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Effective Supervision

Commonwealth of Virginia

Department of Education

Richmond, Virginia 23216‐2120

2012

Effective Supervision

Instructor Manual revised and developed by

Dr. Michael “Mickey” Kosloski

Training Specialist Program Director

Old Dominion University

February 2012

Originally developed by

Dr. Gary F. “Skip” Riggins

Chairperson

Virginia Marketing Education

Training and Development Council

1995

Edited and Produced by

CTE Resource Center

2002 Bremo Rd.

Henrico, VA 23226

ii | E f f e c t i v e S u p e r v i s i o n

Table of Contents

Introduction .............................................................................................................................. 1

Part I: Script

Preparations .............................................................................................................................. 3

Introducing the Seminar ......................................................................................................... 4

Developing Employee Goals .................................................................................................. 6

Communicating Clearly .......................................................................................................... 7

Training Employees ............................................................................................................... 10

Evaluating Employees ........................................................................................................... 13

Resolving Conflict .................................................................................................................. 14

Motivating Employees .......................................................................................................... 16

Making Decisions ................................................................................................................... 17

Counseling .............................................................................................................................. 18

Planning ................................................................................................................................... 19

Concluding the Seminar ....................................................................................................... 20

Part II: Handouts

H1a—Simulation Activity: Supervisor ............................................................................... 22

H1b—Simulation Activity: Observer .................................................................................. 23

H1c—Simulation Activity: Employee ................................................................................. 24

H2—Participant Information ............................................................................................... 25

H3—Memo to Leaders .......................................................................................................... 26

H4—Simulation Activity: Employee Evaluation .............................................................. 27

H5—Observation Form ......................................................................................................... 28

H6a—Supervision Goals: Definition .................................................................................. 29

H6b—Supervision Goals: Guidelines for Development .................................................. 30

H7—Communications Model .............................................................................................. 31

H8—Using Feedback to Communicate Effectively ........................................................... 32

H9—Training Methods ......................................................................................................... 33

H10—Training Checklist for Supervisors .......................................................................... 34

iii | E f f e c t i v e S u p e r v i s i o n

H11—Evaluation Guidelines ................................................................................................ 35

H12—Guidelines for Constructive Criticism ..................................................................... 36

H13—Evaluation Review Test ............................................................................................. 37

H14—Conflict Case Problem ................................................................................................ 38

H15—Conflict Resolution ..................................................................................................... 39

H16a—Conflict Management Survey ................................................................................. 40

H16b—Conflict Style Survey ................................................................................................ 41

H16c—Conflict Style Survey: Scoring ................................................................................. 43

H17a—Motivation Rules ....................................................................................................... 44

H17b—Application of Rule 3, Part 1 ................................................................................... 45

H18—Motivation.................................................................................................................... 46

H19—Decision Making ......................................................................................................... 47

H20—Types of Decisions ...................................................................................................... 48

H21—Decision‐Making Guidelines ..................................................................................... 49

H22a—Counseling Skills (Supervisor)—Problem 1 ......................................................... 50

H22b—Counseling Skills (Employee) ................................................................................. 51

H23—Counseling Guidelines ............................................................................................... 52

H24—Counseling Skills (Supervisor)—Problem 2 ........................................................... 53

H25—The Supervisory Guide .............................................................................................. 54

H26—Workshop Evaluation Form ...................................................................................... 55

Note that the accompanying slide‐show is an integral part of this seminar. They not

only contain presentation materials, but may also speaking points, examples, and

activities. They should be used concurrently with this training.

1 | E f f e c t i v e S u p e r v i s i o n

Introduction

Effective Supervision is designed to be used as a separate unit in advanced high school

marketing courses or as a separate training course for members of the business

community who are supervisors. High school instructors may use several sections as

supplemental material for current units in advanced marketing, marketing

management, or advanced fashion. When used in the business community, the unit is

appropriate for employees advancing into a supervisory position, as well as new and

experienced supervisors.

The unit will take from 8–12 hours, depending on the amount of time the instructor

allocates for group discussion and for optional learning activities. Separate sections can

each be completed in 1–2 hours.

The format for each of the 11 sections found in this unit includes a teacher introduction

and a participant activity. With the exception of Section 11, all of the activities provide

for optional or required interaction from the students. Instructor preparation and

organization is the key to the success during student activities.

Part I: Script


Materials Handout 1a Handout 1b Handout 1c

PreparationsPrepare Handouts 1–26 (see Part 2) and photocopy the required

numbers of each.

Prepare materials for the simulation activity in Part 1, as follows:

1. Arrange a role‐play situation in which each participant is

either a ʺsupervisor” (#1), an ʺobserverʺ (#2), or an ʺemployeeʺ

(#3) during the seminar. One envelope is required for each

participant.

Place H1a, Simulation Activity: Supervisor, in

approximately one‐third of the envelopes and seal them.

Place the number 1 on the outside of each envelope.

Place H1b, Simulation Activity: Observer, in

approximately one‐third of the envelopes, seal, and place

the number 2 on the outside of each envelope.

Place H1c, Simulation Activity: Employee, in the

remaining envelopes, seal, and place the number 3 on the

outside of each envelope.

2. Arrange for a computer and projector to display the slide‐

show. A flipchart or whiteboard with markers should also be

on hand during instruction.


Handout 2 Slide 2 Handout 3 Flipchart (optional)

Section 1

Introducing the Seminar 1. Introduce yourself, and provide a brief background of your

teaching and/or training experience. Welcome the seminar

students and thank them for attending. Describe your

professional background. Explain that the seminar will be a

“learn‐by‐doing” experience and that each participant will

have several opportunities to apply the information contained

in the seminar to actual training situations. Offer a brief

introduction to the seminar, emphasizing the following

points:

Focuses on nine skills needed by all supervisors who

desire to be effective leaders

Includes information and activities

Requires student participation

2. Distribute H2, Participant Information. Have students

complete the requested information. You may wish to move

about the room to observe responses and to learn names.

3. While students are completing H1, display S2 and begin to

divide the students into teams of 4–6. You may use any criteria

you like to determine the teams. Once teams have been

identified, tell students that the person in each team with the

longest last name will be the team leader. Alphabetical order

should decide the leader in the case of a tie.

4. Collect H1, and have each member introduce himself/herself

to the team, including name, supervisory duties, and

company (or, in case of students, have them provide name,

favorite school‐related activity, and a potential career option).

