SUPERVISORY

MANAGEMENT TRAINING
(September 15-17, 2015)

BY ANDINET NIGATU
 Training Objectives
By the end of the workshop, YOU should be able to:

Explain Supervisory roles

Set expectations for your staff
Set SMART goals for yourself
Help your staff set SMART goals
Assign work and delegate appropriately
Provide effective, appropriate feedback to your staff
Manage your time more efficiently
Help your team resolve conflicts
AGENDA
 
Day 1 GETTING STARTED
MODULE 1: Your Roles as Supervisor
MODULE 2: Effective Delegation
 Day 2 MODULE 3: Managing Performance
  MODULE 4: Team Building & Engagement
MODULE 5: Time Management
 Day 3 MODULE 6: Work Place Discipline
MODULE 7: Effective Communication (Optional)
 MODULE 1

THE ROLE OF THE SUPERVISOR

Skills for Success
"Stand by your Quote"
What does organizations expect from
supervisors?
 Stay aware of the big picture
 Create a productive environment for your
employees
 Make decisions on your own
 Implement new methods
 Inform your people about company policies and
procedures
 Develop employee performance
The Role of the Supervisor
 Setting goals
 Managing performance
 Demonstrating effective behaviors
 Decision-making
 Managing Change
 Time Management
 Communication
 Run Effective Meetings
 Motivation, building teams
 Delegation
 Training/coaching
 Discipline
 Grievance handling & conflict resolution
Effective behaviors
 Patience
 Tolerance
 Sensitivity
 Empathy
 Decisiveness
 Sense of humor
What do employees want from
their jobs?

What do I want?
 Employees want
1. Appreciation
2. Recognition
3. Involvement with the company
4. Comfortable work environment
5. Money
What else?
 Security and stability
 Social needs
 Independence
 MODULE 2

DELEGATION
 To whom? &
Tasks I can (want to)delegate why?

Tasks I don’t want to delegate Why?

   

   

   
What should I consider?

1. Setting expectations
2. Setting goals
3. Assigning Work
4. Degree of Delegation and
5. Providing Feedback
1. SETTING EXPECTATIONS

The four steps of setting expectations are:

a) Define the requirements.

b) Identify opportunities for improvement and growth.
c) Discuss the requirements.
d) Put it all in writing.
a) Defining the Requirements: define the requirements for
the chosen task (what will success look like?)

Focus around the five W’s and the H.

 How does the task tie into organizational goals?
 Why are we doing this task?
 What are the key parts to the task?
 What steps will be involved?
 What should the end result look like?
 Who will the employee need to talk to?
 When should the employee report back?
b) Identifying opportunities for Improvement and
Growth

 The best expectations are those that encourage the

employee to grow and stretch.

 So, when setting expectations, you should explore all the

possibilities and share them with your staff members.
c) Discuss expectations (Setting Verbal Expectations)
Expectations can be verbal or written, depending on the situation.

To make sure you’ve covered all the bases, use the 5 W’s and the
H during your discussion.
 Who?
 What?
 When?
 Where?
 Why?
 How?
c) Putting Expectations in Writing
Use the following template for written expectations.

 EMPLOYEE NAME:
 EXPECTATION STATEMENT:
 DATE:
 WHAT ARE THE KEY PARTS TO THE TASK?
 WHAT STEPS WILL BE INVOLVED?
 WHAT SHOULD THE END RESULT LOOK LIKE?
 WHO WILL THE EMPLOYEE NEED TO TALK TO?
 WHEN SHOULD THE EMPLOYEE REPORT BACK?
2. SETTING GOALS
….”fewer than 3% of people have clear, written goals,
and a plan for getting there”
Brian Tracy

Live in the present: the past cannot be changed, and the

future is the direct result of what you do right now!

 Understanding cascading Goals

……2. SETTING GOALS
The SMART way
 SPECIFIC
 MEASURABLE
 ACHIEVABLE:
 RELEVANT
 TIMED
The PPP: Goals should also include the three P’s:
 POSITIVE
 PERSONAL
 POSSIBLE
Helping others set goals & review regularly
 SMART, PPP way
3. ASSIGNING WORK
 Keep the 5 W’s and the H in mind
 ORDERS:
 no room for guesswork,
 match the dictatorial approach.
 Should only be used for emergencies.
 Example: “Shut off that tap, now!”
 REQUESTS:
 leave the employee some room for interpretation.

 Example: “John, please turn off that water.”

 SUGGESTIONS:
 leave the most room for interpretation

 should only be used if you don’t care how the work gets done,

or if it’s a low priority task.

 Example: “Helen, it would be nice if we could come up with a

different format for that report.”

The Dictatorial Approach
 The easiest short-term work assignment method is to simply
assign tasks to individuals.
 Generates the least job satisfaction and independence.
 This method should be used when a task needs to be
completed urgently, or if it is a task that no one wants to
take on.
 For best results; make sure that you explain the importance of
the task and the rewards to the individual, the department
and the organization.
The Apple-Picking Approach
 Gives employees more freedom in choosing their tasks, although it
does not emphasize team problem solving or collaboration.

