Supervisory Management N4 — Document
April 2019 — N4 — Supervisory Management
N4
2019
Nated Engineering
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Q1— Section header —
1.1The statements below describe the broad functions of the ongoing managem ent process Arrange
1.2Most firms have a set of cr iteria against which candidates are judged for he demandi
Q2— Section header —
2.1The better the forecasting, the better an organisat ion is able to plan for the future Stat e FIVE steps necessary for forecasting.
2.2Indicate whether the followin g statements are TRUE or FALSE. Choose the answer and write only 'True' or 'False' next to the question number (2.2.1
2.2.5\ the ANSWER BOOK.
2.2.1Planning and achievement time devoted to a specific task need not correspond with the siz e and complexity of the task or objective to be attained.
2.2.2Planning reduc es the chances of overlapping.
2.2.3Companies that decrease their personnel take longer to re establish their position in a competitive market if the economy should later recover.
2.2.4Planning ensures better control
2.2.510
Q3— Section header —
3.2A supervisor delegates by entrusting others with responsibility, authority and by creating accountability for results. List FIVE equirements for effective delegation. (5\ [10] QU10
4.1hoose a description from COL UMN B that matches a statement in COLUMN A. Write only the letter (A E\next to the question number (4.1.1
4.1.5\ the ANSWER BOOK. COLUMN A COLUMN B .1.1 .1.2
4.1.3
4.1.5Identif ing the problem Collect ing relevant information
4.2Indicate whether the following statements refer to COMMUNICATION or MOTIVATION. Write only 'Communication' or 'Motivati on' next to the question number (4.2.1
4.2.10\ in the ANSWER BOOK.
4.2.1People forget easily, therefore steps must be taken to ensure that they remember important instructions.
4.2.2Promp t people into participating. Get them on your side by li stening carefully to questions and explanations from the audience. Ask questions ab out the ideas and experiences of the listener.
4.2.3bjectives are achieved by working with others. No matter how erfect your plans, organisation and controls, if you cannot build a
4.2.4To encourage participation you must involve peop le in the planning and decision making affecting their work
4.2.5Your objective is to guide th e thinking, understanding and acceptance of the Iisteners.
4.2.6eople should not only be informed about results , but also about changes and progress.
4.2.7Use words that cannot easily be misinterpreted through fear, di strust and suspicion
4.2.8People have different backgrounds, emotions, interests, knowledge and ambitions. They interpret what they hear according to their mak up and beliefs. This means that you
4.2.9A supervisor should be prepared to delegate authority to capable people. In this way a person's post is enhanced, and this serves as a means of personnel development.
4.2.10
Q5— Section header —
5.1Describe the basic purpose of control (8\
5.2What does the principle of the critical few mean? (2\ [10]10
Q6— Section header —
6.1Identify the type of classroom instruction technique described in eac h of the st atements below by writing the answer next to the question number (6.1.1
6.1.7\ the ANSWER BOOK.
6.1.1The trainer delivers a prepared address on a given topic, and is presumed to be knowledgeable on the subject
6.1.2In a meeting of a s mal l group (15 20 persons\ the leader seeks to develop knowledg e and understanding by having trainees or students taking part in discussions.
6.1.3xtensively used in teaching law, personnel management, labour relations, m arketing, production managem ent and business policy.
6.1.4After having had sufficient time to plan their actions they must act spontaneously before the group.
6.1.5A whole business is simulated and trai nees are given information on financial, production, marketing and ind ustrial relations as well as legal aspects of the organisation.
6.1.6It is important that the key points of the task being learned are reproduced as accurately as possible in a simulated environment.
6.1.7tudents are given considerable choi ce in determining the place at which they learn, the screenings of the learning steps, the methods used in the process and the evaluation of their own learning.
6.2Where and for whom is vestibule training (o ff the job training\d
Q7— Section header —
7.1Complete the fo llowing sentence by writing only the missing word next to the question number (7.1.1
7.1.2\ the ANSWER BOOK. The word service applies to such items as a company newspaper, athletic fi employee (7.1.2\ be readily established. (2\ 4110504
7.2Because of the high cost living wages and salaries are the most import ant aspect of employment.
Q8— Section header —
Q9— Section header —
9.1Workers perform a variety of tasks and work under many different circums tances and it is difficul t to satisfy all workers in all circu mstances. Explain what a
9.2Arrange the basic met hods of disciplinary a ction in an enterprise in the correct sequence. Write only the letter (A D\ in the correct sequence in the
Q10— Section header —
Topics Identified
5
Business EnvironmentsForms of OwnershipBusiness FunctionsLeadershipBusiness Plan
Mark Allocation
Total100 marks
Sections10 + 10 + 10 + 10 + 10 + 10 + 5 + 10 + 10 = 85 marks
Paper information
TitleDocument
SubjectSupervisory Management
LevelN4
Document typeQuestion paper
Year2019
MonthApril
Pages7
Downloads3
Examination context
Decade2010s
Years ago7y
SeasonAutumn (SH)
Start dayMonday
Exam periodApril 2019
Days since exam2,749
About Supervisory Management examination preparation
This TVET examination resource can be used as part of a structured revision programme. Past papers are most useful when learners attempt questions independently, work within a realistic time limit, and review their answers afterwards.
How to use this resource for revision
A TVET past examination paper is most useful when it is treated as an active revision exercise. Try the questions yourself before checking the corresponding memorandum. Where you make an error, identify the reason — was it a knowledge gap, a calculation mistake, an interpretation issue, or an examination technique problem?
For stronger examination practice, complete the paper without unnecessary interruptions and keep track of the questions that take the most time. Afterwards, review the memorandum and separate knowledge gaps from mistakes caused by interpretation, calculation, structure, or examination technique.
understanding question requirements
applying subject knowledge
working under time constraints
checking answers
identifying revision priorities
A practical revision approach
Start by completing the resource without looking at the memorandum. Review incorrect and incomplete answers afterwards and make a short revision list based on the areas that caused difficulty.
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