How to Train Employees to Be How to Train Employees to Be SupervisorsSupervisors

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

Presentation byPresentation by

Robert BlackRobert BlackDean, Government Audit Training InstituteDean, Government Audit Training Institute

Graduate School, USDAGraduate School, USDA

TESTTEST

Which role is the most challenging?Which role is the most challenging?

Manager?Manager?

Supervisor?Supervisor?

Employee?Employee?

Questions to Consider in Training Questions to Consider in Training Employees to be SupervisorsEmployees to be Supervisors

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

2.2. Can every employee be an effective Can every employee be an effective supervisor?supervisor?

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

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

This Discussion Will Cover:This Discussion Will Cover:

The various responsibilities of a supervisorThe various responsibilities of a supervisor

3 steps to developing a supervisor3 steps to developing a supervisor

The adjustments required for moving from The adjustments required for moving from staff to a supervisory rolestaff to a supervisory role

Power, personal styles, performancePower, personal styles, performance

Gen Xers, the New Millennials – retention Gen Xers, the New Millennials – retention and motivationand motivation

Definition of a SupervisorDefinition of a Supervisor

One who supervises others by assigning One who supervises others by assigning and monitoring tasks. and monitoring tasks.

Think about it…Think about it…

Responsibility cannot be Responsibility cannot be delegated.delegated.

Individual ExerciseIndividual Exercise

Write down as many duties, functions, Write down as many duties, functions, responsibilities that you can think of that responsibilities that you can think of that should be performed by a supervisor.should be performed by a supervisor.

– Take one minute to make a listTake one minute to make a list– You may be asked to share it with the groupYou may be asked to share it with the group

Multi-dimensional Role of a Multi-dimensional Role of a SupervisorSupervisor

Assign tasksAssign tasks

Monitor workMonitor work

Provide OJTProvide OJT

CoachCoach

DisciplineDiscipline

CounselCounsel

InfluenceInfluence

Control qualityControl quality

Assess performanceAssess performance

Ensure EEO Ensure EEO compliancecompliance

Enforce policy and Enforce policy and rulesrules

Administer leaveAdminister leave

Communicate rules, Communicate rules, policies, objectivespolicies, objectives

Run meetingsRun meetings

Food for ThoughtFood for Thought

““A manager [supervisor (added)] has got to A manager [supervisor (added)] has got to remember that he is on stage every day. remember that he is on stage every day. His people are watching him. Everything His people are watching him. Everything he does, says, the way he says it, sends he does, says, the way he says it, sends off clues to his employees. These clues off clues to his employees. These clues affect performance.”affect performance.”

(Manager quoted in (Manager quoted in First Break All the First Break All the Rules: Rules: What the World’s Greatest What the World’s Greatest Managers Do Managers Do DifferentlyDifferently, Simon & , Simon & Schuster, 1999)Schuster, 1999)

PerformancePerformance

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

Performance = Ability + Support + MotivationPerformance = Ability + Support + Motivation

How to Approach Developing a How to Approach Developing a SupervisorSupervisor

I. Ensure employee learns the basic I. Ensure employee learns the basic technical aspects of the jobtechnical aspects of the job

II. Set expectations - plan together by II. Set expectations - plan together by writing down steps leading to a writing down steps leading to a supervisory role/teach HR rolesupervisory role/teach HR role

III. Follow through and always model the III. Follow through and always model the expected behaviorexpected behavior

Step I. Learning the Job BasicsStep I. Learning the Job Basics

Assume this is an auditor position; the Assume this is an auditor position; the auditor must be able to (among other auditor must be able to (among other things):things):

ResearchResearch

InterviewInterview

Prepare working papersPrepare working papers

Understand auditing standardsUnderstand auditing standards

Preparing Staff for a Supervisory Preparing Staff for a Supervisory RoleRole

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

1. Technical1. Technical

2. Human relations2. Human relations

Segments of DevelopmentSegments of Development

Formal trainingFormal training

On-the-Job trainingOn-the-Job training

Job experiencesJob experiences

Individual development plan (IDP)Individual development plan (IDP)

Technical Role of the SupervisorTechnical Role of the Supervisor

Define audit objectives and scopeDefine audit objectives and scopeDetermine methodologyDetermine methodologyDevelop audit guidelinesDevelop audit guidelinesSegment work into tasksSegment work into tasksDelegate and assign tasks to staffDelegate and assign tasks to staffMonitor audit progressMonitor audit progressReview evidence and working papersReview evidence and working papersReview report productsReview report products

Step II. Set Expectations and Step II. Set Expectations and Teach HR RoleTeach HR Role

This step involves a combination of This step involves a combination of discussions, demonstrations, instruction, discussions, demonstrations, instruction, modelingmodeling

