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UW Sometimes and Aspiring Supervisors SeriesWeek 42 nd Theme: Knowing “When to Do What”Being a Flexible SupervisorSupervision depends on the situation and what our staff NEED from us.Different StrokesForDifferent FolksAGENDA1. Self-Assessment2. Knowledge, Skills & <strong>Talents</strong>3. Change Supervisory Styles Based on Staff Needs4. Flexibility and the Four Supervisory Styles+ Try Out CardIndividually, think about a great coach, teacher, or boss that worked with you past theinitial training. Write down a few things that they did that made them so effective.Reading:• Heathfiel, S.M. (n.d.). What Great Managers Do Differently. Retrieved fromhttp://humanresources.about.com/od/managementandleadership/a/great_managers.htm?p=1References:• Buckingham, M., & Coffman, C. (1999). First Break All the Rules. New York: Simon & Schuster.• Buckingham, M., & Clifton, D. (2001). Now Discover Your Strengths. New York: Simon & Schuster.• Hersey-Blanchard Situational Theory. (n.d.). Retrieved from MindTools.http://www.mindtools.com/pages/article/newLDR_44.htm- 0 -


1. Self-Assessment for Training and CoachingUW Sometimes and Aspiring Supervisors SeriesWeek 4Individually,» Put yourself in the shoes of your staff members. Rate yourself 1 - 5 as your employees would if theywere rating you on these activities.» Then select 3 or 4 areas to improve. (The results of this assessment are for your use only)1=Never 2=Rarely 3=Sometimes 4=Usually 5=Always RatingI could doeven better1 My boss gets out of his or her office, and spends time with us at our work sites.2 My boss thinks and speaks positively and has a good attitude.3 My boss shares information with us.4 I can talk to my boss when I need to, and s/he really listens.5 I get individualized attention from my boss.6 My boss really knows my strengths.7 My work is structured such that I get to do the things I’m good at.8 If I really need help, my boss will get involved with my work.9 My boss stays out of my way when it’s appropriate.10 My boss is a good role model and acts as s/he expects me to act.11 My boss is a patient explainer.12 My boss lets me know what I’ve done wrong.13 I don’t get punished for mistakes.14 I’m encouraged to analyze my mistakes and to learn from them.15 My boss lets me know when I’ve done something right.16 We celebrate successes, even the small ones.Adapted from American Management AssociationCoaching is unlocking people’s potential to maximize their own performance. It is helping them to learnrather than teaching them.Coaching for Top Performance, John Whitmore- 1 -


UW Sometimes and Aspiring Supervisors SeriesWeek 4 Learning Objectives: Distinguish between knowledge, skills and talents2. Knowledge, Skills, and <strong>Talents</strong>Read the box below. Circle or underline anything that strikes you.Knowledge, Skills, and <strong>Talents</strong>Knowledge, skills, and talents are different elements of what a person knows or can do. Knowledge issimply what we are aware of – either facts we have learned or experiences we have had. Skills areactions, or what we DO with knowledge. For example, communication and computer skills are essentialfor many of our jobs. The authors of First Break All the Rules define talent as reoccurring patterns ofbehavior that can be productively applied. You can think of talents as the natural things we do, that arenot natural to other people. If you instinctively remember names or numbers, that’s a talent.The distinction among the three is that skills and knowledge can be learned, whereas talents cannot. Aswe understand ourselves more, we can stop wishing to be fundamentally different and celebrate our trueselves. Let’s consider how we might cultivate our knowledge, skills and talents to find our strengths.1. Identify the skills and knowledge we have, and what we would like to learn.We can learn knowledge in a variety of ways: reading, taking classes, etc. The best way to learna skill is to practice. To capitalize on our experiences, we can reflect on what we’ve learned andconsider how we can apply new knowledge to our life.2. Discover our hidden talents. Our talents are not always evident to ourselves or others. Peoplewho know us well might spot a glimpse of a talent and help us find a way to use it more fully.The key to excellent performance is finding the match between your talent and your roles.Adapted by Mary Hoddy from Marcus Buckingham and Curt Coffman, First, Break All the RulesIndividually, think about your Knowledge, Skills and <strong>Talents</strong>, especially as it relates tocoaching. Write some of them in the chart below. We’ll share them with a partner.My Knowledge Skills <strong>Talents</strong> Example: A nurse needs to…Know anatomy and physiologyBe able to insert an IVListening SkillsBe precise with difficult patientsWhat new knowledge or skills might help you be an even better coach?JobAidsIn large group, how might we use this model in our workplace?See page in Job Aids Packet for KST worksheet to use with your staff.- 2 -


