National Extension Risk Management Education Conference
March 30, 2009 -- Reno
Reducing Human Resource, Legal, and Production Risks:
Education to Improve
Supervision on the Farm
Howard Rosenberg
University of California, Berkeley
Kimberly Naffziger
AgSafe and Zenith Insurance Company
A brief introduction to the . . .
Ag Supervision Development Program
ASDP Presentations
February 2008 Monterey
June 2008 Kerman
July 2008 Napa
October 2008 Salinas
November 2008 Escondido
February 2009 Monterey
May 2009 Ventura?
Team ASDP
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Jess Gomez
Lourdes Gonzalez
Ramiro Lobo
Kimberly Naffziger
Howard Rosenberg
Cosme Sánchez
Guadalupe Sandoval
Michael Saqui
Thanks to Other Contributors
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Becky Barlow
James Bogart
Patricia Garcia
Sonya Hammond
Barbara Henderson
Ramiro Lobo
Jennifer Kopp
Sabrina Mazzella
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Elvia Martinez
Michael Mellano
James Meyers
Robin Nicola
John Roncoroni
Priscilla Rodrigues
Abel Serrano
David Whitmer
For Our Hour Today
• Why?
• What?
• How? (not much)
• So?
• Your questions
Main Management Functions
of 1st-line Supervision
• Planning - business purpose, goals, strategy
• Organizing - departments, crews, jobs, coordination
• Staffing - recruiting, training, putting people in jobs
• Leading - directing and influencing day-to-day
• Controlling - checking results and correcting
Supervisors in the middle
Typical First-line Characteristics
• Perform some production work
• Deal with production workers directly and often
• Lead and control through personal communication
• Large number of decisions and tasks each day
• Shorter time frame to react and adjust
• Bridge differences -- org level, language, culture
“We really need some supervisory
training for the crew leaders.”
“We face several risks related to
labor in our business. The work of
first-line supervisors is critical for our
operation and greatly impacts
results that go to our bottom line -production costs, worker safety,
exposure to litigation and fines, etc.
In addition, most or all of our
foremen are drawn from the ranks of
production workers, and they begin
not fully prepared for the many
demands of supervisory work.
Programs to effectively address their
development as supervisors are not
readily available.”
I find that the biggest challenge that a new crew leader has is feeling
comfortable directing and selecting workers. Most come from the worker
ranks and have difficulty in making the transition to being more of a
“company guy.” Some still tend to want to wear the worker hat and
protect/defend employees . . . especially older or long time workers. At
the same time it isn’t healthy for them to take on the ogre mentality and
try to “demand” productivity. There is an art that must be learned here . . .
one that is not easily taught. Some of the items they need to know are
kind of mechanical . . . based on laws and regulations . . . a check off on
what they must do and must not do. But personality is what builds the
team, and the true leader has that. We need crew leaders that know how
to get results from their crews . . . how to communicate openly with
management on what is happening in the fields . . . not afraid to have an
opinion . . . willing to do the work and not try and make upper
management do the work for them . . . know what problems need to be
brought forward and which should be dealt with at the crew level (and
how to do it).
Training of these front-line managers is critical. We’ve been focusing
on this for years.
- Nursery Owner/Manager, San Diego County
Objectives from a Grower's Perspective
• make transition to being more of a “company guy”
• feel comfortable selecting and directing workers (esp. new crew leaders)
• counteract tendencies to protect/defend employees but not as an ogre
demanding productivity
• learn the art of balancing concerns for production and for people
• understand but don't emphasize the "mechanical" do's and don'ts of
supervision driven by laws and regulations
• develop a leadership personality that builds the team
• know how to get results from their crews
• communicate openly with management on what is happening in the fields
• formulate and express an opinion without fear
• make decisions and deal with the heat without relying on upper managers
• distinguish problems that need to be brought to management from those that
should be dealt with at the crew level
"Training of these front-line managers is critical. We’ve focused on it for years."
