The Art & Craft of Supervision

The Art & Craft of Supervision
Supervisory Skills
Program Outline
The Tao
The Role
Planning
Managing your Time
Communication
Assessing Performance
Discipline
Dealing with Others
Being a Leader
Delegation
Program Goal
Program Objectives
At the end of the program you will be
able to:
Know you role
Handle your staff more effectively &
efficiently
Use time to the best of your ability
Delegate tasks

The Art
Interpersonal
and Conceptual
Skills
The Craft
Technical
Skills

The Tao
What is Tao?
In Chinese Tao means
The Road Or Path

The art & skill of management go beyond being a
'boss' or 'leader'. The tao enables the person to
tap his inner resources on the way to real
success, accomplishment, and satisfaction. Your
greatest reward will be a career that reaches its
highest potential.
7
Making the Transition

Find out what management expects of
you.
Establish your authority.
Get to know your operation.
Get to know your people.
Communicate your expectations.
DON'T DO IT!
Playing favorites.
Doing the work. Let your employees be the technical
workers.
Being emotional.
Lying your way out of things.
Trying to be "One of the Gang."
Taking credit for your employee's successes.
Blaming management for problems.
Selling out your employees.
Refusing to make a proper commitment to the job.
Neglecting to grow into the job.
9
Qualities of Supervisors
Goal oriented
Bottom line oriented
Communicates and enforces standards
Initiative seeks opportunities to solve
problems
Skillful use of influence
Communicates confidence
in people
10
Qualities of Supervisors
(continued)
Interpersonal sensitivity
Develops and coaches others
Gives performance feedback
Collaboration and team building
Conceptual skills and systematic
problem solving
Concern for image and
reputation
11
Personality inventory
DISC
12
Take the Test
D dominance
how we handle problems
I influence
S stability
C compliance
how we deal with people

what pace we like best
what procedures we prefer
to follow
What DISC Can Tell Us

What does this mean to you?
What are the implications for your
interaction with subordinates?
13

The Role
Supervisor Definition
Supervisor has its roots in Latin, where it
means Looks Over
Super which means Very Good and
Vision which means Detailed Focus.
15
What Is Supervision?
Supervision is the first level of
management in an organization
Supervisors do not do operative work,
but see that it is accomplished through
the effort of others
16
Who are Supervisors?

A supervisor is the manager who serves
as the link between operative employees
and all other managers
17
Five Attitudes for Successful

Supervision
I'm
A member of management
Responsible for the performance of my
entire team
Easy to work for
Easy to get along with
Able to forgive myself for mistakes
18
The Functions of Supervision

Determining how well the work is being
done compared to what was planned
Controlling
Directing & channeling

employee behavior
Obtaining & developing
good people
Distributing the work & arranging
it so that it flows smoothly
Leading
Staffing
Organizing
Planning
Determining the most effective

means for achieving the work
19
The Functions of Supervision

3 types of skills required of supervisors:
Technical:
Knowledge about machines, processes, and
methods of production
Human relations:
Knowledge about human behavior and the ability
to work well with people
Administrative:
Knowledge about the organization and how it
works
20
Skills & Levels of Management
What Factors Affect

Behavior?
Policies
Peer group
Media
Difference of ethics taught and ethics observed
External influences
22
Family
Religious
Cultural
Political
Supervisors Responsibility
Know and understand values of the
department, subordinates, self.
Demonstrate integrity.
Instruct, monitor, correct behaviors in
subordinates.
23
Ethics In The Workplace

Employees ideas of what is acceptable
and not acceptable are based on the
supervisors actions
The supervisors failure to take
corrective action in certain situations can
also affect the behavior of the employees
24
Areas Requiring Ethical Conduct

Loyalty
Supervisors who are viewed as being interested only
in themselves and their future will have difficulty in
getting the full cooperation of employees
Human relations
This category centers on the supervisors concept of
fairness, particularly in the treatment of
subordinates
Overt personal actions

This category includes the supervisors behavior
within the company and how they handle themselves
in the community
25
Dealing with Dishonest Employees

A.
B.
C.
Dealing with dishonest subordinates

1.
Recognize the problem, get the facts, and document the case
2.
Confront the employee
3.
Follow the established disciplinary system
Dealing with dishonest peers or other managers

1.
You may not be able to deal directly with the problem
2.
In most cases, report your suspicions and findings to your

boss and let them confront those involved
Whistle blowing
1.
26
Whistle blower places himself or herself at risk

Planning
The Supervisors Role in Planning

Supervisory plans are derived from the
general plans of higher levels of
management
Supervisory plans are more detailed;
answering who, what, why, where, and
how
Supervisors often provide input for
upper level management planning
28
The What & How of Supervisory

Planning
Planning is the process of deciding what
objectives to pursue during a future time
period and what to do to achieve those
objectives
Objectives versus goals -- These terms are
used interchangeably
29

Planning
Setting objectives -- At the supervisory level,
objectives typically deal with quantity, quality,
cost, personnel, and safety. Objectives that
have the best chance for success have certain
characteristics:
1. How objectives are set
2. How objectives are stated (SMART)
Specific, measurable, achievable,
relevant, and time-based
30