2. Knowledge, Skills, and <strong>Talents</strong> –continuedUW Sometimes and Aspiring Supervisors SeriesWeek 4Apply Knowledge, Skills and <strong>Talents</strong> to InterviewingThe best predictor of futurebehavior is past behaviorBehavioral Interviewing:Step One: Decide what Knowledge, Skills and <strong>Talents</strong> you are looking for.Examples from Mary or Shoko’s position:Knowledge: Understanding of principles of adult educationSkill: Presentation skillsTalent: Taking initiative, working independently, creativityYOURTURNStep Two: Write a question that asks the interviewee to describe their understanding ofknowledge to demonstrate a skill or describe a time when they demonstrated a talent.Examples:Knowledge: Describe three principles of adult education that you believe are the mostimportant and give examples of how you apply them in the classroom.Skill: At the end of this interview, you will present a 20 minute presentation on a topic of yourchoice. Please bring 5 copies of your teaching plan which includes the objectives and outlineof the presentation. If you would like AV, please let us know 48 hours in advance.Talent: Describe a time when you had to taking initiative to get a project completed. Whatchallenges did you have and how did you resolve them?In the large group, we’ll draft three behavioral interview questions for a position that one of youneed filling (or for your own position.)Knowledge:Skill: Talent: JobAidsTurn to Job Aids for more Interview Questions using Knowledge, Skills and <strong>Talents</strong>.- 3 -


UW Sometimes and Aspiring Supervisors SeriesWeek 4 Learning Objectives: Match my supervisory style to meet staff level of competency3. Change Supervisory Styles Based on Staff NeedsIndependent PerformerCompetent Team PlayerFrustrated LearnerBeginnerPerforms routine tasks as habit / Achiever!Unconscious / Fully CompetentVarying levels of Consciousness / CompetentConscious / Varying levels of CompetenceConscious / IncompetentUnawareCreate a chart like the one below on your flipchart. Use the Yellow and Red cards to fill in the boxesCompetencyof StaffBeginnerFrustratedLearnerCompetentTeam PlayerIndependentPerformerFeelingsNeedsOpenQuestions Icould askmy staff atthis levelPrimarySupervisoryStylesTrainClear Directionand supervisionCoachEncouragementand directionCollaborateShareresponsibilityDelegateEvaluateprogressAdapted from: Leadership and the One Minute Manager, K Blanchard andNonviolent Communication: A Language of Life, M. Rosenberg.- 4 -


UW Sometimes and Aspiring Supervisors SeriesWeek 43. Change Supervisory Styles Based on Staff Needs continuedIn the large group:Let’s analyze the following staff meeting for what the learner needs from the supervisorSASS Facilitators' MeetingAgendaPresent: Mary, Shoko and JuanAgendaSituationWhich stylewould be useful?123Goal ofMeetingWebsiteUpdateDatabaseEdit• We need to update the SASS website.• We need to edit the information in database.Juan volunteered to update the website.Shoko trains Juan to do it.Juan became quickly frustrated because some articles weretoo large to be uploaded to the web. Shoko helped himconvert documents to PDF.Juan asked Shoko if it was OK to change our outdatedlookingwebsite to look like other UW sites. Shoko likedthe idea and told Juan that as long as all the articles werePDF, he was OK with the idea.Juan updated everything and added several other featureson his own to appeal to younger learners.Mary is frustrated because she cannot edit SASSinformation in the database. Juan will sit next to Mary andwalk her through the process.Old WebsiteNew Website- 5 -


4. Flexibility and the Four Supervisory StylesUW Sometimes and Aspiring Supervisors SeriesWeek 4At your tables,Pick ONE real situation to diagnose. Speaker fills worksheet.Table members ask only open-ended questions and guess the learner’s needs.SituationWhat might staff need?1. Briefly describe situation in behavioral observations.2. List things that the supervisor has done so far:3. What ideas or strategies might the supervisor try:SupervisorTrainClear Directionand supervisionCoachEncouragement anddirectionCollaborateShareresponsibilityDelegateEvaluate progressEmployeeBeginnerFrustratedLearnerCompetentTeam PlayerIndependentPerformer“In the end, it’s up to the manager to adjust to the employee’s motivational needs, not for theemployee to adjust to how that manager likes to motivate people.”On My Mind: Employee Motivation, by Steven Kline, www.pfonline.com- 6 -

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