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Explain the difference between first line workers, supervisors, middle managers, and top managers. Define the role of the supervisor Identify the four functions in the management process. Explain why the supervisors role is considered ambiguous. Describe the four essential supervisory competencies. Identify the elements that are necessary to be a successful supervisor. Focus on Supervisory Skill Development Identify the elements necessary to be successful in Dealing with others Work on Developing the most complicated – if not the most Difficult Competency ◦ The Ability to work well with people Motivating Coaching Delegating Resolving Conflict A systematic grouping of people brought together to accomplish some specific purpose - Your Company Church or Charities Retailers & Wholesalers Sports Teams & Leagues Purpose ◦ Typically expressed in terms of goal or goals. People ◦ It takes people to establish the purpose and to make the goal a reality. Systematic structure ◦ Defines roles of members, sets limits on their work behavior. A mission is your reason for being…what you do each day. In other words a mission defines the nature of your business and provides strategic direction to unify the use of human and other resources. The employees who physically produce an organization’s goods and services by working on specific tasks. Oversee the work of the operative employees and are the only managers who do not manage other managers. All employees below the topmanagement level who manage other managers and supervisors. A group of people responsible for establishing the organization’s overall objectives and developing the policies to achieve those objectives. Management ◦ The process of getting things done, effectively and efficiently, through and with other people. Efficiency ◦ Doing the task right. ◦ Refers to the relationship between inputs and outputs. Effectiveness ◦ Doing the right task. ◦ Associated with goal attainment. Planning ◦ Defining organizational goals, establishing an overall strategy for achieving these goals, and developing a comprehensive hierarchy of plans to integrate and coordinate activities. Organizing ◦ Dividing work into manageable components and coordinating results to achieve objectives. Leading ◦ Directing and coordinating the activities of people in the organization. ◦ Also involves communicating, motivating, and conflict resolution. Controlling Monitoring, comparing, and, if needed, correcting actual performance. Bottom Line – Get the job Done with the resource available! Management Functions Top management ◦ Focuses on long-term, strategic planning and structuring the overall organization. Supervisors ◦ Focus is on short-term, tactical planning and structuring jobs of individuals and work groups. Assistant Manager Department Head Head Coach Team Leader Shift Leader/Captain Foreman Facilitator Overseer Disciplinarian Enforcer of policy Supervise closely, discipline when the rules are broken. ◦ “Shape up or ship out!” ◦ “Do as I say, not as I do” mentality Key person Person in the middle Just another worker Behavioral specialist ◦ The critical link in the organization’s chain of authority. ◦ The reconciler (buffer) between the opposing forces and competing expectations of higher management and workers. ◦ Because they perform tasks alongside the same people they manage, supervisors are often thought of as no more than first line workers themselves. ◦ Supervisors must be able to understand the varied needs of their staff and be able to listen, motivate, and lead. As change agents ◦ ◦ ◦ ◦ ◦ To cut costs and increase productivity. Continuous quality improvement. Introduction of work teams. Flexible work hours. Accident-prevention and stress-reduction programs. As change agents Fewer middle managers ◦ Will significantly expand responsibilities for supervisors. ◦ ”Lean and mean” a major theme of the best corporations. ◦ Organizations are particularly thinning their ranks among middle management staff-support personnel. As change agents Fewer middle managers As trainers ◦ Training becoming more important than ever before. ◦ Many new employees poorly prepared for work or have language or communication deficiencies. ◦ Technology requiring additional skill training among current employees. ◦ Supervisors will carry the primary burden for identifying such skill deficiencies, designing appropriate training programs, and even providing the training. The boss ◦ Traditional “authority figure” to keep employees in line. ◦ Decides. ◦ Directs. ◦ Orders. ◦ Controls. The boss The coach ◦ Clarifies responsibilities, motivates, and represents employees’ interests within the organization. ◦ Guides. ◦ Listens. ◦ Trains. ◦ Assists. From within ◦ Source of many new supervisors. ◦ Operative employees who know how things are done and know the organization. ◦ Abilities are known to management. ◦ Acts as an employee motivator. Know the operation Understand the organization Know the employees Have prior experience on which to make decisions Employee motivator From within From colleges ◦ Both two- and four-year colleges. ◦ With some additional organizational training, can readily step into frontline management. Initial view of manager as “boss” incorrect ◦ Still have to work—a lot! ◦ Now you’re a troubleshooter, juggler, and quickchange artist. ◦ Problem solver, decision-maker, resource allocator. Initial view of manager as “boss” incorrect Unprepared for the demands and ambiguities ◦ Unrelenting workload/pace. ◦ Simultaneous problems with constant interruptions. Initial view of manager as “boss” incorrect Unprepared for the demands and ambiguities Technical expertise no longer primary determinant of success or failure ◦ Now you have to get things done through others. ◦ Knowing “how” not enough any more. ◦ Now you have to motivate others to do the job. Initial