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Supervisors and Managers Training

Leadership Skills for Supervisors

Self-Study Guide

Velsoft LearningWorks Training

Copyright All rights reserved world-wide under International and Pan-American copyright agreements. No part of this document can be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise.


How to use this Guide This Self Study Guide is designed and laid out in a way that will guide student learning much in the same way that an instructor would. This workbook is comprised of several modules called Sessions. Each Session focuses on a major concept in the course. In each Session, we have included short-answer and (in some instances) multiple choice questions which relate directly to the Session material. Several times throughout the guide, you can take the opportunity to internalise what you have learned by completing the self-reflection exercises entitled “Making Connections”.


Table of Contents Session One: Course Overview ........................................................................................................ 1

Pre-Assignment ....................................................................................................................... 2 Session Two: Pre-Assignment Review ............................................................................................. 6

Supervisory Proficiency Index – Score Key ............................................................................. 6 Session Three: Manage Your Time and Your Energy ..................................................................... 13

How well do you manage yourself? ...................................................................................... 13 Making Connections ............................................................................................................. 15 Setting Goals ......................................................................................................................... 16

Session Four: What Makes a Good Leader? .................................................................................. 19 About Leadership .................................................................................................................. 19 Leadership Styles .................................................................................................................. 20 About The Situational Leadership Model ............................................................................. 22 Readiness, Maturity Levels, and the Developmental Cycle .................................................. 24 Using the Situational Model ................................................................................................. 26 Situational Leader Effectiveness and Adaptability ............................................................... 28 Your Leadership Style Profile ................................................................................................ 35 How to Use the Leadership Profile Information ................................................................... 39 Making Connections ............................................................................................................. 48

Session Five: Communication as a Leadership Tool ...................................................................... 51 What is Communication? ..................................................................................................... 51 The Elements of Communication ......................................................................................... 52

Session Six: The Commitment Curve ............................................................................................. 56 The Commitment Curve ........................................................................................................ 56 Stages of the Curve ............................................................................................................... 57 Bridging the Commitment Gap ............................................................................................. 59

Session Seven: Employee Development Models........................................................................... 61 The Coaching Model ............................................................................................................. 61 Making Connections ............................................................................................................. 64 The Dialogue Model .............................................................................................................. 65

Session Eight: Dealing with Conflict and Difficult Issues ............................................................... 66 Seven Steps to Ironing Things Out ........................................................................................ 66 I Messages ............................................................................................................................ 67 Consequences and Benefits .................................................................................................. 69 Making Connections ............................................................................................................. 70

Session Nine: What Successful Leaders Do ................................................................................... 71 Secrets to Success ................................................................................................................. 71 Making Connections ............................................................................................................. 72

Session Ten: A Personal Action Plan.............................................................................................. 73 Starting Point ........................................................................................................................ 73 Short-Term Goals and Rewards ............................................................................................ 74 Long-term Goals ................................................................................................................... 74

Summary........................................................................................................................................ 75 Recommended Reading List .......................................................................................................... 76

Leadership Skills for Supervisors – Communication, Coaching, and Conflict |


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Session One: Course Overview

A Supervisor is an important force in any organisation. You have a powerful effect - good or bad - on the productivity of the people who work for you. You are the crucial link between the employee on the shop floor or at the desk, and management. You’re expected to translate the company’s expectations into reality. Employees look to you to meet their job needs, and even some of their personal ones. Both groups require your leadership to get the job done. In this course, you will first be able to see how your own opinions on supervision stack up against commonly held views. Basic time management skills will offer some tips on being organised. Then you can explore your own leadership styles, the benefits of being versatile, and ways to help your employees grow and develop. Communication, coaching, and conflict resolution sessions will offer advice on leadership. At the end, we will offer you help in developing your own plan to lead more effectively. Make conflict a powerful force for creative, well-rounded solutions to problems. “Management is about persuading people to do things they don’t want to do, while leadership is

about inspiring people to do things they never thought they could.” — Steve Jobs, Co-founder of Apple Computers

Learning Objectives

During this course, you will be able to:

Learn ways to prioritise, plan, and manage your time.

Identify your primary leadership style.

Identify techniques to get the most out of that style.

Develop more flexibility to use other leadership styles.

Search for ways to overcome communication barriers.

Find you can meet the needs of others through communication and coaching.

Explore ways to engage in productive rather than toxic debate. Please take this opportunity to consider your personal learning objectives, and reasons for taking this course:



2

Pre-Assignment

Before you start this course, take 10 minutes to answer these Pre-Assignment questions. This exercise will help you to start to think about your own supervisory practices and skills as you commence this course. We will review the Index scores in a later Session in the course.

Supervisory Proficiency Index

Below are 50 statements concerning supervisory practices and functions. Please indicate whether you agree, disagree, or are not sure about, each statement, by putting a checkmark in the appropriate column on the right.

Agree Disagree Not Sure

1) “Human Relations” is the practice of treating employees as you would like to be treated.

2) The most efficient way to motivate most employees is to increase their pay.

3) Effective two-way communication can best be achieved through e-mails and bulletin board notices.

4) The best leadership style is the one that places the highest value on accomplishing the task or job.

5) New employee induction, orientation, and training is best left to the human resources department.

6) Supervisors have responsibilities both to senior management and to their employees.

7) Cooperating with other departments is less important than productivity.

8) Plans are generally better received by employees when they have been part of the planning process.

9) Prioritisation is a useful technique for managing time effectively.

10) Listening is an important but difficult supervisory skill.



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11) Understanding what employees need and being sensitive to their concerns is part of good human relations.

12) Recognition and appreciation are good ways to keep employees motivated.

13) In order to be effective, communication must be timely, honest, open, and accurate.

14) Leadership is the process of accomplishing work through other people.

15) The most important supervisory skill is the ability to get along well with others.

16) In today’s highly competitive economy, one of the best ways an organisation can remain strong is to push employees as hard as possible.

17) In today’s competitive climate, one of the best ways to stay competitive is to cut costs and improve quality.

18) Teamwork can best be achieved by fostering a climate of competition.

19) A good goal must be specific, measurable, and realistic, with a deadline.

20) To put an employee at ease, discuss their complaints at their workstation.

21) The trouble with being able to get along with others is that you have to give in to them all the time.

22) The words we use and how others perceive us has very little to do with effective communication.

23) We never have enough time.

24) Trying to get your employees involved in the decision-making process is a waste of time.

25) Planning involves thinking of future events and how to deal with them.



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26) Conflict is always unproductive.

27) When new employees come on board, try not to let them do anything until they have been completely trained.

28) One good way to see whether a new employee is suited to their job is to just watch them for a couple of days.

29) Written communication is more effective than face-to-face communication.

30) The average person only truly hears about 25% of what is said.

31) We should try not to have conflicts in the workplace.

32) Effective leaders should be able to modify their leadership style depending on the situation and the skills of the people involved.

33) Senior managers have the greatest impact on the day-to-day work of an employee.

34) Managing time effectively is not the same thing as staying busy.

35) Organising means gathering together those resources required to accomplish the work.

36) When administering discipline, it is important to be firm, fair, and consistent.

37) When handling employee performance problems, the supervisor is acting as a coach.

38) A good coach should lay out a plan for an employee to follow in order to improve performance.

39) Employees should see their supervisor as approachable.

40) Closed questions are the most important types of questions to ask employees.



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41) Since our body language is so much a part of us, there is probably nothing we can do to change it.

42) As long as we have a positive attitude, our behaviour doesn’t matter.

43) Whenever possible, we should help employees identify their strengths and see that they get to use them as often as is possible.

44) High-maintenance employees just aren’t worth the trouble.

45) We should be spending most of our time helping problem employees.

46) Employees usually have the answers to their own performance problems if we have the patience to work with them to discover those answers.

47) Employees are generally more productive when they feel they have friends at work.

48) Using e-mail to communicate with employees is one of the most effective ways of getting the same message to everyone.

49) Most conflict will go away if you just ignore it.

50) To be a supervisor is to have an important impact on an organisation’s productivity and progress.



6

Session Two: Pre-Assignment Review

Supervision is a complex job. You interact with floor employees, management, and other supervisors in your own and other departments. How well you do that affects individuals, the organisation, and your own career. People have a lot of different opinions about what a supervisor’s job is, and how it should be done. In this session, you’ll be asked your own honest opinions about how you think you should deal with common supervisory situations. You’ll see how your answers agree with generally accepted views. Then you’ll be asked some questions, to get you thinking about what you may want to gain from this course

Supervisory Proficiency Index – Score Key

Compare your Pre-Assignment answers with this Score Key. Total your score to determine your Supervisory Proficiency Index then answer the questions following the scoring key.


1) “Human Relations” is the practice of treating employees as you would like to be treated.

2

2) The most efficient way to motivate most employees is to increase their pay.

2

3) Effective two-way communication can best be achieved through e-mails and bulletin board notices.

