How to train ur supervisor
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This document discusses how to train employees to become effective supervisors. It recommends a 3 step process: 1) Ensure employees learn technical job skills; 2) Set clear expectations for their new supervisory role and responsibilities; 3) Model desired behaviors. The role of a supervisor is multidimensional, involving tasks like assigning work, monitoring performance, coaching, and disciplining. Transitioning from an individual contributor to a supervisor requires adjustments in role, attitude, and skills. Creating the right conditions can help motivate employees in their new roles.
![Food for Thought
“A manager [supervisor (added)] has got to
remember that he is on stage every day.
His people are watching him. Everything
he does, says, the way he says it, sends
off clues to his employees. These clues
affect performance.”
(Manager quoted in First Break All the Rules:
What the World’s Greatest Managers Do
Differently, Simon & Schuster, 1999)](https://image.slidesharecdn.com/howtotrainursupervisor-130915032244-phpapp02/85/How-to-train-ur-supervisor-9-320.jpg)
How to train ur supervisor
- 1. How to Train Employees to Be Supervisors NSAA/NASC Joint Middle Management Conference April 16-18, 2007 Presentation by Robert Black Dean, Government Audit Training Institute Graduate School, USDA
- 2. TEST Which role is the most challenging? Manager? Supervisor? Employee?
- 3. Questions to Consider in Training Employees to be Supervisors 1. Does every employee want to be a supervisor (want to move up)? 2. Can every employee be an effective supervisor? 3. How do you know when an employee is ready to be a supervisor? 4. Should an employee be trained first, then moved up, or moved up then trained?
- 4. This Discussion Will Cover: The various responsibilities of a supervisor 3 steps to developing a supervisor The adjustments required for moving from staff to a supervisory role Power, personal styles, performance Gen Xers, the New Millennials – retention and motivation
- 5. Definition of a Supervisor One who supervises others by assigning and monitoring tasks.
- 6. Think about it… Responsibility cannot be delegated.
- 7. Individual Exercise Write down as many duties, functions, responsibilities that you can think of that should be performed by a supervisor. – Take one minute to make a list – You may be asked to share it with the group
- 8. Multi-dimensional Role of a Supervisor Assign tasks Monitor work Provide OJT Coach Discipline Counsel Influence Control quality Assess performance Ensure EEO compliance Enforce policy and rules Administer leave Communicate rules, policies, objectives Run meetings
- 9. Food for Thought “A manager [supervisor (added)] has got to remember that he is on stage every day. His people are watching him. Everything he does, says, the way he says it, sends off clues to his employees. These clues affect performance.” (Manager quoted in First Break All the Rules: What the World’s Greatest Managers Do Differently, Simon & Schuster, 1999)
- 10. Performance What are the key components of a person’s performance? Performance = Ability + Support + Motivation
- 11. How to Approach Developing a Supervisor I. Ensure employee learns the basic technical aspects of the job II. Set expectations - plan together by writing down steps leading to a supervisory role/teach HR role III. Follow through and always model the expected behavior
- 12. Step I. Learning the Job Basics Assume this is an auditor position; the auditor must be able to (among other things): Research Interview Prepare working papers Understand auditing standards
- 13. Preparing Staff for a Supervisory Role There are two main roles for which staff must be trained: 1. Technical 2. Human relations
- 14. Segments of Development Formal training On-the-Job training Job experiences Individual development plan (IDP)
- 15. Technical Role of the Supervisor Define audit objectives and scope Determine methodology Develop audit guidelines Segment work into tasks Delegate and assign tasks to staff Monitor audit progress Review evidence and working papers Review report products
- 16. Step II. Set Expectations and Teach HR Role This step involves a combination of discussions, demonstrations, instruction, modeling Timing as to when to start and when to carry out these functions is dependent on circumstances and judgment
- 17. Human Relations Role of Supervisors Set expectations Provide OJT and feedback Monitor staff performance Appraise staff performance Identify developmental needs Manage conflict Discipline
- 18. Creating a Climate for Productivity Communicating Motivating Optimizing diversity
- 19. Required Adjustments from Staff to Supervisor In order for a staff person to become a supervisor, that person must make adjustments in 3 areas: 1. Role 2. Attitude 3. Skills
- 20. Examples of Adjustments – 1. ROLE Old ROLE to new: Direct control over results to indirect ctl. Work with peers to supervise former peers Follow policies to interpret policies Required adjustments: Accept less direct control Maintain role of leader Represent the organization
- 21. Adjustments to 2. ATTITUDES Old ATTITUDES to new Desire to/willingness to: Be well liked/praise or criticize others Avoid conflict/deal with conflict Compete with others/ develop cooperation Required adjustments: Accept new power & relationships Expect conflict Shift focus to team
- 22. Adjustments to 3. SKILLS Primary emphasis on technical skills to greater emphasis on human skills and broader goals: Preparing working papers to reviewing Outlining and drafting report segments to re- viewing for compliance with audit prog., policies, and standards Required adjustments: Improve skill at finding “holes” in evidence, support, etc. Improve skill at reviewing, communicating, and advocating reports to higher levels
- 23. POWER is now MINE! Power is the ability to influence the actions of others.
