| IntroductionSupervising is like parenting. | | | | |
| These are two of the most important jobs any | | | | I set goals that stretch and challenge me |
| one can do, but few people are adequately | | | | |
| prepared or trained to do them. Most people | | | | I achieve a high proportion of the goals I |
| learn by trial and error with varying degrees | | | | set |
| of success. But both jobs are far too | | | | |
| important to be left to chance and the good | | | | I enjoy challenges, and see them as |
| news is that you can learn with some help and | | | | opportunities for growthPersonal Productivity |
| guidance how to be successful in them. This | | | | |
| article will help you to be a more effective | | | | I clearly understand my priorities |
| and efficient supervisor.Supervisor's RoleIn | | | | |
| one sentence, write down what you think your | | | | I spend only a small portion of my time in |
| main role as a supervisor is. | | | | crisis management |
| | | | |
| A role is a main activity or two that you | | | | I delegate work to others in an effective |
| are charged with undertakingThe answers could | | | | mannerMy area of responsibility runs smoothly |
| be: | | | | when I am not there |
| | | | |
| · Provide leadership and collaborative | | | | I accept personal responsibility when I make |
| direction to my staff; | | | | a mistake |
| | | | |
| · To be a team leader | | | | I ensure that meetings I run have a clear |
| | | | agenda and start and finish on time |
| · To ensure my staff have the human and | | | | |
| physical resources to undertake their work in | | | | I plan my work in advance and work the plan |
| an efficient manner | | | | |
| | | | I rarely procrastinate or leave things to |
| Supervisor's ResponsibilitiesLearning | | | | the last minute |
| ActivityWhat are your main supervisory | | | | |
| responsibilities in your present job? | | | | I keep others informed, in advance, when I |
| | | | cannot meet their deadlinesMotivating OthersI |
| List them on a separate piece of paper (you | | | | give feedback on a timely basis |
| should have 8 to 12). It is sometimes easier | | | | |
| to think of these under two main headings: | | | | I know the people on my team well enough to |
| (a) job related and (b) people related. | | | | understand what is important to them |
| | | | |
| Once you have a list, then rank them in | | | | I believe in the abilities of people on my |
| order of importance. | | | | team and communicate my confidence in themI |
| | | | provide (or am instrumental in obtaining) |
| When you have completed this activity, look | | | | training for the people on my team that they |
| at the examples other examples of | | | | need to develop the skills necessary to do |
| supervisory responsibilities provided by the | | | | their job well |
| author.Job Related | | | | |
| | | | I ensure clear goals and expectations are |
| · Cost Control | | | | set with those people who report to meMorale |
| | | | in my department (team) is high |
| · Equipment | | | | |
| | | | I always share credit for success |
| · Goals | | | | |
| | | | I ensure that people on my team are clear |
| · Materials | | | | about what their responsibilities are |
| | | | |
| · Plans | | | | I ask questions and encourage people to find |
| | | | out answers to their concerns |
| · Procedures | | | | |
| | | | I listen to the ideas of others |
| · Productivity | | | | |
| | | | I am flexible in how things get done, |
| · Quality | | | | providing the results are satisfactoryWhen |
| | | | things go wrong, I question what I could have |
| · Standards | | | | done differently. I share |
| | | | responsibility.Coaching for Success |
| · TrainingPeople Related | | | | |
| | | | I coach my people to help them achieve |
| · Coaching | | | | success in what they do |
| | | | |
| · Communicating | | | | I provide one-on-one sessions with each |
| | | | person who reports to me |
| · Delegating | | | | |
| | | | I ensure that during coaching sessions the |
| · Disciplining | | | | other person(s) talk more than I do |
| | | | |
| · Leadership | | | | I really listen to understand the concerns |
| | | | of others |
| · Managing yourself | | | | |
| | | | I help others to be self-aware of the areas |
| · Motivating | | | | in which they deed to improve or develop |
| | | | |
| · Supervising othersLearning | | | | I support the goals set by individuals on my |
| Activity:Current Obstacles & Challenges | | | | team |
| | | | |
| What obstacles do you personally face now | | | | I help members of my team to be accountable |
| that makes it difficult for you to fulfil | | | | for their goals and performance |
| some of these responsibilities? They may stem | | | | |
