Supervisory Program

Supervisory Program
TRAINING METHOD
Our program uses a series of interactive seminars in which
participants take part in case studies, exercises, group
discussion, and demonstrations to solve problems posed to them
by the seminar leader. This method has been proven to reinforce
ideas introduced during a training session. The participant
leaves with an understanding of the intended application of a
management idea and the theoretical philosophy. In addition, a
course reference manual is provided to each participant at the
completion of the program.
GENERAL COURSE OUTLINE
The Supervisory Program, consists of eight (8) modules,
encompassing sixty hours of training and ten (10) days to
complete. Each module is divided into individual topics of
study and discussion. The modules are as follows:
* Leadership Skills
* Making Meetings Work
* Organizational Skills
* Coaching and Counselling
* Delegation
* Effective Team Work
* Decision Making and Problem Solving
* Communication Skills

Additional modules may be included which would also be of
benefit to the supervisor. They are as follows:
* Managing Change
* Conflict Management
* Assertive and Non-Assertive Behaviour
* Performance Review

Leadership Skills (2 days)
Leadership is getting things done through people. All
supervisors are by definition leaders, in that they can only do
what they have to do with the support of their team, who must be
inspired or persuaded to follow them. As a leader you will need
to decide on which type of leadership style to adopt according
to the different group members and depending on the
circumstances involved. Leadership involves influencing people,
and in order to do this, you need the capacity to influence them
- this is power. Power rests with each and every one of us at
times. Leadership also involves motivating your group to
accomplish the task and identifying what motivates an individual
to complete a task.
Participants will learn how to identify their predominant
leadership style and how it affects the people they supervise.
We will explore the power bases in groups and their affect on
the group. We will also identify factors that motivate people,
what the employees expect from their jobs, and common internal
and external motivational factors
Topics
1. Leadership Styles
1.1 Provides the participants with an opportunity to explore
different views of leadership
1.2 Offers the participants an opportunity to discuss and
identify the characteristics and behaviours that
contribute to a leader's effectiveness
1.3 Explores the ways in which leadership styles, tasks, and
work groups affect one another
1.4 Evaluate oneself in terms of task orientation and people
orientation
2. Bases of Power
2.1 Acquaints the participants with the different bases of
power
2.2 Assists the participants in identifying the power bases
in their group and how those forms of power affect the
group
2.3 Assists the participants in recognizing their own
potential for developing and using power

2.4 Assists each participant in creating an action plan for
enhancing his or her power bases
3. Motivating Employees
3.1 Deciding what motivates employees
3.2 Understanding the hierarchy of motivational needs
3.3 Relating each level to real-life situations
3.4 Identifying and developing strategies for dealing with
motivational problems
3.5 Identifying which factors motivate employees
3.6 Guidelines for motivating employees

Making Meetings Work (1 day)
Meetings are a common cause of frustration in many
organizations. Time spent in meetings is often seen as time
that could be spent actually doing, rather than talking about
doing. As a supervisor you have a responsibility to ensure that
the meeting is successful and does not rob you and your
employees of valuable time.
This program is designed to show you how to plan and conduct
meetings to maximize participation and achieve desired outcomes.
Because meetings are often mismanaged they get off track, are
interrupted, take too much time and/or have unclear agendas.
Participants will learn how to plan, organize, and conduct
productive meetings, including steps for preparation of a
meeting, developing an agenda, encouraging participation,
handling counterproductive behaviours, and planning action for
follow-up.
Topics:
1. Introduction
1.1 Explore the factors that make meetings effective or
ineffective
1.2 Listing the benefits and the costs of meetings
1.3 Explaining how meetings have two dimensions, content and
process
1.4 Examining the five keys to leading a meeting
2. Planning and starting a meeting
2.1 Determining how you typically plan a meeting
2.2 Listing the nine steps needed to plan a meeting
2.3 Practising the nine steps needed to complete the meeting
plan
2.4 Outlining points on how to start a meeting
4. Focusing and Facilitating
4.1 Listing how to keep participants focused on the task of
the meeting
4.2 Specifying how you want people to participate in the
meeting
4.3 Identifying how to encourage participation and clarity
in the meeting

