Supervision Essentials I Facilitated by: Jan Dwyer Bang, MBA, CSP Boundless Results.
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Transcript of Supervision Essentials I Facilitated by: Jan Dwyer Bang, MBA, CSP Boundless Results.
“Let us be the ones who say we do not accept that a child dies every three seconds simply because he does not have the drugs you and I have. Let us be the ones to say we are not satisfied that your place of birth determines your right for life. Let us be outraged, let us be loud, let us be bold.” - Brad Pitt
Performance OutcomesUpon successful completion of this course you will be able to
• Define and describe your attributes as a supervisor and leader.
• Understand your unique operating environment as a supervisor.
Performance OutcomesUpon successful completion of this course you will be able to
• Identify your legal responsibilities as a supervisor.
• Explain the use of performance development planning.
Performance OutcomesUpon successful completion of this course you will be able to
• Employ performance improvement in any situation.
• Create a positive and motivating environment for your staff
More RESOURCES
For the Slides for this course, plus a MYRIAD of additional resources:
www.JanDwyerBang.com/Supervisory
A Few Norms
Confidentiality
Have Fun!Start and End on time
Respect other Opinions
Be open to Learning
Biggest Challenge
Motivating employees
Balancing production with leadership
Keeping up with stretch goals of direct reports
Dealing with conflict
Performance improvement/progressive discipline
Dealing with micro management
Dealing with two managers sharing the same staff person
Management team
Becoming familiar with structures and expectations
#1 Topic
Coaching and mentoring
What does support look like?
How to align managerial principles
Conflict resolution and having those difficult discussions
What interview questions help managers find self-starters
Capacity!
Legal responsibilities
Confidentiality
Listening
Recognition Observe your selected leader
throughout the three days. Be prepared to share your 30 seconds observations on how that person demonstrated leadership
Table Introductions
Name
Role: What does TPCHD pay you to do?
How long have you been a supervisor?
Something others don’t know about you
Think about your favorite supervisor. What
qualities did/does that person possess?
Characteristics of a Good Supervisor
Good communication skills Team builder
High Integrity Knowledgeable about state policies
Develops people Manages changes
Able to manage time Gives recognition
Ability to coach Empowers others
Constant learner Holds people accountable
Good delegator Deals with conflict
Life in the Buffer Zone
• You may feel caught in the middle between differing points of view and conflicting expectations.
• You will be held accountable for meeting your manager’s expectations and keeping your employees satisfied.
Responsibilities of Supervisors
Policies, rules and
regulations that govern
work
Proper conduct in
the working group
Objectives and goals of the job and
group
Ways to improve and develop self
Performance standards
and expectations
Methods of accomplishing
duties
Duties and tasks
Employee
7 Elements Employees need to know
Objective Duties and tasks Accepted methods
Performance standards
Improvement Policies and rules
Team Norms
Small Group Activity1. Read your assigned tips on page 11 and
flesh out your tips with real-life examples, pitfalls, or additional strategies
2. Flesh out additional ideas for your assigned unique situation on page 8
3. Brainstorm ways to be an effective supervisor in the “buffer zone” (refer to page 7)
Effective leadership is putting first things first. Effective management is discipline, carrying it out.
~ Stephen Covey
If your actions inspire others to dream more, learn more, do more and become more, you are a leader.
-John Quincy Adams
Life-fulfilling work is never about the money –when you feel true passion for something, you instinctively find ways to nurture it.
- Eileen Fisher, who founded her line of eco-friendly organic women’s clothing
Servant leaders ask, “What could I have done differently that would have permitted these people to be as great as they could be?”
Jim Collins, Good to Great
Traditional v. Relational Supervision
TRADITIONAL: RELATIONAL:
Identify issues to be addressed Create relationship with employee
Explain rules clearly Clearly present the problem
Explain consequences Get employee’s perspective
Offer possible solutions Engage in problem-solving
Request/direct person to comply Help employee commit to action steps
The relational approach differs from traditional approach in two ways: The emphasis on helping employees develop problem-solving skills and in the way supervisors behave toward staff.
Point Counter PointTraditional Supervision – Read pages 27-
31
Relational Supervision – Read pages 30-31
Both groups prepare your points and the other side’s counter points.
Workers don’t leave their jobs; they leave their supervisors.
When was this true of you (Or someone you know).
What specifically caused you/them to leave their supervisor?
What could the supervisor have done differently to keep you (or the person you know?)