| (1) from you, (2) from your unit or (3) the | | | | I deal openly, constructively and promptly |
| organization as a whole. List then and then | | | | with any negative performance issues |
| rank them in order of importance:New Ways of | | | | |
| SupervisingOver the years, the role of a | | | | I encourage and ask for feedback on my own |
| supervisor has changed significantly from | | | | performance from my teamCommunications and |
| being a top down, autocratic order-giver to a | | | | Building RelationshipsI listen to understand |
| team leader, coach and motivator. | | | | the other person's perspective before I give |
| | | | mine |
| · from ordering to asking; and | | | | |
| consulting. | | | | I always wait until others have finished |
| | | | talking before I speak; I don't interrupt |
| · from telling to listening and asking | | | | |
| questions. | | | | I spend time planning important |
| | | | communications, written or oral |
| · from policing to coaching. | | | | |
| | | | I develop strong business relationships with |
| · from each person for himself to | | | | the people on my team as well as with |
| teamwork. | | | | suppliers and customersWhen people bring to |
| | | | my attention my own negative performance |
| · from fear to mutual respect.This change | | | | issues, I respond in a non-defensive manner |
| has come about, not because people are | | | | |
| becoming "soft-hearted," but because it is | | | | I speak calmly to people, not raising my |
| now very clear that people are more | | | | voice, regardless of the issue at handIf I |
| productive if they are happy, motivated and | | | | have an issue with someone, I always deal |
| upbeat. This takes place in an | | | | directly with them, I do not talk behind |
| employee-friendly environment. The change is | | | | their back |
| one of enlightened self-interest on the part | | | | |
| of managers who decide what training is | | | | I observe others' non-verbal communication |
| appropriate for their supervisors. They know | | | | to assess how they are really feeling |
| that happy employees are productive | | | | |
| employees. | | | | I maintain an open mind in most discussions |
| | | | |
| Review and discuss about briefly the | | | | I seek and consider other people's |
| following chart "Leadership Styles"Guidelines | | | | opinionsDealing with Performance Issues |
| for Supervisory BehaviourWithout having a | | | | |
| clear idea of what is acceptable behaviour | | | | I deal with performance issues on a timely |
| for a supervisory, you are likely to model | | | | basis |
| your behaviour after some role model in your | | | | |
| life: a parent, a teacher, a boss. This could | | | | I allow others to explain their viewpoint |
| be good; but it could be disastrous if any | | | | before coming to a conclusion |
| of these people is dictatorial and demanding, | | | | |
| or weak and indecisive.A major benefit of | | | | I see dealing with negative issues as an |
| this supervisory training program is that it | | | | opportunity to train and develop people |
| provides you with guidelines about what is | | | | |
| acceptable supervisory behaviour, and what is | | | | I make sure that clear expectations are set |
| not. It also provides you with the skills to | | | | and agreed upon with the individual after a |
| bring about this behavioural change. Once you | | | | performance issue discussion |
| know this, you will be more confident in what | | | | |
| you do, as you won't be wondering whether you | | | | I am willing to accept that my perception of |
| are taking the right action. Also, if you | | | | an issue may not always be right |
| train with other people, you will all learn | | | | |
| the same skill set and you will be able to | | | | I avoid argument, accusation and sarcasm |
| help each other in the future when challenges | | | | |
| arise.Supervisor's Self-Assessment SurveyThe | | | | I encourage others on my team to be open |
| Self-Assessment of Supervisory Knowledge, | | | | about their mistakes so that we can make |
| Skills and Attitudes survey below may look | | | | corrections and learnTeam Building and |
| formidable but it effectively outlines the | | | | SynergyI see my position as Foreman as being |
| areas that you need to eventually master in | | | | a team leader and that those I supervise are |
| order to become an outstanding supervisor. | | | | all members of my team |
| Don't be dismayed, you don't have to master | | | | |
| all these areas in a month or two. It will | | | | I ensure that my team and it's members have |
| take time and you will need to systematically | | | | clear goals and expectations |
| work away at one or two areas at a time.Most | | | | |
