Dairy Supervision and Management - some basic general guidance for new dairy manufacturing supervisors and first line dairy manufacturing managers
The commitment of employees is critical to the success of almost every business, staff ingenuity, providing good customer service, regular attendance and flexibility etc.Chief executives, directors and general managers can do little to influence what happens on the factory floor so they depend upon their supervisors to secure the commitment of staff reporting to them and to encourage and persuade their staff to do thir best.The supervisor needs help and support from his manager and must know what he has to do, how he can develop working relationships with people in his team, how to achieve results through others, how to communicate and how to train. The company must also show commitment to giving professional supervisory management training to ensure that all Managers and Supervisors have the best tools for the job.
IntroductionHow to handle problems in the workplace:
• technical competence - know your subject
• administrative competence - know your systems
• people competence - most important skill to learn
BEING EFFECTIVE Personal checklist :
Prepare and establish work priorities (Be prepared)
1 What are the work objectives for today and are they clearly communicated ?
2 Do all the conditions exist for the work objectives to be met?
If everything is not available and in place for staff to achieve the set objectives then make this your top priority? (Give them the tools to do the job when they need them - critical)
Make contingency plans
What could happen to prevent me achieving my objective? (main blocks only)
Which of these are most likely to happen?
What must be done to prevent those things most likely to happen from happening?
If they do happen what is my plan for handling each situation?
Monitor progress
What points must I check / visit during each working
period?
What is the best time (if any) to check / visit each point?
What is the longest time I can reasonably allow an
error at each point to go unchecked?
Considering all information above, what should my
route and timing be for ‘walking the job?'
Review and evaluate
When should I review progress towards my objectives? daily, weekly, monthly? (fix the date, time and duration of the session in your reminders diary and stick to it!)
Safety and the supervisor
It is critical that you are concerned with safety and health at work.
It is as important a part of your job as achieving production targets.
To prevent accidents and to safeguard the worker
Monitor:
• the work method
• the work area
The worker
Ensure that all staff:
1 Know and use the correct and safe way of doing the job.
2 Understand the dangers they may face.
3 Understand the purpose and functioning of the safeguards which protect them.
4 Know they must report faults immediately.
5 Know and can carry out the fire routine.
6 Wear their protective clothing and equipment.
7 Maintain the standard of personal hygiene necessary for their health and product safety
Take action to control the danger:
• Explain, train, gain acceptance of safety instructions
To prevent recurrence:
• stop, correct, re-train and follow-up
The work method
Ensure that:
1 Prescribed safety procedures are maintained.
2 Guards are secure and in good condition.
3 Lighting is working and adequate for the job.
4 Materials, tools and equipment are safe.
5 Layout is safely maintained.
6 Stacking of goods and equipment is safe.
7 Dust and fume extraction works properly.
8 Rules about flammable materials and other harmful substances are observed.
Take action to control the danger:
• ensure safe method of working is used
• watch for dangerous working practices
To prevent recurrence:
• eliminate, guard, warn, report - promote a safety culture
The work area
Check that in all working areas:
All places where work is carried out are safe.
Fire exits and equipment are ready for immediate use.
Lighting is adequate and properly maintained.
Floors, gangways etc., are in good condition and free from obstruction, oil etc.
Handrails and covers for openings are secure.
Works transport does not present unnecessary hazards.
Procedures are available for handling Chemicals
Tank entry controls
Take action to control the danger:
• eliminate, guard, warn, report
To prevent recurrence:
• take action on potential hazards
Safety checklist for the supervisor
Maintain at all times a list of potential health and safety hazards in the area under your control, graded according to the degree of urgency of each eg:
GRADE 1 .Where the possibility of damage to health of employees, or of employee injury is both high and immediate.
GRADE 2 .Where health/injury danger is likely to develop — but not immediately and not to any great extent.
GRADE 3. Where health/injury danger is a possibility— but a remote possibility.
Ensure each day that action has been taken on all Grade 1 items on list
Review and consider each day whether any item, whether of Grade 1,2 or 3, requires consultation with the appropriate safety representative.
Clear communication is critical to ensure that staff are aware continuously of any hazards
Set individual targets after consulting; discuss progress with each person regularly, ie, tasks and area to be covered on hazard spotting and safety audits.
Delegate decisions to individuals. Consult those affected.
Communicate the importance of each person's job; explain decisions to help people apply them; brief team monthly on Progress, Policy and People and the effects of safe working methods on achieving required standards.
Train and develop people, especially those under 25; gain support for the safety rules and procedures, set an example and ‘have a go' at those who break them.
Care about the wellbeing of people in the team; improve working conditions; deal with grievances and attend functions / meetings.
