Management and the Alignment

with Resources

1
Let us share

2
Knowledge

• Discuss their roles, responsibilities and

competencies as supervisors
• Identify the relevant range of skills
required to succeed at the supervisory level
• Explore the supervisory challenges
presented by the diverse workforce of the
21st century
Performance

• Utilise tools for effectively managing

emotions in self and others
• management strategies to help boost
morale
• Manage selected challenges faced by
supervisors
• Apply tools and techniques for dealing
with supervisory challenges
Attitudes

• Embrace their roles and responsibilities

as supervisors
• Commit to applying newly acquired self
management strategies for a more
healthy and productive lifestyle and
work relationships.
Who are Supervisors?
Top

Man
agem
ent
Middle
Management

Supervisors

Operative Employees
 A supervisor is…
A first-line manager

Provider of detailed instructions concerning

work activities
Provider of necessary resources so that the work
is done successfully
Facilitator towards the attainment of
organisational goals
 But that’s the traditional view

CONTEMPORARY VIEW

On the coloured sheets

provided, write one (1) word
that would describe supervisors
Motivator Adviser Coach

Mentor Counselor Trainer

facilitator
What is supervisory
management?
 “It is the process of
achieving desired results
through utilisation of human,
material and other resources”
Modern Management can be defined
as having an obsession with:-

• responsiveness to customers
• constant innovation
• building of partnership
• leadership that loves change
• Instilling, sharing and inspiring vision
• having simple support systems aimed at
measuring performance.
Why is this important?
 2013 Workforce

Engaged
26% 29%
Not Engaged

45% Actively
Disegaged

The challenge is very real !

Employee don’t leave
companies they leave
people.
3 Key Drivers of Employee Engagement
Relationship with direct
Manager

Belief in Senior Leadership

Pride in Working for the

Company
How do you know
when your direct
reports are
engaged?
4 Traits Engaged Employees
Exhibit
Enthusiasm

Empowered

Inspired

Confident
The Role of a Supervisor
Annou Depouye

20
 Controlling
10%

Organising
24%
Leading
51%

Planning
15%
Leading – 51%

• Motivating employees
• Directing activities of others
• Selecting the most effective communication channels
• Resolving conflict among employees

Controlling – 10%

• Putting in place structures to ensure compliance

• To see to the smooth management of the organisation
• Monitoring and evaluating employee performance
Planning – 15%

• Short-term, tactical planning

• Scheduling departmental workload

Organising – 24%

• Allocating resources
• Determining tasks to be done, how they are to be
done, to whom they are to assigned so that
activities can be accomplished as planned
• How tasks are to be groups
 Supervisor’s Roles

Be Prescriptive
• Expectations and demands placed on the supervisor
by employees, peers, superiors, family and friends,
as well as organization influences such as policies,
procedures, job descriptions, union contracts, etc.
Manage Conflict
• Occur when conflicting and contradictory demands
are made on supervisors.
 Supervisor’s Roles

Avoid Ambiguity
• Occur when supervisor is not sure of the role he or
she is to play, resulting from unclear or non-existent
job descriptions, orders, rules, policies, or
procedures.
Encourage Performance
• Successful organizations clearly prescribe roles and
create environments that support and encourage
employees to perform their roles as prescribed.
Training and developing
employees
• Ensure sufficiently trained employees in the
different aspects of the work
• Facilitate in critical development of workers
• aid multi-skilling
• ensures continuity in the organisation
• Training allows the employee to make
decisions at the point of operation
• Training and development helps the
employees to develop self-worth
Delegation of duties

• organised transfer of certain duties

from a supervisor or subordinate to an
employee with the capacity to perform
such duties
• Delegation is done to release the
supervisor from simpler duties so as to
concentrate on more complex tasks or
to ease the load of a particular employee
Recogniser of talent

• The supervisor should have an eye out

to spot talented employees and plan
for their development in terms of:
• Training
• Acting in a position
• Special assignments
• Mentoring and coaching
Counsellor