 The basic idea- the team member chooses a project that they would
like to work on from a list of departmental tasks.
 
 Good method to use when there is a small group of tasks to be
assigned, a very small group of employees, and not enough time
for a meeting.

 Can also be used when:

 the unit has a list of low-priority “fillers” and
 An employee needs a short term project.
The Collaborative Approach
 With this method, the team has a meeting to decide who
completes which task. The list of tasks can be posted on flip
chart or whiteboard.
 For maximum effectiveness, team members help establish
objectives and deadlines for each tasks.
 This is the most effective method because giving team
members a say in the way the work is distributed, and giving
them the opportunity to choose more meaningful tasks, will
enable you to get more out of your employees and to help them
grow and develop.
 However, this method is not appropriate for a list of menial
tasks, or if a task needs to be urgently completed.
 It is most effective when used with a mature team (a team
that has worked together for six months or more).
DEGREES OF DELEGATION
 Myth/truth: by giving tasks to others, we re giving our power away.
 By delegating the tasks that you don’t really need to do, you free
up time for those high-reward projects

Level One: Complete Supervision

 This gives the employee the least independence, but it gives the
supervisor the most control.
 should not be used often, but can be used in situations such as :
 The task is dangerous and the employee is not familiar with it.
Eg: operating heavy machinery
 The task has important organizational, financial, or legal
implications.
Level Two: Partial Supervision

 is a good balance between employee freedom and manager

supervision.
 Employees do the tasks on their own, but the supervisor
monitors the work, evaluates progress, and keeps a close eye
on how things are moving along.
 This is the most commonly used level of delegation, and is the
one that you will use for most tasks.
 However, to maximize your delegating potential, try to
encourage employees to grow and develop by adding more
levels of complexity as they become more comfortable with
the task.
Level Three: Complete Independence

 Is the one that we should hope to move towards for most tasks.
 Here, the employees do the tasks completely on their own.
 However, spot-checks and progress updates are important.

Think very carefully when choosing a level of delegation.

 Too low, and the employee may feel distrusted and

smothered.
 Too high, and you may find a disaster on your
hands.
IMPLEMENTING DELEGATION
Now let’s look at the actual skills involved in delegating.

Deciding to Delegate
 Keep these criteria in mind when deciding if a task should be delegated:

 The task should provide an opportunity for growth of another person’s

skills.
 Weigh the effort to properly train another person against how often the
task will reoccur.
 Delegating certain critical tasks may jeopardize the success of your
project.
 Management tasks, such as performance reviews, and tasks specifically
assigned to you, should not be delegated.

 
To Whom Should You Delegate?

Things to think about include:

What experience, KSA does the person already have?
What training or assistance might they need?
Do you have the time and resources to provide any training needed?
What is the individual’s preferred work style? Do they do well on their
own or do they require more support & motivation?
What does he or she want from his or her job?
What are his or her long-term goals and interest, and how do these align
with the work proposed?
What is the current workload of this person?
Will delegating this task require reshuffling of other responsibilities and
workloads?
 Be patient:
 expert vs trainee
 Also, try to delegate to the lowest possible organizational level.
 The people who are closest to the work are best suited for the task ;
 This increases workplace efficiency and helps to develop people.

Providing Instructions;
 Brief your team member on:

 why they were chosen for the job,

 what’s expected from them during the project,
 the goals you have for the project,
 timelines , deadlines, and the resources on which they can draw.
 how much supervision they can expect from you.

 Next, work together to develop a schedule for progress updates, milestones

Monitoring the Results

 We shouldn’t micro-manage; but we shouldn’t abdicate control

altogether as well
 we have to find the difficult balance between giving enough space for
people to use their abilities, while still monitoring and supporting
closely enough to ensure that the job is done correctly and effectively.
 One way to encourage growth is to ask for recommended solutions
when delegates come to you with a problem, and then help them
explore those solutions and reach a decision.
 It is important that you hold delegates to the original schedule that
you agreed upon.
 Congratulate them on milestones accomplished and deadlines met. If
deadlines are missed, explore why.

 
…..Monitoring the Results
 Don’t be afraid to ask for progress reports. Remember, your job is to
help the employee stay on track, and to remove any barriers
 When delegated work is delivered back to you, set aside enough time to
review it thoroughly. If possible, only accept good quality, fully
complete work.
 Of course, when good work is returned to you, make sure to both
recognize and reward the effort.
 As a leader, you should get in the practice of complimenting members
of your team every time you are impressed by what they have done.

building team members’ self-confidence and efficiency.