Planning
Action planning
1.
2.
3.
4.
5.
6.
31
The action plan tells how objectives are to be

achieved and should answer the following
questions:
What must be done?
Why must it be done?
When should it be done?
Who should do it?
Where should it be done?
How should it be done?
Why Plan?
Improve analysis of problems
Provide better information for decisionmaking
Clarify goals, objectives and priorities
More effective allocation of resources
Improves inter- and intradepartmental
cooperation and coordination
32
Why Plan?
Improve the performance of programs
Gives a clear sense of direction to agency,
division, and personnel
Provides greater public support
Increases the commitment of personnel
33
Set Goals
A goal is an achievable end state that can be
measured and observed.
Goals should be problem-oriented.
The hardest part, and most overlooked part, of
goal setting is the criteria for measuring goal
attainment.
i.e., community satisfaction
how will we measure it?
Do we need a comparison point?
34
Implement Plans
Implementation of plans can oftentimes
be more difficult than planning itself.
Be aware of sources of resistance to change.
Be aware of the political aspects of
planning.
Be aware of the tendency to forget about
plans once they are made, until the next
evaluation.
35
Monitor and Evaluate Progress

The forgotten or ignored step in planning
Must evaluate to assess the success of the
plan
Plans must be adjusted in response to
evaluations and monitoring.
The variables that will determine the
success of the plan should be built in to
the plan itself.
36
Effectiveness of Plans
The effectiveness of any plan will eventually be
evaluated by several criteria:
how well it was implemented
how poorly it was implemented
how well it handled the situation it was designed to
handle
how poorly it handled the situation it was designed
to handle
HOW ACCURATE IT WAS
37
Characteristics of Effective
Plans
Sufficiently specific so that the behavior
required is understood.
The supposed benefits of the plan must
outweigh the costs and efforts of
developing and implementing the plan.
The level of achievement set by the plan
should not be so modest that it is easily
reached.
38
Characteristics of Effective
Plans
The plan contains a degree of flexibility
to allow for the unforeseen.
The plan coordinates and involves other
units to the greatest degree possible.
The implementation is coordinated and
developed within the department.
39

Managing your Time
The Law of Time

Never seem to be in a hurry Hurrying betrays a
lack of control over yourself, and over time.
Always seem patient, as if you know that
everything will come to you eventually.
Learn to stand back when the time is not yet
ready, and to strike fiercely when it has reached
the end.
41
Keys to Power
Time is an artificial concept that we
ourselves have created to make the
limitlessness of eternity and the universe
more bearable, more human.
Three kinds of time to deal with;
42
Keys to Power
Long Time
The drawn-out, years-long kind of time that
must be managed with patience and gentle
guidance.
43
Keys to Power
Forced Time
The short time that we can manipulate as an
offensive weapon, upsetting the timing of our
opponents.
44
Keys to Power
End Time
When a plan must be executed with speed
and force. We have waited, found the
moment, and must not hesitate.
45
Applications of Time
46
47
48
49
Key Signs youre Overworked

Other people tell you that you are taking
on to much.
Your workspace is disorganized.
In a minute & later are key words in
your vocabulary.
You have trouble sleeping.
You have difficulty sitting down.
Frequent illness, no hobbies.
50
What is Time Management?

Focusing on those activities that contribute
most to your productivity and long-term
development.
Working more is not necessarily better.
A good time manager sees the big picture, not
just the urgent activities.
Time management helps you minimize the
stress of being overloaded and prioritize your
work and leisure activities.
51
Managing Your Time

Step One: Self-Assessment
To have any hope of improving your
management of time you must begin with
an honest, impartial, and realistic
assessment of your own time
management skills and problems.
What type of person are you?
52
Managing Your Time

What does your desk looks like?
How concerned are you with your appearance?
What are you more comfortable with; threering binders, manila folders, hanging files, or
piles?
Does your office look like your home? Why or
why not?
Have you ever gone out in public without
taking a shower?
53
Managing Your Time

The answers to these questions will give
you insight into what type of person you
are and what you can realistically hope to
implement.
54
Step Two: Basic Principles of Time

Management
55
Effective Planning
Effective Prioritizing
Effective Delegating
Effective Managing
Effective Information Management
Effective Routine
Step Three: Recognizing the

Pitfalls
Adaptations to
Pass up challenges and step into tasks that

are easier
Work longer and harder
Avoid the issue altogether
56

Pitfalls
Time pressure can create fear-induced
rigidity--also known as objectivity, certainty,
stability, thats the way weve always done it, or
Im too old - busy - tired to change.
Symptoms
We become preoccupied with the details of our
work.
We become touchy about our status.
We become critical of others.
We look for excuses.
57

Pitfalls
Procrastination
Failing to set and monitor goals
Failing to prioritize
Failing to delegate
Trust issue
Sometimes justifiable, however sometimes
we give up on people too easily
58

Pitfalls
Lack of organization
How to organize?
What to organize?
When to organize?
Organizational method and process

should be refined and, to a large degree,
planned based on your own
characteristics and capabilities.
59
Top Time Wasters

1. Crisis management (fire
fighting)
2. Unclear communication
3. Inadequate technical
knowledge
4. Unclear objectives and
priorities
5. Lack of planning
6. Stress and fatigue
7. Inability to say "No"
8. Desk management and
personal disorganization
60
9. Interruptions telephone
10. Interruptions - personal
visitors
11. Meetings
12. Tasks you should have
delegated
13. Procrastination and
indecision
14. Acting with incomplete
information
15. Dealing with team
members
How to Manage Time
Develop your own, personalized system.

