chapter 6 advanced supervisory...
TRANSCRIPT
Chapter 6
Advanced Supervisory Leadership Systems for People (SP)
1. PURPOSE OF THIS MODULE
AngloGold Ashanti has set a vision of becoming “The Leading Mining Company” and has
therefore embarked upon Project � as a change strategy. This strategy has two
components namely BPF – Business Process Framework which refer to the way work is done
in the organisation and SP - Systems for People that encapsulates Managerial Business
Practices.
This module will deal with the Systems for people part of � as well as Requisite
Organisation Principles theory a basis of the system with specific reference to:
The 10 Managerial Leadership Practices
Managerial Relationships
2. LEARNING OUTCOMES
On completion of this module, students should be able to:
3. LEARNING MAP
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Explain The System for People in Context of ONE
Explain Requisite Organisation as basis for SP
Apply 10 Managerial Leadership Practices
Describe Three Tier Managerial Relationships
Apply Two-Way Team Work
Assignment Tasks
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4. Learning iCons
As a departure from traditional learning and to make your experience more interactive, we
have incorporated a number of different learning events which should enable you to apply
your learning. To guide you through the experience you will find the following icons:
Research
As you work through the module you will be required to do your own
research. Although it is for your own knowledge, it would be to your
advantage to plan your work in such a way that the data you gather
can be used again.
Reading
You will be provided with a series of articles and literature to read that
will help you broaden the subject at hand. The articles will be available
on Moodle.
Activity
Individual activity that has to be performed by the student.
Take Note
A useful tip or essential element regarding the concept under discussion.
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TOPIC 1: – SETTING THE CONTEXT
1.1. TOPIC 1 IN PERSPECTIVE
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2. SYSTEMS FOR PEOPLE IN CONTEXT OF
This module focuses on The System for People (SP) which is the basis for AGA organisational
culture of accountability and trust, consistent with the organisational values, which
establishes the environment necessary for the achievement of the set business objectives.
Figure 1 below illustrates the contextual “fit” of the above components.
Take Note
This module offers you an opportunity for you to reflect on the ways in
which performance management in general is currently happening at
AGA and to compare that with what is intended by SP principles related
to Business.!
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Figure 1.1: The SP Model
As previously stated, SP is part of that comprises also of BPF and Figure 2 on the
following page illustrates the relationship between BPF and SP;
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Figure 1.2: The SP and BPF Model
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For the sake of clarity for the student, we briefly show the distinction between BPF and SP in
the following two Figures.
BPF focuses on the design of systems and processes that enable us to plan and execute
work effectively and efficiently, to deliver results, and to identify opportunities for continuous
improvement and is represented by the following diagram:
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SP focuses on establishing the structure, processes and relationships which will create a
sustainable organisational culture of accountability and trust, consistent with our values. SP
will help us to develop a capable, accountable and engaged workforce to enable the
creation of sustainable growth in business partner value and it is illustrated by the following
diagram:
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Also, from Figure 1.1, it is clear that the “Genetic” or DNA strands between SP and BPF are
linked by specific Discipline Frameworks and with regard to SP, the following frameworks are
relevant:
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Figure 1.3: The Business Framework
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Figure 1.4: The Management Framework
2.1. THE PURPOSE OF SYSTEMS FOR PEOPLE
SP is aimed at creating an organisational culture of accountability and trust, consistent with
AGA values, whereby all employees can be the best they can for themselves and as part of
a team that deliver exceptional results.
2.2. THE OBJECTIVES OF SYSTEMS FOR PEOPLE
The specific objectives are:
• to create the Right Organisation Design to make conducting AGA business easier, with
o the correct number of managerial layers, o the right work at the right level, o with well-defined accountabilities and authorities to execute AGA business
objectives. • to establish the Right People in Right Roles to allow them to realise their full potential
for their o own satisfaction, o to contribute fully to AGA success, o being in roles that they are not underutilised or overstretched.
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• to develop Effective Working Relationships through effective managerial leadership and employee engagement where all can work together in a honest and straightforward manner.
