Fundamentals Of Effective Supervision

Transcription

1 Fundamentals Of Effective Supervision Beyond Fundamentals 2011 Homewood Human Solutions. This workbook accompanies the e-course and is for the exclusive use of clients and customers of Homewood Human Solutions.

2 Performance Management: Your Action Plan Answer the following questions: 1. Does the objective relate to the team s, unit s, or department s responsibilities? 2. Are the resources required to achieve the objective available (e.g., time, materials, finances, skills and abilities)? 3. Is the objective: specific? measurable? challenging? outcome-oriented? 4. What are the milestones towards the objective? 5. What is the schedule for feedback? 6. Has the objective been jointly established with the employee or team, and is their commitment? Homewood Human Solutions

3 About feedback Before giving feedback, ask yourself these questions: 1. Am I prepared to be specific and focus on one or two behaviors that this person can do something about? 2. What exactly is the situation? Do I have specific examples? Do I know what impact this had on customers, co-workers, etc.? 3. How can I present this feedback in a way that maximizes the opportunity for this person to learn and improve? 4. Is this the right time to give feedback? Has the behavior occurred recently or have you missed the opportunity to provide timely feedback? 5. If you are going to describe consequences that will occur if the behavior does not change, what will those consequences be? Homewood Human Solutions

4 Summary of Feedback Guidelines Here is a summary of the guidelines from this session. Do: Be specific. State the impact of the behavior. Be descriptive. Ensure that the feedback is useful. Be timely. State the consequences of changing or not changing. Limit how much feedback is given at any one point in time. Don t: Don t use labels (e.g. immature, irresponsible ). Don t exaggerate. When giving praise: Be sincere. Be specific and avoid generalities. Balance your use of praise. Don t be too regular or predictable. Praise soon after a task. When giving criticism: Criticize the behavior, not the person. Criticize as quickly as possible when you discover a problem. Listen carefully to what the employee has to say. Be considerate. Do not present criticism with praise. Don t generalize to an entire group. Be objective. Express criticisms verbally, not written, unless you want them to become part of a permanent employment record Homewood Human Solutions

5 Dealing with under-performance As a supervisor, you have to deal with a variety of employee issues that can lead to performance-related problems. These include unscheduled absences, tardiness, conflict, and the need to offer support. 1. Dealing with an under-performing employee Dealing with under-performance is never a pleasant task, but it can be manageable and effective if you have a clear plan for how to do it. The process for dealing with under-performing employees is initially informal and circular, generally involving these steps: Familiarize yourself with company policies and practices, union contracts, laws, etc. These may specify procedures for warnings, reprimands, disciplinary processes, etc. Observe and document. Keep accurate, detailed records. Confront and discuss the issue with the employee. Focus on the specifics of the performance-related problem. Make this feedback the only point that is discussed. Investigate circumstances surrounding the issue. Do not assume you know the source of the problem. Establish a plan for improving performance, including an outline of the consequences of repeat problems. Be explicit concerning your recommendations (e.g. I urge you to contact an employee assistance counselor to talk about this issue ). Do not be vague or leave it up to the employee to figure out what they are to do. Continue to observe and document performance. Take note of problems; encourage improvement. Refer to policies regarding discipline if performance does not improve. In its most brief and informal form, the process can be reduced to casual observation and mental note-taking, with verbal feedback to the employee (observe, take mental note, discuss, monitor changes). Typically, this brief process will suffice to correct problematic behavior. If performance continues to be problematic, the process needs to be repeated with increasing formality and intensity. However, it is imperative that you ensure that you have support for your actions from your HR department, personnel department, union representative, staff relations officer, consultants (e.g. EAP) or whoever should be consulted. In the end, do the best you can under the circumstances. Your feedback may not be popular with the employee receiving it, but you can take steps to provide feedback in a supportive manner, and you can take steps to garner support for yourself from other supervisors, managers, EAP resources, etc Homewood Human Solutions

