Supervision at a professional team level

1. Supervision at a professional team level Shannon Staten, University of Louisville NHTI, June 2011

2. Who are you supervising?

3. Session Outcomes : • Gain an appreciation for the value of good supervision and leadership • Understand leadership skills needed to become an effective supervisor • Consider the importance of knowing departmental and institutional culture, policies and practices • Consider methods for motivating self and staff • Identify skill areas to develop

4. “What do you wish you had known your first year? • About motivation • About staff development • About managing multiple projects • About holding staff accountable

5. Housing Professional The challenge of each supervisor is to remain professional, to develop skills of the staff while accomplishing the responsibilities of the team, while balancing between the needs of the organization and those of the staff within the team.

6. Employee Motivation • Goal with the job: is it a career or a job? • Generational characteristics • Traditionalists: 1927 – 1945 (66-84 in age) • Baby Boomers: 1946 – 1964 (47-65 in age) • Generation X: 1965 – 1976 (35-46 in age) • Millennial: 1977 – 1998 (13-34 in age) • http://www.youtube.com/watch?v=W46bfYUJCeM&feature=player_detailpage

7. Exercise: • Combine two clusters together • From the list provided, place the appropriate characteristics on each of the four generational groups • Add any that you think are missing and should be considered

8. Interaction/Rejection Generational categories Reactions against/rejections

9. Boomers and the Generation X disconnect:

10. Motivation and Expectations

11. Supervising Union and Contracted Service Staff • Understand your staff perspective about you and or your position and learn from that perspective • Learn about contracts and the grievance process • Respect the concepts of the contract • Assist staff advance themselves • Seek assistance when unclear • Recognize accomplishment • Have well documented and publicized processes Gallo, Scott. University of Connecticut http://www.reslife.net/html/facilities_0700a.html

12. Know your staff

13. Knowing your Staff’s Needs SAN FRANCISCO, CA, Sep 10, 2007 (MARKET WIRE via COMTEX News Network) -- Taleo WORLD -- Taleo Corporation (NASDAQ: TLEO),

14. Asking seasoned housing supervisors, “What do you wish you had known as a young professional supervising full time staff? “I wish I had realized that I would be supervising employees that were older (in age) than I was, or who had been with the department longer than I had before supervising them.”

15. Building Connection • Promote active, two-way interaction among all staff members • Find a thousand ways to say the same thing. Use multiple communication channels • Recognize that employees hear and learn differently • Empower employees to solve their own problems

16. Gaining Acceptance • Make people feel they are working with you for the good of the program rather than for you • Look for human rather than material answers to problems • Be fair and tolerant; avoid favoritism • Have high morals and follow the rules • Be loyal both to your staff and to the department • Know your mannerisms and the way they are perceived

17. Asking seasoned housing supervisors, “What do you wish you had known as a young professional supervising full time staff? “I wish I had realized that I did not have all of the answers. As much as I tried I was wrong on many occasions.”

18. Developing Credibility • Be consistent • Show stability and a capability of controlling your emotions • Be loyal to your staff and to the department • Recognize obstacles and work out ways to overcome them • Be available • Be a role model – maintain your health and appearance

19. An effective supervisor has a combination of skills • Blends supervision, leadership and management skills • Communicates effectively – the vision, expectations, performance and team role • Builds and maintains a team • Teaches, mentors and leads staff through processes • Learns from staff and situations

20. Characteristics staff appreciate in supervisors • Show a concern more with the development of the person than the output • Do different work than their staff • Show staff how to do a job correctly when they’ve done it wrong • Have a trust and confidence that their staff can do the work • Provide resources and advice to help their staff be successful • Act and talk positively and in a timely manner, even when correcting performance

21. It comes down to… • Communication • Constancy – no surprises (when possible) • Congruity – walk the talk • Commitment – to the staff and to the program (unit, division, institution) • Reliability – presence when it counts • Integrity – honors commitments and promises • Ethical decision making

22. Asking seasoned housing supervisors, “What do you wish you had known as a young professional supervising full time staff? “I wish I had realized how time consuming supervision is – and how much of a role it plays in the overall success of the department.”

23. Your Role for the Department • Understand the culture of the program and the processes for working within the system • Balance between your responsibility for your staff and for the greater vision/program • Identify the appropriate supervisory response for the situation (advocate, hold accountable, challenge, correct, re-educate) • Help your staff understand the “whys” of procedure and policy • Teach staff how to try to change a process in future

24. Remaining viable with the managers who supervise you • Give priority to requests from above and keep those concerned updated • Respond in a timely manner • Use clear, concise written communication (professional language, error free, summarization) • Take Initiative • Coach and train your people • Learn and execute the processes • Maintain flexibility; Don’t be surprised

25. And, a question from a young supervisor: How do I know when I should share information gained from an employee with my supervisor or manager and when to hold that information confidential? Is it illegal or unethical? Will it have an adverse affect on your team or our department? Will it affect future funding or staff issues?

26. Exercise: My skill set: • My strengths • My challenges Discuss with your table. How many different skills are at your table?

27. Know your self skill set and role as a supervisor Self Skill Set • Organization • Vision • Preparedness • Planning • Delegation Role of Supervisor • Building connection • Gaining acceptance • Developing credibility • Gaining cooperation • Running effective meetings • Avoiding discrimination • Handling pressure

28. Common mistakes with staff performance • Allowing staff to continue performing in a manner that is not to standard or expectation • Use of overly personal language in performance appraisals or correspondence (superlatives such as excellent, horrible, phenomenal, etc) • Unclear expectations • Inconsistent language between reviews and daily discussion or correspondence

29. Evaluating Performance • Offer regular feedback. There should be no surprises at the annual performance review • Provide clear examples when referring to either good or weak performance • Take notes at 1on1 and performance meetings and share with staff member • Follow personnel / HR guidelines • Allow staff to improve if possible • Treat staff fairly; have no favorites

30. Language and Evaluations Typical: • …she is outstanding in this area… Better: • she consistently communicates with students regarding their status… Typical: • …poor job this year Better: • …Performance in this area was not to standard. For example, the occupancy report she does was late 10 of the 14 weeks….

31. Table Exercise. Edit the following: Judgment and Problem Solving Anticipates and identifies problems, gathers facts and analyzes causes, evaluates alternative solutions, demonstrates skills in decision making, takes or recommends actions, adapts to varying assignments and/or situations, and follows-up to ensure resolution in a timely manner. Position Responsibilities: • Assist in assignment conflicts • Research system errors • Complete “special” assignments (special needs placement, holds for athletics or international programs) This was a weak area for Sue this year.

32. Letting Staff Go • Follow HR procedures • Ensure your manager / HR is supportive • Have someone with you as you talk with employee • Document, Document, Document • Allow HR help you determine the conditions of the removal (leave pay, date / time) • Do not share details or even general information with others • Brace yourself – it is never easy

33. How do you motivate staff during stressful moments?

34. And again from seasoned supervisors, “What piece of advice might you offer to a new supervisor?” “Respect has to be earned.” “You will make lots of mistakes which is the only way you will ever get good at this.” “Find the middle road position that involves getting to know your staff, but maintaining your relationship as the ‘boss’.”

35. Advice to Remember • Be intentional – leave little to risk • Relax and enjoy your role and your staff • Know when to hand off a problem or incident • Allow others to listen to your concerns and offer advice (don’t take on an attitude of hiding your staff flaws from supervisors and other teams)

36. Reflection: • What is one skill or mannerism about your own style that you will work to improve? • Back to the employee who makes you sigh. Think of one thing you can do differently with this employee to change that sigh to a positive thought.

37. Closing with storytime:

38. References Carnegie, D & Associates, Inc. (1995). The leader in you. New York, NY: Simon & Schuster, Inc. Gallo, S. Supervising union employees in residence life. Retrieved from www.reslife.net/html/facilities_0700a.html. Harris, J. (1998). The employee connection: Empowering your people through open communication. Successories Library. Levering, R. (1988). A great place to work. New York, NY: Random House. Maxwell, J. C. (1997). Becoming a person of influence: how to positively impact the lives of others. Nashville, TN: Thomas Nelson, Inc. Winston Jr., R. B. & Creamer, D. G. (1997). A handbook for staffing practices for Students Affairs. Retrieved from http://www.staffingpractices.soe.vt.edu/introduction.htm