Download - basic supervbasic supervison 101.pdf
-
8/22/2019 basic supervbasic supervison 101.pdf
1/36
G7.6.02
Basic Supervision 101
MATERIAL PRESENTED BY:Marian Davis-Foster
Department of Human Resources,
Office of Human Resource
Development and Training
5th
Edition - April, 2007
-
8/22/2019 basic supervbasic supervison 101.pdf
2/36
2
The material in this Basic Supervision 101
handbook is dedicated to allpracticing supervisors and those aspiring to be supervisors.
This information was designed simply and precisely to
provide the basics needed for supervisors/managers whose
job it is to influence human actions in an organization.
Although intelligence, common sense, imagination, and good
humor are qualities of a successful supervisor, a working
knowledge of and the implementation of the basic
supervisory functions/tasks are essential.
-
8/22/2019 basic supervbasic supervison 101.pdf
3/36
3
Table of Contents
Who Am I ????? 05
Discussion Points
Workshop Expectations
Goal 07
Objectives 07
Schedule (Travel Guide) 09
Need to KnowOverview 13
Definition of Supervision 14
Supervision* 15
Categorization (Grouping) of the Functions of Supervision 16
Functions/Tasks of Supervision 16
The Supervisors Role 22
Professionalism in the Workplace 23
Concepts of Authority 25
Summary 29
Note Paper 31
Nice to KnowSupervision A Mutual Relationship 37Principles of Leadership 38
Characteristics of Effective Controls 39
Monitoring 41
The Leaders Ten Commandments 42
Big Dogs Leadership Page 43
Supervisory Styles 44
The Good, the Bad, the Ugly 48
The Importance of Problem Solving and Decision Making 51
Problem Solving and Decision Model 53Decision Making Styles 54
Guidelines for Problem Solving and Decision Making 55
Performance Appraisal 56
The Performance Planning and Evaluation Process 57
High Morale 58
Six Keys to Motivation 60
-
8/22/2019 basic supervbasic supervison 101.pdf
4/36
4
More of Nice to KnowSome Guidelines for Effective Time Management 61
Time Management 62
Managing and Resolving Conflict 64
Defining Workplace Conflict 64Turning Conflicts into Opportunities 68
Approaches to Resolving Conflict 68
Delegation 71
Steps for Effective Delegation 71
Barriers to Delegation 72
Signs of Delegating Too Little 73
Sabotaging the Team 74
Continuous Quality Improvement 76
Coaching 81
Coaching on the Run 83
Communication 84
Barriers to Good Communication 86
Personal Characteristics of Supervisors 87
Supervisory Tips 89
Courage, Character and Conviction 91
The Three Cs of Outstanding Supervision
Where to GoSelected Reference List 96
Things to DoExercise #1 - Self-Assessment 99
Exercise #2 Pins and Straws 101
Exercise #3 - Problem Solving and Decision- Making Quiz 102
Exercise#4 - Decision-Making Exercise 104
Exercise #5 - Assessing Your Approach to Motivation 105
Exercise #6 - Whats a Conflict? 106
Exercise #4 My Action Plan to Improve Delegation 108
Exercise #5 Broken Squares 109
Exercise #6 Who Does What in Your Group? 110
Exercise #8 The Story 111
Exercise #11- List of Personal Traits 113
-
8/22/2019 basic supervbasic supervison 101.pdf
5/36
5
WHO AM I??????
NAME
Unit/Center
Length of Time with State
Current Job Title and Duties
Length of Time in Current Position
Other Departmental/Agency Experiences (Optional)
Interests Other Than Work (i.e., group memberships,
hobbies)
I like.I do not like.
I am absolutely awed by.
Other Points of Discussion1. How and why you became a supervisor?
2. Whatsupervisory training have you had? When?Where?
-
8/22/2019 basic supervbasic supervison 101.pdf
6/36
6
3. What have been your greatest satisfactions?
4. What have been the greatest disappointments?
5. What are your strengths?
6. What are your areas of concern?
7. Are these barriers you feel would hinder you from beinga "GREAT" supervisor?
WORKSHOP EXPECTATIONSWhat would you want like to get out of this workshop during
the next several sessions?