view of manager as “boss” incorrect Unprepared for the demands and ambiguities Technical expertise no longer primary determinant of success or failure Supervisor’s job comes with administrative duties ◦ Paperwork and communicating. Unprepared for the demands and ambiguities Technical expertise no longer primary determinant of success or failure Supervisor’s job comes with administrative duties The “people challenge” ◦ Most demanding skill of all. ◦ Dealing with people, counseling, providing leadership. Technical ◦ Specialized knowledge or expertise Ability to understand technical aspects of the job. Ability to understand what each worker does. Technical Interpersonal ◦ Ability to work well with people Understand their needs. Communicate well. Motivate others. Technical Interpersonal Conceptual ◦ Mental ability to analyze and diagnose complex situations To see the organization as a complex system of many related parts. To give the supervisor a broad perspective. To enhance problem-solving and decision-making capabilities. Technical Interpersonal Conceptual Political ◦ The ability to enhance power. ◦ To build a power base. ◦ To establish the “right” connections. How Competency Demands Vary Where We Start … Motivation… Why? What Does Motivation have to do with: ◦ Coaching? ◦ Delegating? ◦ Resolving Conflict? A goal is a statement of what you want to achieve. Ideally, the statement should be as objective as possible so that it can be clearly understood and measured. It’s useful, however, to clarify your ideas before you try to objectively state and organize them. How do you get employees to accomplish YOUR GOAL? The employees who physically produce an organization’s goods and services by working on specific tasks. YOUR GOAL? Make it THEIR GOAL! Motivation: Some inner drive, impulse or intention that causes a person to do something or act a certain way. your dictionary.com People do things for their own reasons How do we get them to have that inner drive? Positive Reinforcement Effective Discipline Treating them Fairly Satisfying their needs Setting work related goals Job Design Reward based on Performance Motivation: Help them discover what is in it for them! Why do they want to help? How can they help? Why do people go to work? ◦ ◦ ◦ ◦ Earn money Feel a part of something Feel important Learn Employees are going to work to do what is right ◦ Make product, follow the rules, avoid trouble Employees are going to work to meet their needs ◦ Food, shelter, healthcare, transportation If we don’t let them know what is expected … – How will they know? - How will they succeed? How do we let them know? By Example Telling them Teaching Them Leading Them Coaching Them Delegating to Them Supporting Them Provide Feedback Once They Know: We must have Effective Discipline for ◦ Insubordination, fighting, attendance, dishonesty, disruptive attitude, poor performance, etc. The Goal of Discipline is to change undesirable behavior ◦ Most effective if: Focus on behavior not the person Correct problems not punish employees Discipline occurs to help the person comply with the rules – It must: ◦ Be Timely ◦ Be Consistent/ Fair ◦ Be Objective/based on observable behaviors ◦ Avoid subjective reactions to an employee How to Discipline Take action immediately – As soon as practical Take action Privately – Never in public Place responsibility on employee Problem solve with employee Gain commitment to change & maintain appropriate behaviors Follow up with Feedback Treat People Fairly Give Appropriate Information/Training Give Necessary Tools Set the Expectation Hold everyone to the appropriate expectation Give appropriate opportunities Hold everyone accountable for their job Satisfy their needs Know what training they need Listen to what they want Know what opportunity they want (or not) Help them get better Set Work Related Goals A goal is a statement of what you want to achieve. What Skills do they need to master? What tasks must they learn? What paperwork is required? What must they accomplish for the team’s success? ◦ What professional goals do they have? ◦ ◦ ◦ ◦ Job Design Enlarge the job ◦ Don’t “dump” ◦ Bring more pieces together Enrich the job ◦ Variety of skills ◦ Autonomy Empower employees ◦ Allow more Judgement Delegate ◦ Increase personal accountability for work Base rewards on Performance What are your Options as a Supervisor? ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ Praise Recognition Promotions/Lateral moves Certificates Thank you notes/cards Gift cards Subscriptions Employee of the Month/Qtr Set the Stage - Restate the problem could be mutual (Set the ground rules) Gather Facts (communicate) Agree on the REAL problem Brain Storm Solutions Negotiate a Solution ◦ Be Calm, patient and have respect ◦ Properly managed Conflict can have very good impact on the team What Is a Skill? ◦ The ability to demonstrate a system and sequence of behavior that is functionally related to attaining a performance goal. ◦ No single action constitutes a skill. ◦ Is a system of behavior that can be applied in a wide range of situations. ◦ In aggregate, they form the competency base for effective supervision. You are part of management ◦ You support the organization and the wishes of your managers. ◦ You are loyal to the organization. ◦ You develop the respect of your employees, as well as your peers and boss. ◦ You continually keep your skills and competencies up-to-date. You are part of management You have legitimate power ◦ You direct the activities of others. ◦ You have authority to act and to expect others to follow your directions. ◦ Instead of the “iron fist,” you must develop interpersonal skills. You are part of management You have legitimate power You’ll be supervising a diverse workforce ◦ Be sensitive to their needs. ◦ Recognize their different talents. ◦ Be tolerant and empathetic to them as individuals. Wrap Up
