The Da Vinci Institute for Technology Management (Pty) Ltd

Registered with the Department of Education as a private higher education institution

under the Higher Education Act, 1997. Registration No. 2004/HE07/003
CERTIFICATE
QUALIFICATION
NQF LEVEL 5
MANAGEMENT OF
TECHNOLOGY & INNOVATION
CUSTOMISED FOR
SUPERVISORY MANAGEMENT























The material within this document is the intellectual property of DMC Process Design, a Research associate of The Da Vinci
Institute for Technology Management. This Module was exclusively developed and forms part of a National Certicate
Qualication in Business Management. Dissemination of this material to a third party or use of this material outside of the scope of
the qualication, will constitute a violation of the intellectual property rights of The Da Vinci Institute for Technology Management
(Pty) Ltd and DMC Process Design (Pty).
2014





The Da Vinci Institute for Technology Management (Pty) Ltd
Registered with the Department of Education as a private higher education institution
under the Higher Education Act, 1997. Registration No. 2004/HE07/003
CERTIFICATE
QUALIFICATION
NQF LEVEL 5
MANAGEMENT OF
TECHNOLOGY & INNOVATION
CUSTOMISED FOR
SUPERVISORY MANAGEMENT
TABLE OF CONTENT
Chapter Content
1 Welcome and Orientation 6
" Curriculum Framework
" Programme Outline and Contact Time
" Content Navigation
" Clarify Expectation
2 Learning at Da Vinci 19
" Da Vinci University of Work
" Mode 2 Learning
" 70-20-10 Learning Principle
" Learn from Leonardo Da Vinci
" Da Vinci Principles
" Four Action Learning Steps
" Da Vinci Collaborative Framework
" And Learning in Wonderland?
3 Managerial Leadership Development 35
" Leaving footprintz : Common Grounds
" Development Versus Learning
" Movers & Shakers
" Leadership Development Beyond Competencies Moving to a Holistic Approach
4
Self, Others & Social Context
" Perspectives of Reality
" A Leaders Framework for Decision Making
" Kolbs Learning Theory
" Learning Styles Inventory
" Reframing


Chapter Content
Exercising Agile Supervisory Leadership
5 Supervisory Management 51
! Supervisory Leadership
- Supervisory Leadership in Context
- Emotional Intelligence : New yardstick for success
- Purpose & Meaning in the Workplace : Finding FLOW
- Professional & Personal Development : Self-Awareness
- Development Process Template
- WBC-70-20-10 Modules Template
- Finding Voice : On becoming Self-Directed
- On Becoming Focussed : McKinseys Centered Leadership
- Manage your Attention & Energy
! Managerial Leadership Engagement 150
- Maximise Team Engagement (Building High Performing Teams
- Apply Managerial Practice
6 Problem Solving, creative Thinking & Decision Making 292
" Problem Solving
" Creative Thinking
" Decision Making
Page of 50 292
Exercising Agile Supervisory Leadership
Supervisory Management
Supervisory Leadership

Supervisory Management in Context : Towards a New
understanding
Requisite Organisation International (which is based on the work of Elliott Jaques) denes a manager as a person in a
role in which he or she is held accountable not only for his or her personal effectiveness but also for the output of
others (those who reports to him); but is also accountable for building and sustaining an effective team of subordinates
capable of producing those outputs, and for exercising effective leadership.
Translated this means as the output of a team is the accountability of the manager, he/she should focus on creating a
trusting, honest, safe working environment where people can use their own capability to the full, to their own personal
satisfaction and can contribute fully to the successful functioning of the organisation (Jacques, 2006).
This also means that the manager should have a deep understanding of each team members current and potential
capability as well as a understanding what each team member's needs to develop towards their potential. More so to
be able to ensure that the right person is matched to the right task. The manager has therefore to acquire the
capability to leverage policies, procedures and managerial leadership practices in creating an accountability based
system that will support and allow each team member to contribute to the teams agreed and expected output (reach
organisational goals).
The overarching goal of these modules are to equip students with the knowledge and techniques to develop
appropriate managerial leadership skills needed to create a accountability base system as well as the knowledge to
master emotional and social capabilities to facilitate a conducive working environment for high performing teams.
Lets define a few concepts
Abbreviated Glossary to the Requisite Organisation (RO)
First Line Manager Assistant (FLMA)

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First Line Manager Assistant (FLMA): under special circumstances in which the FLM needs support on a shift, this
stratum I role is an operator who has special assignments that assist the FLM in the meeting his or her managerial
accountabilities during the shift.
FLMA is not a managerial role but rather functions as the FLMs representative on shift, and has authority to make
recommendations to the manager about the individuals on the shift.
First Line Manager
First Line Manager (FLM): manager role at stratum II, which is the rst level of managerial work in an organization
which produces direct output at stratum I. Under special circumstances the FLM may designate an Assistant
(FLMA) to assist the FLM in meeting his or her accountabilities for all shifts, 24 hours, 7 days a week. See also
manager. See also rst line manager assistant.
Manager
Manager: A person in a role in which he or she is held accountable not only for his or her personal effectiveness but
also for the output of others; and is accountable for building and sustaining an effective team of subordinates
capable of producing those outputs, and for exercising effective leadership. (And see accountability and authority).
Manager-once-Removed (MoR)
The manager of a subordinate's immediate manager is that subordinate's manager-once-removed.
Manager-once-Removed (MoR) Leadership Practices
MoRs are required to use the following key leadership practices in their three-stratum managerial work: Establish
subordinate-once- removed roles; Talent pool mapping; Evaluating SoR potential capability; Mentoring and career
development; Assess quality of managerial leadership of subordinate managers; Equilibration of managerial fairness;
3-Stratum leadership. See individual development, capability, maturation, and equilibration.
Managerial Accountability and Authority
A manager is accountable for the output of immediate subordinates B2, B2, B3, and for developing and
maintaining a team of subordinates capable of producing the required outputs. He/she has a minimum the authority
to veto their appointment, to decide task-type assignments, to decide personal effectiveness appraisal and merit
review, and to decide to initiate removal from role/ (deselect).
Managerial Accountability Hierarchy (MAH)

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A system of roles in which an individual in a higher role (manger) is held accountable for the outputs of persons in
immediately lower roles (subordinates) and can be called to account for their actions.
Managerial Leadership Practices (MLP)
managers are required to use the following key leadership practices in their working relationship with each
subordinate, in team building, and team meetings: Managerial Team-working; Planning; Context Setting; Task
Assignment; Personal Effectiveness Appraisal; Merit Review; Coaching; Selection; Induction and De-selection
Continuous Improvement. See individual development
Personal effectiveness
The effectiveness of an individual's work (use of judgment and discretion) in producing outputs under prevailing
conditions as judged by the immediate manager. See output.
Personal Effectiveness Appraisal: Assessment by a manger of a subordinate's level of applied capability (which
builds into on-going coaching and merit review).
Periodic Personal Effectiveness Review A review by a manager at specied times (say, annually) of a subordinate's
personal effectiveness throughout the period under review, and decision by the manager about merit award for the
subordinate for that period.
Personal effectiveness appraisal
Assessment by a manger of a subordinate's level of applied capability (which builds into on-going coaching and
merit review).
Periodic Personal Effectiveness Review A review by a manager at specied times (say, annually) of a subordinate's
personal effectiveness throughout the period under review, and decision by the manager about merit award for the
subordinate for that period.
Trust
The ability to rely upon others to be truthful and to do as they say, and to follow established rules, procedures and
custom and practice.
Bringing it all together
Linking back to my comment earlier saying to become a successful supervisor within the 21st century, you need to
be able to not only understand your role as supervisor, but also that of your manager. Without this, together with
the understanding how important the relationship between

Page of 53 292
Manager-once-Removed (MoR)
Manager
Supervisor
Sub-ordinates
is (three tier relationship), the probability to reach they managerial accountabilities becomes less.
Clarify the Role of the Supervisor
Exercise
To ensure that we all are on the same page, I would like you to do the following exercise. To do this exercise I want
you to take yourself out of the equation for the moment. Your task is as follow:
You have been promoted into your managers post after it became vacant as your manager accept a promotion to
one of your companies international ofces. You have accepted the promotion. Your previous Manager-Once-
Removed (MoR), now your new manager has task you to write an job prole for a internal & external job posting to
ll your vacant post as Supervisor of your business unit.
This job posting has to have :
6. Summary of your managerial accountabilities within your new managerial position followed by :
! a clear description of the role and function of the supervisor within your department including tasks and
responsibilities and nally
indicate the required skill set or capabilities the successful candidate should need to qualify for this
appointment.




Page of 54 292
Now that you have gone through this exercise :
Managerial Accountabilities
The role and function of the Supervisor?
If I would ask your Manager, how do you think he would describe you as an supervisor? Would you agree?
If I would ask your Manager, how do you think he would describe you as an supervisor? Would you agree?
What are the qualities that you bring as Supervisor?

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Indicate your specic development areas which you need to attend to in order to become a more effective
Supervisor (those competencies you lack and need to develop).
Please describe your world of work What do you do (Tasks?) Skills acquired?