What specific issues do you want addressed during our
sessions?
-
8/22/2019 basic supervbasic supervison 101.pdf
7/36
7
Goal:
To share reality-based information that will clarify the natureof effective supervision by explaining the basic functions
(tasks) and how the theory relating to these tasks translates
into practical, empowering day-to-day applications.
Objectives:
At the end of this session, each participant should be able:
To have a clear understanding of the nature of supervisionincluding the need for effective supervisors.
To understand the basic functions (tasks) of supervision.
To understand how to translate basic supervisory theory
into a practical day-to-day application one returns to the
regular work site.
To recognize that supervision is essentially a helping processfounded on a mutual relationship.
To understand, with clarity, the lines of authority inherent
in the role of supervision and the utilization of authority in a
positive manner.
To understand the definition and use of appropriate
supervisory styles of which there are several and to
understand that no one style is best.
To develop the knowledge base, skill levels, and abilities tocreate authority and power.
To develop the knowledge base, skill levels, and abilities to
develop subordinates.
-
8/22/2019 basic supervbasic supervison 101.pdf
8/36
8
To understand the importance of a positive attitude and how
this can make for a good supervisor-supervisee working
relationship.
To appreciate an awareness of ones own personal strengths
and weaknesses in relation to the supervisory position.
To use the collected situations, experiences, observations,
and comments of the participants as contributions to the
collected learning of the group.
-
8/22/2019 basic supervbasic supervison 101.pdf
9/36
9
Basic Supervision 101"Travel Guide"
DAY I
Ice Breaker
Introductions
Participants Expectations
(BREAK)
OverviewGoal
Objectives
Supervision
Definition
Supervision A Mutual Relationship
(LUNCH)
Exercise #1)
Functions/Tasks of Supervision
Directing/Leading
Principles of Leadership
The Leaders Ten Commandments
(Exercise #2)
Supervisory Styles
The Good, the Bad, and the Ugly
(BREAK)
Interpreting
Training and Staff Development
-
8/22/2019 basic supervbasic supervison 101.pdf
10/36
10
Functions continued
Teaching/Training
Problem-Solving and Decision Making
Decision-Making
(Exercise 3)
Making the Good Decision to Solve the Problem
(Exercise #4)
DAY II
(TEACH BACK)
Functions/Tasks of Supervision (continued)
Evaluation of Performance
Performance Appraisal
The Performance Planning and Evaluation Process
Monitoring from the Internet Monitoring
Staff Utilization
Motivation/Coaching
Coaching on the Run
(Exercise #5)
Morale
(BREAK)
Reporting/ProposingInter-organization and Community Relations
Managing Work
Excerpts from Time Management
(LUNCH)
Resolving Conflict
Defining Workplace Conflict
How to Use the Six Universal Rules of Conflict ManagementTurning Conflicts into Opportunities for Growth and Team
Building in Your Organization
(Exercise #6)
(BREAK)Delegation
Barriers to Delegation
-
8/22/2019 basic supervbasic supervison 101.pdf
11/36
11
Functions continued
Steps for Effective Delegation
(Exercise #7)
DAY III
(TEACH BACK)
Functions continued
Team Building
(Exercise #8)
Who Does What in Your Group?
(Exercise #9)
Sabotaging the TeamContinuous Quality Improvement (CQI)
(BREAK)
Communication
Communication in the Workplace
(Exercise #10)
(LUNCH)
The Supervisors Role
Professionalism in the Workplace
Concept of Authority
Supervisory Tips
Personal Characteristics of Supervisors
Attitudes and Personal Qualities
(Exercise #11)
(BREAK)
-
8/22/2019 basic supervbasic supervison 101.pdf
12/36
12
Summary
"Courage, Character, and Conviction The Three Cs of Outstanding
Supervision
Video Fish Management
-
8/22/2019 basic supervbasic supervison 101.pdf
13/36
13
OVERVIEW
In todays world of work with the varied opportunities, prolific
complex challenges, changing values, rapidly advancing
technologies, and increasing demands, the supervision of
people at work is very involved and requires more knowledge
and greater skills than ever. A common dictionary definition
indicates that supervision is the act or art of lending controlor direction to the accomplishment of work. However, this
meaning does not convey the full importance, the
requirements, or the activities interwoven in supervision. It is
apparent that the common dictionary definition certainly
does not speak to what it takes to be a great supervisor.