2

4) The best leadership style is the one that places the highest value on accomplishing the task or job.

2

5) New employee induction, orientation, and training is best left to the human resources department.

2

6) Supervisors have responsibilities both to senior management and to their employees.

2

Subtotal this page

7) Cooperating with other departments is less important than productivity.

2



7


8) Plans are generally better received by employees when they have been part of the planning process.

2

9) Prioritisation is a useful technique for managing time effectively.

2

10) Listening is an important but difficult supervisory skill. 2

11) Understanding what employees need and being sensitive to their concerns is part of good human relations.

2

12) Recognition and appreciation are good ways to keep employees motivated.

2

13) In order to be effective, communication must be timely, honest, open, and accurate.

2

14) Leadership is the process of accomplishing work through other people.

2

15) The most important supervisory skill is the ability to get along well with others.

2

16) In today’s highly competitive economy, one of the best ways an organisation can remain strong is to push employees as hard as possible.

2

17) In today’s competitive climate, one of the best ways to stay competitive is to cut costs and improve quality.

2

18) Teamwork can best be achieved by fostering a climate of competition.

2

19) A good goal must be specific, measurable, and realistic, with a deadline.

2

Subtotal this page

20) To put an employee at ease, discuss their complaints at their workstation.

2

21) The trouble with being able to get along with others is that you have to give in to them all the time.

2



8


22) The words we use and how others perceive us has very little to do with effective communication.

2

23) We never have enough time. 2

24) Trying to get your employees involved in the decision-making process is a waste of time.

2

25) Planning involves thinking of future events and how to deal with them.

2

26) Conflict is always unproductive. 2

27) When new employees come on board, try not to let them do anything until they have been completely trained.

2

28) One good way to see whether a new employee is suited to their job is to just watch them for a couple of days.

2

29) Written communication is more effective than face-to-face communication.

2

30) The average person only truly hears about 25% of what is said.

2

31) We should try not to have conflicts in the workplace. 2

32) Effective leaders should be able to modify their leadership style depending on the situation and the skills of the people involved.

2

33) Senior managers have the greatest impact on the day-to-day work of an employee.

2

Subtotal this page

34) Managing time effectively is not the same thing as staying busy.

2

35) Organising means gathering together those resources required to accomplish the work.

2

36) When administering discipline, it is important to be firm, fair, and consistent.

2



9


37) When handling employee performance problems, the supervisor is acting as a coach.

2

38) A good coach should lay out a plan for an employee to follow in order to improve performance.

2

39) Employees should see their supervisor as approachable.

2

40) Closed questions are the most important types of questions to ask employees.

2

41) Since our body language is so much a part of us, there is probably nothing we can do to change it.

2

42) As long as we have a positive attitude, our behaviour doesn’t matter.

2

43) Whenever possible, we should help employees identify their strengths and see that they get to use them as often as is possible.

2

44) High-maintenance employees just aren’t worth the trouble.

2

45) We should be spending most of our time helping problem employees.

2

46) Employees usually have the answers to their own performance problems if we have the patience to work with them to discover those answers.

2

Subtotal this page

47) Employees are generally more productive when they feel they have friends at work.

2

48) Using e-mail to communicate with employees is one of the most effective ways of getting the same message to everyone.

2

49) Most conflict will go away if you just ignore it. 2

50) To be a supervisor is to have an important impact on an organisation’s productivity and progress.

2



10


Subtotal this page

Please copy your scores from the previous pages

Subtotal questions 1 to 6





Total for each column

Your Total Score = ________ Maximum points 100 85 or more = Excellent 70-84 = Good 60-69 = Fair Less than 60 = Like most of us, you have a lot to learn.



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Your Self-Assessment Once you have marked your scores, reflect on the assessment, and answer the following questions. Do you agree with the assessment? Why or why not?

If you had to give yourself an arbitrary score on the same rating scale, would you have rated yourself higher, lower, or about the same?

What does that tell us about self-perception? (Typically people are too hard on themselves!)



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Based on this, what three areas do you want to work on?

How do you think this course help you get there?

What else might you need to do?



13

Session Three: Manage Your Time and Your Energy

Every supervisor must respond to constant challenges and competing demands. To provide the leadership to bring order from chaos, and to fulfill the many obligations of the job, a supervisor must be personally organised. To manage a shop or department, a supervisor must be able to manage his or her own time. In this session, you’ll be asked some questions to get you thinking about how well you manage your time and energy. Then we offer some thoughts and tips.

How well do you manage yourself?

Like most people, you need to get things done, but you also want to enjoy life. We all struggle to do those things we MUST do, as efficiently as possible. We want to feel confident and relaxed, knowing that nothing has fallen through the cracks

Left Brain and Right Brain

Traditional time management wisdom seems to work well for about half the population. Others listen to or read about planning, prioritising, scheduling, and doing, and then turn back to their normal way of doing things. They tack notes to every available surface, pile papers everywhere, and work on several projects without finishing any. These two kinds of people are sometimes labeled left brain and right brain. Strongly left-brained people see things as black and white. For them, thoughts flow in a straight line: they do one thing and then they go on to another. Like Jack Webb in the old Dragnet movies says, “Just give us the facts, ma’am.” More right-brained people have the ability to see options at every turn. For them, things are rarely black and white. Many thoughts flow simultaneously. They can watch TV, talk and read at the same time. Do you already know which type you are? To manage time more effectively you must determine which type you mostly are. Then try to incorporate ideas from both types.



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Larks and Owls

Larks can come in to work and get right down to their tasks, if they have paved the way by getting organised before they head for home, the day before. Owls may need a little longer to get going. A coffee and the newspaper can be a good way of launching their day. They may need an alarm to remind them when it is time to get started. When your shift begins, you must already be in high gear. An effective supervisor starts a little earlier, and finishes a little later, than the other employees. Whether you’re a lark or an owl, allow the extra time to get organised. Are you a lark or an owl? Describe why.

What can you do to better prepare for your work day?



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Making Connections

Are you left-brained or right-brained?

When do you do your best work, early in the morning or late in the day?

Do you set goals for yourself?

How do you organise your workspace?

What do you think are good ways to manage your time effectively?

“Time is like money. The less we have of it to spare, the further we make it go.” — Josh Billings – Build On Your Leadership Skills



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Setting Goals

In order to make a gain, you need to create goals for yourself and your team. These goals should be carefully defined in order to be effective.

SMART Goals

Goals should be SMART. S = SPECIFIC When our goals are too general we can’t visualise them. If we can’t see them, we have a hard time reaching them. We are more likely to do a good job of redecorating the bathroom, if we have a picture in our mind of how it will look when it’s done. M = MEASURABLE If we can’t measure a goal, we have no idea how close we are getting to reaching it. It can be hard to stay motivated. For example, let’s say you have decided you will save some money from every paycheck in order to take a vacation this summer. But if you don’t set a specific amount each pay, and you don’t have an amount you want to reach, you are less apt to put the money away. A = ATTAINABLE We sometimes think that we should set high targets or goals for ourselves in order to grow and stretch. Well, we do want to reach for the stars, but if we set impossible goals, we soon get discouraged and we stop trying. The really high achievers in this world know that. They set goals that they know they can reach, with a little stretching. When they get there, they set another goal they know they can reach. They climb the mountain one foot at a time. R = RELEVANT Goals have to make sense and have some importance, or they will soon be discarded. Set goals that have meaning to you. T = TIMED Put a deadline on your goals. Deadlines are great for getting things done.



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The Three P’s

Remember the three P’s when you are creating your goals.

Put these goals in writing, so everyone will remember them all the time.

Goals should be expressed positively, as positive energy goes further than negative energy, and positive energy stays with us longer.

Finally, goals should be personal. You are not as likely to reach goals somebody else sets for you. Keep this important fact when you are working with your employees to set goals. Don’t set them for them; help them set their own.

Goal and target setting are basic tenets of performance management and as such, deserves more than cursory attention.

Organising Your Workspace

Getting rid of clutter is one of the best things we can do to make a more efficient work environment. Think about your desk in your workplace. As a leader, you are a role model. Your desk sets a standard for work areas in your department. The object is to clear the work surface and empty the drawers. If the top is already clear—great! However, if there are items on the desk, ask yourself if they need to be there, and are they in the best spot. Are they where they will be used? Answer the following questions:

Yes No

Check the position of the desk: Is it facing the door and making interruptions more likely?

□ □

Is the lighting adequate? □ □

Is the phone where it can be reached easily? □ □

Is there a better arrangement possible? □ □

Is the seating/chair adequate? □ □



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Clean your Desk

Your first step should be to get rid of things that should NOT be on the desk. Check everywhere. Look under the blotter, on the walls surrounding the desk, in trays, etc. Collect all bits and pieces. Get rid of clutter by throwing unnecessary stuff. Note information in an appropriate spot and discard it, or filing it. (But not in a junk drawer.) Organising Your Tools Then move to the contents of the drawers. Focus first on the tools you use, such as pens, pencils, and erasers. Check to make sure of the following:

You have all tools you need, and they are in good working order.

