Dr David Cababaro Bueno Corporate skills of supervisors in a corporation cc the journal vol 13 oct 2

CC The Journal Vol. 13 Oct. 2017

ISSN 1655-3713

Corporate Skills of Supervisors in a Corporation at Subic Bay Freeport Zone, Philippines Wilma Billman-Dalit, Ph.D. David Cababaro Bueno, MPM, Ed.D. Jefferson M. Sadera, MPM ============================================== Abstract - This study assesses the supervisory skills of department supervisors in a corporation at Subic Bay Freeport. The researchers utilized the descriptive-survey method of research. The study involved the total number of thirty-eight (38) employee-respondents and four (4) supervisors. The researchers used survey-questionnaire. The data were treated statistically using the Percentage, Mean and t-Test. The department supervisors are excellent in relation to gaining acceptance as a supervisor, developing individual employee work plans, maintaining high level of performance, conducting formal performance review meetings, dealing with performance problems, counseling troubled employees, managing conflict between employees and time management. There is no significant difference between the assessments of the supervisor and the employee respondents on the supervisory skills. Supervisors are the key connection in any organization between upper management and lower-level employees.

Supervisors have a large influence on employee behavior by gaining acceptance as a supervisor; developing individual employee work plans; maintaining high level of performance; conducting formal performance review meetings; dealing with performance problems; managing conflict between employees; counseling troubled employee, and time management; efforts and performance through the use of effective supervisory skills. They are held responsible for positively affecting the growth and development of a company while improving the bottom line. The employee should always allow and consider the job challenges as they are properly supervised by their respective department supervisor for the attainment of the goals and objectives of the company. The top management should not set aside that supervisors are the key connection in any organization between upper management and lower-level employees. They should always be held accountable for positively affecting the growth and development of a company while improving the bottom line.

Keywords – Public administration, corporate skills, department heads, corporation, descriptivesurvey design, Subic Bay Freeport Zone, Philippines

INTRODUCTION Most managers would say that good employee supervision is about results. The difference between the success and failure of a construction project in great part lies in the role of the supervisor. The supervisor may be a project superintendent, a foreman, or a project manager.

Some individuals place too much of the blame for low construction productivity on several factors. Supervision is about building working

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relationships with employees. Building a trusting relationship takes time. But when supervisor and employee trust one another, both of their thoughts and efforts can be applied to each situation. The likelihood of time-wasting conflicts is reduced. The supervisor needs to be able to trust the employee to get assigned tasks done in a satisfactorily manner. The employee needs to be able to trust the supervisor to support and compensate him fairly. Employees have high expectations for leadership in the workplace. They want to be treated with dignity and respect. A strong working relationship builds the necessary commitment to get the work done.

One of the most challenging aspects of supervision is evaluation of employee performance. Evaluations should be much more in-depth than a simple judgment by a supervisor about an employee's performance.

Evaluations can be a tool to improve performance by establishing goals for and recognizing outstanding performance. Conducting formal evaluations of employees on a routine basis ensures that there is adequate communication between employer and employee. Constructive feedback is a powerful tool to reinforce desired behavior because everyone likes to receive positive feedback on work well done.

Good supervisors provide training and development for their employees and are glad to make the investment in refining employee skills.

This can benefit the employer by retaining employees and meeting future business needs. Many employees want to have the opportunity to take on new responsibilities and grow with an organization. Providing training and development opportunities will enable them to do this. They will be less likely to look elsewhere for work if they are satisfied with the work and future possibilities. For instance, the work nearly everyone does now involves some interface with technology. If an organization has kept technology current and has provided training for employees in using that technology successfully, employees will be more likely to stay.

More and more supervisors are relying on coaching skills for selfdirected employees as opposed to directing employees to perform certain tasks.

With all of the demands that fall to today's managers, delegating work and supporting employees with coaching is a better fit.

Often, a supervisor's work includes resolving conflicts and managing diversity.

Conflict resolution is a critical skill for those who wish to get work accomplished through others.

