Reducing Human Resource, Legal, and Production Risks:

Education to Improve Supervision on the Farm

Howard RosenbergUniversity of California, Berkeley

Kimberly NaffzigerAgSafe and Zenith Insurance Company

National Extension Risk Management Education Conference

March 30, 2009 -- Reno

A brief introduction to the . . .

Ag Supervision Development Program

ASDP Presentations

February 2008 Monterey

June 2008 Kerman

July 2008 Napa

October 2008 Salinas

November 2008 Escondido

February 2009 Monterey

May 2009 Ventura?

Team ASDP• Jess Gomez• Lourdes Gonzalez • Ramiro Lobo• Kimberly Naffziger• Howard Rosenberg • Cosme Sánchez • Guadalupe Sandoval• Michael Saqui

Thanks to Other Contributors

• Becky Barlow• James Bogart• Patricia Garcia • Sonya Hammond• Barbara Henderson• Ramiro Lobo• Jennifer Kopp• Sabrina Mazzella

• Elvia Martinez • Michael Mellano• James Meyers• Robin Nicola• John Roncoroni• Priscilla Rodrigues• Abel Serrano • David Whitmer

For Our Hour Today

• Why?

• What?

• How? (not much)

• So?

• Your questions

Main Management Functions

of 1st-line Supervision• Planning - business purpose, goals, strategy

• Organizing - departments, crews, jobs, coordination

• Staffing - recruiting, training, putting people in jobs

• Leading - directing and influencing day-to-day

• Controlling - checking results and correcting

Supervisors in the middle

Typical First-line Characteristics

• Perform some production work

• Deal with production workers directly and often

• Lead and control through personal communication

• Large number of decisions and tasks each day

• Shorter time frame to react and adjust

• Bridge differences -- org level, language, culture

“We really need some supervisory training for

the crew leaders.”

“We face several risks related to labor in our business. The work of first-line supervisors is critical for our operation and greatly impacts results that go to our bottom line -- production costs, worker safety, exposure to litigation and fines, etc. In addition, most or all of our foremen are drawn from the ranks of production workers, and they begin not fully prepared for the many demands of supervisory work. Programs to effectively address their development as supervisors are not readily available.”

I find that the biggest challenge that a new crew leader has is feeling comfortable directing and selecting workers. Most come from the worker ranks and have difficulty in making the transition to being more of a “company guy.” Some still tend to want to wear the worker hat and protect/defend employees . . . especially older or long time workers. At the same time it isn’t healthy for them to take on the ogre mentality and try to “demand” productivity. There is an art that must be learned here . . . one that is not easily taught. Some of the items they need to know are kind of mechanical . . . based on laws and regulations . . . a check off on what they must do and must not do. But personality is what builds the team, and the true leader has that. We need crew leaders that know how to get results from their crews . . . how to communicate openly with management on what is happening in the fields . . . not afraid to have an opinion . . . willing to do the work and not try and make upper management do the work for them . . . know what problems need to be brought forward and which should be dealt with at the crew level (and how to do it). Training of these front-line managers is critical. We’ve been focusing on this for years.

- Nursery Owner/Manager, San Diego County

Objectives from a Grower's Perspective

• make transition to being more of a “company guy”

• feel comfortable selecting and directing workers (esp. new crew leaders)

• counteract tendencies to protect/defend employees but not as an ogre demanding productivity

• learn the art of balancing concerns for production and for people

• understand but don't emphasize the "mechanical" do's and don'ts of supervision driven by laws and regulations

• develop a leadership personality that builds the team

• know how to get results from their crews

• communicate openly with management on what is happening in the fields

• formulate and express an opinion without fear

• make decisions and deal with the heat without relying on upper managers

• distinguish problems that need to be brought to management from those that should be dealt with at the crew level

"Training of these front-line managers is critical. We’ve focused on it for years."