5. Meet privately with all team leaders. Have them read H3,

Memo to Leaders, and answer any questions they may have.

Instruct the team leaders to meet with their teams and rate the

nine objectives in order of importance. Have them select a

team member report for the entire team.

6. Collect the ranking from each team. Explain that there will be

an evaluation activity later in the seminar.

Option: List on a flipchart or whiteboard the ranking from

each team and discuss the differences and similarities of

rankings between teams.


Handout 4 Handout 5

7. Distribute the sealed and numbered envelopes, but do not

allow them to be opened. Have students identify the numbers

on the envelopes, which designate their roles. Students should

keep their unopened envelopes with them.

8. Excuse groups with the numbers 2 or 3 on their envelopes to a

waiting area. Meet with group 1 only.

9. Meeting with group 1, the supervisors, distribute and discuss

H4, Simulation Activity: Employee Evaluation. Have them

open their envelopes. As supervisors, they will be required to

interview an employee, a team member who holds an

envelope with the number 3 on it. If the supervisors ask about

the contents of their envelopes, remain vague with your

answers. Excuse students to the waiting area, and invite

groups 2 and 3 to meet with you.

10. Ask group 2, the observers, and group 3, the employees, to

open their envelopes. The observers will view an evaluation

conference between a supervisor and an employee. Distribute

H5, Observation Form, to the observers. Ask that they not

share or discuss their materials with the supervisors until they

are told to do so.

11. Reconvene all students, reconstituting the original teams.

Allow five minutes for the supervisors to meet with the

employers. The observers should only observe and not record

anything.


Slide 3 Handout 6a and 6b

Section 2

Developing Employee Goals There are two basic goals of effective leadership: providing clear

direction and maintaining the direction. Developing clear goals

determines the direction of any organization, and, in so doing,

encourages adherence to that direction. But how does one

effectively develop goals?

1. Display S3 and introduce the two elements found in effective

goals.

2. Distribute H6a, Supervision Goals: Definition and H6b,

Supervision Goals: Guidelines for Development. Review the

sample goal. Ask students to imagine that they are new

employees. Ask what questions they might have after reading

the goal.

Example: Complete and file a form.

Where do I find the form?

Do I have to type the information?

How often do I file the form?

Where do I file the form?

3. Ask students how the goal might be improved. The answers

you receive may indicate that the goal needs to be more

specific.

4. Ask students to work in their teams to develop an improved

version of the goal. As they report, point out the performance

and the standard contained in each goal.

5. When finished, ask each team to develop a supervision goal

related to a task performed by an employee under the

supervision of a team member. Have each team report the

new goal.

6. When finished reporting on the second goal, have each team

member develop an appropriate goal for his/her area of

supervision and report this goal. Point out the performance

and standard and summarize as appropriate.


Slide 4

Section 3

Communicating Clearly Once a specific goal is developed, the next step is to communicate

the goal clearly to those involved. The next set of activities will

deal with communication pitfalls and provide some guidelines for

avoiding them.

1. Display S4 and explain the communications model:

Thinking/Perceiving. We all have thoughts, ideas, and

perceptions. We have a picture in our head when we think

or when we receive information from the outside world.

For example, when we hear the word “car” we develop a

picture in our mind of a car and the concepts we associate

with the word car (e.g., expensive, fun, dangerous).

Encoding. In order to send our mental picture and

associated thoughts to others, we need to code the

information. The most obvious code we use is language

and a specific type we agree to use in both spoken and

written form. Other languages or codes include Morse

code, Braille, numeric or binary, mathematical or scientific

notation, visual or image‐driven, and even signaling

systems or semaphores.

Transmitting. There are many different ways to get our

message to others. They include voice, print media,

signaling, electronic media, and body language.

Receiving. The way we receive a message depends on the

method of transmission selected by the sender. Other

times, we need to select the appropriate mode or channel

to be able to receive it.

Decoding. Sometimes we just need to listen or see, but

ultimately we always need to understand the code to be

able to decode it. Often we need help from translators and

devices (i.e., telecommunications equipment).

Thinking/Perceiving. Based on our ability to receive and

decode the transmission, we infer and rationalize, draw

conclusions based on associations, attach meaning and

significance, and mentally process the raw communication

into message.

2. Ask students to identify instances where communication

efforts have failed. Point out that failures result when two or

more individuals have different thoughts or perceptions after


Handout 7 Slide 5 Slide 4

the communication has taken place.

3. Explain that some of the difficulties associated with clear

communication can be experienced by taking the

communication test found on H7, Communications Model.

After the students have completed items 1 and 2, ask them to

stop, and use the following key to give the ʺcorrectʺ answers

(i.e., the answers you meant to send).

KEY:

c. (all of the above)

a. unionized—not ionized

b. fair—pleasant weather

c. play—lack of tightness in mechanical parts

d. drive—hit a golf ball off of the tee

e. gerund—verb ending in ʺ‐ingʺ used as a noun. (e.g.,

Running is my hobby).

4. Discuss test results using the communications model.

Determine inconsistencies between intended and perceived

meanings. Ask for other examples of words that were used

but not received as they were intended. In many cases words

can be misused, have multiple meanings, and may offer only

vague or incomplete meanings.

5. Select a volunteer to be a communications leader. Without

displaying it, have the leader look at the image on S5. (You

may opt to simply print a copy of this slide and pass it to the

leader.) Have the team draw the graphics from only the

leader’s description.

6. Place the communications leader at the front of the room. Do

not allow any questions from the group, and do not allow the

group members to see the figure. Have the communications

leader select the drawing most like the original figure. Display

S5 and ask the group what caused the differences between the

original and replicated graphics.

7. Revert to S4, Communications Model. Explain the need and

benefits of receiving feedback. Feedback helps ensure that

information is clearly communicated and that messages are

understood as they were intended. A communication is not

complete until feedback is provided. Ask the class members to

fold their paper in half. After they have done so, note that


Handout 8

there are many ways to fold paper in half and demonstrate

the options (e.g., vertically, horizontally, diagonally).

8. Distribute H8, Using Feedback to Communicate Effectively.

Review the concepts, and offer or obtain examples from

students when appropriate.

9. Use ʺCommunication Test 2ʺ at the bottom of H8. Have

students meet in pairs. Have one partner give the other

partner directions to travel from the seminar location to

his/her place of work. Remind students that the purpose of

the activity is to practice getting and giving feedback. Allow

appropriate time. Have each pair present a summary of

feedback skills used during the exercise.

