s upervision at a professional team level shannon staten, university of louisville nhti, june 2011
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SUPERVISION AT A PROFESSIONAL TEAM LEVEL
Shannon Staten, University of Louisville
NHTI, June 2011
WHO ARE YOU SUPERVISING?
SESSION OUTCOMES : Gain an appreciation for the value of good supervision
and leadership
Understand leadership skills needed to become an effective supervisor
Consider the importance of knowing departmental and institutional culture, policies and practices
Consider methods for motivating self and staff
Identify skill areas to develop
“WHAT DO YOU WISH YOU HAD KNOWN YOUR FIRST YEAR?
About motivation About staff development About managing multiple projects About holding staff accountable
HOUSING PROFESSIONAL
The Housing professional develops and maintains staff relationships in a climate
of mutual respect, support, trust, and interdependence recognizing the strengths and limitations of each
colleague.
The challenge of each supervisor is to remain professional, to develop skills of the staff while accomplishing the responsibilities of the team,
while balancing between the needs of the organization and those of the staff within the
team.
EMPLOYEE MOTIVATION
Goal with the job: is it a career or a job?
Generational characteristics
• Traditionalists: 1927 – 1945 (66-84 in age)
• Baby Boomers: 1946 – 1964 (47-65 in age)
• Generation X: 1965 – 1976 (35-46 in age)
• Millennial: 1977 – 1998 (13-34 in age)
http://www.youtube.com/watch?v=W46bfYUJCeM&feature=player_detailpage
EXERCISE:
Combine two clusters together
From the list provided, place the appropriate characteristics on each of the four generational groups
Add any that you think are missing and should be considered
INTERACTION/REJECTION
Traditionalists
Baby Boomers
Generation X Millennials
Baby Boomers
Millennial
s
Traditionalists
Generation X
Generational categories
Reactions against/rejections
BOOMERS AND THE GENERATION X DISCONNECT:
MOTIVATION AND EXPECTATIONS
Traditionalists Baby Boomers
Generation X Millennials
Hierarchical structure
Structured work environment
Casual work environment
Supportive work environment
Clear direction and expectations
Schedules, defined hours
Involvement in decisions
Personalized work
Believes boss has the authority / follows instructions
Low expectations of administration
Flexibility and freedom – place to learn
Willing to make demands, high expectations
May not have a cell phone
Low technology understanding
Technology more comfortable / Don’t look for new
Technology is a constant and expected
Satisfaction in a job well done
Ribbons, certificates
Public Acknowledgement
Constant praise
SUPERVISING UNION AND CONTRACTED SERVICE STAFF
Understand your staff perspective about you and or your position and learn from that perspective
Learn about contracts and the grievance process
Respect the concepts of the contract Assist staff advance themselves Seek assistance when unclear Recognize accomplishment Have well documented and publicized processesGallo, Scott. University of Connecticut
http://www.reslife.net/html/facilities_0700a.html
KNOW YOUR STAFF
KNOWING YOUR STAFF’S NEEDS
Areas of Job Satisfaction %
Full and part time staff left job due to lack of growth potential or vision
41%
Full and part time staff said opportunities for advancement are key motivator
43%
Full and part time staff say that their employers give them a career path plan or coaching
12%
Fulltime staff say they stay with company due to receiving professional development
84%
Full and part time staff have never had a performance review or if they have felt it was neutral and not useful for growth
79%
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“I wish I had realized that I would be supervising employees that were older (in age) than I was, or who had been with the department longer than I
had before supervising them.”
Asking seasoned housing supervisors,
“What do you wish you had known as a young professional
supervising full time staff?
BUILDING CONNECTION
Promote active, two-way interaction among all staff members
Find a thousand ways to say the same thing. Use multiple communication channels
Recognize that employees hear and learn differently
Empower employees to solve their own problems
GAINING ACCEPTANCE
Make people feel they are working with you for the good of the program rather than for you
Look for human rather than material answers to problems
Be fair and tolerant; avoid favoritism Have high morals and follow the rules Be loyal both to your staff and to the
department Know your mannerisms and the way they
are perceived
ASKING SEASONED HOUSING SUPERVISORS,
“WHAT DO YOU WISH YOU HAD KNOWN AS A YOUNG
PROFESSIONAL SUPERVISING FULL TIME STAFF?
“I wish I had realized that I did not have all of the answers. As much as I tried I was wrong on
many occasions.”
DEVELOPING CREDIBILITY
Be consistent Show stability and a capability of controlling
your emotions Be loyal to your staff and to the department Recognize obstacles and work out ways to
overcome them Be available Be a role model – maintain your health and
appearance
AN EFFECTIVE SUPERVISOR HAS A COMBINATION OF SKILLS
Blends supervision, leadership and management skills
Communicates effectively – the vision, expectations, performance and team role
Builds and maintains a team
Teaches, mentors and leads staff through processes
Learns from staff and situations
CHARACTERISTICS STAFF APPRECIATE IN SUPERVISORS
Show a concern more with the development of the person than the output
Do different work than their staff Show staff how to do a job correctly when
they’ve done it wrong Have a trust and confidence that their staff
can do the work Provide resources and advice to help their
staff be successful Act and talk positively and in a timely
manner, even when correcting performance
IT COMES DOWN TO…
Communication Constancy – no surprises (when possible) Congruity – walk the talk Commitment – to the staff and to the
program (unit, division, institution) Reliability – presence when it counts Integrity – honors commitments and
promises Ethical decision making
ASKING SEASONED HOUSING SUPERVISORS,
“WHAT DO YOU WISH YOU HAD KNOWN AS A YOUNG
PROFESSIONAL SUPERVISING FULL TIME STAFF?