Write things down.
Get a day planner that you like.
Devote specific time to doing nothing but
reorganizing your office / time.
Prioritize.
DONT BE AFRAID TO SAY NO.
61

Communication
Basic Theory of
Communication
Process
Encoding sender determines to send the
message.
Transmits sender conveys the message by a
medium.
Decoding receiver interprets and
determines meaning.
Response receiver responds back to sender.
63
Communication Process
Chain of Command and

Communication
Chain of Command
Downward communication allows a clear
path to send information to staff.
Upward provides you with a primary source
of information.
Horizontal communication facilitates
coordination.
65
Communications Between
Supervisors and Others
Communication should maximize
interaction among everyone and enhance
shared understanding of goals, policies
and procedures.
Effective communication minimizes
misunderstandings and conflicts and
improves morale, organizational
commitment, and job satisfaction.
66
Effective communication must therefore
attempt to:
Educate others
Resolve controversial issues or
misunderstandings
Solicit fresh ideas from superiors and
subordinates.
67
Motivate others by keeping them
informed
Unite personnel behind management and
the organization.
Stimulate feedback and solicit their
assessment of successes and failures
Facilitate the expression of grievances by
unhappy staff and expedite the redress of
such grievances.
68
Formal vs. Informal

Communication
Formal Communication
Flow of communication is dictated in policy and
procedure.
Rules include standard word usage procedural rules,
methods of interactions.
Informal Communication
Complex formal organizations breed the creation of
the grapevine.
Informal gatekeepers filter information.
Recognition of informal communication networks.
69
Formal vs. Informal

Communication
Informal Communication Networks
Communication between individuals within
and between the official and informal
subsystems.
Exchange of new ideas is an innovation
network.
70
Formal Communication
Formal communication attempts to control
behavior of people and processes.
Formal communication is the regular system of
organizational channels specifically constructed
by the administration.
Formal communication is:
Impersonal
Official
Almost exclusively written
71
Advantages of formal
communication
Because formal communication is official, it is
more binding and more likely to be obeyed.
Because formal communication is written, it is
more precise and less likely to be
misunderstood.
Because formal communication is written, it is
traceable at all times and can be preserved
(with numerous copies available for
distribution).
72
Advantages of formal
communication
Because it is official, formal
communication establishes responsibility of the
sender and receiver beyond any doubt.
Formal communication saves time and effort .
Formal communication avoids the
embarrassment of face-to-face contact between
the parties when the subject of communication
is sensitive or painful.
73
Disadvantages of formal
communication
It is too rigid - it limits information
within the department.
It follows a classic format commonly
referred to as "bureaucratic jargon.
It fails to identify the reasons behind the
message.
74
Disadvantages of formal
communication
It is costly in terms of secretarial effort,
reproduction costs, and delivery time.
It smacks of authoritarianism.
It fails to motivate employees.
It often underestimates the intelligence of
recipients.
75
Informal Communication
Informal communication is all communication
not specifically controlled or monitored by the
administration.
Informal communication arises through
interactions between people.
Informal communication is:
Personal
Unofficial
mostly verbal, although e-mail is changing this.
76
Advantages of informal
communication
Informal communication is less official
and less intimidating. It can therefore
enhance the flow of new ideas and plans.
Informal communication is personal,
Since it is usually verbal, informal
communication allows both parties to
discuss in a two-way communication
pattern.
77
Advantages of informal
communication
Informal communication can be a convenient
way of explaining to workers why the
department operates as it does.
Informal communication can disprove
rumors and put an end to gossip.
Informal communication can unite
workers and foster work spirit.
Informal communication can pave the way for
a harmonious relationship between everyone,
and can thus promote cooperation.
78
Disadvantages of informal
communication
Informal communication is not a solution
for all organizational ills.
It is too loose and therefore difficult to
define or apply systematically.
It can result in the spread
of inaccurate information and halftruths.
79
Disadvantages of informal
communication
It can lead to the indiscriminate disclosure of
classified information.
It is too often emotional or laden with
sentiments which can distort or change its
meaning.
Because it is verbal, it is hard to trace when an
inquiry becomes necessary.
Its social advantages are questionable, since it
is only as constructive as the participants make
it.
80
Non-verbal Communication
Symbols may stand on their own, but
they are usually integrated with verbal
messages.
Individuals convey non-verbal messages
through facial expressions, hand
gestures, and other physical language.
The use of symbols and other non-verbal
communication is essential to good
communication in organizations.
81
Barriers to Communication
Preconceived ideas receiver hears
what he wants to hear
Denial of contrary information if
message conflicts with our personal
beliefs or values, we may reject it or
deny its validity (cognitive dissonance).
Use of personalized meanings words
chosen by the sender may have different
meaning to the sender.
Lack of motivation or interestmotivation in communicating and
interest in the message must exist for
both the sender and the receiver.
82
Non-credibility of the source the sender
may not be believable.
Lack of communication skills Poor
communication skills can be attributed
to an individuals lack of training,
education level, experience, cognitive
capacity, and personal traits.
Poor organizational climate very
formal organizations may discourage all
but formal and approved
communications.
Use of complex channels the more gates
communication must pass through, the
more likely the message will pass slowly
and be altered.
83
Barriers to effective communication can
also be traced back to the individuals
involved in any communication
transaction.
84
Transmitter
Receiver
Organization
Feedback Processes
Barriers created by the sender

Misuse of language
Tendency to use vocabulary familiar only to the
transmitter.
The use of words or highly technical expressions can
cause as much confusion as poor grammar or
sentence structure.
Improper association
Words with highly emotional connotations which
may be misunderstood by the receiver.
85
Barriers created by the sender

Poor speech
Receivers often effect this barrier by hesitating to
ask for a clarification or repetition of the
instruction.
Bad attitude
Statements not only express a meaning but also
reflect the attitude of the speaker of a message. This
can override the content of the message, with the
result that the message itself fails to have the
intended impact on the recipient.
86
Barriers Created by the

Receiver
Human inflexibility
Many receivers-especially those at the lowest
levels of the department-seem to have a code
of opposition to orders.
Communication descending from higher
levels in the department is frequently
received with doubt by such personnel.
Failure to listen
87
Barriers Created by the

Receiver
Lack of adequate training
People have a tendency to use awkward
jargon when communicating with each other.
Psychological preparation
People tend to interpret the messages received in
light of their past experiences, present needs, and
future expectations.
88
Barriers Created by Interference

from the Organization
Organization size
Due to numerous hierarchical levels within the
organization, the speed and accuracy of
communication flow can be seriously impeded.
Filtering
Refers to the distortion of the content of a
communication as it passes from one organizational
level to another.
Results from the tendency of recipients to focus on
communication most relevant to their situation and
to ignore or distort the remainder.
89
Barriers Created by Interference

from the Organization
Overloading of channels
Too many messages at the same time.
Causes serious delays and bottlenecks
People may be overloaded with unnecessary
information and miss out on the information they
need at that time.
Leadership
Effective communication seriously impeded if
department chiefs misunderstand the role of
communication.
90
Barriers to Feedback
Failure to reach destination
Many communications may go lost in the
maze.
Refusal to give feedback
Refusal by the receiver to respond to a
communication usually occurs in departments
overwhelmed with internal conflict.
Under these conditions, receivers are usually
"turned off' and see little to be gained from a
reply of any kind.
91
Barriers to Feedback
Failure to understand the communication
He or she may be embarrassed and may prefer to
avoid responding until he or she can clarify the
message-usually through informal contacts
Disapproval of communication
Receivers prefer not to irritate superiors by
criticizing their policies or taking an opposing stand
on issues.
Fear of criticism
Recipients avoid making a substantive reply to
communications from a higher level lest they be
criticized for the position they take.
92
What is your Communication

Style?
93

Assessing Performance
Section 1: Getting Started

Section 2: Preparation & Meeting
Section 3: Practical Application
Section 4: Handling Difficult Situations
95
96
Beats the hell out of performance reviews.

97
98
Employees
Managers
Use this form to list reasons why

both employees and managers may
dread the performance evaluation
process.
99
100
101
Before the Meeting

5 Key Steps
Refresh your memory on the events,
issues, etc. that you plan to discuss.
Give the employees ample notice of the
meeting. Give them a blank evaluation
form so they can rank themselves
(classified) or a self-evaluation form
(administrative).
102
Before the Meeting continued

5 Key Steps
Suggest the employee think about issues such as
job satisfaction, problems where the manager
could assist, etc.
Arrange to get a private place to meet.
Allot enough time.
103
Gathering Documentation
Documents on file from ongoing
assessments during the year.
E-mails, notes, etc. of commendation as
well as complaints.
Attendance records.
Other?
104
Skill Building 3 Key Skills

Writing objective and specific
performance descriptions
Writing specific, measurable goals
Avoiding common errors
105
Skill 1
Writing Objective Descriptions
Performance Vs Personality
1. Conans work is always accurate and on time.___
2. Conan doesnt care about the students.___
3. When Conan shows up for work late the other
employees have to cover for him.___
4. Conan is dependable, courteous, and a team player.___
5. Conan isnt a people person.___
106
Answer key
Skill 1
Writing Objective Descriptions
Performance Vs Personality Answer Key
1. Conans work is always accurate and on time.
PERFORMANCE
2. Conan doesnt care about the students.
PERSONALITY
3. When Conan shows up for work late the other employees
have to cover for him.
PERFORMANCE
4. Conan is dependable, courteous, and a team player.
PERFORMANCE
5. Conan isnt a people person.
PERSONALITY
107
Conan
108
Exercise
An additional exercise on objective vs.
subjective performance statements.
109
Skill 1
Writing Specific Descriptions
Specific Vs Vague
1. Dagwood was late for work twice last week.___
2. Dagwoods paperwork is always late.___
3. On November 1, Dagwood failed to replace the safety
shield on his machine before re-engaging the machine.___
4. Dagwoods production was 20% over the performance
standard we set for last month.__
5. I saw Dagwood helping someone from Building and
Grounds.___
110
Answer key
Skill 1
Writing Specific Descriptions
Specific Vs Vague Answer Key
1. Dagwood was late for work twice last week. SPECIFIC
2. Dagwoods paperwork is always late. VAGUE
3. On November 1, Dagwood failed to replace the safety
shield on his machine before re-engaging the machine. SPECIFIC
4. Dagwoods production was 20% over the performance
standard we set for last month. SPECIFIC
5. I saw Dagwood helping someone from Building and
Grounds. VAGUE
111
Exercise
An additional exercise on vague vs.
specific performance statements.
112
Skill 2
Characteristics of Good Goals
113
Specific
Measurable
Attainable
Results oriented
Time framed
Writing Good Goals

Determine which of the SMART goals
criteria are used in each goal below.
1. Conan will work harder at keeping his work area
neat.
S ___ M ___ A ___ R ___ T___
2. Dagwood will increase his output of widgets by
10% by the end of the year.
S ___ M ___ A ___ R ___ T ___
3. Little Orphan Annie will work better with customers.
114
S ___ M ___ A ___ R ___ T___
Answer key
Writing Good Goals

Answer Key
1. Conan will work harder at keeping his work area
neat.
S ___ M ___ A ___ R ___ T___
NONE APPLY
2. Dagwood will increase his output of widgets by

10% by the end of the year.
S ___ M ___ A ___ R ___ T ___ ALL APPLY
3. Little Orphan Annie will work better with customers.
115
S ___ M ___ A ___ R ___ T___
NONE APPLY
Writing Good Goals

4. Minnie will try harder to reduce the number of rejects
in her production runs of nuclear warheads.
S ___ M ___ A ___ R ___ T___ RESULTS ONLY
116
Skill 3
Avoiding Common Errors
Contrast effect
Compares to other employees instead of job requirements
Halo/horn effect
Persons performance is all good or all bad
Similar-to-me effect
Partial to people who are like me
Central tendency
Gives everyone a medium rating
Negative or positive skew
Gives all positive reviews to be liked or all negative reviews to establish
a reputation as a tough grader
Focusing mostly on recent events instead of the previous year
Fails to consider performance for the entire review period
117
118
Meeting Components 8 Steps

Atmosphere - private, uninterrupted,
includes a warm-up.
Purpose of meeting - discuss progress,
strengths, weaknesses, problem areas,
opportunity to communicate.
Ask employee how s/he rated him or
herself. Ask good questions and
be a good listener.
119
Meeting Components 8 Steps

Present your assessment of the employee
and give both constructive and positive
feedback.
Build on the employees strengths and be
sure to focus on performance, not
personality.
Ask for the employees reaction to your
assessment.
120
Meeting Components
Set specific goals, which include
opportunities for improvement and
additional development.
Close the discussion- summarize, ask for
the employees signature, thank the
employee, explain what the next steps
will be
121
Meeting Dos
Recognize what the employee has done
well.
Tactfully point out what the employee
could do better.
Maintain a good balance between the two.
Be specific.
Be encouraging & Set expectations.
122
Meeting Donts
Dont compare the employee to others.
Dont dwell on past mistakes, but rather the
future.
Never put down the person.
Choose vocabulary wisely.
Refrain from intimidating questions, e.g, Why
didnt you.
Dont make promises you may not be able to
keep.
123
The Sandwich Technique

Begin with recognition of
Work well done
Discuss unsatisfactory
issues
End with summary of
Favorable & unfavorable
areas
Are You a Good Listener?

Listen with your eyes as well as your ears.
Watch for nonverbal cues & body language.
Be an active listener.
Nod, smile, make eye contact. Respond with
comments such as thats interesting or tell me
more about that, etc.
Reflect, that is, restate the employees words in your
own to ensure mutual understanding.
125
Listening Tips
Listen for ideas, not just for facts.
Control your emotional reaction.
Overcome personal prejudgments &
distractions.
Keep an open mind.
126
Listening Tips continued

Hear the other person out; dont
interrupt.
Learn to practice active listening.
Keep your mouth shut (literally!).
Paraphrase frequently in your mind and
aloud to the speaker.
Focus on the person speaking.
127
Exercise
Take a look at Are you listening?
128
Asking Good Questions

Open-ended Vs Close-ended Questions
1. Can you tell me why you think you did an outstanding
job on that project?___
2. How do you think you did on the overtime project?___
3. What would you have done differently?___
4. When do you expect to start on the enrollment project?
5. Can you give me one example of how this program
compares to the previous one?___
129
Answer key
Asking Good Questions

Open-ended Vs Close-ended Questions Answer Key
1. Can you tell me why you think you did an outstanding
job on that project . OPEN
2. How do you think you did on the overtime project?
OPEN (if someone just says OK, it can be closed)
3. What would you have done differently? OPEN
4. When do you expect to start on the enrollment project?
CLOSED
5. Can you give me one example of how this program
compares to the previous one? CLOSED
130
131
THIS IS A TEST
132
Multiple Choice
Determine which of the following are unsuitable performance
description comments.
A) Dagwood is not the sharpest knife in the drawer.
B) Dagwood got into the gene pool when the lifeguard
wasnt watching.
C) Some drink from the fountain of knowledge; Dagwood only
gargled.
D) None of the above.
E) All of the above.
133
Hopefully, you selected E!
True or False
Goals should have the following characteristics:
Senseless
Mindless
Acrobatic
Ridiculous
Too much trouble
If you said TRUE, please review the next slide!
134
Review
Characteristics of Good Goals
135
Specific
Measurable
Attainable
Results oriented
Time framed
Exercise
136
137
138
139
Good Evaluations
Performance standards are objective,
accurate and clear on quality/quantity
expectations.
Employee is encouraged to prepare for
the evaluation session.
140
Good Evaluations continued

Two-way feedback is encouraged.
Focuses on results and goal setting.
Goals are agreed upon by both manager
and employee.
141
Good Evaluations continued

Evaluation is conducted in a timely manner,
and not canceled unless absolutely necessary.
The formal meeting with the employee is
private and free of disruptions.
Ratings are fair and can be substantiated.
142
Bad Evaluations
Performance standards are not
meaningful or relevant.
Manager uncomfortable with talking
about about performance problems.
Employee doesnt feel part of the process.
143
Bad Evaluations continued

Manager does not listen or is unwilling to
accept employees feedback.
Goals are difficult to measure.
144
Bad Evaluations continued

Manager cant substantiate ratings.
Manager failed to assess employee and
communicate with employee during the
year, so rating comes as an unpleasant
surprise.
145
Ugly
Evaluations
146
Handling Difficult Situations

Employee blames production problem on
faulty equipment.
Employee talks about someone elses
assessment and compares self to that person.
Employee is angry.
147
Handling Difficult Situations

continued
Employee asks for a promotion.
Employee reports to you on paper but
has been working on a special project
and is reporting to another manager
temporarily.
Employee contests your rating and
threatens to file a grievance.
148
How to Use Evaluations
149
Improve work habits

Salary administration
Promotional decisions
Career goals
Counseling and motivation
Enhancing relationship
Termination decisions
Identifying training needs
Did We Meet Program Objectives?
150
Apply the human touch to your evaluations.

Prepare to conduct an evaluation discussion.
Conduct an effective evaluation discussion.
Follow up on your performance evaluations.
Explain how the written evaluation is only one
part of the personnel-management cycle.
151

Discipline
What is the Purpose of Discipline?
To promote desired behavior by

encouraging acceptable behavior and
punishing unacceptable behavior.
153
What is Fairness?
154
Just
Impartial
Unbiased
Free from favor
Objective
Dispassionate
Fair implies an elimination

of ones own feelings,
prejudices, and desires so as to
achieve a proper balance of
conflicting interests.
155
Does fair mean treating everyone

the same?
Can fair be different depending
on the circumstances?
156
Why be Fair?
157
Good managerial practice

Maintenance of morale
Legal exposure
Personal exposure
The Process of Discipline
158
Cause
Notice to officer
Opportunity to be heard
Documentation
Creation of performance plan
The Process of Discipline

Cause
Advanced notice of rules
Relationship of rules and operations
Objective investigation
159
Key Questions to Ask

Why is the conduct improper?
What is the best means of preventing the
conduct from reoccurring?
160
Performance Plan
Identify deficiencies
Take remedial action
Re-evaluate after set period
161
The Hot Stove Rule

Good discipline (or a rule) is like a hot
stove in that:
162
It provides a warning (feels hot)

It is consistent (burns every time)
It is immediate (burns now)
It is impersonal (burns all alike)
The Hot Stove Rule (1 of 2)

Warning system
Before any behavior has occurred, a good
manager has communicated what the
consequences of the undesirable behavior are
Immediate burn
If discipline is required, it must occur
immediately after the undesirable act is observed
The person must see the connection between the
act and the discipline
163
The Hot Stove Rule (2 of 2)

Consistency
There are no favorites stoves burn everyone
alike
Any employee who performs the same
undesirable act will be disciplined similarly
Impersonality
Disciplinary action is not pointed toward a
person
It is meant to eliminate undesirable behaviors
164
Progressive Discipline
Discipline approach in which a sequence of
penalties is administered
Each one slightly more severe than previous one
Goal is to build a discipline program that

progresses from less severe to more severe
punishment
Objective is to create and maintain a
productive, responsive workforce
165
Steps to Document Progressive

Disciplinary Actions
Identify the problem and explain how the employees
behavior detrimentally affected the organization
Provide a clear warning and explain the consequences
of failing to make the necessary behavioral changes
Document progressive disciplinary actions taken to
prove the employees failure to make behavioral
changes
Demonstrate that disciplinary actions were consistently
applied to others under similar circumstances
166
Positive Discipline
Future-oriented approach
Working with employees to solve
problems so that problems do not occur
again
Recognizes that people make mistakes
Deemphasizes punitive action by
management
Employee termination is a consequence
167

Dealing with Others
Challenging.Difficult.Problem
People
169
Who are they?

What makes them difficult?
What can we do about them?
Why do we need to deal with them?
Challenging.DifficultProblem
People
1. Make a list of the people in your life that you
consider to be difficult
2. What characteristics or traits make them difficult?
3. How do you feel when they are being difficult?
170
The Choices:
You can stay and do nothing
You can vote with your feet
You can change your attitude about your
difficult person
You can change your behavior
171
Why are they Difficult??

Goes back to why do people do
what they do
172
Four Basic Intents of People
Get the task done

Get the task right
Get along with people
Get appreciation from people
Behaviors are driven by intentions.

173
The KEY: Communication

Step 1:
Step 2:
or
Step 3:
Step 4:
Step 5:
right
174
Blend (verbal and non-verbal)

Backtrack (not parroting, translating
rephrasing use some of their own
words)
Clarify meaning, intent (who, where,
when, how)
Summarize what you hear
Confirm to find out if you have it
Listening to
Understand
Two Essential Skills

Blending
Redirecting
175
Communication
Specifics on Blending:
Differences Create Conflict
manageable conflict vs drive you crazy conflict
Ways to blend:
facial expressions and degree of animation
voice volume and speed
non-verbal expressions and other body language
words or language style
176
Communication
More on Blending:
Get it Done
Be brief and to the point
Get it Right
Pay great attention to the details in your communication
Get along
Incorporate friendly chit-chat and be considerate
Get Appreciation
Recognize their contributions with appreciation
Acknowledge their priority
177
Communication
The KEY: Communication
178
Monitor your tone of voice

State your positive intent
Tactfully interrupt interruptions
Tell your truth
Be ready to listen
Speak to be
understood
Back to The Choices:

You can stay and do nothing
You can vote with your feet
You can change your attitude about your
difficult person
You can change your behavior
179
How to change your Attitude
180
A miracle
Other life altering events
Change your reactions
Changing your perspective
Changing the way you talk to yourself
Changing your perspective

Questions to ask yourself:
How am I inappropriately feeling (and
therefore acting)?
What am I thinking to myself to make
myself upset?
How can I challenge my thinking?
What realistic preferences can I
substitute?
181
4 Feelings that will ensure disaster

with your difficult people..
182
Feeling anxious
Feeling angry or defensive
Feeling bummed or burned out
Feeling guilty
Lens of Understanding
Task Focus
Get it Done
Get it Right
Passive
Get Along
People Focus
183
Aggressive
Normal Zone
Get
Appreciated
Get it Done
Task Focus + Aggressive = Controlling
The Sniper
The Tank
The Know-it-all
184
Get it Right
Task Focus + Passive = Perfectionist
The Whiner
The No person
The Nothing person

