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