Transcript Chapter 1 Supervisor’s Special Role

Chapter 1
Supervisor’s Special Role

Supervisor
–A manager whose subordinates are
nonmanagement employees
–The person in the middle ...
between the workers and middle
managers
–Must generate results
1
3 Types of Management Skills
1. Human Skills
– Leadership Ability
– Skill in Intergroup Relationships
2. Technical Skills
– Specialized knowledge, skills, and abilities
3. Conceptual Skills
– The ability to see the whole as a sum of
interrelated and interdependent parts.
2
The Supervisor’s
Responsibilities

Supervisors have
responsibilities to three
primary groups:
–Subordinates
–Peers
–Superiors
3
Effective and Efficient
Effectiveness
–“Doing the right thing.”
–Selecting the right goal and right
approach
Efficiency
–“Doing things right.”
–Avoids waste of valuable resources.
4
Supervisory Roles
 Role
Prescriptions
– Demands on the suprv. prescribe their role
 Role
Conflict
 Role Ambiguity
 Role Performance
 Role Sanctions
– Negative means used to manage suprv. role
performance
5
Supervisors as Linking Pins
Linking
Pin
–Key individual who is a member of
two or more formal groups in an
organization
»thus linking or connecting the
groups.
6
Current Trends
 Information
and Technology
 Quality and Productivity Improvement
 Education
 Foreign Ownership
 Valuing Diversity
 Work Schedules
 Utilization of Teams
7
Definitions
 Productivity
– Amount of input needed to generate a
given amount of output
 Quality
– The total product’s ability to meet stated
goals
8
More Definitions
 Diversity
– Differences in people and groups that
both unite and separate them
 Cultural
Diversity
– Coexistence of two or more cultural
groups within an organization.
9
More Definitions
 Flextime
 Job
Sharing
 Job Splitting
 Permanent Part-Time
 Telecommuting
 Leasing Employees
10
More Definitions
 Team Advisers
– Supervisor of a team who share his/her
authority and who jointly run their
operations.
 Empower
– To equip people to function on their own,
without direct supervision.
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Sources of
Supervisory Personnel
Internal
Employees
External Candidates
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Chapter 2
You and Your Future
ObsolescenceA condition
that
exists when a person (or
machine) is no longer able to
perform to standards or to
management’s expectations.
How can obsolescence
1
Obsolescence

A person can be obsolete in:
–Attitude
–Knowledge
–Skills
–Abilities
2
Handling Obsolescence
Invest in the person through training and
development
 Offer incentives for self-improvement
efforts
 Tolerate the person’s limitations
 Reduce the person’s role in the organization
 Discharge the person

1a
Planning for Advancement
The 6 Steps in Planning for Advancement
– Take a personal inventory
– Analyze your present situation
– Set your objectives for self-improvement
– Develop a program
– Set your program in motion
– Evaluate your progress periodically
3
Planning Your Career

5 Recommended Steps
–Determine your career objectives
–Investigate jobs and career paths
–Label likely employers
–Seek employment
–Assess your situation periodically
4
Definitions
 Networking
– Working with friends, family, and workrelated contacts to help find employment
or to advance one’s career.
 Resume
– An employment related document
containing vital personal data,
employment goals, and work-related
education and experiences.
5
Career Stages

Four Stages
(once we have settled on a career)
–Trial
–Establishment and Advancement
–Midcareer
–Late career
6
Career Stages

Trial
– Task Needs
» Varied job activities
» Self-exploration
– Emotional Needs
» Make preliminary job choices
» Settling down
6a
Career Stages

Establishment and Advancement
– Task Needs
» Job challenge
» Develop competence
» New area after 3-5 years
– Emotional Needs
» Deal with competition
» Deal with family conflicts
6b
Career Stages

Midcareer
– Task Needs
» Technical Updating
» Develop new skills (training, etc.)
– Emotional Needs
» Reorganize
6c
Career Stages

Late Career
– Task Needs
» Plan for retirement
» Begin activities outside of the
organization
– Emotional Needs
» Develop identity in
extraorganizational activities
6d
Professional Ethics
 Ethics
– A field of philosophy dealing with the
rightness of human conduct in society.