The figure on the following page illustrates this clearly:
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Figure 1.5: The SP Purpose and Objectives
Reading
While working through this module you will be expected to read more
about and research SP more comprehensively in the SP Policy
Document Titled: Systems For People – Consolidated Subsystems v 3.1 -
this is available from Corporate HR
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TOPIC 2: – REQUISITE ORGANISATION AS BASIS FOR SP
2. 1. TOPIC 2 IN PERSPECTIVE
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2. . ACTIVITY
Before we explore the concept of SP into further detail, let’s complete Activity 1.1.
a. Draw the AGA organisation structure as you see it.
Activity 2.1
Review here your current knowledge on Requisite Organisation – meaning the structure as well as Levels of Work Theory – meaning the way you work in AGA:
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b. Describe briefly what you know about the various Levels Of Work.
LEVEL Work Outputs Position in Organisation
Level I
Level II
Level III
Level IV
Level V
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3. SYSTEM FOR PEOPLE & REQUISITE ORGANISATION (RO THEORY)
Three pertinent points are relevant for the student:
• RO theory proposes that most problems in organisations are caused by poor structure
and systems, not deficient employees
• Therefore, interventions which focus on fixing the organisation free employees to work
to their full potential, increasing efficiency, effectiveness and employee satisfaction
• RO theory was developed by Dr Elliott Jaques who conducted more than 50 years of
scientific research into the nature of work and people’s capacity for work
4. DEFINITION OF WORK
In the context of Requisite Organisation as referred to in the on Systems for People topic,
necessary to offer as a basis of all PEA and PER learning, a definition of work as Postulated
by Elliot Jaques:
“Work is the exercise of discretion and the application of knowledge and skills within
parameters to achieve a goal (objective/output) within a specified time”
A visual model of the aspects he included in his definition consists of the following:
Reading
While working through this module you will be expected to read more
about and research RO more comprehensively and your library will have
copies of Elliot Jaques’ book: Requiste Organisation, Cason Hall &
Company, 1989 (revised 2004)
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Figure 2.1: Definition of Work Model
From Figure 2.1, a number of important aspects arise namely:
• Increasing Complexity of work: The diagram below summarises the notion of
complexity – the higher the Level of Work that has to be done the more
complexity accompanies it. .
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• Work, Tasks & Roles: The diagram distinguishes the three concepts
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• Mental Processing: Mental processing is the way people process the
information they receive, apply the knowledge they have, so as to use their
best judgement to make decisions. The diagram below illustrates the 4 ways in
which people do mental processing:
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The exercise of judgement in the process of making decisions
An assignment, with context and purpose, to produce a specified out within a targeted completion time, with allocated resources (CPQQT/R)
A position within a managerial accountability hierarchy
5. LEVELS OF WORK
All organisational work falls into a hierarchy of discrete levels or strata and at each
successive level, the work involves dealing with identifiably different levels of complexity.
Complexity grows at successively higher levels as the role holder’s accountabilities involve
greater variability and uncertainty. The decisions which need to be taken into account
therefore require a corresponding increase in discretion and authority, with longer time
horizons needed to assess the impact of the decisions. A Requisite structure requires that
each accountability level above the first has one, and only one, layer of management.
Each layer of management must add real value by focusing on accountabilities which are
genuinely and significantly different in complexity to the layers above and below. It is not
appropriate for a Manager to do the same sort of work as a Subordinate…the inevitable
consequences are organisational problems and individual frustration.
When relationships are too distant, operational and strategic initiatives are not easily
aligned, with Subordinates put under stress and Managers being forced to “dip down”.
Each role must be assigned clear accountabilities which do not overlap or conflict with
other roles so that each role holder is clear how their role adds value to the organisation.
The organisation must have the right number of layers to ensure that it operates efficiently
and effectively to achieve its goals. The required number of layers of any given organisation
is determined by the work, or more specifically, the complexity of the work
Not all organisations are equally complex, therefore they do not all require the same
number of layers. AGA has 7 strata from top to bottom necessary to develop and execute
business strategy.
The figure on the following page summarises the AGA levels.
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Figure 2. 1: AGA is a Level VII organisation
5.1. THE LEVELS OF WORK
Most students will be familiar with Levels if work and Eliot Jaques describe these, it can be
very complex and confusing.