Today, supervision is recognized as one of the most important
and different jobs in any organization, private or public. Thefunctions performed by supervisors have a profound, widespread
influence on whether the organizations goals and objectives are
met. In addition, staffs morale is decidedly affected by the
caliber of its supervisors. Thus, a well-trained and highly skilled
staff of supervisors is essential. When the persons designated
to get the work done through others acquire the basic concepts
and principles of GREAT supervision and practice them on acontinual basis, the result is a more effective and efficient
operation by a staff whose morale will very likely be high.
-
8/22/2019 basic supervbasic supervison 101.pdf
14/36
14
Supervision
is a ----------relationship between one
designated as supervisor who, because
he/she has greater ------------- and greaterresponsibility, has the right and the
----------------to tell others identified as
supervisees/subordinates what must be
accomplished, who is to do it, when it
must be accomplished, and, in some
instances, how it must be done in order tomeet ------------- -----, i.e., efficient and
effective services to customers (clients).
-
8/22/2019 basic supervbasic supervison 101.pdf
15/36
15
Supervision* is the art of working with a group of people
over whom -------------------------- in such a way as
to achieve their greatest ------------- effectiveness in
getting work done. It is best performed in an
atmosphere of ---------------- and zestful -------------
on the part of all the people involved including,
of course, the supervisor. It is possibly one of the
most difficult of all the arts, since it demands an
ability to successfully use and, almost intuitively,
those principles of -------- ------------ that have
proven true with most people most of the time.
Experienced supervisors will recognize that thereare no sure and certain rules for working with
people in general. They know, with the wisdom
born of experience, that human beings are
individually --------, and that this individuality has
always to be considered in developing working
relations.
*The Successful Supervisor in Government andBusinessWilliam R. Van Dersal
-
8/22/2019 basic supervbasic supervison 101.pdf
16/36
16
Exercise #1 - Self Assessment: Skills of Effective
Supervisors
Categorization of the Functions of SupervisionThe many functions/tasks of supervision are grouped usually into
three categories. They are as follow terms:
Administrative In this group, the promotion and maintenanceof good standards of work are stressed. The co-ordination of
practice with policies of administration is the focus to make
certain the assurance of an efficient and smooth running office.
Educational functions are the ones that relate to the
educational development of each individual worker on the staff
in a manner calculated to evoke one fully to realize one's
possibilities of usefulness.
Supportive tasks are the ones that are concerned with the
maintenance of harmonious working relationships (the
cultivation of esprit de corps).
FUNCTIONS (TASKS) OF SUPERVISION
Directing/Leading: is basic to the supervisory role because it consists of overseeing
work activities of staff and directing that worktowards a
defined objective.
includes the following:
planning
-
8/22/2019 basic supervbasic supervison 101.pdf
17/36
17
assigning
maintaining controls
coordinating activities
follow-up
conformation to policy and procedures should have as its first step to clearly define objectives.
should result in determining what cause or causes that work
has not been done correctly.
Interpreting:
is the act of giving meaning to directives, memoranda, and
regulations in order to enable staff to carry out the
requirements. is the delineation of the essentials for effectively handling
change.
is needed when certain directives are not clearly written or
when a supervisee is confused because subordinates are
entitled to receive clear information.
Training and staff development:
is an on-going activity for which a person in a supervisory rolehas a primary responsibility.
are the elements through which the supervisor helps staff
to acquire necessary knowledge and skills to carry out a
particular job and also to grow personally.
are the functions through which staffs developmental needs
are determined.
take into consideration how adults learn.
include the elements that relate to handling the new worker.
Teaching:
is the impartation of knowledge or skill.
is the process of undertaking certain activities or tasks with the
intention of bringing about learning.