6 2. Absence and tardiness Two difficult issues you will have to deal with as a supervisor are unscheduled or excessive absence and tardiness (i.e. showing up late for work). Your first task in this area is to learn company policy on these topics and follow the rules in dealing with this problem. However, you will still have many occasions in which you will have to confront an individual and these guidelines can help. Comply with formal company procedures and consider how other supervisors act. Once you know the steps to take, explain the basic rules to employees and state how you will handle exceptions. Set a good example. For example, arrive early for work. Explain what you expect in terms of being on time and not taking unscheduled absences. For example, if typical days for absence are Fridays, Mondays, or days before and after a holiday, you can inquire if everyone is going to be in on those days. This serves as a gentle reminder that you need everyone on the job and don t appreciate their being absent. Once you have expressed your expectations, do not ignore it when someone is late or repeatedly absent. If they do not come to you with an explanation, go to them and ask for one. When people call in sick, be concerned about their condition, and, assuming it is not serious, let them know that you are looking forward to seeing them the next workday. This sends a subtle message that you expect them back to work soon. If necessary, take remedial action once someone becomes a chronic offender. Examples Don t worry about it this time. These things can happen (if the excuse is reasonable). This has happened a few times since I ve been supervising. Why don t you just leave a little earlier to get here? If this is a problem that you can t avoid, we can look into changing your schedule so that you start later each morning and work later in the evening. I m glad to hear that you are feeling better. By the way, the next time you re going to be absent suddenly, make sure you call me directly. I m sorry you re not feeling well and I m glad it isn t something serious. Take care of yourself and I look forward to seeing you tomorrow. Things sure don t go as smoothly around here when you re absent. 3. Conflict What do you do when employees don t get along? Your actions will depend on whether the employees do not like each other, or if there is some specific point of disagreement about an aspect of work. If employees do not get along Don t get involved if there is no impact on work, co-workers, customers, etc.. If work is affected Try to resolve the situation with preventive measures. For example, avoid scheduling both employees to work in close proximity. Talk to each worker in private. If you do not have private office space, borrow some or move to a location away from public view. Tell each in no uncertain terms that their disagreements have to stop since it is interfering with their work. State you are not interested in why they don t get along but insist that their disagreements do not affect their work or the work of their co-workers Homewood Human Solutions

7 Call both parties together if individual meetings do not resolve matters quickly. Tell them they have been spoken to once and advise them this is the last time they will be told. If their disruptive actions continue, let them know what consequences are possible (e.g. disciplinary action). Take formal action if problems continue. Consult with your boss, the personnel or Human Resources department for further direction about the appropriate action in your work setting and your company policies. 4. Support Support is about working with someone who can do the job but who may have the desire or confidence to do the job. And it is about helping employees meet performance expectations through the support that you provide. Research tells us that workers are under increasing pressure, called high work demand. They are being asked to do more at work with fewer resources, such as time. As well, they may be trying to balance increasing responsibilities outside of work such as caring for children or an elderly parent. Here are some examples: Surjinder may have just suffered a personal tragedy Johanne experienced a setback in her career And Alan just completed a 6 month project that was poorly received As a supervisor, there is a lot that you can do to support employees and to support your organization s health and productivity. What you can do to support employees: Listen. Let the employee know you ve heard their concerns. Refer employees to counseling through the Employee Assistance Program if you suspect that they may be suffering from anxiety, depression, or possibly abusing alcohol and drugs. Analyze the amount of control that employees can exercise over how they do their job. If possible, provide more latitude while maintaining accountability. Ask for ideas from the employee about how they can do their job more effectively or efficiently Homewood Human Solutions

8 Under-performance: Your Action Plan Dealing with under-performance Note: Ensure that you are familiar with company policies concerning dealing with under-performance. These policies may specify procedures for warnings and reprimands, etc. Use this action plan as a guideline and in within the context of any formal procedures. The steps for dealing with under-performing employees: Familiarize yourself with company policies and practices, union contracts, laws, etc. These may specify procedures for warnings, reprimands, disciplinary processes, etc. Observe and document. Keep accurate, detailed records. Confront and discuss the issue with the employee. Focus on the specifics of the performance-related problem. Make this feedback the only point that is discussed. Investigate circumstances surrounding the issue. Do not assume you know the source of the problem. Establish a plan for improving performance, including an outline of the consequences of repeat problems. Be explicit concerning your recommendations (e.g. I urge you to contact an employee assistance counselor to talk about this issue ). Do not be vague or leave it up to the employee to figure out what they are to do. Continue to observe and document performance. Take note of problems; encourage improvement. Refer to policies regarding discipline if performance does not improve. Absence and tardiness Your first step is to familiarize yourself with company policy regarding absence and tardiness. 1. Do you know the company policy regarding absence? Tardiness? What are the required steps for you to take? 2. Consider how other supervisors and managers respond to absence and tardiness. Choose someone who appears to respond effectively and consider adopting some of their techniques. What do they do? How do they deal with the employee? What are some of the things they say? What do they find useful? 3. What can you say to convey concern while at the same time explaining the need to have the employee present, as scheduled? Homewood Human Solutions