Supervisor has:
– Ethical concerns
– Legal concerns
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Causes of Supervisory
Success and Failure
 New
keys to success
– Facilitator, trainer, coach, and advisor
 Key
disturbing behaviors
– Dishonesty
– Personal business on company time
– arrogance
– complaining attitude
– absenteeism/tardiness
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Chapter 3
Management Concepts
 Management
– A process leading to setting/achieving stated goals
– A team of people making up an org’s hierarchy
 Manager
– A member of the hierarchy who gets things done
with and through others.
 Formal Organization
– An enterprise with stated goals, division of labor,
hierarchy, etc.
Essential Elements of a
Formal Organization
1. Stated Purposes and Goals
2. Division of Labor Among
Specialists
3. Rational Organization or Design
4. Hierarchy of Authority and
Accountability
Definitions
 Authority
– A person’s right to give orders to others.
 Power
– The ability to influence others.
 Responsibility
– The obligation to execute duties to the best
of their abilities.
 Accountability
– Having to answer to someone for your
performance.
Delegation
 Delegation
- the act of passing one’s
authority, in part or in total, to
another
 How to Delegate:
– Decide on Tasks, Limits, and Supports
– Choose the Subordinate
– Give the Assignment
– Stay in Touch
The Management Hierarchy

Board of Directors
 Top
Management
 Middle
Management
Operating
Management
Line and Staff Authority

Line Managers
– A manager who oversees a department or
activity that directly affects the
organization’s success.

Staff Managers
– A manager who offers advice and service
in an area of expertise to organizational
personnel who need assistance.
Functional Authority
 The
right that a manager of a
staff department has to make
decisions and to give orders that
affect the way things are done in
another department.
The Manager’s Functions
 Planning
– Constructing plans designed to achieve goals.
 Organizing
– Determining the tasks needed to reach goals.
 Directing
– Utilizing resources to see that goals are achieved.
 Controlling
– Preventing, identifying, and correcting deficiencies
in an organization’s operations.
Rational Model
for Decision Making
1. Define the Problem
– Look for Symptoms
2.
3.
4.
5.
6.
Identify Your Restraints
List Your Alternatives
Evaluate Your Alternatives
Decide on the Best Alternative(s)
Implement the Decision and Follow Up
Managing Your Time
 Time
Logs
 Eliminating Interruptions
 Daily Planners
 Using Spare Time
 Three Categories
Chapter 4
Management Functions
 The
Four Major Functions of a
Manager are:
– Planning
– Organizing
– Directing
– Controlling
 All
of these functions are interrelated
and interdependent.
Planning
 Philosophy
of Management
– The way a company thinks and acts
towards people and events
– Largely determined by the attitudes,
values, and guiding principles held by
managers.
– All managers have a philosophy that
affects their thinking and behaviors
Mission Statement
 Definition
– The central purpose behind the existence
of a formal organization --- it’s reason
for being.
 Once
it’s constructed, it should
become the manager’s vision of
what the organization should be.
Basic Organizational Terms
 Goals
– The objective/target expected
 Policies
– A broad guideline to assist in problem
solving and dealing with recurring
situations
 Rules
– A regulation on human conduct at work
Basic Organizational Terms II
 Programs
– A plan listing goals and details of the plan.
 Procedures
– A general routine/method for doing day-to-day
operations.
 Outcomes
– The results of efforts to achieve goals and
execute programs.
Steps in Planning
 Step
1: Setting Objectives
 Step 2: Determining Alternatives &
Restraints
 Step 3: Evaluating Alternatives
 Step 4: Implement Course(s) of
Action
 Step 5: Following Up
Organizing Principles
6 Basic Principles
 Unity
of Command
 Span of Control
 Chain of Command
 Homogeneous Assignment
 Flexibility
 Centralization vs.
Decentralization
Steps in Organizing
Step 1: Determing Tasks to be
Accomplished
 Step 2: Subdividing Big Jobs into
Individual Activities
 Step 3: Assigning Activities
 Step 4: Providing Resources
 Step 5: Designing Relationships Needed to
Facilitate the Execution
of the Tasks