Tools are organised so like tools are together and easily accessible. Useless tools should be discarded or moved to an area to be fixed.

Group like items together (for example, stationery, envelopes, and stamps all in one drawer).

Any oversupply in is in a supply area.

Tools are stored in a shallow desk drawer and are not on the desk. Organising Your Papers One way to organise yourself is to make four piles of all the papers you have strewn around, including those on the bulletin board, under your ink blotter or desk calendar, and on chairs. Name these piles:

Take home/get out of office

Help yourself/giveaways to colleagues

Cool stuff you want to keep and display

Things to be filed or written into your planner Set up a system where vital information is saved where it can be readily found. Then bits of paper can be discarded. Clutter often prevents us from using our time efficiently.

Our Top Time Management Tip

One of our favourite ways to stay organised, and manage your time, is the five minutes method. Whenever you have a task to do that you’re dreading or can’t seem to find the time for, take five minutes at the end of the hour and get started on it. This is particularly effective for simple chores like cleaning off your desk or setting up your planner for the next day.



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Session Four: What Makes a Good Leader?

There is no one style of leadership that fits all situations. Different situations require different responses, and different degrees of direction and control. A good supervisor adapts to the circumstances. At the same time he or she must remain constant, firm, and inspire confidence. In this session, you have the chance to be introduced to the characteristics of an effective leader, and explore leadership models. There will be specific focus on Situational Leadership. You will assess your own style, and learn some tools and techniques to help you improve and be comfortable in the role.

About Leadership

An important part of your formal authority as a supervisor is your right to direct, coach and lead your employees; and to take certain disciplinary measures when necessary. This part of your responsibility is a lot like fire. It can serve you well if you handle it properly. It can cause you a lot of problems if you use it in the wrong way.

Qualities of Good Supervisors

Good supervisors don’t let their authority go to their head, and they don’t use it like a sledgehammer to pound people into line.

They avoid acting superior.

They avoid throwing their weight around.

They avoid making boastful statements.

They don’t make mean or cutting remarks to their employees. Good supervisors do practice good leadership and communication skills. When they must use their formal authority, they don’t make a show of it.

They give orders clearly, calmly, and with confidence.

They never accuse until they are sure of their facts.

They listen to what their employees have to say.

They tell it like it is, without losing their temper or their self-control.

They show appreciation when work has been well done.

They remain firm, fair, and friendly.



20

The Good Supervisor Exercise

Name two habits of a person you disliked working for. 1.

2.

Name two characteristics of a person you enjoyed working for. 1.

2.

FACT: During the French Revolution, a man looked out a window in Paris and saw a mob going by. He turned to a friend and asked to be excused because, he said, “I must follow them and see what they are going to do. You see, I am their leader.” Whatever we mean by leadership, we know this man wasn’t setting a very good example. Leaders are supposed to lead.

Leadership Styles

If we were to ask a number of successful people what leadership is, we would get a variety of answers. Successful leaders will differ in their ideas of leadership. Good leadership must be suited to three things:

The kind of people being led.

The objectives to be achieved.

The situation in which leadership is being given.

Supervisors: a Manager and Leader

Supervisors are both managers and leaders. As a manager you are responsible for organising, planning, directing and controlling the work of your employees. However, people won’t automatically be productive, and give their best, just because you say so. They need to be led. A supervisor must be able to both manage and lead. The navy used to have a saying, “One volunteer is worth ten pressed men.” (“Pressed men” were those were forced to join.) In a company, we can say that a willing and cooperative worker is worth a lot more than a person who doesn’t do any more than is absolutely necessary, and who refuses to work as part of a team. As a leader, you want all of your employees to be effective, cooperative members of the workforce.



21

Directive and Supportive Leadership

We can generally say that leadership styles fall into either of two camps. The directive style is concerned with getting the job done. People who use this style tend to be comfortable making the decisions. They tell and show others what to do. They set the standard of performance and check to make sure these standards are met. They tell others what is expected of them. Then they train and monitor to make sure the employee meets expectations. The supportive style emphasises building relationships so people can work in harmony. People using this style are comfortable explaining decisions, and encouraging others to try new tasks. They share ideas and responsibilities. They coach and encourage employees to maintain high standards.

Leadership Style Exercise

Which leadership style is being demonstrated in each of the following situations?

Situation Directive Supportive

A leader makes the decision on the appropriate action, and expects others to follow his decision without question.

□ □

A leader trusts employees to do things their own way, and assumes the resulting outcomes will be all right.

□ □

“This is our problem, folks. What do you think we should do?

□ □

“I trust your judgment. Do what you think is best.” □ □

“If we put our heads together, we’ll find a way out of this.” □ □

“These are the steps to do this job. Start with step 1.” □ □



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About The Situational Leadership Model

The Situational Leadership Model was developed by Paul Hersey of the California Centre for Excellence. It is based on the amount of direction (task behaviour), and the amount of support (relationship behaviour), the leader must provide, given the situation and the readiness of the follower or group. These two dimensions have been given various labels, such as autocratic versus democratic, or production oriented versus employee oriented.

Direction versus Support

The two dimensions can be defined as: Task/Direction behaviour is the extent to which a leader engages in one-way communication or instruction. He explains what each follower is to do, as well as when, where, and how tasks are to be accomplished. He monitors work to make sure it is done correctly. Relationship/Support behaviour is the extent to which a leader engages in two-way communication (employees can question or ask for clarification). He provides support and encouragement to followers. He empowers them to think on their own. At one time it was thought that supervisors as leaders used either one or the other of these styles of leadership. Now we know there are actually 4 styles of leadership. They can all be effective or ineffective, depending on the situation in which it is being applied.

Situational Leadership Model

A Situational Leadership Model chart follows, to illustrate the 4 styles.



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The top word in each block is the name of the leadership style.

The second and third lines in each block define the amount of direction and support. Remember Directive and Supportive Leadership? (It would be best to go back and review the meanings if you’re not sure.)

The fourth line describes the way supervisor behaves using that style. All leadership styles can be effective or ineffective, depending on the situation in which it is being applied.



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Situational Leadership Model Exercise

Answer the following questions in terms of how a supervisor will offer Direction and Support. What is the difference between Telling and Selling in the model?

What is the difference between Delegating and Telling?

Readiness, Maturity Levels, and the Developmental Cycle

As stated, the effectiveness of any one Situational Leadership style depends on the situation. A big part of that situation is the employee, or follower, and his or her readiness. The follower’s readiness is defined as: the ability, and willingness, of a person to take responsibility for directing his or her own behaviour. People tend to have varying degrees of readiness. It depends on the specific task, function, or objective that a leader is attempting to accomplish, through their efforts. The level of readiness is directly related to the Maturity Level



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Maturity Levels

The four levels of Maturity, and the readiness levels, are:

M1 - Unable, and unwilling or insecure

M2 - Unable, but willing or confident

M3 - Able, but unwilling or insecure

M4 - Able, and willing and confident The levels of readiness are often described as a Developmental Cycle. Employees may start by being unable and insecure, but eventually grow to become able and confident. IMPORTANT! As a leader, it is part of your job to help them grow to higher levels in the Developmental Cycle. You do this by treating individuals or group with higher levels of Leadership Styles as they progress. This will be more fully explained in the “How to Use the Leadership Style Information” section, near the end of this Session.

Maturity Level Exercise

Which Leadership Style do you think would work best for someone who: can’t and won’t?

can’t but will?

can but won’t?

can and will?



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Using the Situational Model

In using Situational Leadership, it is useful to keep in mind that there is no one best way to influence others. Rather, any leader behaviour may be more or less effective depending on the readiness of the person you are attempting to influence. The following model provides a quick reference to assist in:

Diagnosing the level of readiness

Selecting high probability leadership styles

Communicating styles to effectively influence behaviour

High Probability Match

When leader behaviour is used appropriately with its corresponding level of readiness, it is termed a High Probability Match. The following descriptors can be useful: S1: Telling

Guiding

Directing

Establishing S2: Selling

Explaining

Clarifying

Persuading S3: Participating

Encouraging

Collaborating

Committing S4: Delegating

Observing

Monitoring

Fulfilling



27

Leadership Style Exercise

Match each of these types of decisions with the Leadership Style

Decision S1 S2 S3 S4

Follower-made decision

Leader-made decision with dialog and/or explanation

Leader-made decision

Leader and follower-made decision or follower-made decision with encouragement from leader

Helpful Leadership Definitions

Ability Has the necessary knowledge, experience, and skill Willingness Has the necessary confidence, commitment and motivation. Task (Directive) Behaviour The extent to which the leader engages in defining roles, telling what, how, when, where, and who, in:

Goal setting

Organising

Establishing time lines

Directing

Controlling Relationship (Supportive) Behaviour The extent to which a leader engages in a two-way communication: listening, facilitating behaviours, and providing socio-emotional support. This entails:

Giving support

Communicating

Facilitating interactions

Active listening

Providing feedback



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Situational Leader Effectiveness and Adaptability

Self-awareness is one hallmark of a good leader. To be a good leader you need first to understand yourself, to have an understanding of your own leadership style and how it impacts on others. One way to discover your self is to complete a type of self-assessment. The second is to ask colleagues for feedback on your leadership abilities.