10. Provide a brief summary of the importance of feedback when

supervisors communicate with employees.

Option: Conclude by having students work in their teams to

develop methods of providing and obtaining feedback when

communicating with employees. For example, when sending

a memo, how would you know if the memo was understood,

and how might you get feedback from the employees to

whom the memo was sent?


Slide 6 Handout 9

Section 4

Training Employees After a supervisor has a specific goal and has clearly

communicated that goal, training is often necessary for employees

to accomplish the goal. This section will deal with training

concepts.

1. Demonstrate examples of ineffective training and then present

some guidelines for effective training. For this activity,

explain that the students are your employees and that you

will train the employees how to fold a paper airplane. Read

the entire set of instructions below to the students, and then

ask that they make the airplane.

2. Paper Airplane Instructions:

a. Use a sheet of 8 ½ x 11 inch paper. Fold the paper in half

lengthwise, and run thumbnail along the fold to crease it

sharply. Now unfold the paper. Make a triangle by folding

both top corners outward to the center.

b. Fold down the top corners.

c. Fold the two edges toward the center line.

d. Make a valley fold in half. Turn the plane 90 degrees.

e. Create a wing crease that begins at the nose.

f. Fold into a 3‐dimensional shape . Bend up the tailing edge

of the wings for lift if it has a tendency to nose‐dive.

3. Review. Explain that if directions were misunderstood, some

of the fault lay with the directions. Three major mistakes were

made:

Giving too much information at one time

Failing to demonstrate the process

Failing to provide an appropriate finished example

Point out that these types of mistakes cause frustration and

poor performance when made with employees. Option:

Display S6, which visually portrays the paper airplane

instructions.

4. Distribute and read H9, Training Methods. Explain that a

training goal has the same components found in a supervisory

goal—that is, it contains a performance and a standard. In

addition, it also includes a condition, or the conditions under


which an employee will be expected to perform. For example,

the condition, or “givens,” may include equipment, training

aids, circumstances, or any other condition under which

trainees will be expected to perform. The training goal

provides the supervisor with

instructional materials

a list of materials needed

the extent to which the employee must learn the

instruction

an expected learning outcome.

5. Explain that training using only verbal methods is generally

the least effective method. Training using learn‐by‐doing

methods is usually the most effective. Refer students to the

third bullet on H9. Note that number 1 is the least effective

way to train while the last item is generally the most effective.

6. Ask what emotions students remember feeling as they learned

to drive. Refer the students to the fourth bullet on H9. Rich

learning experiences are those in which the learner is

emotionally involved.

7. Explain that you will train an employee to properly shake

hands with clients. Ask for a volunteer from the group to act

as an employee, and perform a demonstration. Follow the

guidelines listed below:

Explain the objectives of the training session: Given a

client, employees will maintain eye contact, provide a firm

handshake, and use the clientʹs name.

Explain why the activity is important: To maintain a

positive image.

Explain your expectations: To properly shake hands with

all clients.

Ask employee to explain the goal and importance of the

training and the expectations.

Model the entire greeting as it should be performed.

Model offering your hand while maintaining eye contact.

Have employee demonstrate.

Provide reinforcement.

Model offering your hand while maintaining eye contact

and stating your name.


Offer reinforcement.


Handout 10 Slide 7 and 8

Model offering your hand, maintaining eye contact, and

using the client’s name.


Offer reinforcement.

Repeat as necessary.

Have employee summarize the three main components:

giving the handshake, maintaining eye contact, and using

the client’s name.

8. Grade your performance as a trainer. Pass out H10, Training

Checklist for Supervisors. Ask the students to indicate

whether you did or did not follow the guidelines presented in

parts 2 and 3 on the handout.

Option 1: You may wish to allow students time to develop a

training goal for their employees.

Option 2: If your seminar is taught over a 2–3 day period, have

each participant bring in the materials to teach one class

member a skill related to a hobby (e.g., how to swing a golf

club) or to work (e.g., how to fill out a form), and let the

students train each other in pairs. Use H10, and have each

person in the pair evaluate the other person. You might also

have each pair report back to the entire group, based on H10.

9. Summarize by using S7 and S8.


Slide 9 Handout 11 Handout 12 Handout 13

Section 5

Evaluating Employees 1. Use S9 to explain that an effective employee evaluation

depends upon specific goals, clear communication, and

appropriate training. Failure to have these three components

in place will result in an ineffective and often negative

employee evaluation.

2. Explain that the first exercise will be an actual evaluation

session. Have the supervisors meet with their respective

employees and the observers. Remind observers to use their

observation form during the evaluation conference. Allow the

students approximately 10 minutes for the evaluation

conference.

3. After the conferences, allow another 5 minutes for the

observer to share his or her observations with the supervisor

and the employee in the teams.

4. Distribute H11, Evaluation Guidelines, to all students. Present

and discuss each point listed under ʺCommon Mistakes.ʺ Ask

seminar members what impact each of these mistakes might

have on employee morale and performance.

5. Repeat the discussion with the items listed under ʺEffective

Supervisory Behaviors.ʺ

6. Ask observers and students what positive behaviors they

experienced during the simulated evaluation conferences.

7. Distribute H12, Guidelines for Constructive Criticism.

Explain that constructive criticism is one tool for encouraging

an employee to improve without being judgmental or

threatening. Review the 10 bulleted items and discuss with

students. Ask which of the guidelines is missing from

example 1. (Answer: No reason is given.) Ask which guideline

presented in example 2 is missing. (Answer: Criticism is not

offered soon after behavior.) Have students develop additional

examples as outlined on H12.

8. Summarize by using H13, Evaluation Review Test. Allow

time for students to take the test and summarize by discussing

the answers.

9. KEY: Items 1–10 are true; items 11 and 12 are false.


Handout 14 Flipchart or Whiteboard Handout 15 Handout 16a Handout 16b

Section 6

Resolving Conflict Even though there might be clear goals, effective communication,

appropriate training, and accurate evaluations, there will often

still be conflict within an organization. Conflict occurs when the

individual goals of employees differ from the goals of the

organization. This section of the seminar will examine the two

types of conflict and ways supervisors can respond to conflict

situations.

