basic supervbasic supervison 101.pdf

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G7.6.02

Basic Supervision 101

MATERIAL PRESENTED BY:Marian Davis-Foster

Department of Human Resources,

Office of Human Resource

Development and Training

5th

Edition - April, 2007


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The material in this Basic Supervision 101

handbook is dedicated to allpracticing supervisors and those aspiring to be supervisors.

This information was designed simply and precisely to

provide the basics needed for supervisors/managers whose

job it is to influence human actions in an organization.

Although intelligence, common sense, imagination, and good

humor are qualities of a successful supervisor, a working

knowledge of and the implementation of the basic

supervisory functions/tasks are essential.


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Table of Contents

Who Am I ????? 05

Discussion Points

Workshop Expectations

Goal 07

Objectives 07

Schedule (Travel Guide) 09

Need to KnowOverview 13

Definition of Supervision 14

Supervision* 15

Categorization (Grouping) of the Functions of Supervision 16

Functions/Tasks of Supervision 16

The Supervisors Role 22

Professionalism in the Workplace 23

Concepts of Authority 25

Summary 29

Note Paper 31

Nice to KnowSupervision A Mutual Relationship 37Principles of Leadership 38

Characteristics of Effective Controls 39

Monitoring 41

The Leaders Ten Commandments 42

Big Dogs Leadership Page 43

Supervisory Styles 44

The Good, the Bad, the Ugly 48

The Importance of Problem Solving and Decision Making 51

Problem Solving and Decision Model 53Decision Making Styles 54

Guidelines for Problem Solving and Decision Making 55

Performance Appraisal 56

The Performance Planning and Evaluation Process 57

High Morale 58

Six Keys to Motivation 60


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More of Nice to KnowSome Guidelines for Effective Time Management 61

Time Management 62

Managing and Resolving Conflict 64

Defining Workplace Conflict 64Turning Conflicts into Opportunities 68

Approaches to Resolving Conflict 68

Delegation 71

Steps for Effective Delegation 71

Barriers to Delegation 72

Signs of Delegating Too Little 73

Sabotaging the Team 74

Continuous Quality Improvement 76

Coaching 81

Coaching on the Run 83

Communication 84

Barriers to Good Communication 86

Personal Characteristics of Supervisors 87

Supervisory Tips 89

Courage, Character and Conviction 91

The Three Cs of Outstanding Supervision

Where to GoSelected Reference List 96

Things to DoExercise #1 - Self-Assessment 99

Exercise #2 Pins and Straws 101

Exercise #3 - Problem Solving and Decision- Making Quiz 102

Exercise#4 - Decision-Making Exercise 104

Exercise #5 - Assessing Your Approach to Motivation 105

Exercise #6 - Whats a Conflict? 106

Exercise #4 My Action Plan to Improve Delegation 108

Exercise #5 Broken Squares 109

Exercise #6 Who Does What in Your Group? 110

Exercise #8 The Story 111

Exercise #11- List of Personal Traits 113


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WHO AM I??????

NAME

Unit/Center

Length of Time with State

Current Job Title and Duties

Length of Time in Current Position

Other Departmental/Agency Experiences (Optional)

Interests Other Than Work (i.e., group memberships,

hobbies)

I like.I do not like.

I am absolutely awed by.

Other Points of Discussion1. How and why you became a supervisor?

2. Whatsupervisory training have you had? When?Where?


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3. What have been your greatest satisfactions?

4. What have been the greatest disappointments?

5. What are your strengths?

6. What are your areas of concern?

7. Are these barriers you feel would hinder you from beinga "GREAT" supervisor?

WORKSHOP EXPECTATIONSWhat would you want like to get out of this workshop during

the next several sessions?

What specific issues do you want addressed during our

sessions?


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Goal:

To share reality-based information that will clarify the natureof effective supervision by explaining the basic functions

(tasks) and how the theory relating to these tasks translates

into practical, empowering day-to-day applications.

Objectives:

At the end of this session, each participant should be able:

To have a clear understanding of the nature of supervisionincluding the need for effective supervisors.

To understand the basic functions (tasks) of supervision.

To understand how to translate basic supervisory theory

into a practical day-to-day application one returns to the

regular work site.

To recognize that supervision is essentially a helping processfounded on a mutual relationship.

To understand, with clarity, the lines of authority inherent

in the role of supervision and the utilization of authority in a

positive manner.