• Seek to find out troubling concerns

of employees and see how best these
concerns can be resolved. This can
be done by giving them:
• Problem solving skills
• Coping skills
• Self assessment skills, etc
Provider of performance
feedback
• Evaluate employees
• Give them helpful feedback on their
performance
• Ensure that there are avenues there for
them to upgrade themselves
• Point them to other sources outside of the
organisation that can be of assistance to
them
• Work with your employee
Maintaining ethical
standards
• The supervisor him/herself should
uphold the ethical principles of the
organisation.
• must be a model for employees
and fellow colleagues
• ensuring that employees adhere to
the established code of ethics
 Supervisor’s
Responsibilities in the
Organisation
A Supervisor’s Responsibilities
to:
• Employees
• Peers
• Superiors
• Customers
• Self
Responsibilities to customers

• Taking personal care of

customer/client
• Meeting customers specification and
demand in terms of quality of
service/product, timing, quantity
• Handling complaints quickly and
totally and inform them of the
outcome.
Responsibility for self-
development
• Constantly analyzing and attempting to
improve self in terms of :
• Self-control
• Analytical ability
• Personal appearance
• Ability to instill confidence within
employees
• Leadership and initiative
• courtesy
Responsibility for self-
development
• Assuming membership and actively
participating in professional organizations
• Preparing academically and /or in terms of
training and development for current and
future positions
• Developing an effective time management
programme in which all resources,
including time, are efficiently used to
achieve personal and professional goals.
 SUPERVISORY
COMPETENCIES/SKILLS
 Variations in Competency Demands

Top
Level in Management

Middle

Supervisory

Technical Interpersonal Conceptual

Management Competencies

Robert L. Katz, “ Skills of an Effective Administrator, Harvard Business Review (Sept. – Oct. 1974)
Technical Competence is the ability
to apply
• specialized knowledge or expertise:
• To the tasks of the unit
• To teach the skill to employees
• To coach employees
• To use procedures and techniques
• coordinating and integrating the various tasks
of the unit
• costing work and preparing budget
Interpersonal Competence is the ability to
work with, understand and motivate people:
• Communicate effectively
• Listen
• Deal with conflicts
• Motivate employees
• Counsel employees
• Discipline their employees
Interpersonal Competence is
the ability to:
• Handle grievance
• Interview people
• Evaluate employee performance
• Provide feedback about employee
job performance and behaviour
Conceptual Competence is defined as the mental
ability:
• to analyze and diagnose complex situations
• to see the organization as a whole and the relationship
among its parts which involves:
• Thinking
• Information processing
• know where one’s department fits into the total
organization and how the organization fits into the
industry, the community, and the broader business
environment
Conceptual Competence is
having the ability to:
• Plan
• To analyze situations and to find
solutions to existing concerns
• To be creative and innovative
• Have the aptitude to share ideas
The Supervisor’s
Changing World
 Supervisor’s Changing World
• Demographic trends are making finding,
hiring, and supervising employees more
challenging
• Most workforce is fast becoming older
and more multiethnic
• Nontraditional Workers
• independent contractors who work on
specific projects — moving on once the
projects are done
45
 Supervisor’s Changing World
• Balancing the needs of:
• Generation Y - 1977 to 2002
• want fair and forthright supervisors who are highly
engaged in their employees’ professional
development
• seek out creative challenges and view colleagues
as resources from whom to gain knowledge
• want small goals with tight deadlines
so they can build up ownership of tasks
• Generation X -1965 to 1976
46
 Supervisor’s Changing World
More globalization means more
competition, and more pressure
to be “world-class”
To lower costs
To make employees more productive
To do things better and less expensively
47
 Supervisor’s Changing World
Diversity at work

…means having a workforce composed

of two or more groups of employees with
various racial, ethnic, gender, cultural,
national origin, handicap, age, and
religious backgrounds,
48
 Supervisor’s Changing World
You will find yourself
supervising many different
groups!
Gender
Religion
People with disabilities
Racial and ethnic groups
49
Older and younger workers
 Table Discussions

What do these developments and

changes all mean for what
supervisors must know to be
successful today?

50
 What these changes
• strong mean for
leadership Supervisors
skills
• earn personal respect and hone your
leadership and coaching skills to
influence and motivate your
employees
• supervise in a diverse, multicultural
workplace
• strong Leadership Skills

51
 • Stereotyping
Diversity can produce
problems that • Discrimination
undermine • Tokenism
collegiality and • Ethnocentrism
cooperation • Gender-role stereotypes

52
 What These Changes Mean for
Supervisors?

You’ll need world-class basic supervisory

skills

• Planning and setting goals

• Organizing jobs and work
• Interviewing and screening employees
• Appraising and managing performance
53
Basis of Comparison: Manager v/s
Supervisor
MANAGEMENT ORGANISATION HIERARCHY