185
Get Along
People Focus + Passive = Approval Seeking
The Nothing person
The Yes person
The Maybe person

186
Get Appreciated
People Focus + Aggressive = Attention Grabbing
The Grenade
The Friendly Sniper
The
Think-they-know-it-all
Person
187
The Tank
Aggressive
Focused on end result
Direct approach
You are targeted as
part of the problem
Nothing personal
Pointed, angry
Pushy
188
The Tank
The Strategy
189
Hold your ground

Interrupt the attack
Quickly backtrack their main point
Summarize with ownership
Being straightforward, but dont shut
them out
The Tank
ADJUST YOUR ATTITUDE
Dont be tempted to counterattack
Dont attempt to defend or explain
Dont shut down and
become a Nothing person
Find courage and demand respect
190
The Sniper
Tries to make you look
foolish
Can use confusion as a
weapon
Some snipe to get
attention, some carry a
grudge
Biting sarcasm, rude
comments, non-verbal
Sometimes trying to
undermine efforts of
others
191
The Sniper
The Strategy
Stop, look, backtrack
Ask what they mean? What does that
have to do with our project?
Might need a private meeting
Let them know you would prefer honesty
192
The Sniper
Watch your emotions be
cool/calm/collected
Instead of reacting focus on the sniper
with amusing curiosity
Deal directly and assertively
Dont act out of revenge
193
The Know-it-all
Knowledgeable and
competent
Can be controlling
Low tolerance for
correction and
contradiction
Cant be wrong
Can dominate or
manipulate
194
The Know-it-all
The Strategy
195
Be prepared
Backtrack respectfully
Blend with doubts and desires
Present your views indirectly
The Know-it-all
Resist temptation to become a Know-it-all
Be flexible and patient
Try to open their minds to new information
or ideas
196
The Think-They-Know-it-all
Trying to get appreciation
and attention
Addicted to exaggeration
Know enough about topics
to be conversational
Strong people focus
Caught in a vicious scheme
to grab attention
197
The Think-They-Know-it-all
The Strategy
198
Give them a little attention

Clarify for specifics
Tell it like it is
Give them a break
The Think-they-know-it-all
Dont challenge or confront aggressively
Dont be tempted to stretch the truth in
another direction
Use compassion and patience
Use restraint and consider long term affects
199
The Grenade
Demands attention
trying to get appreciation
Holds and then BLOWS,
losing emotional control
Fighting feelings of
insignificance
Explosions can be years or
hours apart
200
The Grenade
The Strategy
201
Get their attention

Show concern for their problem
Reduce intensity
Might need to cool down
Try to find the grenade pin so you
dont pull it
The Grenade
Wrong: Most people either blow up at the
Grenade or retreat and hate from a distance
Remember they are humiliated
by their behavior
Take control of the situation
202
The Yes Person

Working under intention
to get along
Limited follow-through
Over-commit in order to
please
Feels bad when it
doesnt work out
203
The Yes Person

The Strategy
204
Make it safe to be honest

Talk honestly
Help them learn to plan
Ensure commitment
Strengthen the relationship
The Yes Person

Help them develop their task
and organization skills
Lots of patience
Get commitments you can count on
205
The Maybe Person

Can see clear to best decision,
but blinded by negative
possibilities
May not want to bother others
May not want to upset others
May not want to be the cause
of something wrong
206
The Maybe Person

The Strategy
Establish a comfort zone
Try to find where the uncertainty
comes from
Use a decision-making system
Reassure, then try to ensure
follow through
207
The Maybe Person

Irritation is ineffective
Use warmth and sensitivity
Lots of patience
Help them learn to think decisively
208
The Nothing Person

No feedback,
verbal or
nonverbal
Get along and get
it right people
Can sometime boil
over
209
The Nothing Person

The Strategy
210
Plan enough time

Ask open-ended questions expectantly
Lighten it up, use humor
Guess what the problem is.
Show the future what can happen with
nothing
The Nothing Person

Hard as it is, need to slow down
Be careful of aggressive behavior
Dont lose your temper
Persuade the Nothing Person to talk

211
The No Person
Get it right, no
mistakes
Perfection standard
Feeling despair, all
negatives, verbal and
non verbal
Not intentional
Feeling of futility
Most destructive to
team motivation
212
The No Person
The Strategy
Go with the flow allow them to be
negative, dont try to talk them out of it
Use them as a resource
Give them time and ask them for options
Go for the polarity response You cant
do that
213
The No Person
Compassion instead of contempt
Remember it doesnt have anything to do with you
In the long-term, does their negativity matter?
Try to be understanding
Move from fault finding toward problem solving

214
The Whiner
Wallowing in woe
Related to the No
person
Get it right
Cant see what
could
Feeling of futility
215
The Whiner - The Strategy
216
Listen for the main points

Interrupt and get specific
Shift the focus to solutions
Show them the future
Draw the line
The Whiner
Dont agree with them
Dont disagree with them
Dont try to solve their problems
Dont ask them why they are complaining to you
PATIENCE COMPASSION COMMITTMENT
Form a problem-solving alliance
217
218

Being a Leader
Leadership
What is a leader?
No universally accepted definition
Leadership is, in part, the process
of influencing the
activities of others.
220
Leadership Myths
Leaders are born, not made.

