Supervisory Development Program

Supervisory Development Program Table of contents
Table of Contents
1.0 PARTICULARS ABOUT SUPERVISION 01
2.0 ORGANIZATIONAL STRUCTURE AND RESPONSIBILITIES 02
2.1 Organizational Structure in a company 02
2.2 Responsibilities 04
1.2.1 Responsibility to the middle and top management 04

1.2.2 Responsibility to the worker in the department 05
1.2.3 Responsibility to other supervisors 05
1.2.4 Responsibility to the personnel department 05
1.2.5 Responsibility in labor matters 05
1.2.6 Resposibility in general 06
3.0 SKILLS REQUIRED BY SUPERVISORS 07
3.1 Interaction Skills 08
3.1.1 Good Communication 08
3.1.1.1 Communicate clearly 08

3.1.1.2 Understanding Body Language and Gestures 09
3.1.1.3 Learning to Listen 11
3.1.1.4 Asking Questions 13
3.1.1.5 Working with Feedback 14
3.1.1.6 Giving and Receiving Orders 15
3.1.1.7 Compiling Reports 16
3.1.2 How to delegate 17
3.1.2.1 What is delegation and why to do it 17

3.1.2.2 Recognizing and dealing with barriers 18
3.1.2.3 Selecting tasks 20
3.1.2.4 Planning a structure 21
3.1.2.5 Briefing effectively 23
3.1.2.6 Monitoring progress 24
3.1.2.7 Analysing difficulties 25
3.1.3 Successful meetings 26
3.1.3.1 Participating a meeting 26

3.1.3.2 Running a meeting 26
3.1.3.3 One to one meetings 27
Supervisory Development Program Table of contents
3.1.4 Motivating people 29
3.1.4.1 What is motivation 29

3.1.4.2 Recognizing needs 29
3.1.4.3 Assesing your own management style 30
3.1.4.4 Creating a no-blame culture 32
3.1.4.5 Winning cooperation 34
3.1.4.6 Dealing with demotivation 36
3.1.5 Discipline 37
3.1.5.1 Rules and regulations 37

3.1.5.2 Disciplinary action 37
3.1.6 Rewarding performance 38
3.1.6.1 Evaluating each job 38

3.1.6.2 Appraising effectively 39
3.1.6.3 Rewarding exceptional preformance 41
3.1.7 Training and developing the staff 43
3.1.7.1 The importance of training 43

3.1.7.2 Developing a training plan 44
3.1.7.3 Effective teaching with the 4-step method 45
3.2 Analysis Skills 48
3.2.1 Planning a process 48
3.2.1.1 Determination of goals 48

3.2.1.2 Plan the accomplishment 48
3.2.1.3 Development of plans and actions 49
3.2.1.4 Controlling and review procedures 50
3.2.2 Improving a process 51
3.2.2.1 The principle of continuous improvement 51

3.2.2.2 The process of contiuous improvement 53
3.2.2.3 Case study: Shortening customers' telephone waiting time 55
3.2.2.4 The idea of Total Quality Management 59
3.2.3 Reducing costs 60
3.2.3.1 Different kind of costs 60

3.2.3.2 Basis for proper calculations 62
3.2.4 Daily Routine Activities 71

Supervisory Development Program Introduction
Supervisory Development Program

A seminar for improving supervisors skills
Before we start talking about supervisors and supervision we should have a

proper definition for this word. One way is having a look in the dictionary:
The dictionary defines supervision

in the following words:
"the act of supervising, the authority to direct or supervise".
It comes from the Latin supervidere.
Super signifying "over" and videre meaning "see".
Supervision as a management function refers

to the act of keeping a close eye on the work of
workers and employees in the performance of
the jobs assigned to them. Thus, the individual
who is in charge with this function and
responsibility is generally called a supervisor.
Supervision is the process of "looking over
their shoulder" to see that things are
operating correctly.
This seminar is desined to help you to better understand the tasks and
responsibilities of a supervisor and give you ideas how to improve your
supervisory skills.
Hopefully the outcome of the seminar will enable you to transfer your new
knowledge into your company and thus enhance the productivity and quality.
Sabine Schacknat
Supervisory Development Program Particulars about Supervision
1.0 Particulars about Supervision
Just imagine:
Until a few weeks ago you were a normal worker in the production line and you received your
orders from your boss or a supervisor. They gave you instructions of what to do and how do to
it and you were doing it. Two weeks ago the production manager of your company talked to
you and offered you a job to be a supervisor yourself. You happily agreed because it means
some Pesos more every day and you do not have to do all the dirty work yourself anymore.
Last Monday you started your new assignment and you suddenly realize that this new job is
not so easy after all. Before you had to deal only with the work itself but now you have to tell
other people what they have to do!
Think about the problems you suddenly have to deal with:
ÎMachines are not adjusted properly

ÎDimensions of the product are not accurate
ÎWrong tools are used for the job
ÎWrong materials have been used
ÎAccidents are happening
ÎProducts are not finished in time
ÎThe quality of the product is not good
ÎJobs take too long to be finished
ÎYour former buddies in the production line
don’t want to have a beer with you after work!
You wonder what is going wrong because you actually thought that you were a skilled
wood worker!
Actually there is a big difference between the two jobs and you have to recognize what these
differences are.
And you have to learn some new skills before you are really able to do your new job
properly.
Prepared by Eng'r S. Schacknat Page 01

Supervisory Development Program Organizational Structure in a company
2.0 Organizational Structure and Responsibilities

2.1 Organizational Structure in a company
2.2 Responsibilities
2.1 Organizational Structure in a company

Let us have a look at the organizational structure of a company to get an idea of what
changed in the work life if you change from a worker to a supervisor. In the picture you can
see a rough layout of a company’s structure. Now, you moved up from the workforce into your
new position as a supervisor and that means that you moved up from being a “Follower” to
being a “Leader”.
As a follower you received your orders from the supervisor or the middle management and
you were following these orders. Sometimes they would ask you for a statement about some
problems and you had to report to them.
Your main task was to function as a worker and to do what you were told. The skills you had
to provide were mainly technical, on how to run a machine and to use tools. Most of the labor
was physical, like planing a piece of wood, the dimensions of the final product were given to
you and you had to do it according to the order.

Supervisory Development Program Organizational Structure in a company
In the new position as a supervisor you will find a completely different situation to handle:
You have to receive orders from the management and give reports to them.
and
You have to give orders to the workers and receive reports from them.
Now it should be easy to understand that most of your work as a supervisor will be more
mental and not so much physical.

Supervisory Development Program Responsibilities of a supervisor
1.2 Responsibilities
If we have a closer look at the organizational structure we can see that a supervisor has a lot
of different responsibilities in his work life:
1.2.1. Responsibility to the Middle and Top Management
The management is expecting from a supervisor to do a lot

of things in the department or section. They want to be able
to rely on him when it comes to the planning of the work in
the section and the coordination of work with other sections
(Example: You are the supervisor in the assembly, so you
have to report problems to the management regarding the
supply of parts from the machining section). The supervisor
has to be able to train and select employees for specific
jobs. It is very important that he is able to communicate with
the workers so that they do understand their work
assignments.
To maintain work discipline and morale in the section he needs to have a natural authority
which has to be based on knowledge and skills. To make the section an efficient one he has
to make production decisions such as:
Î
Which job has priority?
Î
When do we start with the next order?
Î
Which worker will be assigned at which machine?
Î
Will the machine work more efficient if you assign two workers?
At the same time the management expects from the supervisor that he will maintain a proper
cost control (Material waste, proper production flow, unproductive workers). In order to
improve the productivity of the section the management expects written comments and
suggestions about the situation.

1.2.2 Responsibility to the Workers of the Department

The workers in the section are the ones who will do the actual
jobs like machining, assembly and so on. To achieve a high
quality and In Time production the supervisor has to rely on his
workers. A good working morale is a very important factor, the
supervisor has to get to know the special skills of his workers in
order to assign them to the right jobs and explain all the matters
connected to this assignments (special jigs, deadline, tools to
use). If necessary he has to instruct and train workers for
special jobs.
The target is to create a trusting working climate were the workers will be able to talk openly
about problems in meetings. The treatment of all workers has to be equally. The workers
problems have to be handled correctly, a good relationship with the personnel / staff
department has to be established because they can help in all sorts of explanations and
problems like workers payment and benefits. Sometimes the supervisor might have to take
over the role of a counselor but he has to be careful that he does not get involved personally
into the problems, it is very important that he will stay objective in all department matters. The
workers will be efficient if the supervisor provide them with a predictible and stable work load.
1.2.3 Responsibility to Other Supervisors

It is very important that each supervisor gets to know all the other
supervisors very well in order to establish good working
relationships with them. This will improve the work flow between
the departments, the exchange of information like deadlines for
parts and products, it will help to solve problems with quality and
tolerance problems. It is the target to create a supervisor team that
can communicate and coordinate properly with the management.
1.2.4 Responsibilities to the Staff / Personnel Department

The staff department will approach the supervisor first regarding information about workers.
He has to be able to judge requests for information from staff managers, try to be a middle
man in these situations. A supervisor should coordinate standardized reporting forms and
instruments with the staff managers in order to judge the employees performance. He should
consult with appropriate staff managers to utilize their special expertise on staff problems
(work attitude, late, drinking, fighting…)
1.2.5 Responsibility in Labor Matters (if company is unionized)

The supervisor has to know the basics of the CBA (Collective Bargaining Agreement) to keep
a professional relationship with the union. He has to respect the terms of the agreement as a
representative of the employer, even though he may personally disagree with it. The treatment
of all workers has to be equally, union members or not.

1.2.6 Responsibility in general
The main purpose of supervision is to determine whether the individual who is responsible for
the action understands the information and the directions that were given to him previously,
and whether he is following them satisfactorily. The executive seeks
to learn where further advice and instruction are needed by the
subordinate. Another chief importance of supervision is that it can Subordinates who have
catch deviations of actual from planned results at a time when been properly selected
corrective action may be taken immediately. The executive, however, and indoctrinated need
should remember several things about supervision. Many subordinates less supervision
do not ordinarily like close supervision. As a matter of record,
successful managers do not over-supervise. Subordinates who
have been properly selected and indoctrinated need less supervision than a group seeking a
complex of objectives, the significance of which they do not understand.
Î Directing
Î Guiding
Î Leading
Create an atmosphere Directing, guiding, and leading are three key words that
sum up the whole spectrum of supervision. Directing is a
where workers perform
verbal or written function. It is telling subordinates what
their assignments
they have to do and how they are to do it. As a function
because they want to of order-giving, it may range from a simple request to an
perform. authoritative command. The secret of effective leadership is
not ordering people, but creating an
atmosphere where they perform their assignments because they want to The supervisor must
perform them. Exhibiting their leadership qualities, supervisors are able know what is going on,
to guide and lead their subordinates grow and develop into capable and who is doing what, and
reliable workers and employees of which every organization would have
what the working
reason to be proud of. To be able to direct, guide, and lead, in line with
the function of a supervisor of "watching over", he must know what is conditions are.
going on, who is doing what, and what the working conditions are.

Supervisory Development Program Skills required by Supervisors
2.0 Skills required by Supervisors

Based on all the responsibilities a supervisor has in a company we can summarize all the skills a
supervisor should have to do a proper job. For the purpose of effective supervision, three sets of
skills are required, namely:
3.1 3.2
Interaction Skills Analysis Skills Technical Skills
3.1.1 Communicate clearly 3.2.1 Planning a process
3.1.2 How to delegate 3.2.2 Improving a process
3.1.3 Successful meetings 3.2.3 Reducing costs
3.1.4 Motivating people 3.2.4 Daily Routine Activities
3.1.5 Discipline
3.1.6 Rewarding
performance
3.1.7 Training and developing

the staff
Interaction skills Analysis skills Technicals skills

include all the techniques enable managers as well as are very important for a
managers and supervisors use supervisors to study problem supervisor. If a supervisor is not
to relate to their employees for situations and other aspects of able to understand the working
purposes of providing direction management, break into the process and has not the
and feedback. Basis for all minutest details and as such knowledge which is required in
interaction is the ability to have a clear grasp and his specific area of the
communicate clearly! understanding of them. With production, he will not be able
everything set in clear to make the right decisions and
perspective, they are able to to plan properly. The workforce
formulate and implement the will not respect him because of
steps that may be found his lack of experience and
warranted by the circumstances knowledge. If a former,
in relation to the whole work excellent worker is promoted to
system. a supervisor or foreman, he
usually has enough technical
skills.

Supervisory Development Program Interaction Skills / Communicate clearly
3.1 Interaction Skills
3.1.1. Good Communication

3.1.1.1 Communicate clearly
3.1.1.2 Understanding Body Language and Gestures
3.1.1.3 Learning to Listen
3.1.1.4 Asking Question
3.1.1.5 Working with Feedback
3.1.1.6 Giving and Receiving Orders
3.1.1.7 Compiling Reports
3.1.1.1 Communicate clearly
Good communication is the lifeblood of organizations. It takes many forms, such as speaking,
writing, and listening, though its purpose is always to convey a message to recipients. Use it
to handle information and improve relationships.
Effective communication hinges on people understanding your meaning, and replying in terms
that move the exchange forward – preferably in the direction you would like it to go.
Communicating is always a two-way process. There are always at least two parties involved in
any communication, each of whom may have different wants, needs, and attitudes.
Barriers
Communicator/Speaker Recipient/Listener
These wants and needs can present barriers if they conflict with those of the other party, and
such barriers may stop you conveying or receiving the right message. Breaking down barriers
is one of the first steps towards good communication.
Maintaining eye contact

Listening to what the other person is saying
Mirroring body language
all help you to communicate successfully.