-
8/22/2019 basic supervbasic supervison 101.pdf
18/36
18
Problem solving and decision making:
is the process used when a gap is perceived between an existing
state and a desired state and change needs to happen wisely
and rationally using an organized approach.
Evaluation of performance:
is appraising individual worker performance
is assessing the effectiveness of the operation.
Some important points to remember:
Set the stage for effective performance management.
Create a motivational climate.
Clarify performance expectations.
Provide effective feedback.
Self assess coaching style and practices.
Monitoring, an important element of evaluation, is the
gathering of information about the supervisees, the operations
of the organizational unit (internal monitoring) and
information about relevant events in the larger organization
and the external environment (external monitoring).
Staff utilization: involves the supervisors responsibility in creating high morale,
a GOOD CLIMATE, and the use of each personsskills,
knowledge, and experience most effectively.
provides opportunities for staff to work to capacity and to feel
a sense of satisfaction because they are doing meaningful work.
is at its best when the supervisor understands that different
people have different needs and responds to different
incentives.
Motivation:
is understanding peoples different NEEDS and what
INCENTIVES will get the best responses/results.
is the turning of supervisees into a winning TEAM.
-
8/22/2019 basic supervbasic supervison 101.pdf
19/36
19
is helping employees develop their CAPABILITIES.
is the inner force that drives individuals to accomplish
PERSONALandORGANIZATIONAL goals.
is building trust with employees that develops into good
working relationships.
Inter-organization and community relations:
is concerned with the supervisors responsibility to the person
to whom the supervisee reports, the supervisees colleagues in
the agency, individuals and organizations in the community.
focuses on establishing and maintaining positive working
relationships with others within and outside of theorganization.
Managing work:
is having a clear definition of workload and how the workload
should be managed.
is understanding the fulfilling of ones own responsibility to
carry out his/her own workload.
is differentiating between importance AND urgency. is managing time in relations topriorities.
Resolving conflict:
focuses on the supervisors responsibility in handling conflicts
among workers throughmediation, negotiation, and/or
strategies.
specifically includes information about:
the approaches in resolving conflictthe supervisors role in mediating
obstacles to effective mediation
tactics and strategies
-
8/22/2019 basic supervbasic supervison 101.pdf
20/36
20
Delegation:
is the appropriate assigning of the work, giving responsibility
and authority to subordinates to complete a task.
is the leadership skill that involves the development of an
understanding between a leader and a follower about howauthority AND responsibility will be shared to accomplish the
shared mission.
Team building:
is development of persons to be productive and effective while
achieving the SAME goals in a conducive atmosphere.
is the process of enabling a group of people to reach their
COMMON goal through the stages involved in team buildingthat include clarifying the goal, identifying inhibitors, and
removing them a good climate.
can thrive as the result of a good reward system.
Continuous Quality Improvement (CQI): a strategic,
integrated management system for achieving
internal/external customer satisfaction that involves ALL
managers and ALL employees using tools and techniques
to CONTINUOUSLY IMPROVE an organizations servicesand processes.
Clarify the supervisor's role in continuous improvement.
Think "outside of the box."
Coaching:
is focusing on the supervisees development, the insights into
the supervisees way of approaching situations, increasing
awareness, and as such, can be a very vulnerable area thatrequires a very high degree of mutual confidentiality and trust.
is a somewhat equal relationship which enables mutual
freedom of expression to exit.
creates an atmosphere where what needs to be said, especially
by the supervisee, is said without risk of reprisal.
-
8/22/2019 basic supervbasic supervison 101.pdf
21/36
21
Communication(good):
is sending andreceiving messages by speech, signals, or
writing.
is a process in which a person, through the use of signs(natural, universal) and symbols (by human convention),
verbally and/or non verbally, consciously or not consciously
but intentionally, transmits meaning to another in order to
affect change
improves good listening.
makes allowances for individual differences.
-
8/22/2019 basic supervbasic supervison 101.pdf
22/36
22
The Supervisors Role
Supervisors must be prepared and are required to
___________the work. Supervisors are in the best positionto understand the demands of the work and should be
positioned best to know the talents/abilities of individual
staff members. Consequently, supervisors are responsible
for maximizing and utilizing the capabilities of staff
members.
