensure health physicals are completed, and
address identified ADA accommodations.
6) Completes needed paperwork for changes in
staff status (e.g., move from part-time to full-
time, change locations, resignations,
terminations).
7) Follows up on reports of staff injury at work and
with all workers compensation related issues.
8) Completes staff performance reviews by
gathering input from peers, consumers, family
members, and agency personnel as required by
policy and procedures.
9) Completes salary reviews and make
recommendations for salary increases. In
addition, FLS ascertain other means of
compensation, opportunities for promotion, and
staff celebrations and relay this information to
managers
10) Provides coaching and feedback to staff
regarding performance issues.
11) Provides needed disciplinary action including
demonstrating correct performance for staff as
indicated.
12) Coordinates and facilitates staff meetings.
13) Recognizes the need and plan for celebrations
with staff.
14) Facilitates communication with other
supervisors regarding staff who are shared
across programs.
15) Discusses procedures and work tasks with
support personnel (e.g., secretarial, accounting,
personnel and payroll).
16) Responds to staff questions and crises when they
are on-call (e.g., via pager or cell phone).
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17) Initiates debriefing sessions or discussions

with staff following a crisis situation, incident or
accident.
18) Initiates debriefing sessions or discussions
with staff following a crisis situation, incident or
accident.
19) Attends and participate in agency management,
planning and cross-functional work group
meetings.
20) Reports and discusses consumer, family, or
program related issues as needed with
management.
21) Delegate tasks or duties to staff as needed
(above and beyond job descriptions) for special
events and activities.
22) Prioritizes their tasks and responsibilities in
order of importance to ensure that deadlines are
met.
23) Manages their own stress by balancing personal
and professional lives, taking vacations and
breaks, and using stress management practices
24) Safeguards and respects the confidentiality and
privacy of the individuals served and of the staff
who work in the program.
25) Monitors turnover, recruitment success, and
employee job satisfaction and use the results to
improve personnel practices.
Leading Training and Staff Development Not

Activities Applicable
1) Attends in-service training, participates in
continuing education, and works with their
managers to develop and implement a
supervisory development plan.
2) Coordinates, schedules and documents
staff participation and performance in
orientation and in-service training and
completion of other alternative self-
directed learning and development.
3) Observes and solicits feedback from staff,
consumers and their families regarding
direct support staff training needs and
desired opportunities
4) Shares resources and information with
staff related to supports, technology,
interventions and hot issues for
supporting individuals.
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5) Provides orientation and answers questions

from new staff through a variety of formal
and informal instructional and learning
activities.
6) Provides required training to staff on the
needs of individuals served and in
response to rules and regulations (e.g., use
of glucometer, vulnerable adults, rights,
emergency procedures, medication
changes).
7) Supports staff in learning how to use a
computer to do their work.
8) Identifies potential trainers and provides

resources, coaching and training
opportunities for direct support staff.
Not
Promoting Public Relations Advanced Proficient Proactive Introductory
Applicable
1) Provides education to community members
regarding people with developmental
disabilities (e.g., rights, responsibilities,
dispelling myths).
2) Invites community members to learn more
about the organization and the people who
receive services.
3) Recruits and mentors community volunteers,
interns and students.
4) Collaborates and networks with other service
agencies in the community.
5) Communicates and maintains relationships
with community vendors, landlords and
related entities.
6) Assists in the development of promotional
materials such as newsletters, newspaper
articles, brochures, videos and contacts with
media.
Not
Maintenance Advanced Proficient Proactive Introductory
Applicable
1) Schedules, monitors, and occasionally
completes routine and/ or emergency
household repair and maintenance tasks.
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2) Gets bids and estimates for house/site

