How to Train Employees to Be Supervisors

NSAA/NASC Joint Middle ManagementConference April 16-18, 2007

Presentation by

Robert BlackDean, 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

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

2. Can every employee be an effective supervisor?

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

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

This Discussion Will Cover:

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

One who supervises others by assigning and monitoring tasks.

Think about it…

Responsibility cannot be delegated.

Individual Exercise

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

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

Food for Thought

“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

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

Performance = Ability + Support + Motivation

How to Approach Developing a Supervisor

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

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

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

1. Technical

2. Human relations

Segments of Development

Formal training

On-the-Job training

Job experiences

Individual development plan (IDP)

Technical Role of the Supervisor

Define audit objectives and scopeDetermine methodologyDevelop audit guidelinesSegment work into tasksDelegate and assign tasks to staffMonitor audit progressReview evidence and working papersReview report products

Step II. Set Expectations and Teach HR Role

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

Set expectations

Provide OJT and feedback

Monitor staff performance

Appraise staff performance

Identify developmental needs

Manage conflict

Discipline

Creating a Climate for Productivity

Communicating

Motivating

Optimizing diversity

Required Adjustments from Staff to Supervisor

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

1. Role

2. Attitude

3. Skills

Examples of Adjustments – 1. ROLE

Old ROLE to new:

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

Adjustments to 2. ATTITUDES

Old ATTITUDES to new

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 3. SKILLS

Primary emphasis on technical skills to greater emphasis on human skills and broader goals:Preparing working papers to reviewingOutlining 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

POWER is now MINE!

Power is the ability to influence the actions of others.

POWER!

Formal

Legitimate

Coercive

Reward

Informal

Expert

Referant

Personal Styles

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

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)

Sensing (S)

Thinking (T)

Judging (J)

Introvert (I)

iNtuiting (N)

Feeling (F)

Perceiving (P)

Think About It…

Responsibility cannot be delegated.

Supervisors are accountable for what others do.

Working with Staff Performance Challenges

Performance system elements:TaskDirectionResourcesConsequencesFeedbackPerformer

Meetings

Types of meetings:

– Decision making– Problem solving– Planning– Feedback– Presentation

Planning a Meeting

Desired outcomes - objectives

Who (depends on objectives)

Type: feedback, decision making, etc.

Length

Timing

Agenda

Process

Roles (presenter, facilitator, recorder, etc.)

Decision process

Managing Conflict

Types of conflict

Technical

Interpersonal

Aspects of conflict

Destructive

Constructive

Conflict Management Styles

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)

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

Intrinsic Motivation

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…

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

Perspectives on One Generation Motivating Another

Matures

Baby Boomers

Gen Xer’s

New Millennials

Born before 1945

Born 1945 -1964

Born 1965 – 1979

Born 1980 +

New Values in the Workplace -A 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?

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 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

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

Robert Black

Dean, Government Audit Training Institute and Financial Management

Graduate School, USDA

Phone: 202-314-3560

E-mail: robert_black@grad.usda.gov