Directing
Definition
Evaluating
Staffing
Disciplining
Training
Offering
Incentives
Controlling
The
management function
that sets standards that
are applied to
performance. Controls
attempt to prevent,
identify, and correct
deviations from standards.
The Control Process
 Step
1: Establishing Standards
 Step 2: Measuring Performance
Against Expectations
 Step 3: Detecting Deviations
 Step 4: Analyzing Causes for
Deviations
Types of Controls
 Preventive
Controls
– better to prevent trouble than to have to deal
with it.
 Diagnostic
Controls
– these attempt to identify trouble when it occurs.
 Therapeutic
Controls
– designed to deal with and correct deficiencies
once the causes are known.
Control Characteristics
 1.
 2.
 3.
 4.
 5.
 6.
Acceptance by Members
(re enforcement)
Focus on Critical Points
Economically Feasible
Accurate
Timely
Clarity
Other Control Techniques
 Management by Exception
– Managers should spend their time on
those matters that require their
particular expertise.
 Management by Objectives
– Subordinates should set performance
goals that are in line with their unit’s and
organization’s goals and that are
approved by their supervisors.
Coordinating
 The
managerial task of making
sure that the various parts of your
organization all operate in
harmony with each other.
 Two Kinds of Coordination
– coordination
Coordination (cont.)
Three
Basic Techniques of
Coordination
–use of plans
–use of feedback
–through lateral interaction
Chapter 5
Communications
The transmission of
information and common
understanding from one
person/group to another
through the use of common
symbols.
Planning Communication
 Is
this communication really
necessary
 What is the objective I hope to
achieve
 Have I chosen the right symbols
The Communication Process
1.
2.
3.
4.
5.
The Message
The Transmitter
The Direction
The Medium
The Receiver
Communication Barriers
 1.
 2.
 3.
 4.
 5.
 6.
Uncommon Symbols
Improper Timing
Atmospheric Disturbances
Improper Attitudes
Background Differences
Sender/Receiver Relationships
Spoken Communications