Basic Precepts

• First-line supervision drives results

• Not a responsibility for supervisors alone

• Similarities in supervisory jobs and qualifications

• “Classroom” education can help equip for the job

• Good communications are key

Project Design Considerations

• Focus on supervision in ag business context

• Attend to supervisors and to their managers & policies

• Enhance continuing inter-level communication

• Build knowledge, skills, and supervisory self-concept

• Relate supervisory session to participants’ own jobs

• Use highly interactive methods

• Limit size of supervisory sessions

• Consult with employers in planning content

• Multiple presentations, different places during project year

Ag Supervision Development Program

1. Management Seminar

2. Supervisory Short Course

Session Features• Management seminar

– 2-3 hours, afternoon prior to short course – Presented in English by two-three instructors– Connections with short course – Points for follow-up back at work

• Supervisory short course– Two days, 6 hours each (8am-3pm) – Co-presented in Spanish by two instructors– 60 participants or fewer – Setting conducive to active learning – $125 per person

Management Seminar Content

• Program framework and rationale

• Supervision and management

• Legal and other business risks

• Assessing and improving supervision

• The short course

• Following up back home

Good things can happen . . .

So can bad . . .

QuickTime™ and a

Photo CD Decompressor

are needed to use this picture

And supervisors can shift the odds.

Worksheet on Duties/Responsibilities of the Supervisory Job

• Staff crews and prepare employees to work

• Direct and support field operations of crew

• Check, control, & correct work performance

• Provide transportation, equipment, and supplies

• Record and report on crew activity

• Other as needed

Risks to Control

• Tasks not done

• Poor quality work

• People injured

• High indirect costs

• Conflict, litigation

• Fines, other penalties

Risks to Control

• Tasks not done

• Poor quality work

• People injured

• High indirect costs

• Conflict, litigation

• Fines, other penalties

Guide for Disciplinary Action

1 2 3 4 5

13% 71% 3%0%13%

How well do you think your mayordomos orient new workers

to the crew, work rules, and procedures ?

1. Very well

2. Adequately

3. Not well

4. Not sure

5. Not part of job

1 2 3 4 5 6

26% 70% 0%0%0%4%

How well do you think your mayordomos direct and support

field operations ?

1. Very well

2. Adequately

3. Not well

4. Not sure

5. Not part of job

6. What’s an IIPP?

1 2 3 4 5 6

9% 60% 0%0%6%26%

How well do you think your mayordomos follow your company

IIPP ?

1. Very well

2. Adequately

3. Not well

4. Not sure

5. Not part of job

6. What’s an IIPP?

1 2 3 4 5

14%

54%

0%0%

31%

How well do you think your mayordomos evaluate workers’ performance and correct or

discipline if needed ?

1. Very well

2. Adequately

3. Not well

4. Not sure

5. Not part of job

1 2 3 4 5

23%

56%

8%

0%

13%

How well do you think your mayordomos complete time and

production reports ?

1. Very well

2. Adequately

3. Not well

4. Not sure

5. Not part of job

1 2 3 4 5

20% 45% 3%8%25%

How well do you think your mayordomos deal with conflicts

among workers ?

1. Very well

2. Adequately

3. Not well

4. Not sure

5. Not part of job

• Did worker know what to do?

---> Understanding

• Can the worker do it?

---> Ability

• Does worker want to do it?

---> Will and effort

Diagnosing a performance problem

¿ Siente usted que podrías usar mas información sobre lo que se

espera de ti como supervisor ?

(Monterey09)

1. Si

2. No

3. No seguro(a)

1 2 3

98%

0%2%

¿ Siente usted que podrías usar mas información de como hacer tu trabajo como supervisor ?

(Monterey09)

1. Si

2. No

3. No seguro(a)

1 2 3

92%

0%8%

What I want most from my boss is . . .

1. Always be in a good mood

2. Always provide clear instructions

3. Show appreciation for my work

4. Be a good teacher to me

5. Be a person I can trust

6. Leave me alone to do my work

7. Be fair in enforcing the rules

Suggestions for Managers

• Clarify job functions and performance expectations.

• Establish and select on job-related criteria.

• Orient, assist in personal adjustment, and provide development opportunities.

• Assess and discuss performance.

• Support with information, backing for decisions, recognition, and policies.

Tools for Later

• Responsibilities worksheet

• Curso corto notas

• Situations DVD

Short Course SegmentsA. Welcome and orientation -- (1/2 hr.)

B. Roles, responsibilities, challenges, and tools of 1st-line supervisors -- (2 1/4 hrs.)

C. Providing a safe and lawful work environment -- (3 1/4 hrs.)

D. Communicating to get the work done, build teamwork, and deal with problems -- (4 hrs.)

E. Taking new ideas back to the job -- (2 hrs.)

Balancing structure & responsiveness

• No presentation “script”

• Time allotment and topics for each segment

• Key ideas to deliver in each segment

• Flow of questions to answer via various means

• PowerPoint with bells and whistles

– Videos

– Audience response system

• Handout booklet

A. Welcome & OrientationExamples: • How often do you take a whole day or two to think

about your job and how to do it? • Do you know if your employer wants you to come

away with anything specific? If so, what? • Do you have a job title? How would you describe

your job to someone who doesn’t know?• Have you had any experience with the kind of

situation shown in this video?