- 25. Personal Styles In order to become a supervisor, staff must: a. Recognize their own managerial and interpersonal styles, and b. Improve their effectiveness with subordinates
- 26. III. Followthrough & Modeling In training staff to become supervisors, you must teach and model behaviors for them; for example: – Personal styles of managing – How to conduct meetings – How to handle conflict – Focusing on performance
- 27. Myers Briggs Type Indicators Extravert (E) Sensing (S) Thinking (T) Judging (J) Introvert (I) iNtuiting (N) Feeling (F) Perceiving (P)
- 28. Think About It… Responsibility cannot be delegated. Supervisors are accountable for what others do.
- 29. Working with Staff Performance Challenges Performance system elements: Task Direction Resources Consequences Feedback Performer
- 30. Meetings Types of meetings: – Decision making – Problem solving – Planning – Feedback – Presentation
- 31. Planning a Meeting Desired outcomes - objectives Who (depends on objectives) Type: feedback, decision making, etc. Length Timing Agenda Process Roles (presenter, facilitator, recorder, etc.) Decision process
- 32. Managing Conflict Types of conflict Technical Interpersonal Aspects of conflict Destructive Constructive
- 33. Conflict Management Styles Compete – position allows it; agreed to Avoid – unimportant issue; time not right Compromise – some leeway; resources limited Accommodate – relationships more important Collaborate – commitment to cooperation; time
- 34. Motivation A. Maslow (40’s & 50’s) B. Herzberg (50’s & 60’s) C. Deci (1970’s) A. Hierarchy of needs – satisfy one and move up (5 needs) B. Motivators and hygiene (maintenance) factors C. Intrinsic motivation
- 35. Intrinsic Motivation Stems from the innate sense of accomplishment and enjoyment one gets from doing good work We do something because it is worth doing Performing the work makes us feel good about ourselves; we feel competent and in control
- 36. The Question is NOT how to motivate others, but… …how can leaders create conditions under which others will motivate themselves.
- 37. Perspectives on One Generation Motivating Another Matures Baby Boomers Gen Xer’s New Millennials Born before 1945 Born 1945 -1964 Born 1965 – 1979 Born 1980 +
- 38. New Values in the Workplace - A Retention Issue “Gen Xers and New Millennials have essentially said to their managers – the Matures and especially the Boomers – ‘We don’t share your definition of success. We define success differently and will pursue other rewards for our work.’” Motivating the “What’s In It For Me?” Workforce, Cam Marston, 2005
- 39. How Different Are They? For them… Jay Leno has ALWAYS been host of The Tonight Show (Johnny Carson WHO?) TV without “cable” is inconprehensible The Cold War is just in history books Going to the moon is old science
- 40. It’s not about the workday… …it’s about the end result. Younger workers look at what they accomplished, not how many hours they worked in a day Up and coming supervisors have different values/expectations; their supervisees also different
- 41. Conclusions The supervisory role is complex and challenging 3 steps to developing new supervisors: – train (technical & HR) – set expectations for changing role – model behavior (e.g., conflict management) Understand the new workforce in order to motivate and retain
- 42. Contact Information Robert Black Dean, Government Audit Training Institute and Financial Management Graduate School, USDA Phone: 202-314-3560 E-mail: robert_black@grad.usda.gov