Basic Ingredients
– Clarity - speak to your audience
– Know what you want to say before you say it.
– Tell ‘em what you’re going to tell them, tell
them, then tell them what you told them..
– 3 Part to effective presentations
» the introduction
» the explanation
» the summary
Written Communications
Command the
Reader’s Attention
2. Arouse Interest
3. Specify the Action Called
For.
1.
Chapter 6
Managing Change & Stress
 The
attitudes, values, and beliefs that
people bring to work influence them
in either a positive or negative way.
 Businesses
have to learn how to
develop and channel employee
attitudes, values, and beliefs that will
help organizations achieve their goals
1
Attitudes, Beliefs & Values
 Attitude
– A person’s manner of thinking, feeling,
or acting toward specific stimuli
 Belief
– A perception based on a conviction that
certain things are true or probable in
one’s own mind. (opinion)
– Beliefs shape our attitudes, and our
attitudes display our beliefs to others.
2
Attitudes, Beliefs, & Values
(cont.)
Value
–An activity, condition, or object that
we feel has merit or worth in our
lives.
–Values include judgments about
what is right and wrong.
–Usually, values are more difficult to
change than attitudes.
3
People’s Attitudes About
Work/School
Work Ethic
–People’s attitude about the importance
of working, the kind of work they
choose or are required to do, and the
quality of their efforts while
performing work.
–Usually, the more positive a person’s
work ethic, the more valuable that
person is to an organization.
4
Theories X & Y
Douglas McGregor’s theory about
manager’s attitudes.
 Theory X
– managers assume the worst with regard to
the average worker’s initiative & creativity.
 Theory Y
– managers assume the best about workers’
willingness to assume responsibility and
seek work.
5
Theory Z
A set of approaches to
managing people based on the
attitudes of Japanese
managers about the
importance of the individual
and of team effort to the
organization.
6
The Supervisor’s Attitudes
 The
Pygmalion Effect
– Manager expectations and treatment of
workers determines their performance
and career progress.
– Superior managers create high
performance expectations that
subordinates fulfill.
– Subordinates appear to do what they
believe they are expected to do.
7
Your Subordinate’s
Attitudes
Problems arise when:
–We attempt to determine the other
person’s attitudes through
observations of the person’s actions
or words.
–Then we may be too quick in labeling
another person’s attitude as bad or
improper simply because it differs
from ours.
8
Uncooperative Attitudes:
Why People Resist Change
 Cooperation
means working together
to reach common objectives or goals.
 Some reasons for resistance include:
– Personal Reasons
» See no personal advantage to do so
» built in fear of change
– Social Reasons
» informal and even formal group
membership reasons
9
Changing the Attitudes of
Subordinates
Step 1: Identify the improper
attitude or behavior
Step 2: Determine Root Causes
(opinions/beliefs)
Step 3: Weaken the Root Causes
Step 4: Offer a substitute for the
improper attitude or behavior
10
Changing Attitudes and
Introducing Change
11
1. Force Field Analysis
Evaluating Driving and Restraining Forces for
Change
2.
3.
4.
5.
6.
Effective Communications
Persuasion Techniques
Participation Techniques
Training Programs
Organizational Development Activities
Organization Development
A planned, managed,
systematic process used to
change the culture, system,
and behavior of an
organization to improve its
effectiveness in solving
problems and achieving goals.
12
Stress
Worry, anxiety, or tension that
accompanies situations and
problems we face and makes us
uncertain about the ways in which
we should resolve them.
 Coping with Stress
 Technostress
13
Chapter 7
Human Motivation
Motivation
–The drive within a person to
achieve a goal.
–Motivation is something we do
within ourselves, not something
we do to others.
Human Needs
 The
Hawthorne Studies
–done in the 1920s at a Western
Electric Co. plant near Chicago
–initial study was to determine the
effect of illumination on productivity.
–findings indicated that people work
for a variety of reasons ... not just
money and subsistence.
Human Needs (cont.)
 Hierarchy
of Needs
– Abraham Maslow identified 5 universal
human needs
» Self-Realization
» Esteem Needs
» Social Needs
» Safety Needs
» Physical Needs
Human Needs (cont.)

Needs-Goal Model of Motivation - basic
assertions about human needs and motivation:
– an unsatisfied need is the strongest motivator
– people can be influenced by multiple unsatisfied
needs
– needs can never be fully satisfied
– frustration in one need area may cause a person to
over-emphasize another need
– our needs are shaped by past experiences, external
influences, and our capabilities.
Maintenance and Motivation