Timing as to when to start and when to Timing as to when to start and when to carry out these functions is dependent on carry out these functions is dependent on circumstances and judgmentcircumstances and judgment

Human Relations Role of Human Relations Role of SupervisorsSupervisors

Set expectationsSet expectations

Provide OJT and feedbackProvide OJT and feedback

Monitor staff performanceMonitor staff performance

Appraise staff performanceAppraise staff performance

Identify developmental needsIdentify developmental needs

Manage conflictManage conflict

DisciplineDiscipline

Creating a Climate for ProductivityCreating a Climate for Productivity

CommunicatingCommunicating

MotivatingMotivating

Optimizing diversityOptimizing diversity

Required Adjustments from Staff to Required Adjustments from Staff to SupervisorSupervisor

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

1.1. RoleRole

2.2. AttitudeAttitude

3.3. SkillsSkills

Examples of Adjustments – Examples of Adjustments – 1. 1. ROLEROLE

Old ROLE to new:Old ROLE to new:

Direct control over Direct control over results results toto indirect ctl. indirect ctl.

Work with peers Work with peers toto supervise former supervise former peerspeers

Follow policies Follow policies toto interpret policiesinterpret policies

Required adjustments:Required adjustments:

Accept less direct Accept less direct controlcontrol

Maintain role of Maintain role of leaderleader

Represent the Represent the organizationorganization

Adjustments to 2. ATTITUDESAdjustments to 2. ATTITUDES

Old ATTITUDES to newOld ATTITUDES to new

Desire to/willingness to:Desire to/willingness to:

Be well liked/praise or Be well liked/praise or criticize otherscriticize others

Avoid conflict/deal Avoid conflict/deal with conflictwith conflict

Compete with others/ Compete with others/ develop cooperationdevelop cooperation

Required adjustmentsRequired adjustments::

Accept new power & Accept new power & relationshipsrelationships

Expect conflictExpect conflict

Shift focus to teamShift focus to team

Adjustments to 3. SKILLSAdjustments to 3. SKILLS

Primary emphasis on Primary emphasis on technical skills to technical skills to greater emphasis on greater emphasis on human skills and human skills and broader goalsbroader goals::Preparing working papers Preparing working papers toto reviewing reviewingOutlining and drafting Outlining and drafting report segments report segments toto re- re- viewing for compliance viewing for compliance with audit prog., policies, with audit prog., policies, and standardsand standards

Required adjustmentsRequired adjustments::

Improve skill at finding Improve skill at finding “holes” in evidence, “holes” in evidence, support, etc.support, etc.Improve skill at reviewing, Improve skill at reviewing, communicating, and communicating, and advocating reports to advocating reports to higher levelshigher levels

POWER is POWER is nownow MINE!MINE!

Power is the ability to influence the actions Power is the ability to influence the actions of others.of others.

POWER!POWER!

FormalFormal

LegitimateLegitimate

CoerciveCoercive

RewardReward

InformalInformal

ExpertExpert

ReferantReferant

Personal StylesPersonal Styles

In order to become a supervisor, staff In order to become a supervisor, staff must:must:

a. Recognize their own managerial a. Recognize their own managerial and and interpersonal styles, andinterpersonal styles, and

b. Improve their effectiveness with b. Improve their effectiveness with subordinatessubordinates

III. Followthrough & ModelingIII. Followthrough & Modeling

In training staff to become supervisors, In training staff to become supervisors, you must teach and model behaviors for you must teach and model behaviors for them; for example:them; for example:

– Personal styles of managingPersonal styles of managing– How to conduct meetingsHow to conduct meetings– How to handle conflictHow to handle conflict– Focusing on performanceFocusing on performance

Myers Briggs Type IndicatorsMyers Briggs Type Indicators

Extravert (E)Extravert (E)

Sensing (S)Sensing (S)

Thinking (T)Thinking (T)

Judging (J)Judging (J)

Introvert (I)Introvert (I)

iNtuiting (N)iNtuiting (N)

Feeling (F)Feeling (F)

Perceiving (P)Perceiving (P)

Think About It…Think About It…

Responsibility cannot be delegated.Responsibility cannot be delegated.

Supervisors are accountable for what Supervisors are accountable for what othersothers do. do.

Working with Staff Performance Working with Staff Performance ChallengesChallenges

Performance system elements:Performance system elements:TaskTaskDirectionDirectionResourcesResourcesConsequencesConsequencesFeedbackFeedbackPerformerPerformer

MeetingsMeetings

Types of meetings:Types of meetings:

– Decision makingDecision making– Problem solvingProblem solving– PlanningPlanning– FeedbackFeedback– PresentationPresentation

Planning a MeetingPlanning a Meeting

Desired outcomes - Desired outcomes - objectivesobjectives

Who (depends on Who (depends on objectives)objectives)

Type: feedback, Type: feedback, decision making, etc.decision making, etc.

