DBAN 1204: PRINCIPLES AND PRACTICE OF MANAGEMENT

Chapter 9 Notes
Applying Directing Principles: Instructions, Supervision, Exchange of Ideas and
Workplace Communication
Week 9 — Directing Function

9.0 Introduction and Learning Objectives

Directing is the management function through which managers translate plans into action by instructing, supervising, and
communicating with subordinates. Having examined leadership, motivation and communication theory in earlier weeks,
this chapter turns to the practical, day-to-day application of directing: how a manager gives instructions, supervises staff,
encourages the exchange of ideas, and communicates effectively in the workplace.
By the end of this chapter, the learner should be able to:
• Explain the characteristics of a good instruction and issue instructions effectively.
• Describe the role and principles of effective supervision.
• Explain the importance of, and methods for, exchanging ideas between managers and subordinates.
• Describe the workplace communication process and its directional flows.
• Identify common barriers to workplace communication and techniques for overcoming them.

9.1 Giving Instructions

9.1.1 Meaning of an Instruction
An instruction is a directive issued by a manager or supervisor that tells a subordinate what task to perform, how it should
be performed, and, where necessary, by when. Instructions are the most direct tool of the directing function because they
convert plans and policies into specific action at the point of work.

9.1.2 Types of Instructions

• Oral instructions — given verbally, face-to-face or by phone; fast and personal but easily forgotten or distorted.
• Written instructions — memos, emails, manuals or standard operating procedures; provide a permanent record and
reduce ambiguity.
• Demonstrated instructions — the manager physically shows the subordinate how a task is done; effective for
technical or manual tasks.
• Gestural/visual instructions — signs, signals or diagrams used where speed or safety is critical (e.g. on a factory
floor).

9.1.3 Characteristics of a Good Instruction

• Clear and specific — free of vague or ambiguous language.
• Complete — covers what, how, when and, where relevant, why.
• Reasonable and achievable given the subordinate's ability and resources.
• Consistent with organizational policy and previous instructions.
• Timely — issued with enough lead time for the task to be planned and done well.
• Delivered through an appropriate channel and tone, showing respect for the subordinate.

9.1.4 Guidelines for Issuing Effective Instructions

 Plan the instruction — think through the task, the person, and the best time and channel before speaking.
  State the instruction clearly and simply, using language the subordinate understands.
 Give the reason or context so the subordinate understands why the task matters, which builds cooperation rather
than mere compliance.
 Confirm understanding by asking questions or inviting the subordinate to restate the task.
 Supervise and follow up to ensure the instruction is being carried out correctly.
 Give feedback on how the task was completed, reinforcing good performance and correcting errors constructively.

Figure 9.4: Steps in Giving Effective Instructions

9.2 Supervision
9.2.1 Meaning of Supervision
Supervision is the function of overseeing and guiding the day-to-day work of subordinates to ensure that instructions are
followed, resources are used properly, and performance standards are met. A supervisor occupies the first level of
management, standing between operational employees and higher management.

9.2.2 Role of a Supervisor

• Allocating work and clarifying duties among team members.
• Guiding, training and coaching employees on the job.
• Monitoring performance against set standards and correcting deviations early.
• Maintaining discipline and resolving day-to-day grievances.
• Acting as a communication link between workers and higher management.

9.2.3 Principles of Effective Supervision

• Close, fair and consistent oversight rather than either neglect or excessive control ("micromanagement").
• A manageable span of control — the number of subordinates a supervisor can effectively oversee depends on the
complexity of the work, the competence of staff, and the communication systems available.
 • Supervision should build subordinates' competence over time so that reliance on close supervision reduces, not
increases, as employees gain experience.
• Supervisors should lead by example and treat subordinates with respect to earn cooperation rather than mere
obedience.

9.3 Exchange of Ideas

Directing is not a one-way process of issuing orders; effective managers actively create room for subordinates to contribute
suggestions, raise concerns and share information. A free exchange of ideas improves the quality of decisions, increases
employee commitment, and surfaces problems while they are still small.

9.3.1 Why the Exchange of Ideas Matters

• Improves the quality and practicality of decisions by drawing on first-hand operational knowledge.
• Increases employee motivation and sense of ownership over outcomes.
• Builds trust between management and staff, reducing resistance to change.
• Provides an early-warning system for operational problems.

9.3.2 Methods of Exchanging Ideas in the Workplace

• Staff meetings and team briefings held regularly to share information both ways.
• Suggestion schemes that formally invite and reward employee ideas.
• One-on-one sessions between a supervisor and each subordinate.
• Open-door policies that make managers accessible for informal discussion.
• Committees and quality circles that bring cross-functional views together on specific issues.
• Employee surveys and feedback forms used periodically to gauge opinion.

9.4 Workplace Communication

9.4.1 Meaning and Importance
Communication is the process of transmitting information, ideas and understanding from one person to another so that it
is received and understood. In the workplace, communication is the thread that connects the directing function to every
other management function: plans, instructions, feedback and coordination all depend on it.

9.4.2 The Communication Process

Communication moves through a sequence of stages, and breakdown at any stage reduces the effectiveness of the message.
 Figure 9.1: The Workplace Communication Process

9.4.3 Directions of Communication Flow

• Downward communication — instructions, policies and directives flowing from managers to subordinates.
• Upward communication — feedback, reports, suggestions and grievances flowing from subordinates to managers.
• Horizontal (lateral) communication — coordination between peers or departments at the same level.
• Diagonal communication — exchanges that cut across levels and departments, common in project-based work.

Figure 9.2: Directions of Workplace Communication Flow

9.4.4 Formal and Informal Communication

 • Formal communication follows the official organizational structure and channels — memos, reports, official
meetings.
• Informal communication (the "grapevine") flows through personal relationships outside official channels; it travels
fast but can distort information.

9.4.5 Barriers to Effective Communication

• Language and semantic barriers — jargon, technical terms or ambiguous wording that the receiver misunderstands.
• Physical barriers — noise, distance, faulty equipment or poor timing.
• Psychological barriers — bias, mistrust, poor listening habits or emotional filtering of a message.
• Organizational barriers — rigid hierarchy, status differences or overly long chains of command that delay or distort
messages.
• Cultural barriers — differing values, norms or non-verbal cues among a diverse workforce.

Figure 9.3: Common Barriers to Effective Workplace Communication (illustrative)

9.4.6 Techniques for Effective Communication

 Use clear, simple language appropriate to the audience.
 Choose the right channel for the message — written for records and complex detail, oral for urgency and personal
matters.
 Practise active listening and encourage feedback to confirm the message was understood.
 Time the message well and deliver it in an appropriate setting.
 Be consistent — ensure words, tone and actions do not contradict one another.
 Shorten the chain of command where possible to reduce distortion of the message.

9.5 Chapter Summary

Applying directing principles in practice requires a manager to combine three related skills: issuing clear and reasonable
instructions, supervising work closely but fairly, and maintaining open two-way communication that invites the exchange
of ideas. Together, these practices convert plans into performance and are central to the directing function of management.

9.6 Review Questions

 Explain four characteristics of a good instruction.
 Discuss the role of a supervisor in an organization.
 Why is the exchange of ideas important in directing subordinates? Suggest three methods a manager could use to
encourage it.
 With the aid of a diagram, describe the workplace communication process.
 Identify and explain any four barriers to effective communication in an organization, and suggest how each may be
overcome.