To understand the definition and use of appropriate

supervisory styles of which there are several and to

understand that no one style is best.

To develop the knowledge base, skill levels, and abilities tocreate authority and power.

To develop the knowledge base, skill levels, and abilities to

develop subordinates.


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To understand the importance of a positive attitude and how

this can make for a good supervisor-supervisee working

relationship.

To appreciate an awareness of ones own personal strengths

and weaknesses in relation to the supervisory position.

To use the collected situations, experiences, observations,

and comments of the participants as contributions to the

collected learning of the group.


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Basic Supervision 101"Travel Guide"

DAY I

Ice Breaker

Introductions

Participants Expectations

(BREAK)

OverviewGoal

Objectives

Supervision

Definition

Supervision A Mutual Relationship

(LUNCH)

Exercise #1)

Functions/Tasks of Supervision

Directing/Leading

Principles of Leadership

The Leaders Ten Commandments

(Exercise #2)

Supervisory Styles

The Good, the Bad, and the Ugly

(BREAK)

Interpreting

Training and Staff Development


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Functions continued

Teaching/Training

Problem-Solving and Decision Making

Decision-Making

(Exercise 3)

Making the Good Decision to Solve the Problem

(Exercise #4)

DAY II

(TEACH BACK)

Functions/Tasks of Supervision (continued)

Evaluation of Performance

Performance Appraisal

The Performance Planning and Evaluation Process

Monitoring from the Internet Monitoring

Staff Utilization

Motivation/Coaching

Coaching on the Run

(Exercise #5)

Morale

(BREAK)

Reporting/ProposingInter-organization and Community Relations

Managing Work

Excerpts from Time Management

(LUNCH)

Resolving Conflict

Defining Workplace Conflict

How to Use the Six Universal Rules of Conflict ManagementTurning Conflicts into Opportunities for Growth and Team

Building in Your Organization

(Exercise #6)

(BREAK)Delegation

Barriers to Delegation


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Functions continued

Steps for Effective Delegation

(Exercise #7)

DAY III

(TEACH BACK)

Functions continued

Team Building

(Exercise #8)

Who Does What in Your Group?

(Exercise #9)

Sabotaging the TeamContinuous Quality Improvement (CQI)

(BREAK)

Communication

Communication in the Workplace

(Exercise #10)

(LUNCH)

The Supervisors Role

Professionalism in the Workplace

Concept of Authority

Supervisory Tips

Personal Characteristics of Supervisors

Attitudes and Personal Qualities

(Exercise #11)

(BREAK)


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Summary

"Courage, Character, and Conviction The Three Cs of Outstanding

Supervision

Video Fish Management


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OVERVIEW

In todays world of work with the varied opportunities, prolific

complex challenges, changing values, rapidly advancing

technologies, and increasing demands, the supervision of

people at work is very involved and requires more knowledge

and greater skills than ever. A common dictionary definition

indicates that supervision is the act or art of lending controlor direction to the accomplishment of work. However, this

meaning does not convey the full importance, the

requirements, or the activities interwoven in supervision. It is

apparent that the common dictionary definition certainly

does not speak to what it takes to be a great supervisor.

Today, supervision is recognized as one of the most important

and different jobs in any organization, private or public. Thefunctions performed by supervisors have a profound, widespread

influence on whether the organizations goals and objectives are

met. In addition, staffs morale is decidedly affected by the

caliber of its supervisors. Thus, a well-trained and highly skilled

staff of supervisors is essential. When the persons designated

to get the work done through others acquire the basic concepts

and principles of GREAT supervision and practice them on acontinual basis, the result is a more effective and efficient

operation by a staff whose morale will very likely be high.


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Supervision

is a ----------relationship between one

designated as supervisor who, because

he/she has greater ------------- and greaterresponsibility, has the right and the

----------------to tell others identified as

supervisees/subordinates what must be

accomplished, who is to do it, when it

must be accomplished, and, in some

instances, how it must be done in order tomeet ------------- -----, i.e., efficient and

effective services to customers (clients).


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Supervision* is the art of working with a group of people

over whom -------------------------- in such a way as

to achieve their greatest ------------- effectiveness in

getting work done. It is best performed in an

atmosphere of ---------------- and zestful -------------

on the part of all the people involved including,

of course, the supervisor. It is possibly one of the

most difficult of all the arts, since it demands an

ability to successfully use and, almost intuitively,

those principles of -------- ------------ that have

proven true with most people most of the time.