5. Concluding a Meeting
5.1 Listing the steps on how to conclude a meeting

Organizational Skills (1 1/2 days)
The role of a supervisor is to manage available resources in
order to produce goods or services. Organizations today are
under increasing pressure to produce more from the same or fewer
resources and one of those resources is time - both that of the
supervisors and the employees. As organizations streamline, the
demands on a supervisor's time have become greater, and the need
to use time effectively has a high priority.
Goal setting is a key part of the task achievement process
and an important skill for supervisors to develop. Properly
established and monitored goals enable progress to be measured
in a factual way and provide targets through which the employees
create their own motivation to achieve. You will identify your
goals and learn how to overcome obstacles to reaching your goals
by using strategic planning. Learn the secrets to getting the
most important things done by prioritizing and planning daily.
Discover time-tested tips on managing interruptions,
telephone time, visitors etc.. Find out why your desk
represents the single most important part of your office and how
to make it work for you, and what to do about paperwork.
Discover specific tools and systems to keep track of the
detailed information related to projects, assignments, people,
resources and records. For the chronic collector, there are
guidelines that will help you save only the essentials.
Topics:
1. Strategic planning
1.1 Examining the effect of time pressures on the
supervisors approach to work
1.2 Recognizing the benefits of allowing more time for
planning
1.3 Defining a goal and understanding its relationship to
responsibilities and results
1.4 Listing the goals that you would like to accomplish
within the year
1.5 Examining each goal and evaluating whether they are
specific, measurable and achievable
1.6 Prioritising your goals using the A B C system
1.7 Identifying and overcoming obstacles to your goals
1.8 Listing activities that will help you achieve you A-1
goal

1.9 Evaluating whether or not you have reached your goal
2. Planning daily
2.1 Explaining how to make up a daily plan
2.2 Reviewing guidelines in completing a daily plan
2.3 Prioritizing your daily plan
2.4 Finding out if we are using the right calendar
3. Finding solutions to time wasters
3.1 Listing things that waste your time
3.2 Examining solutions to various time wasters
4. Kicking the procrastination habit
4.1 Listing the reasons people procrastinate
4.2 Identifying techniques that will help you overcome
procrastination
5. Examining tickler systems that jogs your memory
5.1 Explaining how a tickler card system works
5.2 Explaining how a file folder tickler system works
6. Mastering your desk and the paper jungle
6.1 Explaining why desks get cluttered
6.2 Reviewing the 5 steps to help unclutter a desk
6.3 Filling out an accessibility survey
6.4 Setting up a daily paperwork system
7. Deciding how, when and what to save
7.1 Reviewing guidelines for collectors
7.2 Deciding what to save

Coaching and Counselling (1 day)
This program is designed to increase a supervisor's skill as
a coach and as a counsellor. The role of the coach and
counsellor is critical in today's changing organizations.
One of the keys to success of today's supervisors will be to
lead and coach their people. Coaching is not just telling
people what to do; it also involves helping them achieve their
fullest potential. Successful coaches have to assume a variety
of other roles such as team leader, listener and facilitator.
As a supervisor, you will encounter employees who are defensive,
with problems, that interfere with work performance. These
problems can often be prevented and/or remedied through the
thoughtful day-to-day application of counselling skills.
Counselling skills will provide supervisors with the means to
assist people to discuss and clarify their problems and to
explore alternative solutions.
In this module we will show you how to guide employees by
providing them with opportunities to develop their skills and
experience while ensuring they receive continuous feedback,
counselling and follow up.
Topics:
1. Coaching and counselling
1.1 Explaining the difference between a coach and a
counsellor
1.2 Listing effective and ineffective approaches to coaching
and counselling
1.3 Listing your strengths and weaknesses when coaching or
counselling employees
1.4 Learning how to determine when to coach and when to
counsel
3. Coaching employees
3.1 Demonstrating why telling is not teaching
3.2 Comparing the learning styles of a student with the
coaching style of the teacher
3.3 Explaining the components of effective coaching
3.4 Practising coaching skills
3.5 Examining how to give performance feedback
3.6 Practising giving performance feedback