We therefore offer diagrammatical expositions of Levels of work to help students to gain
workable insight into the various levels.
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Level I: Pure Operational
• A time frame of 1 day to 3 months
• Direct operating tasks
• Concrete task outputs
• Trail-and-error action learning
• Overcome hindrances and obstacles
through practical solutions
• Language usage focuses on tangible
and concrete objects, techniques
and goals (e.g. operators, clerical
workers)
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Level II: Diagnostic Accumulation
• A time frame of 3 months to 1 year
• First line managerial work, direct face to
face leadership
• Often specialist work done by
graduates (e.g. engineers, scientists)
• Theoretical guidelines are available to
diagnose practical situations
• Language usage centres around:
objects, methods, outcomes
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Level III: Alternative Paths
• A time frame of 1 to 2 years
• Middle and senior management, senior
specialist and professional roles
• Consider alternative routes to maximise
the goal achievement of the functional
unit
• Find paths that satisfy the short term
requirements yet pave the way for long
term solutions
• Resource allocation and budgeting to
meet targets
• Language usage is symbolic: resources,
equipment, consumables!
Level IV: Parallel Processing
• A time frame of 3 to 5 years
• General- and Senior management,
Chief specialist and Professional roles
• Synchronise and connect efforts of the
different functional/business units
• Provision and co-ordinations of
resources: Use trade-offs to maintain
progress
• True accountability
• Language has a conceptual focus:
culture, values, assets, labour, talent
pool!
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Level V: Pure Strategic: Systems Integration
• Long term time frame: 7-8 years
• Corporate strategy
• Creating unified whole systems
• Dealing with constantly changing
events and circumstances
• Move beyond business issues to ensure
societal and environmental
contribution
• Language centres around macro-
economic issues and intangibles: free
trade, capitalism, democracy!
Level VI: Pure Strategic: Systems Transformation
• Long term time frame: 8-20 years
• Multiple Corporate strategies
• Creating unified whole systems and
synchronising it
• Dealing with global changing events
and circumstances
• Move beyond business issues to ensure
international and global contribution
• Language centres around global-
economic paradigms: integrating free
trade, capitalism, democracy with new
(neo) paradigms�
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5.2. LEVELS OF WORK APPLIED
There are certain conditions and subsets of characteristics that underlie the RO Theory as
well as certain human elements in Levels of Work. These are:
Maturation: RO theory and Levels of Work (including Stratified Systems Theory) is based on
the principle that every person has an innate capacity to process information in his or her
unique way. Yet, over the years certain patterns has emerged and the notion of
developmental curves has been adopted as a methodology to guise a person’s unique
ability to deal with complexity levels.
These curves postulate that people mature over time and that each individual has a certain
growth curve that puts them on a specific development pathway.
Also the following principles are relevant to the developmental pathways:
• There is a regular and predictable maturation pattern of development of potential
capability
• Individuals grow by regular and periodic discontinuous jumps as they cross from one
state of complexity of mental processing to the next
• These predicted progressions can be mapped on a maturation chart (note that these
are guides only and not absolute)
• The higher a person’s mode, the faster the rate of maturation and the later in life it
continues
• There are natural differences between individuals, but these are not based on race,
colour, gender, education, etc.
The developmental curves are presented on the following page:
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Maturation Chart
2 Yrs
5 Yrs
10 Yrs
50 Yrs
100 Yrs
20 Yrs
9 Mth
16 Mth
20 Mth
3 Yrs
4 Yrs
7 Yrs
8.5 Yrs
14 Yrs
17 Yrs
30 Yrs
40 Yrs
70 Yrs
85 Yrs
1 Yr
1 Day1 Day
3 Mth 3 Mth
2 Yrs
5 Yrs
10 Yrs
50 Yrs
100 Yrs
20 Yrs
1 Wk 1 Wk
1 Mth 1 Mth
6 Mth 6 Mth
9 Mth
16 Mth
20 Mth
3 Yrs
4 Yrs
7 Yrs
8.5 Yrs
14 Yrs
17 Yrs
30 Yrs
40 Yrs
70 Yrs
85 Yrs
1 Yr
20 25 30 35 40 45 50 55 60 65 70
Age
Mode IX
Mode IV
Mode V
ModeVI
Mode VII
Mode VIII
Mode III
Mode II
Mode I
Str
. IS
tr. I
IS
tr. I
IIS
tr. I
VS
tr. V
Str
. VIII
Str
. VI
Str
. VII
Time Horizon
Srickman/MyDocs/TalentPool
The maturation chart is used to “plot” a person’s maturation within a mode – the higher the
mode at a younger age, the higher the level of complexity that person is likely to mature
into.