What skills and knowledge need to be able to be an effective Supervisor?
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In what ways does your job allow you to be?
In what specic ways does your job prevent you from
being?
1
2
3
4
5
6

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Role of the Supervisor
What is supervisory management?
!
Simply stated, it is the process of guiding and motivating the team to achieve set objectives.
For example, to advance the development- or stopping face a set amount of meters in a
measuring months time, in a safe and cost effective manne
!
On a mine, one person can accomplish relatively little, therefore, individuals are joined into
teams to achieve the goals. Top level managers are responsible for achieving the goals of the
organisation, they are, however, dependent on the efforts of subordinate managers and all
employees to achieve objectives in their respective sections.
!
Persons in supervisory positions like you significantly influence the effectiveness with which
the team work together and utilise the resources available to reach the goals of the company.
!
Thus, the managerial role of a supervisor is to make sure assigned tasks are accomplished
with and through the help of employees. The better you as supervisor manages, the better the
results of your section and ultimately the mine will be.
Managerial Practices
The activities of supervisors are similar in all workplaces, whether they involve supervision of a
production line, a sales force, a laboratory, a small office or at home.
The primary activities are also the same regardless of the level within the hierarchy of
management, it does not matter whether one is a first level supervisor for instance a miner or a
shift boss, a middle manager (the mine overseer), or part of top level management.
In this programme, the activities are classified under the major categories of:
!
planning
!
organising
!
leading
!
controlling
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We will deal with each activity in-depth; First, a brief overview of each activity:
Planning:
Planning comes first; it is a mental exercise where you determine what should be done in the
future. Things do not happen by themselves, people make them happen. Planning is a way of
life. To act impulsively or instinctively is a sure recipe for fighting fires. It is like building your
dream boat in your backyard, only to discover later on you can not get it to the water. A person,
who has planned properly, can act with authority. It consists of setting goals, objectives, policies,
procedures, and other plans to achieve the goals and objectives of the organisation. Once you
have planned, you can start to schedule the process and control it.
Organising:
Once plans have been made, the organising activity ensures that the work is divided up in
manageable portions, the various job duties are defined and that these are grouped into
sections, units, departments and teams.
Leading:
Leading means guiding the activities of employees towards accomplishing objectives.
Controlling:
This is to ensure the targets and objectives set during the planning process are achieved, and to
take corrective action when and where required.
The following diagram illustrates the continuous relationship between the managerial activities.
One activity flows into the others and each affects the performance of the others. At times there
is no clear line to mark where one activity ends and the other begins. Also it is not possible for
the supervisor to set aside a certain amount of time for one or another activity since the effort
spent in each will vary as conditions and circumstances change.
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The role of employees
Employees need to perform the tasks for
which they are appointed, e.g. drillers,
winch operators and team members, but
it actually goes beyond just that. The
employee also has an interest in the
wel l -bei ng and prosperi t y of t he
organisation, he/she also has to make sure
that the resources entrusted to him/her
(machinery and other materials) are used the way
they should be, and nothing goes to waste. A prosperous organisation benefits everyone, for
example: employees have jobs because the organisation is able to exist.
Balance between managerial activities
The time and effort devoted to the different managerial functions depend on a persons level
within the management hierarchy and also the specific work environment. For example, top
level managers might spend most of their time planning and controlling, and less time
organising and leading. Supervisors might spend less time planning and organising and more
time leading and controlling.
The time span and magnitude of the first line supervisors plans will be less than those of the
high level manager. A top level manager may plan to buy equipment involving millions of rands
and affecting the entire organisation, for many years to come. The first line supervisor plans for
using employees and materials for shorter periods of time involving restricted amounts of money
and other resources.

Planning
Managers decide on objectives and
strategies to attain them.
Controlling
Managers monitor
progress and take
corrective action
Organising
Managers allocate
resources and delegate
tasks
Leading
Managers direct and motivate workers to
achieve the goals and objectives of the
organisation.
PAGE OF 240 292
10 Managerial Leadership Practices (MLPs)


MLP Denition
TWO WAY TEAMWORK
AND ENGAGEMENT
Two-way managerial team working: regular meetings with subordinates
to discuss context, plans, problems, and suggestions.
CONTEXT SETTING
Context Setting: regular updating of the background within which the
work is carried out. Anticipates problems, communicates about them
and reduces re-ghting.
PLANNING
Planning: presenting alternative courses of action to deal with problems,
to ensure subordinates understanding and to get their input. Analyzes
problems systematically, organizes information, identies key factors
and issues and uses these to generate solutions.
TASK ASSIGNMENT
Task Assignment: assigning tasks to ensure just-in-time and just-within-
quality performance standards. Delegates to subordinates with clarity
and understanding the what by when.
PERSONAL
EFFECTIVENESS
APPRAISAL
Personal Effectiveness Appraisal: judging how well subordinates are
working and discussing it with them. Understands the need to monitor
the execution of work plans and provides appropriate and timely
feedback. Is rm in requiring the completion of assigned work.
PERSONAL
EFFECTIVENESS REVIEW
Merit Review: periodic judgment of personal effectiveness and annual
evaluation of applied capability, with decision on pay level.
COACHING AND
TRAINING:
Coaching: helping subordinates learn how to handle a wider range of
processes, so that they may advance in career. Understands role
requirements and working levels and initiates actions with subordinate
to develop to full capability in current role.
SELECTION AND
INDUCTION:
Selection & Induction: practices for selecting new subordinates and for
introducing them to the department.
CONTINUOUS
IMPROVEMENT
Continual Improvement: ongoing improvement of processes being
worked on in department. Utilizes Change Management/ Problem
Solving principles and tools to effect change in business result.
DESELECTION AND
DISMISSAL:
Deselection & Dismissal: transferring from department or dismissing
from the company. Uses due process (warn, train, coach, feedback) to
advise subordinates of the need to improve and ensure business needs
are met.
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Assessing your capabilities
ABOUT THE TOOL:
The AngloGold Ashanti (AGA) Leadership Assessment Tool is designed to assess leadership (especially safety
leadership) behaviours within the context of the 10 AGA Managerial Leadership Practices (MLP). The target
population for the tool is all employees in Stratum II, III and IV.
The purpose of the tool is to support the development of effective leadership within by effective application of
the 10 MLPs and it will play a signicant role in AGA achieving workplaces free of occupational injury and
illness.
Assessing ourselves in terms of these behaviours will assist us to understand our impact as leaders in general
and on safety performance and to create injury and harm free work sites at AGA.
We can also use self-assessment feedback (as well as feedback from others) to identify improvement
opportunities and the areas we need to focus on to become even better leaders.
CONFIDENTIALITY ASSURANCE STATEMENT
AGA acknowledges the condential or proprietary nature of the condential information and agrees to use the
condential information solely for the purpose of providing feedback to management in regards with the
companys leadership development process and not to use the condential information in any way that is
detrimental to our employees.
All condential information will be kept strictly condential by AGA, and AGA agrees not to disclose or make
available such condential information to any person or entity except for employees of AGA working on
services related to use of the Leadership Assessment Tool.
AGA agrees to take all reasonable care and precautions to protect the secrecy of and avoid disclosure and
unauthorized use of the condential information.
THE PARTICIPANTS JOB IS SECURE
No participant will be targeted from the results of this survey Individual responses will be kept condential to
co-workers and superiors
HOW TO USE THE TOOL:
The Leadership Assessment Tool is a 360 assessment tool which provides AGA leaders with feedback
regarding their current leadership performance (particularly in terms of safety) from the following sources: self,
subordinates, colleagues (peers) and your Manager.
INSTRUCTIONS (FOR OTHERS)
You have been selected to provide feedback for the manager listed above. Your feedback is an important part
of our companys leadership development process. This tool is intended to gather broad feedback in the core
PAGE OF 242 292
competencies and role responsibilities that are important for the on-going success of our organisation.
In responding to the assessment form, please think about your experiences working with this individual during
the last twelve months. Your responses will be merged with others feedback and presented to [Participant
Name Here] to guide them in their on-going development. Comments will be shared anonymously as written
with the manager, unless you indicate otherwise.
INSTRUCTIONS (FOR MANAGER)
You have been asked to evaluate yourself as part of a 360-degree feedback process. Other employees,
including your manager(s), peers, direct reports and/or others will also evaluate you. In this manner, you will
be provided with a comprehensive, multi-perspective (i.e., 360-degree) view of your performance. The
objective is to provide you with feedback so as to allow you to improve your performance, resulting in
improved team performance, and organisational effectiveness.
Rating Sheet for Managerial Leadership Practices
Please rate the extent to which you perform each practice: a) for yourself, and b) for your
perception of you and your colleagues as a group, using the scale at the bottom:

WE USE THE FOLLOWING FORMAT TO ASSESS SAFETY LEADERSHIP
BEHAVIORS:
No Statement 1 2 3 4 5 6 7
TWO WAY TEAMWORK AND ENGAGEMENT:
Two-way managerial team working: regular meetings with
subordinates to discuss context, plans, problems, and
suggestions.
1
Initiates regular safety conversations with subordinates (e.g.:
regular Tool Box meetings, Safety Moments, and Safety
Interactions):
2
Encourages two way communication involving the whole team
when discussing risk management in the workplace
3
Is an enabling leader who encourages everyone on site to take
responsibility for their own, and others safety, and to become
actively involved in achieving an injury and harm free
workplace
4
Creates genuine engagement within the team regarding safety
at work, by encouraging participation in risk management by
all team members
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5
Provides sufcient information to subordinates to try and help
them understand the bigger picture
6
Works with subordinates to develop processes, products and
when making decisions
7
Works collaboratively with others and inspires subordinates by
setting a positive example
8
Discusses their work freely with others and is open for
collaboration
CONTEXT SETTING:
Context Setting: regular updating of the background within
which the work is carried out. Anticipates problems,
communicates about them and reduces re-ghting.
9
Demonstrates through words and actions a compelling belief
that an injury and harm free workplace is both achievable and
sustainable
10
Clearly communicates that an injury and harm free workplace
is a necessary precondition for achieving world class
performance
11
Engages subordinates in two way conversations about the task
or activity at hand, following the setting of context and purpose
12
Measures, monitors and communicates safety performance
using clear, measurable and easy to understand performance
indicators
13
Provides others with sufcient information to perform their
work effectively
14 Eagerly shares knowledge and opinions with subordinates
15
Anticipates problems and communicates about them reducing
re ghting
PLANNING
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Planning: presenting alternative courses of action to deal with
problems, to ensure subordinates understanding and to get
their input. Analyzes problems systematically, organizes
information, identies key factors and issues and uses these to
generate solutions.
16
Sets maintaining an injury and harm free workplace as the rst
priority when planning any task
17
Includes hazard and identication and risk management in
work planning and preparation of task assignments
18
Actively encourages subordinates to contribute to the planning
process, particularly with regard to safety issues
19
Seeks input from team when identifying and managing risk,
pre, during, and after a shift
20
Involves subordinates in planning of projects and how their
work ts into the bigger picture
TASK ASSIGNMENT
Task Assignment: assigning tasks to ensure just-in-time and just-
within-quality performance standards. Delegates to
subordinates with clarity and understanding the what by
when.
21
Conducts conversations with his/her team regarding safety
requirements when assigning tasks
22
Seeks feedback from subordinates regarding the safety aspects
of a tasK
23
Claries how the safety aspects of each task relate to other
work in progress, including by the team or within the operation
24
Uses two-way communication (e.g. safety moments/safety
shares) to assist team members to be mindful of risk and
anticipate what could go wrong while performing a task
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25 Explains the big picture before assigning each persons tasks
26
When tasks are assigned subordinates are provided with clear
guidelines in terms of the quality, quantity and timeframe
within which the work is required
27 Provides the resources required for proper task execution
28
Ensures that everyone understands deadlines and how they
affect others work and rewards timely performance
PERSONAL EFFECTIVENESS APPRAISAL
Personal Effectiveness Appraisal: judging how well
subordinates are working and discussing it with them.
Understands the need to monitor the execution of work plans
and provides appropriate and timely feedback. Is rm in
requiring the completion of assigned work.
29
Sets and communicates clear expectations regarding safe work
practices
30
Conducts regular Performance Effectiveness Appraisals (PEA) of
individual and team safety performance
31
Appraises individual/team safety performance in terms of
agreed measurable standards (KPIs)
32
Provides regular feedback to subordinates regarding individual
and team safety performance
33
Conducts regular Performance Effectiveness Appraisals (PEA) of
individual and team performance and asks team members how
they are doing, in what areas they are doing well, and in what
areas they need to improve
34
Determines performance gaps of subordinates and determines
what it will take to get the job well done and acts on it
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PERSONAL EFFECTIVENESS REVIEW
Merit Review: periodic judgment of personal effectiveness and
annual evaluation of applied capability, with decision on pay
level.
35
Engages in a formal review of individual and team safety
performance at least once per year as part of the Performance
Effective Review (PER) process
36
Holds people accountable for meeting agreed safety
expectations and provides support and encouragement for
them to do so
37
Addresses the safety performance of all subordinates fairly and
equally does not play favourites
38
Provides positive recognition for strong safety performance,
celebrating safety achievements
39
Performance feedback to subordinates takes place on a regular
basis and not only during formal review processes
40
Provides an enabling environment for subordinates to perform
well and reinforces positive behaviours
COACHING AND TRAINING:
Coaching: helping subordinates learn how to handle a wider
range of processes, so that they may advance in career.
Understands role requirements and working levels and initiates
actions with subordinate to develop to full capability in current
role.
41
Coaches team members in how to apply AGAs Safety Vision,
Values, Guiding Principles and Standards
42
Coaches team members to take personal responsibility for
identifying and managing workplace hazards and risks
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43
Intervenes when required to prevent unsafe working, and then
trains subordinates in how to work safely
44
Develops a culture of engagement in which subordinates are
always mindful of and encouraged to take responsibility for
their own and others safety
45
Assists subordinates to build self-control and achieve higher
levels of accountability in the organisation
46
Empowers subordinates by making them more powerful and
successful and not make them feel better about being weak
47
Discusses any work related problems and together with
subordinates looks for longer-terms solutions
48
Tries to understand the problem and does whatever he/she can
to help
SELECTION AND INDUCTION:
Selection & Induction: practices for selecting new subordinates
and for introducing them to the department.
49
Includes safety accountabilities when preparing role
descriptions.
50
Reviews past safety performance as a key selection criteria
when appointing staff to new roles
51
AGA Safety Vision, Values, Guiding Principles and Standards
are included in inductions for all new staff
52
Sets clear expectations regarding the critical importance of safe
work practices, and an injury and harm free workplace when
inducting new staff
53
Matches the job role to the person to facilitate long-term
success
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CONTINUOUS IMPROVEMENT
Continual Improvement: ongoing improvement of processes
being worked on in department. Utilizes Change Management/
Problem Solving principles and tools to effect change in
business result.
54
Subordinates are encouraged to implement improvements to
work processes and hazard management, enhancing safety in
the workplace
55
Regularly review current work practices with team members to
identify safer alternatives
56
The safety performance of other AGA work teams/sites are
regularly reviewed to identify safety improvement opportunities
57
Works collaboratively with others outside the discipline and
utilises their skills to identify safer and more productive ways of
working
58
Ensures that information is accurate and goes where it is
needed to get the job done
DESELECTION AND DISMISSAL:
Deselection & Dismissal: transferring from department or
dismissing from the company. Uses due process (warn, train,
coach, feedback) to advise subordinates of the need to improve
and ensure business needs are met.
59
A decision to deselect or dismiss a subordinate for unsafe
working is based on clear and substantiated evidence
60
Decisions on deselecting and dismissal for unsafe actions are
underpinned by the consistent application of AGAs values
61
Ensures fair and just processes are followed in any decision to
remove an individual from role for poor safety performance
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Planning
What is Planning?
Planning is the setting of objectives e.g.reaching a specific objective within a month and
providing a road map (daily objectives) for attaining those objectives.
It entails systematically working out what you and your team will be doing in the future.
Planning is closely linked with the goals and objectives of your section; you need to know what
you want to achieve first before you can start making plans about how to get there.
Planning is a mental job. You have to sit down, think about all the things that have to be done in
future and write down how to go about doing it. Planning is done on all levels of management,
from top management to first level management. Plans have to fall within the outlines of the
overall policies of the company.
The benefits of planning
!
Effective planning ensures that you have enough men on hand to do the job, enough of the
right material to produce the required goods, and well-maintained machines available when
you need them.
!
Planning prevents fire-fighting i.e. constantly battling with crises that have arisen, because
you can anticipate problems and make contingency plans (alternative plans to be used when
things do not go according to the original plans).
!
A well-worked out plan improves overall performance; you have better control over workers
and cost. You will know what your workers are doing or should be doing and by co-
ordinating their work, costs can be kept at a minimum.
!
Because you know what is going to be done in the future, you can take the necessary steps to
62
Is able to make difcult and unpopular deselection and
dismissal decisions in the interests of
63
Works with subordinates to get to know them better and to nd
the work best suited to their abilities or help them nd another
job
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ensure that the right tools and materials are available when you need it.
Focus planning on these areas:
!
Use of equipment and facilities; co-ordinating the work being done, thereby preventing
machines or workers standing idle.
!
Use of material and supplies; forecasting purchases, inventory levels.
!
Saving energy and power; electricity, water compressed air, and to minimise waste.
!
Employee management; requirements, absenteeism, training.
!
Schedules: routing, delivery performance, shortages.
!
Quality control: inspection and control techniques, re-work methods.
!
Cost control: improving methods, cost estimating.
!
Productivity: work simplification, improving methods.
!
Self-improvement: planning, communicating, business writing.
When should supervisors plan and how often?
Planning should be done before you start anything new or different, it should be done before a
new day, a new week, or with the introduction of different materials or machinery. As a matter of
routine, supervisors should make plans each night for the next day, each Friday for the next
week, and the last week in the month for the next month.
Exercise:
List the types of plans you make and the problems you usually encounter.
Type of Plan Problems