CEO

Directors

Senior Management

Middle Management

Supervisors
Non-Executive
Employees
 ROLES & RESPONSIBILITIES OF
MANAGEMENT BY LEVEL explained
 WHAT IS MANAGEMENT?
 Management is the process of coordinating people and
other resources to achieve the goals of the company as
efficiently and effectively as possible. *Goals are attained
efficiently and effectively
 Management in Organizations

4 traditional management Functions + Staffing

MANAGEMENT FUNCTIONS - PLANNING
MANAGEMENT FUNCTIONS -
DIRECTING
Function 4: Controlling
Monitoring Progress
toward meeting organizational
goals and objectives
Resetting the Course
if goals or objectives change
in response to shifting conditions
Correcting Deviations
if goals or objectives are not
being attained.
 Management of Resources
– Breaking down the Resources
Financial

Physical

Human

Time

Information
Management Style
Authoritarian Style: Also referred to as
coercive style of management, authoritarian
managers would normally demand immediate
compliance. Basically such managers are saying
“just do as a say”. In modern business
organisations, this style of management cannot
succeed, as it will ultimately cause staff
demotivation or possible rebellion and legal
action 2 for bullying. However, authoritarian
management style may be suitable in crisis
situations and in the military.
Authoritative Style: Full of authority and
influence, individuals who display this type of
management style can very easily mobilise
people with a great deal of enthusiasm and with
clear objectives. These are very confident and
charismatic managers who are basically saying
“come with me, trust me”. Some cynics might
feel that such individuals are too over confident
and arrogant.
Democratic Style: As the name implies democratic
seek to achieve objectives by consensus and staff
participation. Seeking the opinion of their staff on
serious issues. This creates the feeling of joint
participation and responsibility among the staff. It is
said that such management style is likely to reduce
staff rebellion. However, there may be problem areas
if, for instance, the staff are against an important plan
that management wants implemented. Nevertheless,
this style of management is likely to facilitate effective
communication within the organisation, which in turn
is likely to reduce rebellion.
Affiliative Style: Closely related to the democratic style,
affiliative style of management is intended to create unity and
harmony in the organisation by seeking to build an emotional
bond among staff. Such bonding is expected to create an
atmosphere of friendliness, unity and love in the organisation,
which in turn is seen as a motivator. It can also breed staff
feeling that they are all tied to the same destiny. While there
is no doubt that it is a positive style, some may worry that
being too close and friendly with the staff could cause
problems relating to too much familiarity.
Permissive Style: Also referred to as Laissez-Faire
Style, this is the style management where managers
give little or no direction to the staff, basically, letting
the staff to just carry on with their job. This provides a
great deal of empowerment for the staff, who may feel
proud that they are in charge of their work and can
work without supervision.
However, this style of management is only appropriate where the staff
are:-
• Highly skilled and experienced
• Interested in working on their own
• Trustworthy • Independent experts that are hired from outside.

Some of the potential problems with this style is that:

• Managers are kept in the ‘dark’ as to what is going on as there is little
or no feedback from the staff.
• It could create insecurity and uncertainty, where staff are not properly
trained or experienced.
• It can lead to a situation where managers do not compliment the staff
at all, as they don’t know how efficient the staff has been.
• The manager’s role and responsibilities are effectively reduced.
Indifferent Style: While a bit similar to the
permissive style, the indifferent style is basically
that the manager just can’t be bothered. This may
be the case where the manager is seriously
demotivated as a result of lack of recognition or
simply that he/she has had enough and does not
care what goes on. Obviously, this is an
unacceptable style in modern management.
Coaching Style: This is a management style
where a manager focuses on training, guiding,
counselling and staff personal development for
the future growth of the organisation. This will be
extremely useful for the improvement of staff
performance and the future strength of both staff
and the organisation. Properly trained staff will
be much more confident and efficient on the job.
Pacesetting Style: This is a style of management
where managers set examples and standards for high
performance. Basically, it is management by example,
where managers are saying “do what I do”. It is like a
role model management style. 4 This sort of style may
only be suitable for staff who are highly motivated.
Others may find it too intense and overwhelming and
may just give up, because they are unlikely to achieve
such standards.
Visionary Style: This is a management style, where
managers move their staff to share positive dreams of
the potential benefits and opportunities that they stand
to gain. This is where when both staff and
organisational goals are clearly defined and the means
of achieving them are well known by everyone.
Visionary managers can be innovative and would
normally seek to develop the staff ability to make
effective decisions and to improve performance.
Bureacratic Style: This is a management style by the
book, so such managers are completely inflexible.
Basically such a manager is saying “I go by the book,
no more no less”. The Bureaucratic style require that
everything is done in accordance with company policy,
procedure and culture.
This type of management style may only be useful
where:
• Staff perform routine tasks
• The job requires staff to know and understand all the
policies and procedures.
• For health and safety reasons, certain work (e.g.
machine operation) has to be done in a certain way
• For security reasons, certain procedures have to be
performed in the course of the job.
This type of management style may only be useful
where:
• Staff perform routine tasks
• The job requires staff to know and understand all the
policies and procedures.
• For health and safety reasons, certain work (e.g.
machine operation) has to be done in a certain way
• For security reasons, certain procedures have to be
performed in the course of the job.
However, a bureaucratic style could cause problems:
• Where innovation and initiative is required on the job
• Where staff have become bored of their job and need
challenges
• In breaking bad work habits that have been formed
over the years
• As staff will object to changes to be introduced, as
they are used to certain ways of work
Defensive Style: This is a management style that is practiced
by managers who always seek to find fault from the staff and
gives the impression that he/she is correcting the fault. For
example, such managers may always say words like: “that is
wrong, you shouldn’t be doing that”. The problem is that such
managers are always negative in their attitude towards the
staff, finding faults and errors, but not their positive
contributions. This sort of management style can be very de-
motivating and demoralising. If such behaviour persists, the
staff may also become defensive towards the manager. .
Management Competences
Interpersonal Competence is the ability to
work with, understand and motivate people:
• Communicate effectively
• Listen
• Deal with conflicts
• Motivate employees
• Counsel employees
• Discipline their employees
Interpersonal Competence is
the ability to:
• Handle grievance
• Interview people
• Evaluate employee performance
• Provide feedback about employee
job performance and behaviour
Conceptual Competence is defined as the mental
ability:
• to analyze and diagnose complex situations
• to see the organization as a whole and the relationship
among its parts which involves:
• Thinking
• Information processing
• know where one’s department fits into the total
organization and how the organization fits into the
industry, the community, and the broader business
environment
Conceptual Competence is
having the ability to:
• Plan
• To analyze situations and to find
solutions to existing concerns
• To be creative and innovative
• Have the aptitude to share ideas
The Supervisor’s
Changing World
 Supervisor’s Changing World
• Demographic trends are making finding,
hiring, and supervising employees more
challenging
• Most workforce is fast becoming older
and more multiethnic
• Nontraditional Workers
• independent contractors who work on
specific projects — moving on once the
projects are done
85
 Supervisor’s Changing World
• Balancing the needs of:
• Generation Y - 1977 to 2002
• want fair and forthright supervisors who are highly
engaged in their employees’ professional
development
• seek out creative challenges and view colleagues
as resources from whom to gain knowledge
• want small goals with tight deadlines
so they can build up ownership of tasks
• Generation X -1965 to 1976
86
 Supervisor’s Changing World
More globalization means more
competition, and more pressure
to be “world-class”
To lower costs
To make employees more productive
To do things better and less expensively
87
 Supervisor’s Changing World
Diversity at work

…means having a workforce composed

of two or more groups of employees with
various racial, ethnic, gender, cultural,
national origin, handicap, age, and
religious backgrounds,
88
 Supervisor’s Changing World
You will find yourself
supervising many different
groups!
Gender
Religion
People with disabilities
Racial and ethnic groups
89
Older and younger workers
 Table Discussions

What do these developments and

changes all mean for what
supervisors must know to be
successful today?

90
 What these changes
• strong mean for
leadership Supervisors
skills
• earn personal respect and hone your
leadership and coaching skills to
influence and motivate your
employees
• supervise in a diverse, multicultural
workplace
• strong Leadership Skills

91
 • Stereotyping
Diversity can produce
problems that • Discrimination
undermine • Tokenism
collegiality and • Ethnocentrism
cooperation • Gender-role stereotypes

92
 What These Changes Mean for
Supervisors?

You’ll need world-class basic supervisory

skills

• Planning and setting goals

• Organizing jobs and work
• Interviewing and screening employees
• Appraising and managing performance
93