5.2 Managerial Leadership Practices 2014

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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


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The material within this document is the intellectual property of DMC Process Design, a Research associate of The Da VinciInstitute for Technology Management. This Module was exclusively developed and forms part of a National Certificate

Qualification in Business Management. Dissemination of this material to a third party or use of this material outside of the scope of

the qualification, 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


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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


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TABLEOFCONTENT
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Exercising Agile Supervisory Leadership

Supervisory Management

Supervisory Leadership

Supervisory Management in Context : Towards a New

understandingRequisite Organisation International (which is based on the work of Elliott Jaques) defines 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 first 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 first 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 specified 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 specified 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


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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 toone of your companies international offices. You have accepted the promotion. Your previous Manager-Once-

Removed (MoR), now your new manager has task you to write an job profile for a internal & external job posting to

fill 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 finally

indicate the required skill set or capabilities the successful candidate should need to qualify for this

appointment.


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Now that you have gone through this exercise :


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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 thereis 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 forwhich 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

well-being and prosperity of the

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, forexample: 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.


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10 Managerial Leadership Practices (MLPs)


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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 significant 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 confidential or proprietary nature of the confidential information and agrees to use the

confidential information solely for the purpose of providing feedback to management in regards with the

companys leadership development process and not to use the confidential information in any way that is

detrimental to our employees.

All confidential information will be kept strictly confidential by AGA, and AGA agrees not to disclose or make

available such confidential 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 confidential information.

THE PARTICIPANTS JOB IS SECURE

No participant will be targeted from the results of this survey Individual responses will be kept confidential 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


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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 writtenwith 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 yourperception of you and your colleagues as a group, using the scale at the bottom:

WE USE THE FOLLOWING FORMAT TO ASSESS SAFETY LEADERSHIP

BEHAVIORS:


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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


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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.


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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


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! 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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! 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 whichdictates 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 fill 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 first 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


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OrganisingWhat 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 basicduties 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 specific 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;


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! - 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 orderedin good time. Likewise co-ordination between the Staffing 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

as squares wi th l ines

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 firms.

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 flexibility.

Engineering Manager

Control System

Supervisor

Electronics

Supervisor

Linkages

Supervisor

Control System

SpecialistProject A Manager

Electronics

SpecialistLinkages

Specialist

Project B

Manager

Electronics

Specialist

Linkages

Specialist

Control System

Specialist

Project C ManagerElectronics

Specialist

Linkages

Specialist

Control System

Specialists


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What is delegation?

Delegation is the process of entrusting responsibility and authority to others and creatingaccountability 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?

Definitely not. If done correctly, delegating can free you from a lot of routine tasks that could be

handled by others.

The benefits 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


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distinguish between important matters and those of lesser importance. Routine jobs, which require

little authority, should be delegated e.g. filling 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 confidential 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 justified 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 confidence 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 define 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.


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! 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 identified 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.


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Delegation self-assessment

To assess yourself and your ability to delegate tasks and responsibilities to your employees,

complete the following:

(Berry, Cadwell & Fehrmann, 1996)


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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.


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ControlControl 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 flow, 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 specification. 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:

! - Define responsibilities;

! - Set standards; and

! - Agree targets.

As a supervisor, you will notice that much is involved in the setting of standards. Your mainresponsibilities 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;


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! 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 first 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 systemfor 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.


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! 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 office

workers might not be suitable for a production section in a gold mine.

! Controls must pick up deviance and variance quickly. The benefit of this is that the quicker

problems can be corrected, the less money and time will be lost.

! Control systems must be flexible. 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 flexible?


! Does it indicate corrective action?



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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. Controlof work in progress is diagnosis and treatment while the patient is still alive. Only checking the

final result will serve no purpose. The workplace and the final 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


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get on with the work.

Avoid arbitrary or punitive standard:

Employees respond better to standards that can be justified 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 specific 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


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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 specific 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 specific 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 specific follow-up dates.

! Express your encouragement and/or confidence in his ability to meet the standard agreed to.


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Employees resistance to controlling

It is natural that people dislike being controlled and policed. They resent strict control measuresand 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 difficult 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 officials and office

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 finished

products, the storage of products, and the transportation to the customer.

! Direct labour costs: These are the salaries and wages, material and services.


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! 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 classified under factory overheads and general overheads.

! Capital costs: This is the interest rate to be repaid when money is borrowed for the purchase ofcapital 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 ofreplacement 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.


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! 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 finished goods have to be in balance.

Poor inventories can affect operational efficiency 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

profit. 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 workflow

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


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stopped for unscheduled repairs. Scheduled repairs and adjustments help to keep these costs

low.

! Inventory: Inventories of material, in-process goods and finished goods have to be in balance.Poor inventories can affect operational efficiency 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

profit. 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 workflow

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 influence 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 ofpermitted 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 certificate.

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 specific 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 finalised.

! Matters that had nothing to do with you are dealt with.

! Agenda points are not dealt with.

People dislike meetings. They often find meetings a waste of precious time. It is the supervisorsresponsibility 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 benefit the team through promotingteamwork, 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 ofproblems 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 final 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 totest 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 benefits like interest,

teamwork, tolerance, enthusiasm and acceptance. These benefits 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

! Confirmation 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 find it difficult 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 participantswill understand. Engage the interest of those you are speaking to by looking at them. If you fidget

or shuffle 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 find out andprovide the answer when you find 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 conflict

Interpersonal conflict in meetings can be healthy when handled properly. The question is therefore

not how to eliminate conflict, but how to capitalise on its constructive aspects. In many instances

interpersonal differences, competition, rivalry and other forms of conflict contribute to the

effectiveness of meetings. Conflict 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 conflict

can be resolved, most often it is resolved through some communication.

Follow up after meeting action listCompile 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.


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Part Two: Which word in the following pair appeals to you more?


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SCORING: Count one point for each listed response on the following nine


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Identify your Conflict Styleby completing the Thomas Kilmann Conflict 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 themost accurate.


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Mark the letters below, which you circled in each item of the questionnaire.

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5.2 Managerial Leadership Practices 2014

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