 
The delegate keeps coming to you with questions

 ways to reduce the need for your time, and to increase their
independence,
 show them where they can find the answers.
 ask them for recommendations when they have a problem. Then,
help them explore the possibilities and choose a solution.
 It may also be possible that you have assigned a complicated task
to someone who is not prepared for it.
ask a senior person to assist the junior person with the task. (Once
again, this helps develop employees and increases their
independence.)
Try to avoid re-assigning a task unless it’s absolutely necessary.
 
You hear-another team member is performing the delegated task.

 get your information from the source.

 Talk to the delegate and find out who they are using as a resource
and how much of that person’s time is being used.
 If you feel that too much of that person’s time is being used, suggest
alternate resources.
 You may also want to check with the person involved in the
task to ensure they don’t feel overwhelmed or taken advantage
of.
 In general, when you hear these kinds of rumors, keep a close
eye on the situation, and react appropriately.
The end result is not what you expected

 First, take a moment to evaluate the problem.

 Is it done incorrectly, or just not done the way you would have
done it? (There really is a difference between the two!)
 Explain to the delegate what is done incorrectly and how it can
be resolved.
 Take time to find out why the delegate did the task the way they
did.
 Were the original instructions incorrect?
 Were they unable to find help when they needed it?
 Did someone else tell them to do it differently?
 Take careful notes during this discussion. This can provide
valuable lessons for you and the delegate.
PROVIDING FEEDBACK
Characteristics of Good Feedback
 SPECIFIC: Be specific about what behavior you want the person to
change.
 TIMELY: The feedback should be delivered as soon as possible for
maximum effectiveness.
 EXPRESSED DIRECTLY: The feedback should be delivered in a
direct manner to the person whose behavior needs to change.
 BEHAVIOR-FOCUSED: The feedback should focus on the
behavior that should be changed, not the person or their personality.
 ACTIONABLE: The feedback has to be about something the person
can change.
 HELPFUL: Deliver the feedback in a manner that shows that you
want to help the individual with this problem. Key attitudes include
respectfulness, honesty, open-mindedness, and empathy.
Feedback Delivery Tools
 Direct praise or criticism:
Examples:
 “That report that you sent out today looked great, Jamie.”
 “You need to put your hard hat on, Aaron.”
 “Thank you for helping Paul out with that task, Lisa.”
 The feedback sandwich
Example:
“Susan, your report had all the right statistics in it, and I really appreciate
that. However, we need you to use the company template. I’ve e-
mailed it to you so that you can use it the next time. Good job getting
it in on time, too!”

 criticized because it trains the employee to always expect a negative

when they hear a positive, and it takes the focus away from the actual
problem. However, it is especially useful for new or sensitive
employees, or in situations where the job is well done overall.
THE OPEN-FACED SANDWICH
Example: “Susan, your report had all the right statistics in it, and I really appreciate
that. However, we need you to use the company template. I’ve e-mailed it to you
so that you can use it the next time.”

 About 360 degree feedback: 

 Informal Feedback
quick, precise, and direct.
It can be delivered in person, over the phone, or via e-mail.
 When delivering this type of feedback, be sensitive to the message that you are
sending and to the other people present.
 Criticizing a team member in front of the entire team will not be well received.
Perhaps surprisingly, being praised in front of a group can make some people
feel uncomfortable, too.

 
 Formal Feedback

involves documentation and collaboration to identify areas of strengths

and weaknesses, and to create action plans for addressing those
areas.
It is typically focused on the long term rather than the short term.

examples include formal reviews, goal setting meetings, or reporting on

the team’s progress in a team meeting.

Most often, formal feedback will be delivered from the supervisor to their
staff member(s).
 When setting up a meeting for formal feedback, remember the
following tips.
 Give the employee lots of notice about the meeting.
 Be sensitive when asking them to meet with you. For some
people, the phrase, “I’d like to see you in my office,” produces
an immediate phobic reaction. It’s best to let them know
privately and quietly.
 Let the employee know what the meeting is about and give
them any necessary documents to prepare for the meeting. This
will also help alleviate fear and anxiety.
 Make sure the meeting is at a convenient time for both you and
the employee. Try to avoid scheduling meetings right before
lunch or the end of the day so that neither of you feel rushed.  
 To whom?
Task I can delegate (person specification) SMART Goals

     

     

     

     

     

     

     

     
 MODULE 3

MANAGING PERFORMANCE
Performance management is the method by which managers
delegate responsibility to staff in order to achieve specific results,
and the effort managers make to ensure the success of their staff.

It helps employees reach higher levels of performance through

objective setting,
action plans,
personal development, and
ongoing discussions about institutional goals.
Purpose & goal of a performance management
system
 To ensure that EVERY employee receives direction and
communication about their performance.