LEAD

The Leadership Effectiveness and Adaptability Description (LEAD) instrument was developed by the Centre for Leadership Studies to assess the four leadership styles proposed by Hersey and Blanchard. The instrument also assesses the style range and adaptability of an individual. The purpose of this exercise is to evaluate your perception of your leadership style in terms of telling, selling, participating, or delegating. It will also indicate whether the style is appropriate in various situations.

Instructions

Print or copy the LEAD Instrument Answer Recording Form that follows, and fill it in as you proceed. Or, you could track your answers on plain paper. Assume you are involved in each of twelve situations. Each situation has four alternative actions you might initiate. Read each item carefully. Think about what you would do in each circumstance. Then, write in the letter of the alternative action choice, which you think would most closely describe your behaviour in the situation.



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LEAD Instrument Answer Recording Form

Situation Action (A, B, C or D…)

1

2

3

4

5

6

7

8

9

10

11

12



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LEAD Instrument

Read the situation and then select your action. You can only select one action.

Situation Alternative Actions

1. Your employees are not responding lately to your friendly conversation and obvious concern for their welfare. Their performance is declining rapidly.

You would: a) Emphasise the use of uniform procedures

and the necessity for task accomplishment b) Make yourself available for discussion but

not push your involvement c) Talk with employees and then set goals d) Intentionally not intervene

2. The observable performance of your group is increasing. You have been making sure that all members were aware of their responsibilities and expected standards of performance.

You would: a) Engage in friendly interaction, but

continue to make sure that all members are aware of their responsibilities and expected standards of performance

b) Take no definite action c) Do what you can to make the group feel

important and involved d) Emphasise the importance of deadlines

and tasks

3. Members of your group are unable to solve a problem. You have normally left them alone. Group performance and interpersonal relations have been good.

You would: a) Work with the group and together engage

in problem solving b) Let the group work it out c) Act quickly and firmly to correct and

redirect d) Incorporate group recommendations, but

you direct the change

4. You are considering a change. Your employees have a fine record of accomplishment. They respect the need for change.

You would: a) Allow group involvement in developing

the change, but not be too directive b) Announce changes and then implement

with close supervision c) Allow the group to formulate its own

direction d) Incorporate group recommendations, but

you direct the change



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5. The performance of your group has been dropping during the last few months. Members have been unconcerned with meeting objectives. Redefining roles and responsibilities has helped in the past. They have continually needed reminding to have their tasks done on time.

You would: a) Allow the group to formulate its own

direction b) Incorporate group recommendations, but

see that objectives are met c) Redefine roles and responsibilities and

supervise carefully d) Allow group involvement in determining

roles and responsibilities, but not be too directive

6. You stepped into an efficiently run organisation. The previous administrator tightly controlled the situation. You want to maintain a productive situation, but would like to begin humanising the environment.

You would: a) Do what you can to make the group feel

important and involved b) Emphasise the importance of deadlines

and tasks c) Intentionally not intervene d) Get the group involved in decision making,

but see that objectives are met

7. You are considering changing to a structure that will be new to your group. Members of the group have made suggestions about needed changes. The group has been productive and demonstrated flexibility in its operations.

You would: a) Define the change and supervise carefully b) Participate with the group in developing

the change, but allow members to organise the implementation

c) Be willing to make changes as recommended, but maintain control of implementation

d) Avoid confrontation, leave things alone

8. Group performance and interpersonal relations are good. You feel somewhat insecure about your lack of direction of the group.

You would: a) Leave the group alone b) Discuss the situation with the group and

then initiate necessary changes c) Take steps to direct followers toward

working in a well-defined manner d) Be supportive in discussing the situation

with the group, but not too directive



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9. Your boss has appointed you to head a task force that is far overdue in making requested recommendations for change. The group is not clear on its goals. Attendance at sessions has been poor. Their meetings have turned into social gatherings. Potentially, they have the talent necessary to help.

You would: a) Let the group work out its problems. b) Incorporate group recommendations,

but see that objectives are met c) Redefine goals and supervise carefully d) Allow group involvement in setting

goals, but not push

10. Your employees, usually able to take responsibility, are not responding to your recent redefining of standards.

You would: a) Allow group involvement in redefining

standards, but not take control b) Redefine standards and supervise

carefully c) Avoid confrontation by not applying

pressure; leave the situation alone d) Incorporate group recommendations,

but see that new standards are met

11. You have been promoted to a new position. The previous supervisor was uninvolved in the affairs of the group. The group has adequately handled its tasks and direction. Group interrelations are good.

You would: a) Take steps to direct followers toward

working in a well-defined manner b) Involve followers in decision making

and reinforce good contributions c) Discuss past performance with the

group and then examine the need for new practices

d) Continue to leave the group alone

12. Recent information indicates some internal difficulties among employees. The group has a remarkable record of accomplishment. Members have effectively maintained long-range goals. They have worked in harmony for the past year. All are well qualified for the task.

You would: a) Try out your solution with followers and

examine the need for new practices b) Allow group members to work it out

themselves c) Act quickly and firmly to correct and

redirect d) Participate in problem discussion while

providing support for group



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Your Leadership Style Profile and Your Leadership Style Adaptability

This exercise will provide information on a number of different aspects of your leadership, and your perception of your leadership style. Circle the Action letter you selected for each of the twelve situations. Then, add up the number of circled letters in each of the 4 vertical columns. Write the total number on the Totals line for each column.

Situation Alternative Actions Group Readiness in Situation

1 2 3 4

1 A C B D R1

2 D A C B R2

3 C A D B R3

4 B D A C R4

5 C B D A R1

6 B D A C R2

7 A C B D R3

8 C B D A R4

9 C B D A R1

10 B D A C R2

11 A C B D R3

12 C A D B R4

Totals

Telling (S1) Selling (S2) Participating (S3)

Delegating (S4)



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Your Leadership Style Profile

Transfer the total for each column in the table to the matching quadrant in Figure 1 (below.) (In other words, write the column 1 total in the box in the S1 quadrant, the column 2 total in the box in the S2 quadrant, and so on.) Figure 1

Three very important pieces of information are now revealed that form your Leadership Style Profile.

Your Primary Style

Your Secondary Style(s)

Your Style Range

Share ideas &

facilitate in decision

making

Turn over

responsibility for

decisions &

implementation

Provide specific

instructions &

closely supervise

performance

Explain your

decisions & provide

opportunity for

clarification

S3 S2

S1 S4

Leader Behaviours

Task Behaviour

Directive Low High

High

Support

ive

Rel

ati

on

ship

Beh

avio

ur

Delegating

Participating Selling

Telling

Your score: _____ Your score: _____

Your score: _____ Your score: _____



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Do you remember the Situational Leadership Model? It defined the amount of direction and support for each style:

Style Direction Support

Telling high low

Selling high high

Participating low high

Delegating low low

Your Leadership Style Profile

Refer to the previous Leader Behaviours Chart (Figure 1) and Situational Leadership Module when answering the following questions. Primary Style Primary style is the style that you would tend to use most frequently. The quadrant in the model above which has the greatest number of responses indicated is your primary style. My Primary Style is _______________________________________________________ My Direction is ______________________ My Support is ______________________ Secondary Style(s) Secondary or supporting style(s) include the quadrant(s) (other than your primary style quadrant) in which there are two or more responses. These styles tend to be your backup styles when you are not using your primary style. One Secondary Style is ____________________________________________________ My Direction is ______________________ My Support is ______________________ Another Secondary Style is _________________________________________________ My Direction is ______________________ My Support is ______________________



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Style Range Style range refers to the total number of quadrants in the model above in which there are two or more responses. In other words, how many primary plus secondary behaviours do you have? Style Range Value: _______ Style range provides a sense for how flexible you are in varying the types of behaviours you engage in when attempting to influence others.

Three or more indicate a high degree of flexibility in the use of behaviours in that quadrant.

Two indicate moderate flexibility.

One response in a quadrant is not statistically significant, and therefore it is difficult to predict flexibility into that style.



