Supervision and supervisory techniques
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Supervision and supervisory techniques have been part of civilization since the first work or hunt detail was organized millennia ago. However, the theoretical practices of supervision and enlightened management style have only been in vogue during the last three or four decades. Indeed, since the future of any profession depends not only on its intrinsic ability to transmit its knowledge and values to new members, the role of supervision within the workplace has recently evolved into more of a scientific study of human behavior, psychology, and emotional gratification techniques. This paper will thus concentrate on the idea of supervision as the guidance, leadership, and control of the efforts of a group of individuals toward a common goal. It will analyze the planning stages of supervisory activity, the evaluation stage, the coordination stage, the encouragement stage, and will conclude with an assessment of decision making skills and their applicability upon various structures within the workplace. Interestingly enough, schools of the 1980s and 1990s have been turning out droves of management "experts." Those who receive a degree in management or go even further for an MBA (Master's of Business Administration) are usually scooped up by corporations, placed in a supervisory capacity, and expected to maintain order, increase profits and productivity, and insist that corporate culture be placed on a growing continuum. Even such events as the recent conflict in the Pe
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more orderly working environment (Bartolome and Laurent, 1988, pp. 72-82).
Others point to the rather intransigent relationship between management and subordinate as the primary causality for conflict in the workplace. This is particularly true with performance reviews. In fact, many firms conduct employee performance reviews, but often the review sessions are awkward, difficult, and rarely structured to analyze problems or suggest ways to improve performance. Within the supervisory structure, performance reviews need to encompass at least three steps: goal setting, progress review, and performance review. One of the most cogent ways to achieve successful review results is in the training of supervisors and employees to both practice the art of performance review. Unfortunately, for many managers, this regular task is often approached with a variety of trepidation and dread. Supervisors and employees both know they are required to participate in performance reviews. Instead of using the review as a motivational and communicative tool, many fall into the trap of the "redundant review" (Bartolome and Laurent, 1988, pp. 72-82).
A supervisory program, for example, should address negotiating goals with subordinates; helping
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Bartolome Laurent, Mellon University, Holloway Brager, Bunker Winjberg, Gambrill Stein, , Banbrill Stein, Personnel Journal, James Fredrickson, Business Administration, performance reviews, personnel journal, stein 1983, 1990 pp, supervisory skills, management style, laurent 1988, 1988 pp, brager 1989, bartolome laurent 1988, decision making process, 1988 pp 72-82, laurent 1988 pp, personnel journal 69, journal 69 pp,
Approximate Word count = 1956
Approximate Pages = 8 (250 words per page)
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