1. Distribute H14, Conflict Case Problem. Ask that the students

work in their groups to develop the steps they would take to

resolve the apparent conflict. Allow approximately 10 minutes

and have each group report back with their solutions. When

all groups have reported, ask if this problem could have been

prevented. Ask for ideas from the group for preventing the

conflict apparent in the case study. On a flipchart or

whiteboard, list the ideas presented. Note that prevention is

usually easier than intervention.

2. Distribute H15, Conflict Resolution. Note that conflict can be

brief and intense. This type of conflict is called acute conflict.

Most conflict is chronic. That is, the conflict is less intense but

persists for a longer period of time. Discuss the four steps for

coping with conflict. Ask students which steps they applied to

resolve the conflict in the case problem.

3. Explain that there are nine different reaction patterns to

conflict. Distribute H16a, Conflict Management Survey. Have

students read the cover sheet and respond to the first four

questions. Discuss the nine different reaction patterns. Note

the danger of falling into the patterns in which people act

before they think. These patterns are based on emotions and

are known as automatic or conditioned behaviors.

4. Tell the students that H16b is a Conflict Style Survey that will

provide an indication of each individual’s style of dealing

with conflict. Review the instructions with the students, and

ask that they think only of work situations when they

respond. Explain that individuals have different conflict‐

management methods that they adapt to different situations.

Attempting to complete the survey based on general life

experiences would not provide meaningful information in


Handout 16c Slide 10

relation to work. Allow the students approximately 15

minutes to complete the survey.

5. Distribute H16c, Conflict Style Survey: Scoring, and discuss

the results with the students. Note that there is no ʺrightʺ or

ʺwrongʺ conflict management style. Successful supervisors

have the ability to select the appropriate style based on the

situation. Less successful supervisors tend to use fewer

methods. Note that in most supervisory jobs, conflict is best

dealt with using assertiveness/persuasion and

observation/introspection.

6. Summarize the section by using S10.


Slide 11 Handout 17a Flipchart or whiteboard Handout 17b Handout 18

Section 7

Motivating Employees Motivation is an internal feeling. People are motivated to exhibit a

behavior in order to avoid an unpleasant situation or in order to

create a pleasant situation. In a work situation, employees can be

coerced to meet minimum requirements under threat of

punishment. Coercion can cause resentment and have negative

consequences for the supervisor and the organization. For an

employee to excel the employee must have a personal and

professional desire to do so. This desire is aided by positive

reinforcement. This is the ʺsuccess‐fosters‐successʺ approach to

supervision. Use S11 to introduce this section.

1. Distribute H17a, Motivation Rules, and review the three rules

for motivation. Have students complete Application of Rule

3—Part 1 in their teams. Have students report back. List their

ideas on a flipchart or whiteboard.

2. Explain that positive reinforcement is most effective when it is

used for specific behaviors. Distribute H17b, Application of

Rule 3—Part 2. Have students complete the information in

their team and report. List their ideas, as appropriate.

3. Distribute H18, Motivation, to summarize this section.

Review the seven characteristics of effective employees. Have

the students meet in their original teams to complete the

second part of this handout. Instruct the students to identify

one technique or action they could take that would encourage

employees to develop each of the listed characteristics. For

example, for number 1, what could supervisors do to

encourage a high level of self‐esteem? Ask that the responses

be as specific as possible. Provide 10–15 minutes of work time

and ask that each team report their results. Discuss the results.


Handout 19

Handout 20 Handout 21

Section 8

Making Decisions 1. Provide each participant a copy of H19, Decision Making.

Ask that they follow rule 1 and develop a step‐by‐step solution

to the case problem. Have them list the supervisory skills they

would need in order to implement a solution. Ask the students

if they would like to work individually or in their teams. Ask

the students to examine this first decision and respond. Next,

have the teams (or individuals) complete the task and report

their solutions.

2. Note that some supervisory decisions must be made by the

supervisor without employee involvement. Distribute H20,

Types of Decisions. Explain that there are job decisions and

people decisions. Ask for additional examples of each. Explain

that there are six steps involved when making decisions. Have

the students assume that without employee involvement they

must make a decision based on the case problem. Have the

students review the case problem and complete the six‐step

model. Have each team report its results.

3. Summarize the section by using H21, Decision‐Making

Guidelines.


Handout 22a Handout 22b Handout 23 Slide 12 Slides 13 and 14 Handout 24 Slide 11

Section 9

Counseling 1. Ask for two volunteers. Give one volunteer the role of

supervisor and provide each participant a copy of H22a,

Counseling Skills (Supervisor)—Problem 1. Have the students

read the case problem and offer any suggestions they may

have to the supervisor while you meet with the employee.

Take the employee‐volunteer outside the room and give the

employee H22b, Counseling Skills (Employee). The employee

should read the handout and respond honestly, based on the

case problem, but should not offer any additional

information. Employee answers should be brief and to the

point.

2. During the role‐play, observe whether or not the supervisor is

able to infer the employee’s perceptions or feelings and

determine the possible causes of the complaints.

3. Thank the volunteers and point out the positive outcomes

they demonstrated. Distribute H23, Counseling Guidelines to

each student. Ask the students how this information might

have changed the outcomes of the role‐play.

4. Use S12 to explain that counseling is an attempt to determine

causes of behavior. Note that a counseling session is not a

training session, a discipline hearing, or an evaluation session.

5. Display S13 and S14 to present the basic principles of

counseling. Discuss the Common Counseling Mistakes and

Reasons to Counsel. Distribute H24, Counseling Skills

(Supervisor)—Problem 2, and ask each group to prepare a skit

to demonstrate the first six steps listed on H23.

6. Observe each role‐play and provide positive reinforcement.

Summarize section by using S11.


Handout 25

Section 10

Planning Indicate that this section will provide an opportunity for students

to use the information presented in the course to develop a

supervisory plan to improve one specific area related to their

work.

1. Distribute H25, The Supervisory Guide. Have each individual

describe a specific situation related to work and complete the

planning steps listed on H25. Explain that each team is to

select one supervisory plan from those developed in their

team and present this plan to the entire class. Allow 45–60

minutes for this activity.

2. Point out the positive components of each plan.

3. Summarize this section by pointing out that the supervisory

plans are one method of improving employee performance

through leadership.


Slide 15 Handout 26

Section 11

Concluding the Seminar 1. Summarize the seminar by using S15.

2. Thank students for attending, and point out the positive

outcomes they accomplished.