Group ActivityTime: 50 minutes
1. Arrange the steps to state recruitment in chronological order (Use envelope Jan will pass out – Jan will pass out the “Answer Key” after your group has finished)
2. Complete the Interview Question Quiz (See handout in your folder – we will grade the quiz as a class after this activity)
3. Read/scan pages 39-41 – what tips stood out for you?
4. Read job description (See handout Jan will pass out) and conduct a job analysis
5. Each group create 5-7 Behavioral-Based Questions based on job
6. Share “Best Practices” for planning & conducting effective Panel Interviews (Write on Card Stock)
7. Discuss the term “Total Compensation” – how does a supervisor affect “total compensation?”
Workplace Environment
Performance Management•Performance Planning•Coaching/Mentoring•Leading employees out of performance lethargy
Work/Life Balance•FMLA without guilt•Tele-working•Personal time hours
Office Environment•Professional level office furniture•Lighting, ventilation•Ergonomic analysis
Workplace Culture•Caring, empathetic•Communication as a core value•Supports management
Quick Review
1. What is the best predictor of future behavior?2. Why are job descriptions important?3. Should you take notes in an interview?4. What preplanning should be done before an
interview?5. Is this a closed-ended or open-ended question, “Can
you drive a semitrailer?” 6. What does “total compensation” mean and what are
specific examples of how a supervisor can make a positive impact in an employee’s total compensation.
Communication Styles Group Questions
1. What are the 3 strengths of your style?
2. What are the 2-3 weaknesses of your style?
3. What is something others don’t know about your style?
4. How do you like to be managed?
5. What do you need from the team to be effective?
6. What is your most challenging style (and why) and what can you
do to better communicate with that style?
7. If you had a “slogan” for your style – what would it be?
Four Step Expressing Model
1. Assess yourself
2. Make a “door opener” comment
3. Send your message
4. Check for understanding
Communication Styles• Passive – Behavior that avoids expressing opinions or
feelings. The person ignores his/her rights that are important to him/her. The passive style is designed to avoid conflict at all costs.
• Aggressive – Behavior which a person stands up for his/her rights in a way that violates the rights of another. The goal is to win at all cost.
• Assertive - Behavior in which individuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without violating the rights of others. It is a direct, honest, and appropriate expression of one’s feelings, opinions, and beliefs. It is “give and take.” The goal is to achieve win-win in communication.
Communication AssignmentsBefore you begin – each person shares his/her communication style
• Page 53 – Situation 3• Pages 54-55 – Situation 2 and 4 – Note: For extra credit,
discuss Situation 5• Page 56 – Situation 1 and 2• Situation on Page 59• Read Active Listening on page 62• Read the Blocks to Listening on pages 63-64 – Each
person share – “what are my blocks?” Have a discussion – what are some ways to overcome some of the listening blocks? (Choose 1 or 2 listening blocks and chart ways to overcome those blocks)
• Each person does the Self-Check on Listening on p 65• Read the TIPS of Listening – pages 66-67• Read page 68 • Do the Paraphrasing exercises on page 71 (#1, #4, #5)
“Before you examine the body of a patient, be patient to learn his story. For once you learn his story, you will also come to know his body.” -Suzy Kassem, Rise Up and Salute the Sun: The Writing of Suzy Kassem
Teaching v. Coaching
A teacher shows or tells.
A coach helps another see or do for themselves.
Continuum of Learning
Teaching Coaching
New employees Experienced employees
Learning Styles
• Discuss what is your preferred learning style.
• How can you use this information to help your own learning?
• How can you use this information to be a better teacher or coach to your team members?
Motivating Others
Motivating Factors De-motivating Factors
Achievement Aggression
Recognition Apprehension
Interesting duties Inflexibility
Responsibility Others?
Opportunity for growth
Recognition provides the positive reinforcement for employees to do their best work
The new generation of workers want to do work that matters
Recognition provides that low-cost way of encouraging higher levels of performance
Why Rewards and Recognition Why Rewards and Recognition MatterMatter
Generation Timelinefrom Mixing and Managing Four Generations of Employees
Greg Hammill
1922-1945 1946-1964 1965-1980 1981-2000
Veterans, Silent's, Traditionalists
Baby Boomers Generation X, Gen X, Xers
Generation Y, Gen Y, Millennial, Echo Boomers
Generation Timelinefrom Mixing and Managing Four Generations of Employees
Greg Hammill
Veterans, Silent's, Traditionalists
Baby Boomers Generation X, Gen X, Xers
Generation Y, Gen Y, Millennial, Echo Boomers
•Respect for authority•Conformers•Discipline
•Optimism•Involvement
•Skepticism•Fun•Informality
•Realism•Confidence•Extreme fun•Social
Generation Timelinefrom Mixing and Managing Four Generations of Employees
Greg Hammill
Veterans, Silent's, Traditionalists
Baby Boomers Generation X, Gen X, Xers
Generation Y, Gen Y, Millennial, Echo Boomers
•Hard work•Duty before fun•Adhere to rules
“Your experience is respected”
•Workaholics•Work efficiently•Desire quality•Question authority
“You are valued, you are needed”
•Eliminate the task•Self-reliance•Want structure and direction•Skeptical
“Do it your way, forget the rules”
•Multitasking•Tenacity•Entrepreneurial•Tolerant•Goal oriented
“You will work with other bright, creative people”
Employee Performance Management System
• Job Content and Classification
• Staffing
• Training, Development and Career Development
• Performance Planning and Appraisal
Effective Performance Management
• Employees know what is expected of them
• Employees are linked to organizational mission
• Successful performance is recognized and rewarded
• Poor performance is dealt with
• Communication and feedback are ongoing
Progressive Discipline
• Define expectations
• Notify employee of deficiencies/inappropriate behavior
• Reprimand inappropriate behavior
• Discipline
The Power of Positive Discipline
Step 1: Provide Coaching
Step 2: Issue a verbal warning
Step 3: Prepare a written warning
Step 4: Conduct a formal meeting
Step 5: Monitor performance
Step 6: Follow up
A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable.
