How to Train Employees to Be Supervisors
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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?.

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How to Train Employees to Be SupervisorsNSAA/NASC Joint Middle ManagementConference 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?


Questions to consider in training employees to be supervisors
Questions to Consider in Training Employees to be Supervisors

1. Does every employee want to be a supervisor (want to move up)?

  • Can every employee be an effective supervisor?

  • How do you know when an employee is ready to be a supervisor?

  • Should an employee be trained first, then moved up, or moved up then trained?


This discussion will cover
This Discussion Will Cover: Supervisors

  • 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


Definition of a supervisor
Definition of a Supervisor Supervisors

  • One who supervises others by assigning and monitoring tasks.


Think about it
Think about it… Supervisors

Responsibility cannot be delegated.


Individual exercise
Individual Exercise Supervisors

  • 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


Multi dimensional role of a supervisor

Assign tasks Supervisors

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

Multi-dimensional Role of a Supervisor


Food for thought
Food for Thought Supervisors

“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)


Performance
Performance Supervisors

What are the key components of a person’s performance?

Performance = Ability + Support + Motivation


How to approach developing a supervisor
How to Approach Developing a Supervisor Supervisors

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


Step i learning the job basics
Step I. Learning the Job Basics Supervisors

Assume this is an auditor position; the auditor must be able to (among other things):

  • Research

  • Interview

  • Prepare working papers

  • Understand auditing standards


Preparing staff for a supervisory role
Preparing Staff for a Supervisory Role Supervisors

  • There are two main roles for which staff must be trained:

    1. Technical

    2. Human relations


Segments of development
Segments of Development Supervisors

  • Formal training

  • On-the-Job training

  • Job experiences

  • Individual development plan (IDP)


Technical role of the supervisor
Technical Role of the Supervisor Supervisors

  • 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


Step ii set expectations and teach hr role
Step II. Set Expectations and Teach HR Role Supervisors

  • 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


Human relations role of supervisors
Human Relations Role of Supervisors Supervisors

  • Set expectations

  • Provide OJT and feedback

  • Monitor staff performance

  • Appraise staff performance

  • Identify developmental needs

  • Manage conflict

  • Discipline


Creating a climate for productivity
Creating a Climate for Productivity Supervisors

  • Communicating

  • Motivating

  • Optimizing diversity


Required adjustments from staff to supervisor
Required Adjustments from Staff to Supervisor Supervisors

In order for a staff person to become a supervisor, that person must make adjustments in 3 areas:

  • Role

  • Attitude

  • Skills


Examples of adjustments 1 role

Old ROLE to new: Supervisors

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

Examples of Adjustments – 1. ROLE


Adjustments to 2 attitudes

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

Required adjustments:

Accept new power & relationships

Expect conflict

Shift focus to team

Adjustments to 2. ATTITUDES


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

Adjustments to 3. SKILLS


Power is now mine
POWER is human skills and broader goalsnowMINE!

Power is the ability to influence the actions of others.


Power

Formal human skills and broader goals

Legitimate

Coercive

Reward

Informal

Expert

Referant

POWER!


Personal styles
Personal Styles human skills and broader goals

  • In order to become a supervisor, staff must:

    a. Recognize their own managerial and interpersonal styles, and

    b. Improve their effectiveness with subordinates


Iii followthrough modeling
III. Followthrough & Modeling human skills and broader goals

  • 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


Myers briggs type indicators

Extravert (E) human skills and broader goals

Sensing (S)

Thinking (T)

Judging (J)

Introvert (I)

iNtuiting (N)

Feeling (F)

Perceiving (P)

Myers Briggs Type Indicators


Think about it1
Think About It… human skills and broader goals

  • Responsibility cannot be delegated.

  • Supervisors are accountable for what others do.


Working with staff performance challenges
Working with Staff Performance Challenges human skills and broader goals

Performance system elements:

  • Task

  • Direction

  • Resources

  • Consequences

  • Feedback

  • Performer


Meetings
Meetings human skills and broader goals

  • Types of meetings:

    • Decision making

    • Problem solving

    • Planning

    • Feedback

    • Presentation


Planning a meeting

Desired outcomes - objectives human skills and broader goals

Who (depends on objectives)

Type: feedback, decision making, etc.

Length

Timing

Agenda

Process

Roles (presenter, facilitator, recorder, etc.)

Decision process

Planning a Meeting


Managing conflict

Types of conflict human skills and broader goals

Technical

Interpersonal

Aspects of conflict

Destructive

Constructive

Managing Conflict


Conflict management styles
Conflict Management Styles human skills and broader goals

  • 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


Motivation

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 motivation

Motivation


Intrinsic motivation
Intrinsic Motivation human skills and broader goals

  • 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


The question is not how to motivate others but
The Question is NOT how to motivate others, but… human skills and broader goals

…how can leaders create conditions under which others will motivate themselves.


Perspectives on one generation motivating another

Matures human skills and broader goals

Baby Boomers

Gen Xer’s

New Millennials

Born before 1945

Born 1945 -1964

Born 1965 – 1979

Born 1980 +

Perspectives on One Generation Motivating Another


New values in the workplace a retention issue
New Values in the Workplace - human skills and broader goalsA 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


How different are they
How Different Are They? human skills and broader goals

  • 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


It s not about the workday
It’s not about the workday… human skills and broader goals

…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


Conclusions
Conclusions human skills and broader goals

  • 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


Contact information
Contact Information human skills and broader goals

Robert Black

Dean, Government Audit Training Institute and Financial Management

Graduate School, USDA

Phone: 202-314-3560

E-mail: [email protected]


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