3. Distribute H26, Workshop Evaluation Form, provided.

Part II: Handouts


H1a—Simulation Activity: Supervisor

You are to assume the role of student supervisor. Your job is to advise your employee. In

order to do this, you will be allowed two meetings (in class) with your employee. During the

first meeting you are to introduce your employee to the attached evaluation form and

explain how he or she will be evaluated.

The second meeting will take place during the next class period. You will evaluate your

employee and report this evaluation to the instructor. Remember that your employee should

describe the work of being a student. Your evaluation should be limited to those employee

tasks.


H1b—Simulation Activity: Observer

You are to assume the role of observer. You will be given some information during the next

class meeting and will be asked to observe an evaluation conference. Specific instructions

will be given to you at that time.

Today, you will observe a meeting between a supervisor and an employee. The purpose of

this meeting is to set expectations. Please take written notes during the meeting. You will be

asked to report what you observed.


H1c—Simulation Activity: Employee

You are to assume the role of an employee. However, the job you describe will be that of

being a student. Therefore, you should describe the work of being a student. Your evaluation

should be limited to your performance of these tasks. You will remain the “employee”

during the remainder of this class period and for part of the next class period. You will

report to and be evaluated by a fellow class member. You will meet with your supervisor

two times during class, and he or she will provide you with any additional instructions.


H2—Participant Information

1. Name

2. Company

3. Years of supervisory experience

4. Describe your current position.

5. What are your expectations of this seminar?

6. Please list any management or supervision‐related courses, seminars, or training sessions

in which you have participated.

7. What motivated you to attend this seminar?


H3—Memo to Leaders

TO: Group Leaders FROM: RE: Course Topics 1. Please take 10 minutes to meet with your respective groups to rate the importance of each

topic listed on the attached form. Use the following scale:

1 = Very important

2 = Important

3 = Somewhat important

4 = Not very important

Please explain to your group that the ratings will be used to determine how much time is

spent on the topics during the course.

2. Please take four to five additional minutes to list any specific areas of concern expressed

by members of your group. Thanks for your help. Your efforts will help make the course more meaningful to all of us.


H4—Simulation Activity: Employee Evaluation

Directions: Please rate the student's performance level from 1 (highest) to 5 (lowest) for each behavioral factor listed in the following chart:

Excellent Above Average

Satisfactory Below Average

Unsatisfactory

Attention Span

Note Taking

Class Participation

Positive Contributions

Completion of Assignments


H5—Observation Form

Use the observation form below as a basis for observing the “employee evaluation

conference.” At the end of the conference, answer Yes or No to each of the items. For each Yes

answer, provide at least one specific incident you observed. Make notes on the observation

form as necessary during the conference. Your task will be to “evaluate the evaluator.”

Yes No 1. Achievements/accomplishments were stressed.

Documentation:

Yes No 2. Specific incidents were given for each evaluation item. Documentation:

Yes No 3. Feedback was obtained for each item. Documentation:

Yes No 4. Evaluation was based on documentation over entire evaluation period. Documentation:

Yes No 5. Specific behaviors were documented. Documentation:

Yes No 6. Evidence of previous communication regarding the ratings was evident.

Documentation:

Yes No 7. Constructive criticism was given for areas needing improvement. Documentation:

Yes No 8. A preview and a review were given. Documentation:

Yes No 9. The conference began and ended on a positive note. Documentation:

Yes No 10. Appropriate time was given for the conference. Documentation:


H6a—Supervision Goals: Definition

A supervision goal is a written statement. The statement contains two parts: a desired

performance and a standard by which it is measured. The desired performance describes a

specific, observable behavior. The standard relates the described behavior to some measure

such as time, counts, or number of errors.

Example

Performance: Employees in will complete and file incident report form 1299.....

Standard: for each telephone complaint received.

Improved Version

Performance:

Standard:

You may notice that the performance part of a supervision goal tells an employee what is to

be done. The standard part of a supervision goal tells an employee how it is to be done,

when it is to be done, how quickly it is to be done, or applies some other form of

measurement appropriate to clarify the task and assess the outcome.

Supervision Goal

Performance:

Standard:


H6b—Supervision Goals: Guidelines for Development

There are three guidelines to consider when developing supervision goals:

The goals must not conflict with rules, laws, regulations, policies, or other guidelines

required by your organization. In other words, the goals you develop should be goals falling

within the range of authority given to you by your organization. In some cases, the goals

could describe specific ways to implement established policy. In other cases, the goals may

deal with situations not included in established policy.

Supervision goals should be developed, when appropriate, as a team effort. A team could be

the supervisor and one employee, an employee group, or the supervisor and an employee

group.

Supervision goals should be specific in terms of performance and standard. Keep in mind

that a goal is a statement of expectations. It is difficult to meet expectations if the

expectations are “fuzzy.”

Supervision Goal

Performance:

Standard:

The above goal is within policy guidelines.

Yes No

Comments:

The above goal could be modified or refined by employees.

Yes No

Comments:

The above goal is specific.

Yes No

Comments:


H7—Communications Model

Communication Test 1

1. Problems in communication are caused by which of the following:

the first and last step listed in the communications model

the two middle steps listed in the communications model

all of the steps listed in the communications model

none of the steps listed in the communications model

2. Define the following terms:

unionized

fair

play

drive

gerund

3. Draw the figure described by the communication leader.

4. Fold your paper in half.


H8—Using Feedback to Communicate Effectively

1. Methods of obtaining feedback:

Observe behaviors (what employee does).

Have employee paraphrase or repeat.

Have employee react (verbal or written).

Observe body language.

Have a group member provide a summary.

Provide opportunities for discussion.

Other

2. Methods of providing feedback:

Clarify.

Paraphrase.

Restate.

Question.

Ask for suggestions.

Other

Communication Test 2

Giving Directions. Explain to your partner how to drive from this location to your place of

work. Remember, don’t hesitate to ask for and receive feedback.


H9—Training Methods

The method you select to train your employees will depend on the amount of time available,

the competence of the employee, the materials you have available, your knowledge of the

teaching/learning cycle, the type of training to be done, and your perception of the

importance of the training. Given a specific task or activity, the degree to which the

employee is expected to perform should determine the selection of the instructional method.

In deciding how you will teach, there are four principles to consider:

1. Setting a specific performance goal, including conditions, performance, and standard

are crucial components.

Example: Given a pen and a 1299 tax form, the employee will complete the 1299, with no

errors, in less than one minute.

