how to train ur supervisor
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How to Train Employees to Be Supervisors
NSAA/NASC Joint Middle ManagementConference April 16-18, 2007
Presentation by
Robert BlackDean, Government Audit Training Institute
Graduate School, USDA
TEST
Which role is the most challenging?
Manager?
Supervisor?
Employee?
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?
This Discussion Will Cover:
The various responsibilities of a supervisor
3 steps to developing a supervisor
The adjustments required for moving from staff to a supervisory role
Power, personal styles, performance
Gen Xers, the New Millennials – retention and motivation
Definition of a Supervisor
One who supervises others by assigning and monitoring tasks.
Think about it…
Responsibility cannot be delegated.
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
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 and rules
Administer leave
Communicate rules, policies, objectives
Run meetings
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, sends off clues to his employees. These clues affect performance.”
(Manager quoted in First Break All the Rules: What the World’s Greatest Managers Do Differently, Simon & Schuster, 1999)
Performance
What are the key components of a person’s performance?
Performance = Ability + Support + Motivation
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
Step I. Learning the Job Basics
Assume this is an auditor position; the auditor must be able to (among other things):
Research
Interview
Prepare working papers
Understand auditing standards
Preparing Staff for a Supervisory Role
There are two main roles for which staff must be trained:
1. Technical
2. Human relations
Segments of Development
Formal training
On-the-Job training
Job experiences
Individual development plan (IDP)
Technical Role of the Supervisor
Define audit objectives and scopeDetermine methodologyDevelop audit guidelinesSegment work into tasksDelegate and assign tasks to staffMonitor audit progressReview evidence and working papersReview report products
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
Human Relations Role of Supervisors
Set expectations
Provide OJT and feedback
Monitor staff performance
Appraise staff performance
Identify developmental needs
Manage conflict
Discipline
Creating a Climate for Productivity
Communicating
Motivating
Optimizing diversity
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
Examples of Adjustments – 1. ROLE
Old ROLE to new:
Direct control over results to indirect ctl.
Work with peers to supervise former peers
Follow policies to interpret policies
Required adjustments:
Accept less direct control
Maintain role of leader
Represent the organization
Adjustments to 2. ATTITUDES
Old ATTITUDES to new
Desire to/willingness to:
Be well liked/praise or criticize others
Avoid conflict/deal with conflict
Compete with others/ develop cooperation
Required adjustments:
Accept new power & relationships
Expect conflict
Shift focus to team
Adjustments to 3. SKILLS
Primary emphasis on technical skills to greater emphasis on human skills and broader goals:Preparing working papers to reviewingOutlining and drafting report segments to re- viewing for compliance with audit prog., policies, and standards
Required adjustments:
Improve skill at finding “holes” in evidence, support, etc.Improve skill at reviewing, communicating, and advocating reports to higher levels
POWER is now MINE!
Power is the ability to influence the actions of others.
POWER!
Formal
Legitimate
Coercive
Reward
Informal
Expert
Referant
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
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
Myers Briggs Type Indicators
Extravert (E)
Sensing (S)
Thinking (T)
Judging (J)
Introvert (I)
iNtuiting (N)
Feeling (F)
Perceiving (P)
Think About It…
Responsibility cannot be delegated.
Supervisors are accountable for what others do.
Working with Staff Performance Challenges
Performance system elements:TaskDirectionResourcesConsequencesFeedbackPerformer
Meetings
Types of meetings:
– Decision making– Problem solving– Planning– Feedback– Presentation
Planning a Meeting
Desired outcomes - objectives
Who (depends on objectives)
Type: feedback, decision making, etc.
Length
Timing
Agenda
Process
Roles (presenter, facilitator, recorder, etc.)
Decision process
Managing Conflict
Types of conflict
Technical
Interpersonal
Aspects of conflict
Destructive
Constructive
Conflict Management Styles
Compete – position allows it; agreed to
Avoid – unimportant issue; time not right
Compromise – some leeway; resources limited
Accommodate – relationships more important
Collaborate – commitment to cooperation; time
Motivation
A. Maslow (40’s & 50’s)
B. Herzberg (50’s & 60’s)
C. Deci (1970’s)
A. Hierarchy of needs – satisfy one and move up (5 needs)
B. Motivators and hygiene (maintenance) factors
C. Intrinsic motivation
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 in control
The Question is NOT how to motivate others, but…
…how can leaders create conditions under which others will motivate themselves.
Perspectives on One Generation Motivating Another
Matures
Baby Boomers
Gen Xer’s
New Millennials
Born before 1945
Born 1945 -1964
Born 1965 – 1979
Born 1980 +
New Values in the Workplace -A Retention Issue
“Gen Xers and New Millennials have essentially said to their managers – the Matures and especially the Boomers – ‘We don’t share your definition of success. We define success differently and will pursue other rewards for our work.’”
Motivating the “What’s In It For Me?”
Workforce, Cam Marston, 2005
How Different Are They?
For them…
Jay Leno has ALWAYS been host of The Tonight Show (Johnny Carson WHO?)
TV without “cable” is inconprehensible
The Cold War is just in history books
Going to the moon is old science
It’s not about the workday…
…it’s about the end result.
Younger workers look at what they accomplished, not how many hours they worked in a day
Up and coming supervisors have different values/expectations; their supervisees also different
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
Contact Information
Robert Black
Dean, Government Audit Training Institute and Financial Management
Graduate School, USDA
Phone: 202-314-3560
E-mail: [email protected]