9 Remember these guidelines: Comply with formal company procedures. Consider what other supervisors do. Set a good example. Explain what you expect. Do not ignore lateness or absenteeism Be concerned but ensure the employee knows you expect them back to work soon (respecting the seriousness of the condition). If necessary, take remedial action. Dealing with conflict 1. Is there a formal company policy that you can familiarize yourself with concerning employee conflict? If so, what steps do you need to take? Who do you need to contact? 2. Is the conflict affecting work performance, customers, other co-workers, etc.? Be sure to document your observations and examples and any specifics. 3. Have you talked to each employee in private? What can you say that will convey the seriousness of your concern and the need for them to stop their disagreement immediately? 4. At what point should you call both parties together? Have you spoken to them once already? 5. Have you explained the consequences if the behavior persists? 6. What formal action do you take if problems continue? Who will you consult (e.g. boss, Human Resources) Homewood Human Solutions

10 Offering support Remember, support is about working with someone who can do the job but who may have the desire or confidence to do the job. And it is about helping employees meet performance expectations through the support that you provide. Some suggestions: Listen. Let the employee know you ve heard their concerns. Refer employees to counseling through the Employee Assistance Program If possible, provide more job control and job latitude while maintaining accountability. Ask for ideas from the employee about how they can do their job more effectively or efficiently Homewood Human Solutions

11 Planning and developing 1. About planning Every supervisor has some degree of planning responsibility and skill in this area is critical for effectiveness. If you lack skill at planning, the results can be disastrous. For example, having too few employees on the floor during a peak shopping period or too few employees answering calls following a promotional event. How and what to plan Good planning takes into consideration all of the possible alternatives, weighs them carefully, and selects the one with the most merit. Plans are made by making four basic decisions: what is to be done? who is to do it? how is it to be done? when is it to be done? 1. What is to be done? This is the first question you should answer. Know exactly where it is you are going before you go there. For example, if you staff need training, you should first decide exactly what training is needed, how much can be accomplished in-house, how much needs to be done by someone else, and how much can be left undone. 2. Who is to do it? Determine whether this is a project for the whole workforce, a few people, or one person. If the work will continue as part of the responsibility of the work group, planning should include deciding how soon you want everyone to learn the work and building in redundancy (so that one person can replace another s function if that person is absent or unavailable). 3. How is it to be done? Once you decide on an objective, you need to decide how to meet that objective. Decisions about the actual work are usually made at your level whereas policies (e.g. overtime, safety, time off, appraisals) about the work are set at a higher level. 4. When is it to be done? Finally, determine the deadline and plan accordingly. This involves short-range and long-range planning. However, since higher management is typically interested in the big picture your role is to keep close watch on the short-range plans. For example, if the long-range objective is to reduce absenteeism, higher management will be concerned with quarterly or monthly reports but you must worry about who shows up and who doesn t every day. 2. Setting goals When an employee, team, unit, or department or team has a set of well-developed goals it experiences many benefits. Such goals: Clarify direction for employees and communicate what they are doing Provide step-by-step organization (strategy) Increase people s confidence that the vision can be achieved Overcome differences and focus energy among employees unified for a single mission Raise employees morale when the work process gets close to achieving a goal Homewood Human Solutions

12 Establish measurements and a track record for future reference Greatly influence the workplace culture, and build accountability among the individuals involved Make goal setting a normal part of your leadership activities with employees. Use the following guidelines: Make goals specific. Define each goal so that it will be clear to everyone what it is that will be achieved. Make goals measurable. A goal should be stated in such a way that everyone will know precisely when the goal is achieved. Make goals realistic. A goal should be believable and within reach of those who will be striving to achieve it. The resources, tools, and time necessary for the goal to be achieved must be available Homewood Human Solutions