Supervisory Development Program Body Language and Gestures
The three rules that govern good communication are all associated with clarity:
Be clear in your own mind about what you want to say
Deliver the message properly
Ensure that the message has been correctly understood
Good communication means saying what you mean – and fully comprehending any feedback.
2.1.1.1 Understanding Body Language and Gestures
Your body language – a huge range of unconscious physical movements such as posture,
facial expression, and gestures – can either strengthen communication or damage it. Even if
you are sitting completely still, you may be unknowingly communicating a powerful message
about your real feelings. Because of its subtlety and range, body language is difficult to read
and to control. However, a broad understanding of body language is one route to
understanding the real opinions of others.
Make sure you are not

unintentionally showing a
hostile expression or
posture.
Conquering Nerves
The nervousness people feel before making a presentation or attending a meeting is very
natural. Use body language to appear more confident than you feel by making a conscious
effort to smile and to relax your arms. Look people in the eye while you are talking or listening
to them, keep your posture comfortably straight, and do not fiddle with your hands.
Keeping your Distance

Leaving an acceptable distance between people is part of body language, and this distance
changes depending on situation. For instance, guests at a social gathering stand closer to
each other than strangers in a non-social situation. Always take care not to intrude into
another's personal territory in case you arouse defensive or hostile reactions.
Supportive gestures
Supportive gestures such as making eye contact and nodding while somebody is talking,
create empathy – unless the person to whom you are speaking can tell that you are
concealing your true feelings. Everyone can control their body language to an extent, but not
totally. To avoid that the body language is contradicting you, try to be as honest as possible
and show always respect to the one you are talking to.

Supervisory Development Program Body Language and Gestures
Communicating by Body Language

Posture is all-important in body language. On a first meeting, these three postures would
create very different impressions. The positive posture might have the best effect on the
outcome by encouraging open communication, while the negative one would make
communication difficult.
Recognizing Gestures
All skilled public speakers use
gestures for emphasis.
Devices like smacking your fist
into an open palm, pointing, or
spreading your palms can all
reinforce points you make
verbally. Remember that over-
assertive gestures, such as
banging a table, or other signs
of anger, can alienate people.
Practise a range of
gestures in front of a
mirror to find those
that look natural for
you.

Supervisory Development Program Learning to Listen
2.1.1.2 Learning to Listen
The two-way nature of communication – so that both sides understand each other – is widely
ignored. Listening techniques are vital, since how you listen conveys meaning to the other
person and helps to make the exchange successful.
Showing Attentiveness
When you are in search of information, consensus, or a working relationship, the more
obviously you listen attentively the better. You may need to speak to get a respons, but show
you do not wish to dominate the conversation. Ask open questions, which lead to discussion,
and keep your responses brief. Repeat key words silently as you hear them to help you to
remember what is said.
If you are taking notes while people are speaking, do not try to write their
words in longhand and in sequences or you will fail to keep up. Instead,
listen to what is being said and note down the key points in your own
words. Try writing a succinct explanation of each point, and use headings
and numbers to structure your notes.
Interpreting Dialogue
Take statements at face value without reading hidden meanings
into what is being said. Test your understanding by rephrasing Keep an open mind
statements and repeating them to the speaker. It should then be about what people
clear that you have understood each other – or they may correct say.
you and clarify their statement. However, watch for physical signs,
such as evasive eye contact, and verbal signs, such as hesitation or contradiction, that
provide clues to the thruthfulness of the message. Be careful not to hear only what you
want to hear and nothing else.
Recognizing Prejudice
When what you see or hear only fulfils your own expectations you
probably have an inflexible mind-set. Most people have this Think about the
problem and are unconsciously influenced by stereotypical views. words you hear, not
We are also influenced by others, and often adopt their opinions the person saying
without thinking. Prejudices block good communication. If you them.
can recognize your prejudiced ideas, you will be a better listener. A
frequent mistake is to assume that you know what somenoe is going to say, and not to listen
to the actual message. However, people do not always behave according to stereotype or
expectation. Listen very carefully to what people are saying to you and do not let your
prejudices get in the way.

Supervisory Development Program Learning to Listen
Type of Listening Putting Methods into Practice
EMPATHIZING Empathize by imagining yourself in the other person's position,

trying to understand what they are thinking, and letting them feel
Drawing out the speaker comfortable – possibly by relating to their emotional experiences.
and getting information in Pay close attention to what the person is saying, talk very little,
a supportive, helpful way. and use encouraging nods and words.
ANALYZING Use analytical questions to discover the reasons behind the

speaker's statements, especially if you need to understand a
Seeking concrete sequence of facts or thoughts. Ask questions carefully, so you can
information and trying to pick up clues from the answers and use the person's responses to
disentangle fact from help you form your next set of questions.
emotion.
SYNTHESIZING If you need to achive a desired result, make statements to which

others can respond with ideas. Listen and give your answers to
Proactively guiding the others' remarks in a way that suggests which ideas can be
exchange towards an enacted and how they might be implemented. Alternatively,
objective. include a different solution in your next question.
Acting on what you hear

In some cases, communication is an end in itself – an update on
Keep promises in
progress, for example. In others, action is vital – clearing a bottleneck
in the production, say. What you must never do is promise an action
writing as soon as
and fail to deliver. A classic example is the employee attitude survey, you can to avoid
which always raises expectations of action to remedy management misunderstandings.
errors. Failure to act on the survey findings means you have not
listened and instead delivers a harmful message. Keep your promises – and take action as
soon as possible.
Listen Respond Act

Supervisory Development Program Asking Questions
3.1.1.3 Asking Questions

Knowing what to ask
The right questions open the door to knowledge and understnding. The art of
questioning lies in knowing which questions to ask when. Address your first
question to yourself: if you could press a magic button and get every piece of
information you want, what would you want to know? The answer will
immediately help you compose the right questions.
Choosing questions
When preparing questions in advance, always look at the type of
question that best meets your aims. You may want to initiate a Ask a specific question
discussion, obtain specific information, attain aparticular end, or send if you want to hear a
a command cloaked as a query. However, be aware that prepared specific answer
questions will rarely be enough – answers to them may be incomplete or
may prompt a whole new line of questioning. Keep asking questions until you are satisfied that
you have received the answers you require. When asking prepared questions, watch out for
clues in the answers that you can follow up later with a new set of questions.
Striking the right tone

Your tone of voice is a part of communication in itself – for example, you may convey anger by
speaking harshly or sympathy by speaking softly. The wrong tone may generate a counter-
productive response, so work on improving your ability to manage your voice. Practise until
you are happy with how you sound. You can often steer pople towards agreement by using an
optimistic and confident tone of voice.
Type of Question Examples

OPEN
Question does not invite What do you think about the company setting up a canteen for
any particular answer, all members of the staff?
but opens up discussion. I think it is a good idea.
CLOSED
Question is specific and Do you ever read the company magazine or newsletter?
must be answered with a
yes or a no. No.
FACT-FINDING
Question is aimed at What percentage of staff has replied to the employee survey?
getting information on a
particular subject. Out of 2,000 questionnaires we got 70 per cent.
FOLLOW-UP
Question is intended to Is this a good response compared with last time?
get more information or
to elicit an opinion. Two-third is average, so this indicates reasonably good morale.
FEEDBACK
Question is aimed at Do you think that the content of the newsletter has improved?
getting a particular type
of information. Yes, I like especially the new reports about the sections.

Supervisory Development Program Working with Feedback
3.1.1.4 Working with Feedback
Managers and supervisors spend much of their

time delivering and receiving messages in
person. This can be the most critical – and
satisfying – arena of communication. Honesty
and feedback are both essential if you are to
achieve clarity and progress.
Being Understood
Delivering a message that may be misunderstood is all too easy. It may happen because you
are not clear about what you want to say; or because your language is vague even though
your objectives are clear; or your body language contradicts your verbal message. A useful
way to avoid misinterpretation is to get the recipients to repeat your message – you can
then use their feedback to try to correct any misapprehensions. Use positive body language to
emphasize your verbal message.
Giving Feedback
Feedback is essential to communication – to check that you have understood the other
person's message, and to react to what they have said and done. It is vital that you react
honestly to the statements or actions of your employees or staff members. Give reasons for
positive feedback, and use questions when giving negative feedback. It can be difficult to give
negative feedback, but remember that it is bad management to avoid doing this. When giving
negative feedback, follow these simple rules to avoid any antagonism:
Show an understanding of exactly what went wrong and why.

Draw out ways in which poor performance or behaviour can improve.
Use questioning to let the staff member know what you think and why.
Aim to express your negative opinions honestly,
but in a positive manner.
Above all, take negative feedback away from
the emotional zone by being objective, not personal.
Below are some examples that you can use:
"I especially like how you found a solution for using an existing cutter block in producing the
item."
"You are the right person for this job, because..."
"Would you agree that this sample is very unsatisfactory?"

Supervisory Development Program Giving and Receiving Orders
3.1.1.5 Giving and Receiving Orders
When you were a worker you received your orders from a supervisor and now you receive
them from somebody from the middle management. What is the difference between the two?
x As a worker you normally received an instruction for one job and when that was finished
you got the next one. The communication was pretty easy because you and the
supervisor spoke the same “technical language” and he could even help you with some
complicated setups or jigs.
x Now you have to communicate with somebody from the middle management and you
might have problems understanding him. What is wrong? The fact is that you and him are
not speaking the same “language” anymore because you are a ”technician” and he is a
“manager”. You have to learn to follow his instructions even so his technical knowledge
might be limited. Apart from that you will not only receive one single instruction, but most
probably orders for the whole day.
Receiving Orders
You have to translate the instructions you received from the middle
management into technical language and distribute the different jobs to your
workers. It is very important to write down the instructions you receive
because there might be many of them and you might forget some details.
With the help of these written notes you can break down the work into small
steps, decide what machinery you want to use and which worker would be
the right one to choose. You have to prepare a time schedule for the work and compare it with
the ongoing processes in the workshop so that you will know which machine and which worker
is available when. Than you can make a plan for the day(s) and you will be able to formulate
proper instructions to your workers.
Giving Orders
It is very important that you know the technical details of the process you
want to explain to somebody else. All the processes of the work should be
easy for you to explain. If you are not certain in a specific area you have to
familiarize more with the machine and the process before you start
explaining things to somebody else. In order to give good instructions you
have to plan them. Before you give instructions, take a piece of paper and
write down keywords for the processes you want to explain.
You have to be able to demonstrate the work process, this will support your explanations very
much. Think about safety aspects before you make a demonstration because you have to
consider that the worker will copy your action later on.
You can only be self confident and have some authority if you learn and practice the above
mentioned factors. The workers will only accept you as a supervisor if you have authority
based on knowledge.

Supervisory Development Program Compiling Reports
3.1.1.6 Compiling Reports
Reports are formal documents that will be read by others. They must always be accurate and
well laid out, finishing with a definete conclusion.
Researching a report
If you are reporting on an activity of your own, check every fact to ensure acccuracy. If you
have been asked to report on a subject – say, a new market for a product – write down what
you need to know as a series of points. Then note the sources you can tap and match them to
the points, making sure everything is covered. Before finalizing, get information supplied by
one source confirmed by at least one other reliable authority.
Structuring a report
Write the purpose of a report and summarize its main conclusions in your opening
paragraphs. In the body of the report, support your findings with evidence, set down in logical
sequences, in numbered paragraphs. Use headings, subheadings, and bullet points, all of
which are effective structural aids, drawing attention to key facts. Use underlining and bold
type for emphasis. End the report with recommendations for action in summary form.
Ensuring clarity
Reports are not works of literature, but good ones follow the rules of
good writing. Avoid ambiguities. If you are unsure about your Be ruthless:
conclusions, state the alternatives and invite the readers to make Cut out all
up their own minds. Express yourself in short sentences. Above all, unnecessary words
put yourself in the readers' shoes. Will they understand what you in your report.
mean? If you can, get a friend or colleague to read the report before
you distribute it.
DO'S DONT'S
Do make each report interesting. Don't write long, unbroken paragraphs.
Do emphasize your most important Don't overuse the first person singular (I)
findings and facts. or allow your personal prejudices to show.
Do use numbered paragraphs to make Don't draw conclusions from insufficient
cross-referencing easier and to keep evidence.
points separate. Don't print your report without thoroughly
Do use headings for changes of subject checking your sources.
and sub-headings for related themes.