To be successful, Staff needs to:

1. Identify with your organization’s mission;
2. Understand their role and how that contributes to the
mission;
3. Know specifically what is expected of them;
4. Have the capacity, resources, and environment that makes
success possible and
5. Receive encouragement, constructive feedback, and
opportunities to develop & improve.
A well-designed performance management process will:
Provide consistent and systematic supervision to all staff in the
organization
Ensure that the mission, goals, objectives, and action plans of the
organization are actually accomplished through individuals
Focus supervision on promoting and supporting successful
performance, not just reprimanding and correcting poor
performance
Take time to build trust and practice good one-on-one
communication:
listening,
clarifying, and
giving and receiving feedback
Provide the opportunity for staff to participate in planning and
monitoring their own work
 Performance Management Process

PMP Planning
(Setting SMART

Co eed
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PMP l Re back)
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Setting Objectives

Specific
Measurable
Achievable
Relevant
Time bound
 Activity

Setting SMART Objectives

Based on your bank’s corporate objective (select one),
set SMART objectives for the your teams as follows

 First to your self as supervisor/manager in the

department

Then to one of your subordinates

General Standards of Performance:
Commitment to the organization’s Mission
Interpersonal Skills and Teamwork
Initiative and Problem Solving Ability
Professionalism:
Measuring General Standards of Performance:
Commitment to the organization’s Mission:
 The employee demonstrates understanding of the mission and
 He/she demonstrates commitment to clients.

Interpersonal Skills and Teamwork:

 The employee is able to interact effectively with all levels of
staff
 He/she is open and straightforward in dealing with others.

Initiative and Problem Solving Ability:

 The employee uses good judgment and makes sound
decisions.
 He/she assumes responsibility without being asked
 He/she able to identify ways to constructively and creatively
deal with problems.
Measuring General Standards of Performance:
Professionalism:

The employee is a professional representative of the institution

conducts him/herself with the highest level of integrity.

The employee is able to deal with confidential matters and goes the extra
distance to complete a task.
 Performance
Overall Goal Key Result Area Standards
 (Position)  1.  1.
 (Responsible for)  2.  2.
 (Purpose)  3.  3.
   4.  4.
   5.  
     

     

     
 MODULE 4

Employee Engagement and Team

Building
How do staff in your organization feel?
What is engagement?

•“Employee engagement” is a term that encompasses

motivation, but goes a step further.

• Motivation refers to the force or feelings that drive

individuals to do their work and accomplish tasks.

• Employee engagement indicates that an employee is

satisfied with his/her job, is driven to do the work and is
committed to getting it done, doing it well and exerting the
effort required to get results for the organization.
Are your staff engaged?

• Rate your or your organization’s employees engagement

overall (in gross terms)

Engagement: Interest in and dedication to the work, drive to

do the work well and go the extra mile to get desired results
for the organization

Measures: Strongly Disagree, Disagree, neutral, Agree, Strongly

Agree

•Why do you think the overall motivation and engagement of

staff in your organization is what it is?
 How engaged are you?

Staff engagement survey- self assessment

Gallup’s 12 Questions

1.Do you know what is expected of you at work?

2.Do you have the materials and equipment you need to do
your work properly?
3.At work, do you have the opportunity to do your best every
day?
4.In the last seven days, have you received recognition or
praise for doing good work?
5.Does your supervisor or someone else at work seem to care
about you as a person?
6.Is there someone at work who encourages your
development?
7.At work, do your opinions seem to count?
8.Does the mission/purpose of your company make you feel
your job is important?
9 Are your associates (fellow employees) committed to
doing quality work?
10 Do you have a best friend at work?
11 In the last six months, has someone at work talked to you
about your progress?
12 In the last year, have you had opportunities at work to
learn and grow?
Report Out
Factors that engage
•Intrinsic: Refers to how the employee feels about the work
itself.
work is interesting and important,
a sense of responsibility,
freedom to act,
possibility to develop skills and knowledge and
opportunities to advance and grow.
•Extrinsic: Refers to what is done to or for personnel to drive
them to do the work such as
pay, financial incentives,
recognition and reward,
praise and promotion or
punishment and disciplinary action.
Intrinsic Keys to Engagement

•Participation in the big picture, i.e., a sense of how one’s job

contributes to the organization’s mission/vision, goals and objectives
•Sense of direction: a well designed job that serves a clear purpose in
the organization, a clear job description, clear objectives
•Autonomy and freedom: the ability to come up with ideas and make
decisions and to test things out
•Influence: having a voice that is listened to and is part of decision
making
•Relationships & team work: positive, collaborative relationships with
colleagues and supervisors; participating in teams
•Challenges: work that pushes one’s abilities, generates learning &
creates a sense of accomplishment
•Advancement: a sense that doing a good job may lead to new
opportunities or positions within or beyond the organization
Extrinsic Keys to Engagement
•Pay and benefits: pay and benefits comparable to others doing
the same job in the same industry or organization
•Rewards: financial or non-financial rewards or incentives for
good performance (bonuses, time off, gift certificates),
accomplishment or achievement
•Recognition: formal acknowledgement of a job well done or of
an achievement,
•Promotion: the possibility to advance into a higher pay range or
position within the organization; links pay increases to
performance appraisals
•Equitability: consistent and equitable application of personnel
policies, compensation and support.
Making Meaningful Change

