SUPERVISION AT A PROFESSIONAL
TEAM LEVEL
Shannon Staten, University of Louisville
NHTI, June 2011
WHO ARE YOU SUPERVISING?
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
“WHAT DO YOU WISH YOU HAD
KNOWN YOUR FIRST YEAR?
About motivation
 About staff development
 About managing multiple projects
 About holding staff accountable

HOUSING PROFESSIONAL
The Housing professional develops and
maintains staff relationships in a climate of
mutual respect, support, trust, and
interdependence recognizing the strengths
and limitations of each colleague.
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.
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_de
tailpage
EXERCISE:


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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
INTERACTION/REJECTION
Generational categories
Traditionalists
Baby
Boomers
Generation X
Millennials
Reactions against/rejections
Traditionalists
Generation X
Baby
Boomers
Millennials
BOOMERS AND THE GENERATION X
DISCONNECT:
MOTIVATION AND EXPECTATIONS
Traditionalists
Baby
Boomers
Generation X
Millennials
Hierarchical structure
Structured work
environment
Casual work
environment
Supportive work
environment
Clear direction and
expectations
Schedules, defined
hours
Involvement in
decisions
Personalized work
Believes boss has the
authority / follows
instructions
Low expectations
of administration
Flexibility and
freedom – place to
learn
Willing to make
demands, high
expectations
May not have a cell
phone
Low technology
understanding
Technology more
comfortable / Don’t
look for new
Technology is a
constant and
expected
Satisfaction in a job
well done
Ribbons,
certificates
Public
Acknowledgement
Constant praise
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
KNOW YOUR STAFF
KNOWING YOUR STAFF’S NEEDS
Areas of Job Satisfaction
%
Full and part time staff left job due to lack of growth
potential or vision
41%
Full and part time staff said opportunities for
advancement are key motivator
43%
Full and part time staff say that their employers give
them a career path plan or coaching
12%
Fulltime staff say they stay with company due to
receiving professional development
84%
Full and part time staff have never had a performance
review or if they have felt it was neutral and not useful
for growth
79%
SAN FRANCISCO, CA, Sep 10, 2007 (MARKET WIRE via COMTEX News Network)
-- Taleo WORLD -- Taleo Corporation (NASDAQ: TLEO),
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.”
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
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
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.”
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

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
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

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

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.”
YOUR ROLE FOR THE DEPARTMENT




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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
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

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?
EXERCISE: MY SKILL SET:

My strengths

My challenges
Discuss with your table. How many different skills are at your table?
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
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
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
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….
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.
LETTING STAFF GO

Follow HR procedures

Ensure your manager / HR is supportive


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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
HOW DO YOU MOTIVATE STAFF DURING
STRESSFUL MOMENTS?
Care
Be present
Plan
ahead
• Being honest, laugh, relieve the tension however works
• Check on each person (temperature checks)
• Listen, offer advice, jump in where appropriate
• Snacks, monotony breakers go a long way
• Maintain planning calendars and preparation
• Work ahead to take control of those times we know of
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’.”
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)
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.
CLOSING WITH STORYTIME:
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