Supervision Essentials I

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Supervision Essentials I
Facilitated by Jan Dwyer Bang, MBA,
CSP Boundless Results
Department of Enterprise Services
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Performance Outcomes

• Upon 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.

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Performance Outcomes

• Upon successful completion of this course
  you will be able to
• Identify your legal responsibilities as a
  supervisor.
• Explain the use of performance development
  planning.

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Performance Outcomes

• Upon 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

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Questions?
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Parking Lot
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Leadership Resources
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A Few Norms
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A Few Norms
_at_jandwyerbang.com My BLOG is www.BoundlessResults.
com
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A Few Norms
Have Fun!
Start and End on time
Confidentiality
Be open to Learning
Respect other Opinions
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Recognition

• Observe your selected leader throughout the
  three days. Be prepared to share your 30
  seconds observations on how that person
  demonstrated leadership

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Introductions

• Name/Agency
• What does the state pay you to do?
• How long have you worked for the state?
• How long have you been a supervisor?
• Think about your favorite supervisor. What
  qualities did/does that person possess?

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Role and Responsibility of the Supervisor
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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
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Letting Go

• Success means letting go of operating duties and
  taking on new challenges

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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
  managers expectations and keeping your employees
  satisfied.

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Responsibilities of Supervisors
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Responsibilities of Supervisors



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Responsibilities of Supervisors
Objective Duties and tasks Accepted methods
Performance stds Improvement Policies and rules

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Responsibilities of Supervisors



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Tips for New Supervisors

• Form groups of 3-4
• Read your assigned tips on page 11
• Flesh out your tips with real-life examples,
  pitfalls, or additional strategies

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Management

• Communicating
• Guiding
• Planning
• Inspiring
• Organizing
• Controlling
• Evaluating
• Goal Setting

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Leadership

• Understands their teams goal
• Encourages others to move together toward the
  goal
• Self-improvement for self and others
• Help others move in a positive direction
• Is self-aware

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• Effective leadership is putting first things
  first. Effective management is discipline,
  carrying it out.
• Stephen Covey

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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 employees 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.
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Point Counter Point

• Traditional Supervision Read pages 27-31
• Relational Supervision Read pages 30-31
• Both groups prepare your points and the other
  sides counter points.

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Workers dont 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?)

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Recruitment, Selection and Hiring
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Types of Interviews

• Informational
• Pre-screening
• In-depth
• Structured
• Unstructured

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Types of Interview Questions

• Behavioral-based
• Technical
• Situational
• Willingness

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What NOT to Ask

• Age
• Sex
• Legal status/place of birth
• Social/political affiliations
• Marital/family status
• Race or ethnic background

• Religion
• Disabilities
• Arrest record
• Sexual orientation
• Military status or history

There are some job-related exceptions
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Total Compensation
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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

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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 employees total
   compensation.

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More RESOURCES

• For the Slides for this course, plus a MYRIAD of
  additional resources
• www.JanDwyerBang.com/Supervisory

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Communication Styles Group Questions

1. What are the strengths of your style?
2. What are the weaknesses of your style? What is
   the dysfunction of this style?
3. What is something others dont know about your
   style?
4. How do you like to be managed?
5. What do you need from the team to be effective?
6. How do you like to be communicated with?
7. What is your most challenging style (and why) and
   what can you do to better communicate with that
   style?

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Communication
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Four Step Expressing Model

1. Assess yourself
2. Make a door opener comment
3. Send your message
4. Check for understanding

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Communication Styles

• Passive
• Aggressive
• Assertive

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Communication Styles

• Passive - The person violates his or her own
  rights by ignoring his/her rights that are
  important to him/her. Or by permitting others to
  infringe on his/her rights. The passive style is
  designed to avoid conflict at all costs.
• Aggressive - Behavior in 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 a person stands up
  for his/her rights in a way that does not violate
  someone elses rights. It is a direct, honest,
  and appropriate expression of ones feelings,
  opinions, and beliefs. It is give and take.
  The goal is to achieve win-win in communication.

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Communication Assignments

• Before you begin each person shares his/her
  communication style
• Page 53 Situation 3
• Pages 54-55 Situation 2 and 4
• 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?
• 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)

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Active Listening

• Difference between hearing and listening
• Active listening involves three steps
• Hear the words
• Figure out their meaning
• Respond in your own words

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Active Listening Techniques

• Clarifying questions
• Open-ended questions
• Paraphrasing
• Neutral comments
• Reflective/supportive comments
• Summarizing language

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Coaching and Motivating Others
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Steps in Problem-Solving

• State the problem clearly
• Collect relevant information
• List all possible solutions
• Select the desired result
• Choose one solution
• Plan for implementation

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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?

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Teaching v. Coaching

• A teacher shows or tells.
• A coach helps another see or do for themselves.