Supervisory Development Program Delegation / Why delegate
3.1.2. How to delegate

3.1.2.1 What is delegation and why to do it
3.1.2.2 Recognizing and dealing with barriers
3.1.2.3 Selecting tasks
3.1.2.4 Planning a structure
3.1.2.5 Briefing effectively
3.1.2.6 Monitoring progress
3.1.2.7 Analysing difficulties
3.1.2.1 What is delegation and why to do it
Explaining Delegation
Delegation involves intrusting another person with a task for which the Delegate to boost staff
delegator remains ultimately responsible. Delegation can range from
morale, build
a major appointment, such as the leadership of a team developing a
new product, to one of any number of smaller tasks in the everyday confidence, and reduce
life of any organization – from arranging an annual outing to stress.
interviewing a job candidate.
Increasing your time

Managers and supervisors commonly claim that the short-term Set aside enough time
demands of operational and minor duties make it impossible to
each day for
devote sufficient time to more important, long-term matters. Strategic
planning, control, and training are among the higher level activities
concentrating on your
which will suffer under the burden of undelegated, routine tasks long-term projects.
which you wrongly attempt to do yourself. To create more time for
yourself, more routine work must be handed down by delegation. Also, the more frequently
you delegate the more experienced staff become, and the less time you need to spend on
briefing.
The costs of avoiding delegation

Delegation takes time to organize and prioritize but the costs of avoiding it are high. The
manager who does not delegate will not only seem disorganized, but will spend many hours
each week completing low-priority tasks. This can result in:
Excessive hours worked by senior managers or supervisors

Low morale among under-employed staff
Basic processes slowed down by bottlenecks
Poor quality of work
Missed deadlines

Supervisory Development Program Recognizing and dealing with barriers
Questions to ask yourself
Am I devoting enough time and resources to strategic planning and overall monitoring?
Is my desk overflowing with uncompleted tasks?
Am I delegating routine but necessary tasks to staff?
Is staff training given priority to ensure effective skills for future delegation plans?
3.1.2.2 Recognizing and dealing with barriers
Barrieres preventing delegation are often based on negative

?
feelings of insecurity and mistrust.
Doing it yourself
As a supervisor, you will probably be more efficient at many tasks Avoid keeping work
than your staff. But if you attempt to do everything because you are
quicker, surer, and more proficient you will inevitably find yourself
because you do it
overburdened. As a result you will not have sufficient time to spend better
on the higher-level tasks that only you can do.
Overburdening staff
The fear of overburdening staff is a strong barrier to delegation – it is natural for good
supervisors to want to ensure that staff workloads are not excessive. If staff members appear
to be working to full capacity, how can you delegate tasks without overburdening them? One
solution is to keep back tasks and find time to do them yourself. A more sensible approach is
to make employees analyze their own use of time and free capacity for more work. If staff
shortage is truly the problem, the answer is to take on more staff.
Loosing control of tasks

The desire to be in total control is a common human trait. Delegation involves the loss of direct
control, and this loss is a potential barrier to the delegation process. When delegating, the
supervisor passes on responsibility for completion of a task to a chosen delegate. The
delegator retains overall control by appointing the right person, having a clear idea of how the
task should progress, and exchanging regular feedback.
Can I learn from the way my own boss delegates to me?

Why should it upset me if a subordinate performs part of my job brilliantly?
How much spare work capacity is there in my unit?

Supervisory Development Program Recognizing and dealing with barriers
Dealing with fear

Fear is a major barrier to delegation. Sometimes supervisors fear that delegates will perform
so well that they challenge the delegator's own position. A parallel fear is that loosing part of
the job diminishes personal importance. These fears may underlie a third – that the delegate
will do badly. Tackle the fears by asking yourself four questions:
Is the task suitable for delegation?

Is the delegate competent to perform the task?
Will I brief them fully and correctly?
Will I give them all the right backup, authority, and resources?
If the answers are positive, then there is nothing to fear, and the delegation should succeed.
Once you have overcome your initial fears, your efficiency as a delegator and supervisor will
be greatly increased.
Uses schedules
when planning.
Does not feel Knows the

insecure. value of
delegating.
Has confidence Ensures staff

in subordinates. are trained.
THE EFFECTIVE DELEGATOR
Being to busy
Some supervisors do not delegate enough because they lack the time to
explain or monitor the tasks which should be delegated. Therefore, they are If you often say
always busy doing the tasks that should have been delegated and they don't "I don't have time",
have time to delegate tasks – a vicious circle. Organize your schedule to you are badly
ensure that you have enough time available to plan and manage a organized.
delegation properly, including writing an effective brief and the actual
monitoring of your delegates.
Lacking trust
If both sides in the delegation process do not trust each other, the process will be hindered. A
manager must have complete confidence in a delegate's ability to perform the task, and
delegates should feel that their supervisors are consistent and fair in their approach.
Subordinates must feel assured about their supervisors integrity, competence and loyalty. On
both sides, trust is conditional. Maintain trust by showing respect to your delegate and by
giving honest and constructive feedback during the delegation.

Supervisory Development Program Selecting Tasks
3.1.2.3 Selecting tasks

Before you can start delegating you must decide which tasks you could, or should, be
delegating.
Analyzing your time

The way you, as a supervisor, distribute your work and how much time you
allocate is probably under your control. A useful exercise is to determine
how your actual expenditure of time matches the areas or tasks for which
you are responsible. Start the analysis by keeping a detailed time log for at
least two weeks: note all activities you undertake and the time they take.
You will probably find that only a small amount of your time has been spent
on the high-level activities that only you can do. Far more time will have
been taken up by routine activities that could have been delegated.
Breaking down your tasks

After analyzing your use of time, analyze the tasks you are undertaking. Do this by dividing the
tasks listed in your time log into the three groups outlined below:
Use this breakdown as a basis for reducing any unnecessary activities, delegating more tasks,
and concentrating on tasks that only you can complete.
Where delegation seems to be necessary it has to be cleared with your own supervisor.
What tasks am I doing that Do not complete them

need not be done at all? yourself or delegate them.
What am I doing that could Delegate these tasks to

be done by somebody else? subordinates.
What tasks am I doing that You cannot delegate these,

can only be done by me? so prioritize them.
Prioritizing tasks
Having decided which tasks to delegate, your first concern is to allocate these tasks. Then
prioritize the tasks you have decided to handle yourself according to their importance and
urgency. Start each day by listing these tasks and tackle them one by one in order to priority. If
circumstances allow, always complete a task before starting a new one. The closer you keep to
this system, to more effective you will be.
Do not attempt to undertake more than seven tasks in one day.

Supervisory Development Program Planning a structure
3.1.2.4 Planning a structure

Exploring the fundamentals
The basis issues involved in delegation are autonomy and control. How much authority is
the delegate able to exercise without referring back to the delegator? How far should the
delegator exercise direct influence over the work of the delegate? When choosing a delegate,
you are assessing whether a particular person is fully capable of performing the task within
available resources. Having appointed a delegate, you must ensure that they are allowed
sufficient autonomy to undertake the task in their own way, subject to an initial briefing and
regular reports on progress.
Understanding the stages:
ANALYSIS Sorting tasks to be delegated.
APPOINTMENT Naming the delegate.
BRIEFING Defining the task.
CONTROL Monitoring and encouraging.
APPRAISAL Reviewing and revising.
Setting up a structure
When setting up a structure, your priority will be to ensure that the organizational framework is
balanced and responsive to any of the inevitable changes that can
occur. Do this by ensuring that each delegate has sufficient support Ensure to provide
and back-up when unforseen problems arise and that, as far as enough support and
possible, adequate cover will always be made available in any back-up to each
absence. Inform each delegate of the support structure you have delegate.
devised so that each knows where they can go to seek assistance
immediately in a crisis.
Avoiding duplication
When planning a structure, delegating, and distributing tasks, avoid giving the same task to
more than one person. To prevent confusion, create a chart with all key activities listed on the
left-hand side, and the names of those with delegated resposibility along the bottom line. Tick
off each box in the chart with both a task and a delegate to reveal any gaps or overlaps in the
distribution and structure of the tasks.

Supervisory Development Program Planning a structure
Defining the tasks

To delegate effectively, you need to define the tasks and also have a good understanding of a
proposed delegate's abilities. So for each task in your planned delegation, work out a clear
definition, including the skills required and the range of responsibilities to be delegated.
Setting guidelines
Delegation operates within guidelines, and the most important of
these is an understanding that each delegate will be accountable Make clear to
for a specific task. It follows that you must define the tasks very delegates the areas
clearly, and the delegate must confirm that they fully understand for which they are
what the task involves. However clear the delegation, and however accountable.
much you wish to avoid interference, there are likely be occasions
when the delegate does not know what to do. The guideline here is: when really in doubt, ask.
Appointing Sub-Leaders
Create a production team and involve them actively in the planning and decision making. Give
them some responsibilities in the production and you can concentrate more on the
management of the production. It is a little bit like having your “own company”, now you are in
the higher management and you have your own “sub-leaders” as supervisors supporting you
in the day to day activities. By creating such an internal department structure you can solve
some of the problems related to motivation: By delegating work and responsibilities to your
group leaders they feel treated as individuals and they can implement some of their ideas, in
the end they feel that their work is meaningful.
x Try to work down with this system to the workers who do not have a lot of self motivation
x Try to get them involved in the system in small steps
x Make notes of their performance, set regular individual meetings to discuss their
improvement or the lack of it
x If you see potential in a worker but he lacks certain skills, give him some individual
attendance or send him to some training courses outside.
x Sharing authority does not mean giving it away. You as a supervisor always remain
ultimately responsible.
Supervisor
Group Leader 1 Group Leader 2 Group Leader 3
Six Workers Three Workers Five Workers

Planing Section Circular Saw 1/2 Spindle Moulder 1/2/3

Supervisory Development Program Briefing effectively
3.1.2.5 Briefing effectively

Using a checklist
When planning a brief, first define your objective and compile a full
checklist to ensure that all the individual aspects of a task are included.
The more complete the final brief, the more confident you can be that the
task will be successfully executed. Your delegation should be based on
breaking down a task into all aspects, naming the person who is
responsible for each item, and eliminating overlaps of responsibility. Use
the checklist to ensure that nothing significant has been omitted from the
brief, and that component tasks have an explicit timetable.
Things to do:
Keep objectives as clear and concise as possible.

Build a certain amount of flexibility into the brief.
Base the objectives on requires outcomes.
Make a checklist to avoid overlaps and omissions.
Ensure that the delegate is fully aware of the aims.
Allow the delegate to comment on the brief.
Structuring a brief
Parts of a brief Factors to Consider
OBJECTIVES List all the objectives and discuss them with

Defines the task, listing the major objectives the delegate before finalizing any agreement.
and sub-objectives in clear and concise Ensure that this list is referred to continually.
language.
RESOURCES Finalize resource needs after the objectives

Specifies what personnel, finance, and have been set. Ensure you include the limits
facilities are available or need to be obtained. to spending authority in the delegate's budget.
TIMESCALE Use the schedule to motivate the delegate

Sets out the schedule with review points, and to provide the basis for a critical path
stage completion dates, and final deadlines. analysis showing all the completion stages.
METHOD Devise and agree a thorough outline plan that

Describes procedures, as agreed with the will provide the delegate with a concrete but
delegate, and summarizes the key points. flexible methodology within which to work.
LEVELS OF AUTHORITY Apply autority limits that tell the delegate

Specifies the range of the delegate's authority when it may be appropriate to refer to you,
and to whom they will report. and when they should use their own initiative.

Supervisory Development Program Monitoring Progress
Briefing sessions
The supervisor's task primary at the briefing is to communicate effectively and ensure the
delegate's full understanding of the assignment: Explain the task objective clearly and state
your expectations in terms of deadlines and levels of measured achievement. Be clear about
which areas of the brief are flexible and which must be followed to the letter
Ending a briefing
Draw the briefing session to a conclusion by summarizing the key points of the delegation.
End the meeting by thanking your delegate for taking on the task and communicate your
confidence that the assignment will be carried out successfully – it is important to emphasize
that you have appointed this delegate because you trust his or her abilities. Finally, establish a
date for a follow-up meeting to review progress
3.1.2.6 Monitoring progress
Reviewing progress
Once a task is underway, you will need to review its progress and the performance of the
delegate. There are a number of ways in which you can keep tabs on proceedings, including
face-to face discussions with the delegate, written reports, and personal observations.
Choose a system that suits you, is appropriate to the task, and gives you all the informantion
you need to review what has been achieved so far. It must also enable you to check that you
are on course to achieve the objective and pinpoint any corrective action that may be required.
Avoiding interference
Supervisors who can maintain a distance between themselves and
their delegates are more likely to see positive results. Nobody will Operate on the
work in exactly the same way as you, so resist the temptation to assumption that
intervene the moment you suspect the task is not being performed every process can
your way. Instead, set up a system of regular checks, meetings, and be improved.
reports, wether formal or informal, to ensure that the task objectives
are being met. Heavy intervention, in which the delegator makes all the decisions, will frustrate
the delegate and deny him or her the chance to gain experience.
DO'S DONT'S
Do encourage all delegates to make their Don't say or hint that you doubt the
own decisions. delegate's ability.
Do move from hands-on to hands-off as Don't miss any stage in the briefing
soon as possible. process.
Do intervene when absolutely necessary, Don't place seniority above ability.
but only at that time. Don't deny a delegate the chance to learn
Do ask delegates if they feel thoroughly by interfering to much.
prepared for their task. Don't take back a task without a good
reason.

Supervisory Development Program Analyzing Difficulties
3.1.2.7 Analyzing Difficulties

Both the delegator and delegate need to analyze, and
learn from, any difficulties encountered during a
delegation. The first step towards finding a solution to a
problem is to ascertain whether it stems from you, your
delegate, the task brief, or procedure.
Questioning yourself
If a delegated task has not been performed to your satisfaction, look first
at your own actions. Perhaps you should have kept this particular task to Deal with any
yourself, or been more selective when choosing a delegate. Go over the known difficulties
brief to find out if you could have made it clearer, and examine your at once.
monitoring procedures to be sure that they were adequate for the task.
Maybe you made yourself too remote, or did not provide sufficient guidance when problems
arose. Be as objective as possible in this self-examination so that you can identify and deal
with your own weakness.
Was I too hasty in making the appointment?