Maintaining a safe workplace is another primary supervisory responsibility. Setting high standards for safety communicates to employees that they are important and valued at the same time it encourages employees to

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do their part in maintaining a safe work environment. Sharpening supervisory skills is one of the most effective investments in the company. It will result in better performance, greater employee satisfaction, a safer and healthier environment, a positive workplace and, ultimately, an improvement to the bottom line.

OBJECTIVES OF THE STUDY This study assesses the supervisory skills of department supervisors in one corporation in Subic Bay Freeport, Philippines. It aims to analyze: (1) the supervisory skills of the department supervisors in relation to gaining acceptance as a supervisor, developing individual employee work plans, maintaining high level of performance, conducting formal performance review meetings, dealing with performance problems, managing conflict between employees, counseling a troubled employee, and time management; and (2) the significant difference between the assessments of the respondents on the supervisory skills of department supervisors.

RESEARCH METHODOLOGY The researchers utilized the descriptive-survey method of research.

The study involved the total number of thirty-eight (38) employee-respondents and four (4) supervisors. Thus, there is no sampling technique done in the selection of the respondents. The researchers used a survey-questionnaire. The instrument was pre-tested to SBDMC Engineering, Sionson Construction and Penta Corporation in Subic Bay Freeport Zone for its face and content validity.

Minor comments and suggestions were identified. These were considered in the preparation of the final draft of the questionnaire before it was administered to the target respondents. A permit was secured from the office of corporate manager for distribution of the survey-questionnaire. The data were treated statistically using the Percentage, Mean and t-Test.

RESULTS AND DISCUSSION 1. Supervisory Skills of the Supervisors The supervisory skills of department supervisors are assessed by the supervisors themselves and their subordinates in relation to gaining acceptance as a supervisor; developing individual employee work plans; maintaining high level of performance; conducting formal performance review meetings; dealing

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with performance problems; managing conflict between employees; counseling troubled employee, and time management.

1.1 Gaining Acceptance as a Supervisor Both the supervisor and the employee perceived this area of supervisory skills as excellent as evidenced by the overall computed means of 4.41 and 4.28, for the supervisor and employee respondents, respectively. This means that the department supervisors are knowledgeable of the educational and professional background and interests of their subordinates. Likewise, the supervisor can able to communicate his background, philosophy, and the general expectation about performance to the staff; know the job descriptions and work plans of staff members; communicate the organizational and unit goals with people he supervise; and regularly communicate relevant information from upper management. Thus, it can be said that supervisors are the most important people of any organization. As front-line managers, they are involved in motivating workers to achieve the overall goals and objectives of the company. They are also responsible to communicate the top management’s vision and policies to the workers. Additionally, as the spokesperson of the people working under their supervision, they are responsible to bring up the workers’ problems and suggestions to the top management. In this way, they act as cementing agent bringing together the top management and workers so that the organization’s objectives are achieved.

One of the key qualities considered to make an ideal supervisor is the possession of through knowledge of his or her job. A supervisor who lacks the knowledge about his job will not be able to command the respect of the workers working under them. No matter how difficult or challenging the task at hand may be, a good supervisor will try his or her best to make things happen. When others get frightened or scared at the task at hand, a good supervisor will make optimum use of all the available resources to solve the problems and achieve the desired results. An ideal supervisor is a highly resourceful person who at times of problems looks for innovative ways to arrange both internal and external resources for solving the problem. There are no better feelings for a manager than the confidence that the job assigned to a supervisor will be completed and carried out as desired. Most employees look for and value supervisors who are committed to the company’s vision, goals and tasks.

1.2 Developing Individual Employee Work Plans Both the two groups of respondents perceived these supervisory skills as excellent as evidenced by the overall computed means of 4.51 and 4.39, for

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the supervisor and employee respondents, respectively. This means that the department supervisors are meeting with each employee he supervises to develop a work plan. They also agree on the employee’s major areas of responsibility, and jointly developing work objectives for a specified period of time that are specific, realistic, measurable, and time bound. The performance standards with the employee such as quantity, quality, timeliness, and/or cost, related to accomplishing work objectives are always put into consideration by providing adequate resources, according to his ability, for person to succeed.