Audience Response System

• Clicker does not work on home TV

• Does not control the teachers

• Does help us collect and summarize answers

• Has several buttons 1/A, 2/B, 3/C, etc,

• Green and red light indicators at the top

• Green glows if response is registered

• Timer at the bottom of question screens . . .

15

¿Cómo le nombra a su trabajo?(Escondido)

1 2 3 4 5 6 7

16%

44%

31%

3%

0%

3%3%

1. Líder de cuadrilla

2. Mayordomo(a)

3. Supervisor

4. Gerente5. Trabajador(a) del campo

6. Oficial de seguridad

7. ¿Otra?

¿Cómo le nombra a su trabajo? (Monterey09)

1 2 3 4 5 6 7

21%

15%

54%

0%

4%2%

4%

1. Líder de cuadrilla

2. Mayordomo(a)

3. Supervisor

4. Gerente5. Trabajador(a) del campo

6. Oficial de seguridad

7. ¿Otra?

< Video clip 1 -- under the influence >

¿Usted conoce a este hombre?

QuickTime™ and a decompressor

are needed to see this picture.

1 2

39%

61%

Cuando un equipo no trabaja como la compañia espera, es normalmente debido a el

supervisor.

1. Verdadero

2. Falso

B. Roles and Responsibilities

Examples:• What is the purpose of the job you have in your

company?• How did you get chosen for your job as a supervisor?

Did the process help prepare you to do it? Did it affect other people or your ability to work with them?

• Are each of these (listed) duties part of your job? • What kind of power do you have as a supervisor? Where

does it come from?

¿ A que grupo perteneces en la compañía ?

1 2 3 4

55%

0%

23%23%

1. Soy parte de la gerencia

2. Soy un trabajador(a)

3. Soy ambos, un trabajador(a) y parte de la gerencia

4. No estoy seguro(a) donde tengo cabida

¿ Una gran parte, pequeña parte,

o no son parte de su trabajo ?Inspeccionar el resultado del trabajo de cada miembro de la cuadrilla

Reportar el progreso de la producción al supervisor o gerente durante el día

Observar y evaluar a los miembros de la cuadrilla mientras trabajan

Discutir o demostrar métodos para corregir a los trabajadores

Enforzar las reglas de seguridad de alimento

Resolver disputas y quejas o referirlas al gerente

Administrar acción disciplinaria cuando sea apropiado

1 = grande 2 = pequeño 3 = no parte 4 = inseguro

1 2 3 4 5 6 7 8

54% 9% 11% 0%6%3%6%11%

Cuando me dieron el trabajo de supervisor, la razón mas importante fue . . .

1. Tenia buenas aptitudes de trabajo.

2. Tenia buenas aptitudes personales.

3. Solicite, y competí por solicitud y entrevista.

4. Tenia conocimiento de cumplimiento de leyes normativas.

5. Era mi turno. Tenia experiencia y tiempo allí.

6. Soy pariente o buen amigo del patrón.

7. Mostré un alto nivel de motivación.

8. No estoy seguro(a).

C. Safe and Legal Environment

Examples:

• If someone in your crew has gotten injured, how did it affect her, others in the crew, your operations, and the company overall?

• Are there any laws or company rules about your responsibilities for safe conditions and work behavior?

• How can you as a foreman reduce the risks of people having accidents or getting ill from work?

• How would you respond to a crew member who complains that he is being treated unfairly or harassed?

D. CommunicatingExamples:

• When a new employee is assigned to your crew, what do you do to get him started?

• Have you found that some ways of telling a worker what to do or how to do it work better than others?

• Should a foreman always take some action if he becomes aware that two members of the crew are having a serious conflict?

• Do you know how your boss would want you to deal with the kinds of situations shown in these videos?

E. Taking New Ideas to the Job

Examples: • What kinds of costs to the company can you help

control by doing your job effectively? • What might you consider now in deciding what to say

to workers who are not performing well?