Basic Precepts
• First-line supervision drives results
• Not a responsibility for supervisors alone
• Similarities in supervisory jobs and qualifications
• “Classroom” education can help equip for the job
• Good communications are key
Project Design Considerations
• Focus on supervision in ag business context
• Attend to supervisors and to their managers & policies
• Enhance continuing inter-level communication
• Build knowledge, skills, and supervisory self-concept
• Relate supervisory session to participants’ own jobs
• Use highly interactive methods
• Limit size of supervisory sessions
• Consult with employers in planning content
• Multiple presentations, different places during project year
Ag Supervision Development Program
1. Management Seminar
2. Supervisory Short Course
Session Features
• Management seminar
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2-3 hours, afternoon prior to short course
Presented in English by two-three instructors
Connections with short course
Points for follow-up back at work
• Supervisory short course
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Two days, 6 hours each (8am-3pm)
Co-presented in Spanish by two instructors
60 participants or fewer
Setting conducive to active learning
$125 per person
Management Seminar Content
• Program framework and rationale
• Supervision and management
• Legal and other business risks
• Assessing and improving supervision
• The short course
• Following up back home
Good things can happen . . .
So can bad . . .
And supervisors can shift the odds.
QuickTime™ and a
Photo CD Decompressor
are needed to use this picture
Worksheet on Duties/Responsibilities
of the Supervisory Job
• Staff crews and prepare employees to work
• Direct and support field operations of crew
• Check, control, & correct work performance
• Provide transportation, equipment, and supplies
• Record and report on crew activity
• Other as needed
Risks to Control
• Tasks not done
• Poor quality work
• People injured
• High indirect costs
• Conflict, litigation
• Fines, other penalties
Risks to Control
• Tasks not done
• Poor quality work
• People injured
• High indirect costs
• Conflict, litigation
• Fines, other penalties
Guide for Disciplinary Action
How well do you think your mayordomos
orient new workers to the crew,
work rules, and procedures ?
13%
1.
2.
3.
4.
5.
71%
13%
0%
3%
Very well
Adequately
Not well
Not sure
Not part of job
1
2
3
4
5
How well do you think your mayordomos
direct and support field operations ?
26%
1.
2.
3.
4.
5.
6.
70%
4%
0%
0%
0%
Very well
Adequately
Not well
Not sure
Not part of job
What’s an IIPP?
1
2
3
4
5
6
How well do you think your mayordomos
follow your company IIPP ?
9%
1.
2.
3.
4.
5.
6.
60%
26%
6%
0%
0%
Very well
Adequately
Not well
Not sure
Not part of job
What’s an IIPP?
1
2
3
4
5
6
How well do you think your mayordomos
evaluate workers’ performance and
correct or discipline if needed ?
1.
2.
3.
4.
5.
Very well
Adequately
Not well
Not sure
Not part of job
54%
31%
14%
0%
1
2
3
4
0%
5
How well do you think your mayordomos
complete time and production reports ?
1.
2.
3.
4.
5.
Very well
Adequately
Not well
Not sure
Not part of job
56%
23%
13%
8%
0%
1
2
3
4
5
How well do you think your mayordomos
deal with conflicts among workers ?
20%
1.
2.
3.
4.
5.
45%
25%
8%
3%
Very well
Adequately
Not well
Not sure
Not part of job
1
2
3
4
5
Diagnosing a performance problem
• Did worker know what to do?
---> Understanding
• Can the worker do it?
---> Ability
• Does worker want to do it?
---> Will and effort
¿ Siente usted que podrías usar mas
información sobre lo que se espera
de ti como supervisor ? (Monterey09)
98%
1. Si
2. No
3. No seguro(a)
2%
1
2
0%
3
¿ Siente usted que podrías usar mas
información de como hacer
tu trabajo como supervisor ? (Monterey09)
92%
1. Si
2. No
3. No seguro(a)
8%
0%
1
2
3
What I want most from my boss is . . .
1.
Always be in a good mood
2.
Always provide clear instructions
3.
Show appreciation for my work
4.
Be a good teacher to me
5.
Be a person I can trust
6.
Leave me alone to do my work
7.
Be fair in enforcing the rules
Suggestions for Managers
• Clarify job functions and performance expectations.
• Establish and select on job-related criteria.
• Orient, assist in personal adjustment, and provide
development opportunities.
• Assess and discuss performance.
• Support with information, backing for decisions,
recognition, and policies.
Tools for Later
• Responsibilities worksheet
• Curso corto notas
• Situations DVD
Short Course Segments
A. Welcome and orientation -- (1/2 hr.)
B. Roles, responsibilities, challenges, and tools
of 1st-line supervisors -- (2 1/4 hrs.)
C. Providing a safe and lawful work environment
-- (3 1/4 hrs.)
D. Communicating to get the work done, build
teamwork, and deal with problems -- (4 hrs.)
