Principles of Supervision

1. Principles of Supervision Providing Effective Leadership Chapter 9

2. Learning Goals Define leadership and describe the difference between a leader and a supervisor Identify the traits that may help you become a successful leader Define charisma and its key components Describe the skills of a visionary leader

3. Learning Goals Differentiate between task centered and people centered leadership behaviors Identify and describe three types of participative leadership styles Explain situational leadership Describe situations in which leadership is irrelevant

4. Leadership The ability an individual demonstrates to influence others to act in a particular way through direction, encouragement, sensitivity, consideration and support Goes beyond formal positions

5. Are You a Leader Because You Are a Supervisor? Supervisors Formally appointed Have legitimate power � can reward and punish Power comes from the authority inherent in their position Supervisors should be leaders!!!!!!!! But�

6. Are You a Leader Because You Are a Supervisor? Those who emerge from a group to be come leaders can influence others to perform beyond the actions dictated by formal authority Leader/supervisor Anyone who supervisors should be a leader But there are leaders who are not capable of supervisory functions and should not be given formal authority

7. Can There Ever Be No Leader? Yes .. there are factors that act as substitutes Employee characteristics Experience Skill level and training Need for autonomy

8. Can There Ever Be No Leader? Job characteristics Well-defined and routine Intrinsically satisfying Organizational Characteristics Explicit and formalized goals Rigid rules and procedures Cohesive work groups

9. Are People Born to Lead? Look at traits that separate leaders from nonleaders If traits do separate the two we should be able to identify characteristics and traits of successful leaders

10. Six Traits of Effective Leaders

11. Six Traits of Effective Leaders Drive � reflects a person�s desire to exert a high level of effort and complete a task Desire to influence others � willingness to accept responsibility Honesty and moral character Self-confidence Intelligence Relevant knowledge � job relevant � employee relevant

12. Leaders and Charisma Is a magnetism that inspires followers to go the �extra mile� to reach goals that are perceived as difficult or unpopular

13. The Charismatic Leader Has an idealized goal that they ant to achieve Can communicate the goal to others in a way that they can understand Strong convictions about their goal Often do things in an unconventional way Are assertive and confident, can convince followers that they know best

14. The Charismatic Leader High self-monitoring - are good actors, can easily adjust their behavior to different situations Do not like the status quo, prefer goals that will significantly improve the way things are and are committed to achieving that goal Are often perceived as agents of radical change

15. The Charismatic Leader People working for them are motivated to exert more effort and, because they like their leader, express more job satisfaction

16. Can Leaders Be Trained � Yes A person needs certain skills Technical skills - the procedures and techniques involved in the job process, become an expert, people will follow if they have confidence Conceptual skills � you must be able to see the big picture, you must be able to make sense out of chaos � harder to teach this skill

17. Can Leaders Be Trained � Yes Networking Skills Ability to socialize and interact with those associated to the unit Use this skill to take care of people, get things needed to do the job Your employees will know you can fight for them

18. Can Leaders Be Trained � Yes Human-relations skills - critical Ability to work with, understand, and motivate those around you Effectively communicate with, and listen to your employees Includes the people skills of coaching, facilitating, and supporting others Includes honesty and values Needed to influence others

19. Leadership � Behaviors and Styles Traits and skills are difficult for employees (followers) to detect, they will define your leadership by the behaviors they see in you.

20. Supervisory Leadership Behaviors

21. Task-Centered Behavior A strong tendency to emphasize the technical or task aspects of the job Employees are viewed mainly as a means to an end The supervisor�s major concern is ensuring that they know precisely what is expected of them

22. Task-Centered Behavior These individuals may not be leaders but are rule, regulation and goal enforcers Often exhibit Theory X, autocratic, or authoritarian leadership styles

23. Behavior = Leadership Style

24. Autocratic Leader Task master Centralized decision making Gives orders and expects results Performs negative reinforcement Common in all types of organizations Definitely a Theory X type manager

25. People-Centered Behavior Emphasizes interpersonal relations with those you lead by taking a personal interest in their needs Shows trust, friendship, and provides supportive interactions with employees Often exhibit Theory Y, participative managerial traits

26. Participative Leadership The leadership style of an individual who actively seeks input from followers for many of the activities in the organization Two types Consultative-participative style Democratic-participative style

27. Behavior = Leadership Style

28. Consultative-Participative Leadership Leader seeks input, hears concerns and issues of followers Uses input as an information-seeking exercise Makes the final decision

29. Democratic-Participative Leadership Leader seeks input and does all the things listed under Consultative-Participative Leadership Allows workers to have a say Decisions are made by the group

30. Free-Reign Leadership Also known as Laissez-faire leadership, hands off management Give employees total autonomy to make the decisions that will affect them After establishing overall objectives and general guidelines, the employees are free to establish their own plans for achieving their goals

31. Free-Reign Leadership Does not imply lack of leadership, rather that the leader removes himself or herself from the day to day activities but is available to deal with the exceptions This style works well with highly trained professionals