| supervisors get promoted because they are | | | | I am willing to delegate responsibility to |
| "good on the job." They are hard working, | | | | team members |
| productive. Hopefully, they are also loyal to | | | | |
| the company and a good team player. While | | | | I give regular feedback to the members of my |
| this is a good start to being a good | | | | team; not just about negative issues but I |
| supervisor, there are other skills they need | | | | also regularly tell members of my team when |
| to develop in terms of leadership: how to | | | | them have performed wellOthers see me as a |
| inspire, motivate, coach, delegate, | | | | team player |
| discipline, plan, team-build etc. This is | | | | |
| what this program is about.Self-Assessment | | | | I follow through on commitments I make to |
| Survey DirectionsRead through the list below | | | | team members |
| without marking it up, then the second time | | | | |
| around, Put a YES, NO or MAYBE to record | | | | The results of team efforts are shared with |
| what you think your skill or knowledge level | | | | members of the team (e.g. I do not take all |
| is. This will give you a good idea where your | | | | the credit for my team's successes) |
| strengths and weaknesses areSupervisor's | | | | |
| Self-Assessment SurveyLeadershipI have a | | | | I actively promote team spirit and positive |
| clear understanding of the Company's goals | | | | interpersonal relationships amongst the |
| and objectives | | | | members of my team |
| | | | |
| I understand how my role fits into the goals | | | | As team leader, I move promptly to |
| of the Company | | | | discourage behaviour by individual(s) in my |
| | | | team when such behaviour has a negative |
| I have a clear vision of the objectives of | | | | impact on team-building (e.g. "turf wars," |
| my area | | | | "inner circles," "behind-back gossip" |
| | | | etc.Managing StressI am aware of what causes |
| I communicate the Company and area goals to | | | | me stress on the job and I manage those |
| the people under my supervision (my team) on | | | | situations |
| a regular basis | | | | |
| | | | I notice when team members are under stress |
| I give frequent feedback to the people in my | | | | and help them to deal with the situation |
| team to encourage their development and the | | | | |
| achievement of their goals and objectives | | | | I discuss my concerns and problems with the |
| | | | person to whom I report |
| I recognize and celebrate the successes of | | | | |
| those in my team | | | | I do not take my work problems home, nor do |
| | | | I bring my home problems to work |
| I feel that the people in the Company are | | | | |
| our most important assets | | | | I use small amounts of stress as a motivator |
| | | | |
| I believe that I treat others as I would | | | | I enjoy most of the work I do |
| like to be treated myself | | | | |
| | | | I strive to maintain a good balance between |
| I consciously work at setting an example of | | | | my workplace life and my home life |
| effective leadership | | | | |
| | | | I eat a balanced diet |
| I am actively working on developing a | | | | |
| positive self-image | | | | I exercise regularlyEnhancing Future Results |
| | | | |
| My own enthusiasm is increasing the desire | | | | I am continually upgrading my skills |
| of my team to do betterGoal-settingI have a | | | | |
| written annual plan and personal performance | | | | I am aware of areas I need to improve |
| goals which have been agreed upon by me and | | | | |
| the person to whom I report | | | | I ask advice from people with more |
| | | | experience |
| I work with my team regularly to help them | | | | |
| set SMART goals that support their workplace | | | | I admit when I do not know something |
| development | | | | |
| | | | I invest time in training or coaching others |
| I break down my annual goals into | | | | |
| shorter-term goals | | | | I spend time weekly to study or read |
| | | | |
| I review the progress of my goals regularly | | | | I ask others regularly how they think I |
| | | | could improveThat is the conclusion of this |
| I have a method for measuring and keeping | | | | article which I hope you have found helpful |
| track of my goal achievement | | | | and informative.Do check out my website too |
| | | | although it is not directly related to this |
| I ensure that the members of my team know on | | | | subject, you may also find it interesting |
| a regular basis the status of the Company's | | | | |
| goal achievementMy goals for myself as a | | | | Brooke, Ph.D is a retired university senior |
| Foreman and for my team tie into the | | | | administrator, an adult educator, corporate |
| Company's goals | | | | traininer and recruiter, published author. |