4. Counselling employees
4.1 Listing your concerns about confronting others
4.2 Examining the components of effective counselling
4.3 Outlining the steps used in counselling employees
4.3 Practising counselling interviews

Delegation (1 day)
"Getting things done through others" is today accepted as an
essential aspect of the process of management. Implicit in this
definition is the concept of delegation. It is, however,
surprising to find that many supervisors experience difficulty
in seeing that improving their ability to delegate may actually
offer a solution to their problems.
In this module we will look at the need for delegation in an
organisation. You will discover why it is important to give
good instructions when delegating. We will explore the
problems of delegating effectively and we will find out why
supervisors fail to delegate or over-delegate. Finally we will
develop an action plan for on-the-job implementation.
Topics:
1. Need for delegation
1.1 Understanding the need for delegation
1.2 Establishing the nature of delegation
2. Giving instructions
2.1 Deciding if it is better to think through exactly what
is required before delegating a task
2.2 Understanding the importance of giving clear
instructions at the start so as to save time
2.3 Discovering how to make sure the person receiving the
instruction understands them
2.4 Discovering how to make sure the person is capable of
doing the job assigned
2.5 Examining why they should agree, with the other person,
when the job will be finished
3. Effective delegation
3.1 Defining what is meant by effective delegation
3.2 Exploring the problems involved in delegating
effectively
3.3 Examining the elements of delegation
3.4 Exploring why managers fail to delegate or over delegate
3.5 Considering good practice in relation to delegation

4. Developing an action plan
4.1 Identifying action for more effective delegation
4.2 Developing an action plan for on-the-job implementation

Effective Team Work (1 day)
The development of effective team work is increasingly seen
as a significant skill of supervisors in organizations. A
significant part of a supervisor's job is now concerned with how
to produce more with less resources, including human resources.
Effective team work is an important means of achieving this.
Team work is defined as "individuals working together to
accomplish more than they could alone".
This program is designed to bring a more cohesive focus to a
team's mission and to show how its members can work together to
accomplish this. All too often, however, groups can be
inefficient and ineffective as they go about their tasks.
This module will help you understand the group process and
how different roles used by team members affects the pursuit of
your goals. This is often neglected because of our
preoccupation with "getting work done". Through participation
in this program, individuals quickly become aware of
unproductive behaviours and are guided to more productive ways
of being group members.
Topics:
1. Group behaviour
1.1 Looking at examples of effective and ineffective groups
1.2 Deciding what you need from a group to be the best
possible member
1.3 Deciding whether several heads are better than one
2. Understanding the group process
2.1 Identifying different roles used in a group by members
of the team
2.2 Understanding the difference between task related and
maintenance roles
2.3 Discussing the impact of these roles on the way you
approach a task
3. How people communicate in groups
3.1 Developing communications skills that can help a group
to move forward
3.1 Working in subgroups

3.2 Giving everyone the opportunity to speak
3.3 Summarizing what the last person said
4. Consensus seeking
4.1 Explaining how synergistic outcomes for the group is
greater than the sum of the parts of the group
4.2 Applying strategies for building group consensus

Decision Making and Problem Solving (1 day)
In the role of supervisor you are expected to make and
implement decisions. The decision-making style you use will not
only affect the quality of the decision itself, but will also
influence the effectiveness and efficiency of its
implementation. Determining how to decide is an essential but
often neglected stage in the decision-making process.
The ability to deal with problems effectively is a major
requirement of management. It is like a journey into the
unknown. It begins with a perception of a need for change or a
sense that something is "not quite right" and moves through a
series of thoughts, feelings, beliefs, interactions, and
solutions.
This program is designed to enable participants to learn and
apply concepts and techniques related to making decisions and
solving problems. Decision-making and problem-solving requires
creativity, intuition, and imagination. It also requires
careful analysis, diagnosis, and step-by-step action planning.
Topics:
1. Determining how to decide
1.1 Exploring the options available when determining how to
make decisions
1.2 Identifying the factors that can indicate the most
appropriate decision-making style
1.3 Considering the benefits and problems associated with
different styles.
1.4 Establishing a procedure for selecting an appropriate
style from the options available
2. Identifying and analysing problems
2.1 Identifying what causes a problem
2.2 Recognizing that a problem exists
2.3 Recognizing the need to gain an understanding of a
problem before deciding on a solution
2.4 Defining the problem specifically
2.5 Collecting information relevant to the problem
2.6 Developing an approach for gaining an understanding of a
problem by analysing its consequences and causes

