SUPERVISOR SKILLS MINI-WORKSHOP Mike Fitch, PE, ODOT Central Office/LTAP Lloyd V. MacAdam, PE, PS, ODOT District 11 Ruth A. Klee, PE, OHM Advisors
SUPERVISOR SKILLS MINI-WORKSHOP Mike Fitch, PE, ODOT Central Office/LTAP Emotional Intelligence, Communication Skills and Leadership Styles Lloyd V. MacAdam, PE, PS, ODOT District 11 Expert Insider Tips and Guidance on Effective Supervision Ruth A. Klee, PE, OHM Advisors Interactive Supervisor Workshop
SUPERVISOR SKILLS MINI-WORKSHOP Mike Fitch, PE ODOT Central Office/LTAP Emotional Intelligence Communication Skills Leadership Styles
What is Emotional Intelligence? Emotional and Social Intelligence is our ability to: Recognize our own feelings and those of others Motivate ourselves Manage emotions effectively in ourselves and others
A Brief Introduction to Emotional Intelligence ( EQ ) 5
A Brief Introduction to Emotional Intelligence ( EQ ) 6
Why is This Topic Important? I.Q. and E.Q. (E.I.) It s a given that we need to have the required level of technical and functional competence (knowledge, skills & abilities) in order to succeed in a job or profession. Beyond the baseline of having the required level of competence, studies have indicated that E.I. is often a better predictor of long-term success than I.Q. The good news E.I. can be developed. 7
Toolbox Concept Knowledge, Skills and Abilities E.I. can serve as a multiplier for K.S.A. 8
How Does E.I. Apply to Us Today? 9
The Case for E.I. In a study of more than 2,000 managers from 12 large organizations, 81% of the competencies that distinguished outstanding managers were related to E.I. (Boyatzis, 1982) 10
The Case for E.I. 181 different positions from 121 organizations worldwide 67 % of the abilities deemed essential for effective performance were emotional competencies (Rosier, 1994) 11
The Case for E.I. UC Berkeley studied 80 PhDs in the 1950s 40 years later, comparison of success emotional intelligence abilities were 4 times more important than IQ in determining professional success even for these scientists. (Goleman,1998; Feist & Frank, 1996) 12
The Case for E.I. Medical study conducted by St. Paul Fire & Marine Insurance Co. Implemented E.I. and stress management skills in 22 of its client hospitals (physicians & staff) Result: a 70% reduction in malpractice claims (G. Scott Warrick) 13
Neuropsychology of E.I. The link between the brain and Emotional Intelligence. Source: Macmillan 14
Neuropsychology of E.I. The link between the brain and Emotional Intelligence. Source: The Brainwaves Center 15
The Emotional Process Thalamus (processes sensory messages) Neo-Cortex (most recent evolution complex thought) Awareness of Situation Emotional Response Behavior Amygdala (basic emotions and survival) 16
The E.S.I. Model Four Areas of Awareness Social Awareness Self - Awareness Relationship Management Within these four Areas are 12 specific Competencies. Self - Management 17
The E.S.I. Model 12 Competencies in the Four Areas of Awareness Self-Awareness Emotional Self- Awareness Social Awareness Empathy Organizational Awareness Self-Management Emotional Self-Control Achievement Orientation Positive Outlook Adaptability Relationship Management Influence Coach and Mentor Conflict Management Inspirational Leadership Teamwork Sources: Goleman / Boyatzis / The Hay Group 18
The Emotional Process The primary derailer of top executives is a lack of impulse control. (Goleman, 1998; Clarke, 1996) 19
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Everyone talks, everyone communicates, but few connect. The greatest problem in communication is the illusion that it has been accomplished. John Maxwell 21
Verbal and Non-Verbal Communication When interacting with others, the words we use only convey part of the message. Non-verbal communication represents about 2/3 of all communication. Facial expression; eye contact Body language; gestures; stance; posture; use of space Use of voice (tone, volume, pitch ) 22
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Web Article (10/13/13) The #1 Skill Of Extremely Likable (And Successful) People Listening = giving someone our full, undivided attention Process: Observe body language (non-verbal expression) Eye contact (70% while listening; 50% when talking) Listen to what the other person is saying Empathize (understand their perspective) 24
Communication Skills: Active Listening A communication technique used in counseling, training and conflict resolution. Involves having the listener re-state or paraphrase what they have heard, to confirm understanding. Primary elements are: Comprehending, Retaining, and Responding. 25
Active Listening: Listen to Understand, Not to Reply 26
Generational Trends Mentoring & Reverse Mentoring 27
The 4 Generations Born Between Traditionalists 1925 1945 Baby Boomers 1946 1964 Generation X 1965 1981 Millennials (Gen Y) 1982 2003 28
Six Leadership Styles Leadership Style Leader s Approach The Style in a Phrase Impact on Climate Commanding Demands compliance Do what I tell you. Negative Visionary Mobilize toward vision Come with me. Most strongly positive Affiliative Creates harmony People come first. Positive Democratic Consensus & participation What do you think? Positive Pacesetting Sets high standards Do as I do, now. Negative Coaching Develop for the future Try this. Positive Source: Daniel Goleman, Harvard Business Review (2000).