Monitor action; learn from successes and mistakes; regularly walk round each person's place of work, observe, listen and praise.
Safety checklist for the manager
Conduct weekly check of company's existing arrangements for elimination of health and safety
hazards at the following levels:
(a) Department Heads
(b) Supervisor/Foreman level
(c) Employee representative level, eg, shop steward or staff representative (office and/or shop floor).
Review each week, the accident record of each working area, and grade each area according to whether it can be classed as high and immediate risk, less immediate risk, or remote risk.
Establish reason for existance of high and immediate risk areas, whether cause is mechanical, relates to workplace design, to administrative or organisational arrangements or to emotional/psychological factors — or to a combination of all four factors.
Ensure each week that remedial action in respect of the preceding week has been taken before considering current week's statistics.
Training and flexibility
The skills required within a group must be maintained at a level sufficient to meet ongoing operational demands.
The purpose of the training planner is to:
Identify the minimum acceptable level of labour and flexibility
Indicate current skills/capacity within the group
Help create cost effective departmental training programmes
Decide — which jobs require training for, who should be trained and by what date
FIVE STEPS IN TRAINING
Step 1 Analyse the job
Break down the total job or operation into elements or portions which the trainee can master, each of which will form a learning stage.
At each learning stage, note the key points of safety, quality, procedure etc, which the trainee must grasp. Ensure that all necessary materials, equipment and training aids are prepared.
Step 2 Prepare the trainee
Put the trainee at ease and allow him the time to concentrate on the instruction.
Step 3 Present action
Explain the purpose of the job or operation.
Tell (explain) and show (demonstrate), one learning stage at a time, repeating until there is full understanding.
At each stage, stress the key points.
Instruct clearly, completely and at the correct pace.
Step 4 Practice and test
The trainee' does the operation or job under the instructor's supervision.
Correct errors, suggest improvements.
Check understanding — ask trainee to emphasise key points.
Continue until the trainee reaches required standard.
Step 5 Follow-up
Put the trainee to work.
Remind him of the extent of his responsibility.
State who his supervisor is.
Name the person who will give him any assistance needed.
Check as necessary that correct performance is maintained.
While there are five steps, the total training activity should appear to be continuous.
Decision-taking
Taking a decision will be influenced primarily by a number of factors:
• the severity of the situation
• the degree of urgency
• the degree of authority within which to act
• the effect of the decision on others.
Framework for taking and implementing decisions
Decision-taking has to be approached in a systematic way so as to promote greater consistency and efficiency.
Experience shows that there are five main actions supervisors need to take — and take instinctively:
The five Cs of decision taking
1 CONSIDER — the preparation stage at which you consider the problem (Clarify)
2 CONSULT — ask staff involved / affected (Clarify)
3 CRUNCH — decide on the next step
4 COMMUNICATE — explain the next step (action) and why
5 CHECK — re-visit the problem to make sure the decision / actionworks
Leave of absence — at request of employee
What is the reason for requiring time off?
Is it acceptable and in line with company policy as being a sufficient reason to take time off?
Is the amount of time being requested reasonable — should it be less?
Employees complaining of sickness or other ailments should be sent to the surgery first and only given leave after medical advice.
General
If there is work to do and by granting a pass out the work output decreases then a pass out should be refused. If, however, the employee's work colleagues will cover his/her share of the work then discretion should be used in deciding whether or not to consent to a pass out.
Even if a pass out has been refused you cannot stop an employee leaving the premises but if appropriate you should review the company disciplinary procedures and the employee may face possible disciplinary action. Record the events for future reference.
Pass outs grant ‘permission to leave' and as such, even if pressure has been brought to bear on a supervisor to grant the pass out, no disciplinary action can then be taken.
Employees receiving written pass outs should hand them in at the police gate, time office, reception, gate house, etc after clocking out. This is a safety measure to ensure that all employees are accounted for in an emergency.
Taking disciplinary action
• the purpose of disciplinary action is to correct behaviour or improve performance
• you must wherever possible identify and treat the cause of disciplinary failures not just the effect.
1 Identify the issue
• has an offence been committed?
• what are the rules and standards expected?
• do not pre-judge the actions of others
2 Interview the individual(s) concerned
• inform of breaches of discipline or standards of work
• ask ‘ why' : get an explanation for behaviour - Listen!
• check whether individual(s) concerned knew the rules and standards expected - Listen!
• listen; observe; note main points
• if the incident is serious misconduct isolate the individual or suspend on full pay pending further investigation.