Potential Assessment: From the maturation chart, there are 3 aspects of capability – current
potential, current application and future potential as illustrated by the following diagram:
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As stated before but worthy of a repeat, the learner need to take note of the following:
• As roles differ in their level of complexity, the level of capability required to do the
work in those roles also differs
• People with higher capability will cope better with roles of higher complexity and
conversely, people of a lower capability will be able to cope with lower complexity
work.
The Notion of “Flow”: From the above, it may happen that a person may thus be utilised
at work at
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The highest level at which a person will be capable of working in the future; a function of CPC and age
A person’s ability to do a certain kind of work in a specific role at a given level at the present time
The maximum level at which a person could work in a role at the present time, given that they value the work and they possess the necessary skilled knowledge
o a capacity that exceeds the complexity capability
o or the person may have a greater complexity capacity than the work
demands.
This then gives rise to the notion of being “in flow” or “out of flow” with different effects
that will most likely emerge during the PER process. The following diagram illustrates
this:
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Subordinates that experience a balance between capability and level of work
complexity challenges are “in flow” and are highly motivated and perform well.
Over stretched people may develop anxiety, aggression and may appear perplexed
by the task at hand. They may have a flight reaction into rigid adherence to
bureaucratic procedures, show hostility towards others; work at levels lower than the
role requires and will constantly ask for clarification during PEA sessions.
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Underutilised subordinates on the other hand may show a very different reaction –
they would invariably be putting energies into activities not related to work
(extramural satisfaction like a business), interfere with other’s work, and make
attempts to increase complexity by complicating matters at work and build so called
empires or play office politics. Emotions may range from aggression to depression and
they may experience excessive boredom.
6. CONCLUDING REMARKS
The purpose of this topic was to present SP in the context of AGA’s � process and to
highlight and differentiate between SP and BPF, yet also illustrate the links the two entities
have with each other. A second objective was to contextualize SP against the organisation
– SP purpose and Objectives as finally also its basis as vested in RO theory and Level of Work
Practice.
In the next section we will focus on understanding the various managerial Leadership
Practices as an overview prior to building up detail on Managerial relationships and flowing
from that, performance reviews and appraisals.
Activity 2.2
Compare your previous notes on Levels of work with the information
that have been presented on the previous pages.
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TOPIC 3: MANAGERIAL LEADERSHIP PRACTICES
1. TOPIC 3 IN PERSPECTIVE
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This topic focuses on understanding the 10 Managerial Leadership Practices which forms a
generic part of any AngloGold Ashanti employee who has people he or she must supervise/
manage.
2. EXPECTED MANAGERIAL PRACTICES IN ANGLOGOLD ASHANTI
Increased attention to the details and discipline of AGA’s Managerial Leadership practices
is expected to be evident on an on-going, observable basis at all times. All managers, from
the CEO and EVP’s through to first line managers and supervisors of operators, mechanics,
clerks, technicians and mining staff will create effective team working and ono-on-one
manager-subordinate working relationships.
Activity 3.1
a. Explain the current team working and what you see that in your
mind is Managerial Leadership Practices in context of the values as
well as how performance discussions happen.!
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a. Team Working
b. Values and Managerial Leadership Practices.
c. Performance discussions: How often? What happens? Is there trust?