Is there somebody available who would do better?
How can I prevent this problem from recurring?
What would I do differently if I could start again?
What are the delegate's strength and weaknesses?
Looking at Performance
Results alone will not necessarily tell you all you need to know about the performance of a
task. More accurate indicators can be gathered from your feedback sessions with your
delegate, and other personal observations. However, remember that you cannot maintain a
delegate's trust if you make inquiries behind his or her back. Be open about seeking relevant
information from trusted colleagues and inviting comments from those who are affected by the
delegation. If any defects come to light, it is your responsibility to take steps to improve the
delegate's performance.
Learning from Failure

Knowing how to deal with failure may be as valuable as the successful
outcome of the task. Take the opportunity when things go wrong to The sin is not to
extract as many useful lessons as possible. Naturally, managers and fail but to make
delegates alike will be tempted to come up with excuses rather than the same mistake
explanations when a failure occurs, but excuses elucidate very little and again.
are usually smokescreens that obscure the reals causes of error. When
you have identified a failure, carefully analyze the causes and discuss these with the delegate.
Always stress that the sin is not to fail but to make the same mistake again.

Supervisory Development Program Successful Meetings / Participating
3.1.3 Successful meetings

3.1.3.1 Participating a meeting
3.1.3.2 Running a meeting
3.1.3.3 One to one meetings
Most managers and supervisors feel they spend too

much time in meetings. However, a well-run meeting
can be a productive way to communicate.
3.1.3.1 Participating a meeting

If you as a supervisor are a participant in a meeting you are not active in the way you are
when you are running your own department staff meeting. But you have to be active as a
participant.
Being properly prepared

Usually the manager will ask you to give a report about the situation in your department or
want to consult you concerning some problems with customers or the production. You have to
be properly prepared for the meeting, otherwise you will hinder a productive and positive
outcome of the meeting. You should be able to explain the situation in your department clearly
by stating facts and numbers. So it would be good to make written notes before the meeting
because you might forget things especially when you are excited about the situation. Take
also written notes of the management’s recommendations in order to implement them later on.
If you are not sure that you got all the important points of the meeting do not hesitate to ask.
3.1.3.2 Running a meeting

When you are chairing a meeting, stay in control of the proceedings, and never let arguments
get out of hand.
Preparing for a meeting

When preparing for a meeting, ask yourself four key questions:
What is the meeting for?

Why is it being called?
How will I know if it has been successful?
Who should attend?
Theses questions will determine wether the meeting is necessary. All

Circulate all
meetings should have a purpose that will be achieved by their end. If
final decisions are not made, there should at least be a plan of action. relevant papers
The most effective meetings are usually small with only vital people before th e start of
attending. a meeting.

Supervisory Development Program Running a meeting
Opening a Meeting
After making any necessary introductions, remind all those present of the meeting's purpose,
what outcome it is expected to deliver, and when it will end. If there are ground rules, state
them straight away. Check that everybody has any relevant papers and that the agenda is
approved. If there has been a previous meeting, minutes may need approval and discussion,
but do not discuss anything that already features on the agenda. Instead, go straight into the
first item, preferably calling upon another participant to initiate the discussion.
Conducting a Meeting
Strike a balance between keeping the discussion process moving briskly
forward and ensuring that everyone who wants to speak has a chance to Make sure you stick
state their opinion. The custom of debating an issue until a decision is to the time limit for
made can be time-consuming and lead to tension. To prevent this, act as each item on an
a timekeeper (make sure you have a watch to hand). Set time limits to agenda.
discussions so you can end the meeting at the appointed time.
Closing a meeting
Allow yourself enough time for winding up a meeting. Summarize the discussion and check
that others agree with your account. Make decisions about unfinished business, which may
include nominating someone to deal with it, and, finally, run through the implementation of any
decisions taken. These decisions determine the actions, which will be the result of the
meeting. Assign each action to a person, and attach a time target for completion.
3.1.3.3 One to one Meetings
A meeting with a staff member can be formal or

informal. Use one-to-one meetings to check
performance and find out if coaching or counselling
is needed.
Meeting formally
For formal one-to-one meetings the rules are the same as for any other meeting. Get to the
point quickly, stick to the agenda, sum up at the end, and make sure that the other side
agrees with the summary. In any one-to-one meeting the relationship between the supervisor
and subordinate has a tendency to move into one of dominance and submission. To make
meetings productive, listen to the other person, aim for rational discussion, and be courteous.
Remember that a certain degree of confrontation may be perfectly healthy – and also
unavoidable.
Try to meet staff for formal one-to-one meetings at least monthly.

Stick to an agenda, and make sure you agree on any decision.
Remember to listen to what is being said, and do not dominate the meeting.

Supervisory Development Program One to one Meetings
Being prepared
For regular meetings, preparation can make all the difference between a satisfactory or
unsatisfactory outcome. Some companies stage one-to-ones between supervisors and
subordinates every month to discuss any problems, define objectives, and deliver written
performance reviews. For these one-to-ones, the supervisors distribute the reviews a few days
beforehand. This preparation time gives the staff a chance to consider their response.
Coaching Staff
Good managers must be good coaches who know how to encourage
staff to raise their performance at work, improve their knowledge, and Listen to your staff.
realize their full potential. Coaching is inherent in the whole Coaching and
management process and should not be confined simply to counselling may
performance reviews and annual appraisals. As a supervisor, take the provide solutions to
initiative by setting staff goals, by regularly encouraging staff to discontent.
achieve higher standards, and by discussing any strength or
weaknesses. As the people being coached gain in confidence and performance, they will take
on more responsibility for setting personal targets for improving at work.
Counselling Staff
Problems that arise either from work or from personal life can be helped by counselling. But
unless you are a trained counsellor or have considerable experience, leave this to a
professional, who will help people to confront and resolve their problems. If an employee has
become unhappy over a situation, offer to arrange a counselling interview, and be
sympathetic. The counsellor will try to help the individual get to the root of any problem. Give
practical support when you can.

Supervisory Development Program Motivating people
3.1.4 Motivating people
3.1.4.1 What is motivation

3.1.4.2 Recognizing needs
3.1.4.3 Assesing your own management style
3.1.4.4 Creating a no-blame culture
3.1.4.5 Winning cooperation
3.1.4.6 Dealing with demotivation
3.1.4.1 What is Motivation

Defining Motivation
Motivation is the will to act. It was once assumed that motivation had to be injected from
outside, but it is now understood that everyone is motivated by several differing forces. In the
workplace, seek to influence your staff to align their own motivations with the needs of the
organization. To release the full potential of employees, organizations are rapidly moving
away from "command and control" and towards "advise and consent" as ways of
motivating. This change of attitude began when employers recognized that rewarding good
work is more effective than threatening punitive measures for bad work.
Motivating long term

Self-motivation is long-lasting. Inspire self-motivated staff furtherby trusting them to work on
their own initiatives and encouraging them to take responsibility for entire tasks. Highly
motivated individuals are vital to supply organizations with the new initiatives that are
necessary in the competitive business world.
3.1.4.2 Recognizing Needs

Satisfying Basic Needs
A well-known psychologist developed a "two-factor" theory for motivation based on
"motivator" and "hygiene factors". Hygiene factors – basic human needs at work – do not
motivate but failure to meet them causes dissatisfaction. These factors can be as seemingly
trivial as parking space or as vital as sufficient holiday time, but the most important hygienic
factor is finance. A manager should try to fulfil staff members' financial needs. People require
certain pay levels to meet their needs, and slow income progression and ineffective incentives
quickly demotivate. Fear about lack of security in a job also greatly demotivates staff.
Ensuring Motivation
The second factor is a set of "motivators" that actually drive people to achieve. These are
what a manager should aim to provide in order to maintain a satisfied workforce. How much a
person enjoys achievements depends purely on its recognition. The ability to achieve, in turn,
rests on having an enjoyable job and responsibility. The greater that responsibility, the more
the individual can feel the satisfaction of advancement. Motivators are built around obtaining
growth and "self-actualization" from tasks. You can raise motivation in your staff by increasing
their resposibility, thereby "enriching" their jobs.

Supervisory Development Program Heightening Motivation/Management Style
Heightening Workplace Motivation
MOTIVATORS WHY THEY WORK
Reaching or exceeding task objectives is particularly important because

ACHIEVEMENT the "onwards-and-upwards" urge to achieve is a basic human drive. It is
one of the most powerful motivators and a great source of satisfaction.
The acknowledgement of achievements by senior staff members is

RECOGNITION motivational because it helps to enhance self-esteem. For many staff
members, recognition may be viewed as a reward itself.
A job that provides positive, satisfying pleasure to individuals and

JOB INTEREST groups will be a greater motivational force than a job that does not
sustain interest. As far as possible, responsibilities should be matched
to individuals' interest.
The opportunity to exercise authority and power may demand

RESPONSIBILITY leadership skills, risk-taking, decision-making, and self-direction, all of
which raise self-esteem and are strong motivators.
Promotion, progress, and rising rewards for achievment are important

ADVANCEMENT here. Possibly the main motivator is the feeling that advancement is
possible. Be honest about promotion prospects and the likely tirmescale
involved.
3.1.4.3 Assessing your own Management Style
It is important that you understand your attitide towards your

subordinates. Your thinking will be influenced by your
experience, and will shape the way in which you behave
towards all the people you meet.
Knowing your style

The forces that drive managers will strongly influence motivational behaviour. It is important,
therefore, to understand your own assumptions and priorities, paying paritcular attention to
your personal and corporate ambitions, so you can motivate others effectively. If you put your
job first, you are probably highly motivated and know your career will benefit from success.
Success is not just about meeting task objectives, but also about building an efficient, creative
team that will succeed even in your absence. For this, a "share-and-collaborate" style may
be more effective than an authoritarian "command-and-control" method.

Supervisory Development Program Assessing your Management Style
Evaluating your Tendencies

Theorist Douglas McGregor defined two sets of management styles, which he labelled Theory
X and Theory Y. Theory-X managers believe their staff respont mainly to the rewarding carrot
and the disciplinary stick. Theory-Y managers believe their staff find work a source of
satisfaction and will strive to do their very best at all times. Most pople are not entirely X or Y,
but fall somewhere in between. The X and Y theories apply not only to individuals but to
organizations as well. Theory-X managers and habits will often be found in Theory-X
organizations, and vice versa. Study the statements below to judge which of the theories best
describes you and your organization.
THEORY X THEORY Y
If I did not drive my people constantly, If somebody falls down on the job, I
they would not get on with their work. first ask myself what I did wrong.
I sometimes have to fire somebody or I should sometimes take a back seat
tongue-lash them to encourage others. at meetings and let others take the
Leaders have to lead by taking all key lead.
decisions themselves. If I ask someone for their opinion on
I find that most people are an issue, I try to do as they suggest.
unambitious and must be forced to People should appraise their bosses
raise their sights. as well as be appraised by them.
I keep my distance from the team Anyone can have creative, innovative
since it is necessary for effective ideas if they are encouraged.
command.
Managing by Theory X Managing by Theory Y
A typical Theory-X manager is likely to Collaborating with staff over decisions to

keep away from his or her workforce much be made, and getting feedback before
of the time. In fact, the only time the two implementing decisions, are traits that tend
meet is when orders or reprimands are to to be typical of a Theory-Y manager. This
be given. approach is often more motivating than
that of Theory X.
Managing to Motivate
An essential foundation for motivation is a positive workplace environment created by you ,
the supervisor. Employees have the right to expect fair treatment and understanding. They
also expect professional competence, part of which includes delegating tasks in order to
increase staff members' self-management and participation.
Establish a system that is constructive – not obstructive – in which people can hope to
perform at their best.
Supervisory Development Program Creating a no-blame culture
3.1.4.4 Creating a no-blame culture
Anyone with responsibility – including yourself – must accept their failures. However, to
motivate effectivly you need a culture in which no blame is laid for failure. Errors should be
recognized, then used to improve changes of future success.
Learning from mistakes

The lessons of failure are valuable, not only to the individuals involved,
but also to the organization. Discuss the reasons for failure, so that you Repetition of the
can eliminate them and strengthen the platform for success. Taking a same error is
constructive and sympathetic attitude to failure will motivate and inexcusable, since it
encourage staff. If you choose to punish failure or motivate by fear, you shows failure to
will not create lasting success. Make it clear that tolerance of error has learn from mistakes.
its limits. Repetition of the same error is inexcusable, since it shows
failure to learn from mistakes.
Using action review

Action review is the process of systematically reviewing the success or
failure on any project in order to learn from mistakes. The selected Be firm but fair when
participants in the review agree on the lessons to be learned. These you are drawing
are put on record and circulated to everyone involved in the project, attention to error,
helping to establish what went right and what went wrong, and the and do not pull any
reasons why. Use action review to inform staff what they should and punches.
should not do in futrue, and to spotlight the parts of the system that are
in need to reform.
What precisely went wrong, when and where?

What were the root causes of the failures?
When were the deviations first signaled?
Why were the warning signals not acted upon?
What could have prevented the failures from occuring?

