Why it’s important

• When promoted to a supervisory role, many times the person is knowledgeable about the technical needs of the work but lacks skill in people management and knowledge of the different tools that are required for the role.
• Turnover reduces both profitability and morale. In a department with high turnover the one constant is the supervisor. Ask yourself: How much am I spending on bringing new people in and training them? How much longer can I afford to let this continue? Am I prepared to handle this role?

What is it?

• A development process that focuses on supplying new and experienced supervisors with the tools they need to be effective in their role
• An active learning process that uses real examples and working situations to allow for transference of the tools

Who is it for?

• People who are new to the supervisor role
• Experienced supervisors who are looking to enhance their tools and knowledge
• People being considered for a supervisory role

How long is the process?

• Three six-hour modules, half of which are classroom lessons and half of which are simulations and real-work examples
• Optional: 4 hours of 1-on-1 or group coaching and feedback offered to the supervisors on the application of content, plus specific tips and tools to becoming a better supervisor
 

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What are the development modules?

I. The Foundation of Team Leadership

High functioning teams deliver consistently great results. These results come from a purposeful process and method that includes both behaviors and tasks, and that are aligned with goals, values and commitments (issues that are discussed, coached, and evaluated throughout the life span of the team).

Learning includes:
• A prescriptive model of team performance
• A model of the leadership skills needed to produce results
• Facilitative leadership
• Effective prevention and intervention methods for maladaptive team member behavior
• Steps to create buy-in for the team projects from people who are outside the team
• Application of the GRPI (Goals, Roles, Procedures, Interpersonal Relationships) model and necessary steps at each level
• Application of the GRPI model to determine problems within the team, to ameliorate the problems and develop clear steps for progress
• Individual determination of developmental need and an outline of next steps

II. Systems Drive Behavior

Developing and understanding systemic roles and procedures

It would be great if we could just hire the best people and expect them to magically get along and complete their work on time, within budget and quality standards. However, this magic does not exist.

Supervisors need to be able to understand the organization’s operational systems; they need to develop context and delegation skills that can add value to the work. This takes knowledge of goal setting, working from the business plan and then translating that into action and tasks for their employees. If the supervisor works with a known system then the team members can understand the work process; this will enable the entire organization to move together towards shared goals.

Learning includes:
• Setting effective goals using a shared language of goal setting and delegation
• Translating organizational goals into goals for the team members
• Effective steps for delegation of tasks including how to properly set the context for action
• Planning action steps to complete goals
• Follow-up on goal setting and planning
• Providing feedback to management regarding team accomplishments
• Evaluating and providing feedback to team members on goals and planning steps
• Communication channels that align with achieving the goals

III. Coaching and Performance Feedback

Every employee is entitled to have a competent supervisor with the capability of bringing value to their problem solving and decision making.

Part I : Communication

All supervisory work is achieved through communication with others. The most valuable of the communication skills is active listening. Learning includes
• The relationship between effective communication and trust
• Understanding and mastering a conversational model that builds the skill of active listening.

Part II : Coaching Peak Performance

Effective coaching helps an individual to work at their full potential. Learning includes
• Understanding the four requirements for success
• Measuring and testing capability
• Identifying interest and passion
• Understanding the two components of skill development
• Developing repeated behaviors into habits

Part III : Coaching Underperformance

Why is performance management so difficult to address, let alone actually resolve? Learning includes
• Understanding the employee contract
• Understanding the ground rules of the accountability conversation
• Experience in conducting an accountability conversation designed to improve underperformance or change misbehavior
 

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