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3. THE 10 MANAGERIAL PRACTICES IN ANGLOGOLD ASHANTI
3.1. THE PURPOSE OF SUBSYSTEM: MANAGERIAL LEADERSHIP PRACTICES
The purpose of the Managerial Leadership Subsystem is to ensure effective managerial
leadership and engagement of all employees at all levels in the company, reflective of the
organisation values. Figure
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Figure 3.1: Managerial Leadership Practices
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3.2. THE 10 MANAGERIAL LEADERSHIP PRACTICES
A summary of these practices are:
i. Two Way Managerial Team Working: The manager-subordinate relationship is required to be a two-way working relationship that takes into consideration the input of subordinates. On a daily, weekly and even monthly basis, managers are expected to have meetings, feedback sessions, motivational talks etc. with their subordinates. The intent is that each manager is accountable to build a team, and establish positive working relationships.
All must accept responsibil ity and hold themselves accountable for their work, behaviour and actions. This practice seeks to preserve people’s dignity and value their input and respond with respect.
ii. Context Setting: Managers must provide their subordinates with an up-to-date context to ensure that they have a clear understanding of why they are doing what they have been given to do in order to work effectively with each other as a collateral team. Context setting also implies setting limitations and boundaries in task execution – these parameters in which employees are permitted to function is clarified by their authorities and cross functional relationships definitions and specifications. The intent is to create well-informed subordinates, with a wider understanding of the business background in which they are operating. Manager must give regular updates on the internal and external environment, and the impact on tasks.
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iii. Planning: There are 2 main types of plans:
a) Delegated plans, set by a manager for his/her subordinate that set the context for
the plans that subordinates are required to make, and
b) Personal plans, set by individuals for themselves within the context set by their
manager.
The purpose of planning is to ensure
Managers deter mine the best
possible route to achieving a goal by
giving consideration to what work is
required, how it should be done and
when it will be done. The intent of
planning is applying judgment about
the best way to achieve an intended
outcome / goal. We are focused on
delivering results and do what we say
we will do. We incorporate the
benefit of different cultures, ideas,
experience and skills that each
employee brings to the business to
enhance our success and aptly
respond to the environment
iv. Task Assignment: The purpose of task assignment is to ensure Managers provide
Subordinates with a full and clear understanding of tasks to be completed.
v. Personal Effectiveness Appraisal (PEA): Managers
are to appraise how well a subordinate uses his/her
judgment and discretion in solving problems; and discuss
their appraisal of each subordinate’s personal
effectiveness with her/him as an ongoing working
dialogue.
vi. Personal Effectiveness Review (PER): Managers are
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required to meet with their subordinates once a year, following a MoR equilibration, to
discuss effectiveness and remuneration.
vii. Training & Coaching: Coaching is the process by which managers help subordinates
become aware of the full range of unrealized opportunities available to them and to learn
what is necessary to take advantage of these opportunities. Coaching assists subordinates
to increase their effectiveness in role. The objectives are:
• to enable Subordinates to overcome barriers and discover better ways of working through sharing of the Manager’s understanding and experience; and
• to assess and arrange training to improve a Subordinate’s knowledge and skills.
▪ Coaching is an ordinary part of every
Manager’s daily activities and should
be an integral part of the Manager’s
regular review of a Subordinate’s
personal effectiveness. It is usually
facilitative in style; that is, the Manager
mainly asks questions and challenges
the Subordinate to learn through their
own discovery. The intent of coaching
is that subordinates become aware of
unrealised opportunities available to
them, and where managers are
guiding them to take advantage of
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the opportunity to increase their skill/knowledge.
▪ Training, as distinct from coaching, may be done by the Manager but would more
usually be done by trainers qualified in an identified skill or area of knowledge
required by the Subordinate. Training can either be requested by the subordinate for
managerial approval of managers during the course of their interaction with
subordinates, can identify areas of training needs.
viii. Selection and Induction: The purpose of selection and induction is to ensure Managers appoint the right people into role and effectively integrate them into the work team. Managers are accountable for: selecting subordinates capable of performing the work required of them; and for ensuring that they are inducted.
The manager must personally provide the newcomer with details of the specific role, how it fits into the company’s organisation structure, and the context of work encompassed by the role, and role accountabilities, authorities, limits, relationships and available resources.