Supervisory Development Program Creating a no-blame culture
Solving problems without attributing blame
POSITIVE NEGATIVE
+ -
Discuss problems Quality and customer Reprimand all
with staff satisfaction fall sharply those involved
Discuss faults, and Proposals for Order staff to carry

rework porposals improvement are rejected out the proposals
Discuss plan, and ask A revised plan is Give go-ahead, but

staff to action it accepted, with limitations with daily updates
Call meeting to Quality and customer Demand to know

discuss success satisfaction rise slowly why progress is slow
Promote individuals to Standards become Warn staff there

a new problem area very satisfactory is no second chance

Supervisory Development Program Winning Co-operation
3.1.4.5 Winning Co-operation
The basic component of a motivational environment

is co-operation, which you must give to your staff,
as well as expect from them.
Helping Staff
Two key motivational questions to ask your staff are:
"What do I do that stops you from doing a better job?"

"What should I do to help you perform better?"
If you co-operate by acting on the answers, for example by investing in new tools or training if
requested, you can bring about major improvements in motivation. Not acting on such
feedback will demotivate. The prime objective is to help staff to help themselves.
Moving Control Levels

Levels of control vary from an insistence on checking and approving
every action, to laissez-faire, in which people are free to perform as Do remember that
they wish and be judged only by the results. Increase motivation by the best discipline
moving towards less rather than more control. To do this, discuss and is self-discipline.
agree tasks, objectives, and methods beforehand, then allow the
implementation to proceed independently, subject only to reports on progress and major
deviations. In case of problems, do not blame, but consider potential remedies.
Taking an overview
When analyzing staff motivation, stand back and look at the overall situation. Do not
concentrate solely on one set of needs – wether they be team, individual, or task needs. Think
about atmosphere, team complaints, and results achieved. Above all, ask a lot of questions –
you will then form a picture of how the system operates and how well it works.
Using free incentives

Free or easy-to-supply incentives are a simple and essential way to win and maintain co-
operation. Start by thanking people for a job well done, and follow this up with a written
acknowledgement. It comes hard to many managers, but is an essential counterweight to
criticism. Other ways to increase co-operation include acknowledging staff achievments
publicly and holding specific meetings for the purpose of boosting morals. Be friendly and
polite at all times – bad manners demotivate – and deal sympathetically with personal
requests, such as time off for a special purpose. Play the helpful friend, not demanding
employer, in these circumstances.

Supervisory Development Program Dealing with Demotivation
Working conditions
When we are talking about winning the co-operation of
the workforce we should not forget about what the
company should provide to create a proper working
environment. A proper workplace shows the staff that
you value them and will increase their co-operation. Ask
yourself the following question about the workshop
situation and try to improve until you reach the proposed
conditions. Formulate similar questions for other
workspaces such as packaging area, administration
office, etc.
A safe working space is compelling. Do they use in the machining section fences and
guides, proper jigs and other safety equipment?
Does the finishing section provides masks to keep the workers from inhaling fumes and
dust?
Is proper lighting be provided?
Is the workshop floor out of concrete and are you able to use trolleys for the workshop
internal transport?
Is the workshop cleaned daily and as dust free as possible?
Are the machines maintained regularly by a mechanic?
Has the workshop a dust exhaust for the machines?
Are the tools organized in a tool room and are they kept sharp all the time?
Does the company provide good quality raw materials or is it the cheapest available?
Is there an existing production administration system implemented? Do you use Routing
Sheets, Cutting Lists, Drawings, and Samples to speed up the production?
Asking for suggestions

The result from one survey showed that in the typical company only 4 per cent of the ideas for
improvement ever reach the top. Do not let that happen. Invite suggestions via a suggestive
box, or hold brainstorming meetings. Respond positively to all volunteered ideas. Use
marketing devices such as "Idea of the month" to recongnize and encourage good
contributions. If at all possible, accept each suggestion, even if it must be modified. If you
must reject any ideas, explain to the staff why – and do it with sincere regret.
Using Individual Efficiency Projects

When you find a suggestion that you are keen to implement, allow the person from whom it
came to see it through to fruition. The idea behind this action is that the staff member whose
suggestion it was is likely to have the most enthusiasm for it and be very motivated to ensure
that it is a success. He or she should be free to delegate the whole task or any of its parts, but
it remains their responsibility. Use this as one of your chief motivating factors when requesting
suggestions from your staff and you are likely to be much encouraged by the increased
enthusiasm that will result.

Supervisory Development Program Dealing with Demotivation
3.1.4.6 Dealing with Demotivation
The course of people management seldom

runs smooth, and emotions often run high on
both sides of the process. The most valuable
technique you can use for preventing
demotivation is a sympathetic and
understanding human response.
Identifying causes
Demotivation must first be analyzed before you can do anything about it. It may be caused by
stress, emotional problems, or physical illness. Alternatively, there may be something wrong
with the job itself, or with the person's approach to it. Talk to the demotivated person in order
to identify where the problem lies, and tailor the remedy to the cause, for example by
arranging secretarial help for someone who is overworked.
Tackling Problems
Personal difficulties and workplace problems are both potential causes of demotivation at
work. Never ignore your staff's emotional strains, even if performance is going well, because
there is a high probability that the personal troubles will eventually affect work. Your first
responsibility must be to the job. At the same time, you must also look after the individual.
Approach emotional upsets in the same way as workplace difficulties. First, get the problem
clearly defined, then seek the root cause. See if there is a solution that the individual will
accept. If so, act upon it. It is important not to let the situation worsen. If you are unable to
provide enough help, make sure that you find someone who can.
Encouraging Teamwork
When team members of your staff seem to be constantly at loggerheads, masterly tact is
usually required to replace the element of confrontation with collaboration. One course of
action is to move the couple into a larger team, insisting that they co-operate with and not
ignore each other. Another approach is to have the two people swap roles for a while, so that
they can gain an understanding of each other's workload. If all else fails, separate the two
warring parties permanently to avoid disrupting the work of the entire team.

Supervisory Development Program Discipline
3.1.5 Discipline
3.1.5.1 Rules and regulations
3.1.5.2 Disciplinary action
3.1.5.1 Rules and regulations

The "Rules and Regulations" of your company is a very important tool to keep up work
discipline. When you start your job as a supervisor, get a copy of the rules and regulations and
read them carefully! Go to the staff department and discuss the contents and the routines with
the responsible managers. Sit down and “translate” them into terms the workers can easily
understand. Conduct a meeting with the workers and explain the rules and the consequences
of possible misbehavior. Clarify with the workers that once they sign the working contract with
the company, both parties agree to certain terms, which should be binding for both parties.
Give them examples!
How much money does it cost the company if

50 workers come 30 minutes late 20 days a month at an average salary of 150 Peso/day?
8 hours x 60 minutes = 480 minutes a day

150 Peso / 480 minutes = 0.3 Peso / minute
0.3 Peso / minute x 30 minutes late x 20 days / month x 50 workers = 9000 Pesos / month
Productivity is lower because the attendance per day is only 94 % instead of 100 %.
3.1.5.2 Disciplinary Action

Check with the staff department on implementation guidelines and forms for disciplinary
action. Keep written proof of misbehavior. Ask the worker for a one on one discussion and:
x Describe the performance problems and review past discussions and reminders
x Ask for reasons for the situation and listen openly to the employee's response (do not get
involved too deeply into personal problems because you will loose your objective position).
x Indicate what kind of disciplinary action you must take, and explain why
x Discuss and agree on ways to improve the workers performance and set a follow - up date
x Ask the employee to summarize the discussion in order to find out whether he takes the
situation seriously and whether he understood the problems
x Indicate your confidence in the employee's ability to improve and give hints on how to do so.
Your role as a supervisor is to be a mediator between the workforce and the management.
You have to stay objective. Leave personal emotions out of a meeting like that.

Supervisory Development Program Evaluating each job
3.1.6 Rewarding performance

3.1.6.1 Evaluating each job
3.1.6.2 Appraising effectively
3.1.6.3 Rewarding exceptional preformance
3.1.6.1 Evaluating each job

Before you can start to evaluate the performance of somebody in a job, you have to find out
about the features of the job and if these features are still appropriate. Conduct a thorough
evaluation of all aspects of each job and the way you measure performance before you start
appraisals.
Defining performance
Every job has its own skills, necessary knowledge, and attributes, so be sure to know and to
specify them. Whatever level of job you are looking at, it should be of interest and give
satisfaction to the worker. Including the factors below will help to make any post more
appealing in the long term and motivate the job holder to perform more effectively. Check
each job if the different areas are covered or if you have to make adjustments.
Targets Interest
Accountability Multiskilling
Prospects Variation
Another part of the process of evaluating an exsisting job involves looking at past performance
levels and deciding what new qualities or tasks are needed to improve them. Arriving at a
single measure of performance is difficult. Financial results are the best all-inclusive measure,
but do not rely solely on them, since they will convey the wrong message – that only profit
counts. To measure quality, rather than just quantity, include staff morale, customer
satisfaction, inter-team collaboration, and other specific areas.

Supervisory Development Program Appraising effectively
Using grading systems

Your organization may run its job and reward system in a rigid, graded
way. And you may be in a situation where almost all of the factors are Regard grading
outside of your control. If that is the case, make the most of the systems with caution
rewards that you are able to distribute. If you are in a position to make – not as sacred.
such decisions, remember that grading jobs and their occupants, and
assigning to each grade a salary band may be useful. Aim to keep the number of grades as
small as possible, the pay bands as wide as possible, and the importance to staff of the
grading system as low as possible.
Putting the job first

The key point to remember when evaluating jobs is that the job is more important than the
grade, which is merely an administrative convenience. The lure of rising one or two grades
may well be motivational, but rules for how many grades staff can advance at any one time, or
stating that "a lower grade cannot be the manager of a higher grade" are nonsensical and
unnecessary. Get the right person for the right job, and make it clear that the grade goes with
the job, not vice versa.
3.1.6.2 Appraising effectively

The true objective of appraisal systems is not to blame, reward, or praise, but to develop. In
some progressive organizations, the appraisal is not labelled as such, but is called a "personal
development plan" or something similar. Conduct your appraisals properly, and you will help
people to form an objective view of their past performance. More importantly, you will also be
equipped to encourage better staff performance as well as to enable and assist the
interviewee to take on greater responsibility in the future.
Discussing weaknesses
In appraisals, emphasize what the people being appraised have done well – their strength.
You must, of course, also remark on and discuss their weaknesses, but only for
improvement´s sake. Eliminating weaknesses strengthens performance. It is not just staff
performance that should be discussed. How does the person being appraised perceive the
contribution of the appraiser? Has the supervisor been helpful and motivating throughout the
year? If not, the appraiser has just as great a responsibility to improve performance as the
others.
Questions to ask your staff
Can I do anything to help you to perform better?

Am I doing anything that hinders your performance?
What do you see as your key strengths and weaknesses?
Have you any ideas about how you can improve or develop yourself as a team member?
How could your job or the system be improved?

Supervisory Development Program Appraising effectively
Listening to opinions
Appraisal interviews provide a chance to talk Opinions
widely over external and internal matters, so do not
confine them to issues of personal performance.
Remember that all employees are sources of ideas Ideas
and opinions. Discuss these throughout the year,
not just at appraisals. Note the ideas and opinions collect
that you think the company could benefit from, and
consider implementation. The appraisal is ideal for
constructive question-and-answer sessions, and
you, as the suppervisor and appraiser, should do
more listening than talking.
Following-up after appraisals

The fact that formal appraisals tend to take place annually does not mean that appraisal is a
once-a-year-only process. In particular, the formal appraisal contains elements that need to be
followed up more regularly – perhaps monthly or quarterly. For instance, if a weakness was
diagnosed, and training followed, has this been effective? Is the person now confident with
that element of his or her job, and able to use the new-found knowledge effectively at work?
Follow up any interpersonal problems on a quarterly basis. Such follow-up is essential for
maintaining the high level of motivation that the appraisal should have triggered. If an
appraisal did not motivate, use the follow-up to find out why, and how to get better results.
Developing ability
Write a list of the key qualities that are needed for a particular task, and assess how they
match the qualities of the jobholder. If you feel there is a mismatch – especially one that is
likely to cause demotivation – do not reallocate the task, but take immediate action to develop
the missing attributes. Abilities are learned, and rarely inborn. In almost every case it is
possible to be taught a necessary skill, and where abilities are weak they can nearly always
be developed. If you feel certain qualities need to be acquired, be sure to provide the training.
Evaluate Ensure job Provide training

strengths and makes full use to improve
weaknesses of strengths weaknesses

Supervisory Development Program Rewarding exceptional performance
3.1.6.3 Rewarding exceptional performance

Defining exceptional performance
The term "exceptional performance" is not a fixed, scientific measure. It varies from task to
task, and job to job. As a supervisor, it is important that you recognize and reward what you
consider to be genuinely exceptional. To do this, carefully work out, and fix solidly, the levels
at which both financial and non-financial rewards are triggered off. Seek to ensure not only
that good work gets good rewards, but also that top standards are not so high as to be
impossible to achieve.
Offering non-financial rewards

Achievement is its own reward – but it is never enough. Achievers also want recognition. Even
a simple "thank you" is an important, underused reward that costs nothing. Staff also value
inclusion in events like away-days to discuss company strategy. Such events fit into
development programes that are central to sustaining job satisfaction, increasing
responsibility, and enhancing career progress and personal growth. Other non-financial
rewards such as gifts and holidays may prove cheaper than cash rewards – and everyone
loves to receive presents. However, these provide less motivation than individual recognition,
and are not substitutes for good, year-round management.
Considering non-financial rewards
REWARD FACTS TO CONSIDER
RECOGNITION An often overlooked form of reward that is personal as

Handwritten note, engraved trophy well as being effective in both the short and the long
term.
GIFTS AND PRIVILEGES Immediate, and stimulating in the short term.

Holidays, sports facilities, May not meet long-term motivational needs.
merchandise
SPECIAL EVENTS Involve staff from all levels.

Weekends away, parties, Can stimulate, relax, bond, and motivate staff.
gatherings
PROFESSIONAL TRAINING Effective, focused training brings high returns.

On- or off-site courses Company gains a qualified employee, who feels
valued.
SELF-DEVELOPMENT Very high motivational value.

Personal, non-vocational training Enhancing self-image raises performance level at
work.
EQUIPMENT Expensive equipment is highly motivational.

Company car, lap-top computer Need to ensure that equipment is fully utilized.

Supervisory Development Program Rewarding exceptional performance
Offering cash rewards

Use rewards in the form of pay increases or financial benefits to
recognize achievement, prevent a high-flying staff member from leaving
the company, or encourage an individual to take a greater level of
responsibility in his or her job. Remember, however, that this type of
reward often has only short-term motivational value. It can also lead to
resentment among other staff members, and discourage interaction
within a team.
Considering financial rewards
REWARD FACTS TO CONSIDER
SALARY INCREASES Money is a powerful short-term motivator: the bigger

Increases in basic rate of pay the rise the higher the motivation.
The impact wears off relatively quickly.
COMMISSIONS AND BONUSES Increases motivation and job satisfaction.

One-off payments linked to targets There can be difficulties in fixing rates and relating
these rewards to base pay.
PERFORMANCE RELATED PAY Is motivational and can be a tax-effective incentive.

Regular wage increases based on There may be a delay between earning and receiving
target-linked performance PRP, therefore weakening its impact.
SHARES/STOCK OPTIONS Encourages long-term loyalty and sense of

Gifts of shares, or the chance to involvement.
buy shares at a fraction of actual Reward is not immediate, and initial benefit may be
value small.
SPECIAL RATES Has considerable staff-retention value and can act as

Help with mortgage/rent, "golden handcuffs".
insurance, and other items. Has low motivational value.
FAMILY HEALTH BENEFITS It is in an organization's interest to have healthy staff.

Paid or subsidized schemes Has low motivational value as healthcare provision is
offering privat family health care increasingly expected from companies.
Celebrating success
Personal thanks for exceptional performance are powerfully reinforced by being repeated or
given at a public celebration. Celebrate success, and you can motivate everybody in the unit,
not just the achiever. External awards and dinners have proliferated, and few industries are
now without them. Pay for entries and tables at these events, and make a fuss of any winners.
The same format applied internally is also effective. If a whole team, rather than an individual,
is involved, celebration is highly appropriate. Parties give you the chance to motivate by words
and by singling out special contributions. Ensure that any event of this type is carefully
planned and well staged. Skimping on any element, especiallly on catering, is a false
economy in terms of motivation.

Supervisory Development Program The importance of training
3.1.7 Training and developing the staff
3.1.7.1 The importance of training

3.1.7.2 Developing a training plan
3.1.7.3 Effective teaching with the 4-step method
3.1.7.1 The importance of training

Training helps to improve the technical skills of team members and develop the managerial
and interpersonal relations within a unit. Review and upgrade the skills of a unit constantly to
meet current and future challenges successfully.
Assessing costs
Despite the expense involved in training, it is cheaper than the cost of persisting without it,
which will damaging the performance. Calculate the costs of training, including training staff,
materials, room hire, course fees, subsistence, travel, and loss of work hours. Weigh up these
costs against the expected financial gains and improvements evident in team performance
following training.
Training unit members

When trying to optimize the various skills in a unit, involve the whole
unit/team in planning its own development. The aim is to reinforce the Listen to the
strengths and eliminate the weaknesses of all the unit members, and feedback given by
develop those skills necessary to seize future opportunities and see trainees about
off any threats. Discuss these aims with the whole team, draw up a training courses.
training plan, and work out with each individual what his or her own
needs are now and what will benefit projects and the unit as a whole in the future. It is
ineffective and demoralizing to delegate a task to someone who lacks the necessary skills.
Never place people in new or changed roles without first providing the training they need, and
always keep the option of further training available. Always build delegation on a foundation of
on-going training at all levels so that suitably qualified people will be available whenever you
need them.
Training leaders
As a supervisor, you should be exemplifying the qualities necessary to
manage a unit/team successfully. Ensure that you receive the requisite Set an example to
training to develop prioritizing, process-chasing, delgation, and your staff by being
motivating skills. Make these an integral part of your personal trained yourself.
development plan, and ensure that unit members – especially your sub-
leaders – also develop their own leadership skills. Listening carefully, criticizing
constructtively, being tolerant of error while correcting mistakes, and retaining objectivity are
leadership qualities that members should use within a team and in future projects.

Supervisory Development Program Developing a training plan
3.1.7.2 Developing a training plan

Since you want to get the best out of your staff you should think about training and developing
them in a structured and planned way. You as a supervisor can not do it alone, you need the
co-operation of the HRD department and the top management. Formulate well planned
proposals and emphasize on the advantages of a successful training program.
Informal training
You can develop your staff in informal training, meaning to say you train them within the
production while you assign a job to them. This training has the advantage that you can take
care of each worker by himself. On the other hand communication is not so easy because of
the noise in the workshop. Mostly you will only have time to show him HOW something works
but not WHY. When it comes to the next assignment you might have to start from zero again.
To avoid this, you have to use a specific training method that assures a good and long-term
training effect. We call the method the Four-Step Method, which will be explained in the
following chapter.
Formal training
On the long run your staff development will be more efficient if you try to introduce some
formal training to your department / company. A formal training will be done either through you
or part of your more experienced staff in a planned and organized schedule or mostly through
other training institutions.
Before you can actually start with a formal training, you should evaluate the staffs
strengths and weaknesses in order to know WHAT you should teach them.
Try to classify the staff in each training relevant area into three different skills levels
(Beginner, Advanced, Experienced) and make training plans according to these results.
Talk to the HRD department and the management about time and a room to conduct
some of this formal training for the three different levels on a Saturday or as evening
classes.
Do not put all staff members into one class because the experienced ones will be bored
and the beginners will be overcharged and can not follow your explanations.
Accompany the theoretical lectures with some hands-on practices in a quiet workshop.
Try to convince the HRD department to introduce a company internal grading and
certification system. At the end of a “Circular Saw Training Module” the worker should
undergo a hands on exam and if he passes should receive a certificate as a “Circular Saw
Operator”. This system should be accompanied as well by some incentives, workers who
undergo these training and take them seriously should be acknowledged. Try to convince
somebody from the management to hand out the certificates to stress the importance of
the program.
Make a Manpower Development Plan with HRD to send some staff members to Training
Centers, especially if you do not have time and facilities to conduct training in your own
company.
Be serious about the training and explain it to your staff according to that. While courses
are conducted, discipline, attendance and active participation should be valued very high

Supervisory Development Program Teaching with the 4-step method
3.1.7.3 Effective teaching with the 4-step method
1. 2. 3. 4.
The informal training in a company to teach technical or handicraft skills of any kind should be
done in an appropriate way to ensure a successful impact. There is a special method for this
kind of teaching that was developed by taking into consideration the principle of learning of the
human being. This method is taught in Germany and many other countries to mastercraftsmen
to equip them with a proper knowledge to teach effectively and successfully. You have to
break down each working process in very small steps and make a kind of work analysis that
will help you to apply the four-step method. You find a form for the work analysis on page 47.
The four-step method

Learning is not only done by explanation but also by imitation, repetition and exercise. To
manifest the learned topic in the long term memory you have to concentrate on all of these
parts to assure a positive result. The four steps are the following:
1. Step: Preparation of the trainee

2. Step: Demonstration and explanation
3. Step: Trainee activity
4. Step: Exercising and strengthening
1. Step: Preparation of the trainee
Î Take the shyness

Î Motivate
Î Show the ovjectives and tasks
Î Evaluate the knowledge
Î Familiarize with the working place
Î Give advices concerning safety

Supervisory Development Program Teaching with the 4-step method
2. Step: Demonstration and explanation
Î
Place the trainee so that he is standing in the same
direction to the workpiece than you.
Î
Demonstrate the whole procedure in the original time.
Î
In case of complicated procedures devide them into
modules and teach them step by step.
Î
Repeat the demonstration and make the single steps
visible
Î
Say what you are doing, how and why you are doing
it in that way.
Î
Give the opportunity to ask questions.
3. Step: Trainee activity
Î
Enhance the trainee to try it on his/her own.
Î
Don't interrupt the trainee in his/her first attempts.
Î
Make comments on serious mistakes.
Î
Precision is more important than speed.
Î
Let the trainee say what he/she is doing, how and
why.
4. Step: Exercising and strengthening
Î
Give enough time to exercise.
Î
Acknowledge progress.
Î
Control that no mistakes are done during the process.
Î
Change the conditions of exercising.
Î
Slowly adapt to real working conditions.

Scheme of a work analysis
Workprocess:
Tools required:
No.: Work Steps Explanation of process Reasons
Prepared by Eng'r S. Schacknat

WHAT? HOW? WHY?
Supervisory Development Program
01.
How to break down a working process
02.
03.
04.
05.
06.
07.
0.8
Page 47
Scheme of a working analysis
Supervisory Development Program Planning a process
3.2 Analysis Skills
3.2.1 Planning a process
3.2.1.1 Determination of goals

3.2.1.2 Plan the accomplishment
3.2.1.3 Development of plans and actions
3.2.1.4 Controlling and review procedures
3.2.1.1 Determination of goals

Before we can start with the planning of the production we have to determine the goals we
want to achieve. Normally you will do that first with the management, most of the time they will
give you the production numbers (goals) to achieve in one day, week, month. Study the given
information like technical drawings, bill of materials, etc. carefully.
You have to consider some aspects for the determination of your goals:
Output of the production = number of items to produce in specific time
Quality and workmanship = determine the quality of the product in relation to the
time available and the requirements of the customer
Cost and Budget control = consider the costing when you produce an item,
production time and quality are relevant
Clarify these aspects before you start your production planning in order to achieve the right
output before the deadline, in the right quality and within the cost frame.
3.2.1.2 Plan the accomplishment

Now that we have predetermined the goals to achieve we have to ask: “How can we achieve
these goals?”
You have to think about some given facts before you can continue:
x How many skilled workers do I have to do the job?

x Which machines / tools are suitable for the job and are they available at that time?
x Which jigs are necessary and are they available or do you have to prepare them?
x Are the right materials available / prepared for the job? (Contact Lumberyard, Machining)
x In a small company you even might have to do the costing, so you need the necessary
data like material prices, available dimensions and machine hour rates.

Supervisory Development Program Development of plans and actions
With this information and the drawing etc. you are able to start the planning of the production
for the next period. Discuss it again with the manager if the production goal is too high, be
specific, have facts and numbers when you talk to him.
3.2.1.3 Development of Plans and Actions
The implementing stage

After you gathered all the data, you should be able to proceed with your planning to the
implementing stage. You have to prepare for example routing sheets where all the processes
for a certain work piece are described. You state as well the equipment used for each
process, plus the estimated time for the process. Depending on your system you can
determine the workers on the routing sheet as well. This way it is easy to utilize the manpower
properly and you can inform the workers easily about their daily duties.
The use of a production plan

In a normal workshop you do not have only one order at a time but maybe three to four, so
you have to make a production plan in order to coordinate the different orders with each other
because they have different deadlines, materials, need different equipment and manpower.
You are the one who has to know at which stage each order is. This production plan can help
you when you have to consider changes in your production line and the timing of deadlines. A
proper production plan makes the discussion with the management much easier. When you
start making a production plan, try to incorporate your best workers into this process because
they have the most practical experience and good judgement. Try to update the production
plan daily to make the most use of it. Check for “bottle necks” in your production line,
machines like circular saw and spindle molders are often overloaded with work and the whole
production line has to slow down because of one machine. Try to think of alternatives like:
second shift for special equipment, different production processes where different equipment
is used, more manpower in certain sections.

Supervisory Development Program Controlling and review procedures
3.2.1.4 Controlling and Review Procedures

Controlling is the work a supervisor performs to assess and
regulate work in progress and to assess the results secured.
In order to do so, we have to be able to establish some
activities to analyze this progress:
Setting Performance Standards

Before we can actually evaluate performance we have to set some standards and criterias to
be able to do so. (Example: 2500 Table legs, Model # 23432 in 100 hours production time in
the quality of the sample given to the customer). Try to set a quality standard for each
specific product. This is especially true if you were sending a sample to the customer. Once
the customer accepted the sample, you have to keep this quality standard and you can not
send him products with a lower standard. If you have a Quality Control Department in your
company, try to work together with them, so that you know all the quality factors before you
start the production of the item.
Measuring Performance
After setting the standards we can now record the results of the worker or production line.
(After 50 hours production time, only 500 legs are finished, quality is lower than the sample).
Evaluating Performance
Now that we have our actual production results, we can compare them with the standards
from before and we will find out whether we reached our production goals or not. (Evaluation
compares standards with results: 500 legs finished after 50 hours = lower than the standard,
quality is not as good as sample = lower than standard).
Taking Corrective Action

You have to take corrective action especially if you do not reach your production goals,
meaning your production is too slow, the quality too low, etc.. Controlling and review
procedures are essential for the implementation of plans. Without them you will never be
able to tell whether you could accomplish the goals or not. The above mentioned production
plan is already one very important tool for controlling because you can follow the production
process on it and you can identify bottle necks and other problems.
How can you make your production faster?
Î
Training of workers
Î
Better machines and equipment
Î
Use of jigs
Î
Identify bottleneck in the production
Î
Allocate materials for each order right in time
If you are involved in costing, establish a proper post calculation process in order to check
on the accuracy of your costing. Check on the physical accomplishments (number of work
pieces, in specific time, in a certain quality) of the workers, it is an important thing to know
about the efficiency of each single person in the production line. The easiest way is to
evaluate a worker’s data from his punsh card and the routing sheets.
Supervisory Development Program The principle of continuous improvement
3.2.2 Improving a process
3.2.2.1 The principle of continuous improvement

3.2.2.2 The process of contiuous improvement
3.2.2.3 Case study: Shortening customers' telephone waiting time
3.2.2.4 The idea of Total Quality Management
3.2.2.1 The principle of continuous improvement

Usually you look for a problematic area in your production to improve the working process.
When the cause of a problem has been identified, and a "cure" found, it must be implemented
and evaluated once again, to confirm that the solution is working. If not, the analysis starts
once again. But if the cure was the right one and the problem was solved you stop thinking
about it and consider it as a solved problem. That was the traditional way of handling
situations like that. If you want to implement the idea of "continuous improvement" in the
company your way of thinking has to change.
Reasons to implement
You might ask, if a problem has been fixed, why can't it be checked off the list of things to
correct, and fogotten about? Because nothing is static: suppliers may change some aspect of
their materials; equipment may develop problems that, however slight, affect output;
technology may be upgraded, requiring new and different training, and so on. A modern
company which considers Total Quality Management (TQM) should allow for this ongoing
cycle of continuous quality improvement, a concept that Japan has been using for a long
time but which is still quite a revolutionary idea to most western organisations.
Learning from the Japanese

The principle behind the continuous improvement is Kaizen, a Japanes term which can be
translated:
#
Kai = change
Zen = good

Supervisory Development Program The principle of continuous improvement
Kaizen means improvement. Moreover it means continuing improvement in personal life,

home life, social life, and working life. When applied to the workplace Kaizen means
continuing improvement involving everyone - managers and workers alike.
Kaizen can be stated the following:
Â "In its broadest sense, quality is anything that can be improved."

Â "There is always a better way."
Â "There is no acceptable best way."
It is through Kaizen that the processes which bring forth or sustain the product are made more
competitive. If customer satisfaction (the larger the better) and cost (the smaller the better) are
choosen as the primary quality characteristics, then the focus of workplace Kaizen is to
improve value, and hence competitive advantage. Total Quality Control is the system to
implement Kaizen.

Supervisory Development Program The process of continuous improvement
3.2.2.2 The process of continuous improvement
The Deming Wheel

The process of continuous improvement, called PDSA or, alternatively, PDCA (Plan/Do/Study
or Check/Act), is often referred to as the Deming Wheel. The impact of Dr. Deming's
teachings on American manufacturing and service organizations has been profound. He led a
sweeping quality revolution that is improving the competitive position of the United States. Dr.
Deming himself called the cyle the Shewhart Cycle (after its inventor, Dr. Walter Shewhart, a
statistician and author of Statistical Methods from the Viewpoint of Quality Control), illustrated
below:
Continuous improvement focuses on examining the processes in an operation, to learn where

mistakes are being made, why they are happening and if it is possible, practical and
economically desirable to prevent them from recurring. Inspection has its place in this practice,
but it is inspection of the process, not the product -- a principle in line with Dr. Deming's
teachings.
So how do you improve a process?
1. First, you need to recognize the problem

The recognition of a problem may come from internal (worker) or external
(supplier/customer) sources. Both sources are invaluable, but unfortunately not all
organisations provide feedback opportunities. Identify a problem area or the opportunity
for improvement, the reason for working on it, and an indicator- with an emphasis on
the customer-for measuring improvement.

Supervisory Development Program The process of continuous improvement
2. Define and identify the problem

Then the process giving rise to the problem has, likewise, to be identified and
documented. Flow charts often prove to be the most useful form of documentation, as
they are geared to breaking any operational process down to its nuts and bolts. Break
down the problem area to determine its subparts, identify the components with the most
impact on the customer, clarify the problem statement, and set a target for
improvement.
3. Measure and analyse the performance

Once a process has been documented, its performance can be measured and
analysed. There are a number of methods available to do this, but the method used will
be determined by both the type of measurements being taken and what is being
analysed. Evaluate the information gathered, and identify and verify the root causes of
the problem. Utilize cause and effect analysis and the questions, "What causes this?"
and "Why does this condition exist?" to eliminate the problem's symptoms and identify
the underlying or root cause.
4. Find a solution for the problem

Identify and select the proposed solutions or countermeasures to correct the root cause
of the problem identified and verified in step 3. Evaluate potential countermeasures for
effectiveness and feasibility, and support the one chosen for implementation with
appropriate data such as cost-benefit analysis, barrier/aid identification, and an action
plan to assure any barriers are overcome.
5. Implement and evaluate

Confirm that the problem and its root causes have been identified, countermeasures
implemented, and the problem decreased and the target for improvement met. Assure
that once a problem and its root causes have been identified and countermeasures
implemented, the problem doesn't reoccur. Once the data obtained confirm that the
countermeasures have been successful, the improvement can be standardized, using
control charts and/or standards or procedures. Replication should be utilized where the
results are successful and can be shared with other areas doing similar work.
6. Evaluate
Decide what will be done with any future problems, evaluate the team's effectiveness
and lessons learned, and develop an action plan for remaining problems. This step
identifies the Deming Wheel as a tool, which should continue to be used to evaluate the
problem and any changes in circumstances. By continually turning the wheel,
adjustments can be made as circumstances change.

Supervisory Development Program Case study: Shortening telephone waiting
3.2.2.3 Case study:

Shortening customers'telephone waiting time
This is the story of a Quality Control program that was implemented in the
main office of a large bank. An average of 500 customers call this office
every day. Surveys indicated that the callers tended to become irritated if
the phone rang more than five times before it was answered, and often
would not call the company again. In contrast, a prompt answer after just
two rings reassured the customers and made them feel more comfortable
doing business by phone.
1. Selection of a Theme.
Telephone reception was chosen as a QC theme for the following reasons: (1)
Telephone reception is the first impression a customer receives from the company, (2)
this theme coincided with the company’s telephone reception slogan, "Don’t make
customers wait, and avoid needless switching from extension to extension", and (3) it
also coincided with a company-wide campaign being promoted at that time which
advocated being friendly to everyone one met.
First, the staff discussed why the present method of answering calls made callers wait.
Figure 3.1 illustrates a frequent situation, where a call from customer B comes in while
the operator is talking with customer A. Let’s see why the customer has to wait.
At (1), the operator receives a call from the customer but, due to lack of experience,
does not know where to connect the call. At (2), the receiving party cannot answer the
phone quickly, perhaps because he is unavailable, and nobody can take the call for
him. The result is that the operator must transfer the call to another extension while
apologizing for the delay.

2. Cause and Effect Diagram and Situation Analysis

In order to fully understand the situation, the circle members decided to conduct a
survey regarding the callers who waited for more than five rings. Circle members
itemised factors at a brainstorming discussion and arranged them in a cause-and-effect
diagram (Figure 3.2). Operators then kept check sheets on several points to tally the
results spanning 12 days from June 4 to 16. (See Figure 3.3.)
3. Results of the Checksheet Situation Analysis

The data recorded on the checksheets unexpectedly revealed that ‘one operator
(partner out of the office)’ topped the list by a big margin, occurring a total of 172 times.
In this case, the operator on duty had to deal with large numbers of calls when the
phones were busy. Customers who had to wait a long time averaged 29.2 daily, which
accounted for 6% of the calls received every day. (see figures 3.4 and 3.5)

4. Setting the Target

After an intense but productive discussion, the staff decided to set a QC program goal
of reducing these waiting callers to zero. That is to say that all incoming calls would be
handled promptly, without inconveniencing the customer.
5. Measures and Execution.

(1) Taking lunches on three different shifts leaving at least two operators on the job at
all times. Up until this resolution was made a two-shift lunch system had been
employed, leaving only one operator on the job while the other was taking a lunch
break. However since the survey revealed that this was a major cause of customers
waiting on the line, the company bought in a helper operator from the clerical section.
(2) Asking all employees to leave messages when leaving their desks. The objective of
this rule was to simplify the operator’s chores when the receiving party was not at his
desk. The new program was explained at the employees’ regular morning meetings,
and company-wide support was requested. To help implement this practice, posters
were placed around the office to publicize the new measures.
(3) Compiling a directory listing of the personnel and their respective jobs. The
notebook was specially designed to aid the operators, who could not be expected to
know the details of every employee’s job or where to connect his incoming calls.

6. Confirming the Results.

Although the waiting calls could not be reduced to zero, all items presented showed a
marked improvement as shown below. The major cause of delays, ‘one operator
(partner out of the office)," plummeted from 172 incidents during the control period to 15
in the follow-up survey.
from 'The Quest for Higher Quality - the Deming Prize and Quality control," Ricoh Company Ltd.

Supervisory Development Program The idea of Total Quality Management
3.2.2.4 The idea of Total Quality Management

Total quality management is a holistic, dynamic approach to management. It involves all of the
aspects of quality, but takes them further and integrates them completely into an organisation.
TQM focuses on:
Â Customer satisfaction.
Â Involvement
Â Continuous improvement.
Customer satisfaction.
Whether the customer is external or internal to the company, this is what keeps a company in
business. Marketing departments often take on the task of determining what the customer
wants, via methods such as customer surveys. But surveys may have design pitfalls: if you
don't ask the right questions, you won't get the right answers. TQM must consider both current
and future customer needs, while keeping in mind such possibilities as the development of
new products that customers might not think of on their own but which they would respond
positively to.
Involvement.
To achieve TQ, everyone in an organisation must be committed. Achieving this commitment is
not easy and takes a long time. This is why most authors suggest that organisations need
strong leadership and commitment from the top. Companies use mechanisms such as Quality
Circles (which nowadays are cross-functional teams that meet regularly) and suggestion
schemes to include people in the TQ objective. However, if these are not complete with
training and information sharing, they won’t work. The best results come when people work on
issues which are relevant to them, using techniques they are familiar with, and they have the
responsibility and often the resources to effect changes. Prior to practical and effective
implementation of the TQ the following breakthrough concepts are necessary:
ÂChange the way of thinking of the individual

ÂChange the way of doing things in the company
Continuous improvement
In the ideal TQM environment, all processes are constantly under examination, and everyone
in the company is committed to the concept of continuous improvement. If an organisation
recognises that analysis and improvement of processes must be never-ending in order to
achieve and retain customer satisfaction, provides avenues for both customer and employee
feedback, and uses all the quality tools available, Total Quality Management can be realised.
Prevention
Correction
Quality

Supervisory Development Program Reducing costs
3.2.3 Reducing costs

3.2.3.1 Different kind of costs
3.2.3.2 Basis for proper calculations
3.2.3.1 Different kind of costs

Costing is a very complex and sensible topic in managing a business. In this supervisory
module we cannot cover the whole area of costing because this subject would cover a
complete seminar by itself. But as a supervisor you should have in general a good
understanding of the different kind of costs you will find in any company or workshop. Without
this knowledge you will not be able to calculate properly or to recognize areas where you
could reduce costs. You should identify the difference between direct costs and overhead
costs.
Direct costs: Can be related directly to a job order. Direct work, materials, etc.
Overhead costs: Can not be related directly to a job order. Insurances, repairs, rents, etc.
To look more specific at different kinds of costs which play an important role in the workshop
we have to divide them further. Mainly you have to deal with three types of cost:
ÂMaterial costs
ÂProduction costs
ÂOverhead costs
Material costs
The material costs contain actually of two different kind of costs. One is easy to understand:
the material costs are the costs for producing a specific item (direct costs). So the costs are
directly related to a job order. But materials also causes overhead costs like storage,
administration, work that you have during ordering materials, etc.. If we talk about real material
costs we have to consider that they should consist of the two different types mentioned above,
the direct and the overhead costs of material. Therefore your selling price for a specific
material cannot be the same than the one you payed your supplier. Usually the management
provides you with the material costs you have to use if you are the one the make a calculation.
Production costs
The production costs are all the costs created through work in the production for one job
order. They can be related directly to the job order and include the work on machines, work
done manual with hand tools, the set-up for the machines etc.. To determine the production
costs you have to know the different machine rates you have to relate to each machine, the
rates for the workers and the exact time for each operation. Production costs are also direct
costs. A lot of companies include in the production costs the overhead costs for the machines
and hand tools. Then the production cost is also a combination of direct and overhead costs
for production. If your company don't do it this way, you have to include these overhead costs
in the general overhead rate.