32. What Behaviors Should You Exhibit? Evidence points to people-centered leadership as the preferred style FOR most employees While people-oriented leadership may make a happier work force it does not necessarily produce results

33. Effective Leadership There are several key situational models of leadership Fiedler Contingency Model House�s Path-Goal Theory Situational Leadership

34. Situational Leadership

35. Fiedler Contingency Model Effective leadership is a function of: A proper match between the leader�s style of interacting with followers The degree to which the situation gives control and influence to the leader

36. House�s Path-Goal Theory It is the leader�s job to assist his or her followers in attaining their goals Is accomplished by providing necessary direction and or support to ensure that their goals are compatible with the group or organizational goals Leader clarifies the path to help employees achieve their goals by reducing potential roadblocks and pitfalls

37. Situational Leadership No single leadership style fits every case Focus is on leadership styles that adjust to specific situations and places attention on employee readiness Readiness is defined as the ability and willingness of an employee to complete a task

38. Situational Leadership

39. Situational Leadership

40. Situational Leadership R1: Employee both unable and unwilling to do job Telling style required, task behavior R2: Employee is unable to do the job, but willing to perform the tasks Selling style required

41. Situational Leadership R3: Employee is able to do job, but unwilling to be told by a leader what to do Participating style of leadership required R4: Employee is both able and willing to do job Delegating style of leadership required

42. Contemporary Leadership Roles Credibility � The most dominant component is honesty Employees judge their supervisors in terms of their honesty, competence and ability to inspire Trust � the belief in the integrity, character, and ability of a leader

43. Five Dimensions of Trust Integrity: honesty and truthfulness Competence: knowledge and skills Consistency: reliability and good judgement Loyalty: willingness to protect and save face for a person Openness: willingness to share information

44. Trust is Important Empowerment has reduced or removed many of the traditional control mechanisms used to monitor employees Employees are increasingly free to schedule their own work, evaluate their own performance, and participate in team-member hiring decisions Trust is crucial

45. Building Trust Practice openness � be candid, disclose relevant information Be fair � give credit where credit is due, be impartial, objective Speak your feelings � be real, human Tell the truth � critically important if you want trust

46. Building Trust Show consistency Fulfill your promises � keep your word Maintain confidences � be discrete, don�t betray confidences Demonstrate confidence - show technical and professional ability, as well as communication, negotiating, and other interpersonal skills

47. Leading Through Empowerment Empowerment is needed to get quick decisions from people who are most knowledgeable about the issues Restructuring and downsizing has left many supervisors with too wide spans of control, they have no choice but to empower

48. Leading Through Empowerment Sharing power and responsibility by showing trust, providing vision, removing performance-blocking barriers, offering encouragement, motivating and coaching employees

49. Leadership Issues Cultural issues � different cultures lead differently Gender issues � men and women lead differently

50. Leadership Issues Women � tend to lead in a more democratic style Encourage employee participation and are willing to share their positional power Influence others through charisma, expertise, contacts, and interpersonal skill Open communications and trusting relationships

51. Leadership Issues Men � tend to use a task-centered leadership style Rely on positional power to control activities Tend to dominate how they influence others

52. Transactional Leader Guide or motivate employees by clarifying their roles and task requirements

53. Transformational Leader An approach built on top of transactional supervision Inspires followers to transcend their own self-interests for the good of the organization Can have a profound effect on followers Pays attention to concerns and developmental needs of followers Is able to excite, arouse, and inspire followers to put out extra effort

54. Principles of Supervision Communicating Effectively Chapter 10

55. Learning Goals Define communication and the communication process Contrast formal and informal communication Explain how electronic communications affect the supervisor�s job List barriers to effective communication

56. Learning Goals Describe techniques for overcoming communication barriers List the requirements for active listening Explain what behaviors are necessary for providing effective feedback

57. Communication Facts Words mean different things to different people The initiation of a message is no assurance that it is received or understood as intended Communications often lose much of their accuracy as they are transmitted and translated

58. Communication Facts Communication is much more than the spoken word or even the written word Understanding is the goal Involves the spoken word, the written word, grammar, punctuation, spelling, sentence structure, the �whole ball of wax�

59. Communication The transference and understanding of meaning from a sender to a receiver Communication can take place without agreement between sender and receiver Do not equate effective communication with agreement

60. Methods of Communication Two Types Formal Informal

61. Berlo�s Communication Model

62. Formal Communication Addresses task-related issues and tends to follow the organization�s authority chain Used to give orders, provide advice, listen to suggestions, interact with employees Occurs via speech, written documents, electronic, media and nonverbal behavior

63. Informal Communication Can move in any direction Skips authority levels Is likely to satisfy social needs as it is to facilitate task accomplishments The grapevine

64. Oral Communication One-to-one with an employee A speech to a department A problem solving session with a group Phone conversations