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Your Leadership Style Adaptability

To determine your Leadership Style Adaptability, circle the scores in Figure 2 below that correspond to the alternative action choices made for each situation in Figure 1. For example, if for Situation 1 alternative action choice "C" was chosen, circle "2" under column C below. Next, add the numbers in each vertical column and write their sums next to Subtotals. Finally, add the subtotals for each column to calculate Leadership Style Adaptability and write this number in the box provided. Figure 2

Situations A B C D

Grand Total

1 3 1 2 0

2 3 0 2 1

3 2 1 0 3

4 2 0 3 1

5 0 2 3 1

6 1 2 0 3

7 0 3 1 2

8 3 1 0 2

9 0 2 3 1

10 2 0 1 3

11 0 3 1 2

12 1 3 0 2

Subtotals



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Your Leadership Style Adaptability

Style range is important in gaining insight into your ability to influence others. A wide range of styles is helpful. The key variable now becomes when to use each style. Previously, your Leadership Style Profile indicated preferences and tendencies of leader behaviour (your primary and secondary styles). Style adaptability is the degree to which you are able to vary your style, to fit the readiness level of an employee in a specific situation. In the figure 2 scoring you just completed, points were awarded for each alternative action selected, in response to the twelve situations provided in the LEAD Instrument. The number of points awarded was determined by how well the action selected matched the situation. Thus, a "3" response indicated the best fit, while a "0" response indicated that an alternative action was selected that had a very low chance of success. The use of a point system allows your Leadership Style Adaptability to be expressed as a score. The possible adaptability score ranges from 0 to 36. Expressing adaptability as a score allows some generalisation to be made based on numerical benchmarks.

30- 36 Scores in this range indicate a leader with a high degree of adaptability. The leader accurately diagnoses the ability and willingness of the follower for the situation and adjusts accordingly.

24-29 This range reflects a moderate degree of adaptability. Scores in this range usually indicate a pronounced primary leadership style with less flexibility into the secondary styles.

0-23 Adaptability scores less than 23 indicate a need for self-development to improve both the ability to diagnose task readiness and to use appropriate leader behaviours.



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How to Use the Leadership Profile Information

Refer back to your Primary and Secondary Styles and read about your particular style set. Then go through and read about the remaining leadership style profiles.

Style Profile 1-3 (Participating – Telling)

People who mainly use styles 1 and 3 often fall into what is called, “the good guy-bad guy syndrome.” What Hersey found is that people who have a style profile 1-3, with little flexibility to styles 2 and 4, usually view their employees with either good guy or bad guy assumptions about human nature.

3 Participating

2 Selling

4 Delegating

1 Telling

How they see people. They see some people as lazy, unreliable, and irresponsible. They feel that the only way to manage these people is to coerce, reward or punish, and closely supervise them. They see other people as positive, creative, and self-motivated; the only thing they have to do with these people is to provide socio-emotional support. In fact, in interviewing managers with this profile, it has been found that they talk about individuals they supervise as good people or bad people, and use terms like, "with me," or "against me." Their employees, when interviewed, tend to agree. They see their managers as



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labeling people, and thus being very supportive (S3) with people they see in their camp. But, they closely supervise, control (S1), and even punish people they see as being against them. Effect on employee maturity. One of the interesting things that occurs with this style profile is that it often becomes a self-fulfilling prophecy. A manager with this style takes people who are at moderate maturity levels (M2), and either moves them up to moderate-to-high (M3), or moves them down to low levels of maturity (M). Thus, this manager tends to be effective working with low levels of maturity or moderate to high levels. Issues with this style. A problem with this style is that the leaders who adopt it are often doing little to develop the potential of the people they don't like. They keep them locked into immature states by always relying on high task/low relationship behaviour with them. They lack the in-between behaviours between style 1 and style 3, to operate effectively in the developmental cycle. At the same time, their style 3 (high relationship/low task behaviour) with moderately mature people might keep these people psychologically dependent on them too long. These kinds of leaders do not seem to allow people to develop fully through delegation. Working with this style. It is also interesting that people who work for leaders with this style profile claim that, if there is any change in their leader's style with them, it usually occurs in a movement from style 3 to style 1. In other words, it is very difficult, if you are being treated in a style 1 fashion by these leaders, ever to receive style 3 types of behaviour from them. But it is not too difficult to move from receiving style 3 behaviours to receiving style 1 behaviours. All you have to do is make some mistakes and these leaders tend to respond with highly structured behaviour.



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Style Profile 1-4 (Telling – Delegating) People whose scores fall mainly in style 1 and style 4 have some similarity to the "good guy-bad guy" profile of style 1-3 leaders. But rather than assessing people on whether they are good or bad in terms of personal attachment to them, the sorting mechanism for this kind of leader often becomes competency. When interviewed, these managers suggest that if you are competent you will be left alone. But if you are incompetent, they will ride you and closely supervise your activities. Their style is either telling or delegating.

3 Participating

2 Selling

4 Delegating

1 Telling

Benefits of Style A leader with this style is effective at crisis interventions. Therefore, this is the kind of style you might look for to make an intervention into an organisation with severe problems, where there are short-time restrictions to solve them. This kind of leader is quite capable of making disciplinary interventions; of going in and turning around a situation, and hopefully moving people back to a higher level of maturity. But again, much like the previous profile, this type of leader lacks the developmental skills to take people from low levels of maturity and develop them into higher levels of maturity. Effect on employee maturity. An interesting thing occurs when leaders, with this type of profile, are introduced into a group with a normal distribution of maturity. What tends to happen is that the leader treats people in such a way that they either progress in their maturity, or they move back. Now, rather than a normal distribution of maturity levels, followers are clustered at the high end (M4) or low end (M1) of the maturity continuum. Once again, this becomes a self-fulfilling prophecy.



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Style Profile 1-2 (Telling – Selling)

People whose score places them in styles 1 and 2 tend to be able to raise and lower their socio-emotional support or relationship behaviour. But, they often feel uncomfortable unless they are calling the shots; that is, unless they are providing the structure and direction.

3 Participating

2 Selling

4 Delegating

1 Telling

Effect on employee maturity. The style profile 1-2 tends to be effective with low to moderate levels of maturity. It is often an extremely effective style for people engaged in manufacturing and production. Managers feel strong pressures to produce. Leaders are in crisis situations. Time is an extremely scarce resource. But when the crisis or time pressure is over, leaders with this style are often not able to develop people to their fullest potential. This remains true until they learn to use styles 3 and 4 appropriately. Working with this style. In the sample, Hersey found that this style profile tends to be characteristic of engineers who have become supervisors of other engineers, but tend to be reluctant to give up their engineering; salespersons who have become sales managers and yet still love to sell themselves; and teachers who have become administrators but who still want to be directing the activities of children. These leaders often project in interviews that "no one can do things as well as I can," and this often becomes a self-fulfilling prophecy.



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Style Profile 2-3 (Selling – Participating)

Those whose scores place the majority of their responses in styles 2 and 3 tend to do well working with people of average levels of maturity. But, they do find it difficult handling discipline problems and immature work groups, as well as delegating with competent people to maximise their development. This style tends to be the most frequently identified style in New Zealand, and countries with a high level of education and extensive industrial experience. Managers in some of the emerging cultures tend to have a more structured style profile (S1 and S2).

3 Participating

2 Selling

4 Delegating

1 Telling

Risk of the other two styles Styles 1 and 4 are the risky styles because if they are used inappropriately, they can result in a great deal of crisis. For instance, if someone is supervising people at a very low level of maturity and uses style 4, leaving them on their own, there is a high probability that things will deteriorate and serious problems will result. On the other hand, if you have an extremely high level of maturity among your followers and you are attempting to use style 1 interventions, you are likely to generate much resentment, anxiety, and resistance. This may lead to what Machiavelli refers to as attempts to undermine, overthrow, or get out from under the leader; that is, hatred rather than fear.



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Improving as a leader Although styles 1 and 4 are risky styles, if you are going to maximise your role as leader, you have to be willing to take the risk and use these styles when the situation is appropriate. One caution: if you feel style 1 or style 4 is needed in a situation, be very sure in your diagnostic judgments, before you make these kinds of interventions. You need to learn to make style 1 interventions for two reasons. First, they are effective interventions when beginning the process of moving people with low maturity levels through the Development Cycle. Second, this style is often necessary in making disciplinary interventions. Style 4 is often necessary if you are going to allow people to reach self-actualisation by satisfying their need for achievement. Prerequisite for Promotion In many organisations, there are at least two prerequisites for promotion. This first is that managers have to do an outstanding job in their present position. The second prerequisite is that they have to have a ready replacement, someone who is ready and able to take over their responsibilities. To have this kind of ready replacement, managers must have at least one of several key subordinates with whom they are able to use style 4 and delegate significant responsibilities. If not, the probability of these managers having a ready replacement is very low. In summary, the style profile 2-3 is an excellent style for working with moderately mature individuals, but if leaders with this profile are going to maximise their potential as leaders, they need to learn to use styles 1 and 4 when necessary.



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Style Profile 2-4 (Selling – Delegating)

People who mainly use 2 and 4 usually have one basic style of S2 and a supporting style of S4. This style seems to be characteristic of managers who just do not feel secure unless they are providing much of the direction, and developing a personal relationship, with people in an environment characterised by two-way communication and socio-emotional support (high relationship behaviour).

