Die effek van toesighouersopleiding op selfaktualisering van toesighouers in 'n chemiese bedryf

Abstract

Supervision is nothing new. In Biblical times Moses appointed supervisors, during which time delegating as a management technique came to the fore. There are conflicting opinions about what the task of the supervisor entails, but it has been proven conclusively in literature that the supervisor must have technical, conceptual and interpersonal skills. Since the latter can be regarded as the most important, (Taylor, 1975; Terry, 1978) it should be given the most attention during supervisory training. Supervisory training is more than just the presentation of formal lectures. It also implies self development and therefore supervisors must be made aware of individual strengths and developmental needs. The various schools o-f: thought in the theory of learning have made an excepational contribution to the design of certain training methods, such as behaviour modification and -modelling, but it is important that training personnel do not follow just single theories. The schools of thought in the learning theory largely complement each other and therefore it is important for the training official to develop a broad perspective in this regard. A need for management, a need for power and sensitivity for the needs of others calls for training of supervisors in "sensitive relation forming" and, as an intergral part hereof, also leadership and communication skills. This approach aims at, amongst other things, elevating self-actualization of supervisors. From this investigation it appears that the application of formal classroom techniques, followed by group discussions, where the emphasis falls on "sensitive relation forming", as well as leadership and communication skills and feed-back of behavioural dimensions by trained observers, had a positive effect on the self-actualization of supervisors in a certain chemical practice.