How to Train Employees to Be Supervisors

8/12/2019 How to Train Employees to Be Supervisors

1/42

How to Train Employees to BeSupervisorsNSAA/NASC Joint Middle Management

Conference April 16-18, 2007

Presentation by

Robert BlackDean, Government Audit Training InstituteGraduate School, USDA


2/42

TEST

Which role is the most challenging?

Manager?Supervisor?

Employee?


3/42

Questions to Consider in Training

Employees to be Supervisors

1. Does every employee want to be a

supervisor (want to move up)?

2. Can every employee be an effective

supervisor?

3. How do you know when an employee is

ready to be a supervisor?

4. Should an employee be trained first, then

moved up, or moved up then trained?


4/42

This Discussion Will Cover:

The various responsibilities of a supervisor

3 steps to developing a supervisorThe adjustments required for moving from

staff to a supervisory role

Power, personal styles, performanceGen Xers, the New Millennialsretention

and motivation


5/42

Definition of a Supervisor

One who supervises others by assigningand monitoring tasks.


6/42

Think about it

Responsibility cannot bedelegated.


7/42

Individual Exercise

Write down as many duties, functions,

responsibilities that you can think of that

should be performed by a supervisor.

Take one minute to make a list

You may be asked to share it with the group


8/42

Multi-dimensional Role of a

Supervisor

Assign tasks

Monitor work

Provide OJT

Coach

Discipline

Counsel

Influence

Control quality

Assess performance

Ensure EEO

compliance

Enforce policy andrules

Administer leave

Communicate rules,policies, objectives

Run meetings


9/42

Food for Thought

A manager [supervisor (added)] has got to

remember that he is on stage every day.

His people are watching him. Everything

he does, says, the way he says it, sendsoff clues to his employees. These clues

affect performance.

(Manager quoted in First Break All the Rules:What the Worlds Greatest Managers Do

Differently, Simon & Schuster, 1999)


10/42

Performance

What are the key components of a persons

performance?

Performance = Ability + Support + Motivation


11/42

How to Approach Developing a

Supervisor

I. Ensure employee learns the basic

technical aspects of the job

II. Set expectations - plan together by

writing down steps leading to a

supervisory role/teach HR role

III. Follow through and always model the

expected behavior


12/42

Step I. Learning the Job Basics

Assume this is an auditor position; the

auditor must be able to (among other

things):

Research

InterviewPrepare working papers

Understand auditing standards


13/42

Preparing Staff for a Supervisory

Role

There are two main roles for which staff

must be trained:

1. Technical

2. Human relations


14/42

Segments of Development

Formal training

On-the-Job trainingJob experiences

Individual development plan (IDP)


15/42

Technical Role of the Supervisor

Define audit objectives and scope

Determine methodology

Develop audit guidelines

Segment work into tasks

Delegate and assign tasks to staff

Monitor audit progress

Review evidence and working papers

Review report products


16/42

Step II. Set Expectations and

Teach HR Role

This step involves a combination of

discussions, demonstrations, instruction,

modeling

Timing as to when to start and when to

carry out these functions is dependent on

circumstances and judgment


17/42

Human Relations Role of

Supervisors

Set expectations

Provide OJT and feedback

Monitor staff performanceAppraise staff performance

Identify developmental needs

Manage conflictDiscipline


18/42

Creating a Climate for Productivity

Communicating

Motivating

Optimizing diversity


19/42

Required Adjustments from Staff to

Supervisor

In order for a staff person to become a

supervisor, that person must make

adjustments in 3 areas:

1. Role

2.Attitude

3. Skills


20/42

Examples of Adjustments

1. ROLE

Old ROLE to new:

Direct control over

results toindirect ctl.Work with peers to

supervise former

peers

Follow policies to

interpret policies

Requ ired adjustm ents:

Accept less direct

controlMaintain role of

leader

Represent the

organization


21/42

Adjustments to 2. ATTITUDES

Old ATTITUDES to new

Desire to/willingness to:

Be well liked/praise or

criticize others

Avoid conflict/deal

with conflictCompete with others/

develop cooperation

Required adjustments:

Accept new power &

relationships

Expect conflict

Shift focus to team


22/42

Adjustments to 3. SKILLS

Primary emphasis ontechnical skills togreater emphasis onhuman skills andbroader goals:Preparing working paperstoreviewing

Outlining and drafting

report segments tore-viewing for compliancewith audit prog., policies,and standards

Required adjustments:

Improve skill at findingholes in evidence,support, etc.

