Welcome to UW Sometimes and Aspiring Supervisor Series ...
Welcome to UW Sometimes and Aspiring Supervisor Series ...
Welcome to UW Sometimes and Aspiring Supervisor Series ...
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<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
<strong>Welcome</strong> Back!<br />
Week 1<br />
Week 2<br />
Week 3<br />
Week 4<br />
Week 5<br />
Week 6<br />
Week 7<br />
Week 8<br />
1 st Theme: People Skills<br />
Learning <strong>and</strong> the <strong>Sometimes</strong> <strong>Supervisor</strong><br />
Listening is the Key!<br />
More Listening <strong>and</strong> Questions<br />
2 nd Theme: Knowing “When <strong>to</strong> Do What”<br />
Being a Flexible <strong>Supervisor</strong><br />
On the Job Training <strong>and</strong> Coaching<br />
~ Break: No Class ~<br />
More Keys <strong>to</strong> Coaching <strong>and</strong> Feedback<br />
3 rd Theme: Putting It All Together<br />
Dealing with Difficult Situations<br />
Managing Projects <strong>and</strong> Processes
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
Week 4<br />
2nd Theme: Knowing “When <strong>to</strong> Do What”<br />
Being a Flexible <strong>Supervisor</strong><br />
Different<br />
Strokes<br />
For<br />
Different Folks<br />
Different strokes for the SAME folks in different situations.
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
Week 4<br />
2nd Theme: Knowing “When <strong>to</strong> Do What”<br />
Being a Flexible <strong>Supervisor</strong><br />
Different<br />
Strokes<br />
For<br />
Different Folks<br />
Their<br />
Needs<br />
Different strokes for the SAME folks in different situations.
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
Being a Flexible <strong>Supervisor</strong><br />
AGENDA<br />
1. Self-Assessment<br />
2. Knowledge, Skills <strong>and</strong> Talent<br />
3. Change <strong>Supervisor</strong>y Styles Based on Needs<br />
• Staff Competency<br />
• <strong>Supervisor</strong>y Styles<br />
4. Flexibility <strong>and</strong> the Four <strong>Supervisor</strong>y Styles<br />
+ Try Out Card
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
Being a Flexible <strong>Supervisor</strong><br />
Different<br />
Strokes<br />
For<br />
Different Folks<br />
Individually, think about a great<br />
coach, teacher, or boss.<br />
Write what they did that made them<br />
so effective in box.<br />
Different strokes for the SAME folks in different situations.
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
1. Self-Assessment for<br />
Training <strong>and</strong> Coaching<br />
Individually,<br />
‣ Put yourself in the shoes of your employees (or co-workers)<br />
‣ Rate yourself as your employees would if they were rating you<br />
‣ Select 1 - 4 areas <strong>to</strong> improve<br />
1 My boss gets out of the office <strong>and</strong> spends time<br />
with us.<br />
2 My boss thinks <strong>and</strong> speaks positively.<br />
3 My boss shares information with us.<br />
Rating<br />
Do even<br />
Better
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
You can not teach Talents<br />
Coaching is unlocking people’s potential. It is helping them<br />
<strong>to</strong> learn rather than teaching them. John Whitmore<br />
2. Knowledge, Skills, <strong>and</strong> Talents<br />
Read the box on Knowledge, Skills <strong>and</strong> Talents.<br />
What questions do you have?<br />
• Knowledge: facts or experiences<br />
• Skill: Actions, what we DO with knowledge<br />
• Talent: Natural gifts
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
2. Knowledge, Skills, <strong>and</strong> Talents<br />
continued<br />
• Write some of your Knowledge, Skills, <strong>and</strong> Talents on the chart.<br />
MY Knowledge Skill Talent<br />
<br />
<br />
What new knowledge or skills might help you be an even better<br />
coach?<br />
• Share with a partner. Can you add <strong>to</strong> your partner’s chart?
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
2. Applying Knowledge, Skills <strong>and</strong> Talents <strong>to</strong><br />
Interviewing<br />
The best predic<strong>to</strong>r of future<br />
behavior is past behavior<br />
Behavioral Interviewing:<br />
Step One: Decide what Knowledge, Skills <strong>and</strong> Talents<br />
you are looking for<br />
Mary <strong>and</strong> Shoko’s position:<br />
• Knowledge: Adult education<br />
• Skill: Presentation skills<br />
• Talent: Taking initiative<br />
Step Two: Write a question <strong>to</strong>:<br />
• describe underst<strong>and</strong>ing of knowledge<br />
• demonstrate a skill<br />
• describe a time when he/she demonstrated<br />
a talent<br />
Questions are determined by knowledge, skills or talent.
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
2. Applying Knowledge, Skills <strong>and</strong> Talents <strong>to</strong><br />
Interviewing<br />
The best predic<strong>to</strong>r of future<br />
behavior is past behavior<br />
Behavioral Interviewing:<br />
Step One: Decide what Knowledge, Skills <strong>and</strong> Talents you are<br />
looking for<br />
Step Two: Write a question <strong>to</strong>:<br />
• describe underst<strong>and</strong>ing of knowledge<br />
• demonstrate a skill<br />
• describe a time when he/she demonstrated a talent<br />
Your<br />
Turn<br />
•Knowledge:<br />
•Skill:<br />
•Talent:<br />
Questions are determined by knowledge, skills or talent.
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
2. Knowledge, Skills, Talents<br />
Final Thought<br />
"It is our choices...that show what<br />
we truly are, far more than our<br />
abilities."<br />
Albus Dumbledore<br />
MY Knowledge Skill Talent
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
3. Change <strong>Supervisor</strong>y Styles Based on<br />
Staff Needs<br />
Four Levels of Staff Competency<br />
Frustrated<br />
Learner<br />
Conscious /<br />
Varying levels of Competence<br />
Beginner Conscious / Incompetent<br />
Unaware
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
3. Change <strong>Supervisor</strong>y Styles Based on<br />
Staff Needs<br />
Four Levels of Staff Competency<br />
Independent Performer or<br />
Star Performer<br />
Competent Team<br />
Player<br />
Frustrated<br />
Learner<br />
Conscious /<br />
Habit / Unconscious /<br />
Competent<br />
Varying levels of<br />
Consciousness / Competent<br />
Varying levels of Competence<br />
Beginner Conscious / Incompetent<br />
Unaware
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
3. continued Four <strong>Supervisor</strong>y Styles<br />
The Style supervisor takes depends on NEEDS of:<br />
◦ Employee <strong>and</strong><br />
◦ Situation, including organizational needs<br />
<strong>Supervisor</strong>y style varies by amount of:<br />
Direction: telling what <strong>to</strong> do <strong>and</strong> how <strong>to</strong> do it<br />
Support: using empathy, questioning, recognition<br />
What does employee <strong>and</strong> situation need?
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
Four <strong>Supervisor</strong>y Styles<br />
<strong>Supervisor</strong>y style varies by amount of:<br />
Direction: telling what <strong>to</strong> do <strong>and</strong> how <strong>to</strong> do it<br />
Support: using empathy, questioning, recognition<br />
Competency<br />
of Staff<br />
<strong>Supervisor</strong>’s<br />
role:<br />
Beginner<br />
Training<br />
Clear direction <strong>and</strong><br />
supervision<br />
Low Support
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
Four <strong>Supervisor</strong>y Styles<br />
<strong>Supervisor</strong>y style varies by amount of:<br />
Direction: telling what <strong>to</strong> do <strong>and</strong> how <strong>to</strong> do it<br />
Support: using empathy, questioning, recognition<br />
Competency<br />
of Staff<br />
<strong>Supervisor</strong>’s<br />
role:<br />
Frustrated Learner<br />
Coaching<br />
Direction<br />
Support <strong>and</strong><br />
Encouragement
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
Four <strong>Supervisor</strong>y Styles<br />
<strong>Supervisor</strong>y style varies by amount of:<br />
Direction: telling what <strong>to</strong> do <strong>and</strong> how <strong>to</strong> do it<br />
Support: using empathy, questioning, recognition<br />
Competency<br />
of Staff<br />
<strong>Supervisor</strong>’s<br />
role:<br />
Competent Team Player<br />
Collaborating<br />
Low Direction<br />
High Support<br />
Shared Responsibility
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
Four <strong>Supervisor</strong>y Styles<br />
<strong>Supervisor</strong>y style varies by amount of:<br />
Direction: telling what <strong>to</strong> do <strong>and</strong> how <strong>to</strong> do it<br />
Support: using empathy, questioning, recognition<br />
Competency<br />
of Staff<br />
<strong>Supervisor</strong>’s<br />
role:<br />
Independent Performer<br />
Delegate<br />
Low Direction<br />
Low Support<br />
Evaluate progress,<br />
Recognition
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
Four <strong>Supervisor</strong>y Styles<br />
<strong>Supervisor</strong>y style varies by amount of:<br />
Direction: telling what <strong>to</strong> do <strong>and</strong> how <strong>to</strong> do it<br />
Support: using empathy, questioning, recognition<br />
<strong>Supervisor</strong>’s role in:<br />
Training Coaching Collaborating Delegating<br />
High Direction<br />
High Direction<br />
Low Direction<br />
Low Direction<br />
Low Support<br />
High Support<br />
High Support<br />
Low Support<br />
The goal is <strong>to</strong> move staff <strong>to</strong> both full competency <strong>and</strong> <strong>to</strong><br />
support themselves.