• What else will you do differently in your work?• Do you need more information about what the

company expects of you? About how to do the job? • What could management do to help you be more

effective?

Why the heck did he do that?

¿ Sus planes ?

Short Course Take-aways

• Tough job. Inherent pressures and conflicts.

• Environment is affected by managers, company policies, and laws.

• Always more to learn -- to keep up with rules and company “givens” and to develop skills.

• ASDP presenters can help, but not by telling what your job is or exactly how to do it.

• Get and keep manager engaged to realize full benefits of this program.

ASDP - Class of Feb. 2008 - Monterey

ASDP - Class of June 2008 - Kerman

ASDP - Class of July 2008 - Napa

ASDP - Class of October 2008 - Salinas

ASDP - Class of Nov. 2008 - Escondido

ASDP - Class of Feb. 2009 - Monterey

ASDP Participants (est.)Mgrs. Sups.

Monterey, 2/08 45 66

Kerman, 6/08 27 59

Napa, 7/08 28 67

Salinas, 10/08 9 20

Escondido, 11/08 18 38

Monterey, 2/09 50 78

328177

Comments on the Short Course

• I think all the ideas will be utilized each work day.

• I would like to come back. Everything was excellent.

• I learned new things that I didn’t know. I learned how to treat an employee, how to speak with an employee who is not doing his job well, and what part I play in being a company supervisor.

• All the topics were of great importance and I learned a lot.

• I would like it if the course was offered two or three times a year and in different locations.

• This is the first course I’ve attended and I loved it. I learned a lot. Thank you very much!

• Excellent instructors and very good material.

• Everything from the course was important in order to be a better supervisor.

• I liked that That I’m learning and I want to keep on learning.

Comments on the Short Course - 2 • What I liked about the course was that they covered very

important topics that are needed for us to progress in our jobs. I want to congratulate our instructors for excellent instruction.

• For me personally, I liked how the program was very educational. Very professional instructors. Thank you. What I didn’t like was that it was so far. I would like to also have the training in other counties.

• I liked all the information and the manner in which given -- competent and clear. What I didn’t like was that it was so few days. An extra day would have been more accommodating.

• I liked the manner in which everything was explained in a very positive way to be better at my job and as a foreman.

• I think what I’ll take advantage of from this training will be how to behave around, and with the employees I supervise.

• All the ideas from the presenters and the participants were very educational and new for me; interesting new ways in which to see things, say things, and use different and new language.

“What I’ll do differently” • Have more communication with as many people as possible who work

in my area at work.

• Have a meeting with my employees regarding the things I learned here.

• Have more meetings with management and supervisors. Coordinate time for the training.

• Provide better explanations for the workers, more calmly, and make them feel better about our work.

• Try to have more communication with management and with workers.

• Treat coworkers better, with more respect.

• Start speaking with my boss about the topics addressed and then speak with the crew members about the topics.

• Share ideas with my employees and my supervisor. Try to resolve issues with employees at the moment and not wait until later.

• Exchange information with management to improve work for everyone. • Be very clear when training, and ensure that there is demonstration of

how to do things with the people that I am training.

Comments from Management Seminar

• As a manager I am so excited that our supervisors/foremen were able to take the course.

• Great information.

• Excellent idea to have managers attend. A little humbling to hear the supervisors’ comments.

• Suggestion - next year have manager’s session earlier.

• Invite more owner/upper managers to class.

• The big boss needs to hear all this too.

• What a great concept!

Loud and clear from participants

. . . and with implications for managers

• Thanks to the company and the instructors• Much appreciate the clear, patient explanations• Requests from boss make more sense now• Circumventing chain of command hurts• Much to discuss and clarify back home• Very glad a company manager came• Sorry my own boss didn’t• Want to learn more

To continue . . . ?

Essential Ingredients of ASDP

• Coherent purpose, philosophy, values, pedagogical style• Curriculum -- structure and content• Instructors -- knowledgeable, skilled, credible, compatible• Instructional supports: powerpoint files, booklet & other

handouts, projector & computer, video clips, ARS, DVDs• Administrative supports: advertising, pre-registration & fee

collection, bookkeeping & bill payment, facility arrangements, on-site logistics and trouble-shooting, certificate preparation, evaluation comment transcription

• Site with comfortable chairs, tables, good layout & location• Lunches and refreshments• Organizational base for administration and certification

Thanks for listening.

The EndThe End