3 Investigate
• check the facts gathered so far
• consult records, rules and procedures, personal files, other people who can help or advise
4 Decide on your approach
• what offence has been committed (precision)?
• was the behaviour/action justified in the circumstances (consider cause and effect)?
• should action be taken to:
(a) remove the cause?
(b) penalise behaviour?
(c) both?
• what course of action is proposed to be taken — is it beyond your level of authority?
• how should it be presented to those involved to gain acceptance and retain co-operation?
• what reaction can be expected — how will you handle it?
• when and where shall you interview the individual(s) concerned?
.
Conduct a disciplinary interview (offer for this to be in the presence of a colleague)
• be firm but understanding
• advise of and establish the offence (be specific)
• indicate the consequences possible allow individual(s) the right to be represented
• give the individual(s) the chance to formally state their case
• keep calm; do not argue or use bad language
• listen; observe; take notes
• ask questions to gain full understanding
• summarise
• if possible get the individual(s) to suggest a course of action in the light of the conversation so far
.
Take final decision
• reconsider initial decision on possible action to be taken; amend where necessary; announce your final decision
• if uncertain refer situation to another party and date/time final decision will be announced
• inform of procedure by which to appeal against decision
Follow up on agreed action
• record the interview and action to be taken by all parties
• confirm to all parties agreed action in writing check future behaviour — attitude — peformance
• see that necessary help is given if required and check with person(s) concerned
• praise and encourage improvements
• check that warnings etc, are removed from personal files in line with company procedure.
Dealing with a grievance
1 Listen to the grievance
• be sympathetic; show concern
• write down the main points
• ask questions and summaries to establish the circumstances causing dissatisfaction
• if possible get individual to suggest a solution
• do not commit yourself too quickly
.
2 Investigate
• check the facts, eg names; dates; times; places; attitudes; etc
• clarify personal circumstances; health; work record;
• domestic situation (where appropriate)
• review company rules; procedures; policy; custom and practice
3 Assess the facts
• what are the pros and cons
• has a precedent been set in the past (action or no
action)
• is there a genuine case for action
• can you handle the grievance or should you pass it to a higher authority for action
• how much time have you left in which to decide action
4 Decide
• what are you going to do to remove dissatisfaction
• anticipate reaction and have answers ready
• write down how you will put your decision across
• if in doubt consult with the person at the next stage in the grievance procedure
5 Communicate what you propose to do
• arrange to meet the individual
• should their representative be present
• ensure privacy and no interruptions
• if no decision has been reached or proposed action is unacceptable, state nature of future action or the procedure for an appeal
.
6 Follow up
• check that what was agreed should happen has
happened
• are relationships, attitudes, performance cceptable?
.
.
Counseling interview
1 Purpose
To discuss and advise on problems affecting a person's work with the object of solving or alleviating the problem, bearing in mind the needs of both the employer and the individual.
2 Preparation
• plan approach according to individual
• ensure privacy
• allow adequate time
• check details and addresses of specialists who could
help:
Citizens Advice Bureau
Local authority (social services)
Marriage guidance counselor
• check file on individual
3 Conduct
• put at ease
• guide interviewee to finding out solution
• listen carefully
• be sensitive and understanding
• establish problem clearly
• come to a positive conclusion with positive ideas and points for action
4 Follow up
• arrange for future interview to check developments
• carry out any action promised
Selection interview
1 Purpose
To match a person to a job
Preparation
• study available data, eg job description, person specification, school report, application form, test results etc
• make an interview plan — guard against bias
• allow adequate time
• ensure privacy — ensure room appropriate to job ranking — no interruptions
• ensure proper reception of applicant
Conduct
• put at ease, welcome in a friendly way (do not keep applicant waiting)
• be sure to give precise details about the job concerned
• encourage applicant to talk freely about previous jobs, interests etc.
Do this by the type of question used. Do not ask leading questions or those which only require a ‘yes' or ‘no' answer
• listen and observe
• check that all relevant ground is covered
• advise when an answer can be expected
4 Follow up
• decide on suitability of applicant — guard against bias
• advise accordingly
Compiling and using a person specification
To help determine whether the candidate is suitable or unsuitable for the job in question the following seven areas can be explored. Write down against each heading the minimum standard you are prepared to accept. Clarify which are ‘essential' in the job and which are ‘desirable but not essential'.
Physique
general appearance
health
speech
Attainments
education. vocational training and qualifications experience
General intelligence
general intellectual capacity / common sense
Special aptitudes
any mechanical aptitudes
manual dexterity
facility with words
figures etc
Interests
career, social
artistic/intellectual
physically active
Disposition
personality
temperament
manner(eg how acceptable does he make him self? Does he influence others? Does he appear steady and dependable? Self-reliant?)