Developed by Frederick Herzberg - found two
factors that influence motivation at work.
–Maintenance Factors - provided by
employers in order to prevent job dissatisfaction
Economic
Social
Status
Security
Working Conditions
Maintenance and Motivation
(cont.)
 Motivation
Factors - employer provided
factors that have the potential to satisfy
employees’ needs and cause an increase in
commitment and energy.
Challenging Work
Accomplishment
Recognition
Responsibility
Organizational Importance
Access to Information
Decision Making
The Contingency Theory
 Determining
the fit between an org’s
characteristics and tasks with the
individual’s motivations.
–A central need is to achieve a sense
of competence
–Competence continues to motivate
people even after competence is
achieved.
The Expectancy Theory
People will do what
their supervisor’s want if:
– people know what they are being asked to do;
– they perceive they are capable of doing this;
– they desire the reward that is being offered;
– they perceive that if they give this
performance that they will receive the reward
fairly quickly.
The Reinforcement Theory
 It’s
foundation is in B.F. Skinner’s
behavior modification theories;
 Reinforcement of behavior can be
positive or negative.
– people learn through warnings and trial and
error;
– consider rewards & punishments
» appropriateness
» perception
Managing Motivation
 Quality
– TQM
 Productivity
– Quality, Productivity, Profitability Link
 Quality
of Work Life
– the enhancement of human dignity and
growth at all levels of the organization
Managing Motivation (cont.)
Worker Participation Techniques
–Job Rotation
–Job Enlargement
–Job Enrichment
Chapter 8
Building Relationships
with Individuals
Human Relations
The development and maintenance
Goals of Human Relations
 1.
Enabling Workers to Be
Themselves
– Workforce America study discusses what
will enable people with diverse
backgrounds to interact more effectively
and comfortably
 2.
Communicating Supportively
Developing Sound Working
Relationships with Subordinates
Four main relationships develop
– 1. Education
» a builder of skills and developer of potential
– 2. Counselor
» an adviser, director, cheerleader, and coach
– 3. Judge
» an appraiser and dispenser of justice
– 4. Spokesperson
» a disseminator of timely/accurate information
Supervisor’s Role as
Educator
 The
Educator Role occurs:
–during initial orientation
–during training
 Because
of this role, the
Supervisor has to maintain
Technical skills
Supervisor’s Role as
Counselor
 Two
tests that employees use to
judge their supervisors:
–1. Is the supervisor aware of me?
Can I turn to him/her for help?
–2. Will he/she do something about
my problem?
Doing Something
4 principles involved in doing
something:
– 1. Get your subordinate involved in deciding on
courses of action.
– 2. Encourage the subordinate to actively
participate in the discussion.
– 3. Make sure everyone understands what is
being discussed and said.
– 4. The supervisor should do more listening than
talking.
Supervisor’s Role as Judge
Four
important tasks:
1. Enforcing company policies and
regulations
2. Evaluating subordinate
performance
3. Settling disputes among the staff
4. Dispensing justice
Supervisor’s Role as
Spokesperson
The supervisor:
–provides timely and accurate
information
–to prepare employees for changes
–to represent the group to upper
management and other
departments.
Maintaining Relationships
with ......
1.
Subordinates
2. Friendship
3. Staff Specialists
Relationships with Peers
 Peers
– A person with the same level of formal
authority and status in the
organizational hierarchy
 Counsel
– A mutual exchange of ideas and opinions
 Competition
Getting Along with Your
Boss
 Your
Boss’ Expectations
 Winning Your Boss’
Confidence
 Obtaining some of Your
Boss’ Authority
 Your Expectations of Your
Boss
Chapter 9
Supervising Groups
Group
Two or more people who are
consciously aware of one
another, who consider
themselves to be a functioning
unit, and who share in a quest
for common goals or benefits.
Collective
Entrepreneurship
 This
term was coined by Robert
Reich, current Secretary of Labor
under President Clinton
 To
be successful, it relies on
integrating individual skills into
groups.
Synergy
Cooperative action or force of
two or more elements pulling
together that yields a result
greater than the sum of the
results that could be achieved
separately by the elements
Syntality
 A group’s
personality -- what makes it
unique
 If the group is not enthusiastic, is it
due to:
– Inexperience
– Lack of Discipline
- Lack of Training
- Lack of Proper
Guidelines
– Existence of a problem member
– Existence of a problem team leader
Defining Formal Groups
Management
Teams
 Worker Teams
–Task Forces
–Quality Assurance Teams
–Cross-Functional Teams
–Product-Development Teams
Measuring Group
Effectiveness
 Task
Interdependence
– the degree to which a group member is
concerned in the work of other members.
 Outcome
Interdependence
– task accomplishments are important to
group members.
 Potency
– the collective belief that the group can be
effective.
Group Decision
Techniques
 Brainstorming
 Round
Robins
 Problem
Solving Meeting
Ground Rules for Meetings
 Before
the Meeting
– Degree of Empowerment
– Get Data Out
- Distribute Agenda
– Coordinate Schedules
 During
the Meeting
– Promote Discussion
 After
- Keep Records
the Meeting
– Follow up on assignments
Group Member Roles
 Self
Serving Roles
– Attention-Getting - Blocking
– Criticizing
- Dominating
– Withdrawing
 Group-Serving
– Coordinating
– Initiating
– Researching
Roles
- Fortifying
- Orienting
Pitfalls
The
Hidden Agenda
An Improper Setting
A Competitive Spirit
Talkative Members
Sabotage
Informal Groups
 Two
or more people who come
together by choice to satisfy
mutual needs or to share common
interests.
 Horizontal Cliques
 Vertical Cliques
 Random Cliques
Stages of Induction
Stage 1 - Observation
Stage 2 - Transformation
Stage 3 - Confirmation
Chapter 10
Leadership &
Management Styles
 Authority
– the right to give orders and instructions
 Power
– the ability to influence others
 Leadership
– WHAT DOES THIS MEAN TO YOU?
What Makes a Leader?
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Leadership
The ability to get work done wtih
and through others while winning
their respect, confidence, loyalty
and willing cooperation.
Management
Ability
Managers
Manager
Leaders
Leadership
Ability
Nonmanager
Leaders
Leadership Principles
 1.
Be technically proficient
 4. Keep your people informed
 5. Set the example
 9. Develop a sense of responsibility in
your subordinates
 11. Seek responsibilities and accept
accountability for your actions.
Source: U.S. Army
Leadership Traits and Skills
 Trait
Theory
–What traits guarantee
leadership success?
–If we can find those traits, how
can business use this
information?
The Contingency Model of
Leadership
 Contingency/Situational
Leadership
– Fred Fiedler
 Leadership
Personalities
– Task versus Relationship Orientation
 Leadership
Situation
– Leader-Member Relations
– Task Structure
– Positional Authority to reward/punish
The Managerial Grid
 Best
leadership is a balance
between the needs of subordinates
and the demands of the
organization for resutls
 Grid developed by Blake and
Mouton
Management &
Leadership Styles
Bureaucratic
Autocratic
Democratic
Spectator
The Life-Cycle Theory
 Hersey
and Blanchard
 The key in this theory is the
degree of tenure and capabilities
Basic Steps to Leadership









1.
2.
3.
4.
5.
6.
7.
8.
9.
Establish who is in charge
Know what you want to accompish
Know what you want each person to accomplish
Let the person know what you expect
Find out employee desires
Find out employee expectations
Be a role model
Expect others to be motivated but don’t count on it.
Success is determine by your motivation methods
Assessing Your Leadership
Ability
Morale
Group
Spirit
Proficiency
Self-Discipline
Chapter 11
Selection & Orientation
Shaping Your
Environment
–Selection and Orientation
–Training
–The Appraisal Process
–Discipline
Selection
 The
personnel or human resource
management function that
determines who is and is not
hired.
The Selection Process is a process
of discrimination.
Selection Preparation
Job
Description
–A formal listing of the duties that
make up a position in the
organization.
Job
Specification
–The personal characteristics and
skill levels that are required of an
individual to exectue a job.
Recruitment Terminology
EEOC
Affirmative Action
Programs
ADA - 15 or more
employees
Types of Interviews
Directive
Interviews
–An interview planned and totally
controlled by the interviewer.
Nondirective
Interviews
–An interview planned by the
interviewer but controlled by the
interviewee.
Tests
 Disparate
Impact
– The existence of a significantly different
selection rate between women and/or minorities
and nonprotected groups.
 Validity
– The degree to which a selection device measures
what it is supposed to measure or is predictive
of a person’s performance on a job.
 Drug
Testing
Selection Pitfalls
1.
The Halo Effect
2. The rush job
3. Comparisons
4. Failure to follow the
principles of sound
interviewing.
Selection Pitfalls
 5.
 6.
 7.
 8.
 9.
Overselling your company or the
job.
Omittting pertinent information
Neglecting sound public relations
Asking questions of a
discriminatory nature.
Hiring friends or relatives who
don’t qualify.
Orientation
The
planning and conduct of a
program to introduce a new
employee to the company and
its history, policies, rules, and
procedures.
Induction
The
planning and conduct
of a program to introduce a
new employee to his or her
job, working environment,
supervisor, and peers.
The Socialization Process
The process a new employee undergoes
in the first few weeks of employment
through which he or she learns how to
cope and succeed.
 The Psychological Contract
An unwritten recognition of what an
employer and an employee expect to
give and to get from one another.
Chapter 12
Training
Training
The activity concerned with
improving employees’
performances in their present
jobs by imparting skills,
knowledge, and attitudes.
Attitude/Knowledge/Skills

Attitude
A person’s manner of thinking, feeling, or acting
toward specific stimuli

Knowledge
The body of facts, ideas, concepts, and procedures
that enable people to see or visualize what must
be done and why

Skill
The application of knowledge (technical, human,
or conceptual)
Advantages of Training
For the Supervisor
For Subordinates
* Get to know
subordinates
* Increase chances for
success
* Further career
* Increase Motivation
* Gain more time
* Promote
Advancement
* Promote good H.R..
* Reduce Safety
hazards
* Improve
Requirements for Trainers
 TRUST
helps to build
relationships with subordinates.
 T-
Time (take time for feedback)
 R - Respect
 U - Unconditional Positive Regard
 S - Sensitivity
 T - Touch (trainees need a pat on the back)
Behavior Modeling
A visual
training approach-life
performance.
The Principles of Training
M
- Motivation
 I - Individualism
 R - Realism
 R - Response
 O - Objective
 R - Reinforcement
 S - Subjects
MIRRORS

Motivation
– Both the trainee and trainer are favorably
predisposed and ready to undergo training.

Individualism
– Training should be provide at a pace suitable
for the trainee.

Realism
– Training should simulate or duplicate the actual
working environment and behavior or
performance required of the trainee.
MIRRORS
Response

– Feedback is needed between trainee and trainer

Objective
– Both trainee and trainer know what is to be
mastered through training.

Reinforcement
– Trainers should review and restate knowledge
learned.

Subjects
– Trainers should know the subject and trainee needs.
The Training Cycle
Identifying
Training Needs
Conducting &
Evaluating
the Training
Preparing
Training
Objective
Preparing
the Training
Process
Part 1
Identifying Training Needs
Compare
performances to
standards for them.
Training is needed when
and where significant
differences exist. List tasks
to be taught.
Part 2
Preparing Training Objectives
 All
objectives should clearly state:
1. Performance Expectations (what
the trainee should be able to do)
2. Conditions (the conditions under
which the trainee will operate)
3. Criterion (how well the task must be
done)
Part 3 Preparing
the Training Program
Answer the following questions
 WHO
 WHEN
 WHERE
 HOW
 HOW MUCH
Part 4 Conducting &
Evaluating the Training
Demonstrate,
let trainees
apply what is taught,
evaluate your and the
trainee’s efforts
Basic Training Methods
10. Incident Process









1.
2.
3.
4.
5.
6.
7.
8.
9.
Lecture
Group Discussion
Role Playing
Sensitivity Training
Case Study
Management Games
Simulation Exercises
Wilderness Training
In-Basket
11. Vestibule Training
12. Apprenticeship
13. Internship
14. Projects
15. Videotapes & Movies
16. Buddy System
17. Machine-Based
18. Group Sessions
Pitfalls
 1.
 2.
 3.
 4.
 5.
Leaving it to others
Making Assumptions
Fearing a Subordinate’s
Progress
Getting too fancy
Substituting training for
proper selection processes
Chapter 13
The Appraisal Process
Appraisal
Process
Periodic evaluations of each
subordinate’s on-the-job
performance as well as his
or her skill levels, attitudes,
and potential.
Goals of Appraisals
What
are some goals of
Appraisals???
Goals of Appraisals
1. Measure employee performance
2. Fortifyprovement of
performance
5. Substantiate pay increases
6. Eliminate inadequate performers
What to Appraise
Focus on either:
(1) Output; and/or (2) Behaviors
 Standards