LengthLength

TimingTiming

AgendaAgenda

ProcessProcess

Roles (presenter, Roles (presenter, facilitator, recorder, facilitator, recorder, etc.)etc.)

Decision processDecision process

Managing ConflictManaging Conflict

Types of conflictTypes of conflict

TechnicalTechnical

InterpersonalInterpersonal

Aspects of conflictAspects of conflict

DestructiveDestructive

ConstructiveConstructive

Conflict Management StylesConflict Management Styles

Compete – position allows it; agreed toCompete – position allows it; agreed to

Avoid – unimportant issue; time not rightAvoid – unimportant issue; time not right

Compromise – some leeway; resources limitedCompromise – some leeway; resources limited

Accommodate – relationships more importantAccommodate – relationships more important

Collaborate – commitment to cooperation; timeCollaborate – commitment to cooperation; time

MotivationMotivation

A. Maslow (40’s & 50’s)A. Maslow (40’s & 50’s)

B. Herzberg (50’s & B. Herzberg (50’s & 60’s)60’s)

C. Deci (1970’s)C. Deci (1970’s)

A. Hierarchy of needs – A. Hierarchy of needs – satisfy one and move satisfy one and move up (5 needs)up (5 needs)

B. Motivators and B. Motivators and hygiene hygiene (maintenance) factors(maintenance) factors

C. Intrinsic motivationC. Intrinsic motivation

Intrinsic MotivationIntrinsic Motivation

Stems from the innate sense of Stems from the innate sense of accomplishment and enjoyment one gets accomplishment and enjoyment one gets from doing good workfrom doing good work

We do something because it is worth We do something because it is worth doingdoing

Performing the work makes us feel good Performing the work makes us feel good about ourselves; we feel competent and in about ourselves; we feel competent and in controlcontrol

The Question is NOT how to The Question is NOT how to motivate others, but…motivate others, but…

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

Perspectives on One Generation Perspectives on One Generation Motivating AnotherMotivating Another

MaturesMatures

Baby BoomersBaby Boomers

Gen Xer’sGen Xer’s

New MillennialsNew Millennials

Born before 1945Born before 1945

Born 1945 -1964Born 1945 -1964

Born 1965 – 1979Born 1965 – 1979

Born 1980 +Born 1980 +

New Values in the Workplace -New Values in the Workplace -A Retention IssueA Retention Issue

““Gen Xers and New Millennials have Gen Xers and New Millennials have essentially said to their managers – the essentially said to their managers – the Matures and especially the Boomers – Matures and especially the Boomers – ‘We don’t share your definition of success. ‘We don’t share your definition of success. We define success differently and will We define success differently and will pursue other rewards for our work.’” pursue other rewards for our work.’”

Motivating the “What’s In It For Me?” Motivating the “What’s In It For Me?”

WorkforceWorkforce, Cam Marston, 2005, Cam Marston, 2005

How Different Are They?How Different Are They?

For them…For them…

Jay Leno has ALWAYS been host of The Jay Leno has ALWAYS been host of The Tonight Show (Johnny Carson WHO?)Tonight Show (Johnny Carson WHO?)

TV without “cable” is inconprehensibleTV without “cable” is inconprehensible

The Cold War is just in history booksThe Cold War is just in history books

Going to the moon is old scienceGoing to the moon is old science

It’s not about the workday…It’s not about the workday…

……it’s about the end result.it’s about the end result.

Younger workers look at what they Younger workers look at what they accomplished, not how many hours they accomplished, not how many hours they worked in a dayworked in a day

Up and coming supervisors have different Up and coming supervisors have different values/expectations; their supervisees values/expectations; their supervisees also different also different

ConclusionsConclusions

The supervisory role is complex and The supervisory role is complex and challengingchallenging

3 steps to developing new supervisors:3 steps to developing new supervisors:– train (technical & HR)train (technical & HR)– set expectations for changing roleset expectations for changing role– model behavior (e.g., conflict management)model behavior (e.g., conflict management)

Understand the new workforce in order to Understand the new workforce in order to motivate and retainmotivate and retain

Contact InformationContact Information

Robert BlackRobert Black

Dean, Government Audit Training Institute Dean, Government Audit Training Institute and Financial Managementand Financial Management

Graduate School, USDAGraduate School, USDA

Phone: 202-314-3560Phone: 202-314-3560

E-mail: robert_black@grad.usda.govE-mail: robert_black@grad.usda.gov