Experienced supervisors will recognize that thereare no sure and certain rules for working with

people in general. They know, with the wisdom

born of experience, that human beings are

individually --------, and that this individuality has

always to be considered in developing working

relations.

*The Successful Supervisor in Government andBusinessWilliam R. Van Dersal


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Exercise #1 - Self Assessment: Skills of Effective

Supervisors

Categorization of the Functions of SupervisionThe many functions/tasks of supervision are grouped usually into

three categories. They are as follow terms:

Administrative In this group, the promotion and maintenanceof good standards of work are stressed. The co-ordination of

practice with policies of administration is the focus to make

certain the assurance of an efficient and smooth running office.

Educational functions are the ones that relate to the

educational development of each individual worker on the staff

in a manner calculated to evoke one fully to realize one's

possibilities of usefulness.

Supportive tasks are the ones that are concerned with the

maintenance of harmonious working relationships (the

cultivation of esprit de corps).

FUNCTIONS (TASKS) OF SUPERVISION

Directing/Leading: is basic to the supervisory role because it consists of overseeing

work activities of staff and directing that worktowards a

defined objective.

includes the following:

planning


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assigning

maintaining controls

coordinating activities

follow-up

conformation to policy and procedures should have as its first step to clearly define objectives.

should result in determining what cause or causes that work

has not been done correctly.

Interpreting:

is the act of giving meaning to directives, memoranda, and

regulations in order to enable staff to carry out the

requirements. is the delineation of the essentials for effectively handling

change.

is needed when certain directives are not clearly written or

when a supervisee is confused because subordinates are

entitled to receive clear information.

Training and staff development:

is an on-going activity for which a person in a supervisory rolehas a primary responsibility.

are the elements through which the supervisor helps staff

to acquire necessary knowledge and skills to carry out a

particular job and also to grow personally.

are the functions through which staffs developmental needs

are determined.

take into consideration how adults learn.

include the elements that relate to handling the new worker.

Teaching:

is the impartation of knowledge or skill.

is the process of undertaking certain activities or tasks with the

intention of bringing about learning.


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Problem solving and decision making:

is the process used when a gap is perceived between an existing

state and a desired state and change needs to happen wisely

and rationally using an organized approach.

Evaluation of performance:

is appraising individual worker performance

is assessing the effectiveness of the operation.

Some important points to remember:

Set the stage for effective performance management.

Create a motivational climate.

Clarify performance expectations.

Provide effective feedback.

Self assess coaching style and practices.

Monitoring, an important element of evaluation, is the

gathering of information about the supervisees, the operations

of the organizational unit (internal monitoring) and

information about relevant events in the larger organization

and the external environment (external monitoring).

Staff utilization: involves the supervisors responsibility in creating high morale,

a GOOD CLIMATE, and the use of each personsskills,

knowledge, and experience most effectively.

provides opportunities for staff to work to capacity and to feel

a sense of satisfaction because they are doing meaningful work.

is at its best when the supervisor understands that different

people have different needs and responds to different

incentives.

Motivation:

is understanding peoples different NEEDS and what

INCENTIVES will get the best responses/results.

is the turning of supervisees into a winning TEAM.


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is helping employees develop their CAPABILITIES.

is the inner force that drives individuals to accomplish

PERSONALandORGANIZATIONAL goals.

is building trust with employees that develops into good

working relationships.

Inter-organization and community relations:

is concerned with the supervisors responsibility to the person

to whom the supervisee reports, the supervisees colleagues in

the agency, individuals and organizations in the community.

focuses on establishing and maintaining positive working

relationships with others within and outside of theorganization.

Managing work:

is having a clear definition of workload and how the workload

should be managed.

is understanding the fulfilling of ones own responsibility to

carry out his/her own workload.

is differentiating between importance AND urgency. is managing time in relations topriorities.

Resolving conflict:

focuses on the supervisors responsibility in handling conflicts

among workers throughmediation, negotiation, and/or

strategies.

specifically includes information about:

the approaches in resolving conflictthe supervisors role in mediating

obstacles to effective mediation

tactics and strategies


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Delegation:

is the appropriate assigning of the work, giving responsibility

and authority to subordinates to complete a task.

is the leadership skill that involves the development of an

understanding between a leader and a follower about howauthority AND responsibility will be shared to accomplish the

shared mission.