Boss vs. Leader 30
Coaching and Mentoring Developing Emotional Intelligence When a person demonstrates this competency, they: Offer feedback to improve another person s performance Recognize the specific strengths of others Encourage others to pursue their dreams Care about others and their development Note: Sustained long-term change is usually positive-based! 31
Coaching and Mentoring Developing Emotional Intelligence When a person struggles with this competency, they: Simply tell someone what to do, without explaining how or why Provide specific instructions but no background Seldom follow up or check on progress Care only that the job gets done 32
Leadership Tips Ph.D. in leadership. Short course: Make a short list of all things done to you that you abhorred. Don t do them to others. Make another list of things done to you that you loved. Do them to others. Always. Dee Hock 33
Additional Notes! The Golden Rule Treat others the way you want to be treated The Platinum Rule Treat others the way they want to be treated 34
Leadership Is a Relationship Based on: Mutual Trust Mutual Respect 35
Summary & Resources 36
SUPERVISOR SKILLS MINI-WORKSHOP Lloyd V. MacAdam, PE, PS ODOT District 11 Expert Insider Tips and Guidance on Effective Supervision
SUPERVISOR SKILLS MINI-WORKSHOP What is your most important asset as a supervisor? Your employees! Are you 100% pleased with your employees performance?
SUPERVISOR SKILLS MINI-WORKSHOP Silence is the cruelest lie of all! Your employees need to hear from you if they are not meeting your expectations. Your silence means everything is ok to most employees.
SUPERVISOR SKILLS MINI-WORKSHOP How do you get them to improve their performance? By holding meaningful performance evaluations.
SUPERVISOR SKILLS MINI-WORKSHOP Most performance evaluations are done on an annual basis. However: the performance evaluation should not be the first discussion about their performance since the last evaluation! Performance feedback should be done regularly (especially Millennials). Involve the employee all year long in the discussion!
SUPERVISOR SKILLS MINI-WORKSHOP Meaningful Performance Evaluations must have goals for employees. Use SMART Goals: Specific clear direction of desired outcome Measurable clearly defined measurement Attainable goal must be possible Relevant goal must be part of their duties Time bound timetable for achievement
SUPERVISOR SKILLS MINI-WORKSHOP The Bottom Line... is RESULTS When challenging goals are met, celebrate the accomplishment! Recognize those who have met performance goals! Thank them just in time. to their face. for a minimum of 90 seconds.
SUPERVISOR SKILLS MINI-WORKSHOP Ruth A. Klee, PE OHM Advisors Interactive Supervisor Workshop
SUPERVISOR SKILLS MINI-WORKSHOP Performance Evaluations
SUPERVISOR SKILLS MINI-WORKSHOP #1 Talented worker who needs to be a team player #2 Good employee with potential but is not motivated #3 Poor performer who wants to improve #4 Problem employee who becomes defensive
SUPERVISOR SKILLS MINI-WORKSHOP Round #1 Talented worker who needs to be a team player
SUPERVISOR SKILLS MINI-WORKSHOP Round #2 Good employee with potential but is not motivated
SUPERVISOR SKILLS MINI-WORKSHOP Round #3 Poor performer who wants to improve
SUPERVISOR SKILLS MINI-WORKSHOP Round #4 Problem employee who becomes defensive
SUPERVISOR SKILLS MINI-WORKSHOP Questions? Mike Fitch, PE Mike.Fitch@dot.ohio.gov 614-387-7358 Lloyd V. MacAdam, PE, PS Lloyd.Macadam@dot.ohio.gov 330-308-3950 Ruth A. Klee, PE ruth.klee@ohm-advisors.com 330-913-1060
SUPERVISOR SKILLS MINI-WORKSHOP