3 Participating

2 Selling

4 Delegating

1 Telling

Issues with this style Only occasionally do these people find a person to whom they feel comfortable delegating. When they do delegate, their choice may not be able to handle the project. Thus, such a person may not be able to complete the task or may come to the manager for help, because he or she is used to the leader providing direction and socio-emotional support. The reason that style profile 2-4 leaders tend not to be successful in delegating is that they generally move from style 2 to style 4 without moving through style 3. Let's look at an example. Example of an issue Suppose your supervisor usually directs and closely supervises (high task behaviour) your activities. However, you also have a good rapport with this supervisor. You have open communication, and receive socio-emotional support from these interactions (high relationship behaviour). One day the supervisor puts a couple of projects on your desk and tells you that they must be completed in a couple of weeks. You don't see the supervisor during that time. You would probably respond to that behaviour from your manager as if it were a punishment rather than a reward.



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You might respond by saying, “What's he giving me all this work for?” and, "He must be mad at me I never see him now!" So rather than suddenly shifting from style S2 to S4, managers with this style have to learn to move from selling (S2) through participating (S3) and then to delegating (S4). Providing Support In the previous example, if this strategy were followed by your supervisor, he should have provided you with some socio-emotional support. He should tell you that you have been doing a good job, that he has confidence in you, and that he feels that you will be able to take on some additional responsibility. Then he might give you a choice of several projects so that you could then participate in choosing which of the projects you would take over. Here your supervisor would be moving from style 2 into style 3 (participation and supportive behaviour). Then he might say, “Look, I think you can run with this project on your own. If you get into some problems, give me a call.” Now, because your supervisor has moved from style 2 through the supportive relationship behaviours (S3) to delegation (S4), you would tend to see this behaviour as a reward rather than a punishment.



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Style Profile 3-4 (Participating – Delegating)

People who mainly use style profiles 3-4 tend to be able to raise and lower their socio-emotional support or relationship behaviour. But, they often feel uncomfortable if they have to provide structure or direction for people.

3 Participating

2 Selling

4 Delegating

1 Telling

This style profile is appropriate for working with moderate to high levels of maturity. It can create problems with people who are becoming less mature and need an intervention, or with inexperienced people who require more direction during the early phases of the Developmental Cycle. Managers with this style Style profile 3-4 is a characteristic of certain types of individuals and groups. It tends to be representative of very effective top managers in organisational settings, where they have a mature, competent staff that needs little direction from the top. It has also been found to be characteristic of managers who have been very deeply involved in sensitivity training, personal growth groups, or laboratory training. These managers sometimes become more interested in how people feel than what they do. Others with this profile This profile is also found among people in the area of humanistic education. For example, teachers with this kind of profile tend to be comfortable in student-centred environments, where the norm is not for teachers to direct, control, and closely supervise the



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learning activities of children. However, many youngsters are not ready to assume responsibility for the direction of their own learning. If this style is universally applied it can lead to problems. In fact, some parents complain today that, although youngsters seem to be much more willing to level, share, and be open about their feelings with adults (teachers in school and parents in the home), they often seem to lack the solid technical skills of reading, writing, and arithmetic. These tend to require a more directive teacher behaviour with an emphasis on the technical as well as the human skills.

Making Connections

Discussing Your Leadership Style

What does your Leadership Style look like now?

What is the one change you would like to make to your current Leadership style?



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Things You Can Do

What are some specific activities/behaviours you can use when you are in each of the four styles, in order to be an effective leader? Telling, Establishing, or Directing

Selling or Coaching

Participating or Empowering

Delegating

Future Goals

What do you hope to be like as a leader a year from now?



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How will you get there? (List your action plan)



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Session Five: Communication as a Leadership Tool

As a supervisor, you have to communicate with managers, employees, and other supervisors. Often, there is a very large gap between what you think you are clearly saying, and what people believe you mean. This can have sour your workplace relationships, lose money for your employer, disrupt production, and generally ruin your day! Clear communication is vital. In this session, you’ll be able to delve into types of communication, active listening, and how best to deliver you message. Awareness of how you communicate non-verbally through body language is also discussed.

What is Communication?

When a dog growls, two colleagues talk, or a supervisor sends a memo, information or ideas are passed on to others. The dog may want a strange dog to stay off the property, the colleagues may be sharing experiences about the weekend, or the supervisor may want staff to know about a new company policy. Communication gives information to others, or helps them understand something. For communication to take place there must be at least two people involved: a sender (who has the ideas or information) and a receiver (the person who is getting the ideas or information). There can, of course, be more than one receiver.

Methods of Communication

There must also be a message and some method of communicating. Whether we are talking face to face, sending an e-mail or a letter, or sending a message by Morse code, words are being transmitted or exchanged. These are verbal messages. However, we can also communicate without words, by using certain words, or gestures or body movements. These are non-verbal messages.



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Effective and Ineffective Communication

When good communication is effective, the receiver gets the message the sender intended. This makes it possible for people to understand one another. When communication is ineffective, the receiver didn’t get the message, or got the wrong message. Poor communication can cause a lot of trouble. It has caused wars. It has caused friends to become enemies. It has put companies out of business. In order to prevent such dire consequences, we must understand the reasons why communication breaks down.

“The problem with communication is the illusion that it has occurred.” — George Bernard Shaw

“Communication is the real work of leadership.”

— Nitrin Nohria, dean of Harvard Business School

The Elements of Communication

Face -to-Face Communication

As a supervisor, much of your communication with employees will be face-to-face communication. Here are some general rules to be sure your communication is effective:

Know what you want to say.

Make sure your listeners know why your message is important.

Refrain from using polysyllabic terminology. (In other words, use simple words!)

Talk the other person’s language.

Get the other person talking, so the communication is two-way.

Find out what the other person knows, so you only tell him or her what they don’t know.

Your non-verbal communication should support your verbal communication.

Check to make sure the other person has received the correct message. Learn to listen. Saying the right things to the right people at the right time requires good listening skills. Listening helps you decide whether you should get involved or whether you should just listen. Listening helps you learn, so encourage other people to talk. As Larry King said, “When I’m talking I’m not learning anything.” To draw people out, you have to do a little more than just stop talking yourself. You want to make them feel comfortable, so relax yourself. If you feel a smile is inappropriate, at least look



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alert and interested. Ask a question, and then make supportive sounds or movements as they continue talking. Encourage them to expand on their ideas or opinions. Getting other people to talk can pay some rich dividends for you. Not only do you learn facts and observations you might not otherwise have known, you are showing the other person they are valued.

Active Listening

To begin the active listening process, stop talking, and invite the other person to give their response or opinion. This is their invitation, and without it they may not take part in the conversation.

Non-verbal: These are the messages our body sends to others that tell them we are listening, like leaning forward, making eye contact, nodding our head, attending to what they say.

Cues: Those short phrases that keep us connected and tell the other person we are still listening. Examples:

OK

Go on

All right

You’re kidding!

Restate what was said, or ask clarifying and summarising questions. Make sure you understand what the other person intends to express.

What else do you do to help you be a good listener?



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Use Open Questions

Another key to drawing people out and to finding the information you need, is to develop more skill in phrasing questions. Closed questions are phrased so they can be answered with “Yes” or “No”, and give you only very specific bits of information. They are similar to answering true and false questions on a test. While these questions are very good at closing down a conversation, they are decidedly ineffective at drawing people out. Use them when you want to zero in on a specific response or move on. Open questions on the other hand, cannot be answered with a “Yes” or “No.” These are questions that can give us a great deal of additional information. They are like answering an essay question on a test. Open questions encourage a speaker to talk, or to explore a course of action. Open Question Examples Some open questions that often give us additional information include:

What do you think we can do about this?

What would you like me to stop doing?

Would it be helpful if I…?

Supposing we were to…?

Help me understand where you’re coming from .

What are some other open questions that you may want to use?



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Pay Attention to Body Language

As supervisors, we must learn to communication our messages by non-verbal means as well as by our words. Our true convictions often show through in our body language. We unintentionally reveal how we really feel about a person or a situation. Of course, we can also send messages we don’t intend to send, just by crossing our arms when we feel cold, or frowning when we are listening intently to another person speaking. Here are some things to keep in mind about body language:

Eyes, eyebrows, and mouth send out the signals that can make a world of difference.

People who smile are happier than those who don't. Smiling releases a chemical in your brain that makes you feel good. It's a great way to establish a rapport with listeners.

Eye contact helps you carry your message to each person in the audience. It builds trust.

Learn to speak with your hands. Draw lines in the air, point, count on your fingers, and emphasise length and width.

Let your hands do what they want to do, as long as they don't get in your pockets, fiddle with an object, or make obscene gestures to your audience.

Your body posture affects your emotions and how you feel determines your posture. If you are confident, happy and ready, your body will show it.