Circumstances
family and domestic circumstances
Checklist of induction points for new employees
Such a checklist as this could be given to a new employee at the start of his employment and mutually discussed at the end of his first month.
This list is not intended to be exhaustive. It contains suggestions taken from generally accepted practices.
Departmental information
Given by supervisor on receiving new employee
What it makes or does
Where it fits
Jobs
Organisation
Supervisor — names
Other employees
Representatives
Department rules
Breaks: tea, meals, union
Where the job fits in
Mobile or dangerous equipment
Services and amenities
Given by colleague during departmental tour on first day First aid ,Medical facilities, union Canteen, Toilets, Overalls/protective clothing
Personal relationships
Help and co-operation You from them
Them from you
Requests
Time off
Promotion
Discipline
Absence
Lateness
Smoking
Co-operation
Discipline procedure
Expectations You from them
Them from you
Standards
Efficiency
Quality
Safety/accident procedure
Good housekeeping
Hygiene
Security arrangements
Pay and hours
Hours: overtime
weekends
shifts
Clocking on/off
Bonus cards
Pay point and procedure
Miscellaneous
Fire/precaution/procedure
Trade union membership
Grievance procedure
Suggestion scheme
At the end of the first month of employment hold an interview to check that the employee knows the following information:
Company information
Name
History
Products/services
Location of head office
Managers' names
Pay and hours
Rates: Deductions Pay slip: explain
Queries Sickness: Notification
Certification
Pay: Where/How/When Pay
Notice: Period
Pension scheme: Deductions
Contract of employment
Miscellaneous
Sports/social clubs etc
Travelling
Further education/training
Presenting a case to management
From time to time you may be called upon to present to higher management your views, feelings or knowledge. This may be done through a verbal presentation or by writing a report. In either case it is important that you be:
• Objective
• Short and to the point
• Positive in what you say
.
Effective speaking
Purpose
To: convey information
make recommendations
sell a proposal
THREE-STAGE METHOD
Stage 1: Preparation
(a) Your purpose: what is your objective?
(b) Your subject: know your facts/collect useful examples.
(c) Your listeners: know your audience; their attitudes, present knowledge, capacity.
(d) Your time limit: how long have you got?
.
Stage 2: Shape of talk
(a) State your proposition: state subject, arouse interest, show enthusiasm.
(b) Face the snags: weigh up what is against you, concede flaws graciously, anticipate objections.
(c) Prove your case: select and highlight strong points.
(d) Summary: re-state main points, finish on conclusive note.
.
Stage 3: Delivery
(a) Be natural: no affected voice, distracting mannerisms.
(b) Be confident: know your subject, do not show nervousness.
(c) Show your evidence: illustrate your facts with examples.
(d) Be enthusiastic: show that you are keen on your subject.
(e) Be friendly: like your audience.
.
Communication
The best method of communicating information is on a face-to-face basis in groups and at regular intervals. Put over information which is relevant to the group and its purpose.
.
Organizing
1 Size of the group should not exceed 15.
2 Briefing should not exceed 30 minutes (including time for questions).
3 Do it as near to the workplace as possible.
4 Make it a regular drill — at least once a month.
5 Choose the most appropriate time in the working period eg
— between work batches
— prior to or following a work break
— just before or immediately after the work period
Subjects
1 How well is my workgroup doing against target output, quality standards etc.
2 What new policies with their reasons need to be explained.
3 What decisions have you made which need explanation.
4 Which procedures and policies do people need to be reminded of.
5 Keep the balance between good and bad news.
Drill
1 Keep a Briefing folder including in it:
• a list of your group
• a record of absentees
• a copy of all briefs
• items for inclusion in the next brief
2 If group members are also to brief:
• require notes to be taken
• monitor the message passed down
3 Record questions you cannot answer, find out and then give the answer.
.
4 Brief absentees later.
Points to bear in mind when briefing the team
1 BRIEFING TELLS PEOPLE WHAT THEY NEED TO KNOW.
2 ALWAYS USE EXAMPLES to illustrate the points you want to get across.
3 IT IS NOT NEGOTIATION — if they want to disagree tell them to take the matter up with you afterwards.
4 PLAN WHAT YOU ARE GOING TO SAY.
5 WATCH OUT FOR DISTRACTIONS.
6 SAY IT and DO NOT EMBELLISH IT — use your own language, not someone else's.
7 ANSWER QUESTIONS ADEQUATELY— encourage questions — try to anticipate them and find out the answers beforehand.
8 BEWARE OF RED HERRINGS. (diversionary tactics)
9 DO NOT GO ON TOO LONG — keep to the proper
time (no longer than 30 minutes).