•Effective leadership is key to all elements of employee

engagement.
•To truly have an engaged workforce, leadership needs to be open
to:
Change
Employee needs and aspirations
Communicating
Teamwork
Participatory decision making
Supporting staff to succeed
 Team work
The feeling of being part of a team that working toward a clear goal
is a critical element in building and maintaining employee
engagement.
Characteristics of Strong Teams

•A common name or identity

•Shared mission or concern
•Shared goals and objectives
•A clear structure with defined leadership, roles and
responsibilities and norms
•A strategy to achieve goals and objectives
•Shared information
•Someone responsible for leading (even if in an inclusive way)
•Ground rules or norms for decision making, communication,
managing meetings and resolving conflicts
•Resources (material or financial) to realize objectives
•Acknowledgment of objectives achieved or milestones passed
What we can learn from geese
 Stages of Team Development
1.Observation. Members act independently. Information flow is
limited. Individuals try to position themselves in relation to the others.
The focus is on achieving personal objectives rather than achieving
team objectives.
2.Chaos. Alliances are formed and power struggles are common.
Individuals try to impose own perspectives on the group. Conflict is
common.
3.Organization and stabilization. With negotiations among individuals
and small groups, the team begins to have a clearer structure, and
conflicts are resolved. Norms are established; leadership is defined.
Expected outcomes and processes for achieving goals are defined. A
team agreement or charter exists.
4.Production. Team is organized and focused on implementing agreed
strategies to achieve common goals and the agreed mission. Members
take on their tasks with the aim of serving the team.
How do you define team building?

Team building is, simply put, the process of strengthening

the capacity of teams to effectively work towards achieving
their goals

Team building may include:

Building the capacity of teams to develop clear goals,

objectives and strategies
Improving team communication and decision making
Helping leaders work with staff to assemble more
effective teams with the right skills and defined roles
and responsibilities
Improving a team’s ability to manage conflict or solve
problems
 Understanding Conflict

Conflict is a clash of interests, values, actions, views or

directions.
Conflict is inevitable and develops because we are dealing
with people’s lives/children/jobs.
Conflict occurs when individuals are not obtaining what
they need or want and are pursuing their own interests.
Conflict ranges from a small disagreement to war between
countries.
 Causes of Conflict

Poor communication
Lack of resources creating stress and competition
Challenges in interpersonal relationship
Poor/weak leadership that avoids conflict, does not
resolve workplace issues and supervisors who don’t
understand the jobs of their subordinates
Seeking power/authority/recognition
Changes in leadership
 Signs and Symptoms
•Body language
•Disagreements, regardless of issue
•Withholding information whether good or bad
•Strong public statements
•Airing disagreements through media
•Open disagreement
•No discussion of progress, failure to accomplish goals
•Desire for power
•Increasing lack of respect counseled
(Thomas-Kilmann)
Thomas-Kilmann Conflict handling Styles
•Avoiding (Uncooperative and unassertive) Neglects own
concerns as well as those of other parties: does not raise or
address conflict issues.
•Accommodating (Cooperative and unassertive) Seeks to
satisfy other person's concerns at the expense of own.
•Competing (Uncooperative and assertive) Opposite of
accommodating. Uses whatever seems appropriate to win
•Collaborating (Cooperative and assertive) Opposite of
avoiding. Works with other party to find a solution that
satisfies both own and other party's concerns.
•Compromising (Middle ground) Seeks to find a middle
ground to partially satisfy both parties.
 MANAGING STRESS
Stress is a condition or feeling experienced when a person
perceives that “demands exceed the personal and social
resources the individual is able to mobilize.”
In other words, stress is something we experience when we face a
situation and our ability to cope is challenged. We feel we’ve lost
control of events. (Richard S. Lazarus ):
Family-related stressors
. Family separations (due to work relocations or other reason)
. Marital conflict
. Illness or death of a family member
. Parenting or child care challenges

Workplace Stressors
 Conflict among co-workers
 Unexpected/unwanted transfer of work location
 Lack of mobility/transport for high risk patients at the health facility
. Poor communication with co-workers or patients
. Lack of support from supervisor
. No forum to express work concerns and issues
. Lack of resources to support the provision of care
Physical Stressors
. Illness such as malaria
. Physical injury such as strained back
. Headaches, fatigue, indigestion
 MODULE 5
EFFECTIVE COMMUNICATION
DEFINITION
Communication is the transmitting or exchanging of
information or knowledge and the creation of understanding
between two parties.

Communication in management is the sharing, receiving and

understanding of instruction, concepts, opinions and
information about company affairs and reacting to such
activities in one way or another.