PAGE OF 251 292
Consequences of supervisors that do not plan
!
Production targets are missed;
!
Work is overlooked;
!
Equipment is standing idle;
!
Constantly fighting fires, dealing with one crisis after the other.
Objectives
Objectives state where you want to be and by when and planning shows you how to get there.
Objectives should promote your own sections effectiveness but also take into consideration
those of the whole organisation.
Setting meaningful objectives
An objective is a statement of specific, concrete and measurable result towards which one
works. Good objectives have the following characteristics:
!
Specific clearly stated (25 meter face advance on measuring day);
!
Measurable so that the results can be evaluated (performance standards);
!
Time limited a cut-off point at which you can measure results obtained;
!
Results orientated specify a definite end results;
!
Challenging not too difficult or too easy; and

PAGE OF 252 292
!
Acceptable fall within the outlines of the overall policies of the organisation.
To reduce misfires is an example of a poorly stated objective. On the other hand, To achieve
a 95% utilisation of explosives by 31 December is a well-stated and meaningful objective.
Exercise in objective planning
Re-write the following badly written objectives so that they have all the characteristics of good
objectives.
!
To produce acceptable absenteeism figures for my department;
!
To improve labour relations in my section;
!
To keep within the budget for my section;
!
To ensure that all workers receive the laid down safety training.
Types of plans
!
12 plans (alternative plans for when things do not go according to the original plan).
Procedures and company rules
Procedures dictate the exact methods to be used and sequence to be followed in carrying out a
plan. You can get work procedures, ordering procedures and discipline procedures.
Company rules are absolute guidelines on behaviour with no deviations permitted, rules are
enforced very strictly.
Steps in the planning process
!
Determine your current situation (establish if there is a need to draw up a new plan).
!
Establish objectives. These objectives must be attainable. Write the objectives down. Attach a
standard to each objective. (WHAT must be done and how WELL it must be done).
!
List steps (activities) required. (HOW it must be done)
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!
Assign specific responsibilities to specific individuals. (WHO must do it)
!
Put dates (time limits) on everything. (WHEN it must be done by)
!
Allocate a budget (men/ money/ materials/ machinery/ time).
!
Draw up contingency plans.
!
Review plans regularly
Characteristics of a good plan
!
It is realistic;
!
It is flexible;
!
It is written down;
!
It addresses a real need;
!
It fits into the overall plans of the organisation;
!
It contains a time schedule for completing tasks;
!
It establishes a path of communication among those who will put the plan into effect;
!
It involves assigning specific responsibilities to specific individuals and encourages ownership
in order to obtain commitment;
!
It involves those who will do the job in the planning process. They will be more committed to
doing the job and attaining the objectives when they are involved in the planning stage.
!
The cost of implementing the plan must not defeat whatever savings or improvement is
envisaged.
Planning tips
!
Do a SWOT analysis by writing down all the strengths, weaknesses, opportunities and threats
that affect the output of your department. Never assume that something can or can not be
done until you have checked it out carefully.
PAGE OF 254 292
!
Be aware of stumbling blocks. Remember that attitude can be the most difficult stumbling
block to overcome. Make sure that your plan is stated in the clearest and simplest terms so
that everyone involved can understand it.
!
Involve the people who will carry out the plan. People are more co-operative and committed
when their input is asked and utilised. If the situations change, your plans will need to
change as well.
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What is scheduling?
Scheduling brings the planning down to the workplace. The schedule is a detailed plan which
dictates how facilities, equipment and manpower are to be used, according to time and dates, in
the accomplishment of the sections objectives.
Should you schedule to operate at 100% capacity?
No, because this leaves no cushion for emergencies and maintenance. On the other hand, under
scheduling will have employees stretching jobs to ll time. You should rather aim for scheduling
short periods of 100% capacity.
Scheduling techniques
There are a number of scheduling techniques, e.g. network diagramming, programme evaluation
and review technique (PERT) and the critical path method (CPM). These techniques are suitable for
use on projects and can be very complicated.
For scheduling at the level of rst line supervisors in operational sections such as development and
stopping sections the use of the Gantt Bar chart is recommended for use as scheduling tool e.g.:
Section 5.0 Bar chart September 2006
Schedule: September - December 2006
COMP No SURNAME INIT WAGE
DESIGNATIO
N
ID NO DPO PAT DATE
PAGE OF 256 292