10 TAKE NOTICE OF QUESTIONS: if you cannot answer, find out. Feed back to your boss any questions which may benefit other groups.
11 ENSURE THAT THE EMPLOYEE REPRESENTATIVE KNOWS the date and time of your Briefing Group.
12 MAKE SURE EVERYONE KNOWS:
(a) WHERE it is
(b) WHEN it is
(c) WHEN the next one is
13 ABSENTEES: brief absentees on their return.
14 REMEMBER:
(a) You can never expect employees to give of their best
if they do not know what is going on. SO TELL THEM
— do not necessarily wait for the next Team Briefing to
take place.
(b) Briefing should contain both good news and bad news.
(C) Briefing must be regular — not just when there is a crisis.
Problem situations when informing or consulting the group
Disagreement with management decision
You may find yourself not in agreement with the policies or decisions you have to communicate to your subordinates/colleagues — you cannot disassociate yourself from these — you are a representative of management and as such an advocate whose responsibility it is to put the case as well as you possibly can.
Unpopular decisions
You may find yourself under attack from individuals or from the whole group. As above you must be prepared to present the management's case. (Present the pro- position — acknowledge the weakness of the case — anticipate the opponent's objectives and prepare the arguments in defense — emphasise the positive aspects and strengths of the case with supporting evidence). If there are members of the group in support of the case, encourage them to express their views — these may carry more weight than your own.
Bad news
Must be told — try and find positive side. (Eg, things have gone wrong — but the problem has now been discovered and something is or will be done to put things right).
Lack of interest
Recognise that all items cannot be of equal interest to everyone. Possible causes — the wrong items have been selected — too many dealt with so that attention wanes
— case poorly presented so that relevance to people's situation not made clear. Directing questions to individuals, eg, ‘How does this affect you? ‘ may help
stimulate interest. Or drop the subject for the time being
— go on to something which is of interest — and return to first subject later.
Off-trace — irrelevant questions/discussion
Can be indicative of lack of interest — group will talk about other things. Or there may be genuine concern over something else which is worrying the group — if so best dealt with . Otherwise –frequent summarizing helps keep on track, or posing a relevant question to group.
.
Confidential information
By accident, or design, you may be asked for this. Must not give it. May be able to say: ‘Will be dealt with else- where — by someone else, not able to discuss that at present'
.
Suggestion squashing
A question will bring a response in the form of information, opinions or suggestions. It is easier to squash a suggestion than facts or opinions. If a person feels that his suggestion has been squashed, whatever the value of the contribution, he may be reluctant to contribute in future as a result. It is important to acknowledge, if not necessarily accept, every suggestion.
.
Status differences
It is your responsibility to protect the weaker members of the group. If there are junior members present, it is often a good idea to ask for their ideas first: they may be unwilling to express a view once a more senior member has made his position clear.
Three-point programme for report writing
Communication, Decision, Action
1 Before
(a) Writer
Why me? What is my subject? What is my purpose?
(b) Reader
Identify my readers. These are the people for whom I am writing the report. Be certain who they are: keep them in mind.
(c) Material
Information: the basis of what I have to say.
• Collection
• Selection
• Arrangement
Information leads to conclusions and recommendations: decide on them now.
Illustrations: diagrams: graphs etc.
.
2 Writing
(a) Form
Overall structure: shape of the report.
i Title page vii Recommendations
ii Contents viii Appendices
iii Summary ix Acknowledgements!
iv Introduction References!
v Findings Bibliography
vi Conclusions x Index
.
Concentrate on ‘body of report' (introduction, text, conclusions, recommendations)
(b) Language
How I say it all. The words. ABC — Accurate ! Brief / Clear.
The sentences — short and simple.
Punctuation and paragraphs — for sense and meaning.
.
(c) Presentation
Appearance. Does it look good to the reader? Get him on your side by making his job easy.
Layout; headings; spacing; margins; numbering. The ‘signposts' to the reader.
Be generous.
3 After
(a) Typing
When? Before or after revision. The advantages of working from a typed draft.
The typist. Brief her properly: involve her in the work.
(b) Revision
Re-read complete draft. Does it say what I mean it to say?
Have I said it as well as possible?
Is everything there?
Does it look good?
New material?
Discuss with colleague. Read aloud.
(c) Final check
Check typescript for errors. Facts and figures. Spelling, punctuation. Are they accurate?
No new material at this stage. Check numbering, referencing etc. Final read before handing over
UK based providing services globally
Planning a new factory or just need some interim assistance use our confidential enquiry form below: