Supervision by Design

1. Supervision by Design

2. Welcome Gay Perez Professional Wife Mother Daughter • Who am I? • Introductions • Name • Year at UGA • How many staff do you supervise?

3. Ice Breaker • Write name on card • Complete the following statement with your personal philosophy of supervision: Supervision is… • List 2 “take aways” from today’s time together & 1 thing you will contribute to the session

4. Expectations Ground Rules • Safe place to be ourselves • No judging • Willingness to dialogue • Only bad questions or comments are those not asked or shared • Be open to learning • Have fun!

5. Session Goals • Supervision by Design • Building a diverse staff of champions • “Tools” for your personal & professional approach • Identify areas of practice & growth • Assessing your staff’s competence through personnel management strategies • Creating the ideal office culture

6. Supervision circa 1997 • "Within the context of student affairs practice, supervision and managing staff is viewed as an essential helping process, which is designed to support staff as they seek to promote the goals of the organization and to advance their professional development." Winston & Creamer, 1997

7. Supervision circa 2008 • “An ongoing process providing guidance and direction while overseeing the performance or operation of a person or group with the intended outcome of both employee and institutional accomplishment.” Shupp, 2008

8. Activity #1 Supervision Continuum

9. Did you know… 89% of managers believe employees leave for money, while 88% of employees actually leave for reasons having to do with the job, the culture, the manager or work environment. (The 7 Hidden Reasons Employees Leave) 70% of the reasons employees leave their jobs are related to factors that are controlled by their direct supervisor. (The 7 Hidden Reasons Employees Leave) The #1 reason employees leave jobs is a poor relationship with their immediate supervisor. (The Gallup Organization)

10. Top 8 things your staff hates about you (Adapted from the Nashville Business Journal) • You come to work grumpy • You micromanage the staff • You don’t hold employees accountable • You blame the “higher ups” • You bring your personal life to work • You don’t deal with problematic employees • You are always out of the office • You overreact when approached with concerns

11. What does the literature tell us about Supervision? • Research shows professional supervisees want “accessibility to and meaningful interactions with their supervisor; proper use of formal evaluations; supervision unique to them; professional development in their supervisory relationship.” (Shupp and Arminio, 2012) • “Cooperative, mutual investment in achieving organizational goals.” (Dalton, 2003, p.410) • “Every organization develops distinctive patterns of beliefs and behaviors over time. A new supervisor should observe what people do and listen to the stories they tell about the organization.” (Schneider & Bailey, 2009, p.78) • “Awareness” is not enough when supervising in a multicultural environment. (Schneider & Bailey, 2009, p.84)

12. Approaches/Frameworks of Supervision Grown Up Leadership (Bailey and Bailey, 2005) • Key ingredients • Maturity • Versatility • Relationship Building • Ends of the Spectrum: Accommodator - Intimidator • Awareness-Acceptance-Action (AAA) Change Model

13. Inspiring Leader(Zenger, Folkman & Edinger, 2009) 3 Key Characteristics/Traits Role Model Change Champion Initiator Importance of Emotions The connection between the 3 traits & the 6 behaviors/actions 6 Behaviors/Actions Setting stretch goals Creating a vision & direction Communicating powerfully Developing people Being collaborative Fostering innovation Approaches/Frameworks of Supervision

14. Relational Leadership (Komives, Lucas & McMahon, 2013) • The relational & ethical process of people together attempting to accomplish positive change. • 5 components • Process-oriented • Purposeful • Inclusive • Empowering • Ethical Approaches/Frameworks of Supervision

15. Approaches/Frameworks of Supervision Synergistic Leadership (Winston & Creamer, 1998) • Dual Focus • Joint Effort • Two-Way Communication • Focus on Competence • Goals • Systematic, Ongoing Process • Growth Orientation

16. Supervision Inventory Four Approaches • Authoritarian - based on the belief that staff members require constant attention • Laissez Faire - based on the desire to allow staff members freedom in accomplishing job responsibilities • Companionable - based on a friendship-like relationship • Synergistic - a cooperative effort between the supervisor & the staff member

17. Supervising a Diverse Staff • Remember awareness is not enough • Becoming culturally competent is a journey • Ways to become more culturally competent: • Need to start where your staff members are, not where you want them to be. • Let your staff know that you see their color and acknowledge yours. Colorblindness is just another form of denial and marginalizing. • When someone talks about racism or any other isms, believe them. • Notice what someone is saying and what they are not. • Try to understand how someone’s past affects who they are and how they might perform. • While communicating, notice the impact of your words and not just your good intentions.

18. Creating the Ideal Office Culture • It is not just about representation, but a desire for establishing meaningful relationships based on trust, safety & authenticity • Sharing a variety of ideas • Sharing of different approaches • Valuing & implementing different approaches/ideas…don’t be afraid of change! • Noticing the intent & impact of all our communications • Encourage resolution of office problems at the lowest possible level • Asking questions of others about things you don’t understand

19. Skills Every Supervisor Needs • Problem Solving • Effective Confrontation • Prioritizing • Coaching for Results • Open Communication • Follow-Up

20. Common Mistakes as a Supervisor • Does not set clear expectations • Does not train staff accordingly • Does not share adequate information • Does not identify barriers that impede staff success • Does not communicate & provide timely feedback • Plays favorites whether intentionally or not • Does not have appropriate boundaries at work or balance in personal life • Has knee-jerk reactions to staff requests • Ignoring employee complaints or emerging staff performance issues • Failing to document appropriately or often • Retaliating in any circumstance is wrong

21. Builds TRUST • Listening • to learn • to maximize opportunities • to increase understanding • to hear what is being said & not said • to yourself (you can LEARN A LOT) • Outcomes Why is effective listening important as a supervisor?

22. Empowerment & Delegation • 8 Tips for Empowering Employees • (adapted from Inc.) • Foster open communication • Reward those that demonstrate initiative and follow through • Provide a safety net & encourage “stretching” themselves • Provide appropriate context, not answers • Set clear boundaries • Require accountability • Support their independence • Appreciate their efforts…give credit where credit is earned & deserved • Empowering staff means letting go of control • Delegation is conduit for empowerment

23. Activity #2 Supervision Scenarios

24. Staff Accountability Performance Management & • Critical Job Function • Performance is equal parts: • Competence • Commitment • Performance related issues as a result of an imbalance between the 2 “C”s

25. Staff Accountability Performance Management & • Increased absenteeism • Missing deadlines • Unproductive • Sloppy work, careless mistakes • Unethical decision making • Violating policy • Complaints from others • Unexplained changes in behavior or appearance

26. Staff Accountability Performance Management & • Purpose of all Performance Evaluation Systems • To let people know where they stand • To identify training and development needs • To provide information for organizational decisions (must work hand in hand with your department UHR professional as well as the university’s contact) • DOCUMENT, DOCUMENT, DOCUMENT

27. Staff Accountability Performance Management & All Performance Evaluations have the following 3 steps in common: • Performance Planning…defining specific functions and competencies, setting measurable standards, communicating expectations • Performance Development…working with employee (coaching) to achieve appropriate performance, providing on the job training, redesigning tasks, solving problems and arranging opportunities for practice and/or training • Performance Appraisal…rating the employee’s job performance by comparing actual performance to agreed upon standards. This includes both work tasks and competency levels. Review must occur one level up prior to sharing with employee.

28. Helping Staff Members Grow as Supervisors • Different situations require different approaches • Assess current competencies • Determine what is needed prior to your staff leaving the position • Never tell them HOW but GUIDE • Never tell them WHAT but INQUIRE about their thought process & approach • Be transparent • Get buy-in

29. Wrap Up • How did you do designing your own supervisory approach? • Final Thoughts • Be happy to spend time individually with anyone if time permits • Ask me anything

30. Works Cited Bailey, L. and Bailey, M. (2005) Grown Up Leadership: The benefits of Personal Growth for you and your team. Nova Vista Publishing Komives, S., Lucas, N. and McMahon, T. (2013) Exploring Leadership: For College Students Who Want to Make a Difference. Jossey-Bass Winston, R.B., JR and Creamer, D.G. (1998) Staff Supervision and Professional Development: An integrated Approach. New Directions for Student Services, 84Winter. Jossey-Bass Zenger, J.H., Folkman, J.R. and Edinger, S.K. (2009) The Inspiring Leader: Unlocking the Secrets of How extraordinary leaders motivate. New York: McGraw Hill