An excellent supervisor possesses or acquires good communication skills to convince others to do what he or she wants them to do. Giving his clear instructions, explaining the rationale of the job, guiding how the job needs to be done and presenting complex ideas in simple words are some of the duties which require excellent communication skills which every supervisor must possess.

1.3 Maintaining High Level of Performance Both the supervisor and the employee perceived this area of supervisory skills as excellent as evidenced by the overall computed means of 4.63 and 4.58, for the supervisor and employee respondents, respectively.

Thus, the department supervisors are publicly acknowledging the individual accomplishments. They are also discussing informally with staff on a routine basis and taking staff ideas, suggestions, and wishes into account whenever possible. Moreover, they are providing opportunities for challenging assignments and training when this is appropriate to the goals of individuals and the organization. It is observed that the supervisor understands the organization and the employee's profession better than the employee.

Consequently, the supervisor is in a unique position to give ongoing advice to the employee about job and career. The employee can look to the supervisor as a model for direction and development. An effective mentor-mentee relationship requires the supervisor to accept the responsibility of mentorship.

A good supervisor can be a priceless addition to the career of an employee.

1.4 Conducting Formal Performance Review Meetings Both the two groups of respondents perceived these supervisory skills as excellent as evidenced by the overall computed means of 4.74 and 4.72, for the supervisor and employee respondents, respectively. Some of the skills identified in relation to this area of supervisory skills are the capacity of the department supervisors to establish a schedule for performance reviews, review employee’s work plan in advance, provide positive and constructive feedback, negative if necessary, jointly develop an action plan for any education, training,

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or in-service activities for employee, and incorporate the employee’s comments into the performance review. While the employee performance review or annual performance review is not the most important component of performance management, it is often what supervisors focus on most. That is because it is the most awkward or uncomfortable part of performance management. Some principles being applied by the supervisors of HagafeA in relation to annual performance reviews and employee evaluation meetings are observed. Most of the department supervisors make sure the employee understands the purpose of the meeting and what the information is to be used for; communicate the message that they and the employee are on the same side and they are focused on working with the employee and not doing something to the employee; share with the employee the responsibility of evaluating his or her performance; draw the employee into active discussion. In fact the employee should be doing most of the talking throughout the annual performance review meeting; and comply with any requirements set forth by the company while trying to make the review process useful to you and the employee.

1.5 Dealing with Performance Problems Both the two groups of respondent perceived this area of supervisory skills as excellent as evidenced by the overall computed means of 4.93 and 4.77, for the supervisor and employee respondents, respectively. This means that the two groups of respondents have similar assessment on the supervisory skills of describing the problem objectively in terms of work consequences; reviewing job descriptions and specific tasks/instructions with employee(s) to clarify expectations as soon as possible; giving close supervision for a specified period known by the supervisee; understanding organization’s procedures for taking formal corrective action, and consulting with manager, presenting a detailed and documented description of the problem. The observation of the department supervisor as advocate for organization is strongly seen in the company. Often, the supervisor is the first person to tell employees about new policies and programs from management. It is not uncommon that employees are confused or frustrated by these new actions, and need further clarification and support from supervisors. In the rapidly changing world of today's organizations, it can be a major challenge to present new programs to employees without their being frustrated. The supervisor must be authentic in dealing with performance problems, yet tactful. Guiding employee performance is often a very challenging task although it is the most important responsibility of a supervisor. As a department supervisor, they are responsible

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for developing and maintaining good work habits and relationships and maintaining a high level of performance in the work unit. Traditionally discipline has been viewed as essentially negatively associated with punishment.