2.7 Suggesting solutions for removing causes
3. Generating creative solutions
3.1 Recognizing the value of generating creative solution to
problems
3.2 Considering ways in which creative thinking can be
encouraged
3.3 Exploring approaches for solving problems creatively by
involving others

Communication Skills (1 1/2 days)
Your success as a communicator will depend greatly on your
ability to communicate effectively and to encourage people to
communicate with you. Basic to good communication is the
ability to maintain a non-judgemental attitude and allow the
other person to explain, clarify and express their ideas without
interference.
This module demonstrates the necessity of mutual
participation if full understanding between the giver and
receiver of a message is to be guaranteed. The number one cause
of bad communication is poor listening skills. Genuine
listening is very much an active process, something we all need
to work at all of the time if we are to be effective
communicators. Studies of how supervisors spend their time
suggest that in the working week, fifty per cent of their time
is involved in listening to other people talking.
As a supervisor, a proportion of time is spent in gathering,
analysing and dissementing information. The quality of the
information will depend upon the supervisors ability to
determine the appropriate questions. This module shows you how
to develop the ability to question others constructively, using
different types of questions. So much of what we communicate
comes from our body language rather than just the words we use.
We need to ensure that our body language supports our verbal
communication.
Topics:
1. Perception
1.1 Recognizing the difference's in our perception
1.2 Examining why our perception's are different
1.3 Understanding why what's important to you may not
necessary be important to the person you are
communicating with
2. One way-two way communication
2.1 Identifying the need to give information in a logical
sequence
2.2 Understanding the importance of regularly checking to
see that communication has been heard and understood

2.3 Recognizing that there is joint responsibility between
the speaker and listener in effective communication
3. Listening skills
3.1 Recognizing the importance of effective listening in
interpersonal communication
3.2 Examining the various environmental, psychological and
personal barriers to effective listening
3.3 Considering ways of improving listening skills
4. Assumptions
4.1 Understanding the dangers of making assumptions
4.2 Guarding against communication breakdowns due to false
assumptions
5. Constructive questioning
5.1 Understanding the significance of good questioning
5.2 Recognizing the difference between open and closed
questions
5.3 Understanding the types of questions that can be used
5.4 Identifying the types of questions that should be
avoided
5.4 Using summarizing as an aid to maintaining boundaries on
a discussion
6. Using body language
6.1 Demonstrating the importance of body language
6.2 Identifying the main types of non-verbal signals that
comprise our body language
7. Three main types of communication
7.1 Listing the advantage and disadvantage of the three main
types of communication
7.2 Deciding the most appropriate form of communication to
be used in given circumstances

Managing Change (1 day)
The world within which organizations have to survive is
characterized by change. It has been said that the only thing
you can be sure of these days is that things will change! The
constant need for change, and the effective management of such
change, poses probably the greatest challenge to organizations
that they will ever have to face.
Wherever the need for change is recognized within an
organization, and wherever the precise nature of such change is
formulated, eventually it will be up to the "people-managers" to
create the right environment for individual change. This means
that the supervisor has a key role to play in the management of
change in organizations of the future.
In this module we will explore the issues raised by the need
for supervisors to be able to introduce change into the part of
the organization for which they are responsible. We will
examine the need to anticipate the effects that change will have
on the people for whom the supervisor is responsible. We will
also consider the people who will be affected by it and decide
who will need to be supported and who will need to be
influenced.
Topics:
1. Anticipating change
1.1 Considering the causes of change
1.2 Exploring the different ways in which people can react
to change in a work setting
1.2 Identifying the main factors that can determine such
reactions
1.4 Considering the role of the supervisor in handling the
change process
2 Implementing change
2.1 Understanding the significance of roles and
relationships in change management
2.2 Exploring the reasons for resistance to change
2.3 Developing strategies for managing resistance to change
2.4 Identifying key supervisory activities at different
stages of change