2. Your method should replicate the end performance desired.

3. Your method should be sensory.

Examples:

Verbal explanation

Mental pictures

Visual portrayal

Touch

Motion (doing) 4. Your method should be as “rich” as possible.

Examples:

Emotional attachment—happiness, fear, sadness, fun

Active involvement

Sense of accomplishment

Sense of working toward an important goal


H10—Training Checklist for Supervisors Use the form below to complete each item as either Yes or No.

1. Were you prepared to teach?

Yes No a. Did you determine what the employee would be able to do when the training was completed?

Yes No b. Did you determine how well the employee would be able to perform?Yes No c. Did you determine what materials you would need? Yes No d. Did you determine how long this would take?

Yes No e. Did you determine how you could make the training a sensory and/or an emotional experience?

2. Did you prepare the employee?

Yes No a. Did you explain what would be accomplished during the training session?

Yes No b. Did you explain why the activity to be learned was necessary and/ or important?

Yes No c. Did you explain your expectations (i.e., clarify the performance level)?

Yes No d. Did you check for understanding?

3. Did you present the material or activity effectively?

Yes No a. Did you demonstrate from start to finish?Yes No b. Did you demonstrate the first (small) step? Yes No c. Did you observe the employee complete the first step? Yes No d. Did you use constructive criticism or positive reinforcement after the

employee's attempt? Yes No e. Did you demonstrate the first and second step? Yes No f. Did you observe the employee complete the first and second step? Yes No g. Did you use constructive criticism or positive reinforcement after the

employee's attempt?Yes No h. Did you continue demonstrating as necessary? 4. Did you review your training efforts?

Yes No a. Did you review what was to be learned?

Yes No b. Did you review how well it was to be performed?

Yes No c. Did you review what was learned?

Yes No d. Did you review how well it was performed?

Yes No e. Did you address future expectations (e.g., at the next session, on-the-job)?

5. Did you check on learning and continue to provide constructive criticism and/or positive reinforcement?

Yes No


H11—Evaluation Guidelines

Common Mistakes

1. Fuzzy goals and expectations prior to evaluation

2. Stress on mistakes and failures

3. Halo effect

4. Lack of documentation

5. Fuzzy criticism

6. Evaluation of personality

7. Negative attitude by supervisor toward evaluation system

8. Failure to put employee at ease

9. Failure to listen to employee

10. Failure to set specific goals with employee

Effective Supervisory Behaviors

1. Achievements/accomplishments stressed

2. Specific incidents given for each item (+ and ‐)

3. Feedback obtained for each item

4. Evaluation based on documentation over entire evaluation period

5. Specific behaviors documented

6. Frequent informal evaluations given

7. Constructive criticism given for each area needing improvement:

Specific behavior noted

Alternate behavior suggested

Provided rationale for need to alter behavior

Specific goals developed by supervisor and employee where appropriate

8. Evaluation includes preview and review

9. Positive items presented first and last

10. Appropriate time given for each evaluation session


H12—Guidelines for Constructive Criticism

1. Limit your comments to behaviors or actions.

2. Refer to the behavior, not the person. Be nonjudgmental.

3. Avoid authoritative phrases such as you should, you must, I would have.

4. Be specific.

5. Have documentation.

6. Offer an alternative behavior or action.

7. Provide a reason for the employee to adopt your suggestion.

8. Your reason should answer the following question that an employee might have:

ʺWhy do it your way?ʺ

9. Offer your constructive criticism as soon after the behavior as possible.

10. Offer your criticism in private.

Example 1

I noticed that you were operating the safety catch on your machine with your left hand.

Please operate the safety catch with your right hand.

What is missing from the above example?

Example 2

I noticed that you were 20 minutes late last Thursday. I suggest that you arrive at work on

time so that you will be able to… [fill in the blank.]

Which guideline is not being followed in the above example?

Exercise

Develop two examples of constructive criticism that you might use in an evaluation

conference.


H13—Evaluation Review Test

Answer True or False for each statement.

1. My attitude toward employee evaluation will determine how effective the evaluation is

in terms of employee improvement. _____

2. The purpose of an evaluation system is to recognize the high production employee.

_____

3. The purpose of an evaluation system is to identify specific areas where employee

improvement is needed. _____

4. The purpose of an evaluation system is to build a positive working relationship between

the employee and the supervisor. _____

5. The purpose of an evaluation system is to provide a basis for promotions, increased

responsibility, changes in job assignments, and salary increases. _____

6. The purpose of an evaluation system is to provide clear expectations of employee

performance. _____

7. An evaluation system should improve communications between employees and

supervisors. _____

8. An evaluation system should be a positive experience between an employee and a

supervisor. _____

9. Evaluations should be conducted as frequently as possible for each employee. _____

10. An evaluation should be based on specific, observable behaviors. _____

11. A formal evaluation should focus on employee weaknesses. _____

12. An evaluation rating should be based on the best and worst examples of employee

performance and not the average of employee performance. _____


H14—Conflict Case Problem

Every situation involves a degree of conflict, except the rare win‐win situation. Almost every

purchase transaction involves conflict. For example, when you go to buy tickets for a

sporting event or concert, you must weigh what you want and where you want to sit with

the price of the ticket. You want both the money and the event experience. If you keep the

money, the event is lost. If you purchase the ticket, the money is lost. The ideal situation

would be to have the event and the money.

The situation becomes more complex when more than one person is involved. Consider that

in a football game, the goal is to have more points at the end of 60 minutes than the other

team. One team’s goal is in direct conflict with the goal of the other team. Most sports are not

designed to be win‐win situations.

Structure is added to the game of football in the form of rules. This makes football a con‐

trolled conflict situation. That is, although there is conflict, there are guidelines for behavior

in the conflict situation.

In addition to team goals, there are individual goals. These individual goals may or may not

help the team effort. In fact, some individual goals may be destructive to the team effort. For

example, a defensive back, in an effort to break a record for interceptions, may take more

risks and give up long passing plays rather than playing conservatively and holding the

other team to short gains.

When individuals in an organization do not accept the goals of the organization or have a

different set of goals, this is called chronic conflict. It is a long term situation which hampers

production and causes morale problems. The cause of this conflict situation is usually found

to be due to poor supervision techniques. That is, the goals, rules, and policies are either not

clear or the individuals in the organization are not motivated to achieve the goals of the

organization. There is either weak structure or a lack of consideration. In extreme cases, both

areas are missing.

How would you go about solving the following problem?