An alternative view holds that the emphasis should be positive, on its corrective aspect. Both approaches share the same objectives: to develop and maintain good work habits, behaviors, and relationships in your work unit for the accomplishment of the company's mission. The approach is applied in the company to develop discipline aimed at improving behavior and promoting self discipline with only the occasional need to punish. The importance of establishing and following disciplinary policies and procedures that are fair, prompt, and legal cannot be emphasized too strongly. A technique often utilized in correcting behavior is termed "progressive discipline" when the action taken for misconduct increases in severity when there is a lack of improvement. Each step in progressive discipline is designed to stimulate a change in the behavior that began the disciplinary process. After routine supervisory guidance has not succeeded in changing the appropriate behavior, the usual sequence is: counseling, written warning, disciplinary probation, suspension, and dismissal. The steps are so timed that the employee has the opportunity to correct the behavior prior to the next stage. The goal again is to apply the minimum level of discipline that will bring the employee's performance up to the expected level. Thus, corrective progressive discipline is geared to correcting inappropriate behavior and improving the performance of the employee by giving ample opportunity and assistance for change.

1.6 Managing Conflict Between Employees As revealed, both the two groups of respondents perceived these supervisory skills as excellent as evidenced by the overall computed means of 4.97 and 4.85, for the supervisor and employee respondents, respectively. This means that in managing conflict between employees, the department supervisors are keeping an open mind about the problem and the causes; asking each employee for advice on how the problem can be resolved; encouraging reconciliation if agreement can be reached; establishing ground rules for future behavior, roles; and informing employees of procedures for any further grievances. It is a common observation that wherever there are two (or more) people, there is the potential for conflict. Interpersonal conflict is inevitable in complex organizations where people must share work space, tools and equipment, information, responsibility and authority, and other resources.

The sources of disagreement and emotional tension are many and varied, and occur thousands of times each day in a large organization. While conflict can

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be disruptive and unpleasant, effective supervisory management of conflict can lead to creative, integrative solutions to problems. The company needs the creative energy of all employees to be focused on innovative solutions for citizens and customers and ways to improve service delivery – not drained away in non-productive tension and in-fighting. Good conflict resolution skills can free that energy. These skills are among the most important leadership and team effectiveness competencies.

1.7 Counseling a Troubled Employee Both the two groups of respondent perceived this area of supervisory skills as excellent as evidenced by the overall computed means of 4.85 and 4.83, for the supervisor and employee respondents, respectively. This means that the department supervisors are offering assistance when known problems interfere with job performance; listening, guiding, encouraging employee to solve his/her own problems; assuring employee of privacy and confidentiality, but also adhering to the established employee policies in the organization; providing flexibility, support for work as much as can reasonably do; and referring to outside resource, such as rehabilitation services for substance abuse, if appropriate. Basically, the goal of the supervisor is to confront undesirable job behaviors, not attempt to determine why or to diagnose. To confront in this sense means to help the employee come face to face with his/her behaviors. Many supervisors put off confronting an employee, but they should attempt to correct the problem when it is first recognized. The sooner a problem is acknowledged, the sooner performance can improve.

Feeling inadequate is okay. At times it is very uncomfortable discussing problem performance with employees. There are resources to help, however.

Thus, a good supervisor places a high priority on coaching employees. Good coaching involves working with employees to establish suitable goals, action plans and time lines. The supervisor delegates and also provides ongoing guidance and support to the employee as they complete their action plans.

Rarely can job goals be established without considering other aspects of an employee's life, e.g., time available for training, career preferences, personal strengths and weaknesses. A supervisor is sometimes confronted with walking a fine line between being a supervisor and the employee's confidant.

1.8 Time Management As revealed, both the two groups of respondents perceived these supervisory skills as excellent as evidenced by the overall computed means of 4.67 and 4.57, for the supervisor and employee respondents, respectively. Time

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management is observed among department supervisors relative to prioritizing work responsibilities and review task list periodically; planning daily, weekly, monthly schedule to allow time for the most important tasks, group similar tasks together as much as possible; allocating time for creative, project development work and not only to respond to crisis; scheduling time for learning and professional development; and asking supervisor for advice when have too much work and no one to delegate to. Time management in this sense refers to a range of skills, tools, and techniques used to manage time when accomplishing specific tasks, projects and goals. This set encompasses a wide scope of activities, and these include planning, allocating, setting goals, delegation, analysis of time spent, monitoring, organizing, scheduling, and prioritizing. In a corporation, time management system is a designed combination of processes, tools, techniques, and methods. It is a necessity in any project development as it determines the project completion time and scope.

