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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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