13 3. Managing and selling change Change is a constant in today s business environment changing technology, process, staff, resources, suppliers, products, legislation, strategy, leadership, etc.. Yet, change is very difficult for many people to accept. This is because change challenges predictability and familiarity. As a supervisor, you are often in the position of introducing or supporting change. You are also in a position to sell change to employees and staff (i.e. rally support for change). Consider the guidelines for managing and selling change: Accept the change, personally. You need to accept change personally before you can persuade others to change. Present the reasons for change in clear, accessible language, both verbally and in writing. Explain the reasons for change. Review whatever information you have or can collect. Explain any new tasks that employees need to learn. List the behavior and performance changes that are required. Present your ideas in the most positive light possible. Monitor employee behavior to ensure changes are implemented. Stress your willingness to help employees adapt. Be supportive if problems occur. If the change is significant, ask each employee to tell you how he or she plans to make the change happen. Let each person know you are interested in supporting them. At the end of an acceptable period of time, list consequences to employees who are not meeting the new objectives. If the change has unintended results, be open to reviewing what has occurred and responding as needed (e.g. role conflict) Homewood Human Solutions

14 Planning and Developing: Your Action Plan Possessing effective skills in these areas will separate you from other supervisors and will empower you to take charge of project and schedules, and ensure greater performance results for your team, unit, department, and organization. Moving from plans to action plan Good planning takes into consideration all of the possible alternatives, weighs them carefully, and selects the one with the most merit. 1. What is to be done? Know exactly where it is you are going before you go there. 2. Who is to do it? Determine whether this is a project for the whole workforce, a few people, or one person. 3. How is it to be done? Once you decide on an objective, you need to decide how to meet that objective. 4. When is it to be done? Finally, determine the deadline and plan accordingly. This involves short-range and long-range planning. Guidelines for Goal-Setting Make goals specific. Define each goal so that it will be clear to everyone what it is that will be achieved. Make goals measurable. A goal should be stated in such a way that everyone will know precisely when the goal is achieved. Make goals realistic. A goal should be believable and within reach of those who will be striving to achieve it. The resources, tools, and time necessary for the goal to be achieved must be available. Develop an action plan that describes how you will achieve your goal. Use the following form. Sponsor Goal Action Steps People responsible Completion Date Resources Needed Homewood Human Solutions

15 Selling change 1. Have you accepted the change personally? If not, explore your reasons for resisting (e.g. not enough information, fear of the unknown). 2. What can you learn from your own experience adapting to change that may help you to help others? 3. Do you have sufficient information to explain the reasons for the change and what is required? If not, where can you obtain more information? 4. How will you present the reasons for change? What will you say? What communication vehicles can you use? 5. Is your language clear and simple? Have you explained the reasons for change? 6. Do you know what behaviors each employee will need to exhibit in order to implement change? What is the measure by which progress is assessed? 7. How will you monitor employee behavior to ensure that changes are implemented? 8. Have you conveyed your interest in supporting efforts towards changing? 9. What actions will you take towards employees who are unable or unwilling to make the necessary changes? Homewood Human Solutions

16 Improve your skills: Action Plan Repeat the Supervisor Skill Quiz to determine areas in which you need the most improvement. Consider the extent to which the behavior in each statement actually describes how you are at work. Use the following rating scale: 1. Not at all 2. To a slight extent 3. To a moderate extent 4. To a great extent 5. To a very great extent n/a not applicable Question 1. I provide clear direction to others. 2. I give others feedback about their performance to help them learn and develop. 3. I encourage people to help each other. 4. I listen to others well in a group setting. 5. I take time to make concrete and detailed plans. 6. I delegate tasks and responsibilities when possible. 7. I help others to build development plans. 8. I ask for opinions and suggestions from others. 9. I ask questions to clarify what others have said. 10. I establish milestones/goals for projects. 11. I ensure that others are focused on what needs to get done. 12. I help others to achieve their development plans. 13. I work alongside others effectively. 14. I speak effectively in front of a group. 15. I take time most days to plan and organize what I need to do. 16. I clarify goals and ensure that others know what they are accountable for. 17. I calm people down when they are upset or worried. 18. I join in and offer my help to others at work. 19. I am clear in getting my ideas across to people one-on-one. 20. I help to keep discussions focused and on target. 21. I give others who are skilled the latitude and authority to get things done. 22. I am sympathetic to the concerns of others. 23. I look for opportunities to get people working with others. 24. I express myself clearly and accurately in writing. 25. I am good at managing and adjusting my priorities. Rating n/a Homewood Human Solutions