2. Significant Difference Between the Assessments of the Two Groups of Respondents The results show that there is no significant difference between the assessments of the supervisor and the employee respondents on the supervisory skills. This is because the computed t-values in all variables are relatively lower when compared to the critical value of 2.306 with the degree of freedom of 8 at .05 level of confidence. Thus, it can be said that the department supervisors and the employees have the same views and observations relative to the supervisory skills of department supervisors at HagafeA. 3. Implications of the Findings Supervisors are the key link in any organization between upper management and lower-level employees. Their unique role in the organization's success cannot be overlooked; supervisors have a large influence on employee behavior by gaining acceptance as a supervisor; developing individual employee work plans; maintaining high level of performance; conducting formal performance review meetings; dealing with performance problems; managing conflict between employees; counseling troubled employee, and time management; efforts and performance through the use of effective supervisory skills. New supervisors are held accountable for positively affecting the growth and development of a company while improving the bottom line. Effective supervisors must gain the trust and respect of their workforce by displaying the following supervisory skills: leadership, delegation, time management, problem-

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solving skills, sound decision making, desire to train and develop employees, effective communication, ability to motivate workforce toward desired goals, performance evaluations, knowledge of legal responsibilities, and strong values and beliefs. Effective supervisory skills, when used properly, increase employee productivity, result in a higher frequency of goal achievement, lessen workplace stress and increase employee morale. Building working relationships with all employees is the first step in becoming an effective supervisor; the commitment, trust, support and effects of this working relationship can only improve with the correct use of supervisory skills. Leadership is a widely used, broad term that reflects a unique, complex skill set that is crucial in any supervisory or managerial position. Leadership is more than just motivating a workforce; leadership is leading by example, using power to empower others, making informed decisions with others in mind, having strong values and beliefs, understanding legal responsibilities and ramifications, and the ability and desire to train and develop employees. A true leader shows employees firsthand how to manage their time, solve problems, and communicate effectively, and demonstrates how to work and live by values and beliefs rather than just talking about it. An effective supervisor should use his authority to empower employees and give them their own sense of responsibility and accountability coupled with recognition and rewards. Lastly, leadership is earned through the true desire to train, develop and provide employees with the necessary tools to continue to improve and achieve success in the workplace. Without the skill and ability of motivating a workforce, supervisors have an impossible time improving the bottom line. One of the easiest ways to increase motivation is by using performance evaluations. Employee evaluations not only improve performance and increase motivation by setting goals and rewarding performance, but if done properly, evaluations also improve communication between the supervisor and her employees. These improved lines of communication go a long way in gaining the trust and respect of the workforce as well as building successful working relationships. Supervisors need to be aware of what not to do just as much as what skills are needed and helpful.

CONCLUSIONS AND RECOMMENDATIONS The skills of department supervisors were assessed as excellent by the supervisors themselves and their subordinates in relation to gaining acceptance as a supervisor, developing individual employee work plans, maintaining high level of performance, conducting formal performance review meetings, dealing

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with performance problems, counseling troubled employees, managing conflict between employees and time management. There is no significant difference between the assessments of the supervisor and the employee respondents on the supervisory skills. Supervisors are the key connection in any organization between upper management and lower-level employees. Supervisors have a large influence on employee behavior by gaining acceptance as a supervisor; developing individual employee work plans; maintaining high level of performance; conducting formal performance review meetings; dealing with performance problems; managing conflict between employees; counseling troubled employee, and time management; efforts and performance through the use of effective supervisory skills. They are held responsible for positively affecting the growth and development of a company while improving the bottom line.

The department supervisors’ skills in relation to gaining acceptance as a supervisor, developing individual employee work plans, maintaining high level of performance, conducting formal performance review meetings, dealing with performance problems, counseling troubled employees, managing conflict between employees and time management should be properly sustained for the benefit of the company. The employee should always allow and consider the job challenges as they are properly supervised by their respective department supervisor for the attainment of the goals and objectives of the company. The top management should not set aside that supervisors are the key connection in any organization between upper management and lower-level employees.

They should always be held accountable for positively affecting the growth and development of a company while improving the bottom line.

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