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. TEST. Which role is the most challenging? Manager? Supervisor? Employee?.
Dean, Government Audit Training Institute
Graduate School, USDA
1. Does every employee want to be a supervisor (want to move up)?
Responsibility cannot be delegated.
Assign tasks Supervisors
Ensure EEO compliance
Enforce policy and rules
Communicate rules, policies, objectives
Run meetingsMulti-dimensional Role of a Supervisor
“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)
What are the key components of a person’s performance?
Performance = Ability + Support + Motivation
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
Assume this is an auditor position; the auditor must be able to (among other things):
2. Human relations
In order for a staff person to become a supervisor, that person must make adjustments in 3 areas:
Old ROLE to new: Supervisors
Direct control over results to indirect ctl.
Work with peers to supervise former peers
Follow policies to interpret policies
Accept less direct control
Maintain role of leader
Represent the organizationExamples of Adjustments – 1. ROLE
Old ATTITUDES to new Supervisors
Desire to/willingness to:
Be well liked/praise or criticize others
Avoid conflict/deal with conflict
Compete with others/ develop cooperation
Accept new power & relationships
Shift focus to teamAdjustments to 2. ATTITUDES
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
Improve skill at finding “holes” in evidence, support, etc.
Improve skill at reviewing, communicating, and advocating reports to higher levelsAdjustments to 3. SKILLS
Power is the ability to influence the actions of others.
Formal human skills and broader goals
a. Recognize their own managerial and interpersonal styles, and
b. Improve their effectiveness with subordinates
Extravert (E) human skills and broader goals
Perceiving (P)Myers Briggs Type Indicators
Performance system elements:
Desired outcomes - objectives human skills and broader goals
Who (depends on objectives)
Type: feedback, decision making, etc.
Roles (presenter, facilitator, recorder, etc.)
Decision processPlanning a Meeting
Types of conflict human skills and broader goals
Aspects of conflict
A. Maslow (40’s & 50’s) human skills and broader goals
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 motivationMotivation
…how can leaders create conditions under which others will motivate themselves.
Matures human skills and broader goals
Born before 1945
Born 1945 -1964
Born 1965 – 1979
Born 1980 +Perspectives on One Generation Motivating Another
…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