Selection and Induction process is primarily based interviewing candidates from a list compiled by the manager’s manager and it entails using the criteria of:
• matching capability of the individual to the level of work of the role, • role description indicators of required skills and knowledge, • types of work and • the required behaviours of the role.
The induction process of all new employees into a specific manager’s team must be led by the manager of that particular team. After the initial induction the manager may assign specific kinds of induction processes to any other team member(s).
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x. Continual Improvement: Managers are
held to account by their managers for
continually improving the processes that they
control and delegate to their subordinates to
use. This also implies that managers need to
e n s u r e t h e y t h e m s e l v e s a n d t h e i r
S u b o rd i n a t e s i d e n t i f y a n d p r i o r i t i s e
opportunities for improving the way they work.
The success in the organisation is rooted in
that colleagues live each day for each other
and use their collective commitment, talent,
resources and systems to deliver on their most
important commitment, to care. Therefore,
everybody will continuously improve the way
things are done.
x. Deselection and Dismissal: Deselection is the authority to decide to remove a
subordinate from a role after following due process; and dismissal with due cause is the
authority managers have to instantly dismiss subordinates for grossly and blatantly breaking
rules and regulations, or when dangerous situations occur because of their negligence.
This process is used to ensure that all employees are given the level of work; types of work
assignments and coaching that will allow them to be successful – however, if these
opportunities do not yield success, the process must be followed. Managers are
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accountable for deselecting unqualified incumbents from their teams under the following
circumstances:
• when it is clear that the incumbent is unable to perform the requirements of
the current role after sufficient coaching and there is no other role in the team
for he/she is qualified
• when the work role has changed and the incumbent is unable or unwilling to
be trained to match the new role requirements.,
Three important aspects of de-selection process are:
• Managers who leave unsuitable candidates in roles are accountable by their
Manager for lack of results from the role incumbent.
• De-selected employees are assigned to the Manager’s Manager budget (the MoR)
until they are placed somewhere else in the company or until their services are
terminated as redundant.
• De-selection is not a quick process nor is it a way for Managers to get rid of people
with whom they find it difficult to get along etc.
3.4 CONCLUDING REMARKS
The purpose of this topic was to present the 10 Managerial Leadership Practices and to
illustrate that these practices are generic to each employee’s specific role in the
organisation.
The next topic deals with the Managerial Leadership Relationships as a forerunner to
performance reviews and appraisals.
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TOPIC 4: MANAGERIAL LEADERSHIP RELATIONSHIPS
1. TOPIC 4 IN PERSPECTIVE
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The intent of Managerial Leadership and Engagement is to create an environment of
mutual trust and to enhance working relationships. It forms part of the Managerial
Leadership and Engagement subsystem as the way to manage people and not a set of
techniques. The Practices are a primary vehicle to institutionalise and establish the AGA
culture.
Activity 4.1
Think of the current managerial team working and what you see that
in your mind are the main reasons or types of meetings as a form of
Managerial Team Working Practice!
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2. THREE-TIER MANAGERIAL RELATIONSHIPS
In assessing the Managerial Leadership Relationship in AGA and RO terms the basis of this
Activity 4.2
Analyse the following acronyms and try to describe them – do some
research at work and see if you can find the relevant descriptors.
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TIRR
TARR
MoR
SoR
PEA
PER !
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Manager and his Manager’s relationship is based on a 3 tier principle as illustrated by the
figure below:
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Figure 4.1: The 3 Tier Managerial Relationships
The 3 Tier Relationship is governed by the following principles:
• Your Manager Holds you accountable for your Personal Effectiveness AND
• the outputs of your subordinates (also referred to as his/her SoR)
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TOPIC 5: 2 WAY TEAM WORK
1. TOPIC 5 IN PERSPECTIVE
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The purpose of two-way managerial team work and engagement is to ensure that
Managers engage in regular and frequent work-related conversations with all of their
Subordinates.
The objectives are:
• to enable the Manager to communicate with, and set context for, all Subordinates as
a work team;
• to enable information sharing within the team;
• to enable both Managers and Subordinates to proactively engage in meaningful
discussions as an input to managerial decision making; and
• to ensure that all employees are given a voice and are listened to by their Manager.