Leaders are charismatic.
Leadership is a rare skill.
Leadership exists only at the top of the
organization.
Leaders must prod, manipulate, control
and direct others to get the job done.
221
Difference between Leaders

and Managers
Managers manage things and
programs
Leaders lead people
Managers do things right, leaders do
the right thing
222
Characteristics of an
Effective Leader
223
Honesty and integrity

Responsibility/personal accountability
Loyalty
Fairness/justice
Knowledge
Self-confidence
Characteristics of an
Effective Leader
(continued)
224
Drive/initiative
Vision
Dependability
Active listener
Decisiveness
Courage
Leaders Usually Have Both

Authority and Power
Authority granted from above and
exerted downwards as a result of rank
or title
Power granted from all directions
and is exerted in all directions.
225
Power May Be Earned

Through:
Display of honesty, credibility, and
integrity
Expertise and experience
Control of information
Position
Ability to reward
Connections
Ability to punish
226
Theory X and Theory Y

Model of Leadership
Theory X Leader perceives of all
workers as lazy and in need of external
motivation to get the job done (i.e., pay,
benefits, perks, etc.)
Theory Y Leader perceives workers as
being self-motivated. Leaders feel they
want to do a good job. Intrinsic
(internal) actions motivate actions.
227
Situational Leadership Model

No one best leadership model
Different situations require different
approaches.
Directive and supportive behavior
228
Specific Styles of
Situational Leadership
Directing
Coaching
Supporting
Delegating
229
B.O.S.S. Syndrome
Boisterous
Omnipotent
Self-indulgent
Sociopath
230
Noisy
Bureaucratic
Self Desires
Abnormal Behavior
The 5 Principles
Communicate
Commitment with Passion
You don't have to have all the Answers
Employees: The Most Precious Asset
Empowerment
231
Effective Leaders Are
A sense of urgency
Project and articulate the vision
Create stretch goals
Develop trust and a spirit of teamwork
Develop realistic expectations for success
Promote an environment of success, trust and belief
Honesty-to tell the truth-to do the right thing-no hidden
agendas
Integrity and respect-responsive-recognizing employee
value-empowerment
Passion - commitment
Motivate and inspire
232

The Art of Delegation
Definition
Delegate
to entrust to another; to appoint as ones representative; to assign
responsibility or authority.
Delegation
the act of empowering to act for another. the transfer of
responsibility for the performance of an activity from one individual
to another while retaining accountability for the outcome
Accountability
Being responsible and answerable for actions or inactions of self or
others in the context of delegation.
Delegator
The person making the delegation.
Delegatee
The person receiving the delegation. (a.k.a. Delegate)
234
TRADE Role
Trust one another- confidently expect
fulfillment of needs.
Respect for all tasks and their importance.
Admiration- express approval/pride verbally
and nonverbally.
Define/describe roles clearly (job descriptions).
Expectations must be upheld for all roles.
235
The 5 Rights of Delegation

Right Task
One that is delegable for a specific patient.
Right Circumstances
Appropriate patient setting, available resources, and other
relevant factors considered.
Right Person
Right person is delegating the right task to the right person to be
performed on the right person.
Right Direction/Communication
Clear, concise description of the task, including its objective,
limits and expectations.
Right Supervision
Appropriate monitoring, evaluation, intervention, as needed,
and feedback.
236
Delegation Flowchart
Why Delegate?
To use skills and
resources already
within the group
To keep from burning
out a few leaders
To develop new
leaders and build new
skills within the group
To get things done
238
To prevent the group

from getting too
dependent on one
To become more
powerful as a group
To allow everyone to
feel a part of the
effort and the success
Group members feel
more committed if
they have a role and
feel needed
Why Not?
its too hard!
it takes too much time!
nobody can do it as good as I can
nobody else has any time
either
239
Steps in Delegation
I Introduce the task
D-Demonstrate clearly what needs to be done
E-Ensure understanding
A-Allocate authority, information and resources
L-Let go
S-Support and monitor
240
Introduce the Task

Determine task to be
delegated
Determine tasks to
retain
Select delegate
241
Introduce the Task

delegated
Determine tasks to
retain
Select delegate
242
Those tasks you

completed prior to
assuming new role
Those tasks your
delegates have more
experience with
Routine activities
Those things not in
your core competency
Introduce the Task

delegated
Determine tasks to
retain
Select delegate
243
Supervision of
subordinates
Long-term planning
Tasks only you can do
Assurance of
program compliance
Dismissal of
volunteers/members/
parents, etc.
Introduce the Task

delegated
Determine tasks to
retain
Select delegate
244
Look at individual
strengths/weaknesses
Determine interest
areas
Determine need for
development of
delegate
Introduce the Task

Use What-Why
Statements:
I want you to do..
Because you
245
Demonstrate Clearly
Show examples of
previous work
Explain objectives
Discuss timetable, set
deadlines
246
Ensuring Understanding
247
Clear communication
Ask for clarification
Secure commitment
Dont say no for them
Collaboratively determine
methods for follow-up
Allocate
authority, information, resources
Grant authority to determine process, not
desired outcomes
Provide access to all information sources
Refer delegate to contact persons or specific
resources that have assisted previously
Provide appropriate training to ensure
success
248
Let go
Communicate delegates
authority
Step back, let them work
Use constrained access
Dont allow for reverse
delegation
249
Support and Monitor
250
Schedule follow-up meetings

Review progress
Assist, when requested
Avoid interference
Publicly praise progress and completion
Encourage problem solving
Consequences of Poor
Delegating
Information and decision-making not shared by the
group
Leaders become tired out
When leaders leave groups, no one has experience to
carry on
Group morale becomes low and people become
frustrated and feel powerless
The skills and knowledge of the group/organization are
concentrated in a few people
New members dont find any ways to contribute to the
work of the group.
251
And, finally..
The secret of success is not in doing your

own work but in recognizing the right
[person] to do it.
252

The Art &amp; Craft of Supervision

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Art &amp; Craft of Supervision

Uploaded by

Copyright:

Available Formats

The Art & Craft of Supervision