 The interdependence among units with in an organization is

facilitated by management at different levels through
communication
COMMON TYPES OF COMMUNICATION

Oral communications.
Written communication: includes letters, reports, manuals and so
forth.
Non-verbal communication Two forms of non-verbal
communication can be identified.

 Physical or symbolic language – such as traffic light,

sirens, and status symbols e.g. Office size relates a
message concerning something or some one
important.
 Body language-such as facial expression, posture, or
eye contact (movement) consciously unconsciously
relays message to others.
SELECTING THE BEST TYPE OF COMMUNICATION
 
The choice of the type of communication requires the consideration
of the important parameters including these:
 
Whether it needs to be personal or impersonal
Cost
If feedback is necessary
Will the message get through – is it reliable?
Accuracy and speed
Credibility of source
Is a permanent record required?
Elements of communication

a) Sender (source): anyone who wants to communicate

something to someone else. A sender’s accuracy relies much
on his:

 Communication skill – This includes skills such as writing, speaking,

reading & listening as well as thought and reasoning.
 Attitudes - In order to communicate effectively there should be the right
attitude towards the receiver of the message.
 Knowledge level - The sender should be fairly aware of the subject to be
communicated and the level of understanding of his audience.
 Social – cultural role – The cultural context in which he communicates,
the cultural beliefs of his audience. The accepted form of behavior of the
receivers of his message should be carefully considered.
b) Message: is the information the sender wants to
communicate. Three factors need to be taken into account in
the message.

 The message code – The message code is any group of symbols that can
be structured in a way that is meaningful to some persons. For example:
language is a code, because it contains sounds, letters, words etc. That
can be arranged in certain meaningful orders.

 The message content - The message content is the material in the

message that was selected by he source to express his purpose. It
includes any assertions that a person makes, the information he presents,
the inferences he draws and the judgments he proposes or any
presentation he makes.
C) The Channel: refers to the vehicle on which messages are
transported from the sender to the receiver. Examples are face-to-
face communication. This includes one-to–one personal discussion,
committee meetings, information seminars etc.

Written statements: includes memos, reports, research studies,

recommendations, letters, journals, policy manuals etc.
Electronics Media: Such as Radio, Television, Telex, Telegram, Telephone,
these are specially needed for their quick outcome.
Pictures or non-verbal symbols: include paintings, photographs movies

The choice of a channel is important in determining the efficiency and

effectiveness of communication. Factors, which determine choices are:
availability
expense
the source preference
impact
adaptability of a channel to a message
d) The Receiver: an individual or group that the sender wants to reach.
The content of the message should be prepared with the receiver in
mind;

try to understand the psychological make up of the receiver and design

the message that will attract and hold the receiver’s attention.

D) Feedback: Refers to any information, which allows the sender to

evaluate the effects of his or her own communication on the
receiver.

It can take the form of verbal response, nod of the head, a question
seeking further information, or no response at all.
SYSTEMS OF COMMUNICATION EXIST IN ORGANIZATIONS

Formal system: refers to the transmission of officially known information

through the formally established charts of an organization. Formally
communication is exercised in three directions.
 
Down Ward communication This happens when information flows top to
bottom within the organization, ordered, instructions, advises etc are
transmitted downwards.
Upward communication Since supervisors should know about what their
subordinates do and feel how well or badly work is being done
communication is also made upwards.
Horizontal communication It involves lateral communication between those
at equal levels of the management hierarchy and staff functions of the
organization. It allows various departments to coordinate their activities,
personnel with marketing, marketing with production etc.
Communication in either case, is carried out in two ways.
One-way communication: a communication process where the
sender develops the idea and transmits it without any chance for
the receiver to ask questions or to give response, it is preferred
when;
Speed is more important
The sender can afford a greater possibility of error and
The sender wants to protect prerogatives.
 
Two-way communication: a process where exchange of thinking, articulation
&listening is performed by the two parties.

Two-way communications: It is more accurate but relatively slower as

compared to one-way communication and allows active participation of the
receiver and the sender.
It is also important in coping up with informal groups for it is through
listening that a sender can understand rumors and attitudes.
Informal System: If the formal channels of communication are weak or
vague, then informal communication can be very strong.These are:
Grap-vine: is un-official medium of communication, which consists of a
mixture of truth, half-truth and sheer fantasy. It exists since man naturally
after meeting his basic need tends to ask for explanation. Most of the time it
can cause distrust of management, fear of security and disregard to legitimate
communication
Social group: represent those who assemble for coffee breaks, lunch or
recreation. Supervisors can make use of these occasions to get some clues to
staff attitudes generally &individual aspirations or grievances particularly.
Cliques: Cliques whose members have a strong affinity to each other do
usually tie for their own special benefits.
Going back to the formal systems of communication, there are always
problems, which supervisors have to pay attention for. These groups:
work as networks of information.
shape employees attitude, particularly during periods of insecurity.
SUPERVISORS RESPEONSIBILITY FOR COMMUNICATION?
 Communicating downwards
interpret management policy decisions and actions favorably to his staff.
If he disagrees, with his staff, he may say so to management, but his
disagreement is not for publication
 Communicating upwards
The staff
 inform about people’s problems, feelings, reaction and ideas.
 be both management and subordinate’s advocate.
 
