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The supervisor’s work can also be examined in terms of the types of skills required
to be effective:

Technical skills refer to knowledge about such things as machines, processes,
and methods of production or maintenance. Until recently, all supervisors were
required to have a practical knowledge of each task that his or her work group
was expected to perform as part of its normal day-to-day responsibility. Today,
many supervisors lack this fundamental requirement.
Human relations skills refer to knowledge about human behavior and to the
ability to work well with people. Few of today’s supervisors have these basic
skills. Although most will make a concerted attempt to learn the basic people
skills that are essential to effective supervision, few are given the time to
change. The company simply assigns them to supervisory roles and provides
them with no training or direction in this technical area.
Administrative skills refer to knowledge about the organization and how it
works—the planning, organizing, and controlling functions of supervision.
Again, few companies recognize the importance of these skills and do not
provide formal training for newly appointed supervisors.

Decision-making and problem-solving skills refer to the ability to analyze
information and objectively reach logical decisions.

In most organizations, supervisors need a higher level of technical, human relations,
and decision-making skills than of administrative skills. As first-line supervisors, these
skills are essential for effective management.

18.10.2 Characteristics of Effective Supervision
Supervisors are successful for many reasons; however, five characteristics are critical
to supervisory success:

• Ability and willingness to delegate. Most supervisors are promoted from
operative jobs and have been accustomed to doing the work themselves. An
often difficult, and yet essential, skill that such supervisors must develop is
the ability or willingness to delegate work to others.
• Proper use of authority. Some supervisors let their newly acquired autho-
rity go to their heads. It is sometimes difficult to remember that the use of
authority alone does not garner the support and cooperation of employees.
Learning when not to use authority is often as important as learning when
to use it.
• Setting a good example. Supervisors must always remember that the work
group looks to them to set the example. Employees expect fair and equi-
table treatment from their supervisors. Too many supervisors play favorites
and treat employees inconsistently. Government legislation has attempted to
reduce this practice in some areas, but the problem is still common.