– A quantity or quality designation that can be
used as a basis of comparison for judging
performance.
– Selecting Criteriaconsider
» 1. Relevance
» 2. Freedom from Contamination
» 3. Reliability
You as an Appraiser
 You
must ....
1. know the job responsibilities;
2. have accurate, first-hand
performance information;
3. have established, bias-free, standards
for judging;
4. communicate the evaluation along
with the criteria for judging.
Legal Concerns
 Some
of the laws that have an
impact on appraisals are:
–Equal Pay Act of 1963
–Age Discrimination in Employment
Act of 1967
–Title VII of the 1964 Civil Rights
Act
Appraisal Methods
1.
2.
3.
4.
Ranking or Forced-Distribution
Checklist or Forced-Choice
Critical-Incident or Narrative
Behaviorally Anchored Rating
Scales
5. Field-Review Method
6. Scale Method
Management by Objectives
 A proper
objective:
1. is clear, concise, and unambiguous.
2. is accurate in describing the true end
sought.
3. is consistent with policies, procedures,
and plans.
4. is within the competence of the person
or is a learning/developmental
experience.
Appraising with MBO
Step 1 - Setting Goals
Step 2 - Identifying Resources
& Actions Needed
Step 3 - Arranging Goals in
Priorities
Step 4 - Setting Timetables
Step 5 - Appraising the Results
Pitfalls











The Halo Effect
Rating the Person-Not the Performance
Rating Everyone as Average
Saving up for the Appraisal
The Rush Job
Comparisons
Not Sharing the Results
Lack of Proper Training
Lack of Standards of Performance
Lack of Proper Documentation
The Error of Recent Events
The Appraisal Interview
Preparation
Conducting
the Interview
Follow-up
Rewards
Negative
Results
Chapter 14
Discipline
Discipline
The management duty that
involves educating subordinates
to foster obedience and selfcontrol and dispensing
appropriate punishment for
wrongdoing.
The Supervisor and Discipline
4 Major Emotional Job-Security Needs
of Employees:
1. Know what the Boss expects
2. Regular performance feedback
from the Boss
3. Fair treatment and impartiality on
facts and standards not opinions
Subordinates & Responsibility
Peter Drucker identified 3 prerequisites
that managers must provide to
subordinates if they expect them to
take responsibility for their work:
•1. Productive Work
•2. Feedback Information
•3. Continuous Learning
A Fair & Equitable System
1. Rules are fair & communicated to workers;
2. Consistent enforcement and application of
penalties;
3. Progressively more severe penalties are
applied;
4. The burden of proving guilt is on
management;
5. Consider the circumstances;
6. Has an appeal process and a short memory.
Disciplinary System
 The
Hot Stove Concept
– Everyone knows you get burned if you
touch the stove and all people receive the
same result.
 Progressive
Discipline
– It uses advance warnings; specific jobrelated rules; punishments that fit the
offense; punishments that grow in
severity for continued misconduct; and
prompt, consistent enforcement.
Positive Discipline
 The
part of discipline that
promotes understanding and selfcontrol by letting subordinates
know what is expected of them.
–Legal Concerns (whistleblower)
–Employee Assistance Programs
Negative Discipline
 The
part of discipline that
emphasizes the detection and
punishment of wrongdoing.
–Penalties
–Common Problems
»Absenteeism
»Sexual Harassment
Before Taking Action
1.
 2.
 3.
 4.
 5.
 6.
 7.
 8.

Know the subordinate & their record
Know your powers
Know the precedents
Be consistent
Consider the circumstances
Know if it is a repeat offense
Insure inter-departmental consistency
Be fair and reasonable
Issues to Consider
 Giving
the Reprimand
–Praise in Public, Reprimand in
Private
–Have the facts, be businesslike
–Keep control of the meeting
 The
Decision to Fire
–Employment at will
Pitfalls
 Starting
Off Soft
 Incomplete Research & Analysis
 Acting in Anger
 Disciplining in Public
 Exceeding Your Authority
 Being Vindictive
 Leaving It to Others
 Failing to Keep Adequate Records