Case Problem

You have been given a new set of forms that must be completed by each employee at the end

of each day. You have been using the new forms for one week. You have received

complaints from your employees (ʺTakes too much time,ʺ ʺMickey Mouse,ʺ ʺGive me a

break!!!ʺ) and from your supervisor (ʺWhy are these always late?ʺ ʺToo many errors!ʺ ʺ Why

are these spaces left blank?ʺ).


H15—Conflict Resolution

Types of Conflict

1. Acute (short‐term, intense emotions)

2. Chronic (long‐term, less intense)

Steps that May Be Necessary in Order to Resolve Conflict

1. Defuse

Make positive statements.

Show empathy.

Be assertive.

2. Remove

Separate conflicting parties.

Provide “thinking” time.

Move to a different environment.

3. Investigate

Determine the history/background of the situation.

Review applicable rules and policies.

Examine specific actions already taken by individual parties.

Determine psychological goals of conflicting parties.

4. Provide win‐win solutions

Ask yourself, ̋ Can conflicting parties work it out?ʺ

Ask yourself, ̋ Are constraints (rules, laws, policies) understood?ʺ

Suggest positive alternatives.


H16a—Conflict Management Survey

Conflict is perceived differently by various individuals. A situation may be perceived as a

major conflict by one person while another sees it as a minor incident.

We react differently to different types of conflict. Natural inclinations influence our

reactions. Workers tend to deal with workplace conflicts by relying on personal experiences

with conflict. Yet, away from the job, workers may react differently in roles as friend, parent,

or spouse.

In the workplace, our instinctual reactions to conflict are not typically the most effective

responses. The following self‐assessment is designed to allow you to discover your natural

inclination. By becoming aware of the various choices you have, you can begin the practice

of selecting the most appropriate style for dealing with conflict in various situations. For

example, consider the following questions:

When you react to a conflict, do you consider how you feel about the situation prior

to acting on it?

When you react to a conflict, do you tend to think about the situation prior to acting

on it?

When you react to a conflict, do you tend to act first, using your instincts as a guide?

Which order best describes the order of your reaction pattern in a conflict situation?

Think, Act, Feel Think, Feel, Act Feel, Act, Think Feel, Think, Act Act, Think, Feel Act, Feel, Think


H16b—Conflict Style Survey

Consider one phase of your life (e.g., your job as worker or as supervisor). How would you

likely react to the situations below? Allocate 10 points for each situation.

Example: When people I supervise argue with each other about a personal matter, I usually

a. attempt to settle the dispute.

b. arrange a meeting to talk about the dispute.

c. offer to help the parties involved.

d. ignore the dispute.

If you put a 4 to the left of item “a” above, this indicates that you would attempt to settle the

dispute about 40 percent of the time. You would then need to allocate your remaining six

points among the other choices. You must use all 10 points for each situation.

1. When someone is verbally hostile toward me, I tend to

a. become hostile in like manner.

b. persuade the person to stop.

c. listen and try to discover the reason for the hostility.

d. leave the area.

2. When someone refuses to cooperate with me on an important task, I tend to

a. become angry.

b. explain the importance of the task.

c. ask for an explanation from the person.

d. complete the task by myself.

3. When I observe people involved in a “heated” discussion, I tend to

a. join the discussion and express my opinion.

b. join the discussion and serve as a mediator.

c. watch the discussion.

d. go away.

4. When someone is trying to take advantage of me, I tend to

a. try to change the way the other person treats me.

b. point out the disadvantages of trying to take advantage of me.

c. develop a personal plan to correct the situation.

d. accept the situation.

5. When I am involved in a dispute, I tend to:

a. find allies and involve them in the dispute.

b. use a logical approach to examining the issues.

c. look for a compromise.

d. wait for the dispute to work itself out.


6. I admire people who deal with conflict by

a. demonstrating emotional strength.

b. using a logical approach.

c. demonstrating caring and openness.

d. demonstrating patience.

7. When I have a serious verbal altercation with another person, I tend to

a. settle the dispute my way.

b. attempt to persuade the other person to see things my way.

c. be concerned, but drop the issue.

d. give up and do not worry about the issue.

8. When I see two people in the initial stages of a dispute, I tend to

a. express disappointment and concern.

b. persuade them to stop.

c. watch to see what happens.

d. leave the area.

9. Most people would say that I

a. want to get my way.

b. try to work out differences by talking.

c. am easygoing.

d. try to avoid conflict.

10. If I am in a conflict situation with another person, I usually try to

a. win by mentally overpowering the other person.

b. listen about as much as I talk.

c. listen more than I talk.

d. end up agreeing or apologizing.

11. When I am involved in an unpleasant situation with another person, I tend to

a. use humor with the other person.

b. make a joke about the situation.

c. joke about myself.

d. never use humor.

12. When talking to someone who has irritated me, I tend to

a. get angry if the person avoids eye contact.

b. maintain eye contact.

c. occasionally look away from the other person.

d. avoid looking at the other person.


H16c—Conflict Style Survey: Scoring 1. Add the total points you gave to each letter listed below.

a.

b.

c.

d.

2. Complete the bar graph below using your totals for each letter.

120

115

110

100

90

80

70

60

50

40

30

20

10

0

A B C D

Column ʺaʺ = Aggressive/Confrontation style. Column ʺbʺ = Assertive/Persuasive style.

Column ʺcʺ = Observant /Introspective style. Column ʺdʺ = Avoiding/Reactive style.

3. Add columns ʺaʺ and ʺbʺ

4. Add columns ʺcʺ and ʺdʺ

If you find that columns ʺaʺ and ʺbʺ are 22 points higher than columns ʺcʺ and ʺd,ʺ you may

have a tendency to be overly aggressive (authoritarian/structured) in your approach to

conflict management. If your score for columns ʺcʺ and ʺdʺ are 22 points higher, you may

be overly conciliatory (considerate) in your approach to conflict management.


H17a—Motivation Rules

1. The employee must know and understand the goal and must see that chances of attaining

the goal

are clear

are possible

involve a challenge. 2. The employee must know and understand procedures for reaching the goal.

3. The employee must receive positive reinforcement for goal attainment behavior.

Application of Rule 3—Part 1

List, in your team, as many ways as possible a supervisor in your organization can provide

positive reinforcement.


H17b—Application of Rule 3, Part 1

In your team, select three situations or behaviors that would be appropriate for the

application of Rule 3, and describe how positive reinforcement could be provided.