17 Scoring Key: Add up the value of the responses for each of the following questions and divide the total by 5 (to obtain the average for the dimension). Note: n/a (not applicable) receives a score of 0. Direction and delegation: Questions = divide by 5 = Coaching and support: Questions = divide by 5 = Teamwork: Questions = divide by 5 = Communication: Questions = divide by 5 = Planning and Organizing: Questions = divide by 5 = Interpretation A strength is any score greater than or equal to 3.0. Naturally, the higher your score in each area (i.e. the closer it is to 5.0) the more significant is the strength. A score of less than 3.0 indicates a potential developmental need. Naturally, the lower your score in each area (i.e. the closer it is to 1.0) the more significant is the developmental need. Direction and Delegation Scores 3.0 and above indicate that you are usually good at getting things done through other people. You are likely to: Structure the work of others Clarify goals Stay focused on what needs to get done Scores below 3.0 indicate that you may: Be reluctant to state goals and expectations Not provide enough direction and clarification to employees Look to employees to structure and organize their own work Homewood Human Solutions

18 Coaching and Support Scores 3.0 and above indicate that you emphasize the people side of leadership. You likely: Show sensitivity and support Help others to develop Give others feedback on how they are doing Scores below 3.0 indicate that you may: Resist forming open and trusting relationships with employees Have difficulty showing sensitivity and support Not spend time developing employees Teamwork Scores 3.0 and above indicate that you strive to do things collaboratively. You: Involve others in the tasks that they do Join in and work alongside others Look for opportunities to get others working together Scores below 3.0 indicate that you may: Prefer to work more independently Make decisions on your own Not see value in getting people working together Communication Scores 3.0 and above indicate that you are usually a clear and effective communicator. You are likely to: Express your ideas clearly in writing Express yours ideas effectively face to face. Listen to others with good understanding Scores below 3.0 indicate that you may: Keep ideas to yourself Be misunderstood by others Have difficulty expressing yourself Homewood Human Solutions

19 Planning and Organizing Scores 3.0 and above indicate that you are usually quite structured and strive to be well prepared. You likely: Take time to forecast and plan Engage in effective project management practices Consider details and practicalities Scores below 3.0 indicate that you may: Prefer to work in a more spontaneous fashion Not invest time in detailed planning Have difficulty putting together a project plan Improve your skills: Action Plan Short-term Career Direction 1. Describe your current job tasks, responsibilities, and skills. Be as detailed as possible. 2. Which areas assessed by the previous quiz received the lowest score (direction, communication, teamwork, coaching, or planning?) 3. What skills do you have that you feel are underutilized? Are there skills you believe you possess but are not able to use in your current job function? Describe these skills and state why you are unable to use them. 4. What additional training and resources do you need for your current job? For example, do you need training in computers, problem solving, or making a presentation? What resources do you need to make these improvements (tuition, time, coach, etc.). 5. Describe the next position you would like to fill in your organization. Describe this job by title and function. Explain why you want this job and why you believe you can fulfill the tasks and responsibilities of this job Homewood Human Solutions

20 6. How will your efforts to achieve your next desired position be supported by improving the skills in which you received your lowest scores? Design a plan of action for your skill development. Your plan should describe the action you need to take, when the action will be taken, your manager s contribution toward ensuring the action steps are completed, and the completion date. Choose one of the skill areas in which you received the lowest score. The skill area I select is: Description of action When action to be taken Manager action Completion date Homewood Human Solutions

21 Long-term career direction 1. What position and responsibilities do you aspire to attain in three years? 2. What position and responsibilities do you aspire to attain in five years? 3. How will the improvement of your selected skill area support your long-term aspirations? 4. Describe how you will know when you have made improvement in your selected skill area Homewood Human Solutions