maintenance from outside contractors and
consults with organization maintenance
personnel as needed.
3) Arranges payment for needed maintenance
(e.g., obtain purchase orders, submit invoices,
process check request, get supervisor
approval).
4) Maintains a safe home environment by
coordinating services or performing duties as
needed to ensure safety (e.g., snow removal,
adequate lighting).
5) Ensures basic routine household tasks are
completed (e.g., lawn care, changing light
bulbs, watering plants).
6) Identifies delegates and instructs staff as
needed on routine household maintenance and
ensure that resources necessary to complete the
tasks are provided.
Not
Health and Safety Advanced Proficient Proactive Introductory
Applicable
1) Identifies and monitors safety issues within the
physical environment.
2) Ensures that infection control procedures are
used as needed and in accordance with policy
and procedure.
3) Monitors individuals for health-related
concerns and respond by reporting issues to
health professionals and documenting needs.
4) Ensures that individuals receive routine
medical, therapeutic and dental care; and
coordinate transportation or take individuals on
related appointments.
5) Completes forms for psychotropic medication
monitoring review as indicated.
6) Locates health, dental and therapeutic services
in local communities that will accept Medical
Assistance as the sole payment option.
7) Obtains and documents doctors orders as
needed and follow up with direct support staff
regarding orders.
8) Documents new medications to be administered
each month.
9) Monitors medication errors and review as
needed with staff.
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10) Provides first aid and arrange for emergency

medical appointments as needed.
11) Orders medical supplies (e.g., medications,
assistive devices, adult briefs), interact with
pharmacies and arrange for medications to be
picked up as needed.
12) Ensures that fire and emergency drills are
scheduled, completed and documented as
required by agency policies and procedures.
13) Individuals served who become ill, FLS
monitor symptoms, provides reassurance and
nurturing, and implement treatment plans as
prescribed.
14) Ensures that direct support staff members
administer medications and treatment plans as
prescribed and in accordance with agency
policies and procedures.
15) Obtains consent from the legal guardian for
medical interventions, procedures and
medication administration.
16) Involves consumers in their health care plans by
educating and offering choices regarding
treatment options.
17) Ensures that individuals and their family
members understand suggested medical
interventions, procedures and medications.
18) Discusses and reviews menus with dieticians,
ensuring that adequate substitutions are
available to support the desires and needs of all
people who receive services.
Not
Financial Activities Advanced Proficient Proactive Introductory
Applicable
1) Assists direct support staff to assist consumers
in preparing bank transactions (e.g., deposits,
transfers, withdrawals).
2) Prepares and reviews periodic budget reports
(e.g., monthly, quarterly, annually).
3) Monitors, approves and arranges for payment
of household bills.
4) Ensures that consumer bills are paid in a timely
manner.
5) Budgets, manages, monitors and replenishes
petty cash accounts.
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6) Completes and approve expense reimbursement

requests made by staff.
7) Assists in establishing new per diem rates for

individuals served.
8) Ensures that Medical Assistance, SSI and other
related government benefits are current for
individuals served.
9) Completes agency asset and depreciation
inventories.
Not
Scheduling and Payroll Advanced Proficient Proactive Introductory
Applicable
1) Develops staff schedules within budgetary
limitations, under union or agency policies and
rules, and in response to consumer needs.
2) Solicits and approves staff time cards.
3) Approves staff leave (e.g., vacation, sick,

personal).
4) Secures staff to fill-in when vacancies occur
due to staff illness, resignation, vacation or
other reasons.
Not
Coordinating Vocational Supports Advanced Proficient Proactive Introductory
Applicable
1) Develops new jobs and procure new work for
individuals who work in community businesses
or who receive supports in day training and
habilitation programs.
2) Oversees the training of individuals on how to
complete job tasks.
3) Oversees the support of individuals in creating
an effective workload and schedule based on
their individual preferences and needs.
4) Provides quality assurance checks for work
completed by consumers.
5) Ensures that Department of Labor standards are
met in all work settings where individuals
receive supports.
Coordinating Policies, Procedures and Not

Rule Compliance Applicable
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1) Completes vulnerable adult investigations and

follows through on reporting procedures as
required by agency policy and state law.
2) Have current information and knowledge on all
state rules and regulations, and agency policies
and procedures.
3) Writes reviews and updates agency policies and
procedures in response to licensing reviews,
changes in rules and regulations, and consumer
needs.
4) Ensures compliance with state rules,
regulations and laws as well as agency policies
and procedures.
5) Participates in and respond to identified issues
in licensing reviews, audits, and quality
assurance monitoring activities.
6) Solicits the input of consumers and their
support network members in developing agency
policies and procedures, and for federal and
state rules and laws.
Not
Office Work Advanced Proficient Proactive Introductory
Applicable
1) Answers the telephone and returns phone calls
promptly.
2) Monitors and responds promptly to messages

on answering machines, pagers and voice mail.
3) Reads and responds promptly to mail and e-

mail.
4) Writes memos and reports concisely using

appropriate grammar, spelling and formats.
5) Uses the computer for word processing, data

base management and creation of spreadsheets.
6) Effectively completes various office tasks (e.g.,

copying, filing, or typing).