Watch for Cues One of the most important things you can do with body language is watch for cues that you are making people uncomfortable, such as rocking, leg swinging, tapping. These are the first signals of tension and indicate that the person feels intruded upon or nervous. If it escalates, these signals are often followed by intermittent closing of the eyes, slight tucking of the chin into the chest, and shoulder hunching. Learn to watch for these, and then adjust your approach. Sometimes just taking one step back, or ceasing talking and getting the other person to talk to you instead, will be all it takes to ease the tension. What are new non-verbal messages you want to develop?



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Session Six: The Commitment Curve

New employees go through several changes as they adapt to the working environment, the people, and the tasks. Their expectations will be altered by reality. They may be frustrated by a large learning curve. Leadership as a supervisor demands that you see your employee through these changes. Do not give up on them, and do let them give up on themselves or the company. In this session, you will explore the concept of the Commitment Curve. You will be made aware of the drop in enthusiasm and satisfaction that new employees typically feel, and how best to deal with it.

The Commitment Curve

Most employees face a difficult adjustment period in the first few months of a new job. If you can recognise this, and help them over that hurdle, you have gone a long way toward building a strong relationship with that employee. The new employee will not just be trying to do the job they’ve signed on for. They will also be building relationships with the people around them, getting to know how the organisation works, getting to understand what is expected of them, working out lines of reporting, and other stressful, difficult things. In fact, things will probably get worse before they get better. Your organisation should acknowledge this, and put some supports in place.

Your Employee’s Needs

Make it a top priority to make sure each new employee knows that you, as their supervisor, understand their Commitment Curve. This means:

That you know that someone may feel temporarily de-motivated.

That you won’t bail out of the relationship at that point, and neither should they.

That you show them what the processes are that you have in place to counter the commitment curve. These could be buddy programmes, informal or formal mentoring, or simply being able to talk about it with a supervisor or colleague.

When you are talking with employees, you may not want to call this a Commitment Curve. However, you do want them to understand that you know a new company or job is tough. You are willing to help them they work through this.



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The Learning Curve and New Environment

When your new hires get over the impact of landing a new job, the realities of their new position soon start to loom large. For most people this means facing a daunting learning curve as they meet and try to get on with new people, in a whole new culture. This usually leads to an initial drop in enthusiasm, satisfaction, and commitment. In other words, the employee’s Commitment Curve will take a dip. What happens next is vitally important. Will they recover from this initial shock, will they bounce around for a few months trying to get their bearings, or will they leave? You want employees to quickly integrate into the new environment. You want the new employee to recognise the impact on him or her, and identify some things that can help it along. Nothing else you do as part of the orientation programme will be more important than this. If it is done well, not only will the employee-employer relationship survive, but it will be stronger.

Stages of the Curve

Stage Four

Stage One

Employee Commitment

Employer Commitment

Stage Three

Stage Two



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Stage One: Uninformed Optimism

At the outset, the company will have a commitment level slightly lower than the employee, because as we’ve seen, employees tend to have an over-optimistic commitment at the outset of new jobs. At this stage employees are:

Happy about new job

Positive about this life change and themselves

Apprehension is balanced by optimism

Stage Two: Informed Pessimism

As the employee experiences depressed commitment during the first few months, the company should strengthen its commitment to the employee. It should be clear that it will provide support, such as training, mentoring, or simply listening and understanding. As reality starts to set in, employees begin to:

Question their ability to cope with the changes going on around them

Notice things that seem wrong or incomprehensible to them

Political issues, paperwork and procedures are difficult and hard to cope with

Resources and support promised at recruitment stage don’t seem to be there

Colleagues don‘t seem as competent as they did

Stage Three: Hopeful Realism

At this stage, shock subsides and the organisation’s support mechanisms kick in. The employee makes some friends and allies and they begin to understand how the system works. Their social life settles down and they can make sense of procedures. Their work routine begins to appear normal.

Stage Four: Informed Optimism

At this point, the company’s and the employee’s commitment levels, if managed correctly, will converge to the point where the company and the employee’s expectations and commitment are mutual and equal. Characteristics of this stage include:

Some projects have gone through to completion

Success is beginning to build

Awareness of the realities will keep them from having naïve or unrealistic expectations of the company



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Commitment Curve: Key Points to Remember

It is to be expected that the employee will experience a drop in commitment in the first few months of their time with the company.

It is vital that this process be managed and turned around.

The company is aware of, and supportive of, the Commitment Curve process and its effects.

The company must remain committed to the employee’s development, and support the employee through the commitment drop. Expectations will be eventually be aligned, and the relationship will be strengthened.

Bridging the Commitment Gap

Knowing that there will be a commitment gap, what can be done to bridge it? Awareness Both parties should be aware of areas where expectations are mismatched with reality. Communication There should be free and open communication about expectation mismatches. Understanding There should be an agreed understanding between the company and the employee regarding the expectation mismatches, and what can be done about it. Action Appropriate action must be taken by both parties.



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Commitment Gap Exercise

Why do many employees develop an expectation mismatch?

What do you think would be some early signs of a Commitment Gap?

What do you think is the most effective way to close the Commitment Gap?



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Session Seven: Employee Development Models

The ability to coach employees to change unacceptable behaviour, or to develop their skills and abilities to a higher level, is characteristic of effective leadership in a supervisor. You help to create job and personal satisfaction in your employees. Raised morale and more skillful, productive employees enhances performance of your department. Your personal and job satisfaction is also increased. In this session, you will have the opportunity to take a detailed look at a coaching model. This is followed by more tips on communicating, and a tool that may be helpful in modifying behaviour.

The Coaching Model

When it comes to getting results as a coach, it helps to have a process. It helps as long as we don’t become a slave to that process. Nobody can really design a coaching process for somebody else. However, here are four steps that find their way into most coaching models.

Step 1

Where are you and where do you want to be? Establish where the employee is in terms of competence right now, and determine where they would like to be. When establishing current competence, a facilitative coach will want to allow employees to assess themselves and set their own goals as much as possible. In this approach, the coach:

Puts the employee at ease

Prompts the employee to describe current skills

Asks open ended questions

Actively listens

Establishes the role the employee wants the coach to play When agreeing on the learning objectives or goals, a good coach:

Prompts the employee to define his/her own objectives or goals

Establishes an environment in which the employee is motivated to learn (What’s in it for me?)

Explains the structure of the coaching process

Makes sure that the objectives or goals are clear and mutually understood. Have a standard that the employee is expected to reach and a timescale for achieving it.

Treats the discussion as a partnership

Summarises agreed upon objectives at the end of the discussion



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It is vital to agree on the learning objectives. Learning objectives should specify:

Performance (What activity is the employee aiming to improve?)

Standard (To what level of competence does the employee aspire?)

Condition (Within what time limits must progress be made?) As much as possible put the onus on the employee for defining these terms. As Bob Pike, an experienced trainer and coach, has said, “People don’t argue with their own data.”

Step 2

What are your options? Identifying options the employee was not until now aware of is one important component of coaching. When creating a hands-on opportunity a good coach will ask questions like these:

Is what you are doing helping or hindering?

What have you tried already? What worked? What didn’t?

What have you seen others do that might work?

What are the major obstacles you will have to overcome?

What can you imagine yourself doing differently?

What if you had a magic wand and could do anything you wanted? The coach also reassures the learner that help is available.

Step 3

What steps will you take? What type of plan can we create that will help you get to where you want to be? Be sure to identify your own limitations, and your own role, so the employee doesn’t misunderstand who must implement this plan. The employee carries the ball. A coach’s job is to stimulate, to challenge and to see around blind spots, and to ultimately work himself out of a job. Don’t be ready to give advice too quickly. However, be ready to give suggestions if the employee hits a blank wall. Some key questions to ask include:

How do you want to go about accomplishing this?

What’s the plan, from your perspective?

What obstacles do you anticipate?

How will you work with your manager and your co-workers?

What support do you need? In Step 3, the coach and employee must agree to the extent of the opportunity and the next point at which a coaching intervention will take place.



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Stress the fact that the hands-on opportunity is a real activity, a real work experience. The plan is always to review progress on developing the skill. The employee needs to experiment and to make mistakes. This is all a part of the learning process.

Step 4

Are you ready for some feedback? The next step is to give feedback. When giving feedback, a good coach:

Gives praise and encouragement

Uses open and probing questions to prompt self-assessment and self-review

Acts as a mirror rather than a critic

Builds on the self-assessment with a few tips

Encourages the learner to try again

Prompts adjustments before re-trying the hands-on opportunity The most important aspect of this step is to prompt self-reflection and self-adjustment. For example: How do you think that went? What ideas do you have for making it better next time? It is also a stage where tips can be given to the employee. The tips should not be instructions, but suggestions which prompt the employee’s own thoughts on the situation. When giving a recap and summary a good coach:

Uses questions to prompt discussion on good progress

Reaches agreement on progress made

Checks the learner’s understanding

Gives praise

Looks for good points to reinforce

Clarifies the next steps

Makes it clear that he or she is looking forward to the next stage It is important to understand that Steps 3 and 4 may be repeated several times when coaching employees.