“I wish I had realized how time consuming supervision is – and how much of a role it plays in
the overall success of the department.”
YOUR ROLE FOR THE DEPARTMENT
Understand the culture of the program and the processes for working within the system
Balance between your responsibility for your staff and for the greater vision/program
Identify the appropriate supervisory response for the situation (advocate, hold accountable, challenge, correct, re-educate)
Help your staff understand the “whys” of procedure and policy
Teach staff how to try to change a process in future
REMAINING VIABLE WITH THE MANAGERS WHO SUPERVISE YOU
Give priority to requests from above and keep those concerned updated
Respond in a timely manner Use clear, concise written communication
(professional language, error free, summarization) Take Initiative Coach and train your people Learn and execute the processes Maintain flexibility; Don’t be surprised
AND, A QUESTION FROM A YOUNG SUPERVISOR:
How do I know when I should share information gained from an
employee with my supervisor or manager and when to hold that
information confidential?
Is it illegal or unethical?
Will it have an adverse affect on your team or our department?
Will it affect future funding or staff issues?
EXERCISE: MY SKILL SET:
My strengths My challenges
Discuss with your table. How many different skills are at your table?
KNOW YOUR SELF SKILL SET AND ROLE AS A SUPERVISOR
Self Skill Set Organization Vision Preparedness Planning Delegation
Role of Supervisor Building connection Gaining acceptance Developing credibility Gaining cooperation Running effective
meetings Avoiding discrimination Handling pressure
COMMON MISTAKES WITH STAFF PERFORMANCE
Allowing staff to continue performing in a manner that is not to standard or expectation
Use of overly personal language in performance appraisals or correspondence (superlatives such as excellent, horrible, phenomenal, etc)
Unclear expectations Inconsistent language between reviews
and daily discussion or correspondence
EVALUATING PERFORMANCE
Offer regular feedback. There should be no surprises at the annual performance review
Provide clear examples when referring to either good or weak performance
Take notes at 1on1 and performance meetings and share with staff member
Follow personnel / HR guidelines Allow staff to improve if possible Treat staff fairly; have no favorites
LANGUAGE AND EVALUATIONS
Typical: …she is outstanding
in this area…
Better: she consistently
communicates with students regarding their status…
Typical: …poor job this year
Better: …Performance in this
area was not to standard. For example, the occupancy report she does was late 10 of the 14 weeks….
TABLE EXERCISE. EDIT THE FOLLOWING:
Judgment and Problem Solving
Anticipates and identifies problems, gathers facts and analyzes causes, evaluates alternative solutions, demonstrates skills in decision making, takes or recommends actions, adapts to varying assignments and/or situations, and follows-up to ensure resolution in a timely manner.
Position Responsibilities: Assist in assignment conflicts Research system errors Complete “special” assignments
(special needs placement, holds for athletics or international programs)
This was a weak area for Sue this year.
LETTING STAFF GO
Follow HR procedures
Ensure your manager / HR is supportive
Have someone with you as you talk with employee
Document, Document, Document
Allow HR help you determine the conditions of the removal (leave pay, date / time)
Do not share details or even general information with others
Brace yourself – it is never easy
HOW DO YOU MOTIVATE STAFF DURING STRESSFUL MOMENTS?
Care •Being honest, laugh, relieve the tension however works•Check on each person (temperature checks)
Be present •Listen, offer advice, jump in where appropriate•Snacks, monotony breakers go a long way
Plan ahead •Maintain planning calendars and preparation•Work ahead to take control of those times we know of
AND AGAIN FROM SEASONED SUPERVISORS, “WHAT PIECE OF ADVICE MIGHT YOU OFFER TO A NEW SUPERVISOR?”
“Respect has to be earned.”“You will make lots
of mistakes which is the only way you will ever get good
at this.”
“Find the middle road position that involves getting to know your staff, but
maintaining your relationship as the ‘boss’.”
ADVICE TO REMEMBER
Be intentional – leave little to risk
Relax and enjoy your role and your staff
Know when to hand off a problem or incident
Allow others to listen to your concerns and offer advice (don’t take on an attitude of hiding your staff flaws from supervisors and other teams)
REFLECTION:
What is one skill or mannerism about your own style that you will work to improve?
Back to the employee who makes you sigh. Think of one thing you can do differently with this employee to change that sigh to a positive thought.
CLOSING WITH STORYTIME:
REFERENCES
Carnegie, D & Associates, Inc. (1995). The leader in you. New York, NY: Simon & Schuster, Inc.
Gallo, S. Supervising union employees in residence life. Retrieved from www.reslife.net/html/facilities_0700a.html.
Harris, J. (1998). The employee connection: Empowering your people through open communication. Successories Library.
Levering, R. (1988). A great place to work. New York, NY: Random House.
Maxwell, J. C. (1997). Becoming a person of influence: how to positively impact the lives of others. Nashville, TN: Thomas Nelson, Inc.
Winston Jr., R. B. & Creamer, D. G. (1997). A handbook for staffing practices for Students Affairs. Retrieved from http://www.staffingpractices.soe.vt.edu/introduction.htm
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