Conflict Management (1 day)
Conflict can be healthy when it brings about new ideas and
deeper relationships. For this to occur, the basis for dealing
with the conflict must be win/win. Conflict is unhealthy when
it leads to distrust, anger, and withdrawal. These results
usually mean that conflict has been approached on a win/lose
basis.
The goal of this program is to bring participants to the
awareness that relationships with friends, family, and co-
workers merit the investment in time and energy required for
disagreements to be resolved, in such a way that both parties
feel like winners.
The program helps participants to understand what they bring
to conflict situations they face in their lives and presents the
opportunities for participants to learn effective conflict-
resolution skills.
Topics:
1. What you bring to conflict situations
1.1 Examining feelings about conflict
1.2 Looking at your conflict style
1.3 Assessing your conflict-resolution style
1.4 Experiencing different approaches to conflict
1.5 Explaining how conflict behaviour is situational
1.6 Identifying misunderstandings in conflict situations
1.7 Learning how to view others objectively
2. Conflict-Resolution effectiveness
2.1 Acquiring skills in stating complaints and requesting
change
2.2 Examining the anatomy of an argument
2.3 Learning strategies for dealing with difficult people
2.4 Reframing conflict scenarios
2.5 Becoming adept at cooperative forms of negotiation
2.6 Explaining what to do when negotiation fails or never
gets started

Assertive and Non-Assertive Behaviour (1/2 day)
In our jobs, as in all aspects of our lives, we tend to
behave differently at different times and in different
situations. This is due, among other things, to the way in
which other people behave toward us. One useful way of
describing these variations in behaviour is to picture ourselves
moving between being assertive and non-assertive. Non-assertive
behaviour can be subdivided into submissive behaviour and
aggressive behaviour. We all exhibit these three types of
behaviour, although we may tend to emphasize one of them more
than the other.
Topics:
1. Being Assertive
1.1 Explaining the meaning of assertive and non assertive
behaviour
1.2 Distinguishing between submissive, aggressive and
assertive behaviour
1.4 Exploring the advantages of being assertive and the
disadvantages of being non-assertive
1.5 Reviewing personal assertiveness in a variety of
situations
1.6 Practising being assertive in a relatively safe
environment

Performance Review (1 day)
Performance review is an on-going year-long process of
setting goals and objectives, and giving on-going coaching and
feedback. It can be the means by which supervisors monitor
employees progress so that when something goes wrong you know it
and can make mid-course changes while they are relatively easy
to make. It shows a method of conducting a performance review
where supervisors will welcome the feedback, and employees will
welcome the measurement of achievement that a good performance
review can provide.
.
Participants will discover why a performance review system
must not only accurately measure current performance levels, but
also contain mechanisms for reinforcing strengths, identifying
deficiencies and feeding such information back to rates in order
that may improve future performance.
Topics:
1. Setting performance objectives.
1.1 Deciding whether or not the objective is focused on
specific results to be achieved
1.2 Listing performance objectives according to their order
of importance
1.3 Writing a performance objective that is clearly worded
and measurable
1.4 Identifying the resources that a manager refers to, for
setting performance objectives
2. How to find and measure performance factors
2.1 Selecting performance factors from the job requirements
2.2 Defining behaviour in a way that makes them clearly
measurable
2.3 Understanding the difference between behaviour and
attitude
2.4 Examining the ratings used to measure performance
factors
3. Gathering and analysing data throughout review period
3.1 Collecting data at regular intervals
3.2 Documenting as you give feedback during the year

4. Steps conducted prior to and during performance review
4.1 Listing the reasons for asking employee's input before
the performance review
4.2 Meeting with employee to discuss self-evaluation
4.3 Completing report card portion of performance review
4.4 Previewing performance review form with an associate
4.5 Scheduling review meeting with employee
4.6 Conducting performance review discussion
4.7 Creating an employment development plan
5. Writing a performance review.
5.1 Avoiding common rating errors
5.2 Rating the performance
5.3 Summarizing the best information collected

Supervisory Program

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