65. Oral Communication Advantages Speed and nonverbal language � information transferred quickly and is enhanced by nonverbal cues such as tone, mood, and except for phone conversations gestures and facial expressions Positive symbolic value More personal, intimate caring Can build trust, create openness

66. Written Communication Message is intended to be official Performance reviews Departmental reports Message has long-implications Used for introducing changes � new procedures

67. Written Communication �Good� Provides a reliable, provable , paper trail for decisions or actions that are called into question Reduces ambiguity

68. Written Communication �Bad� - Obsessive documentation can: Take too much time Lead to risk avoidance Create a a highly politicized work environment Cause task completion to become subordinate to a CYA mentality

69. Electronic Communication E-mail Voice mail Electronic paging Cellular phones Video conferencing Modem-based transmissions

70. Electronic Communication Increase a supervisor�s communication options and abilities Messages to and from employees Massive speed Constant contact Massive monitoring possibilities Great networking possibilities with superiors, subordinates, suppliers, and customers

71. Nonverbal Communication Body Language Gestures and facial expressions can communicate aggression, fear, shyness, arrogance, joy, and anger Can account for 55% oh how a message is interpreted

72. Nonverbal Communication Verbal Intonation The emphasis someone gives to words or phrases Soft, smooth tone is vastly different from a harsh or abrasive tone Can account for 38% of how a message is interpreted Yes that�s right � words only count for 7% of how a message is interpreted

73. Informal Communication Is active in all organizations Where employees get most of their information Usually only 75% accurate The �Rumor Mill� �Grapevine� Too powerful to stop

74. Informal Communication Useful to provide insight to employees� concerns, fears Can be used to spread (transmit) the truth Can be used to identify issues that employees consider important Can help make sense of limited information

75. Is there a preferred medium? Face-to face transmits the most information because of nonverbal possibilities Telephone follows because of tonal inflection Followed by e-mail, memos, letters, fliers, bulletins and general reports

76. Is there a preferred medium? The more ambiguous and complicated the message, the more a sender should rely on a rich communication medium Supervisors don�t always know to do this

77. Barriers to Effective Communication

78. Barriers to Effective Communication Language Age Education Cultural background Diverse backgrounds in general Use of specialized technical language Vertical differences � �incentive� = manipulation, �goal� = control

79. Barriers to Effective Communication Listening habits Hearing is not listening Poor listening skills may be present Distractions from listening � noise, background, tasks Emotions can cloud listening

80. Barriers to Effective Communication Feedback We don�t seek it We don�t provide it

81. Barriers to Effective Communication Perceptions Attitudes, interests, experiences, and expectations determine how you process, organize and interpret your surroundings We all have selective perception This can distort our communications to and from others

82. Barriers to Effective Communication Roles Behavior patterns that go with positions people occupy Positions can create jargon (specialized language) Requires role-player to interpret events selectively

83. Barriers to Effective Communication Information Medium Choice of medium can be critical Media differ in the richness of information � a measure of the information that is transmitted based on multiple information cues (words, posture, facial expressions, gestures, intonations), immediate feedback, and the personal touch

84. Hierarchy of Information Richness

85. Barriers to Effective Communication Honesty If employees don�t trust you, communication will be poor Saying what you think others want to hear creates a barrier due to this Creates tension and distrust

86. Barriers to Effective Communication Emotions Employees only see the emotion not the total message Rational and objective thinking can be replaced by emotional judgments (rage)

87. Improving Communication Think first! Constrain emotions Learn to listen Tailor language to the receiver Match words and actions Seek and provide feedback Participate in assertiveness training

88. Assertiveness Training Designed to make people more open and self-expressive so they can confront issues without being rude or thoughtless This training can teach verbal and nonverbal behaviors that can enhance communication

89. Active Listening Intensity Requires you to concentrate intensely on what the speaker is saying You must tune out all other thoughts You must summarize and integrate what has been said, and put it in the context of what has preceded it

90. Active Listening Empathy �Put yourself in the other person�s shoes� Try to understand what the speaker wants to communicate rather that what you want to hear Suspend your own thoughts and emotions, adjust to the speaker�s world

91. Active Listening Acceptance Listen objectively without judging Take responsibility for completeness Do whatever it takes to get the full-intended meaning from the speaker�s communication

92. Developing Effective Listening Skills Be motivated Make eye contact Show interest Avoid distracting actions Show empathy Take in the whole picture Ask questions

93. Developing Effective Listening Skills Paraphrase Don�t interrupt Integrate what is being said Don�t overtalk Confront your biases Make smooth transitions from between speaker and listener Be natural

94. Importance of Feedback Positive feedback Likely to be given promptly and enthusiastically More readily and accurately perceived Fits with what people wish to hear and already believe Negative feedback Often avoided, delayed or distorted Should be used when supported by hard data

95. How Do You Give Effective Feedback Focus on specific behaviors Keep feedback impersonal Keep feedback goal oriented Make feedback well timed Ensure understanding Have receiver rephrase back to you Direct negative feedback toward behavior that the receiver can control