Improve skill at reviewing,communicating, andadvocating reports tohigher levels


23/42

POWER is now MINE!

Power is the ability to influence the actionsof others.


24/42

POWER!

Formal

Legitimate

Coercive

Reward

Informal

Expert

Referant


25/42

Personal Styles

In order to become a supervisor, staff

must:

a. Recognize their own managerial and

interpersonal styles, and

b. Improve their effectiveness with

subordinates


26/42

III. Followthrough & Modeling

In training staff to become supervisors,

you must teach and model behaviors for

them; for example:

Personal styles of managing

How to conduct meetings

How to handle conflict

Focusing on performance


27/42

Myers Briggs Type Indicators

Extravert (E)

Sensing (S)

Thinking (T)

Judging (J)

Introvert (I)

iNtuiting (N)

Feeling (F)

Perceiving (P)


28/42

Think About It

Responsibility cannot be delegated.

Supervisors are accountable for what

others do.


29/42

Working with Staff Performance

Challenges

Performance system elements:

Task

Direction

Resources

Consequences

Feedback

Performer


30/42

Meetings

Types of meetings:

Decision making

Problem solving

Planning

Feedback

Presentation


31/42

Planning a Meeting

Desired outcomes -

objectives

Who (depends onobjectives)

Type: feedback,

decision making, etc.Length

Timing

Agenda

Process

Roles (presenter,

facilitator, recorder,

etc.)

Decision process


32/42

Managing Conflict

Types of conflict

Technical

Interpersonal

Aspects of conflict

Destructive

Constructive


33/42

Conflict Management Styles

Competeposition allows it; agreed to

Avoidunimportant issue; time not right

Compromisesome leeway; resources limited

Accommodaterelationships more important

Collaboratecommitment to cooperation; time


34/42

Motivation

A. Maslow (40s & 50s)

B. Herzberg (50s &

60s)

C. Deci (1970s)

A. Hierarchy of needs

satisfy one and move

up (5 needs)

B. Motivators andhygiene

(maintenance) factors

C. Intrinsic motivation


35/42

Intrinsic Motivation

Stems from the innate sense of

accomplishment and enjoyment one gets

from doing good work

We do something because it is worth

doing

Performing the work makes us feel good

about ourselves; we feel competent and incontrol


36/42

The Question is NOT how to

motivate others, but

how can leaders createconditions under which others

will motivate themselves.


37/42

Perspectives on One Generation

Motivating Another

Matures

Baby Boomers

Gen Xers

New Millennials

Born before 1945

Born 1945 -1964

Born 19651979

Born 1980 +


38/42

New Values in the Workplace -

A Retention Issue

Gen Xers and New Millennials haveessentially said to their managersthe

Matures and especially the BoomersWe dont share your definition of success.We define success differently and willpursue other rewards for our work.

Motivating the Whats In It For Me?

Workforce, Cam Marston, 2005


39/42

How Different Are They?

For them

Jay Leno has ALWAYS been host of TheTonight Show (Johnny Carson WHO?)

TV without cable is inconprehensible

The Cold War is just in history booksGoing to the moon is old science


40/42

Its not about the workday

its about the end result.

Younger workers look at what they

accomplished, not how many hours theyworked in a day

Up and coming supervisors have differentvalues/expectations; their superviseesalso different


41/42

Conclusions

The supervisory role is complex and

challenging

3 steps to developing new supervisors:

train (technical & HR)

set expectations for changing role

model behavior (e.g., conflict management)

Understand the new workforce in order to

motivate and retain


42/42

Contact Information

Robert Black

Dean, Government Audit Training Institute

and Financial Management

Graduate School, USDA

Phone: 202-314-3560E-mail: [email protected]

How to Train Employees to Be Supervisors

Documents

Transcript of How to Train Employees to Be Supervisors