Taguig City University The Problem and Its Background

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ey

TAGUIG CITY UNIVERSITY 1

THE PROBLEM AND ITS BACKGROUND

External pressures such as globalization, powerful competition and the increasing

demonstrate business impact and maintain accountability for results.

Frontline supervisors have a much larger influence on employees day-to-day

leadership. A 2004 Corporate Leadership Council study of 50,000 worldwide

employees revealed that the manager of frontline employees in particular his

or her effectiveness at managing people is the most important driver of

frontline supervisor, when an ineffective supervisor can shift to an effective people

TAGUIG CITY UNIVERSITY 2

manager there is the potential to improve employee performance by 25%, employee

engagement by 52% and employee retention by 40%.

Just as strong leaders are invaluable in setting the organizations vision,

(Ballenstedt, 2007), they promote and implement HR strategies, onboard new

guidance and manage employee performance. Strong managers can significantly

influence and contribute to higher levels of individual, team and organizational

knowledge, skill sets and tools to do the job (Lamoureux, 2007).

While a large part of a supervisors development will be learned through

experience on the job, a clear understanding of what is expected of them in their

resolving conflicts they will draw from in their day-to-day activities.

TAGUIG CITY UNIVERSITY 3

Background of the Study

On a daily basis, we see a picture of frontline supervisors being airlifted to the

how to survive in this critical and ever-changing environment. They have an

customers. In this premise, the job of a frontline supervisor is as important as the

roles of banks as drivers of an economy. Therefore, the success of all organizations

Hence this study.

Following is a brief historical background of Banco De Oro (BDO) where the

in the Philippines with a resounding presence in most Asian countries.

In November 1976, Acme was acquired by the Sy Group, the group of

Savings and Mortgage Bank.

In December 1994, BDO became a commercial bank. To reflect the bank's

TAGUIG CITY UNIVERSITY 4

banks owned by a Chinese-Filipino in the Philippines (others include Metrobank and

BDO Unibank eventually became involved in insurance services in 1997 (it is

a bancassurance firm) by establishing a subsidiary called BDO Insurance Brokers.

Pilipinas Life Assurance Company and Generali Pilipinas Insurance Company, in

shares, which was de-listed on June 4, 2007.

De Oro, BDO Unibank, Banco De Oro BDO and plainly BDO.

TAGUIG CITY UNIVERSITY 5

Kong as well as 27 overseas remittance and representative offices in Asia, Europe,

North America and the Middle East.

With BDO gaining momentum in the global arena, it is imperative that

competencies of the drivers of this organization, the frontline supervisors, are

frontline supervisors as the subject, being one herself. As ENFORM (2004), a

leading human resources development advocate, puts it, an organization that

specific knowledge, skills, capabilities, behaviors and desire to deliver. Such an

organization recognizes that building intellectual capital and maintaining core

competencies is critical to achieving sustained success. A commitment to

competency shows an acknowledgement of continuous learning and development

as a business strategy. Moreover, the researcher hopes to ensure, that its

managed by expert middle- managers.

TAGUIG CITY UNIVERSITY 6

This study is anchored on the Minnesota Frontline Supervisor Competence

supports, Facilitating and supporting consumer support networks, Program planning

and monitoring, Personnel management, Leading training and staff development

activities, Promoting public relations, Maintenance, Health and safety, Financial

activities, Scheduling and payroll, Coordinating vocational supports, Coordinating

Figure 1. The Minnesota Frontline Supervisor Competency

TAGUIG CITY UNIVERSITY 7

success of any organization (Higgs, 2008).