Continuum of Learning Continuum of Learning Continuum of Learning
Teaching Teaching Coaching

New employees Experienced employees Experienced employees
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Motivating Others
Motivating Factors De-motivating Factors
? Achievement ? Aggression
? Recognition ? Apprehension
? Interesting duties ? Inflexibility
? Responsibility ? Others?
? Opportunity for growth
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Performance Management
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Employee Performance Management System

• Job Content and Classification
• Staffing
• Training, Development and Career Development
• Performance Planning and Appraisal

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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

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Completing a Performance and Development Plan
(PDP)

• PART 1 Key Results
• - Write results simply and briefly
• - Use S.M.A.R.T. criteria
• - Avoid subjective terms
• PART 2 Key Competencies Expected
• - Be thorough and specific
• - Identify how to demonstrate what is
  excellent

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Completing a Performance and Development Plan
(PDP)

• PART 3 Organizational Support
• - Employee identifies what they need to be
  successful
• PART 5 Performance Feedback
• - Assessment should be consistent with other
  feedback provided (no surprises!)
• - Clearly state demonstration of competencies
  rather than individual steps

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Performance Management

1. What elements should be completed BEFORE the
   evaluation period?
2. What is the difference between results and
   competencies?
3. Share 2 tips on writing key results
4. Share 2 tips on writing competencies
5. What parts of the PDP should be completed at the
   end of the performance period?
6. Where on the form do you write learning
   opportunities?
7. Part 3 of the form is Organizational support
   what does this mean?
8. What should a supervisor do before, during, and
   after the performance period?
9. What is the difference between Corrective Action
   and Discipline Action?
10. What are the main points that a supervisor needs
    to know about Progressive Discipline?

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Corrective and Disciplinary Action

• Corrective Action
• Letter of expectation
• Letter of concern
• Counseling session
• Performance Improvement Plan

• Disciplinary Action
• Oral reprimand
• Letter of Reprimand
• Reduction in Pay
• Suspension
• Demotion
• Termination

Always consult your collective bargaining
agreement and Human Resources consider taking
Department of Personnels Just Cause class.
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Progressive Discipline

• Define expectations
• Notify employee of deficiencies/inappropriate
  behavior
• Reprimand inappropriate behavior
• Discipline

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Generation Timelinefrom Mixing and Managing Four
Generations of EmployeesGreg 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
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Generation Timelinefrom Mixing and Managing Four
Generations of EmployeesGreg 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
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Generation Timelinefrom Mixing and Managing Four
Generations of EmployeesGreg 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
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Change Management
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The Seven Dynamics of Change

• People will feel awkward, ill-at-ease and
  self-conscious.
• Key Strategy Communicate the change.
• Common wonder I wonder if Ill ever get used
  to the new way.
• People will think about what they give up.
• Key Strategy Dont try to sell the benefits of
  the change effort initially. Legitimize the
  losses, and allow them to mourn.
• Common wonder I wonder how Ill get along
  without _______.

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The Seven Dynamics of Change

• 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 Im the only one in
  this mess.
• People can handle only so much change.
• Key Strategy Set priorities, and go for the
  long run.
• Common wonder I wonder when theyll stop
  changing the rules on me.

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The Seven Dynamics of Change

• People are at different levels of readiness for
  change.
• Key strategy Dont label or pick on people.
  Recognize that some people are risk-takers and
  others take longer to feel secure.
• Common wonder I wonder if Ill ever catch
  up.
• People will be concerned that they dont have
  enough resources (Time, money, skills, etc.).
• Key Strategy Encourage creative problem
  solving.
• Common wonder I wonder where Ill ever find
  what I need.

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The Seven Dynamics of Change

• 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.

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Change always comes bearing gifts.  -Price
Pritchett
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Change
The only difference between a rut and a grave is
their dimensions.  -Ellen Glasgow
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Gleichers Change Formula

• f d, v, k gt pc
• If you want the energy to make a change, it is a
  function of 3 things
• ddissatisfaction
• V vision
• K knowledge
• pc perceived cost to me

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The Four-Step Change Model

• Phase 1 Denial There are feelings of numbness,
  a this isnt 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.

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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. Dont expect everyone to be where you are in the stage.
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Factors to Consider During Change

• Degree of resistance
• Target population
• The stakes
• Time frame
• Expertise
• Dependency

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Managing Groups and Teams
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Stages of Group Development

• Tuckman Model
• Forming ?
• Storming ?
• Norming ?
• Performing ?
• Adjourning

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Managing Risk

• Identify the risk
• Analyze the risk
• Develop a plan to address the risk
• Implement the plan
• Track the plan
• Adjust the plan

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Differences Between Burnout and Stress

• STRESS
• Over-engagement
• Over-reactive emotions
• Urgency and hyperactivity
• Loss of energy
• Leads to anxiety disorders
• Primary damage is physical

• BURNOUT
• Disengagement
• Blunted emotions
• Helplessness and hopelessness
• Loss of motivation
• Detachment and depression
• Primary damage is emotional

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Final Quiz

1. What does life in the buffer zone mean?
2. What is 1 thing you can do to effectively
   supervise staff that you were once peers with?
3. As a supervisor, you need to make sure every
   employee knows 7 things. What are they?
4. What does contrary evidence mean in interviewing?
5. Name 4 styles of communication. Your agency has
   a big change initiative. How would you
   communicate this change with a Sincere style?
   How would you communicate this change with a
   Directing style??
6. Fill in these blanks A teacher _________ or
   _______. A coach _____another to _____ or
   _______ for _____________.

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Final Quiz

1. What are 2 blocks of listening? How would you
   overcome these blocks?
2. What are 2 examples of good coaching questions?
3. How does the Pygmalian Effect affect motivation?
   (Page 94 in manual)
4. Identify 2 ways you can recognize employees that
   dont have to do with salary.
5. How do you develop a performance-based culture?
   (Page 102 in manual).
6. You are coaching a new supervisor on the PDP
   process. What are 3 tips you can share to
   him/her? (Page 104 in manual).

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Final Quiz

• Share one tip to manage change.
• Share one tip in delegating.
• What are the 5 stages of group development? How
  would you change your supervision based on each
  stage?
• What is one thing you can do to improve your
  leadership skills?
• EXTRA CREDIT What is the name of Jans Business
  and why?

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Action Steps
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Congratulations!