The work that the supervisor does has a major impact on the
operations of the organization. It is the supervisor whodirects the activities of others and is held accountable for the
supervisees performance. The scope of the supervisors
responsibility is broad. It includes the customer/client
(external and internal), community, agency, and the staff
(supervisees) of the supervisor. IT IS THE RESPON-
SIBILITY OF THE SUPERVISOR TO SEE THAT STAFF
(SUPERVIS EES/SUBORDINATES) CARRY OUT THEIRWORK ASSIGNMENTS.
According to the literature, the supervisor, under ordinary
circumstances, is not to do the assignment, even though he/she
might think that he/she could do it more quickly and better.
In other words, regardless of the level of the supervisory
position AND BECAUSE the work of the supervisor has a
major impact on the operations of the unit/division,directing the work becomes the major responsibility of the
supervisor. It is the role of the supervisor to see that staff
carries out the work assignments that will result in the
finished product (whatever that might be).
-
8/22/2019 basic supervbasic supervison 101.pdf
23/36
23
Professionalism and Workplace SavvyExcerpts from James B. Stenson
Professionalism is not just a set of appearances -------------,
good ---------------, shop --------, technical --------- and the like.
It is a lot more. Rather, professionalism is a set of
internalized character strengths and values directed toward
high quality service to others through ones work. IT IS THE
ACT OF BEING THE BEST YOU CAN BEit is yourattitude about life and workit is the way you treatothersit
is showing respect for coworkers, management, customers
(outside and inside), and the department for which you
work. Professionalism is maturity regardless of
experienceit is what is often referred to as a class act. It
has been noted that any honest work can be done
PROFESSIONALLY.
Some approaches for persons who want to improve their
atmosphere of professionalism include the following:
Professionals see work as service to others. Because
they are both task-oriented and people-oriented, they
strive for the betterment of others indirectly and
directly.
-
8/22/2019 basic supervbasic supervison 101.pdf
24/36
24
Professionals regard their work as a statement oftheir personal commitment to excellence of
performance, not just as a job.
Professionals have respect for experience that results
in an ongoing personal need to learn and improve.
Professionals tend to see problems as challenges and
opportunities, not burdensome hassles to beavoided.
Professionals have a clear sense of the limits to their
authority and rights of operation.
Professionals seem to be able to compartmentalize
work responsibilities from leisure and personalinterests.
Professionals tend to be able to adapt to varying
cultures and expectations.
Professionals work well in team environments.
Professionals, even away from the job, seem to be
able to demonstrate admirable character good
judgement, good taste, good manners, and a respect
for quality in general.
-
8/22/2019 basic supervbasic supervison 101.pdf
25/36
25
Concepts of Authority*
Authority is the legitimate use of power. Authority is
legitimized by some form of sanction given by society
or organizations and its members. Authority carries
with it a concurrent responsibility to use it properly.
Unfortunately, the use of authority is sometimes abused
and misused, and thus it may be lost. Power, in
contrast to authority, requires no formal sanctioning or
legitimacy.
Some types of authority include the following:
Legally constituted authority is based in and on
laws/legislation.
Institutionally constituted authority is based onthe agency or organizations procedures, policies,
and standards.
Inherent authority is based in part on the
situation involved.
Authority of expertise is based in part on ones
competence.
Authority inherent in the person includes
characteristics and skills that one has, i. e.; ability
to function independently based in part on years
-
8/22/2019 basic supervbasic supervison 101.pdf
26/36
26
of growth, development, and interpersonal
experiences.
The lines of authority constitute the CHAIN ofCOMMAND. Thus, the (chain of command) should
be well known. Because authority, or its application,
is a dynamic process, it changes as people, situations,
or relationships changes (types of authority). In other
words, authority is, therefore, conferred by any one or
combination of the following that affect the
development of a persons scope of authority:
1. function the importance to theorganization of the job and employees
supervised.
2. position the persons formal rank
within the organization.3. knowledge information useful to the
organization which can be shared or
withheld
4. personality traits and characteristics
inherited and/or developed.