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
Tell trainee about task + Leave<br />
Sea Gull Management<br />
Ken Blanchard<br />
•Leave alone<br />
•ZAP!
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
At Tables, Create a table on your flipchart<br />
like the one in your packet.<br />
Staff Beginner Frustrated<br />
Learner<br />
Feelings<br />
Competent<br />
Team Player<br />
Independent<br />
Performer<br />
Needs<br />
Questions<br />
<strong>Supervisor</strong> Train Coach Collaborate Delegate
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
Use Yellow <strong>and</strong> Red cards <strong>to</strong> fill in boxes on your flipchart.<br />
Staff Beginner<br />
Feelings<br />
Needs<br />
Questions<br />
<strong>Supervisor</strong> Train<br />
Round 1:<br />
Table Completes COLUMN<br />
assigned <strong>to</strong> you<br />
Round 2:<br />
Table Moves 1 Flipchart<br />
Completes next column<br />
Round 3:<br />
Table Moves 1 Flipchart<br />
Completes next column
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
Back <strong>to</strong> your original Tables, What did you<br />
notice about this exercise?<br />
Staff Beginner Frustrated<br />
Learner<br />
Feelings<br />
Competent<br />
Team Player<br />
Independent<br />
Performer<br />
Needs<br />
Questions<br />
<strong>Supervisor</strong> Train Coach Collaborate Delegate
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
3. Change <strong>Supervisor</strong>y Styles continued<br />
In the large group: Analyze this staff meeting<br />
1 Goal of<br />
meeting<br />
2 Website<br />
update<br />
3 Database<br />
Edit<br />
SASS Facilita<strong>to</strong>rs' Meeting<br />
Agenda<br />
Update SASS website<br />
Edit info in database<br />
Learner Needs
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
4. Flexibility <strong>and</strong> Four <strong>Supervisor</strong>y Styles<br />
At your tables,<br />
1. Pick ONE real situation <strong>to</strong> diagnose. <strong>Supervisor</strong> fills<br />
in some or all of boxes below.<br />
2. Table members ask only open-ended questions.<br />
3. All table members collaborate <strong>to</strong> name the learner’s<br />
needs.<br />
4. Determine what the supervisor has done so far.<br />
5. Suggest a few strategies that supervisor might try.<br />
<strong>Supervisor</strong> Train Coach Collaborate Delegate<br />
Employee<br />
Beginner Frustrated<br />
Learner<br />
Competent<br />
Team Player<br />
Independent<br />
Performer
<strong>UW</strong> <strong>Sometimes</strong> <strong>and</strong> <strong>Aspiring</strong> <strong>Supervisor</strong> <strong>Series</strong><br />
+ TRY-OUT CARD:<br />
APPLICATION TO WORKPLACE<br />
• What skills would you like <strong>to</strong> practice this week?<br />
• Review Self-Assessment for Training <strong>and</strong><br />
Coaching<br />
• Bring back <strong>to</strong> class<br />
Next Week:<br />
2 nd Skill: When <strong>to</strong> Do What<br />
On The Job Training <strong>and</strong> Coaching
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