Managerial team work is the most powerful “leadership-enhancing” mechanism, and
therefore, every manager must hold regular two-stratum meetings with all subordinates.
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Figure 5.1: 2 Way Team Work
This is a genuine two-way working relationship (emphasis on “working” relationship) and
Managers must seek to develop relationships based on care, dignity, respect and mutual
trust, both between themselves and their subordinates, as well as between their
subordinates as a work team.
Stemming from the above, the Manager Subordinate relationship it is clear that this is a
novel approach to the traditional way of management .
▪ What is different? • The focus is to create an environment of mutual trust and to improve working
relationships.
• New way of management, supported by processes/practices to cement the
company values as the way we do business.
• Manager accountable to equip subordinates with required skills, knowledge
and resources to enable their personal effectiveness.
• The manager will be accountable to influence subordinates to work towards a
common goal aligned to company objectives.
▪ What is new?
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• The way managers meet with subordinates.
• Subordinates will be well informed and understand the wider business.
• A different approach towards planning.
• Task allocation process for tasks outside the norm
• An early warning system to alert managers if tasks will be completed outside
the requested standard.
• Performance management not only measure outputs.
• Performance management measures input and application of values.
• Performance management measures application of judgment and discretion
in problem solving when dealing with:
• Constraints • Resources allocated • Unusual circumstances
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TOPIC 6: TASK ASSIGNMENT
1. TOPIC 6 IN PERSPECTIVE
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Accountability is the central theme of this topic and task assignment is the basis of
performance goals evaluated against the specific tasks as contained within the Role
Description. We illustrate the concept of task assignment below:
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Figure 6.1: The 3 Tier Managerial Relationships
Because people are managed by set tasks and they are measured by the success in
achieving these tasks (the notion of accountability) the assigning of tasks by a manager
must be very clear.
Clear specification of tasks by managers is essential for subordinates to know what is
required of them, by when and what resources are available to them to achieve the task.
The intent is to assign tasks in terms of “what-by-when” with the resources available taking
count of CPQQT/R (Context, Purpose, Quantity, Quality, Time, Resources). Because we are
accountable for our actions and undertake to deliver on our commitments, with the
resources available we take responsibility for performance outcomes and to manage work
effectively. Within a specific Context, for a specific Purpose, clarify a Quantity of things of
given Quality to be completed by a targeted Time, with allocated Resources. Clear
specification of the CPQQT/R by managers, are essential as task assignment is based on the
principles of “just-in-time” and “just-within-quality” limits.
Tasks may be assigned by a Manager in two ways:
1. Delegated Direct Output (DDO)
A task is assigned to a subordinate to produce and send out as a direct output
(do) when, in the judgement of the subordinate, it is good enough to do so. In this
instance, the manager is acting only as a manager
2. Aided Direct Output (ADO)
A task is assigned to a subordinate to produce and provide to the manager as direct output support (dos), to assist in the completion of the manager’s assignment which the manager will send out as a do when she/he judges it to be good enough. Manager acts as an individual contributor-manager
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The following figure illustrates by way of examples, the differences between DDO and ADO:
The methodology for assigning these tasks should follow what is known as CPQQT/R, or a
“what-by-when” approach:
a. Context – covers the broad environment and background as to why the assigned
task needs to be performed
b. Purpose – refers to the detail of the assigned task
c. Quantity and quality – refers to how many/much and how well the task must be
done
d. Time – by when
e. Resources – what internal and external resources are available to the subordinate
and budget
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Delegated direct output (DDO)
Manager once Removed(MoR)
Manager
Subordinate
Task assignment given to subordinate
Completes the task(Direct output)
Assisted direct output (ADO)
Manager once Removed(MoR)
Manager Completes the task (Direct output)
Subordinate
Completes the task (Direct output)
Completes the task (Direct output)
2. CONCLUDING REMARKS
The purpose of this topic was to present the Managerial Leadership Relationships and to
illustrate the tasking connections that link the various levels (MoR & SoR) and to illustrate that
these practices are required for each manager.
The next topic deals with the Personal Effectiveness Appraisals as a forerunner to Personal
Effectiveness Reviews.
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