Your own Notes




ACTIVITY Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8
Collect new plans from Planning
Department
Plot new Plans on Stope /
Development Plans
Liaise with Stafng Department
Do Leave Planning
Place Material Orders
Liaise with Shaft for putting down
material
PAGE OF 257 292
Organising
What is the difference between organising and organisation?
!
Organising follows naturally and logically after planning, as plans can only be put into effect by
people.
!
Organising is the process of arranging the pattern of work relationships.
!
Once you know what work must be done, it is necessary to determine who is going to do
which part of the work, what the relationship between these workers will be and what the basic
duties and responsibilities of each individual will be.
!
Organising is therefore the arranging and relating of work to be done so that it can be
performed effectively by people.
!
In other words, an organisation must be set up to carry out the plan.
!
An organisation is the framework that comes out of the organising process.
Organising and organisation in practice
Consider the setting up of a new Utility section. The shaft manager, with the blessing of the general
manager, identify a need at the shaft to set up a new Utility section in a specic area that will do
cleaning and transporting of material into the stopes during back shifts, because the production
shifts are too busy to handle this function. So it is decided that a new section called the Utility
section will be set up. It is then further decided that this section will require one person (a miner)
who will supervise the utility team, a clerk to do ordering of material from the store, and a shift
boss who works the production shift and liaise with production staff on where the utility teams
section is required and what is to be done, he also supervises the miner and the clerk. The shift
boss, who will be called the utility shift boss, will report to the section manager.
The managers involved in these decisions will then have:
Organised i.e. decided what must be done;
!
- who will do it;
PAGE OF 258 292
!
- what the relationship between the people will be;
!
- what each persons duties and responsibilities will be; and
!
- developed an organisation i.e. they have set up a structure within which the new department
will function.
Organising work in your department
Organising at supervisory level will mean allocating work and deciding who will be responsible
for what in your section; e.g. one worker is very reliable and can be used to make sure that all the
required materials and machinery are available, another has a keen eye for detail and can help
with safety checks, another has years of experience and can be put in charge of sorting out the
problems that less experienced workers have.
Co-ordinating
Co-ordination is the orderly synchronisation (or putting together) of efforts of the members and
resources of an organisation to accomplish the organisations objectives. It is not a separate
management function, but rather an implicit aspect of all the management functions and activities.
Co-ordination is the result of good management. Right from the planning stage the manager has to
ensure that his plans are properly co-ordinated. It is also a vital aspect of organising. The purpose
of establishing who, what and when is required to achieve co-ordination. A lack of co-ordination
can result in duplication of effort, and jobs not getting done because they were not clearly
assigned. Co-ordination with other departments is also critical to the successful function of your
department.
As production people, you will know how important co-ordination with the stores department is as
you need to constantly check to see if your working materials are in stock and have been ordered
in good time. Likewise co-ordination between the Stafng and Production departments is also
important. Planned production can not be achieved if working material and personnel is not
available.
Organisation
The organisational chart
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The organisation chart is an important piece of information in an organisation, because it tells
workers exactly where they stand in the organisational
structure and what the nature of their relationship
with other people in the organisation is. In
other words, it tells who reports to whom and
who has say over what. It is
generally depicted on paper
a s s qua r e s wi t h l i ne s
connecting each square. The
organisational chart must be
kept up to date and displayed
for all to see.
T y p e s o f
organisations
There are three main types of organisations:
!
Line organisation
!
The line and staff organisation.
!
The matrix organisation.
The Matrix organisation
This is a non-traditional format, especially suited for projects, task-force work, or other one-of-a-
kind jobs. It is commonly used in research and development organisations and engineering rms.
It allows a project manager to call on the time and skills of personnel for a limited period of time
who are functional specialists. When the project is completed, the personnel return to their
home units to await assignment to another project.
Because project managers can exercise their authority horizontally across the basic organisation
while the specialists receive permanent authority from their functional managers above them
vertically on the chart, this form is called a matrix organisation. The drawback of this type of
organisation is that employees report to more than one superior, a functional manager and a
project manager. The main advantage of this type of organisation is its exibility.
Engineering Manager
Control System
Supervisor
Electronics
Supervisor
Linkages
Supervisor
Control System
Specialist
Project A Manager
Electronics
Specialist
Linkages
Specialist
Project B
Manager
Electronics
Specialist
Linkages
Specialist
Control System
Specialist
Project C Manager
Electronics
Specialist
Linkages
Specialist
Control System
Specialists
PAGE OF 260 292
What is delegation?
Delegation is the process of entrusting responsibility and authority to others and creating
accountability for the results to be achieved. It is when you give your miner or team member a job
to do which you would normally do yourself, make him responsible for it and give him the
necessary authority to do it.
It is important to note that delegation does not mean abdication. When you delegate you do not
divorce yourself from the responsibility and authority, which you entrust to your workers, i.e. if
something goes wrong with the delegated job and your boss, calls you in, you cant tell the boss
that its all the subordinates fault and expect to be let off the hook.
Does this then mean you should do it all yourself to ensure that everything is done right?
Denitely not. If done correctly, delegating can free you from a lot of routine tasks that could be
handled by others.
The benets of delegation
!
Delegating less important tasks gives you more time to spend on the important ones.
!
Employees who take on an extra duty get a chance to learn.
!
Delegated jobs provide more job satisfaction (job enrichment).
!
Delegated work can be used as a reward for other work well done, if for instance, you tell an
employee that you could not trust anyone else to do the job you will build pride and a feeling
of status in that employee.
!
Clever delegation can add greatly to the amount of work a supervisor can accomplish.
Authority, responsibility and accountability
Authority is the power you need to carry out your responsibilities. A supervisors authority includes
the right to:
!
Make decisions;
!
Take action to control costs and quality; and
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!
Exercise the necessary discipline over the employees assigned to carry out the responsibilities.
Your authority originates from your superior, who in turn receives it from his superior, and so on.
Responsibilities are the duties you have to perform, such as:
!
Getting the work done (output);
!
Controlling costs;
!
Safety;
!
Scheduling work;
!
Checking time cards; and
!
Keeping records.
Accountability is the obligation to perform your responsibilities. You are held accountable for the
output of your department i.e. while you may hold your workers accountable for what you
delegate to them. You in turn still remain accountable to your own superior for all the work
performed in your department.
If you are accountable for something, you will be the one in trouble if anything goes wrong, or get
the praise if it goes right. Say for instance you are held accountable by higher management for the
way in which supplies are conserved in your department. You have the option to delegate this
responsibility to a subordinate provided you also grant that person the authority to take any steps
needed to protect the supplies.
If the subordinate misuses the supplies or loses track of them, you can discipline him for failing to
discharge his responsibility in this matter. You, however, will still be held accountable by higher
authorities for what had happened no matter who was at fault.
Authority and responsibility go hand in hand. When a responsibility is delegated, the authority to
accomplish it must also be given. The person given a job to do can not do the job properly unless
he is also given the authority to take whatever action necessary to accomplish that job.
What should be delegated?
Concentrate on the most important matters yourself. Trouble usually begins when you can not
PAGE OF 262 292
distinguish between important matters and those of lesser importance. Routine jobs, which require
little authority, should be delegated e.g. lling out routine requisitions and reports, making
calculations and entries, checking supplies and running errands. Duties, which involve technical
knowledge that only you possess and those involving condential information should never, be
delegated. The following chart demonstrates the ratios of delegated jobs.
Delegation gone wrong
!
Delegating only dirty, trivial or boring work that can not be justied as representing a genuine
opportunity for self-development.
!
Overloading employees beyond the limit of their time or ability.
!
Failing to match responsibility with the appropriate authority to obtain the resources needed to
complete the job successfully.
!
Under or over controlling the employee. You should keep an eye on progress and be ready to
help, if requested. Otherwise, try to stand aside and let him handle the assignment
independently.
!
Favouring a particular employee. Everyone in your department deserves a chance to learn more.
How to delegate
!
Give clear instructions about what you want the workers to do.
!
Tell him about the relative importance of the job so that he knows how much attention he
should give it.
!
Tell the worker why you are delegating the job.
!
If your reason shows that you have condence in the worker, he will try hard to do it right. If
you give the impression that you are just getting rid of your dirty work, he will probably make
mistakes deliberately to avoid getting the same kind of work in future.
!
Clearly dene the limits/boundaries of the job. You do not want any worker cracking your whip.
!
Inform the other workers in your department of your decision to delegate something.
PAGE OF 263 292
!
Then all will know that the worker did not just assume the authority and that you expect them
to co-operate.
Exercise in delegation
Describe in your own words what the difference between responsibility and accountability is. Use
examples from your own work to illustrate your explanation.
Draw up a list of your tasks. You can use some of the tasks identied in the previous exercise. Mark
them in the blocks provided according to the system stated below i.e. A = You must do yourself.
Write the appropriate letter in the box provided next to each tasks.
B. = You must do it.
C. = You should do it, but someone else could help you.
D. = You could do it, but others could do it if given the opportunity.
E. = Others should do it; you can help out in an emergency.
F. = Others must do it.
Who Task
PAGE OF 264 292
Delegation self-assessment
To assess yourself and your ability to delegate tasks and responsibilities to your employees,
complete the following:
(Berry, Cadwell & Fehrmann, 1996)
No Statement Yes No
As a manager of People...
1
I had/have a role model that demonstrated above average
delegation skills
2 I have a greta deal of trust in my employees
3
I am good at planning and organizaing the work that needs to be
done
4
I can effectively determine what type of jobs and assignments
would challenge and motivate my people
5
I am willing to take the time to train those who would benet in
order for them to succeed
6
I am fully aware that if my people succeed in their assignments I
will be perceived as an effective Supervisor
7 I am condent in my relationship with my management
8
I select the jobs I will give my employees based on what I know
about them, their skills, and their interests
PAGE OF 265 292
More Yes responses than No responses would indicate a better understanding of and perhaps
more use of the delegation ability in supervision responsibilities. An unusual high number of No
responses would indicate a need to practice delegation more often.












9
I understand quite well that I cannot do all that is requiered by
myself and am more than willing to delegate to meet production
and service needs
10
I am aware that most of my people could experience greater
professional development with the more frequent use of my
delegation skills
Total
No Statement Yes No
PAGE OF 266 292
Control
Control is the steering of all the work activities in the section to ensure that the planned result and
objective are obtained. Areas of control include quantity (tons and meters), quality (standards and
safety), cost, methods, production ow, overtime, discipline and so on. If there was no control,
and every worker came and went as he pleased and did as he pleased, nothing would ever get
done. There would be no way of ensuring that production targets are met or that the work is getting
done to specication. There would be no way of ensuring that workers are at work when they
should be and for as long as they should be. In fact, without control, there would be anarchy and
chaos.
Control is based on three basic principles, namely:
!
- Dene responsibilities;
!
- Set standards; and
!
- Agree targets.
As a supervisor, you will notice that much is involved in the setting of standards. Your main
responsibilities will be the measuring of work and the correcting of deviations.
Good control relies on the supervisors judgement, problem analysis and decision-making,
communication, motivation, leading and delegation skills. Planning without control would be
useless, because there would be no way of bringing activities back in line should they deviate from
the set objectives.
Control standards
!
Standards can be set for a variety of characteristics or activities. In mining, production standards
relate to tons stoping and development standards, tons, meters and safety, these standards can
be evaluated on a daily, weekly and monthly basis. The setting of production standards are dealt
with by the evaluation and planning departments.
!
There are three criteria for standards:
!
The standards set must be realistic and within reach of the workers and within the capability of
the machines available;
PAGE OF 267 292
!
They must also be stated in simple terms and understood by everyone;
!
Standards must be in writing and displayed where everyone can see them.
Control systems
A control system is a set of steps geared towards identifying and rectifying conditions which are
contrary to those planned. These control systems can be implemented at different stages of
production e.g. in-coming controls (checking working materials, men at work), in-process control
(during production including rst inspection, marking of face, drilling, installation of support
material and barricades, charging up, etc.) and out-going controls (inspecting the reef/ waste).
There are also other control systems e.g. the policies and procedures manual is a control system
for general work conduct and behaviour.
Two examples of a production control system:
Management by exception system:
!
If all is normal, no action or report is necessary until the usual scheduled reporting time e.g.
once a week or month.
!
If there is a tolerable deviation from the normal situation, the worker must take the necessary
action and report to the supervisor at the usual scheduled reporting time. It is advisable to
question team members if they experienced any deviations as they will most likely not tell you
out of their own.
!
If the deviation is not permissible, the worker will call the supervisor immediately, and the
supervisor will decide on the action to be taken by the worker.
!
In a crisis situations or emergencies, the supervisor takes over.
Management by objectives systems:
!
The supervisor and the worker will discuss his current performance and set objectives to
improve this performance or rectify it, usually within a set time frame.
!
During this period the supervisor can guide and advise the worker on his progress.
!
At the end of the set period, the supervisor will evaluate the performance in terms of the
objective, i.e. whether it was obtained or not.
PAGE OF 268 292
!
This system encourages the worker to take control of his own performance and gives him a goal
to work towards.
Characteristics of good control systems
!
The controls must be applicable to the type of work being done. A system that works for ofce
workers might not be suitable for a production section in a gold mine.
!
Controls must pick up deviance and variance quickly. The benet of this is that the quicker
problems can be corrected, the less money and time will be lost.
!
Control systems must be exible. You must be able to implement alternatives if required.
!
Control systems must be economical. The expense of installing and maintaining the systems
must justify its existence. In other words the control system must not cost more money than it is
supposed to save.
!
Control systems should indicate corrective action, e.g. where deviations appear; who is
responsible for the deviation and what action should be taken to correct it.
Exercise:
!
Evaluate your control systems in terms of the characteristics of good control systems;
!
How applicable is the system?
!
How can this be improved?
!
Does it pick up deviance and variance quickly?
!
How can this be improved?
!
Is it exible?
!
How can this be improved?
!
Does it indicate corrective action?
!
How can this be improved?
PAGE OF 269 292
Steps in the control process
Set standards:
In the instance of miners and shift bosses standards for quality and quantity will be given to you.
Without standards, there will be no way of measuring the actual performance. These should be set
for all performances that warrant control e.g. from absenteeism, drilling, sweeping, ventilation,
personal protective equipment, safety, etc. down to cost.
Measure performance:
Performance must be measured or checked against the set standard on a continuous basis. Control
of work in progress is diagnosis and treatment while the patient is still alive. Only checking the
nal result will serve no purpose. The workplace and the nal product, in your case reef, must also
be inspected to establish quality control. Control of the results is a post mortem which provides
data after the job has been done.
Compare results
Compare the results obtained against the set standards to establish if there is a deviance.
Analyse the deviance
If the results obtained are unsatisfactory in terms of the set standards, e.g. injuries, unnecessary
stoppages, shortfall of tons and meters, the reason for this must be found and corrected.
Take corrective action:
This must be done consistently and promptly so that workers will know that standards cannot
simply be ignored.
A positive approach to control
Explain the value of controls to employees:
Team members must understand why control is necessary and how it affects the performance of
the section as a whole. Standards provide employees with feedback that tells them whether they
are doing well or not. It minimises the need for the supervisor to interfere and the employee can
PAGE OF 270 292
get on with the work.
Avoid arbitrary or punitive standard:
Employees respond better to standards that can be justied by past records and are based on
analysis (e.g. comparison of previously achieved records, number of holes possible per driller per
shift, etc.) than to just being told to up production.
Be specic and use numbers where possible:
Avoid expressions like improve quality. Rather say decrease your scrap percentage from 7% to
3%.
Aim for improvement rather than punishment:
Sub-standard work is an opportunity to show employees how they can improve their performance.
Resort to punishment as the last step:
Most employees respond to positive motivation. Everyone, however, needs to know exactly what is
going to happen if the required standard is not met. Specify in advance what the penalty will be
for those who continue to produce work of an unacceptable standard.
Do not make threats you can not or will not back up:
Avoid threats like You will be in big trouble. If an employee can get into trouble, state exactly
what that trouble is. We will deal later with maintaining discipline in the work place.
Be consistent in the application of controls:
Standards should be the same for everyone doing the same work. Similarly, rewards and
punishment should be the same for all those who meet, or fail to meet, these standards. If
exceptions have to be made, be prepared to defend those decisions.
Controlling performance
It is part of you as a supervisors controlling function to constantly assess the quality and quantity
of the members in your team. You can achieve this goal by regularly checking production records,
by walking around and keeping an eye on things (visible supervision), and by continuously
PAGE OF 271 292
communicating with the team on how things are going. Supervisors need to know how closely to
monitor employees work. The closeness of supervisory follow-up is based on such factors such as
the specic persons experience, initiative, dependability and resourcefulness.
Permitting a subordinate to work without close supervision is a challenge and a test of a
supervisors ability to delegate. By becoming familiar with each employees abilities, the supervisor
can develop sensitivity to how much leeway to give and how closely to follow-up and control.
RESPONDING TO ACCEPTABLE WORK positive counselling:
!
Clearly mention to the team member that he deserves recognition and why what he does is
important.
!
Ask him for reasons that led to the good performance.
!
Explain why it is important to maintain the good level of performance.
!
Ask if there is anything you can do to make the easier or more interesting.
!
If applicable, summarise the steps to be taken by each of you. Set a specic follow-up date.
Express your personal appreciation to the employee.
RESPONDING TO UNACCEPTABLE WORK:
!
Clearly mention to the employee what you have observed and why it is not acceptable.
!
Ask for and listen openly to his reasons.
!
State exactly what standard of performance you require.
!
Get him to formulate a plan to meet your requirements, and discuss it with him.
!
Offer your help and support.
!
Agree on what each of you will do.
!
Set specic follow-up dates.
!
Express your encouragement and/or condence in his ability to meet the standard agreed to.
PAGE OF 272 292
Employees resistance to controlling
It is natural that people dislike being controlled and policed. They resent strict control measures
and the person who invents or imposes them. People dislike being criticised and corrected even
more, but often control will simply boil down to criticism and correction. When correction can
mean disciplinary action, it becomes a very difcult job for the supervisor indeed. It is here that
your communication, motivation and leadership skills can make workers accept control rather
than resist it. When every worker knows exactly what is expected of him, what will happen if he
falls short of the mark, and controls are fairly and consistently applied, you will encounter a lot
less trouble when implementing control measures.
Cost control
WHAT IS COST CONTROL?
Cost control is the maintenance of cost by preventing its rise or by restricting the rate at which it
rises. Cost control is done through the budget where all expenses are controlled.
TYPES OF COSTS:
!
Fixed costs: Fixed costs are those expenses that remain unchanged despite increases and
decreases in production. These include rental, interest, insurance, research and indirect labour
cost.
!
Variable costs: Variable cost change as production volume changes over time. Packaging, raw
materials, and direct labour are variable costs.
!
Maintenance and repair cost: These costs include machine parts, lubricants, loss of production
while machines are serviced, salaries of maintenance personnel, and tools.
!
Administrative costs: These costs include the expenses incurred by the direction, administration,
and control of the manufacturing process. They include salaries of executive ofcials and ofce
personnel, research expenses, legal expenses, telephone, stationary, postage, and so on.
!
Marketing cost: Marketing costs are the expenses incurred by the promotion of sales of nished
products, the storage of products, and the transportation to the customer.
!
Direct labour costs: These are the salaries and wages, material and services.
PAGE OF 273 292
!
Indirect labour cost: Indirect labour costs include overhead manufacturing costs, sales costs
administrative costs, and so on. They are compared to direct labour costs as a ratio, e.g. 1:4.
!
Cost of wastage: This includes the cost of losses due to deterioration and damage of material,
defective products, products that do not meet standards, and loss of production time.
!
Cost of quality: When articles have to be manufactured to high quality standards, the
production cost increase, mainly because the costs involved in inspection and testing.
!
Overhead costs: These costs include depreciation of equipment, insurance, accounting and
advertising. They are normally classied under factory overheads and general overheads.
!
Capital costs: This is the interest rate to be repaid when money is borrowed for the purchase of
capital goods (e.g. machinery).
!
Unit cost: This is the producing a single product or unit.
!
Depreciation costs: This is the allowance made for the wear and tear on the plant and
machinery.
Cost variance reports
At the end of the month the accounting department will issue a cost variance report. This tells the
supervisor whether the department has met its cost standards, exceeded them, or fallen below
them. The supervisor will be expected to take action to bring cost overruns back in line.
Cost reduction opportunities (wastage control)
!
Absence and labour turnover: Costs involved here are compensation for workers during
absences, medical expenses, and insurance for workers, recruitment and training of
replacement workers, clerical time to complete reports, and so on. Labour turnover leads to
costs due to low productivity of those leaving the organisation, cost of lost productivity, cost of
recruitment and training of new workers, cost of low production by inexperienced workers.
Wastage and re-processing: A percentage of the material that goes through the production process
is rejected, and has to be reworked. This percentage can often be reduced dramatically.
!
Accidents: Industrial accidents lead to extremely high costs because of absence of the injured,
administrative work, lost material, spoilt tools, lost production and compensation of the injured.
PAGE OF 274 292
!
Labour: Labour costs due to overtime, sluggishness, early stopping, long tea breaks and lunch
times, unnecessary movements by operators to fetch material, are all opportunities for cost
reduction.
!
Productivity: Low productivity can be result of inadequate skills, slackness or poor supervision.
Much can be done in this respect to reduce costs.
!
Maintenance: Maintenance costs include those due to production machinery that has to be
stopped for unscheduled repairs. Scheduled repairs and adjustments help to keep these costs
low.
!
Inventory: Inventories of material, in-process goods and nished goods have to be in balance.
Poor inventories can affect operational efciency and delays in production and dispatch.
!
Tools and equipment: Broken tools, gloves, safety shoes, overalls, and other items lead to high
costs. If a worker asks for new tools or equipment, and he is requested to hand in the old or
broken ones, these types of costing can often be reduced dramatically.
!
Planning and scheduling: Machines that do not work and services that are not performed cut
prot. When schedules are not met, the right materials are not available when needed, poor co-
operation exists between departments, and regular unnecessary schedule alterations occur,
costs soar. These problems are caused by poor planning a scheduling.
!
Time: Time is money. Time should be spent as productively as any other resource. Work must be
planned so that the least time is needed to do it. Use the best method in order to save time. The
workshop should be arranged to eliminate unnecessary movement. Working hours must be kept
strictly, with no stretching of lunch tea breaks.
!
Turnover. A high turnover reduces production costs per item. Increased turnover goes hand in
hand with productivity and effectiveness.
!
Expenditure: All expenses and acquisitions should be budgeted for and effort should be made to
keep within the budget.
!
Available space: Available space should be used effectively. The workshop layout must be
planned so that unnecessary movement and accumulation is prevented. A continuous workow
is valuable. Productivity: Low productivity can be result of inadequate skills, slackness or poor
supervision. Much can be done in this respect to reduce costs.
!
Maintenance: Maintenance costs include those due to production machinery that has to be
PAGE OF 275 292
stopped for unscheduled repairs. Scheduled repairs and adjustments help to keep these costs
low.
!
Inventory: Inventories of material, in-process goods and nished goods have to be in balance.
Poor inventories can affect operational efciency and delays in production and dispatch.
!
Tools and equipment: Broken tools, gloves, safety shoes, overalls, and other items lead to high
costs. If a worker asks for new tools or equipment, and he is requested to hand in the old or
broken ones, these types of costing can often be reduced dramatically.
!
Planning and scheduling: Machines that do not work and services that are not performed cut
prot. When schedules are not met, the right materials are not available when needed, poor co-
operation exists between departments, and regular unnecessary schedule alterations occur,
costs soar. These problems are caused by poor planning a scheduling.
!
Time: Time is money. Time should be spent as productively as any other resource. Work must be
planned so that the least time is needed to do it. Use the best method in order to save time. The
workshop should be arranged to eliminate unnecessary movement. Working hours must be kept
strictly, with no stretching of lunch tea breaks.
!
Turnover. A high turnover reduces production costs per item. Increased turnover goes hand in
hand with productivity and effectiveness.
!
Expenditure: All expenses and acquisitions should be budgeted for and effort should be made to
keep within the budget.
!
Available space: Available space should be used effectively. The workshop layout must be
planned so that unnecessary movement and accumulation is prevented. A continuous workow
is valuable.
Employee turnover
Employee turn-over is when people voluntary (resignation) or involuntary (dismissal) leave the
organisation. People will always be coming and going for a variety of reasons. Generally
speaking, turnover of staff is negative to the organisation. When knowledgeable and experienced
people leave, replacements must be recruited and trained. To replace a person is costly and
disruptive. When valuable people leave in great numbers, it may be indicative of an underlying
problem. The HR Department must try to establish reasons at exit interviews.
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Why do people resign?
Reasons include:
!
Retirement.
!
Job satisfaction.
!
Expectancy of the job (what he was told when he accepted the job).
!
Better opportunities.
!
Diversity in groups - a person may be uncomfortable because of his background being different
to the rest of the group; or as a newcomer, he was never accepted by the group.
!
No involvement - studies show people who are highly involved with their jobs are less likely to
resign.
!
When an under performer leaves, it can be positive. It may create opportunity for promotion to
another person, or another person with better skills and motivation can be engaged.
Absenteeism
Absenteeism can either be permitted or unpermitted. When a person is on annual leave or sick
leave, it is permitted. When a person is on unpermitted leave, it is without permission. Both
permitted and unpermitted leave has a negative inuence on production, and is costly to the
organisation. However, with permitted leave the supervisor can plan to overcome the absence of
the absent employee.
This is not the case with unpermitted absence. Although sick leave falls into the category of
permitted absence, it is a big problem all over the world, and studies show people who have little
or no job satisfaction will easily see a doctor to obtain a sick leave certicate.
The supervisor plays a major role in motivating his team members not to be absent from work by
making them feel valuable to the team, and satisfying the persons needs. Each supervisor should
make it a personal objective to reduce unpermitted absenteeism to a minimum.
What is a meeting?
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A meeting is a gathering of people for a specic purpose. The purposes of which is to
communicate or gather information, voice opinions, solve problems, discuss topics and generate
ideas. Meetings go wrong because:
!
The purpose of the meeting is not stated beforehand.
!
None of the issues on the agenda are nalised.
!
Matters that had nothing to do with you are dealt with.
!
Agenda points are not dealt with.
People dislike meetings. They often nd meetings a waste of precious time. It is the supervisors
responsibility to make decisions and take action when it is required, it is not always necessary to
have a meeting. If you can achieve the same outcome by making a few telephone calls, writing a
one or two page memo or submitting a report, then the need for a meeting does not exist. In our
modern times, it is however, recommended to encourage the participation of others to solve
problems and promote acceptance of new directives. Meetings are an effective way of conveying
information to a group of people at a time when that information may require feedback, discussion
or cross-referencing.
At times you may question the need for a meeting, but it could benet the team through promoting
teamwork, tolerance, enthusiasm, acceptance and involvement. In order to create a more pro-
active environment within your department you may consider holding informal departmental
meetings that keep the employees up to date with what is happening.
These meetings can be a forum for the employees to make suggestions, discuss problems and
voice their opinions; allowing their input to be considered. If employees have a say in
departmental matters they will be more accepting of decisions taken and will enthusiastically
follow formulated plans of action that may arise from these meetings. If employees are afforded
the opportunity to discuss and explain their problems they are more likely to be tolerant of
problems that others present at the meetings or problems that may occur in the workplace.
Meetings are considered necessary for the following reasons:
!
They give people the opportunity to express themselves and allow them to be part of the
decision making process.
!
They afford employees the opportunity to express their reaction to proposals or suggestions.
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!
They allow all participants to hear both sides of an issue.
!
They promote teamwork by allowing equal involvement in nal decisions.
!
They allow one to convey information that can not be clearly explained without a visual
presentation.
Types of meetings
INFORMATIONAL:
This type of meeting is one that allows for the conveying of information.
NEW IDEA:
This type of meeting is also called Brainstorming, it is held to allow for full participation in the
formulating of new ideas and concepts.
OPINION SEEKING:
These meetings are held to hear the opinions of others in order to make an informed decision or to
test the reactions of people to new ideas. It gives them the opportunity to be heard and allows
them to feel involved.
PROBLEM-SOLVING:
These meetings are used in order to establish the facts about a problem so that a mutually
agreeable solution can be reached. The advantage of this type of meeting is that everyone involved
in the problem is gathered together and they are all exposed to the same facts about the issue
under discussion; they are, therefore, more likely to reach an amicable conclusion.
TEAM BUILDING:
This type of meeting is informal in nature. The purpose is to achieve indirect benets like interest,
teamwork, tolerance, enthusiasm and acceptance. These benets are achieved by giving the team
members an opportunity to make suggestions, discuss problems and voice their opinions, thereby
allowing their input to be considered.
Preparing for meetings
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Preparing for a meeting includes the following tasks:
Determine what you want to achieve with the meeting.
!
Build an action plan.
!
Decide who should attend the meeting.
!
Determine the ground rules of the meeting.
!
Decide the time, venue, and duration of the meeting and book the venue, equipment and
catering (if required).
!
Ensure the previous meetings minutes are in order and had been distributed.
!
Complete the agenda.
!
Send out the notice of meeting.
!
Distribute the agenda to all participants with place for changes - make necessary amendments.
!
Set up meeting room.
During the meeting
!
Ensure that the meeting starts on time.
!
Make sure that everyone has the agenda, and understands it.
!
Move the business of the meeting along.
!
Keep to the agenda.
!
Discourage distracting behaviour such as:
# - not listening;
# - people talking off the point;
# - people talking past each other;
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# - apathy.
!
Keep to the formal rules of debate where necessary.
!
Allocate an order for speakers.
!
See that everyone has a fair chance to speak.
!
Summarise the discussion if necessary.
!
Tie up loose ends.
!
Identify any action that has to be taken and by whom.
!
See that the exact wording of any decisions taken is recorded. The names of proposers and
seconders should be recorded.
!
Where necessary, delegate responsibilities and have these recorded.
!
Act impartially throughout the meeting.
!
Strive to be fair when decisions are made.
!
Summarise all decisions at the end of the meeting and ensure that people know what they have
to do next.
The meeting process
The person responsible for starting the meeting is the chairperson, he must ensure he starts the
meeting on time. The sequence of events at any meeting is dictated by the agenda. A typical
formal agenda will contain the following items:
!
Attendance
!
Apologies
!
Conrmation of the previous meetings minutes
!
Matters arising from the previous minutes
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!
Items to be discussed (this will be a list of items for which the meeting is intended)
!
Any other business
Concluding the meeting
Decide on a date for a follow-up meeting.
Speaking in meetings
Some people nd it difcult to speak to an audience. The key is stick to the point when you speak,
saying what you need to say in as few words as possible, using language that the other participants
will understand. Engage the interest of those you are speaking to by looking at them. If you dget
or shufe around while talking, your audience may end up focusing on you movements instead of
what you are saying.
If your meeting is centered on a presentation try to memorise what you have to say. Reading from
your notes might indicate that you do not completely understand the subject matter. If you have
trouble speaking in front of groups, practice your speech with your family until you are
comfortable with the subject matter. This will lend credibility to what you are saying. If you are
asked a question for which you do not have an answer then admit it and promise to nd out and
provide the answer when you nd out.
Actions that disrupts meetings
The kinds of individuals who cause problem are those who are compulsive talkers, those who
wont say anything, participants who argue over every point, or carry on private conversations. The
chairperson must handle each type of person differently in order to minimise disruptions.
!
COMPULSIVE TALKERS
Compulsive talkers consume a lot of time at meetings and will seize every opportunity they can
to hi-jack the conversation. Ask them to focus on the agenda, remind them there is a time limit
within which the meeting must be concluded.
!
QUIET PARTICIPANTS
It may help to make eye contract with them and ask simple questions that allow them to give
short answers.
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!
DISAGREEABLE PARTICIPANTS
Encourage persons who are always looking for an argument to participate constructively.
Respond to the constructive comments and ignore the personal attack that goes with them.
!
PRIVATE DISCUSSIONS
Ask guilty parties if they would like to share what they are discussing with the rest of the group.
If a particular participant regularly disrupts meetings in this way, ask the person to summarise
the last few suggestions and evaluate their feasibility, he will soon get the point and stop talking.
Dealing with conict
Interpersonal conict in meetings can be healthy when handled properly. The question is therefore
not how to eliminate conict, but how to capitalise on its constructive aspects. In many instances
interpersonal differences, competition, rivalry and other forms of conict contribute to the
effectiveness of meetings. Conict should not be avoided in meetings. It is a natural outcome of
strongly held points of view. However, it must be contained and focused on resolution. All conict
can be resolved, most often it is resolved through some communication.
Follow up after meeting action list
Compile an action item list to ensure that the decisions taken at the meeting are implemented and
an indication is given on how progress will be monitored. This can be distributed along with the
minutes.
Meeting evaluation
After every meeting, the chairperson should ask himself the following questions:
!
Did I achieve what a wanted to achieve?
!
Why did I not achieve my objective?
!
What must I do to prevent this from happening again?
The real test is if decisions taken at a meeting is resulting in concrete actions by those responsible.
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Self-Assessments








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Myers Briggs Type Indicator (MBTI)
Part One: Circle the answer that comes closest to how you usually feel or act.
1 Are you more careful about: 2
When you have to meet with strangers do you
nd it:
a. Peoples feelings; a. Something that takes a good deal of effort;
b. Their rights. b. Pleasant or at least easy.
3 Does following a schedule: 4 Do you usually get on better with:
a. Appeal to you; a. Imaginative people;
b. Cramp you. b. Realistic people.
5 Are you naturally: 6 Is it harder for you to adapt to:
a. Rather quiet and reserved in company; a. Routine;
b. A good mixer. b. Constant change.
7 Which of these two is a greater compliment: 8 Would you judge yourself to be:
a. He is a person of real feeling; a. More enthusiastic than the average person;
b. He is constantly reliable. b. Less excitable than the average person.
9
In doing something with many other people,
does it appeal more to you:
10 Are you at your best:
a. To do it in the accepted way; a. When following a carefully worked out plan;
b. to invent a way of your own. b. When dealing with the unexpected.
11 Do you get annoyed with: 12 Is it a higher praise to call someone:
a. Fancy theories; a. A man of vision;
b. People who dont like theories. b. A man of common sense.
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13 Do you more often let: 14
When you think of something you should do or
buy, do you:
a. Your heart rule your head; a. Often forget it until much later;
b. Your head rule your heart.
b. Usually get it down on paper before you
forget it;
c. Always carry through without reminders.
15 Can you: 16 Do you think it a worse fault to:
a. Talk easily to almost anyone for as long as
you have to;
a. Show too much warmth;
b. Find a lot to say only to certain people or
under certain circumstances.
b. Be unsympathetic.
17 If you were a teacher, would your rather teach: 18
When it is settled well in advance that you will
do a certain thing at a certain time, do you nd
it:
a. Courses involving theory; a. Nice to be able to plan accordingly;
b. Factual type courses. b. A little unpleasant to be tied down.
19
Can new people you meet tell what youre
interested in:
20
In your daily work, do you:
(For this question only, if two are true, mark
both)
a. Right away; a. Rather enjoy an emergency;
b. Only after they really get to know you. b. Hate to work under pressure;
c. Usually plan your work so that you wont
need to work under pressure.
21 In a large group, do you often:
a. Introduce others;
b. Get introduced.
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Part Two: Which word in the following pair appeals to you more?














22 a Compassion b Foresight
23 a Punctual b Leisurely
24 a Justice b Mercy
25 a Production b Design
26 a Foundation b Spire
27 a Gentle b Firm
28 a Uncritical b Critical
29 a Calm b Lively
30 a Theory b Experience
31 a Literal b Figurative
32 a Imaginative b Matter-of-fact
Name
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SCORING: Count one point for each listed response on the following nine

E

I

S

N

T

F

J

P

D
2B 2A 4B 4A 1B 7A 3A 3B 1A

5B 5A 9A 9B 7B 13A 6B 6A 14C

8A 8B 11A 11B 13B 16B 10A 10B 20B

15A 15B 12B 12A 16A 22A 14B 14A 25B

19A 19B 17B 17A 22B 24B 18A 18B 26A

21A 21B 25A 26B 24A 27A 20C 20A 28B

29B 29A 31A 31B 27B 28A 23A 23B 30A/B

32B 32A


Score I if I is greater than E Score N if N is greater than S
Score E if E is greater than I Score S if S is greater than N
Score P if P is greater than J Score F if F is greater than T
Score J if J is greater than P Score T if T is greater than F
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Identify your Conict Style by completing the Thomas Kilmann Conict Mode Instrument
For each of the following, choose a statement (A or B) that best describes how you would respond.
Sometimes neither statement will be very typical for you, but choose the one that seems to be the
most accurate.

1 A There are times when I let others take responsibility for solving a problem
B Rather than focusing on where we disagree, I try to focus on that which we both agree on.
2 A I try to nd a compromise
B I try to deal with other peoples and my own concerns
3 A I am usually rm in pursuing my goals
B I might try to soothe the others feelings and preserve our relationship
4 A I try to nd a compromise solution
B I tend to sacrice my own needs for the needs of others
5 A I consistently seek the others help in working out a solution
B I try to do what is necessary to avoid unnecessary tension
6 A I try to avoid creating unpleasantness for myself
B I try to win my position
7 A I try to postpone the issue until I have had some time to think it over
B I give up some things
8 A I am usually rm in pursuing my goals
B I attempt to get concerns and issues immediately out in the open
9 A I feel that differences are not always worth worrying about
B I make an effort to get my way

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10 A I am rm in pursuing my goals
B I try to nd a compromise solution
11 A I attempt to get all concerns and issues out in the open
B I might try to soothe the others feelings and preserve our relationship
12 A I sometimes avoid taking a position that would create controversy
B I would let the other have some things his/her way if I am allowed to have some my way
13 A I propose a middle ground
B I push to get my point across
14 A I tell others my viewpoint
B I try to show others the logic and benets of my position
15 A I might try to soothe the others feelings and preserve our relationship
B I try to do what is necessary to avoid tension
16 A I try not to hurt the others feelings
B I try to convince the other person of the merits of my position
17 A I am usually rm in pursuing my goals
B I try to do what is necessary to avoid tension
18 A If it makes another person happy, I might let them maintain their way
B I will let others have some things their way if they let me have some my way
19 A I attempt to get all concerns and issues immediately out in the open
B I try to postpone issues until I have had time to think it over
20 A I attempt to work immediately through differences
B I try to nd a fair combination of gains and losses for both of us
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21 A In approaching negotiations, I try to consider the other persons wishes
B I prefer a direct discussion of problems
22 A I try to nd a position that is intermediate between the others and my own
B I assert my needs and preferences
23 A I usually try to satisfy everybodys wishes
B There are times when I let others take responsibility to resolve problems
24 A If the others position seems very important to him/her, I would try to please him/her
B I try to get others to settle for a compromise
25 A I try to show others the logic and benets of my position
B When negotiating, I try to consider the other persons wishes
26 A I propose a middle ground
B I try to satisfy both parties` needs most of the time
27 A I sometimes avoid taking a position, which would create controversy
B If it makes the other person happy, I might let him/her maintain his/her views
28 A I am usually rm in pursuing my goals
B I usually seek the other persons help in working out a solution
29 A I propose a middle ground
B I feel that differences are not always worth worrying about
30 A I try not to hurt the others` feelings
B I always share a problem with the other party to try to nd a solution
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Mark the letters below, which you circled in each item of the questionnaire.
1 A B
2 B A
3 A B
4 A B
5 A B
6 B A
7 B A
8 A B
9 B A
10 A B
11 A B
12 B A
13 B A
14 B A
15 B A
16 B A
17 A B
18 B A
19 A B
20 A B
21 B A
22 B A
23 A B
24 B A
25 A B
26 B A
27 A B
28 A B
29 A B
30 B A
Total number of items circles in each column:
The Shark:
Compete, force,
overpower
The Owl:
Collaborate,
confront
The Fox:
Compromise
The Turtle: Avoid
The Teddy Bear:
Accommodate,
smooth