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Making Connections

Coaching Exercise

Take a moment to think of a time when you tried, or should have tried, to change someone’s behaviour, or wanted to help someone reach a goal.

or Think of a time when you were trying to reach a goal. Step 1 - What was the situation, and what changes were to be made or what goals were to be reached?

Step 2 – What were the various options? What were the roadblocks and opportunities?

Step 3 – What specific steps should have been taken?

Step 4 – What feedback would you now give as a coach, to encourage change and growth?



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The Dialogue Model

“Two monologues do not make a dialogue.” — Jeff Daly

Dialogue is the free flow of meaning between two or more people. People who are skilled at initiating and maintaining dialogue are skilled at getting all the information out on the table. Not just their information, but the other person's information as well. These are people who are good at helping others feel safe to say what is on their mind, and to speak up about things that are bothering them. They also are skilled at finding mutual goals. There are benefits to both parties if everyone can speak openly and honestly. “They may forget what you said, but they will never forget how you made them feel.”

— Carl W. Buechner

Techniques for Creating a Real Dialogue

Read each technique then create your own phrases that will help make a real dialogue happen. Mirroring - Check that you understand what is being said by repeating it back, as in “Are you saying…?” How would you say this?

Validating - You don’t have to agree with a person to validate what they are saying. It’s more like saying “I don’t think you’re crazy”. A useful phrase would be “That makes sense because…”. How would you put it?

Empathising - Put your own self in the other person’s shoes. Say, “ I can see that you’re feeling…”. Better yet, how would you say it?



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Session Eight: Dealing with Conflict and Difficult Issues

Conflict is a common occurrence in the life of a supervisor. You may want someone to do something she doesn’t want to, or thinks she shouldn’t have to. Perhaps someone else sees a better way, but you’re too stubborn to listen. Conflict doesn’t have to be totally negative. Sometimes, there is no resolution but to use your authority to demand compliance. But it can also be a chance to explore an alternative point of view, consider another opinion, and together find a better way. Remember to focus on the situation, not the individual. In this session, some questions are asked to get you thinking about how a conflict could have been resolved. You will be given to some steps to help you through a difficult issue.

Seven Steps to Ironing Things Out

There are seven steps to working through a conflict. 1) Remove all masks. No conflict can be resolved unless people are sincere about making

things work out. 2) Identify the real problem. Often the real problem lurks somewhere underneath the

apparent problem. For example, Jaime says he has a problem with the schedule, when in actual fact he feels he is doing more than his fair share of the work.

3) Communicate in a manner certain to be received. Communication is the ultimate tool for

positive possibilities. You must listen, and clarify that you understand the other person. Then you can tell your story, in such a way that they understand where you are coming from.

4) Give up a must win at any cost attitude. You could go to the wall defending your position,

yet never truly win. No conflict can ever be considered resolved if one party wants to get even some day.

5) Develop several possible solutions. Most situations can go in a variety of ways if enough

time is given to finding possibilities. 6) Evaluate options and select a solution. It is easy to move from identifying options to

evaluating which approach will work best. It may seem simplistic but when you can choose the best, most workable choice for both sides, you are more apt to have a sustainable solution.



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7) Acknowledge and preserve the value of the relationship. Resolving conflict is about preserving relationships. Otherwise we wouldn’t try to resolve disputes. One of the key benefits of having a process for ironing things out, is that the people involved have a greater chance of maintaining goodwill. “I Messages” help to preserve that relationship.

I Messages

Sometimes issues get in the way of a good relationship. We’re more likely keep good feelings between yourself and the other person, if we avoid direct or implied criticism of the other person. One way to do that is to stick with “I” messages, expressed in a matter-of-fact, non-judgmental tone of voice.

You Message I Message

You mumble. I find it hard to hear.

You should send out an agenda. I'd like to know what we're going to discuss in the meeting tomorrow so I can bring the necessary information with me.

You can use this same type of message when you are giving feedback about someone else's behaviour.



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Feedback

The feedback should be non-judgmental. However it should be specific. Here is an example.

Step Goal Example

Step 1 Non-judgmentally describe a specific behaviour of the other person.

When you…

Step 2 Describe as specifically as possible the effect or practical problems this behaviour is causing in your life.

The effects are…

Step 3 Describe how you feel as a result, without using the expression “you make me...”

I feel…

Step 4 You describe what you want, preferable after you give the other person a chance to state what he or she thinks might be done.

I prefer/would like…

When you are stating feelings, make your statements descriptions rather than judgments:

State feelings, not evaluations.

State feelings, not solutions.

State feelings directly.

Focus on the situation, not the individual!



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Consequences and Benefits

Conflict can arise when you want to challenge an employee to do his best, or to change her behaviour. One technique that can be used to lessen hurt feelings or resistance is to draw out a four quadrant matrix. These should be filled in by the person who is being asked to make the changes (such as your employee). He or she can have control over the decisions being made, yet at the same time see the situation from a different perspective. People are not likely to argue with their own opinions.

Consequences of not changing

Consequence 1

Consequence 2

etc.

Benefits of not changing

Benefit 1

Benefit 2

etc.

Benefits of Changing

Benefit 1

Benefit 2

etc.

Consequences of Changing

Consequence 1

Consequence 2

etc.



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Making Connections

Finding Solutions

Think of a conflict in your life with another person, either a current conflict or one from previous occasion. Can you and the other person identify a mutual goal? How can you go about doing that?

How can you help the other person feel safe talking to you?

What are some things that could happen if you and this person do not sit down and talk things through?



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Session Nine: What Successful Leaders Do

You are not the first person displaying leadership in demanding situations. There is no one magic formula, but there is much to be learned from others. In this session, you can compare your own practices with those of successful leaders. The closing exercise enables you to develop your own personal action plan. Please complete and follow through on the plan. You must know where you want to go, so you know when you get there.

Secrets to Success

Over the years there have been many studies done in an effort to find out just what it is that successful leaders do that make them so successful. These are the characteristics of successful leaders that Dr. Eugene Jennings discovered in his research:

Gives clear work instructions.

Praises others when they deserve it.

Is willing to take time to listen to others.

Is calm and cool and takes time to think things through.

Projects confidence and self-assurance.

Has appropriate technical knowledge of the work being supervised.

Understands the problems the group encounters.

Gains the group’s respect.

Treats everyone fairly.

Demands good work from everyone.

Gains people’s trust.

Goes to bat for the group.

Does not act superior to employees.

Is easy to talk to.



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Making Connections

Your Leadership Strengths

What are some of your strong points as a leader?

“I’m infinitely more inclined to lead than push; pushing gets tiresome.”

— Robert Anderson, CEO of Atlantic Richfield



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Session Ten: A Personal Action Plan

Now you have completed this course on supervisor leadership skills, how will you use the things you have learned in the future? In this session you will be asked questions to help you plan your short-term and long-term goals. By reflecting on where you currently are and where you want to be, you can solidify, in your mind, what you want your future to hold.

Starting Point

I know where I’m starting from. I know I am already good at these things, and I can do them more often:

I can learn this, I am learning this, and I am doing what I can at this stage as well. I have already learned:



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Short-Term Goals and Rewards

I will start with small steps, especially in areas that are difficult for me. My short-term goals for improvement are:

I promise to congratulate and reward myself every time I do something, no matter how small, to maintain and improve my skills. My rewards will be:

Long-term Goals

I’m setting myself up for success by choosing long-range goals to work for gradually. My long-term goals for success are as follows:



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Summary

Congratulations! You have completed the course “Leadership Skills for Supervisors: Communication, Coaching, and Conflict.” We hope that you have found our range of topics in this course to be reflective of your experiences as a supervisor. In this course, you had the opportunity to see how your own opinions on supervision stacked up against commonly held views. Then, we eased into basic time management skills. The next session was designed to raise your awareness of your own leadership styles, of the desirability of being versatile, and how to help your employees grow and develop. Communication, coaching, and conflict resolution tips are important leadership tools. Finally, we offered a format to help you develop your own plan to lead more effectively.



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Recommended Reading List

If you are looking for further information on this subject, a recommended reading list is included below. Adair, John. Effective Strategic Leadership. Pan Macmillan Ltd., 2002 Bens, Ingrid. Facilitation with Ease. Jossey-Bass Inc., 2000 Carr-Ruffino, Norma. The Promotable Woman, Fourth Edition. Career Press, 2004. Coffman, Curt and Gariel Gonzales-Molina. Follow this Path, How the World’s Greatest

Organisations Drive Growth by Unleashing Human Potential. Warner Books Inc., 2002. Grenny, Joseph, Ron McMillan, Kerry Patterson, and Al Switzer. Crucial Conversations, Tools for

Talking When Stakes are High. McGraw Hill, 2002. Hersey, Dr. Paul. The Situational Leader. Centre for Leadership Studies, 1992.

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