Transcript Slide 1

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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.
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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
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Motivating
Coaching
Delegating
Resolving Conflict
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A systematic grouping of people brought
together to accomplish some specific purpose
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Your Company
Church or Charities
Retailers & Wholesalers
Sports Teams & Leagues
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Purpose
◦ Typically expressed in terms of goal or goals.
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People
◦ It takes people to establish the purpose and to
make the goal a reality.
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Systematic structure
◦ Defines roles of members, sets limits on their
work behavior.
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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.
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The employees who physically
produce an organization’s goods
and services by working on
specific tasks.
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Oversee the work of the operative employees
and are the only managers who do not
manage other managers.
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All employees below the topmanagement level who
manage other managers and
supervisors.
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A group of people responsible for
establishing the organization’s
overall objectives and developing
the policies to achieve those
objectives.
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Management
◦ The process of getting things done, effectively and
efficiently, through and with other people.
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Efficiency
◦ Doing the task right.
◦ Refers to the relationship between inputs and outputs.
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Effectiveness
◦ Doing the right task.
◦ Associated with goal attainment.
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Planning
◦ Defining organizational goals, establishing an
overall strategy for achieving these goals, and
developing a comprehensive hierarchy of plans to
integrate and coordinate activities.
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Organizing
◦ Dividing work into manageable components and
coordinating results to achieve objectives.
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Leading
◦ Directing and coordinating the activities of people
in the organization.
◦ Also involves communicating, motivating, and
conflict resolution.
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Controlling
 Monitoring, comparing, and, if needed,
correcting actual performance.
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Bottom Line –
 Get the job Done with the resource available!
Management Functions
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Top management
◦ Focuses on long-term, strategic planning and
structuring the overall organization.
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Supervisors
◦ Focus is on short-term, tactical planning and structuring
jobs of individuals and work groups.
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Assistant Manager
Department Head
Head Coach
Team Leader
Shift Leader/Captain
Foreman
Facilitator
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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
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Key person
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Person in the middle
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Just another worker
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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.
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As change agents
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To cut costs and increase productivity.
Continuous quality improvement.
Introduction of work teams.
Flexible work hours.
Accident-prevention and stress-reduction programs.
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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.
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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.
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The boss
◦ Traditional “authority figure” to keep employees in
line.
◦ Decides.
◦ Directs.
◦ Orders.
◦ Controls.
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The boss
The coach
◦ Clarifies responsibilities, motivates, and represents
employees’ interests within the organization.
◦ Guides.
◦ Listens.
◦ Trains.
◦ Assists.
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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.
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Know the operation
Understand the organization
Know the employees
Have prior experience on which to make
decisions
Employee motivator
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From within
From colleges
◦ Both two- and four-year colleges.
◦ With some additional organizational training, can
readily step into frontline management.
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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.
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Initial view of manager as “boss” incorrect
Unprepared for the demands and
ambiguities
◦ Unrelenting workload/pace.
◦ Simultaneous problems with constant interruptions.
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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.
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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.
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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.
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Technical
◦ Specialized knowledge or expertise
 Ability to understand technical aspects of the
job.
 Ability to understand what each worker does.
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Technical
Interpersonal
◦ Ability to work well with people
 Understand their needs.
 Communicate well.
 Motivate others.
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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.
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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?
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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?
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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?
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Positive Reinforcement
Effective Discipline
Treating them Fairly
Satisfying their needs
Setting work related goals
Job Design
Reward based on
Performance
Motivation:
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Help them discover what is in it
for them!
Why do they want to help?
How can they help?
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Why do people go to work?
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Earn money
Feel a part of something
Feel important
Learn
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Employees are going to work to do what is right
◦ Make product, follow the rules, avoid trouble
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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?
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By Example
Telling them
Teaching Them
Leading Them
Coaching Them
Delegating to Them
Supporting Them
Provide Feedback
Once They Know:
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We must have Effective Discipline for
◦ Insubordination, fighting, attendance,
dishonesty, disruptive attitude, poor
performance, etc.
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The Goal of Discipline is to change
undesirable behavior
◦ Most effective if:
 Focus on behavior not the person
 Correct problems not punish employees
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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
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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
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Give Appropriate Information/Training
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Give Necessary Tools
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Set the Expectation
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Hold everyone to the appropriate expectation
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Give appropriate opportunities
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Hold everyone accountable for their job
Satisfy their needs
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Know what training they need
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Listen to what they want
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Know what opportunity they want (or not)
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Help them get better
Set Work Related Goals
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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?
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Job Design
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Enlarge the job
◦ Don’t “dump”
◦ Bring more pieces together
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Enrich the job
◦ Variety of skills
◦ Autonomy
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Empower employees
◦ Allow more Judgement
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Delegate
◦ Increase personal accountability for work
Base rewards on Performance
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What are your Options as a Supervisor?
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Praise
Recognition
Promotions/Lateral moves
Certificates
Thank you notes/cards
Gift cards
Subscriptions
Employee of the Month/Qtr
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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
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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.
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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.
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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.
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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