Team building:

is development of persons to be productive and effective while

achieving the SAME goals in a conducive atmosphere.

is the process of enabling a group of people to reach their

COMMON goal through the stages involved in team buildingthat include clarifying the goal, identifying inhibitors, and

removing them a good climate.

can thrive as the result of a good reward system.

Continuous Quality Improvement (CQI): a strategic,

integrated management system for achieving

internal/external customer satisfaction that involves ALL

managers and ALL employees using tools and techniques

to CONTINUOUSLY IMPROVE an organizations servicesand processes.

Clarify the supervisor's role in continuous improvement.

Think "outside of the box."

Coaching:

is focusing on the supervisees development, the insights into

the supervisees way of approaching situations, increasing

awareness, and as such, can be a very vulnerable area thatrequires a very high degree of mutual confidentiality and trust.

is a somewhat equal relationship which enables mutual

freedom of expression to exit.

creates an atmosphere where what needs to be said, especially

by the supervisee, is said without risk of reprisal.


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Communication(good):

is sending andreceiving messages by speech, signals, or

writing.

is a process in which a person, through the use of signs(natural, universal) and symbols (by human convention),

verbally and/or non verbally, consciously or not consciously

but intentionally, transmits meaning to another in order to

affect change

improves good listening.

makes allowances for individual differences.


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The Supervisors Role

Supervisors must be prepared and are required to

___________the work. Supervisors are in the best positionto understand the demands of the work and should be

positioned best to know the talents/abilities of individual

staff members. Consequently, supervisors are responsible

for maximizing and utilizing the capabilities of staff

members.

The work that the supervisor does has a major impact on the

operations of the organization. It is the supervisor whodirects the activities of others and is held accountable for the

supervisees performance. The scope of the supervisors

responsibility is broad. It includes the customer/client

(external and internal), community, agency, and the staff

(supervisees) of the supervisor. IT IS THE RESPON-

SIBILITY OF THE SUPERVISOR TO SEE THAT STAFF

(SUPERVIS EES/SUBORDINATES) CARRY OUT THEIRWORK ASSIGNMENTS.

According to the literature, the supervisor, under ordinary

circumstances, is not to do the assignment, even though he/she

might think that he/she could do it more quickly and better.

In other words, regardless of the level of the supervisory

position AND BECAUSE the work of the supervisor has a

major impact on the operations of the unit/division,directing the work becomes the major responsibility of the

supervisor. It is the role of the supervisor to see that staff

carries out the work assignments that will result in the

finished product (whatever that might be).


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Professionalism and Workplace SavvyExcerpts from James B. Stenson

Professionalism is not just a set of appearances -------------,

good ---------------, shop --------, technical --------- and the like.

It is a lot more. Rather, professionalism is a set of

internalized character strengths and values directed toward

high quality service to others through ones work. IT IS THE

ACT OF BEING THE BEST YOU CAN BEit is yourattitude about life and workit is the way you treatothersit

is showing respect for coworkers, management, customers

(outside and inside), and the department for which you

work. Professionalism is maturity regardless of

experienceit is what is often referred to as a class act. It

has been noted that any honest work can be done

PROFESSIONALLY.

Some approaches for persons who want to improve their

atmosphere of professionalism include the following:

Professionals see work as service to others. Because

they are both task-oriented and people-oriented, they

strive for the betterment of others indirectly and

directly.


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Professionals regard their work as a statement oftheir personal commitment to excellence of

performance, not just as a job.

Professionals have respect for experience that results

in an ongoing personal need to learn and improve.

Professionals tend to see problems as challenges and

opportunities, not burdensome hassles to beavoided.

Professionals have a clear sense of the limits to their

authority and rights of operation.

Professionals seem to be able to compartmentalize

work responsibilities from leisure and personalinterests.

Professionals tend to be able to adapt to varying

cultures and expectations.

Professionals work well in team environments.

Professionals, even away from the job, seem to be

able to demonstrate admirable character good

judgement, good taste, good manners, and a respect

for quality in general.


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Concepts of Authority*

Authority is the legitimate use of power. Authority is

legitimized by some form of sanction given by society

or organizations and its members. Authority carries

with it a concurrent responsibility to use it properly.