Supervisory Development Program Different kind of costs
Overhead costs
As mentioned before overhead costs are no direct costs, which means you cannot relate them
to a job order. To run a company you have to pay a lot of additional costs such as SSS, taxes,
insurances, rents, electricity, administration costs, repairs, maintenance, payment of interest,
depriciation costs, vacation allowance, etc.. But nevertheless somehow the money for the
overhead costs has to be earned. So you have to include these expenses partly in the costs
for producing a job order/product. This is usually done by an overhead rate (in per cent) which
you add to the production and material costs of a product.
Reducing costs
Since you are now familiar with the different types of costs you can determine in which area
you can mostly influence the saving of costs:
Material costs Production costs Overhead costs

ÂProper storage of ÂFollow the 5 S program, ÂProvide regular
material should be which enhance the maintenance that will
implemented. cleanliness and order in lower the costs for
the workshop. expensive repairs.
ÂImplement measures ÂTrain your staff ÂSave energy whenever
that reduce the waste regularly in all you can (electricity,
material. necessary areas. fuel,...).
ÂPrepare effective ÂProvide regular ÂInsist on following all
cutting lists/schemes maintenance to secure necessary saftey
Measures how to reduce the costs
that consider the effectivly running instructions so that

measurement of the machines. there will be no
raw material. accidents.
ÂTrain the staff in not ÂShorten the set-up
wasting materials. times by improving the
way of doing it (training,
specialize staff).
ÂUse always sharp tools.
ÂPrepare good jigs and
other devices which will
speed up the production
ÂTake care of right-in-
time delivery of the
materials.
ÂAlways try to avoid
bottle-necks.
ÂMake a proper
production plan which
you revise every day.
ÂFollow safety
instructions, accidents
do not speed up the
production!

Supervisory Development Program Basis for proper calculations
3.2.3.2 Basis for proper calculations
If you as a supervisor are also responsible for preparing

calculations for new items you need a specific knowledge for
doing it. But you also need specific information from your
management or your superior. Without these information you
will not be able to come up with a proper costing.
The management should provide you with the following:
Technical drawing of the item (or a sample)

Specification of material, hardware and the quality standard (or a sample)
Quantity of items that should be produced
Machine rates for each machine in the workshop
Operator rates (if they are not included in the machine rates)
Material costs
With these information you can come up with the cost of sales for an item. If they expect you
to give the net amount, you need the margin and the overhead rates they ususally add to the
cost of sales.
Machine rates
The correct computation of the machine rates does not belong to your responsibilies, since it
is a very complicated business management skill and usually done by specialized personnel
like plan managers. They have to consider for example the depreciation, the interest and the
expenses for the machine in relation to the space it requires and also the extimated operating
life for a year.
Technical knowledge in woodworking

In general you need a lot of technical knowledge for preparing a calculation. You have to be
able to perform the following:
Î
Interpret technical drawings properly.
Î
Recall the different materials and the hardware.
Î
Memorize the operations of all woodworking machines.
Î
Recognize the fastest production processes.
Î
Describe the working process step by step.
Î
Predict possible bottle-necks.
Î
Estimate the time for each working operation.
Î
Consider and estimate set-up times for each machine.

Measuring of materials
The first step for making a calculation is to determine the need
of the different materials. We usually prepare a cutting list
and an additional list for accessories such as hardware. For
the accessories list you have to check not only for the supplier
but also if the items are available in time. A cutting list is not
only used for calculation but also afterwards in the production
process. Below you can see an example for a very detailed
cutting list, which provides all the necessary information for
calculation and production process. The use of the metric
system in your workshop should be trained and carried out
since it is already an international standard.
Item: Order number:

Customer: Date:
Cutting List (including computation)
1 2 3 4 5 6 7 8 9 10 11 12 13 14
No. Part Material No. of Length Width Thickn. Area Volume Waste Vol. + Price Price
pieces mm mm mm m2 m2 Waste m2
1 Leg Gimelina 4 477 50 50 0,10 60 40 0,14 162,- 22,68
2 Rail Gimelina 2 1130 10 50 0,02
2 Rail Gimelina 2 630 10 50 0,01 60 0,03 150 0,08 162,- 12,96
Title of column Comment
1. No. Number of the item

2. Part Name and use of the different parts of the item (Leg, rail, profile,...)
3. Material Type of the solid timber, of the wooden material, quality standard
4. No. of pieces Number of the same pieces
5. Length Exact measurement (length) of the finished item in mm
6. Width Exact measurement (width) of the finished item in mm
7. Thickness Exact measurement (thickness) of the finished item in mm
8. Area Surface area: length x width x number of pieces
9. Raw thickness Thickness of material when it comes from lumber yard
10. Volume Volume in m2
11. Waste Material Waste in per cent, specified from the company for each material
12. Vol. + Waste Volume plus waste amount to the volume needed (in m2)
13. Price m2 Price per m2 for solid timber, wooden materials, or veneers
14. Price Price for the computed items
With a complete cutting list you can compute the material costs for your job order.

Determination of time
The second step for making a calculation is to determine
the time that is needed for each working operation. You
need this for the computation of the costs of production.
The more experience you have in the production process
the easier it will be for you to estimate the time for a
working procedure. The scheme for the determination of
working time is the following:
ÎDefine the different steps of work to be done in the correct order

ÎFix the appropriate machines you want to use
ÎDetermine the amount of work (number of pieces, m2, etc.)
ÎConsider the time for the machine set-up
ÎCompute the time for each working process based on your experience
ÎAdd a percentage for transportation inside the workshop
When you have gathered these information you can prepare with the help of machine rates
and operator rates the costs of production. But you can also use the information for the
preparation of routing sheets and your further production planning process since they are
vital for the production process.
Machine set-ups
A special cost factor is the time for the set-up of machines. The lower the number of items you
have to produce the more important are the costs for the set-ups. It is advisable in general to
lower the time for machine set-ups as much as possible to minimize the costs in production.
Below you find some measures for lowering the time for machine set-ups:
Look for set-up "friendly" machines when you buy a new one
Train your staff in setting up all the machines
Store tools and devices for set-ups clearly arranged and close to the machine
Use fences, jigs and measuring devices
Use only carbide tipped tool since they last much longer
Specialize some workers for complicated and costly set-ups
Very frequent set-ups can be avoided by buying a second machine of the same
type
Pay attention to the need of only a few set-ups during the design process of a
product (choose suitable measurments)
The time you need for the most frequent set-ups can be determined by time and motion
studies so that you have a proper estimation for the duration of them.

To have an overview of the basis for proper calculations look at the picture below. You as a
supervisor can be responsible for determining the material and the production costs as long as
you get the required information form your superior. For coming up with the cost of sales or
even the net amount of an item you need to know what the overhead rates and the margin
are.

Let us have a look at a example. Here you can see the composition of the cost of sales for a
product and how to come up with a gross amount the customer has to pay.
Material Chipboard
costs Solid timber
Veneer
39,300 Pesos Plywood
Glue, screws
Hinges
32% Laquer, etc.
Production Machine rates

costs Operator rates
31,920 Pesos
26%
Overhead Taxes
costs Insurances
Administration cost
Rents
51,580 Pesos Electricity
Maintenance
Repairs
42% Depreciation
Interest, etc.
Margin Rate to cover

13,540 Pesos risks and for
11% further investments
VAT Value added tax

20,460 Pesos
15%
SELLING PRICE
(Gross amount)

Example for a Technical Drawing
Overall measurment: 1625 x 2135 mm

Solid timber: Philippine Mahagoni
Finish: Polyurethan laquer, glossy
Joints: Dowel
Glass: Security glass, 12 mm

Part Part Name Material Used Rough Dimensions Final Dimensions No. of Cost Material
No. Length Width Thickn. Length Width Thickn. Pieces / Unit Cost
Form for a Cutting List
Total Cost:
Company Name ORDER ID
ROUTING SHEET FOR: (Part Name)
CUSTOMER LENGTH ROUGH/FINAL

ORDER ITEM THICKNESS
ORDER QTY WIDTH
MATERIAL
Form for a Routing Sheet
NO. OF PIECES DRAWING NO.
Process Equip- Process Description Time Setup Jigma- Worker ID Date Addit. Actual Time Qty. Bal. Worker
No. ment used (min) Time king (min) Worker Needed Sign.
(min)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
TOTAL:
Form for a Calculation Sheet
Company Name ORDER ID
PRECALCULATION SHEET for Item:
Customer: Material:
Adress: Drawing No:
Quantity:
Material Costs
Material Overhead %
(Plus)
Production Costs Prod. Mach. Worker Mach . Rate
(Machine/Section) (hrs.) Rate Rate incl. Wages
(Equals)
Total Production Costs

(Plus)
Administration Overh. %
Sales Overheads %
Product Developm. Overh. %
(Equals)
Total Costs
(Plus)
Mark up % (Total Cost / ((100 - Mark Up)*.01))
(Equals)
Retail Price
Profit Peso

Supervisory Development Program Daily Routine Activities
3.2.4 Daily Routine Activities

5. 1. 0. Before Start of Shift (15 – 30 minutes)
x Check production schedule and/or work orders for the day
x Check equipment to be used
x Check supply of materials for the day
x Check tools needed for the day
x Line up equipment, materials, and tools for the day
x Line up firm work schedule for the day
5. 2. 0. Beginning of the Shift (15 – 30 minutes)

x Check attendance and assign employees to work stations, get support from your “group leaders”
x If necessary (because of absences), balance the work force by changing assignments or by
securing additional help from other departments (discuss with management)
x Assign production and/or work orders
x Stress critical qualities to watch
x Specify when the work should be completed
5. 3. 0. During the Shift (6 – 7 hours)

x Check workmanship with each employees, approve, correct, instruct or train as needed
x Check work progress with each employee. Add help, allow more time, or assign additional work
x Check housekeeping, this is a continuos process! Good work cannot be done in an untidy place!
x Check back when production or quality appears unsatisfactory, especially with new employees
x Stay on the shop floor supervising and/or available for questions, assistance, and instructions most
of the time
x Be on the floor immediately before and after breaks and for 15 minutes before quitting time
x Inspect critical quality areas as work progresses. Correct problems as soon as they are detected
x Perform final inspection of parts, subassemblies, and so on, before they move to next department (if
possible, get group leaders involved)
x Check/Report/Conduct a study on recurring quality problems
x Check periodically to see that materials and supplies are on hand
x Check periodically to see that tools and equipment are in proper operating condition
x Report material shortages or recurring defects
x Report and/or request maintenance, repair, or replacement of defective tools or equipment
5. 4. 0. Once a Day
x Observe one employee or work station continuously for 15 minutes
x Look for time wasted, dull or improper tools, need for work positioning jigs and fixtures, interference,
delays and bottlenecks, and expenditure of excessive time to get parts and materials. Do find ways
to cut costs or make improvements in any of these
5. 5. 0. End of Shift (15 minutes)

x Make a list of unsolved problems that came up during the day. Consider ways to handle them
x Think about jobs that have to be done the following day / shift like checking production and/or work
orders, materials and tools
x Complete all paperwork. Avoid holding any paperwork for the following day.
x Make a list of jobs that must be done the next day. Take it home with you and complete it before
coming to work. Use this form to make your own daily plan!

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Supervisory Development Program Table of contents

1.0 PARTICULARS ABOUT SUPERVISION 01

2.0 ORGANIZATIONAL STRUCTURE AND RESPONSIBILITIES 02

2.1 Organizational Structure in a company 02

1.2.1 Responsibility to the middle and top management 04

3.0 SKILLS REQUIRED BY SUPERVISORS 07

3.1 Interaction Skills 08

3.1.1 Good Communication 08

3.1.1.1 Communicate clearly 08

3.1.2 How to delegate 17

3.1.2.1 What is delegation and why to do it 17

3.1.3 Successful meetings 26

3.1.3.1 Participating a meeting 26

3.1.4 Motivating people 29

3.1.4.1 What is motivation 29

3.1.5.1 Rules and regulations 37

3.1.6 Rewarding performance 38

3.1.6.1 Evaluating each job 38

3.1.7 Training and developing the staff 43

3.1.7.1 The importance of training 43

3.2 Analysis Skills 48

3.2.1 Planning a process 48

3.2.1.1 Determination of goals 48

3.2.2 Improving a process 51

3.2.2.1 The principle of continuous improvement 51

3.2.3 Reducing costs 60

3.2.3.1 Different kind of costs 60

3.2.4 Daily Routine Activities 71

Supervisory Development Program

Before we start talking about supervisors and supervision we should have a

The dictionary defines supervision

Supervision as a management function refers

1.0 Particulars about Supervision

Think about the problems you suddenly have to deal with:

ÎMachines are not adjusted properly

Prepared by Eng'r S. Schacknat Page 01

2.0 Organizational Structure and Responsibilities

2.1 Organizational Structure in a company

Prepared by Eng'r S. Schacknat Page 02

Prepared by Eng'r S. Schacknat Page 03

1.2.1. Responsibility to the Middle and Top Management

The management is expecting from a supervisor to do a lot

Prepared by Eng'r S. Schacknat Page 04

1.2.2 Responsibility to the Workers of the Department

1.2.3 Responsibility to Other Supervisors

1.2.4 Responsibilities to the Staff / Personnel Department

1.2.5 Responsibility in Labor Matters (if company is unionized)

Prepared by Eng'r S. Schacknat Page 05

1.2.6 Responsibility in general

Prepared by Eng'r S. Schacknat Page 06

2.0 Skills required by Supervisors

3.1.1 Communicate clearly 3.2.1 Planning a process

3.1.2 How to delegate 3.2.2 Improving a process

3.1.3 Successful meetings 3.2.3 Reducing costs

3.1.4 Motivating people 3.2.4 Daily Routine Activities

3.1.7 Training and developing

Interaction skills Analysis skills Technicals skills

Prepared by Eng'r S. Schacknat Page 07

3.1 Interaction Skills

3.1.1. Good Communication

Maintaining eye contact

Show an understanding of exactly what went wrong and why.

Excessive hours worked by senior managers or supervisors