E. Taking new ideas back to the job -- (2 hrs.)
Balancing structure & responsiveness
• No presentation “script”
• Time allotment and topics for each segment
• Key ideas to deliver in each segment
• Flow of questions to answer via various means
• PowerPoint with bells and whistles
– Videos
– Audience response system
• Handout booklet
A. Welcome & Orientation
Examples:
• How often do you take a whole day or two to think
about your job and how to do it?
• Do you know if your employer wants you to come
away with anything specific? If so, what?
• Do you have a job title? How would you describe
your job to someone who doesn’t know?
• Have you had any experience with the kind of
situation shown in this video?
Audience Response System
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Clicker does not work on home TV
Does not control the teachers
Does help us collect and summarize answers
Has several buttons 1/A, 2/B, 3/C, etc,
Green and red light indicators at the top
Green glows if response is registered
Timer at the bottom of question screens . . .
15
¿Cómo le nombra a su trabajo?
(Escondido)
44%
1. Líder de cuadrilla
2. Mayordomo(a)
31%
3. Supervisor
4. Gerente
5. Trabajador(a) del campo
6. Oficial de seguridad
16%
7. ¿Otra?
3%
3%
3%
0%
1
2
3
4
5
6
7
¿Cómo le nombra a su trabajo?
(Monterey09)
1. Líder de cuadrilla
54%
2. Mayordomo(a)
3. Supervisor
4. Gerente
5. Trabajador(a) del campo
6. Oficial de seguridad
21%
15%
7. ¿Otra?
4%
1
2
3
4
2%
5
4%
0%
6
7
¿Usted conoce a este hombre?
< Video clip 1 -- under the influence >
QuickTime™ and a
decompressor
are needed to see this picture.
Cuando un equipo no trabaja
como la compañia espera,
es normalmente debido a el supervisor.
1. Verdadero
61%
2. Falso
39%
1
2
B. Roles and Responsibilities
Examples:
• What is the purpose of the job you have in your
company?
• How did you get chosen for your job as a supervisor?
Did the process help prepare you to do it? Did it affect
other people or your ability to work with them?
• Are each of these (listed) duties part of your job?
• What kind of power do you have as a supervisor? Where
does it come from?
¿ A que grupo perteneces
en la compañía ?
1. Soy parte de la gerencia
55%
2. Soy un trabajador(a)
3. Soy ambos, un trabajador(a)
y parte de la gerencia
23%
23%
4. No estoy seguro(a) donde
tengo cabida
0%
1
2
3
4
¿ Una gran parte, pequeña parte,
o no son parte de su trabajo ?
1 = grande
2 = pequeño
3 = no parte
4 = inseguro
Inspeccionar el resultado del trabajo de cada miembro de
la cuadrilla
Reportar el progreso de la producción al supervisor o
gerente durante el día
Observar y evaluar a los miembros de la cuadrilla
mientras trabajan
Discutir o demostrar métodos para corregir a los
trabajadores
Enforzar las reglas de seguridad de alimento
Resolver disputas y quejas o referirlas al gerente
Administrar acción disciplinaria cuando sea apropiado
Cuando me dieron el trabajo de supervisor,
la razón mas importante fue . . .
1.
Tenia buenas aptitudes de trabajo.
2.
Tenia buenas aptitudes personales.
3.
Solicite, y competí por solicitud y
entrevista.
4.
Tenia conocimiento de cumplimiento
de leyes normativas.
5.
Era mi turno. Tenia experiencia y
tiempo allí.
6.
Soy pariente o buen amigo del patrón.
7.
Mostré un alto nivel de motivación.
8.
No estoy seguro(a).
54%
9%
1
2
11%
11%
6%
3%
3
4
5
6
6%
0%
7
8
C. Safe and Legal Environment
Examples:
• If someone in your crew has gotten injured, how did
it affect her, others in the crew, your operations, and
the company overall?
• Are there any laws or company rules about your
responsibilities for safe conditions and work
behavior?
• How can you as a foreman reduce the risks of people
having accidents or getting ill from work?
• How would you respond to a crew member who
complains that he is being treated unfairly or
harassed?
D. Communicating
Examples:
• When a new employee is assigned to your crew, what
do you do to get him started?
• Have you found that some ways of telling a worker
what to do or how to do it work better than others?
• Should a foreman always take some action if he
becomes aware that two members of the crew are
having a serious conflict?
• Do you know how your boss would want you to deal
with the kinds of situations shown in these videos?
E. Taking New Ideas to the Job
Examples:
• What kinds of costs to the company can you help
control by doing your job effectively?
• What might you consider now in deciding what to say
to workers who are not performing well?