Unfortunately, the use of authority is sometimes abused

and misused, and thus it may be lost. Power, in

contrast to authority, requires no formal sanctioning or

legitimacy.

Some types of authority include the following:

Legally constituted authority is based in and on

laws/legislation.

Institutionally constituted authority is based onthe agency or organizations procedures, policies,

and standards.

Inherent authority is based in part on the

situation involved.

Authority of expertise is based in part on ones

competence.

Authority inherent in the person includes

characteristics and skills that one has, i. e.; ability

to function independently based in part on years


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of growth, development, and interpersonal

experiences.

The lines of authority constitute the CHAIN ofCOMMAND. Thus, the (chain of command) should

be well known. Because authority, or its application,

is a dynamic process, it changes as people, situations,

or relationships changes (types of authority). In other

words, authority is, therefore, conferred by any one or

combination of the following that affect the

development of a persons scope of authority:

1. function the importance to theorganization of the job and employees

supervised.

2. position the persons formal rank

within the organization.3. knowledge information useful to the

organization which can be shared or

withheld

4. personality traits and characteristics

inherited and/or developed.

5. other factors number of personnel

supervised, worth of equipment underdirection, size of budget, political support

from superiors, and situational factors.


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Some general principles regarding lines of authority in

an organization are:

a. Lines of authority must be CLEAR.

b. There must be a unity of command.[Everyone in the organization needs to KNOW

(a) to whom to report and (b) who reports to

him/her; no one should REPORT TO MORE

THAN ONE SUPERVISOR.]

c. Everyone concerned should understand theresponsibility and authority of each supervisor.

d. The span of control determines the numberof people reporting to one supervisor.e. Every function needed to accomplish the

organizations purpose should be assigned to a

unit of the organization.

f. Authority to act should be delegated insofar aspossible to the units or individuals nearest the

point where the action must take place.


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Supervisors need authority to decide what to do and

how to act in the area of activity he/she is capable ofjudging locally. This authority shouldbe delegatedtothem, and they should be held responsible for using it

properly. Supervisors selected should have the ability

to handle the situations and thus use the necessary

authority wisely.

Supervisors are in a better position to know what the

problems are that he/she faces and what needs to be

done to overcome them. The supervisor knows the

people involved, the supervisor sees the need for

action, and he/she urgently needs to take the action

called for by the situation.Therefore, TO MAKE

HIM/HER CHECK UP THE LINE EVERYTIME THE SUPERVISOR WANTS TO DO

SOMETHINGNOT ONLY WASTES THE

SUPERVISORS TIME BUT ALSO THE TIME

OF THE PEOPLE UP THE LINE.

* The Successful Supervisor in Government and

Business - William R. Van Dersal


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Summary:People who are responsible forsupervision(managing) at whatever level engage in thesimilar

basic activities (functions/tasks). The person in

charge may be a president, chief executive officer,

a chairperson, director, division chief, etc. The

difference is NOT in the activities of the titled

supervisors (i.e., managers) but in the SCOPE ofthe activities. As the levels of supervision

(management) increase, the activities are much

broader in scope, dealing not only with people but

time, events, markets, technology, machines, and

systems that are both internal and external to the

organization.

The discussion during this workshop has

continuously indicated that supervisors activities

center primarily on people. No matter the title, the

person who is responsible for supervision should

have the appropriate SKILLS,

KNOWLEDGE, and hopefully,EXPERIENCE, (or permitted the opportunityto gain some experience under the proper, adequate

tutelage) essential to do the job well.


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In addition, and very importantly, the supervisor

needs to have a very good sense of self

and be self-defined.Supervisors need toask themselves: Who am I? What do I want? What

is my passion? What do I think of myself, about my

self-esteem? How do Irelate to the agencys

mission? What is my personal mission?

Supervisors need to ask these questions and

ANSWER in an effort to know themselves.

The literature suggests that a continual

examination of self is essential, but this is not

always done. Obviously, when done properly, one

must face ones own weaknesses as well as

strengths. The reason this continual self-

examination is needed to clear away the negative

baggage that the supervisor might bring to the

supervisor-supervisee relationship. Remember,

this is additional baggage to what the supervisees

bring. Accordingly, the literature review reveals

that supervisors who are great have good

interpersonal skills - that include knowledge ofhuman behavior, maturity, and sensitivity - in

addition to an appropriate knowledge base of the

work, skills, and experience.


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Notes


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