The work
 Progress on long-term work.
 Exceptional events–overdoing progress report is time wasting. So, a
supervisor can apply the principle “managements by exception such as

- Completion of assignments
- Deviation from plan
- Anticipated problems
- Suggestions about work method changes.
WHAT FACTORS IMPEDE COMMUNICATION?
 
Omission – Omission results either when the sender intentionally filters
the message or when he is unable to grasp the entire message and
therefore transmits incomplete information.
Over load – you often face this problem when subordinates fail to
adequately screen information presented to you.
Lack of timeliness – An instruction provided on a task one month prior
owing to the lengthy time interval between task instruction and task
performance, can be of long value.
Lack of acceptances - If employees refuse to accept a message, perhaps
because they feel it is inappropriate or comes from a non- credible source,
there exists little reason to believe the message and act upon it.
Lack of Trust –if the subordinates sense that nothing he reports is acted
upon, he will stop communicating.
Improving downward communication
 
a)Job instructions, so employees understand more precisely.
b) Efforts can be made to explain the rational behind the required tasks to
employees so they understand why they are being asked to do something.
c)Provide greater feedback concerning the nature and quality of performance
thereby keeping employees “on target”.
d) Use multiple communication channels to increase the chances that the
message is properly received.
e) In some cases, it is desirable to by-pass formal communication and go
directly to the intended receiver with the message.
.
Improving upward communication

a) Screen upward message so only the more relevant aspects are

received by top management methods such as management by
exception, queuing.
b) Attempt to improve organizational climate so subordinates feel more
free to transmit negatives as well positive massages without fear or
retribution.
c) Be sensitive so you are better able to detect bias and distorted
messages from subordinates.
d) Reduce social distance and status barriers between employees on
various levels so message will be more spontaneous.
.
Improving Horizontal Communication
 
a)Foster high level of interpersonal trust and openness between
groups.
b)Reward systems can be utilized that promote interdepartmental
cooperation.
c)Inter departmental meetings can be used to share information
concerning what other department are involved in.
d)In some cases, the actual design of the organization itself can
be changed to provide greater opportunities to inter departmental
contacts (e.g. shifting from a traditional to a matrix organization
design).
MODULE 7: Dispensing Discipline
8
Dispensing Treat disciplining as a way to
educate employees, and elevate
Discipline their behavior, not as a form of
punishment
 Skill
Effective Discipline Flows from Clear
Communication 8
 Provide clear, written
guidelines to employees
on your standards and
expectations
 Employee handbook
should state policy for
responding to improper
conduct or poor
performance
 Use a fair, consistent
approach
 Skill
Be Flexible 8
 Allow for flexibility
 Don’t confine yourself
to following the same
course of action in every
situation
 You may favor
progressive discipline
but your policy should
permit immediate
termination in the most
severe cases
 Skill
If You’re Nervous About Discipline…
8
 Realize it’s the first line that
can prove most harrowing
 Once you get over that
initial hump, you’ll feel
more relaxed
 An all-purpose opening line
is, “I’d like to discuss a
concern about your
behavior/performance”
 Skill
Beware of These Pitfalls 8
 Prefacing
 Lecturing
 Blaming
 Personalizing
 Psychoanalyzing
 Confessing
 Skill
Behavior Issue and Improving
8
 Organize Your Thoughts in
Threes: “I’d like to discuss a
concern about your
performance”
 The precise problem

“To address this

 Corrective steps
concern you
must…”
 Consequences of failing to solve
the problem
“If this problem
continues, the
steps are…”
 Skill
Discipline Employees Promptly 8
 Waiting only makes
matters worse
 The sooner you notify the
individual of the violation
and the need to improve,
the sooner you will see
results – or advance to the
next round of discipline
 Skill
Discipline in Private 8
 Meet in a soundproof
room at a time when
others are less likely to
interrupt or eavesdrop
 Allow time for the
employee to respond to
your comments
 A performance problem
or apparent infraction
may stem from a
misunderstanding
 Skill
Keeping Records 8
 Document every
disciplinary meeting or
action and put your notes
in the employee’s
personnel file
 Ask employees to review
and sign warnings or
probationary memos, and
give them a copy
 Skill
Track Improvement 8
 Agree on a follow-up
schedule
 Establishing checkpoints
shows the employee that
you expect results by a
certain time – and that
you will remain vigilant
in monitoring progress
 Skill
Warning 8
 Never delay documentation –
do it in real time
 Show employees what
you’ve written at the end of
your meeting and ask them to
review and sign your
summary notes
 Then place the
documentation in the
worker’s personnel file
immediately
Tip Skill
8
 Always document in
threes:
 the existing problem,
 the corrective action
that the employee
must take, and
 the consequences of
non-compliance
 Discipline the same
way, every time
 Review how you
handled similar
problems in the past
 Skill
It’s True 8
 Treat discipline as an
educational and
correctional tool, not as
a means of punishing or
reprimanding people
 By emphasizing that
your disciplinary policy
is part of a support
system to educate
everyone, you couch
discipline in positive,
non-threatening terms
 MODULE 7

TIME MANAGEMENT
Pareto’s Principle:
80/20 RULE

 80% of your results come

from only 20% of your
actions.