Situation 1:

Situation 2:

Situation 3:


H18—Motivation

Characteristics of Effective Employees

Effective employees are those who have a desire to succeed at work. Such motivated

employees

1. reflect a high level of self‐esteem

2. exhibit a high level of confidence in self and others, including supervisor

3. feel accepted

4. feel trusted and trust others, including supervisor

5. feel valued by organization, including supervisor and peers

6. have a clear understanding of goals, objectives, procedures, and expectations

7. feel work matches personal interests, aptitudes, abilities, and expectations.

Characteristics of Effective Supervisors

Effective supervisors facilitate employee success by:

1.

2.

3.

4.

5.

6.

7.


H19—Decision Making

Rule: Involve people, when possible, in decisions you must make.

Case Problem

You supervise a staff of 10 employees. You must have at least eight employees on duty in

your department in order to complete the work that must be done each day. Each employee

has earned two weeks of vacation. Vacation schedules are due Monday of next week.

How would you resolve this case problem?

What skills would you need to use in order to resolve this case problem?


H20—Types of Decisions

1. Job‐Oriented

Examples:

a. Scheduling employees

b. Job assignments

c. d. e.

2. People‐Oriented

Examples:

a. Special requests

b. Employee‐employee chronic conflict

c. d. e.

Steps in Making a Decision Only You Can Make

1. Write and edit your supervision goal(s)

Your goal(s) and/or

An employee goal(s)

2. This is the desired outcome of your decision.

3. Write and edit your standard(s).

4. This is how well you want to measure accomplishment of your goal.

5. List possible alternative decisions.

6. Collect and/or review data for each alternative.

7. Compare effort needed to achieve outcome for each alternative.

8. Select best alternative—that is, the alternative that will accomplish the goal and meet

your standard with the least negative consequences.

Activity: As a team, use the above six‐step model to decide how to schedule vacation time for

the previous case problem in H19.


H21—Decision‐Making Guidelines

1. Involve those affected by the decision by

providing information and opinions

gathering information and opinions

communicating (two‐way) alternative outcomes

communicating constraints (policy, rules, budget)

offering choices

delegating, when appropriate. 2. If you break the involvement rule, communicate

the reason for breaking it

how the decision was made

why the decision was made. 3. The involvement rule is important because

staff will grow through two‐way communication

most people are more motivated to complete tasks when they help decide something

about the task

involvement builds a sense of responsibility

two‐way communication builds teamwork and team spirit

involvement builds a sense of ownership

open communication lines offer an opportunity to clarify what the job is and how the

job is to be done. 4. The involvement rule does not

reduce the supervisorʹs authority

apply to whether or not the job will get done

reduce the supervisorʹs responsibility.


H22a—Counseling Skills (Supervisor)—Problem 1

Case Problem

A new employee has been assigned to your section. The employee has 80 to 100 telephone

contacts with persons outside the organization. The employee has been under your

supervision for two weeks. You have received two complaints from persons outside the

organization regarding your new employee. From the complaints, it would appear that the

employee is being rude and/or sarcastic on the telephone. You have decided to counsel the

employee.


H22b—Counseling Skills (Employee)

Case Problem

You have been employed for one week. Your job includes taking 80 to 100 telephone calls

daily from persons outside the organization. You were trained in this task by a fellow

employee. Your training for this task lasted about one hour. You noticed that about 25% of

your calls are from people who seem upset and/or angry. You have been somewhat offended

at the language some of these callers have used. Just today, 10 callers directed profanity at

you. You feel you have done a good job of dealing with these people.

Your supervisor will meet with you shortly. Answer any questions your supervisor may ask

you. Make your answers as short as possible.


H23—Counseling Guidelines 1. Establish a relaxed atmosphere.

2. Engage in informal conversation (i.e., chit chat).

3. Provide positive remarks (unrelated to present issue).

4. State the reason for the session.

5. Provide specific observations, facts, incidents.

6. Identify the consequences of the observed behavior, OR ask the employee how you

might be of service.

7. Employ nondirective, nonjudgmental questions and statements, NOT accusatory or

patronizing ones, such as the following:

Why did you do it? Did you have to deal with it in that manner? You should have . . . I would have . . .

8. Listen.

9. Maintain appropriate eye contact and posture.

10. Use open‐ended questions and statements.

11. Prompt employee for additional information.

12. Paraphrase and clarify what the employee has said with

I hear you saying . . . Do you mean. . . or . . .

13. Clarify any rules or expectations you have.

14. Use two‐way communication to develop a positive plan for meeting expectations of the

employee, yourself, or the organization.


H24—Counseling Skills (Supervisor)—Problem 2

Case Problem

You supervise five employees. One of the five employees has been employed only three

weeks. The new employee has not said very much to you or the other employees. You have

noticed that the new employee has not been doing his/her fair share of work for the past

week. Each day the new employee seems to do less and less. You have had to do more and

more work in order to make up for the lack of effort on the part of the new employee.

Short‐term goal:

Long‐term goal:

What would you do?


H25—The Supervisory Guide 1. What is my specific goal?

What am I to do?

What are my employees to do?

How well is this to be done? (Be specific.) 2. What resources will I need to accomplish the goal?

Time

Materials

Personnel

Funds 3. How should this goal be communicated? (List a minimum of two ways.)

4. What training will be required?

5. How will decisions be made? Will there be group involvement?

6. How will individual performance be evaluated?

7. What opportunities will I have to offer positive reinforcement?


H26—Workshop Evaluation Form

Location __________________________ Instructor _________________________

Course Title _______________________ Date _____________________________

Please rate the following:

Poor Excellent

1. Organization of the course 1 2 3 4 5

2. Content of the course 1 2 3 4 5

3. Quality of instruction 1 2 3 4 5

4. Use of training aids 1 2 3 4 5

5. Course materials 1 2 3 4 5

Circle an answer in questions 6–8.

6. The length of the course was

a. too long.

b. too short. c. just right.

7. Did the course meet your expectations? ❑ Yes ❑ No

8. Would you recommend this course to others? ❑ Yes ❑ No

Please write on the back if you need additional space to answer questions 9–11.

9. What were the strong points?

10. What do you think could be improved?

11. Do you have any general comments?

PLEASE FILL OUT AND RETURN AS YOU LEAVE. THANK YOU.

Effective Supervision - cteresource.org · Effective Supervision Instructor Manual revised and...

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