• What else will you do differently in your work?
• Do you need more information about what the
company expects of you? About how to do the job?
• What could management do to help you be more
effective?
Why the heck did he do that?
¿ Sus planes ?
Short Course Take-aways
• Tough job. Inherent pressures and conflicts.
• Environment is affected by managers, company
policies, and laws.
• Always more to learn -- to keep up with rules
and company “givens” and to develop skills.
• ASDP presenters can help, but not by telling
what your job is or exactly how to do it.
• Get and keep manager engaged to realize full
benefits of this program.
ASDP - Class of Feb. 2008 - Monterey
ASDP - Class of June 2008 - Kerman
ASDP - Class of July 2008 - Napa
ASDP - Class of October 2008 - Salinas
ASDP - Class of Nov. 2008 - Escondido
ASDP - Class of Feb. 2009 - Monterey
ASDP Participants (est.)
Mgrs.
Sups.
Monterey, 2/08
45
66
Kerman, 6/08
27
59
Napa, 7/08
28
67
Salinas, 10/08
9
20
Escondido, 11/08
18
38
Monterey, 2/09
50
78
177
328
Comments on the Short Course
• I think all the ideas will be utilized each work day.
• I would like to come back. Everything was excellent.
• I learned new things that I didn’t know. I learned how to treat an
employee, how to speak with an employee who is not doing his
job well, and what part I play in being a company supervisor.
• All the topics were of great importance and I learned a lot.
• I would like it if the course was offered two or three times a year
and in different locations.
• This is the first course I’ve attended and I loved it. I learned a lot.
Thank you very much!
• Excellent instructors and very good material.
• Everything from the course was important in order to be a better
supervisor.
• I liked that That I’m learning and I want to keep on learning.
Comments on the Short Course - 2
• What I liked about the course was that they covered very
important topics that are needed for us to progress in our jobs. I
want to congratulate our instructors for excellent instruction.
• For me personally, I liked how the program was very educational.
Very professional instructors. Thank you. What I didn’t like was
that it was so far. I would like to also have the training in other
counties.
• I liked all the information and the manner in which given -competent and clear. What I didn’t like was that it was so few
days. An extra day would have been more accommodating.
• I liked the manner in which everything was explained in a very
positive way to be better at my job and as a foreman.
• I think what I’ll take advantage of from this training will be how to
behave around, and with the employees I supervise.
• All the ideas from the presenters and the participants were very
educational and new for me; interesting new ways in which to see
things, say things, and use different and new language.
“What I’ll do differently”
• Have more communication with as many people as possible who work
in my area at work.
• Have a meeting with my employees regarding the things I learned here.
• Have more meetings with management and supervisors. Coordinate
time for the training.
• Provide better explanations for the workers, more calmly, and make
them feel better about our work.
• Try to have more communication with management and with workers.
• Treat coworkers better, with more respect.
• Start speaking with my boss about the topics addressed and then speak
with the crew members about the topics.
• Share ideas with my employees and my supervisor. Try to resolve
issues with employees at the moment and not wait until later.
• Exchange information with management to improve work for everyone.
• Be very clear when training, and ensure that there is demonstration of
how to do things with the people that I am training.
Comments from Management Seminar
• As a manager I am so excited that our
supervisors/foremen were able to take the course.
• Great information.
• Excellent idea to have managers attend. A little
humbling to hear the supervisors’ comments.
• Suggestion - next year have manager’s session earlier.
• Invite more owner/upper managers to class.
• The big boss needs to hear all this too.
• What a great concept!
Loud and clear from participants
. . . and with implications for managers
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Thanks to the company and the instructors
Much appreciate the clear, patient explanations
Requests from boss make more sense now
Circumventing chain of command hurts
Much to discuss and clarify back home
Very glad a company manager came
Sorry my own boss didn’t
Want to learn more
To continue . . . ?
Essential Ingredients of ASDP
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Coherent purpose, philosophy, values, pedagogical style
Curriculum -- structure and content
Instructors -- knowledgeable, skilled, credible, compatible
Instructional supports: powerpoint files, booklet & other
handouts, projector & computer, video clips, ARS, DVDs
Administrative supports: advertising, pre-registration & fee
collection, bookkeeping & bill payment, facility
arrangements, on-site logistics and trouble-shooting,
certificate preparation, evaluation comment transcription
Site with comfortable chairs, tables, good layout & location
Lunches and refreshments
Organizational base for administration and certification
Thanks for listening.
The End