 Focus on the 20% of

activities that produce
80% of the results?
 Where does my time go?
Where should my time go?
How can I use my time better?
 Telephone Interruptions
 Drop-in Visitors
 Meetings
 Crisis Management
 Lack of objectives, priorities, daily plan
 Cluttered desk, personal disorganization
 Ineffective delegation
 Attempting too much at once
 Lack of or unclear communication
 Indecision and procrastination
 Confused responsibility and authority
 Inability to say “NO”
 Lack of self-discipline
Prioritizing with the URGENT-IMPORTANT matrix
(Stephen Covey)
 Managing time means spending your time on things that
are important and not just urgent.
 To do this, you need to distinguish clearly between what
is urgent and what is important:

IMPORTANT: activities that

lead to achieving your goals and
have the greatest impact on your
life.
URGENT: activities that demand
immediate attention, but are often
associated with someone else’s
goals rather than our own.
 URGENT AND IMPORTANT: Activities in this area relate to
dealing with critical issues as they arise and meeting significant
commitments. Perform these duties now.

 IMPORTANT, BUT NOT URGENT: These success-oriented tasks

are critical to achieving goals. Plan to do these tasks next.

 URGENT, BUT NOT IMPORTANT: These chores do not move

you forward toward your own goals. Manage by delaying them,
cutting them short, and rejecting requests from others. Postpone
these chores.

 NOT URGENT AND NOT IMPORTANT: These trivial

interruptions are just a distraction, and should be avoided if possible.
However, be careful not to mislabel things like time with family and
recreational activities as not important. Avoid these distractions
altogether.
How can you use your time better?
10 TIPS
1. Consolidate Similar Tasks
 This step minimize interruptions; will economize on the
utilization of resources and efforts.
For example
instead of making calls throughout the day, group and make out-
going calls at specific times each day.

Frequent callers can be told that the best time to reach you is during
certain hours. You can thus sensitize callers and help them to
develop a habit of calling you when you can be most effective
for them.
10 TIPS
2. Tackle Tough Jobs First
 Start your day with the important work when your energy level is high
and work your way down your list of priorities. If time is available at
the end of the day, the low level priority items can be completed.
3. Delegate and Develop Others
 Try to break the “do-it-myself” habit. Delegate work whenever
possible.
 Delegation does not mean “dumping” a task on someone else; but
rather carries with it the responsibility of making sure that the
individual has the requisite skills and knowledge to do the job. The
time devoted to training and motivating people to do tasks which you
usually perform will reduce your time burdens in the future and enrich
the jobs of others.
  
10 TIPS
4. Don’t Be a Perfectionist
 Striving for excellence (attainable) vs striving for
perfection. (attainable)
 Perfection is not the standard of excellence for a document
or letter to be glanced at briefly en-route to another person,
file cabinet, or wastebasket.
 
5. Take Breaks
 Rest is not a waste of time. It improves health and
efficiency.
6. Avoid the Cluttered Desk Syndrome
 clear your desk of everything except the work you intend to
do during the day and keep it visible. The chances are that
you will get that work done.
  
10 TIPS
7. Get Started Immediately on Important Tasks
 Avoid not doing a job because it seems overwhelming.
 Try breaking the task into bite-sized pieces that are more
palatable to digest
 Unfinished work is more of a motivator than unstarted
work.
8. Reduce Meeting Time
 Many meetings should not take place.
 Sometimes the only reason for a weekly staff meeting is
because a week has passed since the last one. Such
meetings disrupt your work.
 Reduce the number of meetings—and follow an agenda
on those you do have, saving time.
10 TIPS
9. Take Time to Plan
 Ever heard someone say, “I just don’t have time to plan”?
 A paradox of time is that by taking time to plan, you end up saving time.

10. Learn to Say “NO”

 Do not accept a responsibility you neither want nor have time to
perform.
 Saying “no” requires some courage and tact, but you will be proud of
yourself when you learn to say “no.”
 Of all the time-saving techniques ever developed, the most effective is
the frequent use of the word NO.
 Decline, tactfully, firmly, logically to demands that do not contribute to
your effectiveness.
 Remember if you worry too much about offending others, you wind up
working according to others’ priorities

 
 WORK SMARTER, NOT HARDER

 GET CONTROL OF YOUR TIME AND

YOUR LIFE