5. other factors number of personnel
supervised, worth of equipment underdirection, size of budget, political support
from superiors, and situational factors.
-
8/22/2019 basic supervbasic supervison 101.pdf
27/36
27
Some general principles regarding lines of authority in
an organization are:
a. Lines of authority must be CLEAR.
b. There must be a unity of command.[Everyone in the organization needs to KNOW
(a) to whom to report and (b) who reports to
him/her; no one should REPORT TO MORE
THAN ONE SUPERVISOR.]
c. Everyone concerned should understand theresponsibility and authority of each supervisor.
d. The span of control determines the numberof people reporting to one supervisor.e. Every function needed to accomplish the
organizations purpose should be assigned to a
unit of the organization.
f. Authority to act should be delegated insofar aspossible to the units or individuals nearest the
point where the action must take place.
-
8/22/2019 basic supervbasic supervison 101.pdf
28/36
28
Supervisors need authority to decide what to do and
how to act in the area of activity he/she is capable ofjudging locally. This authority shouldbe delegatedtothem, and they should be held responsible for using it
properly. Supervisors selected should have the ability
to handle the situations and thus use the necessary
authority wisely.
Supervisors are in a better position to know what the
problems are that he/she faces and what needs to be
done to overcome them. The supervisor knows the
people involved, the supervisor sees the need for
action, and he/she urgently needs to take the action
called for by the situation.Therefore, TO MAKE
HIM/HER CHECK UP THE LINE EVERYTIME THE SUPERVISOR WANTS TO DO
SOMETHINGNOT ONLY WASTES THE
SUPERVISORS TIME BUT ALSO THE TIME
OF THE PEOPLE UP THE LINE.
* The Successful Supervisor in Government and
Business - William R. Van Dersal
-
8/22/2019 basic supervbasic supervison 101.pdf
29/36
29
Summary:People who are responsible forsupervision(managing) at whatever level engage in thesimilar
basic activities (functions/tasks). The person in
charge may be a president, chief executive officer,
a chairperson, director, division chief, etc. The
difference is NOT in the activities of the titled
supervisors (i.e., managers) but in the SCOPE ofthe activities. As the levels of supervision
(management) increase, the activities are much
broader in scope, dealing not only with people but
time, events, markets, technology, machines, and
systems that are both internal and external to the
organization.
The discussion during this workshop has
continuously indicated that supervisors activities
center primarily on people. No matter the title, the
person who is responsible for supervision should
have the appropriate SKILLS,
KNOWLEDGE, and hopefully,EXPERIENCE, (or permitted the opportunityto gain some experience under the proper, adequate
tutelage) essential to do the job well.
-
8/22/2019 basic supervbasic supervison 101.pdf
30/36
30
In addition, and very importantly, the supervisor
needs to have a very good sense of self
and be self-defined.Supervisors need toask themselves: Who am I? What do I want? What
is my passion? What do I think of myself, about my
self-esteem? How do Irelate to the agencys
mission? What is my personal mission?
Supervisors need to ask these questions and
ANSWER in an effort to know themselves.
The literature suggests that a continual
examination of self is essential, but this is not
always done. Obviously, when done properly, one
must face ones own weaknesses as well as
strengths. The reason this continual self-
examination is needed to clear away the negative
baggage that the supervisor might bring to the
supervisor-supervisee relationship. Remember,
this is additional baggage to what the supervisees
bring. Accordingly, the literature review reveals
that supervisors who are great have good
interpersonal skills - that include knowledge ofhuman behavior, maturity, and sensitivity - in
addition to an appropriate knowledge base of the
work, skills, and experience.
-
8/22/2019 basic supervbasic supervison 101.pdf
31/36
31
Notes
-
8/22/2019 basic supervbasic supervison 101.pdf
32/36
32
-
8/22/2019 basic supervbasic supervison 101.pdf
33/36
33
-
8/22/2019 basic supervbasic supervison 101.pdf
34/36
34
-
8/22/2019 basic supervbasic supervison 101.pdf
35/36
35
-
8/22/2019 basic supervbasic supervison 101.pdf
36/36
36