-The Wisdom of Teams by Jon R. Katzenbach and Douglas K. Smith
Structural Elements of Effective Teams
•Clear team goals, measurements, and expected results
•Team Norms
•Individual and Shared Team member roles/responsibilities
•Operating procedures/processes
•Clear and open communication
A document that defines the purpose of the team, how it will work, and what the expected outcomes are. A team charter is a “road map” and includes the following:
• Purpose (mission)• Key objectives and goals • Processes• Team responsibilities• Resources
Team Charter
Team Values –Outlines what your team stands for
Team Operating Guidelines – Describes how the team will govern itself (For example: Communication, conflict; delegation; decision making; meetings)
Team norms - Set of rules or guidelines that a team establishes to shape the interaction of team members with each other and with employees who are external to the team. Once developed, team norms are used to guide team member behavior.
Cohesive teams…
Make better, faster decisions
Tap into skills and opinions of all members
Avoid wasting time and energy on politics,
confusion, and destructive conflict
Create a competitive advantage
Are more fun to be on!
Adapted from Five Behaviors of a Cohesive Team, based on the book by Patrick Lencioni, The Five Dysfunctions of a Team
The Five Behaviors of a Cohesive Team Model
Modeling of vulnerability-based trust Relationship and community-building Team Charter
• Clear expectations• Clear modes of operating (conflict, decision
making, standard processes)• Clear roles and responsibilities
Understanding styles of communication
How to Build Trust
The Seven Dynamics of Change
1. People will feel awkward, ill-at-ease and self-conscious.
Key Strategy: Communicate the change.
Common wonder: “I wonder if I’ll ever get used to the new way.”
2. People will think about what they give up.
Key Strategy: Don’t try to sell the benefits of the change effort initially. Legitimize the losses, and allow them to mourn.
Common wonder: “I wonder how I’ll get along without _______.”
The Seven Dynamics of Change3. People will feel alone even if everyone is going through the
change.
Key Strategy: Structure activities that create involvement. Encourage them to share ideas and work together to help each other.
Common wonder: “I wonder why I’m the only one in this mess.”
4. People can handle only so much change.
Key Strategy: Set priorities, and go for the long run.
Common wonder: “I wonder when they’ll stop changing the rules on me.”
The Seven Dynamics of Change
5. People are at different levels of readiness for change.
Key strategy: Don’t label or pick on people. Recognize that some people are risk-takers and others take longer to feel secure.
Common wonder: “I wonder if I’ll ever catch up.”
6. People will be concerned that they don’t have enough resources (Time, money, skills, etc.).
Key Strategy: Encourage creative problem solving.
Common wonder: “I wonder where I’ll ever find what I need.”
7. If you take the pressure off, people will revert back to old behaviors.
Key Strategy: Keep a focus on maintaining the change, and manage the journey.
Common wonder: “I wonder what that was all about.”
The Seven Dynamics of Change
Gleicher’s Change Formulaf = d, v, k > pc
If you want the energy to make a change, it is a function of 3 things:
• d=d=dissatisfactiondissatisfaction
• V =vision
• K =knowledge
• pc = perceived cost to me
The Four-Step Change Model
• Phase 1: Denial – There are feelings of numbness, a “this isn’t happening” feeling. Disbelief.
• Phase 2: Resistance – There is self-doubt, anger, depression, anxiety, frustration.
• Phase 3: Exploration – There is a focused energy on the future. There is a re-inventing of self and a time of excitement.
• Phase 4: Commitment – There is a renewed focus on a plan with a new mission and action plans to make this new change work.
Denial Resistance Exploration Commitment
Seek more information about the change.
Talk with others who will be affected by the change.
Understand the proposed change and try to understand the real impact on you.
Identify and explore your concerns with the change.
Bring your losses out in the open.
Talk with others who can listen to your feelings, thoughts, and perspective.
Get feedback on your ideas.
Seek people who have experienced similar changes.
Celebrate your movement in this change process.
Don’t expect everyone to be where you are in the stage.